zilongwang/ReadingBank huggingface dataset:
still within the spatial/temporal paradigmatic medium and therefore sequenced and positioned. It enters spacetime and exits spacetime forming the paradigm of life/death. The Kantian categories exist, but do not have being; they are reflected and remembered structures until the structures take over and shape the appearance in the form. In this way, we know the inevitable before it happens. Old age, disease, malnutrition, etc., are reflected in others and understood within me upon experience. However, existence is a virtual state termed the world that does not require experience. For example, the Atomic Bomb was understood and even projected to destroy the universe upon the first explosion, but experience confirmed a single explosion. The Atomic Bom is perceptual as are its consequences, so it is not imaginary, nor is it a priori to the mind. It is an extended idea inseparable from its embedded intention to kill. It is virtual and an existential entity with a purpose. To impose a mental category termed reality upon a percept leads to a confusion of the world with earth, animals and environments with objects, entities, instruments, and property--a virtualized existence cut off from reality for it still remains an externalized idea. The virtual world is a purgatory of human ideas and intentions in perceived matter, neither mental nor natural beings. Idealism’s movement towards Feuerbach’s declaration that ‘god is a being of the understanding’ was inevitable. From this realistic framework, the categories are learned and internalized reflections of structures that are independent of the mind because they are first natural structures among and within beings and not physical or mental formations. The categories are reified reflections of structures that are a priori to being; they are ontological and epistemological universals grounded in structures such as cause/effect that determine appearances. If it shapes phenomena, it is a structure of reality. How is reality encountered? Reality is given, not in structures, but in the intuition of being, in undifferentiated presence. After this, sensation, perception, form, understanding, etc. take place differentiating being from being. This is prior to the representation for the Kantian representation is a cognitively dissected intuition. How is reality known? Reality is known in reflected ontological structures. Reality becomes aware of itself and otherness; sides are generated; its
North Carolina Professional Development for Inclusion Steering Committee Deb Cassidy Division of Child Development NC Department of Health and Human Services Director 2201 Mail Service Center Raleigh, NC 27699-2201 (919) 662.4499 Sherry Franklin Department of Public Health Early Intervention Branch Part C Coordinator 5605 Six Forks Rd. Raleigh, NC (919) 218-2786 Vivian James Office of Early Learning Department of Public Instruction Preschool Exceptional Children's Coordinator 2075 Mail Service Ctr. Raleigh NC 27699-2075 (919) 218-8384 Khari Garvin Office of Early Learning Department of Public Instruction NC Head Start - State Collaboration Director 2075 Mail Service Ctr. Raleigh NC 27699-2075 (919) 431-2005 Lori Barnes NCaeyc 2209 Century Drive Suite 550 Raleigh, NC 27612 919-510-5034. Edna Collins BK Higher Education Consortium 919-957-3832 Karen Ferguson Division of Child Development 2201 Mail Service Center Raleigh, NC 27699-2201 662-4567 extension 265 Jennifer M. Johnson Early Childhood Program Head Vance Granville Community College PO Box 917 State Road 1126 Henderson, NC 27536 252-738-3408 Sharon Ritchie First School Implementation Project Campus Box 8040 The University of North Carolina Chapel Hill, NC 27599-8040 919.843.2779 Jody Koon NC Office of Early Learning Department of Public Instruction 2075 Mail Service Ctr. Raleigh NC 27699-2075 (919) 807-3646
Mary LaCorte Exceptional Children's Assistance Ctr 907 Barra Row Suites 102/103 Davidson NC 28036-8104 (704) 892-1321 Jani Kozlowski NC Partnership for Children 1100 Wake Forest Rd Ste 300 Raleigh NC 27604-1354 (919) 821-9581 Deborah Nelson NC Dept of Health & Human Services 1928 Mail Service Center Raleigh NC 27699-1928 Erin Speer Smith North Carolina Community College System 5016 Mail Service Ctr Raleigh NC 27699-5016 (919) 807-7122 Cindy Bagwell District and School Transformation NC Department of Public Instruction 6369 Mail Service Center Raleigh, NC 27699-6369 835-6128 Debra Torrence NC Institute for Early Childhood Prof Dev PO Box 959 Chapel Hill NC 27514-0959 Lynell Tucker NC Council on Developmental Disabilities 3801 Lake Boone Trl Ste 250 Raleigh NC 27607-2969 Fax: (919) 420-7917 (919) 420-7901 Jackie Quirk UNC Department of Maternal and Child Health 1100 Wake Forest Road, Suite 100 Campus Box 1020 Raleigh 27604 919-807-3003 John Pruette NC Office of Early Learning Department of Public Instruction 2075 Mail Service Ctr Raleigh NC 27699-2075 Brenda Dennis Educational Consultant LaTonya Yellock NC Interagency Coordinating Council
prohibition of arbitrary or collective expulsion, the right to private and family life, the best interests of the child, as well as the right to seek asylum Principle 7: Protect migrants from all forms of violence and exploitation, whether inflicted by institutions, officials, or by private individuals, entities or groups Principle 8: Uphold the right of migrants to liberty and prohibition of arbitrary detention through making efforts to end immigration detention of migrants. Never detain children on account of their migration status or that of their parents Principle 9: Ensure the widest protection of the family unity of migrants, facilitating family reunification, and preventing arbitrary or unlawful interference in the right of migrants to the enjoyment of private and family life Principle 10: Guarantee the human rights of all children in the context of migration, and ensure that they are treated as children first and foremost Principle 11: Protect the human rights of migrant women and girls Principle 12: Ensure the enjoyment of the highest attainable standard of physical and mental health of all migrants Principle 13: Safeguard the right of migrants to an adequate standard of living Principle 14: Guarantee the right of migrants to work, in just and favourable conditions Principle 15: Protect the right of migrants to education, including primary and secondary education as well as higher education and vocational and language training Principle 16: Uphold migrants’ right to information through ensuring they are provided accessible, reliable, relevant and accurate information on their situation and rights Principle 17: Guarantee monitoring and accountability in all responses to large and/or mixed movements of migrants, including through protecting the right of migrants to appropriate and effective remedies Principle 18: Respect and support the activities of human rights defenders and others working to rescue and provide assistance to migrants Principle 19: Improve the collection of disaggregated data on the human rights situation of migrants, while ensuring the right to privacy and protection of personal data Principle 20: Build capacity and promote cooperation amongst and between all relevant stakeholders to ensure a gender-responsive and human rights-based approach to migration governance and to understand and address the drivers of the movement of migrants in a vulnerable situation Principle 1: Ensure that human rights are at the centre of addressing large and/or mixed movements of migrants Guidelines:
5. _____ Which court has jurisdiction over civil cases involving dangerous dogs? A. Municipal Court B. County Court at Law C. Justice of the Peace D. District Court 6. _____ Which court is responsible for death inquiries for inmates that die in custody? A. Municipal B. Constitutional County Court C. Justice of the Peace D. County Court at Law 7. _____ Which of the following is not a state level court? A. District Court B. Probate Court C. Court of Appeals D. Texas Supreme Court 8. _____ Which court was created by the constitution to serve all 254 counties in Texas? A. Statutory County Court at Law B. District Court C. Constitutional County Court D. Texas Supreme Court 9. _____ In which court does the judge serve as the head of the county government? A. County Court at Law B. District Court C. Justice of the Peace D. Constitutional County Court 10. _____ Which county court was created to alleviate the judicial role from the Constitutional County Court? A. County Court at Law B. District Court C. Justice of the Peace D. Municipal Court
Pretrial and Courtroom Procedures 1. _____ The 5th amendment protects against double jeopardy and self-incrimination, and guarantees the due process of rights. Which other constitutional right is covered under the 5th amendment? A. Right to an attorney B. Right to a Grand Jury C. Right to know the nature of the accusation D. Right to a trial by jury 2. _____ Which of the following is not one of the three phases of a trial? A. Sentencing B. Pretrial C. Trial D. Arraignment 3. _____ A ___________ ______________ has closed proceedings used to establish probable cause. This procedure is used to determine probable cause in Texas. A. grand jury B. preliminary hearing C. adjudication hearing D. pretrial phase 4. _____ A _____________ is a formal charging document that is issued by a Grand Jury charging that there is enough probable cause to take the matter to trial. A. Information B. Warrant C. Indictment D. Bail 5. _____ The decision to release a defendant is made by the judge. The release of a defendant prior to trial is called ___________ ______________. A. Pretrial phase B. Deferred adjudication C. Posting bail D. Pretrial release
30) There are specific kinds of information that companies need about their competitors. The ________ system first identifies the vital types of competitive information and the best sources of this information. A) marketing information B) global network C) competitive intelligence D) marketing research E) marketing database 31) Which statement does NOT accurately describe a competitive intelligence system? A) The system identifies the vital types of competitive information needed and the best sources of this information. B) The system creates a new brand image and marketing concept. C) The system collects information from the field and from published data. D) The system checks information for validity and reliability, interprets it, and organizes it in an appropriate way. E) The system sends key information to relevant decision makers and responds to inquiries from managers about competitors. 32) A manager who used to work for a competitor might follow that competitor closely to see what it does in the marketplace. Such a manager would be considered your company's ________ expert. A) market leader B) market follower C) strategy D) in-house E) technical 33) Having identified and evaluated its major competitors, the company now must design broad competitive marketing strategies by which it can gain competitive advantage through superior ________. A) customer value B) compensation C) employee value D) employee service E) target locations 34) Companies that operate large marketing departments, conduct expensive marketing research, spell out elaborate competitive strategies, and spend huge sums on advertising are using ________ competitive marketing strategies. A) informal B) formal C) blue ocean D) red ocean E) innovative
much education as possible about the illness, the care plan, and the client’s stated goals. Families can be utilized to identify potential problem areas and encourage the clients’ adherence to medication and treatment plans, as well as being educated on signs of relapse (Sundeen, 2013). Another crucial component of family support is the assessment of expressed emotion (EE) within a family. EE is the degree to which a family or caregiver perceives themselves to be burdened by the client’s illness and needs, and expresses either a high or low level of criticism, blame, or judgement towards the client. Repper and Perkins (2003) explain, “People returning to live in high expressed emotion settings are more likely to relapse within the next nine months than those going to live with families showing low expressed emotion” (p. 125). This is why psychoeducation of not only the client, but their families and caregivers is so imperative. Nurses can also help families experiencing high levels of EE by referring them to resources such as caregiver support groups or respite services. Planning and Implementation Once a clear picture emerges as to what the client wishes to accomplish, planning and implementation are the second phase of the PSR model. The goal is to foster independence of the client while ensuring supports are in place to encourage successful outcomes. Sundeen (2013) emphasizes the importance of the nurse and client deciding together on the desired level of functioning, as well as the nurse being sure that the client’s coping skills are adequate enough to deal with the stress of growth and change. Planning could be as simple as joining a support group for socialization and a sense of inclusion, or something more complex such as determining a way to continue in their chosen profession. Whatever the goal, it must be prioritized and acted upon by the client; recovery is not something which is imposed. Another important point in planning
Julia Gillard Library Tarneit Werribee Library Wyndham Vale Library 2. Follow the instructions to select a printer, enter your email address, and upload your document. 3. Approve the print job by clicking the green print icon. Collect your printing from the branch! Print jobs will be deleted after 24 hours. Option 2 – Print via app Download the Printeron app from the App Store or Google Play and print straight from your device. 1. Open the app 2. Select your document 3. Find your printer by searching nearby locations 4. Enter your email address 5. Send your printing 6. Confirm your details. Collect your printing from the branch! Print jobs will be deleted after 24 hours. For a full list of all printer email address and website links, see our website: Option 3 – Print via email 1. Find the email address for your chosen printer. The following are black and white, A4 printers. Plaza Library plazalibrary-a4-bw@printspots.com Point Cook Library pointcooklibrary-a4-bw@printspots.com Julia Gillard Library Tarneit tarneitlibrary-a4-bw@printspots.com Werribee Library werribeelibrary-a4-bw@printspots.com Wyndham Vale Library wyndhamvalelibrary-a4-bw@printspots.com Other printers are available, see the website for more options. 2. Attach the document you wish to print. 3. Send your email. You will get a confirmation email when your job has been processed. Collect your printing from the branch! Print jobs will be deleted after 24 hours.
15. y = cos – 1 Amplitude: Period: Unit: Phase Shift: Vertical Shift: 16. y = f(x) = 5 cos (4x + ) + 1 Amplitude: Period: Unit: Phase Shift: Vertical Shift:
BC, the Assyrians conquered the Kingdom of Israel and sent the Ten Tribes into Exile. Since then, their fate has been cloaked in a shroud of mystery and legend. This is the basis for the story of the “7 Cities of Cibola”. They had drawings of Jesus Christ with them, 700 years before HIS birth… This group has been linked by DNA to the American Cherokee Indians. Do You think this is possible ?? Time Line: 1492 – Christopher Columbus sails West and reaches the Caribbean This begins travel from Europe to the Americas 1519 – Hernando Cortes begins conquest of Aztec Empire Spain takes all lands in present day South America 1565 – Spain builds a fort at St. Augustine St. Augustine, FL is the oldest city in the U.S. 1607 – English colonists arrive in Jamestown, Virginia 1st successful English settlement in North America 1620 – Pilgrims found the colony of Plymouth, Massachusetts They settled here seeking freedom to practice their religion 1673 – French colonists explore the Mississippi River Jacques Marquette and Louis Joliet Vocabulary: Renaissance – cultural rebirth that occurred in Europe from the 14th through the middle of the 17th centuries, based on the rediscovery of the literature of Greece and Rome colony – group of people who settle in distant land but are still ruled by government of their native land turning point – a moment in history that marks a decisive change circumnavigate – sail completely around the world Columbian Exchange – the encounter between the peoples of the Eastern and Western hemispheres and beginning of global exchange of goods and ideas modification – changes archaeologist – scientist who studies physical evidence of past human life and activities1 hammock – couch or bed usually made of netting or canvas slung by cords from supports at each end convert – bring over from one belief or view to another isthmus – narrow strip of land connecting two larger land areas susceptible – likely or liable to be influenced or harmed influenza – highly contagious viral infection of the respiratory passages causing fever and severe aching Voyages of Columbus Christopher Columbus ( CC ) is addressing King Ferdinand and Queen Isabelle of Spain regarding them sending him ( and paying for ) to find a new route to India. He refers to them as
Bishops Grill at the Park Head Hotel Open 5-9pm Monday to Saturday Starters Garlic and Basil King Prawns on a Ciabatta bread base £6.95 Salt & pepper tempura Squid with a garlic Aolie dip £4.95 Barnard Castle black pudding croquettes with a tangy apple sauce dip £4.95 Belly Pork chunks with a pear and apple cider glaze £4.95 Shredded Hoi-Sin Duck, Chinese pancakes, spring onion, cucumber and Hoi Sin sauce £ 5.50 / £10.50 sharer Crispy Pork ribs served with a sweet chilli dip £4.95 Creamy Garlic mushrooms on toasted Ciabatta bread £4.50 (V) (GF) Soup of the day £ 4.25 (GF) Gluten free bread is available for any starter Steaks 2-4-1 offer – Buy any steak and get any other main course free, including another steak! *Conditions apply – see details at front of menu Our steaks are all sourced by our local butcher from within a 30 mile radius of the hotel and from top-class herds 10oz rump steak £16.50 10oz sirloin steak £17.95 10oz rib eye steak £17.958oz fillet steak £ 21.95 Served with home-made onion rings, grilled tomato, rocket and red onion salad and hand cut chips or mash and veg. Upgrade your chips to sweet potato fries for just £1 extra Sauces @ £2 each (all Gluten Free) Peppercorn sauce Diane sauce Blue cheese sauce Garlic butter Sides @ £2.50 each Parmesan Fries / Mashed potato / Sweet potato fries Vegetable selection / Onion rings / House salad/ Chips
Significant recent practical experience in marketing and in particular print production management. Experience of Independent Schools sector an advantage. Desirable: Qualifications – A relevant marketing qualification Direct Reports’ Job Titles & Levels (include the number of reports and any relevant locational status) Key Interfaces (Internal & External organisations or people (Including job title) that the role regularly contacts or liaises with): None Internal External Internal Interfaces Marketing Team Senior Management All staff for content Agency Designers Printers Photographers Approved by manager: Name: Job title: Mandy Ley-Morgan Director of Marketing Approved by job holder: Name:
IAC contract reference numbers for each State Print Shop are as follows: Texas Department of Public Safety – PSIAC-01-2017 Health and Human Services Commission – PSIAC-02-2017 Texas Department of Transportation – PSIAC-03-2017 The University of Texas at Austin – PSIAC-04-2017 (UTAUS CN: 38661) Texas Workforce Commission – PSIAC-05-2017 Texas Correctional Industries – PSIAC-06-2017 University of North Texas – PSIAC-07-2017 Customer Service Who do I contact if I have an issue with my print job? Agencies should work with the State Print Shop that was awarded the print job in all cases. If the issue can’t be resolved, please email or call Statewide Procurement Division. Vendor Performance (required by statute on all purchases greater than $25,000) shall be reported through the SPD-administered Who do I contact if I have a question about the State Print Shop Program? If you have a question about the program, please contact SPD’s Outreach Team by or by phone at (512) 463-3034, option 1.
Tuesday 5/22/18 (continued) 9:50 am - 10:15 am Session 19 - Collections that Work Advice from our collections pros that will improve your revenue picture Lisa Weiler - Source RM ------------------------------ 10:15 am - 10:30 am Break ------------------------------ 10:30 am - 11:30 am Session 20 - Solutions for Diversification and Expansion Our exchange company experts provide specifics that can help your resort thrive Tim McLaughlin - RCI Laurie Hansen - Interval International Michelle Caron - DAE Corina Violette - RTX ------------------------------ 11:30 am - 12:00 noon Session 21 - Setting Priorities for Your Board Identify and address top priorities Moderator: Phil Hixson - Stoneridge Resort ------------------------------ 12:00 noon - 1:00 pm Session 22 - Working/Networking Lunch Communications: Launching an Intranet Critical communications between your resort, owners, and guests Dennis DiTinno - Liberte Management ------------------------------ 1:00 pm - 1:45 pm Wrap-Up/Prize Drawings Shep Altshuler - TBMA ------------------------------ 1:45 pm - 2:45 pm Post Meeting: Informal Networking/Reconnect with Contacts *******************
[STEP 8：Translation] 和訳プリントの本文を見て、口頭で語順訳をしなさい（４２秒）。 [STEP 9：Reading Aloud]目標タイム：３７秒【１７０ＷＰＭ】 [STEP 10：Speaking] 和訳プリントを使って、「日⇒英」の練習をしなさい。 [STEP 11：Writing] 和訳を見て、元の英文を書きなさい。
⑤ 英文１４の“for”以下を日本語にしなさい。 ⑥ 英文１７を日本語にしなさい。 [STEP 7：Translation] ノートに和訳をしなさい。 [STEP 8：Reading Aloud] ＣＤと同じような発音になるまで音読練習しなさい。
Lesson 8 Selective Breeding 1-2 No. 4 １ 1For many centuries, dogs and humans have been together. 2Humans have enjoyed the companionship and loyalty that provide. 3Dogs have enjoyed the care and protection that give. 4Dogs, however, have been for more than companionship. 5For instance, humans have used the abilities of dogs make them natural hunters. 6Their ability to see clearly in low light useful in finding targets. 7Their great sense of smell is a good for hunting. 8In addition hunting, a dog’s strength and patience are useful to humans. 9Larger breeds are often used as working dogs, mostly on farms, for carrying heavy loads as wood. 10In addition, it is common for people are not able to see to employ more intelligent and early maturing breeds guide dogs. 11Many services that dogs provide have them an invaluable part of human society. tool / that / as / dogs / used / to /living / made / such / is / humans / who ２ 12Although dogs have many useful characteristics, humans have long bred dogs to their natural abilities. 13The hunting dog is one example of breeding. 14Pairs of dogs are for mating based on the length of their noses and the size of their nose holes. 15The babies of the breeding
JULY 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 AUGUST 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11
Simultaneously, this process draws members of the bourgeoisie and proletarians together into the great cities where industry can be carried on most profitably, and by thus throwing great masses in one spot it gives to the proletarians a consciousness of their own strength. Moreover, the further this process advances, the more new labor-saving machines are invented, the greater is the pressure exercised by big industry on wages, which, as we have seen, sink to their minimum and therewith render the condition of the proletariat increasingly unbearable. The growing dissatisfaction of the proletariat thus joins with its rising power to prepare a proletarian social revolution. — 12 — What were the further consequences of the industrial revolution? Big industry created in the steam engine, and other machines, the means of endlessly expanding industrial production, speeding it up, and cutting its costs. With production thus facilitated, the free competition, which is necessarily bound up with big industry, assumed the most extreme forms; a multitude of capitalists invaded industry, and, in a short while, more was produced than was needed. As a consequence, finished commodities could not be sold, and a so-called commercial crisis broke out. Factories had to be closed, their owners went bankrupt, and the workers were without bread. Deepest misery reigned everywhere. After a time, the superfluous products were sold, the factories began to operate again, wages rose, and gradually business got better than ever. But it was not long before too many commodities were again produced and a new crisis broke out, only to follow the same course as its predecessor.
Weekly Time R Company Name Street Address Address 2 Address 3 City, ST ZIP Phone Fax E-mail ending: Employee: Manager: Employee phone: Employee e-mail: Tax ID#: Day In Out In Out Regular Hrs. Overtime Hrs. Sick Hrs. Vacation Hrs. Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total Hrs. Hourly Rate Total Pay Employee
JULY 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 AUGUST 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 30 24 25 26 27 28 29
MARCH 2019 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 31 25 26 27 28 29 30 APRIL 2019 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Respect the teacher, the classroom, other students and yourself #benice Be responsible for your own learning #quitcheating #workhard Clean up after yourself and your peers #notyourmaid Keep all personal electronics PUT AWAY in the proper place #cellphonejail #notexting #nopictures No food or drink, except bottled water #notlunchtime Consequences for Breaking the Rules: Warning Student/Teacher Conference Parent Contact Detention/Parent Contact Office Referral Consequences of Cell Phones out without permission First Violation - Teacher take up cell phone and keep until the end of the period. Second Violation - Teacher take up cell phone and keep until end of the day/parent contact. Teacher assigned detention. Third Violation - Teacher take up phone - bring to office and submit office referral. Students will be charged $15 fine. Insubordination will be dealt with accordingly. Course Outline Each unit will be covered in order, the length of time spent on a unit will depend on the topic covered. First week- Introductions, Rules, Syllabus, Procedures, Syllabus test. Every Friday is FFA Friday-We will be doing some type of FFA activity (record books, CDEs/LDEs, etc) Chapter 1-Agriculture and Society Chapter 2-Leadership in Agriculture Chapter 3-Agriculture as a Career Chapter 4-Agriculture Safety Chapter 5-Agriculture Science Chapter 6-Agricultural Technology Chapter 7-Agriculture Power and Engineering Chapter 8-Agriculture Mathematics Chapter 9-Importance of Food Chapter 10-Large-Animal Production Chapter 11-Small-Animal Production Chapter 12-Other Animal Production Chapter 13-Plant Production Chapter 14-Environmental Systems Impacting Agriculture Chapter 15- Soil and Water Management Chapter 16-Natural Resources and Recreation Chapter 17-Forestry Principles of AFNR Signature Page __________________________________________________________________
noted in 1 Corinthians 4:2, “Moreover it is required in stewards, that a man be found faithful.” The very idea behind the word “faithful” means someone loyal, consistent, dependable, and trustworthy. When God searches the storehouse of a man’s heart, it is never to seek what that man is able to give, but rather to seek what that man is able to keep. Abraham became the patriarch of faith because God “...found his heart faithful” (Neh. 9:8). Moses was the chosen deliverer because “...he was faithful in all his house” (Heb. 3:5). Daniel was given promotion and power “...forasmuch as he was faithful” (Dan. 6:4). Seventeenth-century author William Gurnall wrote, “How can there be great faith where is little faithfulness?” Faithfulness can be found at the core of every life that was ever greatly used of God. Staying the course of faithfulness is not always easy, but when
This is echoed in Revelation 3:21, 20:6, and elsewhere. God’s praise will, in the end, emanate from the whole earth, because the whole earth will be filled with those He has redeemed and adopted, “a people for God’s own possession” (1 Pet. 2:9). The psalmists then proclaim praise from every corner: “God has ascended with a shout, the Lord with the sound of a trumpet. Sing praises to God, sing praises; sing praises to our King, sing praises. For God is the King of all the earth; sing praises with a skillful psalm” (47:5-7). The Lord’s ascension is reminiscent of a triumphal procession. He celebrates His own victory and rule, and calls all people to join Him. Many commentators through the centuries have viewed this verse as an allusion to Christ’s ascension into heaven after completing His work, and there is no reason to think that this theme was what God
false) are on the fringe of Christian circles, but plenty of evangelicals have taken time to respond to his views. “The Christian church has seen this kind of false teaching before,” said Dr. R. Albert Mohler, president of The Southern Baptist Theological Seminary, on his blog. He said that Camping’s teachings are “embarrassing” for the church and notes Jesus Christ’s assertion that not even the Son of God knows the day of his return. W. Robert Godfrey, president and professor of church history at Westminster Seminary California, pointed out on the seminary’s blog, “Valiant for Truth”, a glaring omission from Camping’s prediction. “Camping’s teaching reaches the status of heresy in his recent appeal to the world, ‘Judgment Day,’ an eight page statement online,” Godfrey said. “The saddest and most distressing element of Camping’s latest theological
your Master (Kathēgētēs [2519] from katá [2596], according to; and hēgéomai [2233], to lead), even the Christ; and all of you are brothers (from adelphós [80])” (a.t.). Note how Jesus substituted “Master” (a “leading authority”) for “Rabbi,” identifying the two nouns in meaning. The reasons assigned? First, Christ alone is your Master, and second, you are all equal. Plainly, there is no room for hierarchy below “the anointed One (Christós [5547] from the verb chríō [5548], to anoint; note the definite article),” the Lord Jesus Christ. All believers are anointed with the Spirit of Christ according to 1 John 2:20: “But you have an anointing from the Holy One, and you all know” (NASB). [9, 10] Jesus continued with His injunction: “And call no one your father upon the earth: for One is your Father, who is in heaven. Neither (mēdé [3366] from mē [3361], “not”; and the adversative dé [1161],
even) be called masters: (from kathēgētēs [2519]) for One is your Master (Kathēgētēs), even the Christ” (a.t.). “Father” is used in an absolute sense. This does not contradict Paul’s relative use as, for example, when he says: “For though ye have ten thousand instructors in Christ, yet have ye not many fathers: for in Christ Jesus I have begotten you through the gospel” (1 Cor. 4:15). Even here, Paul’s statement is carefully articulated: he is a “father in Christ”—having begotten “in Christ”—not a “father in himself” (“in” meaning “under the sovereignty of” [Christ]). Paul’s sharp theological mind conveys the accurately sequenced thought that Christ fathered the Corinthians through Paul by the gospel (His Word). Moreover, Paul was not encouraging the incorrigible Corinthians to call him “father.” He merely informed them of his right above other instructors to disciple them with the Word of Christ.
Good habits are the soul’s muscles. The more you use them, the stronger they become. Don’t focus on your limitations—focus on your abilities. These two from Croft M. Pentz Bad habits are like a comfortable bed—easy to get into but hard to get out of. The secret of patience is doing something in the meantime. These two Anonymous ___________________________________ Puzzles and ‘Toons Church ’Toons by Joe McKeever
Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool School Name: Interventions Check-in Check-out (CICO) Social/Academic Instructional Groups Simple Tier 2 Interventions with indiv. features (e.g. CnC) Simple Function-based Interventions Complex/Multiple-life -domain FBA/BIP Wraparound Support # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding July August September October November December January February March April May June Definition of response (Please list below how your school defines ‘response’ at each of the six levels of intervention): Responding to Check-in Check-out (CICO): Responding to Social/Academic Instructional Groups: Responding to Simple Tier 2 Interventions with individual features (Check-N-Connect, etc.): Responding to Simple Function-based Interventions: Responding to a Complex/Multiple-life -domain FBA/BIP: Responding to Wraparound Support: Illinois PBIS Network: Tertiary Demo Document: Draft 05.19.08
Tier 2 Intervention Tracking Tool School: SAMPLE SCHOOL SY: 2014-15154201-15 Directions: On a monthly basis, please track the # of students participating and positively responding to each intervention. Calculate the corresponding % Responding and %Not Responding and determine which interventions should be celebrated and/or examined more carefully. Please leave columns without data blank. #1: Check In - Check Out (CICO) #2: MENTORING PROGRAM A #3: MENTORING PROGRAM B #4: Academic Remediation – READING and PHONICS #5: CREDIT RECOVERY PROGRAM Months # Students Participating # Students Responding % Responding % Not Responding # Students Participating # Students Responding % Responding % Not Responding # Students Participating # Students Responding % Responding % Not Responding # Students Participating # Students Responding % Responding % Not Responding # Students Participating # Students Responding % Responding % Not Responding September 14 8 33 22 114 24 66 64 3% October 7 4 38 29 173 43 68 61 November 27 21 49 33 11 8 179 90 75 71 5% December 31 26 51 39 14 9 183 93 79 73 8% January 33 29 55 41 14 11 184 98 80 76 5% February 33 31 6% 55 46 16 11 176 103 83 80 4% March 25 22 55 51 7% 17 14 189 107 83 80 4% April 35 30 49 44 17 16 6% 193 111 83 82 1% May 27 21 45 39 15 11 181 119 75 70 7% June 27 24 40 37 8% 12 11 8% 170 103 74 72 3% Team conversations per month: Which intervention(s) meet the criteria for an effective intervention (70% or more students are responding to the intervention)? Next Steps: The team with administration may want to publicly acknowledge this positive trend and/or those involved.
3.3.1.2 Energy Consumption during Utilization Report energy consumption during utilization for the following scenarios as a table based on Section 5.1 Energy Consumption (i.e. at-wall power consumption). Energy Consumption During Utilization Lifetime Per 1000 Pages Functional Unit Life Cycle Impact Assessment Results The life cycle impact assessment shall include: The LCIA procedures, calculations and results of the study for the LCIA indicators defined in part 1; mean value and data range should be stated if generic data are declared from several sources or for a range of similar products; The relationship of the LCIA results to the LCI results; Reference to all characterization models, characterization factors and methods used; A statement that the LCIA results are relative expressions and do not predict impacts on category endpoints, the exceeding of thresholds, safety margins or risks. The following impact categories shall be assessed per functional unit AND per printer unit in the units indicated below: Climate Change/Global Warming Potential kg CO2-equiv to air Ozone Depletion Potential kg CFC 11 equiv Acidification Potential kg SO2 equiv to air Eutrophication Depletion Potential kg P equiv to freshwater Fossil Fuel Depletion Potential kg oil equiv Mineral Resource Depletion Potential kg Fe equiv This assessment does not include human health and eco-toxicity. A statement to this affect must be included in the declaration beside the results. See Section 6.4.8 for additional information on human health and eco-toxicity. The H characterization factors of ReCiPe 2016 shall be used. The Impact Assessment results shall be presented in the following tabular format:
Print jobs sent to this Windows printer will then be printed with the selected bitmaps printed at the locations that were specified. This completes the setup for selecting graphic logos to be used as a header or footer to a document. Setting up the ReceiptNOW printer to print a watermark The following sets of steps are performed on the computer that is to be performing the printing. As mentioned earlier, this does not need to be the same computer that was used for downloading graphic images to the printer. First start Windows ‘Printer&Faxes’ Start->All Programs-> Printers and Faxes -> SRN 2PTR(U) 1 Right click on ‘SRN 2PTR(U) 1’ and select ‘Properties’. Click on the ‘General’ tab and then select ‘Printing Preferences’ Next click on the ‘Watermark’ tab. This tab allows for a bitmap image file to be used as a watermark or a text string to be used as a watermark. Select the desired watermark type, adjust the print position as required and then press ‘Apply’. If there are no other printer settings that need to be changed, then click ‘OK’ to close out the printer properties dialog. Print jobs sent to this Windows printer will then be printed with the watermark printed on every page. This completes the setup for adding watermarks to printed documents.
Items\Solutions Recommended Solution Solution A: Solution B: Technology Hybrid – PaperCut/Wepa Papercut only Wepa only Scalability Minimal challenges Some challenges Some challenges Staffing: Implementation FTE (est) 9 11 11 Staffing: Ongoing Support FTE (est) 7 9 5 Costs: Implementation Costs Low Low Minimal Costs: Ongoing Support Costs Mid Mid Minimal Costs: Refresh or Enhancement Costs -- -- -- Meets defined use cases All Most Some Cost recovery options Yes Yes No Integration with existing hardware and business processes Yes Yes No Kiosk printing Yes Some challenges Yes Tier of service selection Yes Yes No Single vendor dependence No Yes Yes Transition Planning The intent of this section is to understand the potential complexity, timeline, and challenges of moving forward with this recommended solution, especially in consideration to other solutions. Consider that a solution may be chosen to more quickly fill a shorter-term gap, or to realize a more immediate cost savings and reduction in the duplication of work, while follow-on solutions may move towards a longer-term strategy. This section should communicate the potential timeline of a solution so that strategic decisions can be made regarding these factors. High-Level Transition Plan If a migration from current systems to the recommended solution is needed, provide a description of the high-level transition plans. Describe what systems and data will need to be migrated.
Printing Services Request Submit THREE copies to Printing Services or email request to: “ WSDOT Printing Services” Date Submitted Date Required Time of Day Order No. Ordered by (First & Last Name) Phone Call When Ready – Will Pick up Deliver to Rm. (Hdqts. Bldg. Only) Mail to: Mail Stop: Office/Region/Agency Mail Stop Accounting Information **Charge Codes are Required Prior to Printing ** Work Order Group Work Op. Cntrl Sec Org Code Request Copy of Billing AMOUNT $ Please check requested services: B/W Copies Color Copies Bindery CD Replication - Case Type: Wide Format B/W Paper Mylar Wide Format Color Presentation Matte Transparencies Scanning PDF JPG TIF OCR PDF File CD Email Server Other Services: Title of Job Submitted: Job Type: New Revised Stored Reprint Job # Copying/Printing Services Check if job submitted electronically to: Docutech Splash File Name: Sample Provided Proof Required Copies Needed Size or % Size 1: Size 2: or Percent : One Sided Two Sided Print/Assemble Per Orig. Finishing Work Collating Options: Stapling Options: Paper Weight If other, please specify Color of Stock If other, please specify Inserts: Color Cover Color Pages 11 x 17 Foldouts 1/5 White Tabs Other (please specify) Portrait Landscape Dual Saddlestitch (staple on fold) Drilling/Punch Options: Binding Options: Shrink wrap per pkg. Laminate Padding Options: (Select edge and amount per pad) Padding edge: Amount: Other: Chipboard Cover Type & Color If other, please specify Clear Plastic Front Back Cover Color Copy Cover sent electronic to “Splash: File Name: Special Instructions: Folding Options: 1/3 1/2 “Z” fold Cutting x (Finished Size) Other:
In order to use these functions, you MUST select “Use Device Functions” after logging in, otherwise you will not be able to copy or scan items. After you select “Use Device Functions” you will be brought to the printer’s standard multipurpose homepage. If you have any questions, please call the Help Desk @ 717-732-8403, option 1.
List and describe what the Gutenberg press first printed. Write a paragraph describing the ways the printing press allowed Europeans to preserve thoughts and beliefs. Write an explanation of how the printing press advertised, and thus encouraged, exploration. Develop a claim supported by evidence about the extent to which the printing press facilitated change. Featured Sources Featured Sources Featured Sources Featured Sources Source A: “Treasures in Full: Gutenberg Bible” Source B: Excerpt from Man and Nature in the Renaissance Source C: Excerpt from The Printing Press: Transforming Power of Technology Source A: Excerpt from “Gutenberg and the Printing Revolution in Europe” Source B: Map of the spread of printing Source C: Excerpt from The History of Philosophy Source A: Excerpt from American Colonies: The Settling of North America Source B: Excerpt from a letter from Columbus to the Spanish royals Source C: Map of diffusion of Columbus’s letter Source A: Excerpt from The Printing Revolution in Early Modern Europe Source B: Excerpt from Gutenberg: How One Man Remade the World with Words Source C: Excerpt from “Information Technology and Economic Change” Summative Performance Task ARGUMENT Did the printing press preserve the past or invent the future? Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. EXTENSION Read a Science article and debate whether the impact of social media on contemporary society is as great as or greater than the impact Gutenberg’s printing press had in the 15th century. Taking Informed Action UNDERSTAND Explore the resources available through Project Gutenberg. ASSESS Determine the needs of your local school or community library. ACT Create CD/DVD resources through Project Gutenberg’s CD/DVD Project to address the area of greatest need.
Comparison of Punitive Methods and Positive Classroom Management Strategies Positive Classroom Management Strategies Punitive Procedures Slowly stop behaviour Rapidly stop behaviour Provide no immediate relief to the teacher Provide immediate relief Teach the student and peers what to do. Teach the student and peers what not to do Increase positive self-statements (self-concept) Decrease positive self-statements (self-concept) Increase positive attitudes toward school and schoolwork Decrease positive attitudes toward school and schoolwork Promote enhanced participation Cause withdrawal (non-task, tardy, truancy, dropping out) Decrease likelihood of aggression Cause aggression (against property and others) Teach students to recognize the positive. Teach students to respond in a punitive manner. Can enhance student-teacher relationship Can harm student-teacher relationship
Supervise a team performing related roles (If you are not supervising staff, it might still be of value to pretend you are and to ask questions like the following) “Supervise” What does supervision mean to you? From your perspective, what are the indicators you use to determine whether or not I am “supervising”? You could also ask your manager What would you like me to achieve in the Programme?
Meeting with Learning Partner PRACTISE & APPLY Tools / processes learnt in Programme COMPLETE Entries in Learning Journal Continue to work on and apply the actions you have committed to in your Development Action Plan Reading and resource list at your leisure REFLECT Learning Journal Continue to reflect on your learning experiences Manager Meeting after Workshop Share Key learnings, insights & new perspectives from the Programme Development Action Plan Applications of learning and practise Challenges or obstacles to further application of learnings at work and enlist support to minimise these. Schedule Further programme follow-up meetings. Notes
Spouse Name First & Last Date of Marriage Date of Divorce Was the spouse in a prior marriage? If so, provide the name of this person’s previous spouse. Catholic or Was the spouse living or deceased at the time of the subsequent marriage? Provide death certificate if deceased. [ First Name ] 1st [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased [ First Name ] 2nd [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased [ First Name ] 3rd [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased [ First Name ] 4th [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased MARRIAGE HISTORY OF THE RESPONDENT List all marriages from past to present. A. RESPONDENT’S NAME [ Name ] Spouse Name First & Last Date of Marriage Date of Divorce Was the spouse in a prior marriage? If so, provide the name of this person’s previous spouse. Catholic or Was the spouse living or deceased at the time of the subsequent marriage? Provide death certificate if deceased. [ First Name ] 1st [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased [ First Name ] 2nd [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased [ First Name ] 3rd [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased [ First Name ] 4th [ Last Name ] [ Date ] [ Date ] Yes No [ Name ] Catholic Non Living Deceased Send Petition and all documents to Canonical and Tribunal Services, 6225 Highway 290 East, Austin, Texas 78723-1025. Please keep a copy for your files.