zilongwang/ReadingBank huggingface dataset:
Meaning: intellect distinguishes humans from animals What is reality? Humans have potential and innate goodness Nature of Humanness: Autonomy, dignity, and freedom are sacred. Educational aim: Individual potentiality; self-actualization Educational Methods: Facilitation, self-direction; team work Educational content: Any curriculum is a vehicle for meeting needs Main criticism: Important societal goals can be missed Key proponents: Maslow, Knowles, Elias/Merriam, Tough Programs/Practices-1: (Topic: 48) Individualized instructional process Learning projects Sensitivity training Teacher effectiveness training Active listening Programs/Practices-2: (Topic: 49) Conflict resolution Invitational learning Values clarification Moral education Multiethnic educational approaches A Comparison: (Topic: 50) Education School Broad Take place anywhere anytime, anyplace Behavior change processes Lack of formalization No assessment processes Non-official Lack of system No need for certified person No specific time limit for learning Specific Particular location; limited definition Place for education collective body of pupils Formalized Assessment Official Systemic Certified person Compulsory period for attendance Idealism/Perennialism: (Topic: 51) Axiology:
Restriction on educational controls to priest elites Topic: 145 – Influence of Greek (1600 BC – 300 BC) Educational goals: To cultivate civic responsibility Students: Male children ages 7 to 20 years Instructional Methods: Memorization and recitation in primary schools, lecture, discussion, and dialogue in higher schools Curriculum: Athens: reading, writing, arithmetic, drama, poetry, music, Sparta: Drill, military, songs and tactics. Agents: Athens: private teachers, philosophers. Sparta: military teachers Influence on education: Athens: well rounded, liberally educated person. Sparta: Concept of military state. Topic: 146 – Influence of Romans (750 BC – 450 AD) Educational Goals: Develop civic responsibility for the empire, Administrative and military skills Students: Male children ages 7 – 20 Instructional Methods: Memorization and recitation in ludus; declamation in rhetorical schools (lutus is the primary school for everybody) declamation is the ability to create and give a speech.
Curriculum: Reading, writing, arithmetic, law and philosophy Agents: Private schools and teachers, schools of rhetoric Influence on Education: Practical administrative skills Relate education to civic responsibility Topic: 147 – Influence of Arabic Society (700 AD – 1350 AD) Educational Goals: Cultivate religious commitment to Islamic beliefs, Expertise in mathematics, medicine and science Students: Male children of upper class ages 7 – 20 Instructional Methods Memorization and recitation in primary schools, imitation and discussion in higher schools Curriculum: Reading, writing, arithmetic, religious literature, scientific studies Agents: Mosques. Court schools Influence on Education: Arabic numerals and computation, medicine and science materials Topic: 148 – Influence of Medieval on Education (500 AD – 1400 AD) Educational Goals:
Determined by the natural order of things. Values exist in the best of culture. Logic: How we think? Deductive and Inductive. Rationality is best developed through interplay of deductive and inductive thinking. Topic: 56 - The teacher: Teacher is expert of content knowledge. Teaches essential knowledge Maintains task-oriented focus The students: Is there to listen and learn Lesson 11 PHILOSOPHIES OF EDUCATION (APPLICATION) - 2 Topic: 57 - Pragmatism/Progressivism:
The students will be provided two years of practical training after passing a three-year diploma course. Subjects like Industrial Arts, Weaving, Tannery, Wood Work, Masonry, Glass making be introduced in technical schools and teaching of these subjects be started. Diploma holders from polytechnics be allowed BTech degree after passing a course of one year. Topic: 201 - National Education Policy 1972 – 1980 (2) Nationalization of Institutions All private institutions were nationalized on October 1, 1972. The owners of these schools were paid no money or any other compensation. The servants of the institutions were given the same pay and allowance equal to those of government institutions. It was a great deed of course because in this way privately managed schools and colleges had been deprived of doing any injustice to servants and teaching staff. Topic: 202 - National Education Policy 1972 – 1980 (3) Facilities and Training of Teachers Refresher courses and training abroad for teachers were to be arranged. In addition, a School Service Academy was proposed to be established on the pattern of Civil Service Academy. It was told that there were one hundred and sixty thousand (160,000) teachers in all and the existing institutions for the training of teachers will be able to train up to 1980 another one hundred and four thousand (104,000) teachers. The number of teachers was insufficient, therefore, education as a subject be given proper attention and students graduating with this subject to be provided job of teacher. Some retired civil servants, military service people and students of a university will be included in the National Education Corps. Better pay scales have been recommended for teachers and leave salary was allowed to teachers. Topic: 203 - National Education Policy 1972 – 1980 (4) Facilities for Students Much attention has been given to students in this policy. Education up to matric for all students was made free. Rs. Twenty million were allotted for scholarship of students in 1971-72. Students were allowed to have loans from banks to be returned in instalments after getting jobs. In addition to this, travelling facility, facility of medical check-up and book banks were established. Welfare Committees were set up for students in the institutions and they were allowed to elect members from themselves. Topic: 204 - National Education Policy 1972 – 1980 (5) Setting of New Universities There were seven universities in the country in 1972.
Answer: TRUE 20) In presourcing, suppliers are selected early in the concept development stage. Answer: TRUE 21) Inventory turnover is obtained by dividing the average aggregate inventory value by sales per week at cost. Answer: FALSE 22) The percentage of incomplete orders shipped is a performance measure for the purchasing process of supply chain management. Answer: FALSE 23) Responsive supply chains work best with predictable demand. Answer: FALSE 24) Responsive supply chains work best when frequent product introduction exists. Answer: TRUE 25) Efficient supply chains work best when contribution margins are high. Answer: FALSE 26) Efficient supply chains work best when product variety is low. Answer: TRUE 27) Efficient supply chains use low capacity cushions. Answer: TRUE 28) Efficient supply chains aggressively try to shorten lead time. Answer: FALSE 29) A common disruption of the external supply chain is product and service mix changes. Answer: TRUE
Enable Javascript for your browser. To do so, please follow the instructions below: Internet Explorer (6.0) Select ‘Tools’ from the top menu Choose ‘Internet Options’ Click on the ‘Security’ tab Click on ‘Custom Level’ Scroll down until you see the section labeled ‘Scripting’ Under ‘Active Scripting’, select ‘Enable’ and click OK Netscape Navigator (4.8) Select ‘Edit’ from the top menu Choose ‘Preferences’ Choose ‘Advanced’ Choose ‘Scripts and Plugins’ Select the ‘Enable JavaScript’ checkbox and click OK Mozilla Firefox (1.0) Select ‘Tools’ from the top menu Choose ‘Options’ Choose ‘Web Features’ from the left navigation Select the checkbox next to ‘Enable JavaScript’ and click OK Mozilla Firefox (1.5) Select ‘Tools’ form the top menu Choose ‘Options’ Choose ‘Content’ from the top navigation Select the checkbox next to ‘Enable JavaScript’ and click OK Apple Safari (1.0) Select ‘Safari’ from the top menu Choose ’Preferences’ Choose ‘Security’ Select the checkbox next to ‘Enable JavaScript’ Google Chrome On the web browser menu click on the "Customize and control Google Chrome" and select "Settings". In the "Settings" section click on the "Show advanced settings..." Under the "Privacy" click on the "Content settings...". When the dialog window opens, look for the "JavaScript" section and select "Allow all sites to run JavaScript (recommended)".
Angela Struckmann, Chair Protective Services Operations Committee of the County Welfare Director’s Association 415.473.2743 Academy for Professional Excellence- 6505 Alvarado Road, Suite 107 Tel. (619) 594-3546 – Fax: (619) 594-1118 – ACKNOWLEDGMENTS This training is the result of a collaborative effort between Adult Protective Services administrators, supervisors, staff development officers and workers across the state and the nation; professional educators; and the Academy for Professional Excellence staff members. APS Training Project would like to thank the following individuals and agencies: Agencies & Committees California Department of Social Services, Adult Services Branch California State University Sacramento IHSS Training Project California Social Work Education Center Aging Initiative Protective Services Operations Committee of the California Welfare Directors’ Association National Adult Protective Services Association Education Committee
- Identify three Supervisory Best Practices and explain how you use them/will use them on the job. After completing the two day visit to your partner's program (between sessions 6 and 7), you will complete a L.I.F.E. Report and then present your findings to the whole class. Closing/Evaluation TIME ALLOTTED: 15 minutes Slide #54 ___________________________________
Domain: Approaches to Play and Learning (APL) Subdomain: Curiosity, Information-Seeking, Eagerness NC Foundations for Early Learning and Development Standards North Carolina Essential Standards (NCES) Common Core State Standards (CCSS) Approaches to Learning Educational Claims for K-3 Goal APL-1: Children show curiosity and express interest in the world around them. Indicators: APL-1m: Communicate interest to others through verbal and nonverbal means (take teacher to the science center to see a new animal).* APL-1n: Discover things that interest and amaze them, and seek to share them with others.* APL-1o: Show interest in a growing range of topics, ideas and tasks. APL-1p: Demonstrate interest in mastering new skills, (e.g., writing name, riding a bike, dance moves, building skills). NCES K-2 Arts Education preamble Analyze nonverbal communication, make informed judgments about products and issues; and, communicate effectively Because movement as a form of self-expression is intrinsic to our existence as human beings, dance is a natural vehicle that children use to help them understand themselves and the world in which they live. NCES Social Studies K-2 preamble & introductory paragraph Students acquire and perfect knowledge, understanding, and skills of individual and group inquiry and examine a broad range of peoples and cultures. K-2 students develop geographic awareness of their surroundings by using geographic representations to process information about locations using maps and globes NCES for K-2 and 3rd Grade Science: Science Inquiry Approach (Introductory Statement in the NCDPI K-2/3-5 Science Document) If interests arise as a result of the use of the Science Inquiry Method, students would perform tasks in a manner that allows for the exploration of phenomena in the natural world posing questions and seeking answers as they arise CCSS Mathematics Eight Standards for Mathematical Practice The Eight Standards for Mathematical Practice are observable behaviors that students can exhibit when problem solving is designed to allow critical thinking and perseverance CCSS English Language Arts Introduction Students are to engage and be open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning
Two students are given a small cylinder of aluminium of known mass and asked to determine its density. (The ‘accepted’ density of aluminium is 2.702 g/cm3.) Since density is mass/volume, the students need to calculate the volume of the cylinder. To do this, the height and diameter of the cylinder need to be measured. Student A is told to use a simple plastic ruler and to make four independent measurements for each dimension. Student B is told to use a precision measuring tool called a micrometer. Student A – plastic ruler Student B – micrometer 2.2 g/cm3 2.3 g/cm3 2.7 g/cm3 2.4 g/cm3 2.703 g/cm3 2.701 g/cm3 2.705 g/cm3 5.811 g/cm3 Calculate the average value for each set of density values, making sure that any ‘outliers’ are not included. Student A – plastic ruler Student B – micrometer Calculate the % error for each set of values. Student A – plastic ruler Student B – micrometer Compare the average value for each set with the accepted value:
adorned with geometric symbols, suggesting that more than 100,000 years ago humans may have used symbols to express ideas. Using charred sticks, brushes made of ferns, furs, or feathers, and natural pigments from the soil mixed with animal fats, prehistoric artists created life-sized paintings of large animals in motion, leaving little doubt that the artists who drew them were creative and contemplative people who could communicate and conceptualize. Other artwork from this era includes sketches of humans adorned with paints and animal hides and little statues of women suggesting that early humans believed in spiritual forces and sought to influence them in efforts to make hunting, gathering, and procreation more fruitful. Burial evidence further supports these hypotheses as many prehistoric grave sites are accompanied by tools, clothing, and other ornaments. The burial of such objects with the deceased might simply show respect for the dead. Or, more intriguingly, it might indicate that early humans believed in some form of life after death and were equipping departed loved ones for an eternal journey. Although these hunting and gathering bands moved independently of neighboring groups, there is little doubt that groups came into contact with each other. At times these connections were no doubt practical, based on agreements to divide or share lands and other resources. At times the links may have been familial, marked by intermarriage between groups in order to form alliances. At times connections involved exchanges of goods and information. These early connections foreshadowed more elaborate arrangements, including formal trade and diplomatic relations, which emerged later as societies grew larger. Connections at times also resulted in conflicts, especially when sharing or trading arrangements failed to meet the needs of all involved. With resources scarce and survival at stake, human societies had to protect their habitats and hunting grounds against outside intrusions, or move to a new region if the outsiders proved stronger. People thus often feared outsiders as potentially dangerous foes.
(Total 2 marks) 8. Write these temperatures in order. Start with the lowest temperature. 7ºC –2ºC 10ºC –5ºC 3ºC ………………………………………………………………………………………………….. (Total for question = 1 mark)
Graphical Inequalities Things to remember: Use a table of values if you need to help you draw the linear graphs. Use a solid line for ≥ or ≤, and a dotted line for > or <. Test a coordinate ((0, 0) is easiest) to work out which side of the line to shade. Questions: 1. (a) Solve the inequality 5e + 3 > e + 12 ........................................................... (2) (b) On the grid, shade the region defined by the inequality x + y > 1 (2) (Total for Question is 4 marks) 2. The lines y = x – 2 and x + y = 10 are drawn on the grid. On the grid, mark with a cross (×) each of the points with integer coordinates that are in the region defined by y > x – 2 x + y < 10 x > 3 (Total for Question is 3 marks)
Reasons for considering the termination of the services of a portfolio manager include, but are not limited to, the following factors: performance results, which over a reasonable period of time, are below the stated performance benchmarks; changes in the overall structure of the Fund such that the manager's services are no longer required; change in personnel, firm structure and investment philosophy, style or approach which might adversely affect the potential return and/or risk level of the portfolio; and/or failure to adhere to this policy. Appendix 1 Definitions Alternate (non-traditional) Assets - Alternate Assets are defined as an investment that is not one of the three traditional asset classes (stocks, bonds and cash or cash equivalents).The manager has full discretionary authority to use traditional and non-traditional assets and strategies to achieve their stated objective. Within the boundaries established by Canadian securities regulators, managers may use any financial means or instruments available to aggressively grow and or protect asset values. Alternative assets may include hedge funds, managed futures, real estate, commodities, venture capital and derivatives contracts. Over and above traditional fundamental analysis, alternate asset managers may use the following investment strategies: merger arbitrage, convertible arbitrage, high yield debt, capital structure arbitrage, fundamental longs, shorts, options and other special situations. Asset Mix - the process of dividing investments into different asset classes, such as stocks, bonds, alternate assets, and cash in order to optimize the risk/return trade-off of a portfolio. This process is based on factors including investment time horizon, liquidity needs, risk tolerance, specific goals and situations, and legal and tax considerations. Bank Deposits - for the purpose of this policy’s asset mix, "Bank Deposits" include all GIC’s, term deposits and savings accounts at RBC, TD Bank, Bank of Montreal, Bank of Nova Scotia, and CIBC regardless of Canadian Deposit Insurance Corporation (CDIC) coverage. That portion of deposits covered by CDIC at all other institutions is also included. Custodian - a financial institution, usually a bank or trust company, which holds an investment portfolio’s securities and cash in safekeeping. Default Risk
Values, or collective commitments must be made and honored in order to achieve the shared vision for a school or district. The values pillar clarifies these collective commitments. It asks, “How must we behave to create the school that will achieve our purpose?” Collective commitments help move staff from “someday we will become the school in our vision.” to “here is what we will do today to move our school towards the vision.” 28 29 The goal pillar clarifies the specific goals to achieve as a result of the improvement initiative. It identifies targets and timelines that enable a staff to identify the question “How will we know if we are making a difference?” All 4 pillars must be present, periodically reviewed and revised, and continually improved upon to sustain an effective collaborative learning team.
Problem-solving assessment rubric – Foundation Level Relevant element of the Achievement Standards Foundation Level Level 2 Personal and Social Capability By the end of Foundation Level, students … begin to identify and practise basic skills for including and working with others in groups. By the end of Level 2, students … demonstrate ways to interact with and care for others. Health and Physical Education By the end of Foundation Level, students … use personal and social skills when working with others in a range of activities. By the end of Level 2, students … demonstrate positive ways to interact with others Assessment Rubric Category When progressing towards Foundation Level students can: At Foundation Level students can: When progressing towards Level 2 students can: At Level 2 students can: Classify behaviour as friendly or unfriendly recognise friendly and unfriendly behaviour in a picture classify examples of behaviour as friendly and unfriendly name ways to demonstrate friendly behaviour when interacting with others describe why behaviour is friendly or unfriendly Suggest strategies to make someone feel included name a way to be friendly identify a way to include someone describe ways to include someone explain how to be friendly and to make someone feel included Skills for working with others identify a basic skill for working with others from a story name and practice basic skills for working with others such as listening and taking turns describe what a basic skill for working with others might look like in their classroom use basic skills for working with others such as listening and taking turns
x x3 + 2x Comment 3 33 too small 4 72 too big Give your answer correct to 1 decimal place. Answer x = .................................................... (3) 2. Dario is using trial and improvement to find a solution to the equation x + = 5 The table shows his first trial. x x + Comment 4 4.25 Too low Continue the table to find a solution to the equation. Give your answer to 1 decimal place. Answer x = ........................................................ (4) (Total 20 marks) DAY 7 1. The diagram shows three angles on a straight line AB. Work out the value of a. …………………………………………………………………
21 a b 5 × 90 = 450 minutes £6.50 ÷ 450 = 1.44p per minute 5 × 80 = 400 minutes £6.50 ÷400 = 1.625p per minute 5 × 80 = 400 minutes £4.00 ÷ 400 = 1p per min cheapest Or 450 ÷ 6.50 = 69 minutes per £1 400 ÷ 6.50 = 62 minutes per £1 400 ÷ 4.00 = 100 minutes per £1 best value Best buy is 5 pack for 80 minutes each @ £4.00 80 minutes is not long enough. M1 B2 B1 3 M1 for method of multiplying up for total minutes and then division to identify either cost per minute or time per £ B1 for correct workings in first of the three cases B1 for the correct working in the second two cases B1 for explanation of possible reasons not to choose the best buy H 4 22 800 × 1.19 = €952 800 × 1.22 = €976 €976 – €952 = €24 They will get €24 more. M1 B1 A1 2 M1 for multiplications B1 for subtraction ft A1 cao H 3
Networks Vision Resources – Order Form Please complete and return to Resource Unit Price (ex VAT) Quantity Required Price Activity 1: Current Lived Reality £2.00/unit Activity 2: Evaluating Prevailing Narratives £2.00/unit Activity 3: Other School Contexts £2.00/unit Activity 4A/4B: Analysing the Vision (by section) £2.00/unit Activity 5A/5B: Textual Analysis £2.00/unit Activity 6: Ethos Enhancing Outcomes £6.50/unit Activity 7: Leadership, Pedagogy and Theology £6.50/unit Mini conference pack (Activity 6 and 7) £11.00/unit Full conference pack (all resources inside a presentation folder) £20.00/unit TOTAL ORDER (Orders over 100 units = eligible for 15% discount)
Portfolio -Artifacts from each course and practical experience Senior Research Project 9th Grade 10th Grade 11th Grade 12th Grade Academic Classes - Sample 1 Typical Course Load Biology Chemistry Anatomy & Physiology AP Bio double period Physics Molecular Bio Internship Academic Classes Sample2 - Typical Course load Biology Chemistry Anatomy & Physiology Physics Biotechnology AP Bio double period Molecular Bio Academic Classes - Sample 3 - Science Competition Focus Biology Chemistry Anatomy & Physiology AP Bio double period Internship AP Chemistry Internship & enter science competitions such as Regeneron Science Talent Search Practical Experiences Guest Speaker Attendance 4 per year Guest Speaker Attendance Additional requirement TBD Guest Speaker Attendance Shadowing and Observing Bio Professionals Guest Speaker Attendance Internship and/or Write up of research project.
Genetic Drift and the Founder Effect: Eastern Pennsylvania is home to beautiful farmlands and countryside, but it's also a gold mine of information for geneticists, who have studied the region's Amish culture for decades. Because of their closed population stemming from a small number of German immigrants -- about 200 individuals -- the Amish carry unusual concentrations of gene mutations that cause a number of otherwise rare inherited disorders, including forms of dwarfism. One form of dwarfism, Ellis-van Creveld syndrome, involves not only short stature but polydactyly (extra fingers or toes), abnormalities of the nails and teeth, and, in about half of individuals, a hole between the two upper chambers of the heart. The syndrome is common in the Amish because of the "founder effect." When a small part of a population moves to a new locale, or when the population is reduced to a small size because of some environmental change, the genes of the "founders" of the new society are disproportionately frequent in the resulting population. If individuals in the group tend to marry within it, there's a greater likelihood that the recessive genes of the founders will come together in the cells that produce offspring. Thus diseases of recessive genes, which require two copies of the gene to cause the disease, will show up more frequently than they would if the population married outside the group. In the Amish, in fact, Ellis-van Creveld syndrome has been traced back to one couple, Samuel King and his wife, who came to the area in 1744. The mutated gene that causes the syndrome was passed along from the Kings and their offspring, and today it is many times more common in the Amish population than in the American population at large. The founder effect is an extreme example of "genetic drift." Genes occurring at a certain frequency in the larger population will occur at a different frequency -- more or less often -- in a smaller subset of that population. As in the example of human diseases, genetically determined traits that would ordinarily be uncommon in the overall gene pool might crop up with distressing frequency in a small subset of that pool. Questions Explain what Ellis-van Creveld Syndrome is? Why is it so common among the Amish? Who were the founders that introduced this syndrome?
Vocabulary Four-Square Scoring Guide 1 2 3 4 Sections 1 part is correctly labeled. Information not accurate. 2 parts are correctly labeled. Information somewhat accurate Three parts are correctly labeled. Information contained mostly accurate All parts are correctly labeled. Information contained in all parts accurate Explanations 1-2 sections are explained, definition in own words or dictionary definition, at least 1 characteristics or examples, no sentence and no illustrations 2-3 sections are explained, definition in own words or dictionary definition, at least 1 characteristic or example, 1 sentence or 1 illustration 3-4 sections are explained, definition in own words and dictionary definition, at least 2 characteristics or examples, 1 sentence and 1 illustration All sections are explained thoroughly, definition in own words and dictionary definition, at least 3 characteristics or examples, 1 sentence and 2 or more illustrations Evidence of comprehension Shows little or no evidence of vocabulary and concept understanding Shows vague evidence of vocabulary and concept understanding Shows somewhat clear evidence of vocabulary and concept understanding Shows clear and concise evidence of vocabulary and concept understanding Conventions 5+ grammar, mechanics or spelling errors 3-4 grammar, mechanics or spelling errors 1-2 grammar, mechanics or spelling errors No grammar, mechanics or spelling errors Vocabulary Four-Square Scoring Guide 1 2 3 4 Sections 1 part is correctly labeled. Information not accurate. 2 parts are correctly labeled. Information somewhat accurate Three parts are correctly labeled. Information contained mostly accurate All parts are correctly labeled. Information contained in all parts accurate Explanations 1-2 sections are explained, definition in own words or dictionary definition, at least 1 characteristics or examples, no sentence and no illustrations 2-3 sections are explained, definition in own words or dictionary definition, at least 1 characteristic or example, 1 sentence or 1 illustration 3-4 sections are explained, definition in own words and dictionary definition, at least 2 characteristics or examples, 1 sentence and 1 illustration All sections are explained thoroughly, definition in own words and dictionary definition, at least 3 characteristics or examples, 1 sentence and 2 or more illustrations Evidence of comprehension Shows little or no evidence of vocabulary and concept understanding Shows vague evidence of vocabulary and concept understanding Shows somewhat clear evidence of vocabulary and concept understanding Shows clear and concise evidence of vocabulary and concept understanding Conventions 5+ grammar, mechanics or spelling errors 3-4 grammar, mechanics or spelling errors 1-2 grammar, mechanics or spelling errors No grammar, mechanics or spelling errors
Arts Access Australia Limited TAS $225,000 Multi-Arts Arts Access Society Inc (trading as Arts Access Victoria) VIC $270,000 Community Arts and Cultural Development Arts Law Centre of Australia NSW $244,320 * Artspace Visual Arts Centre Ltd NSW $239,200 Visual Arts Asian Australian Artists Association Inc NSW $85,000 Visual Arts Association of Northern Kimberley & Arnhem Aboriginal Artists NT $215,000 Aboriginal and Torres Strait Islander Arts Australasian Performing Right Association Ltd (APRA) for Sounds Australia NSW $300,000 Music Australian Art Orchestra Ltd VIC $292,000 Music Australian Book Review Inc VIC $140,000 Literature Australian Centre for Contemporary Art VIC $264,000 Visual Arts Australian Copyright Council NSW $261,628 * Australian Dance Theatre SA $300,000 Dance Australian Music Centre Ltd NSW $280,000 Music Australian Network for Art and Technology (ANAT) SA $300,000 Emerging and Experimental Arts Australian Script Centre TAS $208,000 Theatre Australian String Quartet Inc SA $250,000 Music
Eleanor Dark Foundation for Varuna, the National Writers House NSW $80,000 Literature Ensemble Offspring NSW $200,000 Music Expressions The Queensland Dance Theatre Ltd QLD $250,000 Dance Eyeline Publishing Ltd QLD $75,000 Visual Arts Feral Arts Corp Ltd QLD $300,000 Community Arts and Cultural Development Firstdraft Incorporated NSW $110,000 Visual Arts Footscray Community Arts Centre Ltd VIC $300,000 Community Arts and Cultural Development Gadigal Information Service NSW $200,000 Aboriginal and Torres Strait Islander Arts Gertrude Contemporary VIC $225,000 Visual Arts Griffin Theatre Company Limited NSW $300,000 Theatre Griffith Review QLD $100,000 Literature HotHouse Theatre Limited VIC $240,000 Theatre IAD Press t/u Institute for Aboriginal Development (Aboriginal Corporation) NT $83,534 Aboriginal and Torres Strait Islander Arts ILBIJERRI Aboriginal and Torres Strait Islander Theatre Co-op VIC $300,000 Theatre / Aboriginal and Torres Strait Islander Arts Information and Cultural Exchange Inc (ICE) NSW $285,000 Community Arts and Cultural Development Insite Arts International Pty Ltd VIC $300,000 Multi-Arts
Broaden our measure of value from near-term growth to long-term sustainability Tourism New Zealand’s current approach to increasing value focusses on encouraging tourists to spend more and stay longer. With rapid growth placing pressure on core regions, this priority redefines this approach to drive shoulder arrival growth and regional dispersal. Tourism New Zealand will also assess future geopolitical risks in target markets and shift its activities accordingly, to mitigate the effects of sudden drop-offs in arrivals thereby supporting long term stability for the industry. Manage our portfolio of markets and sectors as a strategic investor In order to target the highest value visitor, from a pool of 60 million active considerers in New Zealand’s top six visitor markets, Tourism New Zealand takes a strategic approach to market development. Our focus is to grow a portfolio of markets that generates value for New Zealand over the near, medium and long-term. To develop our portfolio markets and sectors from within a fixed funding pool, Tourism New Zealand will take a categorisation approach of near-term value maximization (horizon one), medium-term growth (horizon two) and longer-term development (horizon three) for each portfolio investment. The amount invested, and the activities prioritised, will depend largely on market development stages. Work with Government and industry partners to sustain and improve the experience of visitors and host communities The single biggest driver of choosing a holiday destination is recommendation from friends and family. Our international visitor survey shows that New Zealand enjoys strong satisfaction ratings. In order to protect advocacy by in visitors returning to their home markets, it is essential that our visitors have excellent experiences while here. The entire tourism industry has committed to this goal through Tourism 2025 and Tourism New Zealand will monitor visitor experience and work with other government agencies (e.g. MBIE, DOC, and New Zealand Transport Agency) in order to achieve this goal, as well as advise the wider tourism industry on insights and strategies.
Activity 4.2.1 Four Forces of Flight Introduction Aerospace design engineers use aerodynamics, the science of motion of air and forces acting on bodies in air, to design airplanes that will fly. One of the jobs of an aerospace engineer is to create wing shapes that produce lift as the air moves over the wings. If an airplane is going to fly, the amount of lift must be greater than the force of gravity, and the amount of thrust produced by the engine must be greater than the drag force created by air resistance. Wing shapes that provide lift and have the proper angle of attack (the angle at which a wing meets the flow of air) can then help an airplane overcome gravity. Research has shown that a wing with a streamlined shape can overcome drag with the thrust of engines. The less drag on an airplane, the less power it needs to move. In this activity you will learn the forces acting on an airplane during flight. Knowledge of these forces will help you as you investigate atmospheric flight later in this unit. Equipment Gateway notebook Pencil Procedure Watch the video and your teacher’s demonstration to answer the questions below. Label the forces acting on the block. What forces would act on a block if it was sitting on the table? Draw a diagram and label the forces. Follow along with the presentation on the Four Forces of Flight, and answer the
coefficient estimate for β is interpreted as a summary measure of the degree of intergenerational persistence. Its complement, 1 – β, is a measure of intergenerational mobility. The correlation coefficient Corr(,) is instead interpreted as a measure of “standardized” intergenerational persistence. Typically, equation (1) is estimated using measures of status in logarithmic form (most notably log earnings), hence β is generally referred to as the intergenerational elasticity (IGE). Estimates of the intergenerational earnings elasticity in contemporary advanced economies have shown significant variation across countries and over time. The IGE for the United States is around 0.5, while the Scandinavian countries are typically at the lower end of international IGE estimates at about 0.2 (see review in Black and Devereux, 2011). Hertz et al. (2007) provide a cross-country comparison in educational persistence across generations in 42 countries over the second half of 20th century and report a global average value of 0.4 for the intergenerational correlation. Several other indicators of individual status have been used in the economic and sociology literatures (e.g. occupation, social class, BMI, height). While performing similar descriptive functions, different variables will quantify the intergenerational association between conceptually distinct measures of long-run status. Longevity has the advantage of being a long-run (or lifetime) individual outcome. This is not the case in most applications where income or earnings – and to a lesser extent, occupation and social class – are used as outcome variables. In fact, much of the earlier literature in intergenerational income mobility has focused on issues of measurement of lifetime or permanent income. Several studies – amongst others, Solon et al. (2000), Bjorklund et al. (2002), and Mazumder (2008) – have used the correlation between siblings to measure the proportion of the variation in individuals’ outcomes that can be attributed to the family of origin. The intuition is that if family effects are important, the correlation in the outcome of interest among siblings will be significantly higher than among randomly selected individuals. This can be expressed formally following the notation in Solon (1999): let yij be the outcome of interest for the jth sibling in family i, and let us characterize it as follows (2)
Table 2. Efficacy of Evolocumab in Patients with Peripheral Artery Disease Efficacy Outcomes Symptomatic PAD Symptomatic PAD without prior MI or Stroke Outcome, Placebo N=1,784 2.5 yr KM rate (%) Evolocumab N=1,858 2.5 yr KM rate (%) Hazard Ratio (95% CI) p-value Placebo N=748 2.5 yr KM rate (%) Evolocumab N=757 2.5 yr KM rate (%) Hazard Ratio (95% CI) p-value Primary Endpoint 16.8% 13.3% 0.79 (0.66 – 0.94) 0.0098 12.6% 7.7% 0.67 (0.47 – 0.96) 0.0283 CV Death, MI, Stroke (MACE) 13.0% 9.5% 0.73 (0.59 – 0.91) 0.0040 10.3% 5.5% 0.57 (0.38 – 0.88) 0.0095 CVD 3.8% 4.0% 1.02 (0.71 – 1.48) 4.4% 2.9% 0.78 (0.39 – 1.57) MI 7.9% 5.2% 0.69 (0.52 – 0.91) 5.7% 2.9% 0.66 (0.38 – 1.14) Stroke 3.1% 1.8% 0.59 (0.38 – 0.92) 2.5% 0.7% 0.30 (0.11 – 0.82) Ischemic Stroke 2.9% 1.7% 0.57 (0.35 – 0.90) 2.4% 0.5% 0.25 (0.08 – 0.77) Coronary revascularization 9.6% 7.0% 0.79 (0.62 – 1.01) 6.9% 4.0% 0.70 (0.44 – 1.13) All death 6.7% 6.2% 0.92 (0.69 – 1.23) 6.4% 4.9% 0.86 (0.51 – 1.45)
Three Turnings of Dharma Wheel First Turning Second Turning Third Turning Instructive Encouraging Realization 1. Thus is suffering, which is oppressive; 2. Thus is the cause of suffering, which beckons; 3. Thus is the cessation of suffering, which is attainable; 4. Thus is the Path, which is practicable. Thus is suffering, you should know; Thus is the cause of suffering, you should end; Thus is cessation of suffering, you should actualize; Thus is the Path, you should practice. Thus is suffering, I have known; Thus is the cause of suffering, I have eradicated; Thus is cessation of suffering, I have actualized; Thus is the Path, I have practiced. The Law of Cause and Effect The Law of Cause and Conditions Karma = Action BSM = Body, Speech, Mind (Bachelor of Science in Management) Three Poisons = Greed, Anger/Hatred, Ignorance (i.e. toxic GAS)
2 FIREWORKS PAINTING 3 *bring swimsuit and towel* 4 5 Leave at 10:30 – return 2:00 6 ICE CREAM SANDWICH DAY 9 UNDER THE SEA CRAFT 10 PEARL PARK Leave at 8:30 Return at 12:00 11 12 Leave at 8:30 – return 12:30 13 ICE CREAM DAY 16 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 17 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 18 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 19 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 20 4S AND AFTERSCHOOLERS HELD AT SUNSHINE 23 BEACH BALL CRAFT 24 Leave at 8:30 Return at 12:00 25 26 Leave at 8:30 Return at 12:30 27 SNO CONE DAY 30 SUNSHINE CRAFT 31 WINNERS CIRCLE PARK Leave at 8:30 Return at 12:00 1 2 Leave at 8:30 Return at 12:00 3 POPSICLE DAY
Fourteen – a snapshot of success A Three years ago, Spirit of 2012 committed £3.5 million to fund Fourteen, a legacy programme following on from the Glasgow 2014 Commonwealth Games. Fourteen communities across the UK benefitted from this community-driven programme to increase participation and improve wellbeing. Fourteen was led by local people who decided how Spirit’s investment would be spent, and delivered and managed by UKCF in England, Scotland and Wales, and Springboard in Northern Ireland. All the projects and events funded by Spirit have an unwavering focus on bringing people together, as well as breaking down barriers – around disability, or between different generations, different social groups or different genders. As the Fourteen programme comes to a close, we are proud of the social legacy it leaves behind – increased wellbeing at an individual level, as well as happier and more connected communities. Our investment in happiness creates create lasting change that goes beyond the lifespan of a specific event or project. Although the Fourteen programme is coming to an end, its legacy is assured in the communities it has touched. (AVIM) received funding from to support local families and people in crisis Photo credit: Len Grant Every week, the doors at AVIM open for their 'Collect and Go' food bank. Located in Harpurhey, Manchester, food parcels are provided for people in urgent need of supplies. But AVIM does more than assisting families and individuals in emergencies. “We try and get to the root of the problem,” Mary Stephens says. Mary and her team at AVIM are there for people in the long-run; they help them get back on their feet, offering training courses to boost their employability, or providing advice on getting benefits reinstated. It can be difficult for new families in the area to feel truly welcome – especially when they’re unfamiliar with systems regarding immigration, schools, and benefits. AVIM assists locals in times of crisis - offering essential advice, referrals, and counselling, so newcomers can find their feet and settle into the local community. In such a diverse community, AVIM understands that there are cultural differences which other organisations may not be comfortable dealing with - but AVIM is there to bridge that gap, and help people from all backgrounds and walks of life. To read more inspiring stories about work in the community supported by the Fourteen and Forever Manchester, visit the Another Music website .
Case Study #1: Skinner v. Railway Labor Executives’ Association (1988) Facts: In July 1983, the Federal Railroad Administration (FRA) implemented regulations requiring mandatory, warrantless, blood and urine tests of employees involved in certain train accidents. Other FRA rules allowed railroads to administer breath and urine tests to employees who violate certain safety rules. The rules appeared in response to growing concern about the dangers of drug and alcohol abuse by railroad employees. Reports showed that from 1972 to 1983, "the nation's railroads experienced at least 21 significant train accidents involving alcohol or drug use as a probable cause or contributing factor," and that these accidents "resulted in 25 fatalities, 61 non-fatal injuries, and property damage estimated at $19 million (approximately $27 million in 1982 dollars)." The FRA further identified "an additional 17 fatalities to operating employees working on or around rail rolling stock that involved alcohol or drugs as a contributing factor." In addition, "industry participants . . . confirmed that alcohol and drug use [did] occur on the railroads with unacceptable frequency," and available information from all sources "suggest[ed] that the problem includ[ed] `pockets' of drinking and drug use involving multiple crew members (before and during work), sporadic cases of individuals reporting to work impaired, and repeated drinking and drug use by individual employees who are chemically or psychologically dependent on those substances." The Railway Labor Executives' Association, an umbrella group of railway trade unions, sued to have the new regulations declared an unconstitutional violation of the Fourth Amendment to the United States Constitution. Decision: The Court ruled against the Railway Labor Executives’ Association. In a 7-2 decision, the U.S. Supreme Court held that the government's interest in assuring safety on the nation's railroads constituted a "special need" which justified a departure from standard warrant and requirements in searches. Focus Questions Think about these questions after reading the case study: What are the implications of this ruling? Do you think this is the correct result? Why or why not? Case Study #2: Board of Education of Independent School District No. 92 of Pottawatomie County v. Earls, et al. (2002) Facts:
D. Problem Set 3. Closing and Assessment (15 minutes) A. Student Debrief B. Exit ticket Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Personal white boards place value chart to the hundred thousands place value chart to the millions Worksheets Exit ticket Relevance/Rationale: (How do the strategies employed meet students’ needs?) Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher order concepts throughout the year. Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for success in writing multi-digit numbers in expanded form Fluency 3: This fluency will prepare students for success in writing multi-digit numbers in expanded form Application Problem: This application problem builds on the content of the previous lesson, requiring students to name base thousand units. It also builds from 3.NBT.2 (fluently add and subtract within 1000). FRIDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 5: Compare numbers based on meanings of the digits, using >,<, or = to record the comparison. Long-term Targets: (Common Core standards addressed) 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Compare numbers based on meanings of the digits, using >, <, or = to record the comparison. Agenda (Activities / Tasks) 1. Opening A. Fluency Practice (14 minutes) 2. Work Time (36 minutes) A. Application Problem B. Concept Development
Math Finishing long division lesson Chapter 6 Test TUESDAY! Starting fraction lesson on Wednesday. Students brought home worksheets to practice long division over the weekend!! They will need to return this on Monday. Weekly News Mr. James is now here full time and the students are doing pretty well with the adjustment. Home basketball for 4th grade will be on Saturday! Come out and support them. Baby Wainscott was born Monday, Nov 27th around noon. She is precious and has a head full of hair. We are all so happy for the Wainscott family.
Week 18 Days 1-4: prefixes re, un, and dis rebuild restart uncover untidy discolor un (not) un (reverse of) dis (opposite) dis (to remove) re (again) re (back)
Prince Goddy G. Tan Bernardina G. Yalong Ateneo de Manila University MA in Religious Education A Theological Understanding of the Family as the Seed-bed of Vocations Statement of the Problem “The grace of vocations needs good soil in which to be planted, and the proper conditions to develop under God's supernatural care. There is no soil more necessary and no conditions are more important than a good family life.” Fr. John A. Hardon, SJ What is a vocation? According to Merriam-Webster it comes from the Latin word “vocare” to call. It is a noun which means a strong desire to spend your life doing a certain kind of work. “The word “vocation” in today’s usage often means a person’s occupation, profession, or trade, in brief, how a living is made.” Many of us think of a vocation as a calling in life. Vocation is beyond a call, it is not just an occupation, profession or trade. Our vocation is not the same as our career or profession. However, there can be an overlap between a vocation and a profession. A person has a job to earn a living, a career may be chosen for the sense of but a vocation is aspiring for a higher good; as a service for others and for God. For example, you may choose your job as a teacher and you study further for a higher learning, for this reason, you teach effectively because you believe that it is a sign of following your calling to be of service to your students. “A job corresponds to work extrinsically understood. Career traces the progress of the peoples’ work. Work understood as a calling (or vocation) connects work’s purpose with the proximate and ultimate end of a person’s life.” A vocation is a gift of call from God. It is important to realize that the primary and most vital call from God is a call to live a holy life.