zilongwang/ReadingBank huggingface dataset:
IC 8-17-4.1-6 Contents of report This report shall be prepared on forms prescribed by the State Board of Accounts and must disclose all information considered necessary by the State Board of Accounts to reflect the financial condition and operations of the department. IC 8-17-4.1-7 Filing report The annual operational report must be completed and a copy filed with the State Board of Accounts, the governing body, and the department by June 1 following the operational report year. The department shall make the report available to the public. Copies of the report should be filed as follows: A copy of the report, either hardcopy or electronic, should be retained by the department preparing the report or the fiscal office. A copy should be provided to the executive body of the Local Public Agency (LPA). Cities and Towns – Mayor or Town Council President Counties – Board of County Commissioners (A copy of the Report should be made available to the public and the press.) Electronic copies (excel version) of the completed Report should also be e-mailed to the following agencies: Indiana State Board of Accounts: Phone: (317) 232-2512 Cities and Towns: Counties Contacts: Todd Caldwell or Susan Gordon Contacts: Lori Rogers or Shannon Lopez Email to: cconrad@sboa.in.gov Email to: tbjortomt@sboa.in.gov Indiana Department of Transportation (INDOT) Phone: (317)234-5142 Contact: Kathy Eaton-McKalip Email to: kaeaton-mckalip@indot.in.gov Indiana Local Technical Assistance Program (LTAP) Phone: (765)496-6584 Contact: Bob McCullouch Email to: bgm@purdue.edu The copy sent to LTAP, while not required by the legislation, is invaluable for the statewide summation of road and street activities, costs, revenues, etc, and for the comparison of such information from one county to another.
private attributes hazardous defect If present grass verge Rutting 75mm depth road markings faded/worn highway or parking markings 30% loss of effective marking signs/ bollards/ lights/ signals damaged/misaligned item likely to cause a hazard missing item likely to cause a hazard defective item likely to cause a hazard obscured/dirty/faded item likely to cause a hazard exposed wiring missing door to lamp column signal lamp failure If present If present If present If present If present If present If present safety fencing and barriers item damaged or misaligned likely to cause a hazard If present trees and vegetation overhanging carriageway overhanging footway obstructing visibility low tree base in footway exceptional circumstances 2.1m height clearance yes/no 50mm level difference highway general oil/diesel spillage presence of ice detritus likely to cause a hazard fly tip likely to cause a hazard obstruction likely to cause a hazard scaffolding likely to cause a hazard hoarding likely to cause a hazard defective skip/temporary structure likely to cause a hazard defective reinstatement likely to cause a hazard defective open excavation likely to cause a hazard defective/damaged utility cabinet likely to cause a hazard defective/damaged street furniture likely to cause a hazard defective/damaged street name plate likely to cause a hazard damaged/unstable overhead wires Exposed electrical wires 300mm diameter area If present If present If present If present If present If present If present If present If present If present If present If present If present If present If present
Audience Hampshire residents Hantsweb News content Local media features Social media Regularly Hampshire businesses Media EDO channels LEPS HCC staff Internal channels As appropriate HCC members Annual Review Monthly updates Hampshire district councils Hampshire parish councils HALC newsletter Annual Review Bi-monthly Interested organisations Press releases online Media Press releases Approximately every 2 – 3 weeks Voluntary and community sector Community newsletters MPs 19 Hampshire MPs including Southampton, Portsmouth and the using Hantslink quarterly
Use a variety of existing databases and communications channels, including social media, to communicate with all media, residents, communities, voluntary and other public sector partners, stakeholders and businesses. Use plain English, avoiding technical and engineering terms to residents Safeguard and maintain the reputation of the County Council. Demonstrate our ethical duty to be open and transparent. 5. Key audiences Stakeholder engagement Hampshire County Council continuously engages with relevant stakeholders and interested parties on key issues affecting the highways in Hampshire including, where appropriate: Highways England, the Environment Agency, the New Forest Verderers, the National Park Authorities of the New Forest and the South Downs, the district and borough councils, neighbouring highways authorities, the Forestry Commission, Hampshire MPs, Hampshire County Councillors, Emergency services, transport operators, businesses and residents. Audience Channel Hampshire residents Hantsweb News content Local media features Your Hampshire Social media Hampshire businesses Media Local Enterprise Partnerships Local Business Improvement Districts,
Possible side effects include slowing of the heart rate, cold fingers and toes, nausea, diarrhoea, tiredness and disturbed sleep. If you are taking beta-blockers and experience difficulty breathing, or develop asthma, you should contact your doctor immediately. Other drug groups Other drugs that may be used to control blood pressure include doxazosin and terazosin (which belong to a group called and clonidine and methyldopa (which belong to a group called centrally acting drugs). They are only usually recommended if other treatments haven’t worked. In a small number of cases, medicines to lower blood pressure can react negatively with other health conditions or types of medication you may be taking, including some over-the-counter ones. Always
for any proposals. This was agreed to and the workshop formulated the following guiding principles: Cost effectiveness – The Rules should strive to reduce costs by making the cost of litigation cheaper Speedy disposition – the time it takes to finalise a case must be reduced by reconsidering statutory times and embracing technologies Access to Justice – The rules should strive to ensure that people and communities from all walks of life have access to the services of the high court Simplicity – The rules should be written in plain English and all Latin terms should be translated and removed Gender neutrality (inclusivity) – The text should be such that both male and female genders are included and the notion that one gender means the other should be done away with Reducing corruption – where there is potential for corruption the rule should be reconsidered to lessen the likelihood of corruption or reasonable perceptions of corruption. Section 2.0: Workshop Discussions This section summarizes the recommendations of the thematic groups as approved by the full plenary session. 2.1 Thematic Group 1 – Criminal procedure, bail, appeals, constitutional applications and referrals - Rule 84 – 106
safe and efficient operation of the surrounding road network. Infrastructure and services PO10 Development is provided with urban services to support industry and employment activities, including parks, reticulated water, sewerage (where available), stormwater drainage, sealed roads, pathways, electricity and telecommunication infrastructure. AO10 No acceptable outcome provided. PO10 Click and provide your representations. PO11 Development does not adversely impact on the continued operation, viability and maintenance of existing infrastructure (including rural infrastructure) or compromise the future provision of planned infrastructure. AO11 No acceptable outcome provided. PO11 Click and provide your representations.
High Needs Funding Monitoring Part 1: (To be completed by education setting prior to meeting) Setting Name Date of visit Number of children in setting receiving high needs funding: Name of Child DOB Date of admission to setting: Hours in setting (if EY): Date HN funding started: Outcomes to be achieved as a result of HN funding ( refer to original application) Interventions/support programmes in place Progress and comments – record below Effectiveness of interventions Amendments to interventions Cost of intervention EXAMPLE For X to be able to more effectively communicate with an adult and peers 121 session each day for three 10 minute periods to work on specific activities relating to communication Adult led turn taking game/activity with another child for 10 mins 3 times a session X has progressed and is showing achieved skills in expressive communication at 21-24 mths and a few emerging skills at 24-30 X will more willingly participate in his favourite activity than others. He is now willing to wait for his turn on at least 50% of occasions an increase from 40% Maintaining a small number of staff to work with X in this dedicated way has been positive as greater consistency of approach is achieved X prefers to turn take with certain children None at this time Gradual introduction of a different child to this activity. £9.00 per session to include preparation, completion and recording = £45 per week As above Outcomes to be achieved as a result of Interventions/support programmes in place Progress and comments – record below Effectiveness of interventions Amendments to interventions Cost of intervention
forward 2018 to 2019 HNP. Decrease to the 2018 to 2019 places - below threshold D 40 36 -10% 36 40 Notification change is 10%, but is for 4 places which is below 5 place threshold. Change not agreed. Increase to the 2018 to 2019 places on 5 place threshold E 30 35 17% 36 35 Change notification is on 5 place threshold. Notification and data show increase to HNP. ESFA use the number notified by the local authority.
Funding implications of 2019 to 2020 place change notifications The place rates used to calculate the 2019 to 2020 high needs allocations on an academic year, by place and institution type, are as shown in the following table. For the purposes of the workbook, where boxes are greyed out in the table below, local authorities may not enter numbers against the place types at these institution types: Pre-16 Post-16 (SEN places) AP SEN Unit/RP Special schools Schools (16-18) (19-25) Mainstream academies and free schools £6,000 or £10,000 £6,000 Special academies & Free Schools £10,000 £10,000 £10,000 AP academies £10,000 £10,000 £6,000 FE/ILPs £6,000 £6,000 2019 to 2020 academic year high needs places will be deducted from the 2019 to 2020 DSG on the following basis: Pre-16 Post-16 (SEN places) AP SEN Unit/RP Special schools Schools (16-18) (19-25)
9.6 Failure to deliver a resource allocation system which is effective, transparent and implemented consistently across the borough could jeopardise the longer term SEN strategy by creating additional pressure for specialist placements if schools are not adequately funded to support the arrangements identified in EHC Plans. Please see Appendix B for recommendations for top up funding 10.1 SEN funding for mainstream schools A paper was agreed by Schools Forum in November 2017 10.2 Mainstream schools requested that the High Needs review consider whether improvements to the funding formula could be identified to better target and support schools with a high number of children on SEN support and with high numbers of EHC Plans. Proposals to implement a new formula from 2018/19 have been agreed by School’s Forum. 10.3 It is recommended that top up funding for mainstream schools is reviewed to ensure it can support the arrangements envisaged for pupils placed in mainstream schools at different banding levels 11.1 Outreach/support for mainstream schools 11.2 Redbridge benefits from a strong outreach offer which is delivered by 8 providers. The outreach services play a significant role in supporting mainstream school’s delivery of SEN, including delivery of some on going direct interventions and direct work with individual families. The outreach provision is named on EHC Plans for some children in mainstream schools. 11.3 The level of expenditure on outreach is £3.8 million a year. This is extremely high compared to Redbridge’s “benchmark” group of Local Authorities, other London Authorities and nationally. Given the pressures identified above on the HNB going forward, this high level of expenditure is not sustainable and new delivery models for outreach are necessary. 11.4 There is an on-going need to ensure that mainstream schools can support children with SEND and EHC Plans to make progress and achieve their outcomes. In the future outreach services will need to focus on those core activities which will enable schools to acquire and retain their own in house SEN expertise, through activities such as advice and training, rather than direct work with pupils (other than some direct input for low incidence highly specialist areas such as HI and VI).
nodes in its ~1,500 core (including Phi cores) compute component with tiered storage based on the IBM General Parallel File System (GPFS) parallel file system fused with near-line tape library through Hierarchical Storage Management (HSM) module in its storage component (aggregating ~100 TB in tier-1 magnetic disk, ~600 TB in tier-2 magnetic disk, and ~4 PB in tier-3 tape when fully populated with disks and tapes). Communication layers include Fourteen Data Rate (FDR) InfiniBand, 10 GigE, and 1 GigE. While the infrastructure is optimized for fast Input/Output (I/O) targeting efficient operations on high-velocity and low-veracity “big-data” it also serves as a powerful auxiliary modeling and simulation tool. DICRE has modular design for easy on-demand expansion.
JUDY DAVIS M.D.,F.A.A.P. 1095 E Warner Ave, #102 Fresno,CA 93710 Phone 559-412-8184 Fax 559-438-1174 HIGH CALORIE HIGH PROTEIN FOODS Dairy Foods High Protein Milk – Blend whole milk with dry milk powder using 1 cup dry powder for each quart of milk Powdered Milk – Use in casseroles; add to meat loaf, breads, soups, pudding. Meats & Protein Foods Cheese Eggs Legumes, Beans Peanut Butter Tuna with Oil Breads, Cereals Cereal served with whole milk Cookies Crackers served with cheese or peanut butter Granola Pancakes, Waffles, French Toast Popcorn served with Butter or Margarine and cheese Potatoes; Mashed, Twice Baked, French Fries, Potato Salad Scalloped Potatoes Fruits and Vegetables Fruit in heavy syrup (canned) Vegetables in cream sauce Miscellaneous Butter, Mayonnaise, Margarine Dips; Bean, Avocado, Sour Cream Gravy Combination Foods Bean Burrito Casseroles; Hamburger Helper Chili with Cheese Cream Soup; Clam Chowder, Cream of Broccoli Grilled Cheese Sandwich Macaroni and Cheese Meatloaf Pizza Pork & Beans Quesadilla Tuna Salad, Chicken Salad Dessert/Snacks Cookies and Dessert Bars Gelatin Peanut Butter & Jelly Sandwich Peanut Butter Rice Krispy Bar Judy Davis, MD, FAAP Fellow American Academy of Pediatrics Fellow Sub-Board American Academy of Pediatric Gastroenterology American Board of Nutrition Clinical Professor, Department of Pediatrics, University of California, San Francisco revised 6/17
High calorie shake ideas High calorie shakes are a great way to take in extra calories during the day. All you need are the ingredients and a blender. Include one or two of these shake recipes each day with breakfast, as an in-between meal snack, or after dinner treat! Recipes Before getting started: 1. Wash all of the fruit you'll be using. 2. Prepare ingredients and place in blender. 3. Blend ingredients together to desired consistency, adding additional liquid if needed. Frozen fruit can be used for a thicker smoothie or shake. Gone Bananas (530 calories) 2 bananas 1 envelope Carnation Instant Breakfast ©, vanilla flavor 1 cup whole milk 2 tablespoons orange juice concentrate Blueberry Bonanza (450 calories) 3 to 4 ounces of tofu 1 banana 1/2 cup frozen blueberries 1 cup whole milk Berries Galore (560 calories) 1/2 cup uncooked oats 1 banana 8 strawberries, fresh or frozen 1/2 cup frozen blueberries 1/2 cup frozen raspberries 1 cup whole milk Lemon Delight (450 calories) 1 cup full fat lemon yogurt 1 cup whole milk 1 banana 1 teaspoon vanilla extract Orange Whip (400 calories) 1 cup orange juice 1/2 cup pineapple juice 1/2 cup full fat cottage cheese 1/2 cup whole milk Sherbet Shake (450 calories) 1 cup any flavor sherbet 1/2 cup whole milk Caramel Dream (300 calories) 1/2 cup half and half 1/2 cup whole milk 2 T caramel sauce ¼ tsp salt (or to taste) Tropical Banana Shake (480 calories) 2 ripe bananas 1/2 cup canned peaches 1 cup mango or guava nectar 1/2 cup whole milk 3 ice cubes Tutti-Fruity Shake (570 calories) 1/2 cup vanilla ice cream 1 package Instant Breakfast, vanilla flavor 1/2 cup canned fruit 1/2 cup half and half cream Peanut Butter Shake (350 calories) ½ cup whole milk 2 T dry milk powder 1 T smooth peanut butter ½ cup vanilla ice cream
We have high expectations for the students in our room. We expect the students to achieve academically to their fullest potential. We expect students to contribute in a positive manner to our classroom. The following is required for daily activity. Show respect Let Jesus live through you by your faith placed in His finished work. Consider the teachers on the video to be the same as one standing in the class. Information for Parents: If you place your child in the A Beka Academy program with us, our desire is that you plan to complete their education through the academy. However, if you should need or decide to transition your child back into the public school system, there are some things of which you need to be aware. Most public schools will require testing to determine where your child will be placed. Some will take the SAT scores, and some will require the student to take the final exam given by the public school teacher where they will be enrolling. It has been our experience that they will take a test in every subject that they have completed with A Beka Academy, although the A Beka Academy is fully accredited. We recommend that if you transfer that you see to it that your child take all those tests in May of the last year they are enrolled at the academy. If your child is planning to go to college, A Beka will place them on a college prep track of classes. We have found that in order to be eligible for TOPS in the state of Louisiana, your child should be registered as a home schooler with the state department of education by the sophomore year. We also recommend that all high school students take the SAT tests as often as possible during their high school years. A student who applies themselves to the work at the academy and is successful in achieving good grades will do well on these tests. Registration to A Beka is $200.00 Book fees Vary. Academy Registration:$55.00
tariff so prescribed in cases where payment of allowances in accordance with the last-mentioned tariff may cause undue hardship. Rules of court 39. (1) The Judge-President, with the approval of the President, may make rules - (a) to regulate the conduct of the proceedings of the High Court, and may prescribe therein - (i) the process of the court; (ii) the time and manner of appeal to the court; (iii) the practice and procedure in connection with the service of any summons, pleading, subpoena or other document or in connection with the issue of interrogatories or the execution of any writ or warrant; (iv) the compulsory examination by one or more duly registered medical practitioners of any party to proceedings in which damages or compensation in respect of alleged bodily injury is claimed and whose state of health is relevant for the determination of such damages or compensation, and the manner, time, place and responsibility for the cost of the examination, and the making available to the opposing party of any documentary report on the examination; (v) the procedure at or in connection with any enquiry as to the mental state of any person and the judgments or orders which may be given or issued at any such enquiry; (vi) the appointment and admission of commissioners to take evidence and examine witnesses; (vii) the manner in which documents executed outside Namibia may be authenticated to permit of their being produced or used in any court or produced or lodged in any public office in Namibia; (viii) the appointment and admission of sworn translators; (ix) the proceedings of the sheriff and other officers of the court; (x) the tariff of court fees; (xi) the fees payable in respect of the service or execution of any process of the court (except subpoenas or warrants issued at the instance of any governmental authority in criminal matters) or in respect of the summoning of persons to answer interrogatories; (xii) the tariff of costs and expenses which may be allowed in respect of the service or execution of any process referred to in paragraph (xi) or to persons appearing to answer interrogatories; (xiii) the manner of determining the amount of security to be given in any case where security is required to be given and the form and manner in which such security may be given;
Gideon Randall Semester 2 2013-2014 Per Time Day 1 - Gym Day 2 - Computers 1 8:45 – 9:30 PREP PREP 2 9:30 – 10:15 10-3 Math (MAT1793a) 10-3 Math (MAT1793a) 10:15-10:30 Recess 3 10:30 – 11:15 9-2 Math (9000MATb) 9-2 Math (9000MATb) 4 11:15 – 12:00 12:00 - 1:00 Lunch 5 1:00 - 1:45 12 Science (LDC 3293) 12 Science (LDC 3293) 6 1:45 – 2:25 7 2:25 – 3:15 10-1 Math (MAT1793b) 10-1 Math (MAT1793b) 8 3:15 – 3:50
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What evidence can you provide to support the exceptional achievement that this person or voluntary group has contributed to addressing community safety or reducing crime in their community i.e. facts, figures, impact, testimonials (please provide as much information as you can) Your name Signed Your address: Postcode: Your tel. no: Your email: How do you know the person/group you have nominated?
Florida, a Republican, has supported “true high-speed passenger rail” in the Northeast Corridor. Republican Bill Shuster of Pennsylvania, chairman of the House Subcommittee on Railroads, Pipelines and Hazardous Materials, has also publicly supported HSR in the Northeast Corridor. Republican Rep. Steven LaTourette of Ohio backs a high-speed rail line along Lake Erie linking Cleveland with Buffalo, Chicago, Detroit, and Toledo. And U.S. Sen. Mark Kirk of Illinois, also a Republican, said he wants to get an HSR project under way in Illinois within his term.
enhanced performance from their students, their students’ performance is indeed enhanced. There is a common proverb: your value doesn’t decrease based on someone’s inability to see your worth – but actually it does, and that’s the problem. Be excellent in all ways – and that way, your students can too. Caroline Sherwood teaches English at South Molton Community College in Devon, is Pupil Premium champion and teaching and learning lead. Caroline is also a Specialist Leader in Education with the Dartmoor Teaching School Alliance and is project director for Women Leaders in Education in the South West Bottom of Form
Figure 2. Output of Cuvier’s beaked whale automatic detector by site (A2, E, G2, H, M, N, R, and S) given as the daily average of 1 min bins with detections. Note differences in vertical scale for some sites. After Baumann-Pickering et al. (2015).
New Testament History, Literature, and Theology Session 1: Persian Empire up to Alexander Dr. Ted Hildebrandt This is Dr. Ted Hildebrandt teaching his New Testament : History, Literature and Theology course, lecture number 1 : Introduction to the course and the history of the Persian Empire up to the time of Alexander. Introduction—Behold the Lamb of God (OT Backgrounds) [00:00-2:13] Good afternoon, my name is Ted Hildebrandt, and I’ll be the instructor for this course on New Testament history, literature, and theology. It’s taking place at Gordon College. Today, we just want to introduce the course, and then we’ll be talking about some history -- some history that plays the background for the New Testament. We’ll be going over, starting with the Persians and then working our way down to the Greeks, and then through the Greeks, Alexander the Great, on down into the Hasmonean and the Maccabean period, and then down on and finishing out with Herod the Great, who wasn’t Jewish, but we’ll talk about that. Largely, it’ll be a historical survey to set the background for the New Testament. As we get started, let me begin this way with the New Testament. There’s certain Old Testament foundations that you’ve got to have in order to understand the New Testament. So when the New Testament opens up with John the Baptist saying to Jesus, “Behold, the Lamb of God, which taketh away the sin of the world.” That is an incredible statement, and if one does not understand from John 1:29 -- if one does not understand John the Baptist’s statement and the importance of the sacrificial system, and the temple cult that came out of the levitical movement of Judaism in the Old Testament, then when John says, “Behold the Lamb of God,” you don’t really understand what he’s talking about. So this course, because it’s in the New Testament, we’ll assume some knowledge of the Old Testament. And that includes then the statement, “Behold, the Lamb of God,” or “look” as the NIV translates it.
This basically is the background for the King James Version. Now, by the way, did the King James translators, know about Vaticanus, Sinaiticus, or Alexandrianus and the answer is no. They had no clue, Sinaiticus was only found in around 1865. So it was like 2-300 years later that these uncial manuscripts came and that people knew about them. So I don’t fault the King James translators, they did the best with what they had. They had a lot of minuscules. So they used the minuscules. We know today that the minuscules are the latest, they came you know 1000 AD, so they’re much later. We’ve got much earlier and much better documents now today, and we’re able to coordinate 1000s of them. The King James’ translators did not have computers and other things that they can coordinate manuscripts. AF. Evaluating Manuscripts [84:02-86:58] Here are some rules for evaluating manuscripts. These are rules that a person like Bruce Metzger at Princeton will use to evaluate. You’ve got two manuscripts and they have different readings, one says one thing, and another says another. How do you evaluate it? Well, one way you do is you say the earlier the manuscript is the better. That’s not necessarily always the case but most of the time I’d rather have the document that’s written in 200 AD rather than one that’s written in 1200AD because if it’s written in 1200AD it’s been copied and copied over, every time it gets copied over you’re going to have more likelihood of someone making some mistakes. Where something’s earlier 200 it hasn’t even been copied once or twice and doesn’t have that much propensity to error. So the earlier is the better. Not always necessarily the truth, but that’s a general rule. The wider geographical spread is better. Let me give an example of this. Let’s suppose you’ve got a thousand manuscripts in Boston, and let me say, they read the text one way: “For God so loved the world.” Okay? And there are a thousand manuscripts that had it “For God so loved the world.” What happens if you have five manuscripts that are from New York, five manuscripts that are from, let’s say Philadelphia, five manuscripts
Then the third one that’s huge is 1 John 5:7, and this talks about the Trinity: the father, the son, and the Holy Spirit. 1 John chapter 5 verse 7, now by the way, does the trinity depend on this verse? No, we’ve established the trinity from other verses but this verse has the clearest statement of the Trinity in 1 John 5:7 if you use the KJV. These three are the big three places, where there are these textural variations in the New Testament, and we’ll talk about those next time. Thanks for your attention. Have a great day. Transcribed by Leanne Beedle and Aysha DeSilva Edited by Jen Straka Rough edited by Ted Hildebrandt
Germany. He walked right into it knowing that he was probably going to be killed, and he and some others then were plotting the assassination of Adolf Hitler. Here’s a pacifist then, when faced with real evil like that, comes up and says “you know, it’s not just enough to turn the other cheek now. We’ve got to do something. This guy is killing people and it’s really bad and we need to do something.” So, he began plotting the assassination of Adolf Hitler. He was then incarcerated, and it turns out that about two weeks before the Allies came in and liberated Germany – about two weeks before the liberation, he was stripped naked, taken out, and hung in a German prison. Just two weeks--if he had made it, but that was the Lord’s will for his life. This is the cost of discipleship. And when Dietrich Bonhoeffer writes and talks about the cost of discipleship, this man knows what he’s talking about. He chose to turn around and walk back into that knowing that that would cost him his life. He was a true follower of Jesus Christ. E. The Cost of Discipleship – Persecution Today [11:29- 16:54] There’s also many things in this age, I often ask students, we read about book of martyrs and other things about how in the early church there was persecution, especially in the first century after – not the first century but the second century when you had Roman officials. In the first century, it was mostly local persecution, people trying to show their loyalty to the emperor and things but many Christians were killed. James, the brother of John killed 44 AD. Peter – crucified upside down in Rome. Paul, was beheaded in Rome. So you had many Christians – Paul, you remember stories from the book of Acts, being beat up and all sorts of nasty things happen to him, being stoned, left for dead, those types of things. And so I ask people, “When was the great era of persecution in the church? When have more martyrs died than any other century that we’ve had so far? In two thousand years of the church, what was the century that’s most noted for Christian martyrs?” And the answer is not the first or second century. The answer is the twentieth century. More Christians have died in the twentieth century and now into the twenty-first century than have died in all of those
Joseph and I think that’s what’s going on here. R. The Joseph Narrative [81:51-84:01] Now I want to hit the Joseph narrative, this is going to be fast. I want to compare Jacob and Joseph. Jacob and Joseph in the book of Genesis are compared. The two were very different characters but yet have similar lives. For example, in both the Jacob story and the Joseph story you have the supremacy of the younger brother. Jacob is the younger brother, Esau is the older brother. Jacob is supreme. Joseph is the younger brother, the older brothers are all corrupt, Joseph is the winner. So there is the supremacy of the younger brother. In both the Jacob story and the Joseph story you get strife and deception in the family. By the way, you can see deception in the name “Jacob.” You can see strife in the name “Israel.” Do you remember when I started out Jacob is strife and deception? Those are Jacob’s two names: Jacob and Israel. Basically, the parental favoritism leads to sibling rivalry. Did Jacob favor Joseph over the other kids? Do you remember the coat of many colors? So Jacob favored him and whenever you have parental favoritism does it lead to the brothers and sisters duking it out? So, parental favoritism leads to sibling rivalry and strife in the families. In both cases the younger one who was the special one was separated from his family for 20 years. Jacob is separated from his family up in Haran. Joseph is separated from his family down in Egypt. Then, both Jacob and Joseph prosper in a foreign land. Joseph is going to come up so he’s right under Pharaoh. Jacob gets all his wealth from Laban. So they both prosper in a foreign land. Finally, lastly here, both of them at the end of their lives are reunited with their estranged brothers. Jacob is reunited with Esau although there are some problems with that, and Joseph is reunited with his brothers. At the end do you remember Joseph and the brothers come together. So the stories of Jacob and Joseph are somewhat parallel in the way the story forms, although they’re two totally different characters. S. Joseph and Wisdom [84:02-85:53] Now another major shift, I want to compare the Joseph narrative in Genesis
CHAPTER VIII CORPUS The following is a tagmemic data base analyzes Proverbs 10-15 which includes 368 lines of Hebrew poetry. It would be appropriate to treat every verse in at least the detail that Proverbs 10:1 has had. Indeed many of the proverbs are much more intricate than the example used. The procedure of the corpus will be as follows: (1) a tagmemic analysis of the bi-colon will be given (including a fifth box for the parsing, a sixth box for the word itself); (2) the colon itself will be given in Hebrew with NIV translation; (3) homomorphic and isomorphic features will be indicated by a circling procedure; and (4) select semantic correspondences will be indicated by a double arrowed line between parallel words. The grammatical constraints of O'Connor's system and the line types of Collins' approach will also be given. While in this study all correlation and analysis has been done manually such a schema has potential for computer aided analysis. Chapters eleven and twelve of this dissertation will analyze the patterns discovered in the corpus. The following abbreviations listing will need to be consulted rather frequently at first in order to make sense out of the linguistic formulae. ABBREVIATIONS A = Active verb [third in role box] A = Action verb [first in role box] A/P = Action/Process verb a = absolute Acc = Accompaniment AcM = Accusative Marker Act = Actor Adj = Adjective Adv = Adverb
Hill Walking This is the practice of walking in hilly or mountainous land. Hill walking can last from just an hour to many days depending on how difficult the walk will be and the distance to be covered. There are many factors to take into account before embarking on a hill walking trip. PLANNING Successful hill walking depends on careful planning and understanding about the trail to be taken. Proper ordinance survey maps should be used along with an understanding of how to read the maps. Possible obstacles that may affect the walk such as steep elevation or loose terrain should be highlighted on the map. There should be an accurate estimate made as to how long the walk should last taking into account, weather, distance, possible obstacles and available daylight. The planned route along with the expected time to return should also be given to someone who is not taking part on the walk. Weather This is one of the most important considerations to take into account before hill walking. Depending on where the walk is to take place, the weather can change, several times on the same day. Temperature change, rain, wind, snow, fog are all possible factors to be taken into account when planning the pace and timing for hill walking. Because of this it is important to obtain accurate weather forecasts and any extra weather information needed for the area for which hill walking is planned. Equipment There are many types of equipment available for hill walking. The following are some of the essentials that should be part of every Hill Walker’s pack. Compass Day Pack Flash light Whistle Fleeces Gaiters GPS Rope Sleeping Bag (long trips) Tent (long trips) Walking Boots Waterproof Jacket Phone Food Water Summer Months for Hill Walking Months Temperature (Celsius) June July August
Lust most often is associated with the flesh and carries immoral connotations. However, it simply means to crave and desire something beyond a light or casual "wanting." It is the expression of great longing, and a demeanor that exemplifies the unwillingness to do without something. Similarly, the word envy carries with it the sense of desire to have something that someone else has. While James is referring to the negative influence that lust and envy have on the human spirit inherent in the very nature of what they are, he is also by contrast, indicating how the Holy Spirit longs for fellowship and ownership of us. This fellowship and ownership brings about radical deliverance and ultimate change from the warring and strife that James had previously written about earlier in the chapter. I especially like the transitional verse that James uses to bring about this idea when he writes, "But He gives more grace" (James 4:6 NKJV). God distributes more grace in order to have me. He distributes more grace that I may walk with Him and fellowship with Him. He desired it so much that He said, “If it takes more grace than anything previously given to this point, then I’ll ‘cross' that place now and give my only begotten Son." I belong to God. "Or do you not know that your body is the temple of the Holy Spirit who is in you, whom you have from God, and you are not your own? For you were bought at a price; therefore glorify God in your body and in your spirit, which are God's" (1 Corinthians 6:19-20 NKJV). The Holy Spirit wants each of us that He may transform us into the image of Jesus Christ. The Holy Spirit wants to ...
The Parents’ Role – How to Encourage Your Child…………………………………………………… 4 Orchestra Teacher Contact Information………………………………………………………………….. 4 Expectations and Discipline Policies ………………………………………………………………………. 5 Classroom Procedures………………..……………………………………………………………………………. 6 Materials List and Class Schedule…………………………..………..……………………………………… 7 Purchasing an Instrument………………………………………………………………………………………… 8 Where to Buy or Rent an Instrument….…………………………………………………………………… 8 How to Care for your Instrument……….…………………………………………………………………… 9 Grading Policy…………………………..……………………………………………………………………..…….. 10 Calendar and Concert Attire…………………………………………………………………………………. 10 Signature Form for Students and Parents ……………..……….…………………………..…..……… 11
Music achievement requires effort over a period of time. The time in strings class is limited. New concepts learned at school need daily personal practice time by your child at home in order for these new skills to be developed. We recommend at least 20-30 minutes per day, five days a week for middle school orchestra students. You can help your child by: Scheduling Practice Times -Providing a quiet place in which to practice -Remaining nearby during practice times as often as possible -Scheduling a consistent daily time to practice -Praising your child’s efforts and achievements -Signing your child’s practice calendar WHAT TO DO To give your child the best possible support, you should: -Remind your child to bring instrument and music to orchestra class. -Make sure your child’s fingernails are always trimmed to insure proper position and intonation (playing in tune). Your child will be less than successful if fingernails are long (long fingernails also result in a lower class grade). -Encourage your child to play for family and friends. -Offer compliments and encouragement regularly. -Take your child to public concerts and recitals -Encourage your child to talk with you about classes -Make sure your child’s instrument is always well maintained -Listen to your child practice, and acknowledge improvement -Help your child build a personal music library -Encourage your child to make a commitment to his or her music studies (A year-long commitment is required each grade year) Teacher Contact information Mrs. Amber Holden Hillcrest Middle School 864-355-6148 5 Expectations & Discipline Policy for Strings Students Respect People and Property
9th Grade Tears of a Tiger by Sharon Draper 10th Grade Black Like Me by John Howard Griffin 11th Grade Invisible Man by Ralph Ellison 12th Grade Cry, The Beloved Country by Alan Paton's or Fences by August Wilson Hillcrest High School These books must be read by the first day of class August 5, 2013 & Don't forget to get a copy of the assignment
Auburn City Schools. FY14 Auburn City Schools MOA for Special Education Services. May-June 2015 ($4,585) Funded. Simons Foundation Autism Research Initiative Grant. Socially Speaking: Making CONNECTIONS with a Successful Social Skills Program for Young Adults with Autism Seeking Employment. Submitted March 2015 ($60,000) Not Funded. Autism Speaks Community Service Grant. Replication of a research-based model social skills program for adolescents and teens with ASD. Submitted 2014 ($24,939) Not Funded. Auburn City Schools. FY14 Auburn City Schools MOA for Special Education Services. 2014-May 2015 ($45,630) Funded. Auburn City Schools. FY13 Auburn City Schools MOA for Special Education Services. October 2013-September 2014 ($43,756.90) Funded. Chambers County Schools. FY14 Chambers County Schools MOA for Special Education Services. October 2013-September 2014 ($2,350) Funded. Disabled American Veterans Charitable Trust Grant. Creating assistive technology solutions for veterans. 2013 ($54,690) Not Funded. Auburn City Schools. FY13 Auburn City Schools MOA for Special Education Services. October 2012-September 2013 ($7,200) Funded. Chambers County Schools. FY13 Chambers County Schools MOA for Special Education Services. October 2012-September 2013 ($3,524) Funded Auburn City Schools. FY12 Auburn City Schools MOA for Special Education Services. January-May 2012. ($3,600) Funded. Chambers County Schools. FY12 Chambers County Schools MOA for Special Education Services. January-May 2012 ($2,349) Funded. Alabama Council for Developmental Disabilities (ACDD) Health Care Grant. Institute for training on health care transitioning for youth with developmental disabilities (aged 14-25), caregivers, and primary health care providers. 2011 ($150,000) Funded. Alabama Department of Rehabilitation Services Medicaid Infrastructure Grant. Strategic social marketing plan/campaign. 2011 ($57,903) Funded. Alabama State Department of Education. Positive academic and behavioral supports. 2011 ($24,995) Funded. Alabama State Department of Education. Innovative social and communication interventions using the iPad2. 2011 ($5,000) Funded.
Walk symbols key: 10 – 30 minutes Up to 1 mile 30 – 60 minutes 1-2 miles 60 – 90 minutes 2- 3 miles Challenging / rural terrain Buggy friendly Dog friendly Stiles Steps Bus Train Café / refreshment stop Pub / lunch stop Wheelchair friendly Moderate incline Steep incline Toilets on route Rest opportunites Guided walk Picnic lunch Uneven Ground
Table 1: History of the Problem The following table summarizes the events, patterns, structures and mental models associated with the development application and stakeholder feedback challenges faced by the community of Hillhurst Sunnyside. Year 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Events BRZ hires Exec Director ToD ARP invite iC published Brenda Stratford House Approval of ARP/ToD CAC-ToD groups combined Feasibility of secondary suites MDP Stampede tents in business district Bar application turned down New mayor BRZ strategic plan need for collaboration w/HHSS Bow to Bluff Bucci Pixel Application – Land Use Development 10 St bike box & lane 10A street public improvement (BRZ funded) 5 Ave Land Use Application McHugh Bluff stairway deteriorates BRZ & HSCA Boards begin regular social evenings LRT Platform extension Hillhurst United Church development application Peace Bridge opens Demo of the Triangle Building Community Planning Community disbanded (Oct) Vendome patio Astoria Land Use Application HHSS investing in mobility BRZ business tax abolished/ membership changes Container in Sunnyside Poppy Plaza is completed MSTF formed (Feb) up
Parkside Studio College 85 Queensmead School 1370 Rosedale College Academy 795 Ruislip High School 915 St Helen's School 1110 St John's School 365 St Martin's School 395 Stockley Academy 1000 Swakeleys School 1110 Uxbridge College 3700 Uxbridge High School 1245 Vyners Secondary School 1080
Health and Fitness Yoga for Seniors This class is designed specifically for seniors. The class size is small and allows each individual to increase their flexibility and strength at their own level. Caroline Springs Library Saturday 21 April-30 June 12.30pm – 1.30pm $4 per class Yoga for Women Improve your health and well-being by toning your muscles, increasing suppleness, improving concentration and relieving stress. Hillside Community Centre Saturday 21 April-30 June 9.45am - 10.45am 11am – 12pm $99 $88 conc. 11 classes Yoga For Men and Women Improve your health and well-being by toning your muscles, increasing suppleness, improving concentration and relieving stress. Caroline Springs Library Thursday 19 April-28 June 6.15pm (General) 7.30pm (Advanced) $99 $88 conc. 9 classes Ladies Walking and Morning Tea A social group for ladies who meet and socialise. For those keen, come at 9.30am for a healthy walk before enjoying a cup of tea or coffee and a friendly chat. Hillside Community Centre Thursday Walk starts: 9.30am Morning Tea: 10.30am FREE Hillside Line Dancers Social fitness made fun! No partner or experience required. Suitable for all ages and all levels as the first hour of each class is designed for beginners. Hillside Community Centre Fridays 20 April-29 June 10am – 1pm No Class May 4 & 11 $7 per class 9 classes Zumba Fitness with Elisabet The Latin inspired, easy to follow, calorie burning, dance fitness class. Contact Elisabet 0410 779 429 Hillside Community Centre Monday 7.30pm $6 casual Dance Space Performing Arts Tap, Jazz, Ballet, Contemporary and Hip Hop. Contact Kayley 0412 778 174 Hillside Community Centre Thursday evenings $120 per term Kendara Calisthenics College Come and see what Calisthenics is all about with the first two classes FREE! For more information contact us: kendaracc@gmail.com Hillside Community Centre Tuesdays, Wednesdays & Saturdays Email for more info Indoor Boxing Boot Camp An explosive new Boxing Boot Camp program designed to increase your fitness, tone your muscles and burn calories fast! Contact Paul 0425 568 830 Hillside Community Centre Tuesday & Thursday evening and Saturday morning. Contact Paul
Lyle’s Loving Family and Friends California Service & Military Rites San Francisco Bay Area – Contact Family for Details His Final Resting Place Hawaii – Lyle’s 50th State Forever In Our Hearts Lyle Hillstead 1930-2017 I’m saying: to be continued, until we meet again. Meanwhile, keep on listening and tapping your feet. Count Basie
7. Carefoot 6. Bland 5. Foster 8. Hewgill 9. Wiley 10. Nattress 11. Lawson 12. Lawrence Entrance Cemetery Grounds open from 7:30 a.m. to sunset Seven days a week Brampton Cemetery Office hours:
iv) Material spares and supplies and equipment for the operation of Project Would be supplied by the Contractors. 40. In the case of imported material and equipment for execution, indicate: a) Justification for Imports Not required b) Proposed source of supply Not required THE FOLLOWING WORDS GOT LOST SOMEHOW inter-alia, the and laid
3. Goal difference 4. Number of goals scored against highest ranked team not tied with team in question Playing Area Under 8s will play on the marked pitches on The Quay 3G but the pitch will be brought in by ten yards both sides and coned areas with flat cones will be marked out. Under 9, 10 and 11 age groups will play on the full length pitches on the facility with areas marked out already on the pitch. Number of Players / Fixture Format Under 8’s: 7v7 Under 9’s, 10’s and 11’s – 8v8 Maximum squad size: No limit Any number of substitutes may be used at any time with the permission of the referee. A player who has been replaced may return to the playing area as a substitute for another player. Goal Size 12ft x 6ft
“personal hygiene items” for participants over age twenty violates the Medicaid Act’s “reasonable standards” requirement and“home health services” requirement, and violates the integration mandate of the ADA and section 504 of the Rehabilitation Act. The Court permanently enjoins Defendants from applying their unlawful policies, and orders Defendants to establish a fair process, in accord with this Order and federal law, whereby all adult Missouri Medicaid recipients can obtain medically necessary incontinence briefs. s/ Nanette K. Laughrey NANETTE K. LAUGHREY United States District Judge Dated: June 24, 2011 Jefferson City, Missouri