zilongwang/ReadingBank huggingface dataset:
Logistics Augmentation in support of the Government of the Philippines response to earthquake in Bohol WFP 1,000,000 318,702 200,000 118,702 63% Sub total for Logistics 1,000,000 318,702 200,000 118,702 63% Nutrition Bohol Earthquake: nutrition response to children 0-59 months, pregnant and lactating women affected by Bohol earthquake emergency UNICEF 2,000,000 1,000,000 466,749 533,251 47% Sub for Nutrition 2,000,000 1,000,000 466,749 533,251 47% Protection Strengthening the Protective Environment for Children Affected by natural disaster/displacement in Bohol Province and Cebu city UNICEF 500,000 440,000 439,988 12 100% GBV Interventions for Affected Women and Girls in the Bohol Earthquake 500,000 230,000 98,389 131,611 43% Inclusive Early Recovery of People with Disabilities and other Vulnerable Groups after Bohol Earthquake HI - 157,113 - 157,113 0% Sub total for Protection 1,000,000 827,113 538,377 288,736 65% WASH WASH in Emergency services and supplies provision to disaster affected children and families SC 200,000 200,000 495,853 (295,853) 248% Ensuring WASH services for Earthquake Affected Populations in Bohol UNICEF 7,800,000 3,450,000 3,413,055 36,945 99% Bohol Earthquake: Moving Forward through Early Recovery BEDRN - 125,000 - 125,000 0% Sub total for WASH 8,000,000 3,775,000 3,908,908 (133,908) 104% Grand Total 46,758,966 33,828,939 15,140,883 18,688,056 45% Compiled by OCHA on the basis of information provided by donors and appealing organizations. NOTE: "Funding" means Contributions + Commitments + Carry-over The list of projects and the figures for funding requirements in this document are a snapshot as of 4 February 2014. For continuously updated information on projects, funding requirements, and contributions to date, visit the Financial Tracking Service (). III: Agency overviews Name Fundacion Accion Contra El Hambre (ACF International) Headquarters Global: Madrid, Spain Website www.actionagainsthunger.org
Relief (shape of the land) Gentle slopes Steep slopes Land use (more urban areas) More urban areas (tarmac) More rural areas (trees/grass) Complete this key and colour in each factor in the table above: Physical factor Human factor Complete the table below: Factor Drainage basin/precipitation characteristic Reduces or increase the lag time? Explanation – how this factor reduces the lag time Hint: use key terms infiltration and surface run off Basin size Small Large Drainage density Low (few tributaries) High (many tributaries) Soil moisture Saturated soil Dry soil
rationales will open after the remediation due date. Instructor will review completed remediation. Students will complete Content Mastery Assessment as scheduled per instructor. Courses that required Practice Assessment A, Practice Assessment B, followed by CONTENT MASTERY ASSESSMENT: Students will complete Practice Assessment A prior to completing Practice Assessment B. Students will complete remediation which will include completion of 3 (three) critical points to remember or of an active learning template. Rationales will open for Practice Assessment A one (1) week after completion of Practice Assessment A . Proposed Change: Rationales will open immediately following Assessment when administered during class. Otherwise, rationales will open after the remediation due date. Instructor will review completed remediation for Practice Assessment A. Students will complete Practice Assessment B. Remediation is recommended but not required. Rationales will open for Practice Assessment B immediately if administered during class time or otherwise, 48 hours before the Content Mastery Assessment. Students will complete Content Mastery Assessment as scheduled per instructor. Courses that required Practice Assessment A, Practice Assessment B, followed by RN COMPREHENSIVE PREDICTOR: Students will complete Practice Assessment A prior to completing Practice Assessment B. Students will complete remediation for Practice Assessment A which will include a minimum of one (1) hour of focus review and completion of an active learning template and/or 3 (three) critical points to remember. Rationales will open immediately following Assessment when administered during class. Otherwise, rationales will open after the remediation due date. Instructor will review completed remediation for Practice Assessment A. Students will complete Practice Assessment B. Remediation is recommended but not required. Rationales will open for Practice Assessment B immediately if administered during class time or otherwise, 48 hours before the RN COMPREHENSIVE PREDICTOR. Students will complete RN Comprehensive Predictor as scheduled per instructor. Content Mastery Assessment Semester Course Practice A Required Practice B Required Rubric Re-takes Fundamentals 1st Sem Junior NRSE 3500 PC Care 2 Required Required A Required for A NA Mental Health 2nd Sem Junior NRSE 3090 Mental Health Required Required A Required for A NA Maternal Newborn 1st Sem Senior NRSE 4570 OB Required NA B Required for A NA Nursing Care of Children 1st Sem Senior NRSE 4580 Peds Required NA B Required for A NA Adult Medical- Surgical 1st Sem Senior NRSE 4550 Adult 2 Required Required A Required NA on
Student Learning Module: Social Psychology Exam Length: 2 hours Exam Structure: 4 essay questions, answer 2 Topic 1: The Self Lecture Tutorial Hogg & Vaughan (2010) chapter 2 Journal article Exam Papers 2016 2015 Topic 5: Prejudice Lecture notes Tutorial Hogg & Vaughan (2010) chapter 10 Journal article Exam Papers 2016 2015 2: Attitudes Lecture notes Tutorial Aronson (2011) chapter 5 Journal article et al. (2014) Exam Papers 2016 2015 Topic 6: Prosocial Behaviour Lecture Tutorial Hogg & Vaughan (2010) chapter 14 Journal article Exam Papers 2016 2015 Topic 3: Group Processes Lecture notes Tutorial Myers (2012) chapter 8 Journal article Exam Papers 2016 2015 Topic 7: Aggression Lecture notes Tutorial Hogg & Vaughan (2010) chapter 12 Journal article Exam Papers 2016 2015 4: Social influence Lecture notes Tutorial Hogg & Vaughan (2010) chapter 7 Journal article Wills (2013) Exam Papers 2016 2015 Topic 8: Affiliation and Attraction Lecture notes Tutorial Hogg & Vaughan (2010) chapter 13 Journal article Exam Papers 2016 2015 Note: this is a fictional checklist for instruction purposes
Unseen Poetry - find these poems on the internet and make notes on the ideas and thoughts (WHAT) and the language, form and structure (HOW). Write your response. Explore how the poet presents his attitude to his son in ‘Nettles’ by Vernon Scannell. Explore how the poet presents his attitude to his father in ‘Follower’ by Seamus Heaney. Explore how the poet presents her attitude to her sister in ‘Poem for My Sister’ by Liz Lochead. Explore how the poet presents the effects of animals on humans in ‘Roe-Deer’ by Ted Hughes
b. 3cm diameter c. 4cm diameter d. 5cm diameter 61. Tuberculosis is a zoonotic disease predominantly associated with which of the following British wild animals? a. Foxes b. Stoats c. Pine martin d. Badger 62. Which of the following statements regarding fluid therapy of seals is FALSE? a. Fluids can be subcutaneously b. Fluids can be given intravenously c. Fluids can be given per os d. Fluids may be required post-operatively 63. You have been asked to help clean up some sea birds that are covered in oil from a tanker spill. Which of the following substances should you use to remove this oil? a. A bar of soap b. Washing powder c. Washing up liquid d. Dog shampoo 64. Which of the following species of deer is not native to the ? a. b. Roe deer c. Fallow deer d. Sika deer 65. Which of the following statements regarding the reproductive cycle of the badger is correct? a. There is no set time of year when young are born b. They are spontaneous ovulators and young are generally born between April and May c. They can mate at any time of year, but cubs are born between January and March due to delayed implantation
Atavistic Genetics Neural Eysenck – criminal personality Cognitive – moral reasoning Cognitive distortions DAT Psychodynamic AO1 6 key words/ phrases to include in outline > Inherited gene/s – predisposed to criminal behaviour > Twins: Christiansen – 33% MZ, 12% DZ. Raine – 52% MZ, 21% DZ. > Candidate genes - MAOA & CDH13: Tihonen – 13 x more likely with this combo. > Brunner – low levels of MAOA AO3 Paragraph 1 Mednick (adoption study) Issues with investigating brain Paragraph 2 Problems with twin studies Issues with causation Paragraph 3 Bio reductionism Bio reductionism
Construct validity This type of validity involves testing hypotheses based on the diagnosis of schizophrenia. RESEARCH EVIDENCE The dopamine hypothesis suggests that schizophrenia is linked to high levels of dopamine and so if individuals with schizophrenia have high levels of dopamine then this provide some evidence for construct validity. EVALUTION This type of validity raises issues when it is not supported. This is because it is not clear if this is because the diagnosis is wrong or the hypothesis is wrong. The genetic hypothesis offers support. The genetic hypothesis (that schizophrenia has a genetic basis) has reasonable construct validity because it is supported by numerous twin and family studies and genetic factors are probably more important in the development of schizophrenia than almost any other mental disorder. Predictive validity This refers to our ability to predict the eventual outcome for patients who receive a diagnosis of schizophrenia. RESEARCH EVIDENCE The predictive validity of a diagnosis of schizophrenia is reasonable, but not good because there is too much variety in the outcomes of schizophrenia. For example, 20% recover and never have another episode whereas 10% of schizophrenics commit suicide (Birchwood & Jackson, 2001, see A2 Level Psychology page 384). EVALUATION Predictive validity is lowered by the fact there are so many diverse symptoms of schizophrenia that patients’ experiences of the disorder are very different. Mason et al. (1997, see A2 Level Psychology page 385) found predictive validity was higher when a 6-month period of symptoms was used as the basis for diagnosis because this cuts out individuals who have a brief, psychotic disturbance. Social class bias and culture bias Two possible biases, social class bias and culture bias, could reduce reliability and validity.
/ ........................................................... (Total 3 marks) 5. Simplify fully ........................................................... (Total 3 marks) 6. Simplify fully ........................................................... (Total 3 marks) 7. (a) Simplify
4. Solve the inequality x² - 2x + 8 < 0 ........................................................... (Total for question = 3 marks) 5. Solve the inequality x² - x ≥ 12 ........................................................... (Total for question = 3 marks) 6. Solve the inequality x² ≤ 4(2x + 5) ........................................................... (Total for question = 4 marks)
(2) 261 − 1 is a prime number. (c) Explain why 261 + 1 is a multiple of 3 (2) (Total for question = 6 marks) 2. Prove that (2n + 3)² – (2n – 3)² is a multiple of 8 for all positive integer values of n. (Total for Question is 3 marks) 3. (a) Expand and simplify (y − 2)(y − 5) ........................................................... (2)
2. Show that (3x − 1)(x + 5)(4x − 3) = 12x³ + 47x² − 62x + 15 for all values of x. ........................................................... for question is 3 marks) 3. Show that (x - 3)(2x + 1)(x + 3) = 2x³ + x² − 18x - 9 for all values of x. ........................................................... for question is 3 marks) 4. (2x + 1)(x + 6)(x - 4) = 2x³ + ax² + bx – 24 for all values of x, where a and b are integers. Calculate the values of a and b.
16 people like tea and coffee but do not like milk. 21 people like coffee and milk. 24 people like tea and milk. 40 people like coffee. 1 person likes only milk. Sami selects at random one of the 50 people. (a) Work out the probability that this person likes tea. ........................................................... (4) (b) Given that the person selected at random from the 50 people likes tea, find the probability that this person also likes exactly one other drink. ........................................................... (2) (Total for question = 6 marks) Proportion Things to remember: Start by checking the question for squares, cubes and roots; “x is directly proportional to y” like x α y or x = ky “x is inversely proportional to y” looks like x α or x = Questions: 1. The shutter speed, S, of a camera varies inversely as the square of the aperture setting, f. When f = 8, S = 125 (a) Find a formula for S in of f.
PREPARING FOR THE EXAM You’ve coped with the demands of AS—well done! Hopefully the AS exam is well behind you, but the knowledge you gained from revising and the exam itself should still be with you, and this will help you succeed at A2. If you’ve forgotten some of the revision and exam techniques suggested in Brody and Dwyer’s Revise Psychology for AS Level then a quick review of this is a good idea. Now think about how you can apply these to A2. A2 Psychology Overview Two modules Unit 3 Unit 4 50% of A2 mark 50% of A2 mark Three essay questions Two essay questions and one structured methodology question 1 hour 30 minutes 2 hours 30 minutes per question 40 minutes per question 25 marks per question 25 marks per essay question and 35 marks for the methodology question Halve the percentages to get the total A level marks at A2, as your total A level grade consists of 50% AS and 50% A2. The A2 course consists of options, particularly on Unit 3, and to a lesser extent on Unit 4. What follows is a list of the options per unit. Unit 3: are eight topics but you do not need to know all of these. The minimum you need is three topics as you will be assessed through three essay questions. Biological rhythms and sleep (Q1) Perception (Q2) Relationships (Q3) Aggression (Q4) Eating behaviour (Q5) Gender (Q6) Intelligence and learning (Q7) Cognition and development (Q8) Unit 4: PSYA4 sections: Psychopathology: Study one mental disorder of three options: one anxiety disorder (Q1), schizophrenia (Q2), or depression (Q3). Psychology in action: Study one of three options: the psychology of addictive behaviour (Q4), anomalistic psychology (Q5), or media psychology (Q6). Psychological research and scientific method: Compulsory (Q7). EXAM HINT: The question numbers refer to the exam papers. It a good idea to make a mental note of these so that you can immediately turn to the questions you will be answering in the exam. One question is guaranteed per option on Unit 3. You need to have covered a minimum of three options for
Construct an expression, with units, for the dissociation constant Ka for a weak acid Write an expression for Ka for ethanoic acid What assumption do we make about the extent of dissociation when dealing with weak acids? Know that pKa = – Ka an expression for pKa Is a smaller pKa a sign of a strong or weak acid? Perform calculations relating the pH of a weak acid to the dissociation constant, Ka, and the concentration Calculate the pKa of a solution of 0.1M ethanoic acid Calculate the concentration of H+ in a solution of ethanoic acid which has a pKa of 4.77 Benzoic acid has a pKa of 4.20. Calculate its pH. Understand the typical shape of pH curves for acid–base titrations Draw a pH curve for each of the following combinations: Strong acid and strong base b) Strong acid and weak base Weak acid and strong base d) Weak acid and weak base Use pH curves to select an appropriate indicator Describe how you would use a pH curve to choose an appropriate indictor for a titration Perform calculations for the titrations of monoprotic and diprotic acids with sodium hydroxide, based on experimental results Calculate the concentration of the acid used when 25cm3 of 0.2M NaOH is neutralise by 17cm3 of hydrochloric acid Calculate the concentration of the acid used when 25cm3 of 0.5M NaOH is neutralise by 17cm3 of sulfuric acid Prove that at the half-neutralisation point pKa = pH Explain qualitatively the action of acidic and buffers Explain what a buffer solution is Describe the components needed to make a buffer solution Explain how the pH of a buffer solution is able to remain constant when amounts of acid and base are added State applications of buffers Name everyday examples of buffers Be able to calculate the pH of acidic buffer solutions Calculate the pH of a buffer which consists of 0.25M ethanoic acid and 0,25M sodium ethanoate (pKa ofEtOH= 4.77) Calculate the pH of a buffer formed when 25cm3 of 0. 5M NaOH is added to 50cm3 of 2M ethanoic acid Calculate the new pH of the same buffer after 10cm3 of 0. 5M NaOH is added
1st & 2nd estate provided the leadership in the revolt Clergy showed support for parlements by providing not usual don gratuit but a ‘gift’ of less than ¼ what King wanted Bankruptcy in August 1788 1789 – Popular Necker returns and promises Estates General will meet What led to the outbreak of revolution in 1789? Calling of the Estates General Usually the vote was one vote per estate (disfavoured 3rd estate) Argued for voting per head and 3rd estate should get double representation Paris Parlement did not want power going to 3rd estate so supported 1 vote per estate (created outrage) 3rd estate believed Parlement was no longer a friend but an enemy Started to advertise how 3rd estate did everything and should get more respect Believed they needed a constitution to end social inequality XVI handled situation badly – wanted to try and gain 3rd estate support so agreed to doubling their representation, but did nothing on voting so this was pointless The Cahiers de Doléances Notebooks of 3rd estate produced by everyone to show their grievances The French economy in 1789 1788 – Bad harvest Mass food riots Little surplus to spend on manufactured goods 1789 – textiles production cut by 50% Popular protest marked in by Réveillon riots (first popular demonstration & last of the ancien régime) Workers took to the streets over comments on wages Lasted several days and lead to deaths Believed King & Necker would be friends of 3rd estate and would soon help them The Estates-General 4th May 1789 – assembly convened 1st & 2nd estates – 561 deputies 3rd estate – 578 deputies (400 lawyers, 100 merchants, some ‘intellects’) Maximilien Robespierre – more typical representative of 3rd estate Deputies of first two estates were not united in defense of privileges Cahiers were liberal – Condemned government of ancien regime and accepted there was clear social injustice & some privileges should go (90 of 2nd estate wanted some reform) 200 of 291 clerical deputies wanted change All cahiers emphasises regular meetings of estates general, no taxation without consent, freedom of press and abolish direct orders from King. Main demands for change from 3rd estate
Contain a relatively small number of terms (e.g. 10-25) that are general enough to enable a wide range of resources to be classified. Have terms that are identified by URIs with each URI resolving to documentation about the term. Have associated persistence and versioning policies. These criteria do not intend to define a set of requirements for controlled vocabularies in general; they are only intended to be used for the selection of the controlled vocabularies that are proposed for this Application Profile. Controlled vocabularies to be used In the table below, a number of properties are listed with controlled vocabularies that must be used for the listed properties. Property URI Used for Class Vocabulary name Vocabulary URI Usage note dcat:mediaType Distribution MDR File Name Authority List Dataset EuroVoc domains Under discussion dcat:themeTaxonomy Catalogue EuroVoc Under discussion dct:accrualPeriodicity Dataset Dublin Core Collection Description Frequency Vocabulary Under discussion dct:format Distribution MDR File Type Named Authority List Under discussion dct:language Catalogue, Dataset MDR Languages Named Authority List dct:publisher Catalogue, Dataset MDR Corporate bodies Authority List Under discussion To be used for European institutions and a small set of international organisations. In case of other types of organisations, national, regional or local vocabularies should be used. dct:spatial Catalogue, Dataset MDR Countries Named Authority List, MDR Places Named Authority List , The Countries vocabulary is to be used if the scope is a particular country. The Places vocabulary is to be used if the scope is a part of a country. adms:status Catalogue Record ADMS change type vocabulary / :created, :updated, :deleted adms:status Distribution ADMS status vocabulary The list of terms in the ADMS status vocabulary is included in the ADMS specification dct:type Agent ADMS publisher type vocabulary The list of terms in the ADMS publisher type vocabulary is included in the ADMS specification dct:type Licence Document ADMS licence type vocabulary The list of terms in the ADMS licence type vocabulary is included in the ADMS specification
dct:spatial dct:temporal owl:versionInfo Distribution dcat:Distribution dcat:accessURL dct:description dct:format dct:license adms:sample adms:status dcat:byteSize dcat:downloadURL dcat:mediaType dct:issued dct:modified dct:rights dct:title spdx:checksum Document foaf:Document Frequency dct:Frequency Identifier adms:Identifier Kind vcard:Kind hasEmail hasTelephone Licence Document dct:LicenseDocument dct:type Licence Type skos:Concept Linguistic System dct:LinguisticSystem Literal rdfs:Literal Location dct:Location Media Type or Extent dct:MediaTypeOrExtent Period Of Time dct:PeriodOfTime schema:startDate schema:endDate Publisher Type skos:Concept Resource rdfs:Resource Rights Statement dct:RightsStatement Standard dct:Standard Status skos:Concept
I "Standardised Financial Statement (SFS) for use in the context of the Arrears Resolution Procedure (ARP) under the Code of Conduct referred to in Law 4224/2013" PART A: GENERAL DATA Capacity BORROWER  GUARANTOR  BORROWER'S DATA Α1a Details of loan agreement (number, date, etc.) (1) Α1b Number of loan servicing account (1) A1c Full name Α1d ID/Passport number Α1e Tax Identification Number CONTACT DETAILS DATA OF PERSON SUBMITTING THE SFS A2a Postal address of primary residence A2b Other preferred correspondence address (2) A2c telephone number A2d Other telephone number (2) A2e Personal (2) A2f Contact through process agent (if you choose this mode, please complete at least one of fields Α3c to Α3e below) YES NO   DATA OF PROCESS AGENT (if applicable) A3a Full name/Registered name and name of representative A3b ID number/Passport number Tax Identification Number A3c Postal address A3d Telephone number A3e Email(2) BORROWER'S MARITAL/EMPLOYMENT STATUS Α4 Marital status Α5 Date of birth Α6 Number of children/dependents Α7a Current employment (indicate YES if you work/NO if you do not work/RETIRED, if you receive pension) YES NO RETIRED    Α7b Sector/firm/occupation (e.g. teacher, civil engineer, tourist guide, telecommunications officer) Α7c Labour relationship (Wage-earner/self-employed, etc.) Α7d Years/months in current employment Α7e Last employment (if you do not work) ADDITIONAL INFORMATION(3)
Answer = .................................................. µm [2] [Total 8 marks] 16. The figure below shows diagrams of four cells that have been placed in different solutions. K L M N (a) In the table below, write the letter K, L, M or N next to the description that best matches the diagram. One has been done for you. description letter an animal cell that has been placed in distilled water an animal cell that has been placed in a concentrated sugar solution a plant cell that has been placed in distilled water a plant cell that has been placed in a concentrated sugar solution M [3] (b) Explain, using the term water potential, what has happened to cell M.
Mao’s 1949-76 Revision Ticklist Topic Areas you should revise Revised Establishing Communist Rule, 1949-57 1st 2nd 3rd China in 1949 KEY QUESTION: How serious were the problems facing the People’s Republic of China when it was set up in 1949? The aftermath of the war of 1946-49 The state of china’s industry The state of china’s agriculture The state of china’s national infrastructure The new power structure KEY QUESTION: How successful were the communists in creating a political system that would give them control of power in the PRC? The role of the CCP The role of the government The role of the bureaucracy The role of the People’s Liberation Army (PLA) Mao’s dominant position within government The growth of democratic centralism China and the Korean War KEY QUESTION: To what extent did involvement in the Korean War affect the development of the PRC? Its role in enhancing CCP control Its role in suppressing opposition Its role in promoting national unity
Week 9 – 6th November Working Memory Model Forgetting (RM) Correlational research Memory tracking test 1 Topics from week 8 Week 10 – 13th November Reading week Eye witness testimony Cognitive interview (RM) Content analysis Week 11 – 20th November Conformity Conformity to social roles (RM) Self report methods and evaluation Memory tracking test 2 Topics from weeks 9 and 10 Week 12 – 27th November Obedience Resistance to social influence (RM) Use of case studies and evaluation Social Influence Tracking test 1 Topics from week 11 Week 13 – 4th December Minority influence Social change (RM) Hypothesis formulation, operationalisation, variables Week 14 – 11th December (end of term – Thursday 14th) Statistics: Descriptive Graphical representation Inferential stats Social Influence tracking test 2 Topics from weeks 12 and 13 Week 15 – 18th December Test re-test your revision notes Week 16 – 25th December Take a break from revision, at least for a few days! Week 17 – 1st January Previous exam questions/specimen papers. Week 18 – 8th January Mock exam week Mock exam (paper 1) Social influence Memory Attachment Psychopathology
William Harvey – Useful Videos Circulation of Blood (this is 30m!) Horrible Histories - Harvey PPT to music Edward Jenner – Useful Videos Edward Jenner – Cartoon Who was Edward Jenner? Great Plague – Useful Videos Great Plague Horrible History What was the Great Plague. Renaissance and Great Plague.
The solution are to be rejected because it is grounded in a confusion—the conflation of similar harms with equal harms. It posits degrees of moral status that bear explanatory weight that can make a difference to the strengths of reasons against two harms, even when these are equal harms. Once we reckon that the similar harms that motivated the potentiality problem are not equal harms, we no longer have to endorse the existence of degrees of moral status. We do not have to deny that there is only one type of moral such that harms to one matter morally—and that difference in strength of reasons against harms are wholly explained by differences in the harms themselves. Another solution to solve the potentiality problem is through the following observation: that potentiality may affect the strength of reasons not to harm babies by affecting how harmful those harms are, but without at all affecting whether harms to embryos matter morally. Potentiality makes harms to babies’ worse, but does not at all affect how much moral status babies have. If potentiality does not affect how much moral status babies have, then it need not affect whether embryos have moral status. Potentiality does make many harms worse for embryos, but it does not contribute at all to make those harms matter morally. The key insight is to move the significance of potentiality from whether something has moral status (whether harms to it matter morally) to how harmful individual harms are. Then the question of whether there is moral status can be solved in a different way, without reference to potentiality. In a nutshell potentiality has a particular kind of significance—it is important in the sense to decipher how harmful a particular harm is, but not to whether that particular harm matters morally. 4. Conclusion The embryonic debate has been characterised by an exploration for balanced that helps to attain a mid-position between the standpoints that embryos be protected and their use
set in the Wild West of the United States, Karl May published the first Winnetou volume in 1875 (Hoffman 57). Its protagonist, Old Shatterhand, is a German-born adventurer who consistently out-fights, out-shoots, out-hunts, and generally out-pioneers the seasoned American mountain men, and through a sacred ceremony becomes blood brothers with a noble, handsome young Apache chief named Winnetou. As a pious Christian, Old Shatterhand does not support the whole-sale extinction of American Indian peoples, but as the epigraph at the beginning of this article indicates, “Yes, the Indian is a sick, a dying man, and we now stand at his miserable bedside feeling sorry, with nothing left to do but to close his eyes” (May, 1892 “Preface” xiii). The defeat of the noble savage was, to the protagonist and many 19th and 20th-century German readers’ understanding, inevitable, and so the trilogy ends with Winnetou converting to Christianity and then dying of a grievous wound earned in his final battle. Native cultures from across the continent are combined in a colorful mash-up, including Winnetou’s Mescalero Apache community living in pueblos and using totem poles as torture stakes. This trilogy is the particular story, the rhetorical frame, through which the exhibit at “Villa Bärenfett” was conceived and is displayed. This rhetorical frame is laden with multiple meanings, and so a German historical framework is worth sketching in order to understand why the Karl May phenomenon has the staying power it does in the first place. German scholar Susanne Zantop focuses on German history and culture from 1770-1870, and argues that while Germany never had a colony in North America, and had only a limited time and space for participation in the colonialism (its own colonies in Africa, Asia, and the Pacific lasted only from 1884-1918), it still fostered “colonial fantasies” that make an impact today (Colonial Fantasies 192). According to Zantop, “colonial fantasies” are “stories of sexual conquest and surrender, love and blissful domestic relations
two-week vacation’ ‘There’s nothing more inspiring than the sight of a mare and a new colt’ ‘I don’t know what the hell I’m working for’ ‘Naa. I’d like to find a girl – steady, somebody with substance’ ‘My own apartment, a car and plenty of women. And still, goddamit I’m lonely’ ‘No, with a ranch I could do the work I like and still be something’ ‘Because I don’t want the girl, and, still I take it and – I love it!’ What Willy Wants TASK: How important are these things to Willy? Give a reason for your answer
Group work for Dramatic Tension Pattern Charts Give each group a key scene from below. They are to draw tension graphs that chart the pattern of the drama in the scene. Group 1 – pg 4 & 5 Top to ‘he’s not lazy Group 2 – pg 16 & 17 to ‘leave home anymore’ Group 3 – pg 25 & 26 from ‘Where is he..’ to ‘anything but decent things’ 4 – pg 29 – 31 from ‘I’m getting awfully tired..’ to ‘Ignoramus’ Group 5 – pg 38 & 39 Top to ‘those ungrateful bastards’ Group 6 – pg 40 – 42 from ‘He’s dying Biff’ to ‘his life is in your hands’ Group 7 – pg45 – 46 from Top to ‘he may remember me’
Target Time Monday Tuesday Wednesday Thursday Friday Weekend Time completed Target Time Week 1 (wb 23/2) 45 mins per subjects (2 per day) English Geography Maths History Science Food English French Maths RS Science Geography 9 hours Week 2 (Wb 2/3) 45 mins per subjects (2 per day) English History Maths Food Science French English RS Maths Geography Science History 9 hours Week 3 (Wb 9/3) 45 mins per subjects (2 per day) English Geography Maths History Science Food English French Maths RS Science Geography 9 hours Week 4 (wb 16/3) 45 mins per subjects (2 per day) English History Maths Food Science French English RS Maths Geography Science History 9 hours Week 5 (wb 23/3) 45 mins per subjects (2 per day) English Geography History Science Food English French Maths RS Science Geography 9 hours Easter Week 1 (wb 30/3) 60 mins per subjects (3 per day) 18 hours Easter Week 2 (wb 6/4) 60 mins per subjects (3 per day) 18 hours Target Time Monday Tuesday Wednesday Thursday Friday Weekend Time completed Target Time Week 6 (wb 13/4) 45 mins per subjects (3 per day) 13.5 hours
What level of financial support do you anticipate receiving from the following funding sources during the first twelve months? 1. Contributions from the active participants of the Ministry 2. Budget support from the General Church 3. Budget support from the Mississippi Annual Conference (other sources than grant) 4. Budget support from the district 5. Budget support from the church(es) 6. Budget support from other United Methodist sources 7. Any other funding source. Provide a complete budget for your project. Provide a copy of your church budget for the past 3 years. Provide a copy of your statistical information and Vital Congregation stats for the last 3 years. What is the funding amount you are requesting from the Faith Community Formation Committee? PLEASE NOTE: In addition to the required annual evaluation form, you will be asked to fill out a quarterly progress report. Pastoral Leadership (This section is to be completed by the Senior Pastor) What continuing education have you completed in the past 3 years? How have you applied what you have learned? Give specific examples. Is your congregation regularly entering their data in Vital Signs? Have you taken any laity to any of the continuing education opportunities?
Acts 2:17 ‘And it shall come to pass in the last days, says God, That I will pour out of My Spirit on all flesh; Your sons and your daughters shall prophesy, Your young men shall see visions, Your old men shall dream dreams. IT'S COMING! NO! IT'S HERE! Conclusion Humility is the key 2 Chronicles If my people, which are called by my name, shall humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land James 4:6 – 10 6 But He gives more grace. Therefore He says: “God resists the proud, But gives grace to the humble.” 7 Therefore submit to God. Resist the devil and he will flee from you. 8 Draw near to God and He will draw near to you. Cleanse your hands, you sinners; and purify your hearts, you double-minded. 9 Lament and mourn and weep! Let your laughter be turned to mourning and your joy to gloom. 10 Humble yourselves in the sight of the Lord, and He will lift you up.
IN DEFENCE OF YOUTH WORK - STARTING POINTS* REVIVING YOUTH WORK AND REIMAGINING A YOUTH SERVICE Youth Work’s fundamental aspiration is profoundly educational, political and universal. It seeks to nurture the questioning, compassionate young citizen committed to the development of a socially just and democratic society. It is not a soft-policing instrument of social control. Work as an integral element in education from cradle to grave should be situated in the Department for Education. The rejuvenation of a distinctive, state-supported Youth Work focused on inclusive, open access provision needs to be based on a radically different and complementary relationship between the Local Authority and a pluralist, independent voluntary sector. The renewed practice needs to be sustained by statutory and consistent funding, the purpose and allocation of which ought to be determined locally via accountable mechanisms, such as a democratic Youth Work ‘council’ made up of young people, youth workers, voluntary sector representatives, managers and politicians. Collaborative work across agencies is vital, but youth workers need to retain their identity and autonomy rather than be absorbed into multi-disciplinary teams. Work should be associational and conversational, opposed to oppression and exploitation, collective rather than just individual in its intent, unfolding at a pace in tune with the forging of authentic and trusting relationships with young people. Cornerstones of practice should include the primacy of the voluntary relationship; a critical dialogue starting from people’s agendas; support for young people’s autonomous activity, for example, work with young women, Black and Minority Ethnic and LGBTQ+ young people; an engagement with the ‘here and now’; the nurturing of young people-led democracy; and the significance of the skilled, improvisatory worker. The informed focus on young people’s needs flowing from open access provision is more effective than imposed, targeted work in reaching ‘vulnerable’ youth. Youth Work does not write a script of prescribed outcomes in advance of meeting a young person. It trusts in a person-centred, process-led practice that is positive and unique,
DRS:3-7-41. Authorized signatures [Revoked] Section History 12-1-97 PT Memo #98-7 Internal management policy, new section 3-8-10 PT Memo #10-02 Moved from MSD to FSD {see 612:5}
Revolutions to Explore Tunisia – 2011 – 2011 Philipines – 1898, 1899-1901, 1940’s Grand Columbia – 1819 Argentina – 1816 – 1804 Chile – 1818 Peru – 1824 Mexico – 1821 Cuba – 1898 Libya – 2011 Syria – 2011 Yemen – 2011 Bahrain – 1971 Bolivia – 1825 Brazil – 1822 Paraguay – 1811 Puerto Rico – 1898 Guam – 1898 Uruguay – 1828 Serbia – 1878 Romania – 1878 Australia – 1901 Czechoslovakia – 1918 Hungary – 1849 Poland – 1918 Romania – 1877 Bulgaria – 1878 Belize – 1981 India – 1947
If the answer is NO: If the answer is YES: Would you like register? It’s easy! Provide them with the registration form. Forms are available for download from the [insert state] Secretary of State’s (SOS) office. Would you like assistance to complete the registration form? You may assist them in completing the registration form. You need to mail the registration form to the County Voter Registration Office. The address for the County Voter Registration Office is on the voter registration form or available on the Secretary of State website: [insert state SOS web address] You may assist them in mailing in the form. Voter Registration Forms must be sent in to the County Voter Registration Office by [insert submission deadline for your state]. Remind them that general election day is November 8, 2016. Do you need to apply for a ballot by mail? It’s easy! Provide them with the information about voting by mail. Applications can be downloaded from the Secretary of State website. Would you like assistance to complete the application for a ballot by mail? You may assist them in completing the absentee ballot application. The applicant needs to mail the application to the County Voter Registration Office. The address for the County Voter Registration Office is on the voter registration form or on the SOS website. Tell them to mail in the form. Voting by mail applications must be submitted to the County Voter Registration Office by [date]. Ballots must be submitted to the County Voter Registration Office by November 8, 2016. Remind them that general election day is November 8, 2016. Join the REV UP Campaign with [insert organization name] Together we have the power to change our communities! ______ Add my name to get information on the {insert organization name] ______ I want to VOLUNTEER TIME, building the REV UP Campaign Social Media Brochure Development ListServe Outreach
Chapter 16: World War Looms Overview Germany invades neighboring countries and launches the Holocaust—the systematic killing of millions of Jews and “non-Aryans.” The Japanese attack on Pearl Harbor pulls the U.S. into World War II. I. Section 1: Dictators Threaten World Peace The rise of rulers with total power in Europe and Asia lead to World War II. A. Nationalism Grips Europe and Asia 1. Failures of the War I Peace Settlement a. Treaty of Versailles causes resentment in Europe b. Germany resents blame for war (“war-guilt clause”), loss of colonies, border territories c. Russia resents loss of lands used to create other nations (ex: Finland, Latvia, Estonia, Poland, etc.) d. New democracies struggle (some fail) under social, economic problems e. Dictators rise; driven by nationalism, desire for more territory 2. Joseph Stalin transforms the Soviet a. 1922 Vladimir Lenin establishes the communist Soviet Union after a civil war b. 1924 Joseph Stalin takes over: - replaces private farms with collectives (farms owned by government and worked by common people) - creates the second largest industrial power; famines (lack of food) kill millions - purges (kills) anyone who threatens his power; 8–13 million killed c. Totalitarian government has almost complete control over people Visual: Josef Stalin, leader of communist Soviet Union 3. The Rise of Fascism in Italy a. Unemployment, inflation lead to bitter strikes, some communist-led b. Middle, upper classes want stronger leaders c. Fascism stresses nationalism, needs of state (“state” = nation) above the individual 1. often leads to a dictator taking power 2. IMPORTANT: Many people confuse fascism and communism, but they are not necessarily the same. - a communist nation can be fascist, but a fascist nation is not necessarily communist d. Benito Mussolini plays on fears of economic collapse, communism - supported by government officials, police, army - 1922 appointed head of government, establishes totalitarian state
12:30pm Lunch and awards ceremony We hope you enjoyed your camp experience. See you next year! Swim Hours 7:00am Piers Open 9:15am-12:00pm 1:30pm- 5:00pm 7:00pm-8:30pm 10:00pm Piers Close Store Hours 9:15am-12:00pm 1:30pm- 5:00pm 7:00pm-10:00pm FFA Code of Ethics
While most UMKC employees are required to report any known or suspected violation of Title IX, students may seek confidential guidance from the following campus locations: UMKC Counseling Service Volker Campus 4825 Troost Ave, Suite 206 Kansas City, MO 64110 Phone – (816) 235-1635 UMKC Counseling Service Health Sciences Campus Health Sciences Building 1418 2464 Charlotte Kansas City, MO Phone – (816) 235-1635 (open Tuesdays, 1-5pm) Student Health and Wellness4825 Troost Ave., 115 Kansas City, MO 64110 Phone - (816) 235-6133 UMKC Connect: Important information is available to undergraduate students in UMKC Connect accessed through Blackboard. Throughout the term, students may receive emails regarding course grades or academic performance. Students are expected to address information posted in a timely fashion. This information may be shared with the student’s Success Network made his or her academic advisor(s) and other campus resources so that UMKC may fully support the student’s success. College of Arts & Sciences Course Policies & Resources Please refer to the following web page and the linked resources for critical information regarding course policies and resources. You are expected to abide by all the rules and regulations regarding student conduct referenced in these pages.
Revenue Source Plan Template Revenue Source: Objectives: Objective description Measurable output By whom By when This has four columns and four rows. The table should be read from left to right and top to bottom. The first row is a header row, reading “Objective description,” “Measurable output,” “By whom,” and “By when.” The remaining rows are left blank for user input. Systems: Department Impact When This table has three columns and four rows. The table should be read from left to right and top to bottom. The first row is a header row, reading “Department,” “Impact,” and “When.” The remaining rows are left blank for user input. Schedule: Costs: Cost description Amount When it will occur This table has three columns and six rows. The table should be read from left to right and top to bottom. The first row is a header row, reading “Cost description,” “Amount,” and “When it will occur.” The remaining rows are left blank for user input.
UNITED STATES HISTORY TERMS LIST UNIT 2 The American Revolution Parliament Taxes the Colonies The Americans, 85-99 New France Ohio Valley The Braddock Expedition George Washington Battle of Quebec Pontiac’s Rebellion Proclamation of 1763 Sugar Act Stamp Act Samuel Adams / Sons of Liberty Townshend Acts Boston Massacre John Adams (Role in Boston Massacre Trial) Tea Act Boston Tea King George III Coercive (a.k.a., Intolerable) Acts Martial Law The British Are Coming… Declaring Independence (100-105) Minutemen Arsenal Paul Revere Battles of Lexington and Concord Second Continental Congress Allen / Green Mountain Boys Fort Ticonderoga Battle of Bunker Hill Branch Petition Prohibitory Act George Washington Continental Army Siege of Boston (105-112) Thomas Paine Common Sense Thomas Jefferson Declaration of Independence (and the principles embodied therein) [Full text is printed on pp. 109-112] Loyalists (aka “Tories”) Patriots The Times That Try Men’s Souls… The World Turned Upside Down? Chapters 4.3 and 4.4 (113-127) Gen. William Howe Defeat in New York (Battle of Long Island) [114] The Crisis Battle of Trenton Valley Forge von Steuben Marquis de Lafayette Inflation Continental / Specie “Not Worth a Continental” Gen. John Burgoyne Gen. Horatio Gen. Benedict Arnold Battle of Saratoga French Treaty Gen. Charles Cornwallis “Southern Strategy” “Partisan” (aka, Guerrilla) Warfare Francis Marion Siege of Yorktown Treaty of Paris, 1783 Egalitarianism (Limited) Impact on Women and African Americans Emancipation Laws (Northern States) Trial
Unit Plan and Pacing Unit 2 The American Revolution AP HONORS/CP DAY ONE Parliament Taxes the Colonies AMSCO, 69-75 Document 2.1 (Declaration of Independence) Document 2.2 (PA Resolves) Graphic Organizer 2.1 (Long The Americans, 85-99 Document 2.1 (Declaration) Graphic Organizer 2.1 (Long Train) DAY TWO Intolerable Acts AMSCO, 74-78, 85 Document 2.3 (Patrick Henry Speech) The Americans, 85-99 DAY Don’t Tread on Me AMSCO, 85-87 Document 2.4 (Gage Orders) Document 2.5 (Dickinson) Document 2.6 (Declaration of Causes) Point/CounterPoint 2.1 (Violence) The Americans, 100-105 2.1 (Violence) DAY FOUR The Times that Try Men’s Souls AMSCO, 87-90 (Excerpt) Document 2.7 (Dunmore’s Proclamation) Document 2.8 (Common Point/CounterPoint 2.2 (Government) Document 2.9 (The Crisis) The Americans, 105-114 Document 2.8 (Common Sense) Document 2.9 (The Crisis) A DBQ will be assigned at this point, which will give you time to work on your U.S. News Article Summaries, which will be due the following class meeting. DAY FIVE The World Turned Upside Down? AMSCO, 91-96 Due Document 2.10 (Adams Correspondence) Document 2.11 (Virginia Statute) Document 2.12 (Northern Emancipation) The Americans, 115-127 Document 2.10 (Adams Correspondence) Document 2.11 (Virginia Statute) ASSESSMENT MULTIPLE CHOICE TEST DBQ MULTIPLE CHOICE TEST