zilongwang/ReadingBank huggingface dataset:
Rejoinder on Program Standards Developmental/Initial Performance/Continuing On-site/Electronic Review Unit: Name Review Dates: Dates We are submitting a rejoinder based on the following: (Note: The Rejoinder can only be submitted based on the following items) (check all appropriate boxes) Evidence not considered Evidence misinterpreted Procedures Standard BOE Finding Programs Area for Improvement (state exactly the way it appears in the BOE Report) Unit Name Rejoinder GaPSC Education Specialist Analysis (Do not complete or delete column) Not Met ESOL Endorsement 1. Aggregate data on candidate performance have not been systematically collected or analyzed. Rationale: Completion of courses, assignments and end of program surveys are the only evidence of candidate knowledge, skills, and dispositions Disagree. Data on candidate performance (Appendix A, page 22) which were located in the evidence room were overlooked by team members.
Not Met Reading Endorsement 1. The program does not conform to the program content standards required by the Georgia Professional Standards Commission. Rationale: The program did not provide documents illustrating how it conforms to the required program content standards. Disagree. Completed matrix was submitted as part of the Program Report. Content Review Panel found that this program met program standards. Data cited by the unit were provided to the BOE.
Religious Studies Resources from EBSCO Publishing Comprehensive Databases Covering Most Religions and Theological Doctrines Religion & Philosophy Collection™ An essential tool for researchers and students of theology and philosophical studies More than 300 full-text journals dating back to 1975 More than 260 peer-reviewed titles Topics include world religions, major denominations, biblical studies, religious history, epistemology, political philosophy, philosophy of language, moral philosophy and the history of philosophy Go to D2L has LOGIN information link (User ID and Password) at top of Main page next to Library link. You can also access the EBSCO database link on the MCS website, half way down on the right under Library. Choose EBSCO database. ALWAYS choose FULL TEXT; otherwise you will receive citations that do not have electronic access to full text articles. See instructions on using ATLA Religion database; same instructions are applicable to this database. Contact or if you have questions.
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Journal Entry: Given the course and the previous journal entries written, what might be a constructive solution to the given problem. Evaluation Process: One journal entry of 3-5 pages done by each student in the course. Minimum Criteria for Success: 80% of points available on this written journal entry. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will be able to demonstrate willingness to problem solve for global health Use of Results for Improving Student Learning To be entered after each time course is taught
1) To have a nuanced and critical understanding of the religious experience of Latin American and Caribbean women, by examining female-centered perspectives of gender, class and ethnicity. 2) To understand and articulate the interplay of religion, politics and economics in the gendered societies of Latin America. 3) To comprehend, from a critical gender perspective, the important roles played by the Christian churches in the colonization and acculturation processes of the southern regions of the world, and in the development of globalization; and at the same time, how women also found in Religious Institutions or organizations a space to overcome some of these difficulties. COURSE STRUCTURE & REQUIREMENTS This is a hybrid course that promotes an active approach to learning. The class physically meets only once a week. However, students are expected to intensively engage course work online through Blackboard. The professor will: Introduce the material in person at the beginning of each learning unit; and steer learning activities through the discussion board; share PPPs to complete the information required for each unit; and provide guide and support toward the development of the final research paper throughout the semester. Students must: Complete the required readings; listen to and understand the PPPs through Blackboard; biweekly present their comments and viewpoints through the discussion board; prepare and post a video or a PP presentation on the selected topic (see the list of suggested topics provided by the professor); formally present a term paper research proposal; formally present a literature review toward the term paper; write a final research paper on one aspect of the material covered in class, according to a list given by the professor. The final research paper can be written in either English or Spanish. It will consist of a 15 page, double-spaced essay in Times New Roman 12 font. References and citations are expected, in a recognized format (MLA, Chicago, APA, etc.) and consistent throughout the text. The required readings will be in English; however, those students with enough Spanish or Portuguese language skills could read and include bibliography available in those languages. The Final Grade will be determined by a total of points scored throughout the semester. These points will be converted into percentages [that is, points scored by student/total number of points [200] x 100]. Please keep printed copies of all assignments and graded material. If you cannot produce your class material in a
Defining Future-Ready Graduates Number of attendees: ________________ ___ Teachers ___ Administrators ___ Counselor s ___ College staff _X_ Parents ___ Students ___ Business/Community ___ Other: ______________________________________ KNOWLEDGE (Sometimes also referred to as Academic Content1 or Content Knowledge2) Elements Feedback Revision Column to be completed in advance by district. 1. To be completed at an event, by attendee. OR 2. To be completed by district after event to summarize feedback. 1. To be completed at an event, by attendee. OR 2. To be completed by district after event to summarize revisions. Algebra II This seem necessary. More important to solve problems in general than to “find X.” Solve mathematical problems. Basic proficiency reading/speaking a foreign language Agreed. No change. Kentucky history Agreed No change Beyond state standards, can apply facts to solve problems. Agreed. No change. Other ideas I want hands-on knowledge rooted in community contexts.
Function or Not a Function Explanation: Function or Not a Function Explanation: Function or Not a Function Explanation: { (-4, 1), (1, 1), (-5, 1), (6, 1) } Function or Not a Function Explanation: Function or Not a Function Explanation: Function or Not a Function Explanation: { (0, 4), (-4, -4), (2, -3), (4, 0) } { (3, -2), (1, 0), (-2, 4), (3, 1) }
Tut Group Time Day Tutor Venue/s TUT 1 PLUS 10431 1 - 3 pm M Gaelin CS214 April-May: LS 5E TUT 3 8109 9 - 10 am W Caryn Van Rooyen Feb-Mar: CS216 Apr-May: Menz 12 TUT 4 8110 9 - 10 am W Cathlene Dollar Feb-May: CS215 TUT 5 8111 10 - 11 am W Gaelin Meyer Feb-May: TUT 6 8112 9 – 10 am Thur Cathlene Dollar Feb-Mar: CS221 Apr-May: LS5E TUT 8 10300 1 - 2 pm Thur Gaelin Meyer Feb-Mar: LS6D Apr-May: LS4C TUT 9 10590 11 – 12 pm Thur Gaelin Feb-Mar: CS214 Apr-May: LS6D TUT 10 12918 10 – 11 am Thur Gina V/D Ploeg Feb-Mar: Alex 5B Apr-May: James 2B DEPARTMENT OF RELIGIOUS STUDIES REL1002F/REL1015F+ TUTORIAL TIMETABLE FIRST SEMESTER TIME TABLE – 2018 Please sign up on Vula!
DEPARTMENT OF RELIGIOUS STUDIES REL2047F/REL2054F+ TUTORIAL TIMETABLE SEMESTER TIME TABLE – 2018 Tut Group Time Day Tutor Venue/s TUT 1 8788 10 - 11 am Thur Cathlene Dollar Feb-March: CS215 April-May: Menz 12 TUT 2 8104 10 – 11 am Thur Maryam Rawoot Feb-May: Molecular Biology LT1 TUT 4 9694 12 - 1 pm Thur Maryam Rawoot Feb-May: CS215 TUT 6 PLUS 11226 1 - 3 pm Thur Danika Driesen Feb-March: CS216 April-May: Hoeri LT1 TUT 7 11 227 10 – 11 am Wed Cathlene Dollar Feb-March: LS 6D April-May: CS213 Please sign up on Vula!
Global Perspective: Students will be able to conduct a multi-perspective analysis of local, global, international, and intercultural problems. Assessment Activity/Artifact: Students will spend a day observing the tenets of an Indic ethics system, documenting their choices and reflecting on how it affected their perspective in order to understand how religious perspectives affect the way people engage with the world. Students will produce a written or video narrative of their day as well as a written reflection on the choices they were forced to make and how that helped them to understand the motivations of those who follow these tents as religious vows. Evaluation Process: Instructor will read and provide feedback on this assignment. Minimum Criteria for Success: A grade of C or better on the assignment. Sample: All students will be evaluated. To be entered after each time course is taught Course Learning Outcome Students will be able to engage Indic religious perspectives by attempting to practice the tenets of an ethical system by engaging in mindfulness and non-harm for a full day and then documenting and reflecting on the experience. Students will be able to engage in dialogue with the Jain Samanis on FIU’s faculty before engaging in their own day to understand their perspectives on how and why they choose to engage in the world by following Jain monastic vows. Use of Results for Improving Student Learning To be entered after each time course is taught Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results
Inject Fault after Latching ( ) Service Values for Measurements PH voltage PH current applied: A. Phase shift : degree. Frequency : HZ. CT ratio : A. VT ratio : KV Values Sec. Values (KV) Prim. Values (KV) Values Sec. Values Prim. Values U1 I1 U2 I2 U3 I3 U4 - I4 U1 – U2 - P - U2 – U3 - Q - U3 – U1 - F - Fault Locator Function Line Length: Line impedance PH-E: Ω Line impedance PH-PH: Ω . Fault Type Fault Impedance (Ω) Expected display (Km) Actual display (Km) A-N(25)% B-N(50)% C-N(100)% A-B(25)% B-C(50)% C-A(75)% A-B-C(100)%
Anxiety Management 31 Assertiveness and Saying ‘No’ 40 Conflict Resolution and Anger Management 47 Developing Social Support 53 Lifestyle Changes / Combating Boredom 57 Setting Achievable Goals 65 Better Sleep 69 Useful Numbers 75 Personal Relapse Prevention Plan As you complete each section of the workbook record what you are the most important points for you on this plan Getting Started Getting Motivated Principles of Relapse Prevention Coping with Cravings
What will be different? Making a cleaning time table Pete who can type it up on the computer This week Time table will be on the wall in the kitchen Put things away before I go to bed every day It is up to me Start today Things will not be lying around when I get up Buy cleaning products Mum – give me advice on what to buy When I get paid Nice lemony smell around Spring kitchen Jim and Sally – moral support I will buy a takeaway End of next week Sparkling kitchen sink Clear clutter out of my bedroom Gary – give me lift to recycling centre 3 weeks time No black bags of clothes under the bed Clean living room carpet Mary – lend carpet cleaner and show me how to use it In 4 weeks time Big stain by the sofa will be gone Take curtains down and wash Borrow step ladder from neighbour All done by 6 weeks time Curtains will smell nice and fresh The goal that I would like to achieve is: Steps to be taken People who may help Time to be taken to achieve each step. By when How will I know I have achieved each step?
Appendix A Year & No. of months counselling occurred Client hours (only include hours worked) Nature & Setting of Counselling Work Individual/equivalent Supervision hours Supervisor Details (name/address & qualifications) Per month Total per year Per Per year 2017 2016 2015
Sex Therapy An active sex life is an enjoyable and important element of a healthy relationship. However, most people encounter sexual problems at some point in their lives. There are lots of physical and emotional reasons why this can happen, for example stress, tiredness, illness, family and work pressures, even a new baby. A lot of people find these sexual problems don't last long. Where a problem does last, Relate can help. 93% of the people we see tell us that we help them make their sexual relationships significantly better. When can Relate help? Relate can help where people are having problems with their sex life due to physical or emotional reasons. Relate sex therapists see lots of people with sexual difficulties like: Loss of desire Erectile dysfunction Premature ejaculation Pain on intercourse What happens during sex therapy? Firstly you will meet with a sex therapist. The therapist will take time to explore with you what you want to achieve or change in your sexual relationship and what the reasons behind this might be. The therapist will talk with you about the best way forward in your circumstances. Where Relate can help, you will have regular sessions with your sex therapist during you'll be given a programme of exercises to do at home and discuss your progress (you will never be asked to undertake any sexual tasks during a session).
Caring and Sharing What is caring and sharing? The caring and sharing service is for clients over the age of 50 who care for a loved one, it offers carers a safe place to talk to a trained counsellor about how things are for them and to explore and concerns they may have in confidence. A carer is someone who spends a significant proportion of their time providing unpaid support to a family member, partner or friend. Whether you are caring for someone who is confused or has dementia is ill is frail is disabled has a mental health problem or has a substance misuse problem It is really important to continue to look after yourself as well. How can talking help? Talking can help you to: Explore how you are really feeling about things and what options you have Keep yourself well, which will improve the quality of the time you spend with your loved one manage difficult feelings that you may be experiencing such as anxiety, anger, resentment or helplessness gain extra support outside your network of friends and family build your confidence to enable you to meet your own needs plan for the future Some things people have used our service have said? “Counselling has lifted me from a very lonely and exhausted state and given me a path to recovery. I now have the tools to prevent me from burning out again. I have a plan for my future life at work and home” “ ….Counselling has helped improve my relationship with my Mum (who I care for) and this has helped improve her behaviour towards me”
What our clients have to say….. “Counselling has supported me through some very difficult life stages and changes. When I was referred I was finding it difficult to cope on a basis. I felt really depressed and was finding looking after a lively 2 year old hard work and I wasn’t enjoying life as a mother anymore. I became pregnant early into my time of attending counselling and it supported me through this stressful and difficult time” “less days off work due to depression, children have a routine now and are much happier” “My Relate sessions have helped me to put the events of the last two years that have caused my depression into perspective. I have more self-confidence and can deal with everyday issues in a more positive way” Contact us… To find out more information or to make an appointment…. Relate Bradford, First floor, Bradford Trident Business Centre, 11 Edward Street, Bradford BD4 7BH Telephone – 01274 726096 Fax – 01274 729844 Email – Website – Office opening hours are: Friday 9am – 3pm. Couple Therapy for Depression
Related Party Transaction Circular Checklist Name of Company Nature of Transaction Name of Sponsor Date submitted Listing Rule Requirement Page Proof number Comment (where applicable) 10.6.1(1) from Annex 1 of Commission Regulation (EC) No 809/2004 10.6.1(1)(a) 5.1.1 – Issuer name 10.6.1(1)(b) 5.1.4 – Issuer address 10.6.1(1)(c) 18.1 – Major shareholders 10.6.1(1)(d) 20.9 – Significant changes 10.6.1(1)(e) 22 – Material contracts 10.6.1(1)(f) 24 – Documents on display 10.6.1(2)(a) 16.2 – Service contracts 10.6.1(2)(b) 17.2 – Directors’ interests in shares 10.6.1(2)(c) 19 – Related party transactions Other requirements 10.6.1(3) Full particulars of transaction: – Name of related party – Nature and extent of interest – Reason for vote is related 10.6.1(4) – any test 25% or more – independent valuation
Related – Less Than Arm’s Length Transaction Disclosure Form Organization Name (ON) Early Start Early Learning, LLC Agreement Number X0334 Principals Delegated Principal (DP) Bright Young Board Chairperson (BC) Ledger Balance Board Member (BM1) Earl Startlings Board Member (BM2) Member (BM3) Principal of Holding Firm (HF) ____Theo Ands_______________________________ Title (Initials) Name _______________________________________________________________________________ Title (Initials) Name Cost Category/Budget Line Item Person, Place (Address), or Thing/Function or Usage Principal Relationship PROJECTED COST (ANNUAL) Internal Use Only Food Service Labor and Benefits Earlie Startlings/Cook BMI Spouse/Wife $35,000 Space Cost/Rental/Lease 123 LearningBoulevard Atlanta, GA/ Childcare Facility DP Owner of Property $2,000 Contracted/Professional Services The CPC Firm, LLC/Accountant BC Partner in CPA Firm $5,000 Salaries and Benefits Theadora Ands/ Program Contact HF Daughter $40,000 I certify that the information I have provided above is complete, true and correct. ___Demont Caring____________ ___Owner/Delegated Principal__ September 30, 2015 Signature Title Date
Essential Driver Training (EDT) New first-time holders of category B learner permits (category B covers cars) are required to undertake mandatory Essential Driver Training (EDT). This training consists of 12 one-hour lessons with an approved driving instructor (ADI). A list of ADIs is available on the RSA’s website. A record of you essential driver training is recorded in a special logbook. You must also have an experienced driver (see below) who accompanies you during your driving practice outside of these mandatory lessons, and who also updates your logbook. When taking the driving test, you may be required to show your completed logbook to the tester. Restrictions on car drivers with a learner permit Car drivers with a learner permit must at all times be accompanied by, and be under the supervision of, an experienced driver with a current driving licence for a car. They must have held their full driving licence for at least two years. If you hold a learner permit for a car, you are not allowed to: Drive a car drawing a trailer Drive on a motorway Act as an accompanying driver or carry other people for reward If you have a learner permit for a car, you must display L-plates to the front and rear of the vehicle you are driving at all times. The plate should be a red ‘L’ on a white background and should not be less than 15cm high with a border of at least 2cm. The drink driving limit for car drivers with learner permits and for those who have had their first, full driving licence for less than two years is 20mg of alcohol per 100ml of blood. The penalty points disqualification threshold of 12 points for experienced drivers is reduced to seven penalty points for those who obtained their first learner permit on or after 1 August 2014. The lower threshold remains in place for the duration of the learner permit and during the first two years of holding a full driving licence. Driving test Driver testing is carried out by the Road Safety Authority at test centres throughout the State. A driving test is designed to determine that you: Know the rules of the road Possess the knowledge and skill to drive competently in accordance with those rules Drive with proper regard for the safety and convenience of other road users
A review manager or a senior investigator, who has had no previous involvement in the case, and who is in a more senior position than the original investigator, will review the original decision. All members of the Ombudsman’s Office must act professionally and impartially with complainants and colleagues when conducting a review. Where the most senior person in the Office has already made a decision on the case, the request for a review will not be accepted. In such cases, the review manager will write to you informing you that a review will not proceed. If the review some failing in the Ombudsman’s examination of your complaint, a new case will be opened. If the review does not find any failings with the Ombudsman’s examination of the complaint, the person considering the review will inform you accordingly and explain why. The case will then be closed with no further action. The Ombudsman aims to reach a decision on reviews within 90 days. Future developments In 2016, it was announced that the Minister for Justice and Equality supported the recommendation that prisoners should be able to have their complaints investigated independently by the Ombudsman if they have been unable to resolve them using the internal complaints process of the Irish Prison Service. No commencement date has yet been given for this extension of the Ombudsman’s remit. In March 2017, the Ombudsman and the Medical Council signed a Memorandum of Understanding to allow for the exchange of information and complaints between both offices. Under this agreement, the Medical Council will continue to have legal responsibility for the regulation of doctors, with the Ombudsman responsible for public service providers. The agreement will establish procedures to assist members of the public in accessing the services of both organisations, and enable joint initiatives such as projects and research on improving the quality and safety of patient care.
responsibilities and the opportunities for rest and recreation that are available to you. They must also consult with you at least one month before the leave is to be taken. Annual leave should be taken within the appropriate leave year or, with your consent, within six months of the relevant leave year. Further holding over (also known as carrying over) of annual leave at your request is a matter for agreement between you and your employer. Pay in respect of annual leave is paid at the normal weekly rate. If your pay varies, because of commission or bonus payments for example, your pay for holidays is the average of your pay over the 13 weeks before you take holidays. Annual leave and sick leave If you are ill while on annual leave, you should get a medical certificate to cover the days that you were sick and give this to your employer on returning to work. Sick days will not count as annual leave and those days will be available to you as leave, at a later date. An employer cannot require you to take annual leave for a certified period of illness. Your annual leave entitlement continues to build up during a period of certified sick leave. Annual leave and other leave Time spent on maternity leave, paternity leave, adoptive leave, parental leave, force majeure leave and the first 13 weeks of carer's leave is treated as working time for the accumulation of annual leave entitlements. If you are leaving a job, you are entitled to receive payment for any outstanding annual leave and public holidays due to you. Maternity leave, parental leave, paternity leave or adoptive leave are discussed in detail in the February 2017 issue of Relate. Public holidays There are nine public holidays, sometimes called bank holidays, in Ireland each year. Good Friday is not a public holiday and you have no automatic entitlement to time off work on that day. If you qualify for public holiday benefit, you are entitled to one of the following: Paid day off on the public holiday Additional day of annual leave Additional day's pay Paid day off within a month of the public holiday You may ask your employer at least 21 days before a public holiday which of the alternatives will apply. If your employer does not respond at least 14 days before the public holiday, you may take the actual public holiday as a paid day off.
PRESENT OR MOST RECENT OCCUPATION ORGANISATION JOB TITLE DATE COMMENCED DATE LEFT (If applicable) SALARY Brief description of your role (and, if applicable, your main reason for leaving): PREVIOUS OCCUPATIONS (Please enter most recent first) ORGANISATION JOB TITLE (Clarify if necessary) FROM (Month/Year) TO (Month/Year) REASON FOR LEAVING
REFERENCES (In Block Capitals or Typescript, please) PLEASE GIVE THE NAMES OF TWO REFEREES WHO ARE ABLE TO COMMENT ON YOUR WORK ABILITY; ONE REFEREE AT LEAST SHOULD BE YOUR PRESENT OR MOST RECENT EMPLOYER, IF YOUR CIRCUMSTANCES PERMIT. NAME: NAME: ADDRESS (Include Post Code) ADDRESS (Include Post Code) POSITION: POSITION: TEL NO: TEL NO: Your referees will be contacted only if you are for interview. If such an arrangement is unacceptable to you, please tick this box. GENERAL
Performance Standards Performance Standard Suggested Evaluation Method Select a career and conduct research to determine the relationship of school subjects, extracurricular activities and community experiences to career preparation according to the rubrics with 80% accuracy on each. Project evaluations: rubrics Suggested Projects None Multiple Intelligence Types Verbal/Linguistic Intrapersonal Interpersonal Resources 1. Website - Career Cruising 2. Worksheet - Career Research Project See attached 3. Handout - “Career Research Project Rubric” See attached 4. Handout - “Letter of Interest Graphic Organizer: Pick Me!” See attached 5. Handout - “Letter of Interest Rubric: Pick Me!” See attached 6. Handout - “Discussion Guide: What’s School Got to Do with It?” See attached 7. Handout - “Cooperative Learning Assessment: Rubric: What’s School Got to Do with It?” See attached 8. Handout - “Cooperative Learning Assessment: Rubric: What Will You Choose?” See attached Equipment/Materials/Software Computer with internet access Any supplier
Collaborative Work Skills: What Will You Choose? A Discussion About How Sports/Activities Will Prepare You for the World of Work. __________________________________________________________ Teacher Name: Mrs. Liscum Student Name: _________________________________________________ CATEGORY 4 3 2 1 Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Focus on the Task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others. Does not cause “waves” in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work. Often forgets needed materials or is rarely ready to get to work.
VelocityDB Pros/Cons SQL Server Pros/Cons Capable of unbeatable performance and scalability Simple applications perform well but as data model gets more complex and data size grows performance suffer Use inheritance, polymorphism and composition Hard to mimic all object oriented features Limited testing Very well tested Not very many have used Many know how to use Use any data structure Limited to table data structure Standardized Object identifier Each table defines a primary key No mapping required An object relational mapping tool such as or is required Field can store multiple values Limited to single value in each cell Integrated Client Caching Facility Client caching has to be done with separate tool(s) No Database Administration Required Database Maintenance/Administration Required No empty space on pages and fragmentation avoided by using variable page size Database tables and indexes are usually fragmented with empty/unused space on pages. Good for supporting storage of binary data such as video & audio Although BLOB storage is supported, data is more difficult to work with and not easy to segment Low Costs High Costs 22,409 lines of C# code More than lines of C++/C code
—The teams then invite the people of those house meetings into one or more assemblies, in each organization, where they discern together which pressures, rising through the storying process, can become issuable. —The teams then bring all their people together into an assembly for all participating organizations, discern again in this larger setting, and vote to act together. —Leaders design a campaign strategy and conduct focused negotiations, to get some aspect of the first issuable “pressure” changed. They are supported by large, high-energy but orderly gatherings of the members who went through the process from the beginning. —Leaders evaluate each campaign and negotiation, and develop a public narrative that becomes part of a larger, emerging, common story. —At each stage, each team invites potential and current leaders into the leadership development workshops. This ongoing, highly intentional leadership development aims at creating a culture of relational power, over a period of 3-5 years, in each participating organization. In this organizational culture, members and potential members know each others’ stories, interests and passions; they are no longer strangers. the organization and its people experience a significantly larger and deeper aquifer of energy and imagination. Second Phase Here, the experience of I-Thou can expand. As we reflect on the energy and mystery, in each person and the process as a whole, we can perhaps begin to see a “shimmer,” a “glow,” a “new life” in the people we have come to know; and in our own self.
Find each function 1. f(6) if f(x) = 4x 2. f(8) if f(x) = x + 11 3. f(3) if f(x) = 2x + 4 4. f(5) if f(x) = 3x – 2 5. f(–6) if f(x) = 4x + 7 6. f(–14) if f(x) = 2x – 3 7. f if f(x) = 3x + 8. f if f(x) = 2x 9. if f(x) = 4x Choose four values for x to make a function table for each function. Then state the domain and range of the function. 10. f(x) = 5x – 4 11. f(x) = 2 – 3x 12. f(x) = 6 + 2x 13. f(x) = x – 7 14. f(x) = 9x 15. f(x) = 3x + 5
3. TOLL ROADS The table shows the cost for traveling on a toll road in Henderson. The graph shows the cost of traveling on a toll road in Clarkson. Compare the linear functions to determine which is a direct variation. Justify your response. 4. Anne kept track of the number of steps she took in a day using a pedometer. The average number of steps she took y per hour x can be represented by the function y = 700x. The table below shows the number of steps per hour that Elyse walked. Compare the functions for each person by comparing the number of steps. 5. For every computer that is sold, Kendall receives $250 in commissions. The amount of commissions that Peter receives can be represented by the function y = 225x where y is his commission and x is the number of computers sold. How much more does Kendall receive in commissions than Peter if they both sell 5 computers?
Relationship between the Operators E    E E + 1 (1 - )-1 1 + 1/2 2 + (1+ 1/42)  E -1  (1 - )-1 - 1 1/2 2 + (1+ 1/42)  1 - E -1 1 - (1 + )-1  - 1/2 2 + (1+ 1/42)  E1/2 - E-1/2 (1 + )-1/2 (1 - )-1/2   1/2 (E1/2 - (1 + 1/2 )(1 + )1/2 (1 - 1/2 )(1 - (1+ 1/42)
Relationship Facility Questionnaire Complete this form and submit along with other requested self-assessment documentation to or fax to 301-657-0957. Is this facility an additional location for a laboratory currently accredited by AABB for relationship testing? Yes______ No ____ (skip to question 3) 1. Will this facility operate under the same quality system as the accredited lab? Yes ______ No ______ 2. Will this facility have the same Director as the accredited lab? Yes ______ No ______ 3. In which location will the report verification take place? 4. Collection Does this facility manage the collection process? Yes ______ No ______ Does facility perform sample collections? Yes ______ No ______ Does this facility schedule remote collections? Yes ______ No ______ 5. Testing Which AABB accredited relationship testing lab(s) perform the testing for your facility? Name(s): 6. Verification Does this facility do any interpretation of the data received from the testing lab? Yes ______ No ______ Does this facility verify reports for correct administrative information? Yes ______ No _______ Does this facility send the reports directly to the clients? Yes _____ No ______
Name Relationship/Position Nature of relationship Specific Action Name of the person in your network Example: My boss, co-worker, indirect supervisor, subordinate, etc. Example: Strong, strained, we don’t communicate well, don’t see enough, etc. Example: I will meet with this person twice over a one-week period to discuss her performance.
HHS 4U: ISSUES IN RELATIONSHIPS ASSIGNMENT This is your opportunity to explore a of your choosing about relationships. DATING & MATE SELECTION IN A DIFFERENT CULTURE Gender Norms Marriage type (monogamy, polygamy) Dating DATING & MATE SELECTION IN CANADA How people meet Principles behind attraction (be sure to be sensitive to all forms, not just heterosexual) Stages of a relationship up to and including marriage/lifelong commitment Cohabitation vs. marriage HETEROGAMY (partners are from different social, racial, religious, ethnic, or cultural backgrounds) Interracial relationships Interfaith relationships discrimination INFIDELITY Changing norms & attitudes Reasons for infidelity Gender Consequences of infidelity SPOUSAL VIOLENCE/ABUSE Causes of violence Cycle of violence Gender Spousal homicide DIVORCE/SEPARATION Trends Causes Adjustment to divorce Gender Legal history RELATIONSHIP SUCCESS Stages in marriage (up to kids) Power & influence Conflict resolution Types of relationships/marriages MILLENIALS Gender Dating & technology Marriage, cohabitation Sexual orientation Attitudes towards divorce SAME-SEX MARRIAGE Pre-legalization Legalization & its impacts Where it's accepted & where it's not Gender & division of labour Religion Your 15 minute presentation in groups of 4 or 5 will include: research on a selected topic provided or one approved by your teacher; a visual aid which compliments the content of your presentation;
Relationship Dynamics -Friendships “I can be a better friend.” Objectives: Identify levels of friendships. Describe qualities of a friend. Recognize ways that friendships help a person grow. Relationships – Intro Read “You Are Special” – discuss Complete : Healthy Relationships Breaking Down Walls Supportive Relationships Developing Boundaries Make Circle of Support (Chapter 7 Relationships – Write About & Vocabulary) Friendships What might cause a relationship to regress from close friend, to mutual friend to frequent acquaintance? 1. Friendship Poems 2. Unfinished Sentences Café Conversation - Friendship -Family Relationships “I can build healthy family relationships.” Objectives: Appraise benefits of living in a family. De Desscribe the functions of families. List the characteristics of various family structures. Identify within the family. Relate how family activities strengthen families. Identify strategies for dealing with family challenges. . Family Relationships What makes a family strong? -Family Rights & Responsibilities -Stages of Family Life Cycle -Family Roles -Building Strong Families -Group Planning Time -Group Presentations -Activity: Make a labeled collage cartoon/comic Strip that depicts different family structures , functions and stages of the family life cycle How could an event cause crisis in one family, but not in another? Crisis Producing Life Events The Pile-Up Effect
Jigsaw – Family Challenges *Chronic Illness/Disability *Drug/Alcohol Abuse *Moving *Unemployment/Financial Problems *Divorce/Remarriage/Step *Death Friend s & Family Project Work Day Project Work Time & Review for Test Test -Dating Relationships “I can prepare for healthy dating relationships.” Objectives: Explain the functions of dating in our society. Recognize the stages in the dating process. Describe strategies for beginning and ending dating relationships. Compare and contrast true love and infatuation. Course Overview for Scheduling Hand back papers Dating Unit Vocabulary Connections Curriculum “Getting Ready to Date” Write: Best & Worst Date 1. Intro – The Ideal Date 2. Brainstorm Dating Do’s & Don’ts 3. Notes: Functions of Dating, Relationship Builders 4. Complete: “What It’s About” & “Things to Know” Assignment: A Dating Interview & Crossword Puzzle “Getting Ready”, continued What do you need to do to be a better “date”? 1. Discuss Yesterday’s Handouts 2. Complete “Am I Ready . . .” 3. Notes: Dating Patterns “Going Out” What dating situations do you find difficult to handle? -Activity: “This is Me” - Ways of Knowing -Workbook: What’s the Rush & Feeling Another’s Feelings “Is It Love?” How do you know if it’s true love? 1. Definitions of Love 2. Ladder of Love
HEALTHY OR UNHEALTHY? SCENARIOS I like sports and outdoors. She doesn’t. I’m very high energy and like to try new things, but she never seems to want to try anything. We mostly watch movies when we’re together. But, she’s hot. It’ll work out, we’ve got chemistry. Sex a lot to her, she’s probably thinking it means we’ll be together forever. My values on sex? Well, why not get what you can whenever you can? My boyfriend’s got a lot of problems. I don’t like his friends and some of the stuff he’s into. But, he’s gorgeous and I think I can change him. I broke up with him. It just didn’t feel right. I always had to pretend I was someone I’m not. I am not going to change who I am just to keep his attention. I told my girlfriend to shut up in front of my friends and then shoved her pretty hard. I was mad, but later in private I told her I was sorry. I’ve got a bad temper; she should know not to push me. He keeps cheating on me, but always comes back and says he’s sorry. But he’s got a great body. I’m lucky to have him. I guess I have to put up with it if I want to keep him. (from dibbleinstitute.org) ROLEPLAY CARDS – FOR PARTNERS
You have 2 tickets to go see your favorite band but your date wants to go to the homecoming dance. What do you do? Your date accidentally made to hang out with you and his/her sister on the same night. What do you do? Your bf/gf texts you, asking you to send a “sexy pic”. What do you do? Your bf/gf starts texting you so much that your friends refer to him/her as the “stalker”. What do you do? Your bf/gf is jealous whenever a boy/girl flirts with you. What do you do? You see a comment on your bf/gf page from a boy/girl saying that your bf/gf’s profile pic is hot. What do you do?
“14Do not be unequally yoked together with unbelievers. For what fellowship has righteousness with lawlessness? And what communion has light with darkness?” 2 Corinthians 6:14 “For this reason a man will leave his father and mother and be united to his wife, and they will become one flesh.” Genesis 2:24 WHAT IS MARRIAGE FOR? The woman was created to be the man’s PARTNER. “20 So the man gave names to all the livestock, the birds of the air and all the beasts of the field. But for Adam no suitable helper was found.” Genesis 2:20 God created Eve from Adam’s rib; not from Adam’s skull and not from Adam’s feet. This shows us that a woman is not the boss and she’s not a slave. They are partners. WHAT IS THE HUBAND’S/WIFE’S JOB? HUSBAND’S JOB WIFE’S JOB Love wife like loved the Church (He died for it) – Ephesians 5:25 Build up the family – Proverbs 14:1 Protect wife – Ephesians 5:25 Trustworthy to her husband; Strong & respectable – Proverbs 31:11; 25 Be respectable – Proverbs 31:23 Take care of the family; work hard for the family – Proverbs 31:21-22; 27 Take care of wife – Ephesians 5:28 Teach wisdom to her kids – Proverbs 31:26 wife – Ephesians 5:29 Respect & the Lord – Proverbs 31:30 wisdom to his kids – Ephesians 6:4 Submissive to husband (like the Church is to Jesus) – Ephesians 5:22-24
Expe Experience Experience within the sector specifically in fundraising Proven ability to work with all stakeholders and build long lasting relationships. Experience of account/relationship management and working to sales targets Strong communication skills 2 3 3 3 AF/I AF/I AF/I/P Knowledge Knowledge of local area Knowledge of CRM systems for contact management Knowledge of fundraising and charity sector 1 1 2 I I I Skills and attitudes A passionate self-starter who relishes the opportunity to income generation Delivers excellent customer service to existing and potential stakeholders Able to work on own initiative and often without supervision Ability to plan, prioritise and manage a number of simultaneously from start to finish, including meeting demanding timescales and dealing with conflicting priorities Maintaining relationships and building effective networks Numerate and analytical skills Excellent communication and presentation skills, both written and verbal Problem solving and decision making Creative with a very strong eye for detail Team Focus To be able to demonstrate a flexible approach to work, with a willingness to work evenings and weekends on occasion 3 3 2 3 2 2 2 2 2 3 2 AF/I AF/I AF/I AF/I I AF/I AF/I/P I AF/I AF/I AF/I
Possession of a valid driver’s licence 3 AF Additional Role Requirements (for the avoidance of doubt where necessary we will consider reasonable adjustments to enable applicants to meet the demands of the role) Able to undertake physical aspects of the role such as carrying equipment such as pull up banners, collection buckets and other items that may be required in order to set up for events. To be discussed further at interview and also post interview in conjunction with occupational health if required.
Position Description Position Relationship Manager Business Unit: Member Services Location: Melbourne CBD Direct Report to: Senior Relationship Manager Date document prepared: July 2018 Role Status: Full time permanent role Salary: $85-$95K (plus super) depending on experience About AND The Australian Network on Disability (AND) is a national, for-purpose, member, organisation that partners with organisations to support them to employ and do business with people with disability. AND brings employers together to shape an Australian society where people with disability are valued social and economic contributors, and organisations benefit from diverse workforces and customers. We achieve this through facilitating member networking and events, leading innovative projects, managing internship and mentoring programs, publishing knowledge and guidance, facilitating training sessions and other consultancy services. AND has an affirmative action employment strategy for people with disability and makes adjustments to accommodate individuals in the recruitment and selection and employment process. About the role The role of Relationship Manager is to influence change within AND member organisations so that they become more accessible and inclusive for candidates, employees, customers and stakeholders with disability You will provide consultancy services to guide organisations to achieve their accessibility and inclusion goals, including reviews, assessments and developing comprehensive reports
Relative Frequency You are a games tester. You have been asked to check whether the programmed probabilities in different games actually equate to real outcomes. Estimate the following based on their probabilities… In Super Mario, the probability of a ‘Bob-omb’ appearing is 0.3. If you played 30 times, how many Bob-ombs would you expect to see? In Minecraft, the probability of a ‘creeper’ appearing is 0.6. If you played 20 times, how many creepers would you expect to see? In Pokemon, the probability of ‘gulpin’ appearing is 0.01. If you played 100 times, how many would you expect to see? In Zelda, the probability of a potion being inside a pot is 0.03. If you smashed 200 pots, estimate how many potions you find. In Plants vs Zombies 2, the probability of an armoured zombie spawning is 0.1. Estimate how many will spawn over 24 games P(A) # Estimated occurrences of A P(B) # Estimated occurrences of B P(C) # Estimated occurrences of C 0.1 10 0.01 100 1/8 100 0.2 20 0.23 200 0.97 450 0.3 200 0.45 240 32% 32 0.4 40 0.91 500 1/16 56.25 0.9 50 0.33 900 230 92 Relative Frequency (experiments) Choose your difficulty! Blue is easy, green is medium and red is hard.