zilongwang/ReadingBank huggingface dataset:
What are the types and characteristics of firearms to which civilians can lawfully have access? Are there any limits on the number of firearms which civilians may own? Please provide details of each. Pursuant to Section 10 of RA 10591, only small arms may be registered by licensed citizens or licensed juridical entities for ownership, possession and concealed carry. Yes, there are limits on the number of firearms that civilians may possess. Pursuant to Section 9.1 of the IRR of RA 10591, a qualified individual based on the findings and recommendations of the FEO may be issued any of the licenses hereunder mentioned: Type 1 license – allows a citizen to own and possess a maximum of two (2) registered firearms; Type 2 license – allows a citizen to own and possess a maximum of five (5) registered firearms; Type 3 license – allows a citizen to own and possess a maximum ten (10) registered firearms; Type 4 license – allows a citizen to own and possess a maximum of fifteen (15) registered firearms; and Type 5 license - allows a citizen, who is certified gun collector, to own and possess more than fifteen (15) registered firearms. Please provide information on how firearms are categorized according to risk factors and how they are legally classified. Under RA 10591 and its IRR firearms are categorized into two (2) category Small Arms and Light Weapons defined as follows: Small Arms - refer to firearms intended to be primarily designed for individual use or that which is generally considered to mean a weapon intended to be fired from the hand or shoulder, which are not capable of fully automatic bursts of discharge, such as: Handgun- is a firearm intended to be fired from the hand, which includes: Pistol - is a hand-operated firearm having a chamber integral with or permanently aligned with the bore which may be and Revolver - is a hand-operated firearm with a revolving cylinder containing chambers for individual cartridges. Rifle - is a shoulder firearm or designed to be fired from the shoulder that can discharge a bullet through a rifled barrel by different actions of loading, which may be classified as lever, bolt, or self-loading; and Shotgun - is a firearm designed, made and intended to fire a number of ball shots or a single projectile through a smooth bore by the action or energy from burning gunpowder.
Initial procedure for SpeechExec Enterprise SpeechExec Enterprise is an advanced dictation workflow management solution with voice-to-text capability that increases speed of document creation, improving business productivity for the Enterprise client. SpeechExec Enterprise efficiently links dictation authors, secretaries and support personnel through an easy to use, intuitive workflow system and can provide a perfectly structured and manageable solution for business managers, IT staff and system administrators alike. The solution is centrally managed, allowing configuration of profiles, devices, licenses, workflow settings and automatic deployment of firmware releases. Not only that, but SpeechExec Enterprise supports Terminal Servers including WTS and Citrix, and is VMware ready. Its centralised management and workflow definition provide an ability to extract comprehensive statistics through its statistics module – a powerful business tool with which to make informed and important decisions potentially leading to cost-savings, greater workflow efficiencies, improved client billing and greater system optimisation. SpeechExec Enterprise is extremely easy to use but its benefits are optimised by an intelligent and carefully planned installation in which all the requirements of the organisation and users are catered for. It is therefore imperative that key information is obtained from the end-user customer or prospective client so that an installation can be correctly specified, costed and installed to ensure your customer gets the best out of SpeechExec Enterprise. Depending on the type of client, size, network architecture, and requirements of the business there are a number of processes that need to be followed to achieve a successful implementation. We are happy to discuss these with you but to kick this off we need some initial information please. Please complete the following pre-sales qualification questionnaire: Please note: If using an electronic copy please press F11 to jump from field to field Any drawings, screenshots or videos would also be very helpful. Name, address and contact details of your END-USER CLIENT Company Name Address:
partner will in part be based on its ability to develop a process for better identifying target beneficiary populations, a flexible tool kit of support. The new program is targeted to start in mid-late 2017. Philippines Section in Canberra targeted based on program objectives in the initial years of the program. Developing a process for updating sectors, institutions and individuals to target will be a core part of the design process. Upon engagement of a managing contractor, a flexible toolkit will be developed and implemented, subject to regular review, to ensure it continues to be adaptive to changing circumstances. Re-balance and the support on candidates and alumni. On the Future Alumni Component Clarify the objectives and membership of the alumni network. Agree. The objective of alumni engagement in the new investment is to maintain links and collaboration with Australia in order to strengthen networks of influence to help deliver diplomatic, trade, investment, international education and development outcomes. The concept note for the new program also specifies the composition of the alumni network. The core objectives of alumni engagement have been provided in the concept note for the new scholarships and alumni program. DFAT Scholarships Team in Manila and Philippines Section in Canberra Devise a strategy of engagement with clear roles and responsibilities. Agree. The concept note clearly identifies the roles and responsibilities of DFAT and the managing contractor in engaging alumni. The managing contractor of the new program will be specifically tasked to build on and operationalise the initial engagement strategy stated in the concept note (i.e. segmentation of alumni population, strategic partnerships with the private sector, civil society and academic sector)
Develop creative activities and initiatives tailored to specific groups of alumni. Agree. The segmentation of alumni will be complemented with a suite of activities and initiatives tailored to each segment. On the Future Technical Assistance Component Ensure clarity and coherence of objectives of ad-hoc TA proper management and visibility of TA. Agree. These recommendations will be considered in the proposed Trade and Inclusive Economic Growth Facility (forthcoming). DFAT Inclusive Economic Growth Team in Manila Ensure proper management and visibility of TA. Ensure an understanding of the impact of TA.
PERCY HEDLEY EDUCATION SERVICES CHILD PROTECTION POLICY & PROCEDURE Policy Control/Monitoring Version: 1.0 Approved by: (Name/Position in Organisation) Date: Lynn Watson/(Anne Coates) Director of Education 3 July 2015 Accountability: (Name/Position in Organisation) Lynn Watson Director of Education Author of policy: (Name/Position in organisation) (Anne Coates)/Lynn Watson Date issued: 3 July 2015
117. Assets reported on the balance sheet would include which of the following? Accounts receivable, equipment and cash are all assets on the balance sheet. Accounts payable is a liability, and retained earnings is a component of stockholders' equity on the balance sheet. Sales revenue and supplies expense are revenue and expense, respectively, reported on the income statement. AACSB: Analytic AICPA BB: Resource Management AICPA FN: Reporting Blooms: Understand Difficulty: 1 Easy Learning Objective: 01-02 Describe the purpose; structure; and content of the four basic financial statements. Topic: Balance Sheet 118. Liabilities on the balance sheet would include which of the following? Liabilities include accounts payable, notes payable, and wages payable. Contributed capital and retained earnings are stockholders' equity accounts reported on the balance sheet. Supplies expense is an expense on the income statement. Accounts receivable is an asset on the balance sheet. AACSB: Analytic AICPA BB: Resource Management AICPA FN: Reporting Blooms: Understand
PERCY HEDLEY EDUCATION SERVICES CHILD PROTECTION POLICY & PROCEDURE Policy Control/Monitoring Version: 2.0 Approved by: (Name/Position in Organisation) Date: Lynn Watson/Carole Harder Director of Education 24th May 2016 Accountability: (Name/Position in Organisation) Lynn Watson Director of Education Carole Harder CEO Author of policy: (Name/Position in organisation) Lynn Watson
Children Families and Learning Dept Assessment Team Access Officer 01642 300870 Fax 01642 300849 Emergency Duty Team 08702 402994 Fax 01642 528727 Register Custodian 01642 818094 Register Administrator 01642 818094 Register Fax 01642 818559 Children’s Services Initial response Service 0191 2772500 Fax 0191 2772477 Sheriff Leas 0191 2863311 Fax 0191 2716865 0191 295535 Fax 0191 263 9292 Emergency Duty Team 0191 2328520 Fax 0191 2114947 Register Custodian 0191 2116328 Fax 0191 2114841 Register Administrator 0191 2772404 Fax 0191 2772421 This policy also links to other policies on: Management of Behaviour Educational visits First aid Internet use and e safety Use of photographs Whistle blowing Confidentiality Equality and Diversity Complaints Medical Missing Children Equal opportunities SEN Bullying and Harassment Recruitment PHSCE curriculum Risk Assessments Looked after children Intimate care Racism Health and safety
Towards the end of chapter 13, as they went, they took the bones of Joseph with them. Because in chapter 50 of Genesis, Joseph made them swear a vow, “when you go up from here” - in other words, he was confident that God would indeed bring them a deliverance—“when you go up from here, you must take my bones with you.” So they do! Where did they go, after fulfilling that oath? Well, they were on the Exodus route and we’ll look at a map in just a moment. They had protection of cloud and fire; in other words, God manifested his protective presence there for them. This was an urgent journey. They were moving. Day and night, at first. When they came to that dramatic scene at the edge of the Sea of Reeds, He even kept the Israelites from the Egyptians. When they crossed the sea, chapter 14, the text is emphatic that they crossed on dry ground. I’m going to talk about the possible location of the “Sea of Reeds” in a moment. Even if it’s not the deep Red Sea, there was sufficient water that when all the walls of water came rolling back on the Egyptian army, they were overwhelmed, while the Israelites had gone through on dry ground, and that’s important to keep in mind. We have some adumbrations here as well. Jesus lived out or embodied in his own life as a human being, as the God-man -- he embodied the experiences of national Israel. So, therefore, Israel crossed the sea; they had a time in the wilderness. We’re going to see that time in the wilderness is a time of real testing. Likewise, Jesus was baptized and then went into the wilderness for 40 days and 40 nights. Kind of a parallel of Israel’s 40 years in that time of temptation. The Song at the Sea Exodus 15 – once all these wonderful events had taken place, narrated in prose, now Moses put it into a song. That song sounds pretty much like Miriam’s teaching at the end of the chapter where they started singing the thing all over again. What’s interesting about this song is that it emphasizes that God is king. His kingdom is forever. We’re going to see toward the end of the song as it reminds us of the whole idea of theocracy
Children Families and Learning Dept Assessment Team Access Officer 01642 300870 Fax 01642 300849 Emergency Duty Team 08702 402994 Fax 01642 528727 Register Custodian 01642 818094 Register Administrator 01642 818094 Register Fax 01642 818559 Children’s Services Initial response Service 0191 2772500 Fax 0191 2772477 Sheriff Leas 0191 2863311 Fax 0191 2716865 0191 295535 Fax 0191 263 9292 Emergency Duty Team 0191 2328520 Fax 0191 2114947 Register Custodian 0191 2116328 Fax 0191 2114841 Register Administrator 0191 2772404 Fax 0191 2772421 This policy also links to other policies on: Management of Behaviour Educational visits First aid Internet use and e safety Use of photographs Whistle blowing Confidentiality Equality and Diversity Complaints Medical Missing Children Equal opportunities SEN Bullying and Harassment Recruitment PHSCE curriculum Risk Assessments Looked after children Intimate care Racism Health and safety
PHILOPTOCHOS CALENDAR 2018 - 2019 2018 AUGUST 28, Tuesday: FEED THE HUNGRY INITIATIVE SEPTEMBER 20, Thursday: STEWARDSHIP/WELCOME BACK EVENT, Sarantakos Hall SEPTEMBER 23, Sunday: BAKE SALE OCTOBER 2, 3 Tuesday & Wednesday: FESTIVAL FLEA MARKET SET-UP OCTOBER 4, 5, 6, 7 Thursday-Sunday: FESTIVAL OCTOBER 20, Saturday : MONASTERY TRIP OCTOBER 31, Wednesday: KOSMAS & DAMIANOS VESPERS /PHILOPTOHOS ARTOKLASIA NOVEMBER 8, Thursday: THANKSGIVING GENERAL MEETING, Sarantakos Hall NOVEMBER 11, Sunday: PHILOPTOCHOS SUNDAY/ COMMUNITY BREAKFAST, Sarantakos Hall DECEMBER 6, Thursday: SAINT NICHOLAS DAY BRUNCH, Sarantakos Hall DECEMBER 13, Thursday: CHRISTMAS PARTY, Sarantakos Hall 2019 JANUARY 13, Sunday: VASSILOPITA BREAKFAST, Sarantakos Hall FEBRUARY 12, Tuesday: GENERAL MEETING MARCH 21, Thursday: GENERAL MEETING APRIL 5,6,7 Friday – Sunday: HOLY CROSS TRIP APRIL 25, Holy Thursday: EASTER EGG DYEING MAY 9, Thursday: ANNUAL CHARITY EVENT MAY 19, Sunday: BAKE SALE MAY 21, Tuesday: ELECTIONS C:7/25/18
William Paley (1743-1805) Clue: Design F.C Copleston (1907-1994) Clue: Cosmological David Hume (1711-1776) Clue: Cosmological; miracles; compatibilism John Hick (1922-2012) Clue: Eschatology; replica theory; pluralism Anselm (c.1033-1109) Clue: Ontological John Mackie (1917-1981) Clue: Free Will Gaunilo of Marmoutiers Clue: Ontological Alvin Plantinga Clue: Free Will Immanuel Kant (1724-1804) Clue: Ontological; categorical imperative; libertarianism David Griffin (1939-) Clue: Process Theology Karl Barth (1886-1968) Clue: Ontological; divine command theory; evangelical theology St Augustine (354-430) Clue: Resurrection Thomas Aquinas (1225-1274) Clue: Cosmological; Natural Moral Law; analogy H.H Price (1899-1984) Clue: Belief in and belief that Bertrand Russell (1872-1970) Clue: Cosmological Rudolf Otto (1869-1937) Clue: Numinous experiences William James (1842-1910) Clue: Mystical experiences Walter Stace (1886-1967) Clue: union with the divine Richard Swinburne (1934-) Clue: Credulity and testimony Aristotle (384-322BCE) Clue: Causes; Virtue
Plato (427-367BCE) Clue: Soul Joseph Fletcher (1905-1991) Clue: Love; conscience St Paul (c.5-67) Clue: New Testament Martin Luther (1483-1546) Clue: Sola Scriptura Pelagius (c.357-418) Clue: Predestination vs free will Ludwig Wittgenstein (1889-1951) Clue: Language games Moritz Schlick (1882-1936) Clue: Vienna Circle A.J. Ayer (1910-1989) Clue: Verification Antony Flew (1923-2010) Clue: Falsification R.M Hare (1919-2002) Clue: Blik Karl Popper (1902-1994) Clue: Falsification; genetics Ian Ramsey (1915-1972) Clue: Analogy Pseudo-Dionysius (unknown – 5-6th century) Clue: Via negativa Maimonides (c.1135-1204) Clue: Via negativa Paul Tillich (1886-1965) Clue: symbol; miracles R.F Holland (1923-2013) Clue: Miracles Maurice Wiles (1923-2005) Clue: miracles Rene Descartes (1596-1650) Clue: Dualism Gilbert Ryle (1900-1976) Clue: ghost in the machine Derek Parfit (1942-2017) Clue: Bundle theory
Rosemary Radford Ruether (1936-) Clue: Feminism and liberation theology Charles Darwin (1809-1882) Clue: Evolution John Polkinghorne (1930-) Clue: God at quantum level Ludwig Feuerbach (1804-1872) Clue: Humanism Richard Dawkins (1941-) Clue: atheism Alister McGrath (1953-) Clue: The Dawkins Delusion Gustavo Gutierrez (1928-) and Leonardo Boff (1938-) Clue: Liberation theology Oscar Romero (1917-1980) Clue: Liberationist approach R.B Braithwaite (1900-1990) Clue: religious pluralism Karl Rahner (1904-1984) Clue: Anonymous Christians
Philosophy Faculty David Chan has teaching and research interests in ethical theory, the ethics of war, medical ethics, philosophy of action, and ancient Greek philosophy. Chris Diehm teaches courses and does research in environmental philosophy, the philosophy of nature, and phenomenology. Karin Fry teaches courses in Continental philosophy, aesthetics, and feminism. Ryan Hay teaches courses on ethics, logic, and philosophy of science. His current research interests are in and philosophy of language. Charles Joshua Horn teaches courses in modern philosophy, metaphysics, and political philosophy. Clint Jones teaches environmental philosophy, social and political thought, and maintains interests in aesthetics and pop culture. Shashank Srivastava has teaching and research interests in Indian and Chinese philosophies and religions, Advaita, Vedanta, and Philosophy of food. Dóna Warren teaches courses in critical thinking, logic, and the philosophy of religion. UW-SP a MAJOR in Philosophy (requirements: 27 credits in Philosophy) a MAJOR in Philosophy with a Concentration in Environmental Ethics (requirements: 33 credits in Philosophy) a MINOR in Philosophy (requirements: 18 credits in Philosophy) See catalogue or a Philosophy faculty member for further details about our Major and Minor requirements. NOTE: Many of our 300 level offerings are required courses for graduation and therefore fill quickly. Students who major or minor in Philosophy may pre-register for all 300 level courses The Study of Philosophy at UWSP ≈≈≈ ≈≈≈≈≈≈≈≈≈≈≈ Spring 2015 Spring 2015 Phil 100 Introduction to Philosophy 3 cr. (GEP:HU GDR:HU3) Sec 1 9:35-10 :50 M W Horn, C. Sec 2 9:35-10:50 T R Hay, R. Sec 3 11:00-12:15 M W Horn, C. Sec 4 11:00-12:15 T R Fry, K. Sec 5 12 :35-13 :50 M W Fry, K. Sec 6 14 :00-15 :15 M W Hay, R. Sec 7 14:00-15:15 T R Hay, R. Sec 8 17:00-18:15 M W Horn, C.
“Today`s Children, Belonging, Being & Becoming Tomorrow`s Future” Philosophy Statement At Starkingdom Childcare Centre & Kindergarten, we value the importance of our role as early childhood educators. We believe the early years of a child’s life provide the foundation for future health, development and wellbeing. A positive start in life helps children to reach their full potential. We are committed to ensure our children, families, staff and community have a strong sense of belonging in a secure, calm, safe, educational, inclusive and sustainable environment. We pay respect to all Aboriginal and Tore’s Strait Islander people, we respect and recognise they are the first people of Australia. Starkingdom Childcare Centre & Kindergarten reflects the beliefs and values of the broader community and has a strong focus on social justice, equity and inclusion. We will support the inclusion of children who require additional support. The children will be given equal opportunities regardless of their gender, age, culture and socioeconomic background. Our philosophy statement is based on the: Department of Education - Australian Children’s Education and Care Quality Authority (ACECQA) Early Years Learning Framework (EYLF), Education and Care Services National Regulations, (Children (Education and Care Services) National Law (NSW), A Children and Young Persons (Care and Protection) Act 1998 and the National Quality Framework (NQF). We are committed to create an engaging, fun, inclusive enriched play based learning program and encourage our educators to be professional, innovative, reflective and to base their paedology on theories and research. We value building positive relationships through respecting each other, working with passion, honesty and integrity. All team members, regardless of the position they hold must have equal rights. Have an open mind and be willing to learn from others and try new ideas and methods of teaching. Our educators will hold high expectations for every child by recognising, respecting and building on children`s interests, strengths, capacity and sense of agency. We believe the relationships between the educators and children are fun, engaging, warm, nurturing and based on respect and kindness. Our educators extend this attitude of inclusion, respect and acceptance to our families, community members. Our educators will regularly reflect upon our practices and continue to enjoy learning. We place value on ensuring that our program is accessible and meaningful for all children as well as including and supporting children and families with diverse abilities and alternative
Philosophy Terms Absolutism ཚུགས་ཐུབ་རིང་ལུགས། Absolutist ཚུགས་ཐུབ་རིང་ལུགས་པ། Aggression དྲག་སྤྱོད། Agnosticism མི་ཤེས་སྨྲ་བའི་རིང་ལུགས། Algorithm Anomaly Anti-realism Anti-realist Anti-social behavior Arbitrary བྱུང་རྒྱལ། རང་སྣང་གང་ཤར། Architecture of human mind Aristotelianism Asymmetry ཆ་མཚུངས་མིན་པ། རྣམ་མཚུངས་མིན་པ། Attribute Bible བྷ་ཡི་བྷལ། Billiard Billiard balls Biogeography
Sample assessment outline Philosophy and Ethics – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task Critical reasoning 20% 10% Semester 1 Week 3 Task 1: Short answers to a combination of questions on critical reasoning and methods of inquiry 10% Semester 2 Week 2 Task 5: Short answers to a combination of questions on critical reasoning and methods of inquiry Philosophical analysis and evaluation 30% 15% Semester 1 Week 8 Task 2: Analysis and evaluation of an extract/article in natural language on persons and moral action 15% Semester 2 Week 7 Task 6: Analysis and evaluation of an extract/article in natural language on persons and happiness Construction of argument 20% 10% Semester 1 Week 11 Task 3: Written or digital presentation on fairness, the difference between laws and rules, and individual moral/legal rights and duties 10% Semester 2 Week 13 Task 7: Oral presentation to class on a philosopher’s argument about happiness Test 30% 15% Semester 1 Week 16 Task 4: A series of short answer, open-ended questions on concepts/topics from Aristotle’s Politics and Ethics 15% Semester 2 Week 16 Task 8: A series of short answer, open-ended questions on concepts/topics from Bentham’s utilitarianism Total 100% 100%
Oliver Conolly and Bashshar Haydar, ‘Literature, Knowledge, and Value’, Philosophy and Literature 31 (2007): 111-124 Week 10. Ethical Criticism Does the ethical perspective of an artwork matter to its aesthetic value? Is an immoral artwork necessarily worse as art? As with cognitive value, moral value has traditionally been distinguished sharply from aesthetic value. More recently, philosophers have argued that a work’s ethical character may influence its aesthetic value in a variety of ways. We consider several different approaches to the issue. Seminar reading: Anne W. Eaton, ‘Robust Immoralism’, Journal of Aesthetics and Art Criticism 70 (2012): 281-92 Additional reading: Noël Carroll, ‘Moderate Moralism’, British Journal of Aesthetics 36 (1996): 223-238 Berys Gaut, ‘The Ethical Criticism of Art’, in Jerrold Levinson (ed.), Aesthetics and Ethics: Essays at the Intersection (Cambridge University Press 1998), 182-203 James Anderson and Jeffrey Dean, ‘Moderate Autonomism’, British Journal of Aesthetics 38 (1998): 150-166 Mary Devereaux, ‘Beauty and Evil: The Case of Leni Riefenstahl’s Triumph of the Will’, in Jerrold Levinson (ed.), Aesthetics and Ethics: Essays at the Intersection (Cambridge University Press 1998), 227-256
11.35 – 12.45 Section A (Chair: Robert Petkovšek) 11.35 – 12.10 Sofia Emilia Holopainen (Finland), How love can be a way of knowing, if it is incommensurable with all other kinds of knowing? Jean-Luc Marion and the third order of charity 12.10 – 12.45 Kristóf Oltvai (USA), Exegesis as Experience: Christology, authority, and the return of sola scriptura in Henry and Marion Section B (Chair: Lenart Škof) 11.35 – 12.10 Jason W. Alvis (Austria), The Counter-spectacularity of Religion: Or, a Case for Inconspicuousness Lunch break 14.30 – 15.30 Plenary lecture (lecture room 1) Reinhold Esterbauer (Austria) The Flesh of Creation. Notes on M. Merleau-Ponty 15.40 – 17.25 Section A (Chair: Jason W. Alvis) 15.40 – 16.15 Stephanie Rumpza (France), Philosophy, Theology and the Vertical Axis of Thinking 16.15 – 16.50 Nadja Furlan Štante (Slovenia), Phenomenology of Givenness as a Challenge for Christian Feminist Hermeneutics 16.50 – 17.25 Kadir Filiz (Netherlands), Claude Romano’s Possible Contribution to the Continental Philosophy of Religion Section B (Chair: Luka Trebežnik) 15.40 – 16.15 Petri Berndtson (Finland), Philosophy’s Possible Respiratory Religion: A Merleau-Pontian Ontological Interpretation of Paul Claudel’s Adoration of the Principle of Silence the Abyss as a Respiring God 16.15 – 16.50 Jeffrey W. Robbins (USA), From the Phenomenal to the Material: On Deep Time and the Impersonal 16.50 – 17.25 Lenart Škof (Slovenia), The Sister of Being: On Preeminence of Love in Heidegger 17.40 – 18.40 Plenary lecture (lecture room 1) Noëlle Vahanian (USA) Towards an Ethics for a Secular Theology of Language: Historical Event, Genocide Continuum, and Denialism
Week of: Topic Readings Assignment Other Week 3 Critical Thinking Chapter 2 Web Study Guide Questions Chapter 1 Locate your Code of Ethics Week 4 Chapter 3 Web Study Guide Questions Week 5 Theories Chapter 4 Web Study Guide. ClassicalApproaches Week 6 Codes of Ethics Chapter 4 Chapter 19 Web Report Web Study Guide Questions and. Week 7 Contemporary Theories Chapter 5 Web Study Guide Questions and Cases as assigned. Week 8 Week 9 Contemporary Theories Applying Theories Chapter 6 &7 Web Study Guide Questions and Cases as assigned. Week 10 Mid Term Application Paper All Review Questions Due Week 11 Bioethics Chapter 8 Web Study Guide Questions and Cases as assigned. Week 12 Death . Week 13 Week 14 Week 15 Week 16 Week 17 Government Ethics Business Ethics Business Ethics Review FINAL Chapter 23 Chapter 17 Chapter 18, Chapter 20 Web Study Guide Questions as assigned. Code of Ethics Portfolio, All Other Assignments Due
Students use investigative methods to think and argue philosophically. In achieving this outcome, students: participate in open philosophical communities of inquiry explore philosophical and ethical concepts, ideas and ideals use critical reasoning methods to recognise, analyse, evaluate and develop arguments. Outcome 2 – Philosophical and ethical perspectives Students understand that there are philosophical and ethical approaches to making meaning. In achieving this outcome, students: understand that there are different ways of knowing understand that there are different viewpoints on the nature of reality understand that people need to give good reasons for how they live. Outcome 3 – Philosophy and ethics in human affairs Students understand that philosophical and ethical thinking has a role in human affairs. In achieving this outcome, students: understand that there are philosophical traditions understand that there are different world views understand the influence of philosophical ideas on contemporary culture. Outcome 4 – Applying and relating philosophical and ethical understandings Students reflect on, evaluate and respond to a range of human issues by selecting from a repertoire of philosophical and ethical strategies. In achieving this outcome, students: evaluate different ways of knowing about a range of practical issues reflect on understandings of the nature of reality and human nature and their relationship to practical issues and situations use philosophical and ethical reasoning to respond critically to aspects of human activity. Organisation This course is organised into a Year 11 syllabus and a Year 12 syllabus. The cognitive complexity of the syllabus content increases from Year 11 to Year 12.
Poulin Jr, A. (1981). The Experience of Experience: A Conversation With John Ashbery. Michigan Quarterly Review, 20(3), 241-255. Proust, M. (1966). A la recherche du temps perdu. Paris: Gallimard, Bibliothèque de la Pléiade. Ribeiro, A. C. (2009). Towards a Philosophy of Poetry. Midwestern Studies in Philosophy, 33, 61-77. Stevens, W. (1964). The Collected Poems. New York: Alfred A. Knopf. Wietha, M. B., & Zack, R., T. (2011). Time of Day Effects on Problem Solving: When Non-Optimal is Optimal. Thinking and Reasoning, 17(4), 387-401. Yeats, W. B. (. B. (1996). The collected poems. (R. J. Finneran, Ed.). New York: Scribner. Ziff, P. (1960). Semantic Analysis. Ithaca: Cornell University Press. Zwicky, J. (1995). Lyric Philosophy. Toronto: University of Toronto Press. Zwicky, J. (2003). Wisdom and Metaphor. Kentville, N.S.: Gaspereau Press. Zwicky, J. (2012). What is ineffable? International Studies in the Philosophy of Science, 26(2), 197-217. Zwicky, J. (2013 forthcoming). What is Lyric Philosophy? Common Knowledge.
History of Ancient Philosophy (3) PHIL 130 History of Modern Philosophy (3) PHIL 140 Any course articulated as lower division preparation in the Philosophy major at a CSU, UC, or other accredited university. AAM LIST B: Select two (6 units) Any course from LIST A not already used. Western Civilization I (3) HIST 170 Western Civilization II (3) HIST 180 Introduction to Philosophy of Religion (3) AAM Introduction to Social and Political Philosophy (3) AAM Any course articulated as lower division preparation in the Philosophy major at a CSU. AAM LIST C: Select one (3-5 units) Any course from LIST A or B not already used. Any course articulated as lower division preparation in the Philosophy major at a CSU. AAM Any course articulated as CSU GE Area C2 or IGETC Area 3B. GECC
4.2 Specialized scholarship. Become proficient in the scholarship of their discipline and demonstrate specialized skills needed to pursue a career and/or graduate school 4.2 Scholarship: Engaging in scholarship in one’s specialized area of study; The ability to make clear and cogent written and oral arguments and be able to evaluate the arguments of others. . A. All courses focus on this objective. A. Philosophy SPP: OO (1), ES (1). Same as above Same as above. 4.2 4.2 B. The ability to write clearly and persuasively in the genre of contemporary philosophy For (B) and (C): Courses specifically focused on objective: Philosophy Seminar Courses that incorporate this objective: Other courses that require a term paper or other significant writing assignments on a philosophical topic. Courses that help develop logical and reasoning skills. B. Philosophy SPP –(7); Overall Writing Assessment (This item assesses whether paper exhibits the ability to write clearly and persuasively in the genre of contemporary philosophy.) ES (4): Your philosophy major has helped you become able to write clearly and persuasively in the genre of contemporary philosophy. 4.2 4.2 C. The ability to do and document research appropriate to philosophy. For (B) and (C): Courses specifically focused on objective: Philosophy Seminar Courses that incorporate this objective: Other courses that require a term paper or other significant writing assignments on a philosophical topic. Courses that help develop logical and reasoning skills. C. Philosophy SPP: (6) Single score: This paper indicated the ability fruitfully to connect the Christian faith with philosophy. This includes the ability: (i) to develop a coherent Christian worldview; (ii) to think fruitfully about the Christian faith using the tools of philosophy; and (iii), to think carefully about philosophical issues from a Christian perspective. 4.3 Specialized skills Become proficient in the scholarship of their discipline and demonstrate specialized skills needed to pursue a career and/or graduate school 4.3 Specialized skills: Developing proficiency in one’s specialized area of study sufficient to pursue a career and/or continue education at the graduate level Same as 4.2 Same as 4.2 Same as 4.2 Same as above Same as above
‘God of life, lead us to justice and peace,’ formed a uniting prayer, bringing together the diversity of concerns and expectations into a framework for understanding and commitment to move forward together in a pilgrimage of justice and peace. The assembly also identified the following key themes for the pilgrimage: peace building, economic justice, climate change, and social justice informed by spirituality, formation and theological reflection. I now extend this invitation once more to you to deliberate on how you are going to make this pilgrimage of justice and peace a reality in your context. The key elements to the pilgrimage are: (a) It is spiritual. Therefore it involves identifying the gifts that God has already given the churches in Asia in order to embark on this pilgrimage. (b) It is contextual. It demands you to do an analysis of your context in order to identify areas of brokenness, where God’s people and creation are hurting and where you feel Jesus Christ is calling you to respond. At the same time, it brings you into contact with global issues of brokenness. It is in line with what you are already doing here. (c) It is transformational. You are called to bring healing, reconciliation, and peace with justice to the brokenness you have identified. In 2015 the ecumenical movement is focusing on climate change. Churches are gathering in different stations to reflect and pray together as they move to the UN Conference of Parties (COP21), which will take place in the Le Bourget area of Paris on 7-8 December 2015. Subject to the approval of the WCC’s executive committee, 2016 pilgrimage of justice and peace will focus on just peace in Israel/Palestine. How are the churches in Asia accompanying this pilgrimage of justice and peace? Whatever ways you decide to be involved in the pilgrimage, the ecumenical movement would like to be informed about your stories, so that we can accompany one another in the pilgrimage of justice and peace. The WCC has launched an internet site, a blog and a Facebook page in support of it. I invite you to be part of the social media interaction on the pilgrimage of justice and peace. May the God of life lead us to justice and peace. Amen.
Activity Timetable : July - Sept 2017 All Groups and Activities are FREE! Unless stated. Activity Date Time Venue Creche provided? Booking on required? Knit & Natter ,Group (all Knitters welcome ) Every Monday Except bank holiday 10am-12noon The Terminus meeting room, upstairs, 240 Lowedges Road No No- just turn up Food Growing Project Every other Saturday 8th & 29th July, 12th & 26th Aug, 9th & 23rd Sept 11am to 1pm The Garden of Lowedges Fire station Lowedges Road No No just turn up & meet Jo from Heeley City farm Art Group Most Tuesdays ,But please double check. 10am to 12pm The Terminus café Lowedges No Check its on this Tuesday Pam 2378724 White recovery van (confidential support- drug use, alcohol, sexual health, housing) Every Monday 1.30 to 2.30 Jordanthorpe 3 to 4pm Lowedges Old Dr surgery car park (Jordanthorpe) Topham Way ( behind the post office ) N/A Drop-in, no appointment needed Women’s Conversation Club Every Tuesday (runs weekly) 1-3pm The Michael Church, Lowedges Road Yes No- just turn up All age Gym Bus : Pick up points across LBJ & Greenhill : Every Monday 10-11am Heeley Gym £4 No Yes- please register interest with Kim 07825604477 All age Swim Bus: pick up points across LBJ & Greenhill Library Every Wednesday / Friday 12.30 - 2pm Heeley Swimming Pool / Gym £4 No Yes- please register interest with Kim 07825604477 Carers Group 2nd Tuesday of Month 11th July & 8th Aug, 12th Sept 10.30-12pm The Terminus Café No No-just turn up Health Walks (short & long route options) Every Thursday 10.30am – 12 (approx.) Tenants Meeting Rooms, Gresley Road, Lowedges No No- just turn up Starting 19Th 10.15 am to Sheltered Corner of No Yes book with Pam.
Ethics Socrates as a Role Model Plato, “Socratic Wisdom” (pp. 27-39) What Are Moral Standards? Why Should I Care about Them? Ruth Benedict, “Morality Is Relative” (pp. 440-445) James Rachels, “Morality Is Not Relative” (pp. 445-454) Plato, “Why Should I Be Moral? Gyges’ Ring and Socrates’ Dilemma” (pp. 455-460) A Few Ethical Theories Immanuel Kant, “The Moral Law” (pp. 480-493) John Stuart Mill, “Utilitarianism” (pp. 493-500) Jean-Paul Sartre, “Existentialist Ethics” (pp. 548-555) Epistemology Rationalism: Knowledge Comes From the Mind René Descartes, “Cartesian Doubt and the Search for Foundational Knowledge” (pp. 194-200) René Descartes, “Substance Dualism” (pp. 291-298) Empiricism: Knowledge Comes From Experience David Hume, “The Origin of Our Ideas” (pp. 222-224) David Hume, “Skeptical Doubts Concerning the Operations of the Understanding” (pp. 266-277) Can We Avoid Skepticism? G.E. Moore, “Proof of an External World” (pp. 224-227) Free Will and Determinism Do We Have Free Will? Baron d’Holbach, “We Are Completely Determined” (395-400) Roderick M. Chisolm, “Human Freedom and the Self” (pp. 411-419) Personal Identity What, if Anything, Makes You the Same Person over Time? Louis Pojman, “Who Am I? Do We Have Personal Identity?” (pp. 376-379) John Locke, “Our Psychological Properties Define the Self” (pp. 380-383) David Hume, “We Have No Substantial Self with Which We Are Identical” (pp. 383-386) Philosophy of Mind Exactly What Is the Mind, Anyway? Gilbert Ryle, “Exorcising Descartes’ ‘Ghost in the Machine’” (pp. 298-304)
Jerry A. Fodor, “The Mind-Body Problem” (pp. 349-359) What Is the Meaning of Life? We Should Seek Pleasure Epicurus, “Moderate Hedonism” (pp. 631-636) We Should Accept What Life Brings Epictetus, “Stoicism” (pp. 637-646) Philosophy Of Religion Can We Prove God’s Existence? The Cosmological Argument Thomas Aquinas, “The Five Ways” (pp. 60-63) Paul Edwards, “A Critique of the Cosmological Argument” (pp. 82-91) Can We Prove God’s Existence? The Ontological Argument St. Anselm and Gaunilo, “The Ontological Argument” (pp. 102-105) William Rowe, “An Analysis of the Ontological Argument” (pp. 105-116) Can We Prove God’s Existence? The Teleological Argument William Paley, “The Watch and the Watchmaker” (pp. 92-94) David Hume, “A Critique of the Teleological Argument” (pp. 95-102) If God Exists, Why Is There Evil? B.C. Johnson, “Why Doesn’t God Intervene to Prevent Evil?” (pp. 122-127) John Hick, “There is a Reason Why God Allows Evil” (pp. 128-132) William Rowe, “The Problem of Evil and Some Varities of Atheism” (pp. 133-141) Is It Rational to Believe in God? Blaise Pascal, “Yes, Faith is a Logical Bet” (pp. 142-145) W.K. Clifford, “The Ethics of Belief” (pp. 146-150) William James, “The Will to Believe” (pp. 151-159)
Dispense 15 μl of whole blood to the centre of the SAMPLE + BUFFER Well 1 of the device (see Figure 2 below). For venous whole blood use a laboratory pipette. For Fingerstick whole blood, follow the protocol using the Microtube 15 μl of the kit (see step 1 and 2 above). Figure 2 Immediately following the addition of the sample, use the Buffer dropper to add 2 drops (60 μl) of Buffer, into the SAMPLE + BUFFER Well 1 (see Figure 3 below). Figure 3 Wait 5-7 minutes The 6 blue coloured TEST lines should have disappeared from the rectangular TEST area. If not, discard the test device and repeat the procedure with a new test device. NOTE: A slight bluish-greenish colour may remain on the membrane, but none of the actual coloured lines should be seen at this point. Use the Buffer dropper to add 5 drops (150 μl) of Buffer into BUFFER Well 2 (see Figure 4). Figure 4 Read the test results between 20 to 30 minutes after the addition of the Buffer to BUFFER Well 2 Do not read results after 30 minutes. Read results in a well-lit area. NOTE: Discard the used pipette tips, test device and any other test materials into a biohazard container.
Students are sometimes worried that they will have problems with this course because they have never seen a Star Trek episode or movie. Let me assure you that this will not impair your ability to score well in this course. In this version of the text, I have included a transcription of many of the most crucial scenes. Furthermore, many of the episodes that are of philosophic interest will be shown, at least in part, during our class meetings. I have also included several appendii that will help you understand things about Star Trek. I do not doubt that from time to time, there will be comments made in class that will pertain to some specific episodes with which you may not be familiar. When this happens, I will endeavor to fill in the necessary background so that you can everyone can understand the discussion. Secondly, please join me in recognizing that this text is still very much a "work in progress". I am trying to turn this text into a "trade book". This means that I am hoping to market this material in some form or other to the mass market of readers. Given this goal, I would very much appreciate your feedback. If you have any suggestions at all, please feel free to chat with me about them. I am especially interested in comments regarding any additional references or topics that, in your opinion, deserve inclusion. I would be interested in which chapters you find more interesting or less interesting. Let me know which passages you particularly like or dislike. With the help of my readers I should be able to make substantial improvements on this text. THE QUEST FOR KNOWLEDGE At the end of the episode Ship in a Bottle (TNG), Professor Moriarty and Countess Regina Barthalomew (two holodeck characters) are fooled into believing that they have successfully been transported off the holodeck. They believe that they have been given real substance in the real world. This deception is accomplished by programming a simulation of the Enterprise and its shuttle bay into another holodeck. The professor and his Regina are simply transferred from one illusory world to another. The program is then downloaded into a small box which has sufficient power and programming to allow the characters to live out the remainder of their lives completely unaware of the true nature of their situation. Once professor Moriarty is secure in his prison, the crew of the Enterprise reflects on this situation. The scene concludes with this exchange:
Non-Rebateable Tests Price List TEST COST a-1-Antitrypsin 80.00 Anti-Diuretic Hormone (ADH) 60.00 Alpha Sub Unit 30.00 Anti-Mullerian Hormone 75.00 Apolipoprotein (a) 25.00 Apolipoprotein A 15.00 Blood group Ab. Titre 282.70 Carotene 43.00 CF Gene 200.00 Chromogranin A 32.00 CMV viral load 135.30 Elastase - Faecal 80.00 Faecal Calprotectin 60.00 Free Light Chain URINE 132.00 Folate-SERUM 23.75 GIP 65.00 HLA-B57 38.17 Iron -URINE 31.15 Macro Prolactin 65.00 Methyl Malonic Acid 146.00 MTHFR 50.00 Pancreatic Polypeptide 35.00 Percept 449.00 Primidone 25.00 Procalcitonin 35.00 Protein S 25.50 TEST COST PTHrP 150.00 Q fever Serology 15.62 Quantiferon TB Assay 56.10 ZnT8 65.00 Patients will be charged for these tests if their request form has come from their GP or Specialist outside the Hospital Patients who are exempt and will not be charged a fee are: RHH patients who have come from the RHH Clinics and Tasmanian Clinical Genetic Services patients
JOHN M. Stanley / Phlebotomist Address 123 Green City, Standard MI 666799 Phone (123) 456 7899 E-mail info@bloodtaker.com Summary Insert something about you here. Don’t make it too long or to personal. . Skills Skill Category Name Donechendrerit, Donecutest in lectus, Etiameget dui, Aliquameratvolutpat Yet Another Category Etiameget dui, Proinnecaugue, Quisquealiquamtempor Another Skill Category Name Donecblanditfeugiat, Donechendrerit, Donecutest in lectus, Etiameget dui, Aliquameratvolutpat, Sed at lorem in nunc, Donecblanditfeugiat Yet Another Category Etiameget dui, Proinnecaugue, Quisquealiquamtempor Skill Category Name Pellentesque habitant, Nunc ac magna, Maecenas odio dolor, Pellentesquecursus Work Experience Phlebotomist – Some Hospital, Somewhere, 2011 - Present Obtaining blood samples for testing and transfusion Adhering to safety and infection-control procedures Setting up equipment for drawing blood Drawing and safely storing and transporting samples Phlebotomist Intern – Some Hospital, Somewhere, 2010 - 2011 Obtaining blood samples for testing and transfusion Adhering to safety and infection-control procedures Setting up equipment for drawing blood Drawing and safely storing and transporting samples Education Phlebotomy Training – Som – 2007 – 2009 Specialization: Phlebotomy
Vachtsevanos, G., Lewis, F. L., Roemer, M., Hess, A., & Wu, B. (2006). Intelligent fault diagnosis and prognosis for engineering system. Hoboken, NJ: John Wiley & Sons, Inc First A. Author This format should be used if no pictures are used for the biographies. Other authors may include biographies at the end of regular papers. The biography paragraph may contain a place and/or date of birth (list place, then date). Next, the author’s educational background is listed. The degrees should be listed with type of degree in what field, which institution, city, state, and country, and year degree was earned. Please use the pronoun of the person (he or she) and not the author’s last name. Military and work experience, including summer and fellowship jobs may also be listed. Information concerning previous publications may be included. Current and previous research interests end the paragraph. Finally, list any memberships in professional societies other than the PHM Society followed by any awards and honors. Second B. Author and the other authors may include biographies at the end of regular papers. The biography paragraph may contain a place and/or date of birth (list place, then date). Next, the author’s educational background is listed. The degrees should be listed with type of degree in what field, which institution, city, state, and country, and year degree was earned. Please use the pronoun of the person (he or she) and not the author’s last name. Military and work experience, including summer and fellowship jobs may also be listed. Information concerning previous publications may be included. Current and previous research interests end the paragraph. Finally, list any memberships in professional societies other than the PHM Society followed by any awards and honors. If a photograph is provided, the biography will be indented around it. The photograph is placed at the top left of the biography.