zilongwang/ReadingBank huggingface dataset:
pearlfish travels through the sea cucumber’s alimentary canal and emerges to supplement its diet with small crustaceans. The sea cucumber has an amazing defense mechanism. When attacked, it will expel its own internal organs. The predator is usually satisfied with this feast, and the sea cucumber simply regenerates a new set of organs. Another defense mechanism is a gluelike substance the creature secretes. If this substance happens to get in your hair, you will not be able to get it off without shaving the hair. The secretion is so sticky that it can even be used to bind wounds. Could all this be the product of evolutionary chance? Certainly not! It is more proof that an all–wise Creator designed each of these creatures in their unique ways. Think of the amazing instinctive intelligence of whales and dolphins. The oceans are filled with an enormous variety of creatures, including starfish, jellyfish, electric eels, great white sharks, squid, octopus, shellfish, and crustaceans of all kinds. The Viper fish is a strange looking character. There are countless numbers of microorganisms, plankton, shrimp, and other tiny creatures. There are even some amazing fish that live at depths where life was once thought impossible. All of that was created instantly when God gave the word on Day Five. God is now going to populate the seas and skies with living creatures. I. The creation of fish and fowl A. Fish (20a, 21b, 22a) The creation of fish (20a, 21a) Genesis 1:20 “And God said, Let the waters bring forth abundantly the moving creature that hath life” Once again we see the decree of God (“And God said”). If evolution were really correct, we might expect to find God creating sea creatures from some preexisting life form such as plants or algae. But what Scripture says is that He spoke all of the sea creatures into existence immediately, out of nothing
The Bible itself gives us the correct interpretation of Genesis 1–3. In both Old and New Testaments, it always refers to Creation Week as a literal event. A natural and straightforward reading of the text in Genesis 1-2 also reveals that it is literal in nature. When considering the genealogies, the Bible (not the exaggerated dating methods of science), teaches us that the universe is relatively young, while possessing the appearance of age and maturity, and that all of creation was accomplished in the span of six literal days. To deny this is to rob God of His infinite glory (1 Cor. 10:31), whose power, might, and infinite wisdom is reflected in the wonder of His creation. Revelation 4:11 “Thou art worthy, O Lord, to receive glory and honour and power: for thou hast created all things, and for thy pleasure they are and were created.” “This is my Father’s world, and to my listening ears, All nature sings, and round me rings the music of the spheres. This is my Father’s world: I rest me in the thought Of rocks and trees, of skies and seas; His hand the wonders wrought.”
Theme Seeing Anew Choosing Engagement Reshaping Practice Characters of the Old Testament: God calls Samuel 1 Sam. 3:1-21 Listening to God - focused, loving attentiveness Embracing responsibility A child often has the ability to hear God’s voice or know the right thing to do in a way adults often seem unable to do. Learn song as children come in just by listening. Child (in sleeping bag with lamp close by) and adult to act as Samuel and Eli as story is told, rest of school to be voice of God. Reflection - be still and quiet and think ‘Do you think God speaks to people? Could God speak to you? If he did, would you be listening? Interactive display with story books of Samuel and a lamp with questions written around it, for children to think about e.g. who do you listen to? What do you think God says to you? How did Samuel feel about God speaking to him? What do you think God wants to say to the world? Provide yellow and orange paper for them to write their response or leader to act as scribe and to stick on as light rays. Create a slide show of images of children listening e.g. with earphones, listening to a shell, a whisper, in class etc Light a lamp and say ‘We have come to listen’... ‘Give us ears to hear.’ Create a brief listening quiz Play quiet music e.g. Taize to allow children to sit and listen. Invite pupils to say own quiet prayer and use the words ‘Speak, Lord, your servant is listening.” Dismiss by saying: Go out from here and listen... listen to your teachers; listen to the quiet things, to things that people can’t say - that they are unhappy or lonely - and try to help; listen to God too - what is he saying to you?
FILE:GOD4A18Notes GRACE ASSEMBLY, SAN DIEGO, CA 4-A-GAC-01-26-18 Study Outline The Authority of God’s Word God’s Foreknowledge and Predestination In the Beginning – The Existence of God The Entrance of Sin into God’s Domain The Judgment of Satan The Creation of Man in God’s Image – Definitions The Entrance of Sin into the Human Race – The Fall of Man God’s Redemption Plan and the Seed Line The Pauline Revelation The Prophetic Timeline – Eschatology: Basic Terms and Belief Systems (Refer to page 2) The Order of the Resurrection and Translation
Eschatology – Basic Terms and Belief Systems God48A17Notes There are grouping of terms that relate to some aspect of Eschatology. We will first list the groupings then we will return and, in more or less detail, look at each term. This is necessary to understand the order of the Resurrection and Translations. The Authority of God’s Word: Which Translation? Dynamic vs. Formal Equivalence. The first grouping relates to “Biblical Interpretation:” Allegorical Literal The next grouping relates to “Millennialism:” Meaning of “Millennialism.” Amillennialism Postmillennialism Premillennialism The next grouping is related to “Biblical Theology.” Covenant Theology Dispensationalism Replacement Theology Anti-Semitism The next grouping is related to “Eschatology” and how the last book of the Bible is interpreted. Preterism (Past) Historicism (present) Idealism (timeless) Futurism (future) The next grouping is related to the “Rapture” – Who and When. Pre-Trip Mid-trig Pre-Wrath Post-trip Partial imminency
STATE GOAL: R5 Enlist community support and public-private partnerships to leverage available resources Agency Goal 211 - Georgia Trauma Care Network Commission G1 - Develop a regionalized trauma system in Georgia 234 - Criminal Justice Coordinating Council G4 - Educate all stakeholders and customers as to CJCC s role within the criminal justice system 245 - Office of the Child Advocate G1 - Increase awareness and understanding of child welfare policies, practicies and outcomes throughout Georgia 245 - Office of the Child Advocate G2 - Develop and maintain collaborative relationships with public and private agencies, lawyers and judges, to improve outcomes for children and families involved with the child welfare and juvenile justice systems 245 - Office of the Child Advocate G3 - Promote OCA s reputation as the independent agency that ensures the safety of children in the custody and control of the State, and increase visibility and promote the mission of OCA 263 - Georgia Council on Developmental Disabilities G1 - GCDD’s Real Communities Initiative will support local projects that create more welcoming communities planned and implemented by partners with and without disabilities, resulting in measureable improvements for all people in their communities 405 - Department of Public Health G3 - To reduce tobacco use among Georgians G4 - Increase immunization rates in children 19 to 36 months 413 - Office of Student Achievement G3 - Maintain an effective educational auditing program that ensures the validity of the State’s assessment program. (*This is one of GOSA s statutory charges) 441 - Department of Behavioral Health and Developmental Disabilities G5 - Maximize state-university partnerships that promote the improvement of state-operated hospitals’ quality of treatment and care, enhance work-force development, and facilitate research to advance the science associated with disabilities 467 - Department of Corrections G6 - Implement sound fiscal responsibility and effective resource management 469 - Bright from the Start: Georgia Department of Early Care and Learning G3 - Foster Organizational Excellence Through Stakeholder Engagement, Enterprise Solutions, and Workforce Development. 480 - State Soil and Water Conservation Commission G3 - Increase the effectiveness of local soil and water conservation district boards. 977 - Georgia Public Telecommunications Commission G3 - Maintain and grow a financially strong, efficient and stable organization.
This rapid-fire model of designing technology appeals to the personal needs of the consumer truth that anything new is interesting. Despite the belief that advancement makes our lives easier, the reality is that soon we will be incapable of achieving even the simplest of tasks on our own. As William Gibson asserts, “Our hardware is evolving at the speed of light, while we are still the product, for the most part, of unskilled labor.” The unceasing flow of new upgraded products makes anything slightly out of date easy to cast aside and contributes to the massive amounts of electronic refuse that will overrun the world in the future. New technologies implanting computers into the human body shows that man is not satisfied by simply using technology, but are integrating their bodies with it as well. These processes are not for medical, but recreational uses, which brings humanity one step closer to the path of trans-humanism and the resulting future of post-humanism. What will that future be? As an artist, I created a body of works that are a interpretation of my observations within our current, human culture. In the future as I imagine it, technology and humanity become so interchangeable that the lines the two are blurred, broken and erased in a very literal sense. The beings I depict are composed more of tubes, wires, and digital apparatus than of flesh and blood. some may view it as nightmarish, it is my idea that man will inevitably become enveloped by machinery rather than use it for advancement. In my works, I strive to create daily portraits in the vein of Fantastic Realism. Life and landscape within these works are of a future where all needs are met by a that envelops the world as we know it. A similar view is expressed by Christopher Dewdney in Last Flesh: “As humans continue to interconnect, and the power of
Bibliography Beksiński, Zdislaw. “Interview: Zdislaw Beksiński”. Interview by Projekt, Projekt (June, 1981). (Accessed February 2014). Cohen, Jeffery. Monster Theory: Reading Culture. Minneapolis: University of Minnesota Press, 1996, Chapter 1. Dewdney Christopher. Last Flesh: Life in the Transhuman Era. Toronto: Harper Collins, 1998. Ellis, Warren and Darick Robertson. Transmetropolitan Volume 2: Lust for life. New York: DC Comics, 2009. Gibson, William. “Will We Have Computer Chips in Our Heads?” Distrust That Flavor. New York: Putnam, 2012. Giger, Hans Rudolph. “Giger the Great Alienest of Artists”. Interview by Ed Ackerman, Famous Monsters No. 158 (1979). http://www.littlegiger.com/articles/files/FamousMonsters_158.pdf (accessed May, 2014). Giger, Hans Rudolph. “The HR Giger Website”. http://www.hrgiger.com/ (accessed May, 2014). Morpheus Gallery, “Dariusz Zawadski Biography,” Morpheus Gallery, http://morpheusgallery.com/Dariusz%20Zawadzki/biography.php (Accessed 2014). Mumford, Lewis. Technics and Civilization. New York: Harcort, Brace, and World Inc., 1934.
Competitors P8 Payment Credit services P10 Credit service area P10 Financial partnerships P11 Charging mechanism P11 Account partners P12 Website structure Website programming language P14 Website Information P14 Website structure P14 Sequence Diagram P15 Process of refund P16 Website Infrastructure Domain Information P17 Recordform Whois P17 Site Profile and Search Rank P17 Server Stats P18 Site Map P18 Technique of connection P19 HTTP Header Analysis P20 Audience Demographics P21 Introduction Company Introduction- God Games The company we chose is the God Games which is the most popular online mahjong and poker web-game provider in Taiwan. Godgame first combined their web games with Facebook then rapidly gain publicity and reputation, soon it became the most popular web-game. The services provided by God Games not only include playing mahjong or poker, it has credit services which you can buy game credits to have more access to the game. Below is a chart which contains the basic information of God Games. Company Name 慧邦科技股份有限公司 Website God Lai Ye )
Distinguished Service Awards Nominations-need to submit awards Arlene Tom Complete Recommendation to create a self-reporting nomination form Diversity and Inclusion conference possibilities Maddy Will create an internal committee in the D&I or with others in the division to start Provide recommendations for Summer 2018 Division of Student Affairs Retreat Jen Provide some additional professional development
God’s Teaching About Baptism The Choice The Need To Overcome THE PROBLEM Sin Is Disobedience To God’s Commands Man’s problem started way back in the Garden of Eden. God told Adam that he could eat of the fruit of any tree in the garden except one - the tree of the knowledge of good and evil. God told Adam that if he ate from that tree, he would “surely die” (Genesis 2:17). Adam and Eve’s disobedience is recorded in Genesis 3:1-12. From the beginning we note that the serpent’s plan of attack has been that God didn’t really mean what He said. “And the serpent said to the woman, ‘you surely shall not die!’” (Genesis 3:4). So Eve was deceived (I Timothy 2:14) by the devil, and Adam and Eve ate. In doing so they sinned. Just as breaking a law or command of men is a crime, so breaking a command of God is sin. Sin Separates Man From God God told Adam, “In the day you eat from it [the tree of knowledge of good and evil], you will surely die” (Genesis 2:17). Did Adam die on the day that he ate the forbidden fruit? The Bible says that “all the days that Adam lived were 930 years, and he died” (Genesis 5:5). Maybe God did lie to Adam? Maybe He was kidding Adam along a little so that Adam wouldn’t eat of that fruit? No! Adam died on the day that he ate of the fruit! He died the kind of death God fears most for His children -spiritual death! The word death means “separation.” When a person dies physically, the spirit is separated from the body (James 2:26). Spiritual death is the separation of the spirit from God, not from the body. What causes this separation? What dreaded disease is this that separates a man from the Father of spirits? Isaiah, speaking for the Lord, tells us: “Behold, the Lord’s hand is not so short that it cannot save; neither is His ear so dull that it cannot hear. But your iniquities have made a separation
The Lord is at our side too. The Holy Spirit is the one who runs along side of us. The shield was also an object of sacrifice. In Old Testament times, it was made of leather. An animal had to die to produce the leather for the shield. The Lord shields Christians from Hell because of the sacrifice of Christ on the cross. David told the Lord, "You are my shield and glory." You are my king, my master, the focus of my life, and my reason for living. The Lord is to be our master too. We can only have one, it had better be Him. Isaiah 41:13 (King James Version) 13 For I the LORD thy God will hold thy right hand, saying unto thee, Fear not; I will help thee. The Lord Can Lift Us Up By elevation to a position after there has been shame and humiliation. By restoration of health after sickness In jubilation or joy after sorrow
“When his mother Mary had been betrothed to Joseph, before they came together she was found to be with child from the Holy Spirit.” (Matthew 1:18) “An angel of the Lord appeared to him in a dream, saying, “Joseph, son of David, do not fear to take Mary as your wife, for that which is conceived in her is from the Holy Spirit.” (Matthew 1:20) Descending upon Jesus “When Jesus was baptized, immediately he went up from the water, and behold, the heavens were opened to him, and he saw the Spirit of God descending like a dove and coming to rest on him” (Matthew 3:16) Leading Jesus “Then Jesus was led up by the Spirit into the wilderness to be tempted by the devil.” (Matthew 4:1) Giving Jesus Power “It is by the Spirit of God that I cast out demons” (Matthew 12:28) Helping Jesus Rejoice “In that same hour he rejoiced in the Holy Spirit” (Luke 10:21) Lesson 19 Thank You Spirit, part 2 Teaching disciples what to say “The Holy Spirit will teach you in that very hour what you ought to say.” (Luke 12:12) Helping Disciples Speak “It is not you who speak, but the Spirit of your Father speaking through you.” (Matthew 10:20) Revealing Truth “These things God has revealed to us through the Spirit. For the Spirit searches everything, even the depths of God. For who knows a person’s thoughts except the spirit of that person, which is in him? So also no one comprehends the thoughts of God except the Spirit of God. Now we have received not the spirit of the world, but the Spirit who is from God, that we might understand the things freely given us by God.” (1 Corinthians 2:10-12) Baptizing Believers “I baptize you with water for repentance, but he who is coming after me is mightier than I, whose sandals I am not worthy to carry. He will baptize you with the Holy Spirit and fire.” (Matthew 3:11) Giving Christ-followers a New Birth
CATEGORY 4 3 2 1 - Position The position of the presentation provides a clear, strong statement of the author’s position on the topic. The position of the presentation provides a clear statement of the author's position on the topic. A position of the presentation is present, but does not make the author's position clear. There is no clear position statement. Communicate information Communicates information in a convincing manner. Communicates information in a persuasive manner. Communicates information in a simplistic manner. Communicates information in an ineffective manner. Creativity Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Time and Effort Class time was used wisely. Much time and effort went into the planning and creation of the project. Class time was used wisely. Most class time and effort went into the planning and creation of the project. Class time was not always used wisely. Some class time and effort went into the planning and creation of the project. Class time was not used wisely and no additional effort was put in at other times or places.
Suggested Student Assessment: Student projects and presentations should be evaluated based on students’ understanding of the key concepts of migration, the quality of their research, and the synthesis of the components into a clear portrait of the community, both visually and orally. In their presentations, students should be able to convey their understanding of the concepts related to migration, patterns of migration, and the effect that migration has had on the cultural makeup of their community. The stages of preparation, action, and reflection should all be considered as part of the evaluation. Extending the Lesson: Find out if there are any Lost Boys in your community or region. (States are listed in the Student Handout: Migration of the Lost Boys and Girls. Also, search the Internet or a newspaper index to find articles about Lost Boys in your area). If there are Lost Boys or Girls in your area, ask if any would be willing to visit your school and talk with students. If not, contact one of the Lost Boys groups with active Web sites and try to establish a pen-pal correspondence between them and your students. For links to local, national, and international Lost Boys organization visit . Find out more about the Kakuma refugee camp and its residents by investigating some of these Web sites: Invite representatives of other refugee or immigrant groups or agencies who work with refugees/immigrants to visit your school and talk with the students. Register the project as part of . You can get free planning materials, including a Planning Toolkit and Service-Learning Curriculum Guide, from . -Taken from Xpeditions - nationalgeographic.com
Developing SMART Goals – Worksheet Skill Is it Specific? Attainable? Routine-based? Relevant? Tied to functional priority? Context Task used for measurement Linguistic complexity Level of support? Who will score/rate? Measurement Type of measure (e.g., frequency, percentage, ratings) Are criteria attainable? Can another clinician get the same results? Time Frame When will you expect goal to be met?
15. 16. 17. (may stay latent in body) 18. 19. 20. 21. 22. Who invented the vaccine for #21? Name the transmission vector species name for #18. Name the symptom seen in #18. What is the halo-like structure in #20? Which Washington, DC community had a small outbreak of #15 in 1989? Bacterial Diseases: Name the following. There are no repeated diseases. 28. 29. 30. 31. 32. 33. 34. 35. Which species of organism spreads #32? What is the nickname for the substance in the bucket in #30? Fungal/Parasitic Worm Diseases: Name the following. There are no repeated diseases.
Domestic housekeeping: 36% Drywall installers: 27% Landscaping: 26% Maintenance: 26% Meat handlers: 25% Hand packers: 22% Cement finishers: 22% Roofers: 21% Animal slaughter: 20% Cleaning: 19% Laundry: 17% Apparel: 16% Hospitality: 14% Restaurants: 11% LATIN AMERICA SOUTH AMERICAN PER CAPITA GDP Chile: $14,500 Argentina.: $14,400 Uruguay: $13,300 Venezuela: $12,800 Peru: $8,600 Columbia: $8,200 Ecuador: $7,700 Paraguay: $4,800 Bolivia: $4,300 CENTRAL AMERICAN PER CAPITA GDP MX: $9803 Costa Rica: $9481 Dominican: $7499 El Salvador: $5041 Guatemala: $4313 Honduras: $2876 Nicaragua: $3634 AVERAGE GROWTH RATE OF LATIN AMERICAN NATION, 1990-2000 Argentina: 3.2% Brazil: 1.3% Chile: 4.9% Colombia: 0.8% Mexico: 1.8% Peru: 2.1% Venezuela: -0.1% Latin america overall: 2.0 LATIN AMERICAN PER CAPITA GDP Mexico: $9803 Costa Rica: $9481 Dominican Rep: $7499 El Salvador: $5041 Guatemala: $4313 Honduras: $2876 Nicaragua: $3634 EUROPEAN UNION EU ECONOMIC POTENCY 7% of the world’s population—28% of the global GDP (larger than the USA) 454M population & 60% more consumers than the USA The 12 member nations using the Euro exclusively account for 67% of the population & 74% of the EU GDP % One third of the world’s 100 largest corporations are European EU vs. U.S. Population of 454M for EU, 1.5 times larger than U.S. EU gross regional product of $12.5T vs. $11.7T for U.S.
Group Members _____________________________________________________ ___________________________________________________________________ Absent _____________________________________________________________ Going Thru a Phase (modified from a MESSENGER Education Module) I. Gather (collect data/evidence) (As you complete steps #8; describe what you see. Draw a picture in each box to represent the phase of the Moon you saw.) II. Reasoning (Analysis/Analyze/What does the data I gathered mean?) Review the data/evidence in Step I. Write your analysis of what it means. What is the position of the Earth, Moon, and Sun telling you about each lunar phase? III. Communication (Conclusion/This is what my data means) Come to a conclusion and use your evidence from Part II to support your conclusion. Remember, you are answering the question – How does the position of the Earth, Moon, & Sun affect the phases of the Moon?
Going in Circles Placemats - SUPPLY LIST Pattern Requirements: Free – Distributed in Class Fabric Supply List: 96 Charms (5 x 5” squares) for 4 placemats For each placemat: 12 Charm Squares – Base 12 Charm Squares – Circle Applique The store samples were made with two colors each per placemat Backing – 1 yard for 4 placemats Binding – 2/3 yard -- 2 – 2 ½’ WOF strips per placemat – 8 strips total for 4 placemats Batting – Approximately 1 yard Steam a seam or similar for circle applique – 2 ½ yards of 20” wide steam a seam General sewing supplies as listed below General Sewing Supplies: Sewing machine in good working order, including your power cord, foot pedal and cord; For the first class, we will piecing, so bring your ¼” piecing foot and zig zag foot For the second class, bring your walking foot (or Dual Feed Foot) and your circle attachment, if you have it. Rotary Cutter and Mat Quilting rulers – 6 x 24” or similar, 6” square ruler or similar Chalk or Frixion pen for marking fabric Thread – We prefer Aurifil for piecing Bobbins Sewing machine needles – Microtex for piecing and Topstitch 80 or 90 for decorative stitching and quilting Scissors Seam ripper Pins Paper and pen for taking notes Optional Supplies:
Go Kit Supply List General Supplies Badge lanyards, strap clips Badges Clipboards Color-coded vests Duct tape Extension cords Highlighters Markers, permanent and dry erase Office supplies (e.g. tape, staplers, paper clips) Paper towels Pens Power strips/surge protectors Radios, communication Radios, emergency alert Scissors Sticky notes Trash bags Dispensing Supplies Biohazard bags Biohazard containers (response dependent) Broselow tapes for estimating infant weight Educational materials Emergency phone numbers Face masks Facial tissues Gloves Hand sanitizer Medical assessment forms Signage Supplies Easels or hangers to mount signs (indoors & out) Signage Tape or Velcro to attach signs to walls Traffic Control Supplies Bullhorns Cones and other barriers Orange tape Rain ponchos Traffic batons Whistles
Community Support In the event of a disaster the Queensland Government will work with a wide range of organisations to minimise the impact and ensure the recovery of affected communities. During and after a disaster you may need practical assistance or community support to assist you and your family. This brochure contains a range of general local and community support services available for individuals and families in your area. Further information is available at or by phoning the Community Recovery Hotline on 1800 173 349. You can also download the free Self-Recovery app from the Apple or Android App stores. General community support services Mensline Australia 1300 789 978 Relationships Australia 1300 364 277 Beyondblue info 1300 224 636 Lifeline Telephone Counselling 131 114 Kid’s Help Line 1800 551 800 DV Connect 1800 811 811 Gambling Help Line 1800 858 858 Parentline 1300 301 300 St Vincent de Paul Emergency Relief Support… 1300 794 054 Seniors Enquiry Line 1300 135 500 Australian Red Cross 1300 554 419 Workplace Services Fair work info line 131 394 Apprenticeships and Trainee Support 1800 210 210 Department of Human Services General 132 468 Employment Service & Job Network 132 850 Financial Information Service 132 300 Medicare 132 011 Legal and Advocacy Services Legal Aid Queensland 1300 651 188 Welfare Rights Centre 1800 358 511 Financial Counselling Uniting Care Community Financial First Aid 1800 007 007 Consumer Advice Office of Fair Trading 131 7468 Department of Communities, Disability Services & Seniors Regional office. 5656 5800 Community Support Services South East Region Gold Coast
Course Code: EITM01 or EITM02 Introduction Technology advancement in… Background and Motivation Recent research in this area… Project Aims and Main Challenges The aim with this Master’s thesis work is to… To find a feasible solution to these questions is challenging… Approach and Methodology The thesis project will be based on… Previous work Back-ground knowledge and experiences can be found among the professors and PhD students at the department… Basic knowledge in this area can be found in [1][2]… Advancements and Outcome Verification of the theoretical knowledge will be shown by experiments… A scientific conference paper can be expected… Resources PC or Linux based workstations, placed in thesis workers rooms, will be available for simulation and implementation.
A traveler asks why the western half of Thebes is called the City of the Dead. Why is it? Who is Gebu? Each day Gebu demands for the 5 Deben Ranofer earns. What is Deben? Rekh the goldsmith and Heqet the apprentice give Ranofer affection, why does Ranofer discourage this? Describe the amulet of Ranofer’s wrist What street is Ranofer and Gebu’s house on? What does awry mean? Who is Pai? In what chapter does Gebu make Ranofer his apprentice without question? You cut your finger at the stonecutting shop BACK 2 How did Ranofer get a chance to see Zeb the goldsmith? What is the name of the Ancient’s donkey? What chapter does Ranofer find the golden goblet? Who is Thutra? You get a beating from Gebu. BACK 2 What is the plan that Ranofer, Heqet, and the Ancient come up with to prove that Gebu is a thief? OH NO! While spying, Khefts catch you! You run as far as possible. Heqet spies on Wenamon in a straggly Dom tree. How does this save Ranofer from a close call? Describe the High Nile Festival and what Heqet, Ranofer, and the Ancient plan to do. Why doesn’t Ranofer get caught for breaking into Gebu’s room? Who is Tiy? Bonus: What would you put in front of her name? Name 2 people who got gifts from the Queen. Bonus: Name what they got. What chapter does Ranofer fight Gebu and Wenamon in the tomb? What does Queen Tiy ask Ranofer to tell if he is lying or not?
Present and ex students’ Cultural prog.-2.30- . 3.50 Antakshari- . present and ex students- 3.50-4.20 Vote of thanks by the Ex- secretary of reunion comm..- 4.20-4.30 Closure 4.30 Principal, Secretary of college reunion . committee
1 March 2016 Golden Plains Shire Council Media Release Council continues to deliver on community engagement with 2016-17 Budget Golden Plains Shire Council is following through on its commitment to engage more with residents and ratepayers around the next Budget. Last year, Council committed to keeping the community involved in the process leading up to the release of the draft Budget in the legislated formal consultation period, due to commence in May this year. The first step in delivering this promise was the Focus Groups that took place late last year, where residents discussed their priorities for the year ahead. Now Council is asking residents for feedback on key information from the draft Strategic Resource Plan; a high-level, four year plan that provides an overview of Council's proposed key actions, and will inform the 2016-17 Budget. The information, and the ability to provide feedback, can be found on Council's Have Your Say platform: Mayor, Cr Des Phelan, said Council welcomes more opportunities to listen to the community. "We received over 700 responses to our Community Engagement Survey, which shows Golden Plains Shire residents are ready to be heard, and we remain ready to listen." "Council is committed to keeping communities informed and listening to what they have to say. "The feedback Council receives on the Have Your Say platform will be collated and considered by Council alongside the draft Strategic Resource Plan. "This will allow Council to hear the voice of residents alongside the draft figures, and guide it in its decision making." – ENDS –
Problem/ star rating Policy Positives Negatives Hyperinflation 1924 – Rentenmark = 1RM = 1000 billion old marks Old marks burned Hyperinflation stopped overnight. Currency stabilised and economy stronger People who lost savings were not compensated and blamed Weimar French occupation of the Ruhr Called off Passive resistance Germany can begin to make an income from the Ruhr, Stronger economy Unpopular because right wing groups saw this as a weak decision Germany is not trusted 1925 Locarno Pact. Germany promised not to invade Britain or France 1928 Kellogg-Briand Pact: 69 countries agree not to go to war 1926 Germany joined the League of Nations Germany trusted and respected. Can trade with member nations League of Nations gives Germany some status (they are now able to take part in major decisions). Some said Stresemann was weak because was submitting to the hated Treaty of Versailles Reparations Promised to pay reparations. Helped by US loans. 1924 Dawes Plan – US loan of $200 million 1929 Young plan reduced reparations to £2000 million Hated because seen as a weakness by Right Wing Groups eg Nazis Germany needs to rebuild its economy Dawes Plan 1924 Dawes Plan – US loan of $200 million Improved economy because money is invested into building hospitals and schools. US companies such as Ford and Gillette build factories in Germany Economy dependent on US loans so could be devastating. Wages did not rise – farmers on half the national wage Rich were heavily taxed. I million still unemployed by 1929 Annotate your cartoon, then explain the overall impression the cartoon gives you.
Page 2 – Waiver Form Golden LEAF Scholars Program – Two-Year Colleges Social Security Number Waiver Form Student’s Social Security Number: __________--__________--_________ ___________________________________________ ___________________ Student Signature Date
You can change the progress on a goal from the goal list or from the Goal Details page. If the goal has related tasks you must use the Measurement (Tasks) section of Goal Details page. (See “Measurement” above. To change the progress on a goal without tasks: If this is the first time you have changed the progress, you will see a Start button in the Progress column. Click the Start button, and then click the drop down arrow. If no arrow appears, you have tasks assigned to the goal. Use the Measurement (Tasks) section of the Goal Details page. If you chose to enter your own actual and target values, both fields will appear and you will be able to enter the values. After entering the values you will notice that the progress bar has changed. If you chose to enter your progress as a percent, you will use a slider bar to update your progress. Once you have entered your progress for the first time, the progress bar will show. Click the drop down menu to modify your progress. When you have completed a goal, edit the goal and select the Status drop-down menu. The goal will remain in the “In Progress” state until you actually select “Completed.” Tasks Goal-related tasks provide the ability to measure the progress of a goal by the completion of a series of tasks. Tasks provide the ability to split a goal into activities and to measure the goal progress based on the average progress of its tasks. Tasks also help to define how the goal will be achieved. Tasks can only be created as part of a goal and do not exist on their own. When a goal contains tasks, it is the progress of the tasks that need to be updated, not that of the goal, which will be updated automatically upon the progress of the related tasks. Adding Tasks You can add tasks to a goal that has already been created from the “Goal Details” page. From the Goal Details page (click on any goal to show the detail page): Scroll down to the Measurement section. If you are breaking the goal into tasks for the first time, click the “Break Goal in Tasks” button. If you are adding additional tasks, you will see a “Tasks” section and a “Create” button for adding tasks. Click the “Create” button. The Create Task box opens. Enter the name of the task and a description of the task. You can change the status and update the progress if you have already started the task. Enter your measurement criteria and measurement text if needed.
List of abbreviations AH Act Aboriginal Heritage Act 2006 CHMP Cultural heritage management plan DELWP Department of Environment, Land, Water and Planning EE Act Environment Effects Act 1978 EES Environment effects statement EMF Environmental management framework EPBC Act Environment Protection and Biodiversity Conservation Act 1999 ERR Earth Resources Regulation FFG Act Flora and Fauna Guarantee Act 1988 GWh Gigawatt hours Ha Hectare kV Kilovolt m Metre MW Megawatt MRSD Act Mineral Resources (Sustainable Development) Act 1990 SEPP State environment protection policy TRG Technical reference group TABLE OF CONTENTS 1 1.1 1.2 EES 2 2.1 EES? 2.2 EES 2.3 EES EPBC 3 EES 3.1 3.2 EES 3.3 3.4 3.5 10 3.6 11 3.7 11 3.8 12
Cultural Heritage. To avoid or minimise potential adverse effects on Aboriginal and historic cultural heritage. AH Act, Heritage Act Catchment values. To maintain the functions and values of aquatic environments, surface water and groundwater including avoiding adverse effects on hydrology and protected beneficial uses including downstream biodiversity values and their habitat. C&LP Act, EP Act, Water Act.
In Her Majesty’s Name The Hermetic Order of the Golden Dawn By Michael O’Brien Name/Type Pluck FV SV Spd. Cost Talents Basic Equipment Florence Farr Adeptus Major 2+ +2 +3 +1 55 Leadership +2; Inspirational; Fanatic; may add 30 points of Mystic Powers, including up to two Elemental Powers Chain Shirt, Pistol, Sabre; may have up to two Elemental Weapons (no points cost) William Butler Yeats Adeptus Minor 3+ +2 +3 +1 35 Leadership +1; Fanatic; may add 20 points of Mystic Powers, including one Elemental Power Chain Shirt, Pistol, Sabre; may have one Elemental Weapon (no points cost) Bram Stoker Imperator 3+ +2 +2 0 29 Tough, may add 15 points of Mystic Powers Chain Shirt, Pistol, Sabre Maud Gonne Cancellarius 3+ +1 +1 0 27 Intuitive, may add 10 points of Mystic Powers Chain Shirt, Pistol, Sabre Edward Berridge Medicus 5+ 0 0 0 15 Medic Brigandine, Pistol, Knife Neophyte 5+ 0 0 0 6 Lined Coat, Club OPTIONS Florence Farr (only) may carry the Dagger of Isis (12 points): Acts as a normal knife but with Weapon Bonus +3, Pluck Penalty -3; negates Electro-Static armor; negates any protection from Mystic Powers or Mystical items. Any named figure may replace their Pistol with a Carbine or Shotgun for +2 points. Any Neophyte may carry one Grenade, any type. Any Neophyte may carry either a Pistol (+3 points), Carbine (+5 points), Shotgun (+5 points), or Military Rifle (+9 points). Elemental Powers of the Golden Dawn There are four Elemental Mystic Powers that are unique to the Golden Dawn. Only Adepts have acquired the necessary level of enlightenment to wield these powers. Each requires an Elemental Weapon (which has no point cost) to channel the power. The Company has only one of each Weapon: thus two Adepts may not choose the same Power. Each Weapon is a specially crafted and consecrated item which requires two hands when using. A Mystic may only use one Elemental Power per turn. Fire Wand 14 Points; Duration 1 phase; Shooting This power works exactly like a Flamethrower, but with a 12” range.
back across the floor for another go. This sort of “game” will teach your puppy to disrespect you as their leader in two different ways — first, because this “game” teaches them that humans are their play toys, and secondly, this type of “game” teaches them that humans are a source of excitement. When your Goldendoodle puppy is teething, they will naturally want to chew on everything within reach, and this will include you. As cute as you might think it is when they are young puppies, this is not an acceptable behavior, and you need to gently, but firmly, discourage the habit, just like a mother dog does to her puppies when they need to be weaned. Always praise your puppy when they stop inappropriate behavior, as this is the beginning of teaching them to understand rules and boundaries. Often we humans are quick to discipline a puppy or dog for inappropriate behavior, but we forget to praise them for their good behavior. Don’t treat your Goldendoodle like a small, furry human. When people try to turn dogs into people, this can cause them much stress and confusion that could lead to behavioral problems. A well-behaved Goldendoodle thrives on rules and boundaries, and when they understand that there is no question you are their leader and they are your follower, they will live a contented, happy and stress-free life. Dogs are a different species with different rules; for example, they do not naturally cuddle, and they need to learn to be stroked and cuddled by humans. Therefore, be careful when approaching a dog for the first time and being overly expressive with your hands. The safest areas to touch are the back and chest
Chapter 6 – Goldendoodle Health Although your veterinarian is your dog’s primary physician, you are your pet’s real healthcare provider on a daily basis. No one will ever know your dog better than you do, or have your ability to judge what is “normal.” Even if there is no obvious injury or illness, if you have the sense that something is wrong, get your dog checked out. The more that you understand preventive health care, the more finely tuned your senses will be in this matter. Your Veterinarian is Your Partner Finding a qualified veterinarian is a crucial first step in dog ownership. If you do not already have a vet, ask your breeder for recommendations, or contact your local dog club for referrals. Your first trip to the vet should be solo. Your purpose is to meet the doctor and evaluate the facility. Be clear about this when you call and make the appointment, and express your desire to pay for a regular office visit. Do not waste anyone’s time when you get there. Have your questions ready, and make sure the following points are covered. How long has this practice been open? How many vets work here? Are any of those doctors specialists? If so, in what area? If not, to whom do you refer patients? What are your regular business hours? Are you affiliated with an emergency clinic? Do you have emergency hours? What specific services do you offer?
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EVC/Bioregion Benchmark for Vegetation Quality Assessment Goldfields bioregion EVC 56: Floodplain Riparian Woodland Description: An open eucalypt woodland or open forest to 20 m tall over a medium to tall shrub layer with a ground layer consisting of amphibious and aquatic herbs and sedges. Occurs along the banks and floodplains of the larger meandering rivers and major creeks, often in conjunction with one or more floodplain wetland communities. Elevation and rainfall are relatively low and soils are fertile alluviums subject to periodic flooding and inundation. Large trees: Species Eucalyptus spp. DBH(cm) 80 cm #/ha 15 / ha Tree Canopy Cover: %cover Character Species Common Name 20% Eucalyptus camaldulensis Eucalyptus melliodora River Red-gum Yellow Box Understorey: Life form #Spp %Cover LF code Immature Canopy Tree 5% IT Understorey Tree or Large Shrub 1 5% T Medium Shrub 2 5% MS Small Shrub 1 1% SS Medium Herb 4 10% MH Small or Prostrate Herb 2 1% SH Large Tufted Graminoid 2 5% LTG Large Non-tufted Graminoid 1 5% LNG Medium to Small Tufted Graminoid 6 40% MTG Medium to Tiny Non-tufted Graminoid 2 10% MNG Bryophytes/Lichens na 10% BL Total understorey projective foliage cover 90% LF Code T Species typical of at least part of EVC range Acacia dealbata Common Name Silver Wattle MS Hymenanthera dentata s.l. Tree Violet MH Sida corrugata Variable Sida MH Oxalis perennans Grassland Wood-sorrel MH Persicaria decipiens Slender Knotweed SH Chamaesyce drummondii Flat Spurge SH Azolla filiculoides Pacific Azolla LTG Carex appressa Tall Sedge LNG Phragmites australis Common Reed LNG Eleocharis sphacelata Tall Spike-sedge MTG Poa labillardierei Common Tussock-grass MTG Chloris truncata Windmill Grass MTG Themeda triandra Kangaroo Grass MTG Aristida behriana Brush Wire-grass MNG Pseudoraphis spinescens Spiny Mud-grass MNG Eleocharis acuta Common Spike-sedge Ecological Vegetation Class bioregion benchmark
SECTION B : ATTACHMENT DETAILS Attachment Destination Please state where this proposed attachment is to take place. Attachment Description Host Production Company Name of Production (s) Attachment Supervisor Genre / Format Stage(s) of Production during attachment Role(s) of attachee Duration of attachment Host Company (for companies only) Principals Key business activity Three previous credits Previous Screen Tasmania attachment support (for companies only): If you have already hosted a Screen Tasmania-supported Attachment, please list the relevant details. Date Name of production Attachee name Attachee role Supervisor Insurance Details (for companies or individuals applying for overseas attachments): Name of provider Policy number Public liability Workers’ compensation (or travel)
SECTION D : FINANCIAL INFORMATION Name of Attachee (s) Date(s) of attachment Start End No. of weeks Amount to attachee ($500 per week) Amount to host company ($200 per week for insurance and fringes) Sub-totals TOTAL SECTION E : CHECKLIST Please submit one electronic copy and one signed hard copy of the following: a completed application form CV any supporting documents providing evidence of previous experience, track record, prior training, screenings awards, etc. (individuals) insurance documents (if applicable) letter of offer from host company(if applicable) Please send electronic submission to:
Objectives for Development & Learning Social–Emotional Regulates own emotions and behaviors Manages feelings Follows limits and expectations Takes care of own needs appropriately Establishes and sustains positive relationships Forms relationships with adults Responds to emotional cues Interacts with peers Makes friends Participates cooperatively and constructively in group situations Balances needs and rights of self and others Solves social problems Physical Demonstrates traveling skills Demonstrates balancing skills Demonstrates gross-motor manipulative skills Demonstrates fine-motor strength and coordination Uses fingers and hands Uses writing and drawing tools Language Listens to and understands increasingly complex language Comprehends language Follows directions Uses language to express thoughts and needs Uses an expanding expressive vocabulary Speaks clearly Uses conventional grammar Tells about another time or place Uses appropriate conversational and other communication skills Engages in conversations Uses social rules of language Cognitive Demonstrates positive approaches to learning Attends and engages Persists Solves problems Shows curiosity and motivation Shows flexibility and inventiveness in thinking Remembers and connects experiences Recognizes and recalls Makes connections Uses classification skills Uses symbols and images to represent something not present Thinks symbolically Engages in sociodramatic play
The school's work to tackle homophobia, biphobia and transphobia has had a demonstrable impact. HBT language is rare and always challenged, incidents of bullying are dealt with effectively and young people of all sexual orientations and gender identities feel supported and included Please provide evidence of impact, such as reduced rates of HBT bullying, evidence for teaching about sexual diversity and gender diversity generally; and testimony from teachers, senior leadership, parents and students as to their experiences of this work and its impact. All staff in school have received comprehensive training on challenging HBT bullying and language and supporting LGBT young people. There is ongoing communication with staff about training-with regular opportunities for further training offered Training must have been provided in the last two years. Please provide evidence of training, e.g. PowerPoint slides or training outline along with evidence of attendance (e.g. attendance register)