zilongwang/ReadingBank huggingface dataset:
“The Search for Pre-Clovis Archaeological Sites in the Midcontinent: A Geoarchaeological Approach.” Kansas Geological Society Lecture Series, Wichita, Kansas, May 4, 2005. “Temporal and Spatial Patterns of Late Quaternary Landscape Evolution in the Central Great Plains of North America.” Baylor University Geoscience Lecture Series, Waco, Texas, April 29, 2005. "Paleoindian and Pre-Clovis Sites in Kansas: A Geoarchaeological Perspective." Washburn University, Department of Sociology and Anthropology Lecture Series, Topeka, Kansas, October 14, 2004. “Geoarchaeology of Archaic Earthworks in Northeastern Louisiana.” Washington University, Department of Anthropology Lecture Series, St. Louis, Missouri, March 5, 2004. “Late Quaternary Landscape Evolution in the Central Great Plains of North America.” Washington University, Department of Earth and Planetary Sciences Lecture Series, March 4, 2004. “The Effects of Late Quaternary Landscape Evolution on the Archaeological Record of the Central Plains of North Americas.” Kansas Geological Society Lecture Series, Wichita, Kansas, September 12, 2003. “Geoarchaeology of the Pleistocene-Holocene Boundary in Kansas.” Archaeological Association of South-Central Kansas Lecture Series, Wichita State University, Wichita, Kansas, September 12, 2003. “Geoarchaeology of the Paleoindian Record for the Central Great Plains.” Kansas Academy of Science Distinguished Lecturer Series, Fort Hays State University and the Sternberg Museum, Fort Hays, Kansas, November 2, 2000. “Late Quaternary Landscape Evolution and the Archaeological Record of the Great Plains.” Department of Geology Lecture Series, University of Kansas, Lawrence, Kansas, September 14, 2000. “Late Quaternary Landscape Evolution and the Peopling of the Central Great Plains.” Kansas Academy of Science Distinguished Lecturer Series, Kansas Geological Survey, University of Kansas, Lawrence, Kansas, May 4, 2000. “Geoarchaeology of Watson The Oldest Mound Complex in the New World.” Harvard University, Department of Anthropology Lecture Series, November 10, 1999. “Late Quaternary Landscape Evolution in Southeastern and South-Central Kansas.” Kansas Geological Survey Lecture Series, Lawrence, Kansas, October 14, 1997. “Geoarchaeology, Stratigraphy, and Paleontology of the Akrotiri Aetokremnos Rockshelter: An Holocene Site in Southern Cyprus.” University of Kansas, Department of Geography
Roll of Thunder, Hear My Cry Characters The Logans (African-American landowning farmers) Cassie Logan – the nine-year-old narrator Stacey Logan – Cassie’s twelve-year-old bother Christopher-John - Cassie’s seven-year-old bother Little Man (Clayton Chester) - Cassie’s six-year-old bother Papa (David Logan) – Cassie’s father Mama (Mary Logan) – Cassie’s mother Uncle Hammer – Papa’s brother Big Ma (Caroline Logan) – Cassie’s grandmother Mr. Morrison – tall, big man who lives with the Logans The Averys (African-American sharecroppers) TJ – Stacey’s thirteen-year-old friend Claude – TJ’s younger brother Mr. Avery & Mrs. Avery – TJ and Claude’s parents The Simmses (white neighbors) Jeremy Simms – and eleven-year-old white boy Lillian Jean – Jeremy’s twelve-year-old sister Melvin & RW – Jeremy’s older brothers Charlie – Jeremy’s father The Wallaces (white general-store owners) Kaleb Wallace – store owner Dewberry and Thurston Wallace – sons Other Characters John Henry Berry – a sharecropper burned to death by white men Samuel & Beacon – sharecroppers badly burned by white men Mr. Jamison – a white lawyer Harlan Granger – a plantation owner Roll of Thunder, Hear My Cry Chapter 1 (pp. 3-27) Testily (p. 4) - in a way that shows impatience or irritation
Predict why R.W and Melvin want TJ to go to Strawberry with them. Chapter 11: what Mr. Morrison is worried about. Base your answer on the events so far in the novel. List the events that happened to TJ that night. Evaluate Stacey’s decision to help TJ. Do you think he should have helped him? Explain. Who comes to the Avery house? Explain Mr. Jamison’s meaning when he says: “Y’all decide to hold court out here tonight?” the mob’s intent when they talk about the rope. What is Mr. Jamison’s role in the events of the evening? Interpret R.W and Melvin’s behavior at TJ’s house. Why did they betray TJ? Chapter 12: What does Papa decide to do when he hears what happened? What does Mama beg Papa not to do as he prepares to leave? Why? Why is the fire such a threat? What does Jeremy tell the children who was fighting the fire? How does Jeremy say the fire started? How is the fire eventually extinguished? Explain how the conflict with TJ ended? Why Mr. Jamison want Papa to go with the Averys to see TJ? What is the truth about the fire? Predict what is going to happen to TJ. Interpret the last line of the novel. Why does Cassie cry for TJ? If she doesn’t like him? Why does she cry for the land? Dialectical Journal: Fill out this chart when you are assigned reading at home. We will be filling the chart out together in class. Include any quotes that you feel are very important, along with the page number and your opinion/reaction to the quote. Quotation Page # My reaction- why is this quote important?
Directions: Roll two dice and add the numbers together. The sum of the dice determines the exercise movement. Roll a 2 – 5 pushups Roll a 3 – 15 sit-ups Roll a 4 – 15 squats Roll a 5 – 20 mountain climbers (10 each side) Roll a 6 – 10 Burpees Roll a 7 – 25 (with or without a rope) Roll an 8 – 20 lunges (10 each leg) Roll a 9 – 30 side jumps Roll a 10 – 20 plank shoulder touches Roll an 11 – 50 jumping jacks Roll a 12 – 30 high knees (15 each leg) Groups of 2: Each partner tosses a die in the air, then catches it. Add the number facing up. Groups of 4: Two group members, each holding a die, stand facing the other two group members. The two holding the dice toss them to the members who are not holding the dice. After catching the dice, add the two numbers facing up.
Tottenham CS Trangie CS Trundle CS Tullamore CS Wellington HS Yeoval CS Murrumburrah HS Queanbeyan HS The Crescent SSP The Henry Lawson HS Woonona HS Yass HS HS Shepherds Park School Temora HS The Rock CS The Bidgee School Tumbarumba HS Tumut HS Wagga Wagga HS Willans Hill School Parameadows SSP Peterborough SSP Smith’s Hill HS Warilla HS Warrawong HS Wollongong HS
SBAT Coordinator Orange Troy Ph:6392 8424 Mobile: 0499 944 003 Orange Office Level 1, 60-62 McNamara Street, Orange 2800 SBAT Coordinator Warilla Adam Knight Ph:4267 6129 Warilla Office 30 Oldfield St, Warilla 2528 Senior Pathways Administration Support Officer Kristy Milligan Ph. 6334 8213 Bathurst Office Cnr. George and Rocket Street, Bathurst 2795 2018 Portfolio Responsibilities Note: Schools have been divided between Senior Pathways Officers. For support please contact the Senior Pathways Officer assigned to support your school in the first instance, if they are not available the next best person is the key contact for that portfolio area. RTO Responsibility Key Contacts RTO Audit Management Gavin Fletcher Tolley Katie Graham Megan Chandler Libby Trembath RTO Management & documentation Megan Chandler Data Feedback Katie Graham Teacher Training Cert IV Upgrades Scott Mazzucchelli Gavin Fletcher Des Crawford Unique Student Identifier James Harrison Megan Chandler Fleur Mara Kristy Milligan MOODLE Anthony Harpley Megan Chandler Katie Graham Safe Work NSW Scott Mazzucchelli Gavin Fletcher Kristy Milligan WorldSkills RTO competition coordinator TBA 2019 School To Work Des Crawford Careers Fleur Mara EVET Katie Graham Administration Support Kristy Milligan School Based Apprenticeships Traineeship Coordinator Adam Knight Jacqui Spencer Troy RTO document version control / register update Anthony Harpley 2018 Course Responsibility Note: Schools have been divided between Senior Pathways Officers. For support please contact the Senior Pathways Officer assigned to support your school in the first instance, if they are not available the next best person is the key contact for that portfolio area.
Tottenham CS Trangie CS Trundle CS Tullamore CS Wellington HS Yeoval CS Murrumburrah HS Queanbeyan HS The Crescent SSP The Henry Lawson HS Woonona HS Yass HS HS Shepherds Park School Temora HS The Rock CS The Bidgee School Tumbarumba HS Tumut HS Wagga HS Willans Hill School Parameadows SSP Peterborough SSP Smith’s Hill HS Warilla HS Warrawong HS Wollongong HS
Today’s Date Tropical Blinds Order Number: Tropical Blinds Limited Roller Blind Order Form 6 & 7, Five Arches Business Estate, Off Maidstone Road, Sidcup, Kent, DA14 5AE Tel: 0208 269 6400 Fax: 0208 269 6401/2 Email: Required By Date: Actual Del Date: Customer Order Number: Total Number Of Blinds: Account Code: Account Name: Order Place By: Customer Invoice Address: Delivery Address Delivery Instructions: Qty Loc Width BS/RS PS/FS Drop Fabric Colour Ctrl Scallop Pole Finials Braid Pull Installation Height Special Instructions
Password Administration Asset Management Asset Identification Business Continuity Management Contingency Planning Disaster Recovery and Contingency Strategies Data Backups Data Privacy & Protection Data Classification Data Disposal Data Protection Privacy HR & Security Awareness Human Resource Compliance Security Awareness Training IT Compliance Audit and Compliance Requirements Information System Considerations Review, Monitoring and Response Program IT Risk Strategy Enterprise Architecture Security Security Performance and Metrics Party Risk Management Information System Acquisition, Development & Maintenance Change Management Configuration Management System Development and Maintenance
Release Management Master Policy Information Security Program Planning Security Organization (Roles and Responsibilities) Policy Management (Plan of Action) Information Security Controls Deployment Mobile Security Mobile Security Removable Security Laptop Security Physical & Environmental Security Physical Access and Security Environmental Security Disposal of Equipment Risk Management Risk Management Risk Assessment Risk Mitigation Threat & Vulnerability Management Vulnerability Assessment Incident Management Patch Management
2 3 4 5 6 7 Position 1: Potential energy high and kinetic energy is zero. Potential energy is converted to kinetic energy as the ball rolls down the hill. Position 2: Potential energy decreases, kinetic energy increases Position 3: Potential energy increases as ball goes up, kinetic energy decreases Position 4: Some Potential energy lost as it is converted to kinetic energy as ball drops down to position 4 Position 5: Kinetic energy increases, as ball rolls down Position 6: Kinetic Energy converted to Potential Energy as ball rolls up ramp towards #6.
The Roller Tamer PRODUCT INFORMATION: The Roller Tamer allows anyone, regardless of skill level, to quickly, easily, and properly rebuild cutting unit rollers without causing damage to the roller and without the headaches and frustration normally associated with this task. This “patent pending” devise will assist with most types of rollers presently and formerly manufactured for the turf industry including water-pump bearing style rollers, tapered roller bearing type, gang mower, basket rollers and others. See “How to Order” starting on page 2. “Every bench should have one.” Check out videos at: & The Roller Tamer
Point B Point C Point D 2. Find the mechanical work done on the cart by the towing belt as it moves the cart from the ground to point A. 3. Consulting the available towing motors on the market, it seems that the maximum power output available to you is 20,000 watts. How long will it take the tow belt to move your cart to point A?
3. Write the equation of conservation of energy from the top of the first hill to the bottom of the hill. 4. From the equation above, determine the theoretical velocity at the bottom of the hill: 5. Would your results have varied if the mass of the marble had been twice as big? EXPLAIN. 6. Use conservation of energy to calculate the theoretical velocity of the marble when it is going over your camel back. Show your work. 7. Use conservation of energy to calculate the theoretical velocity of the marble when it is at the top of your loop. 8. Use the conservation of energy to calculate the theoretical velocity of the marble when it is at the bottom of your loop. 9. Use your answers to the previous two questions to find the theoretical centripetal acceleration of your marble when it is at the top and bottom of your loop. Show your work. 10. Can your marble travel the entire track without stopping? Explain why.
Checklists At each table, tools and equipment will be available according to the weekly lab checklist. These must remain at the table. At the beginning of the lab period, verify that all the material required by the checklist is present at your lab table. If anything is missing, note it on your weekly checklist, and inform the instructional staff. At the end of the lab period, one of the instructional staff will complete the weekly checklists with you. Be sure to include them in your lab memos. There are no supplemental lab hours. All construction work must be completed within the scheduled lab times. INITIAL DESIGN (8% COURSE GRADE) Goal To develop and document a roller coaster design based on the requirements listed in this document supported by solid physics principles and detailed speed calculations. Logistics Student teams will be required to provide an initial paper design for their roller coaster and have it reviewed by the instructional staff before actual physical construction begins. Timeline Your Initial Design is due in the lab one week before the first build session. The Initial Paper Design must be reviewed with the instructional staff prior to receiving Roller Coaster parts for construction. Your team will be expected to incorporate the necessary changes resulting from the design review prior to construction. Your team can further modify your paper design as needed based on experimentation and practical knowledge obtained from the first build session onwards. Your modifications will develop into the Final Paper Design by the end of the semester which will be required prior to final test. You will also include it in your team’s final written report. Be sure to incorporate all changes in a timely manner for review in the team project notebook Requirements for Roller Coaster Initial Design Drawing (40%) The drawing must contain neat, representation (isometric and 3 orthographic views) of the roller coaster. It must include: the shape of the track Trial
Project Schedule GRADING GUIDELINES Project Schedule Possible Points Points Earned Content: 8pts (20 minimum) 2 Person(s) assigned 1 Estimated start and finish dates 1 Actual and finish dates 1 Estimated and actual hours spent 1 Deadlines/ due dates 1 Percent complete 1 Format & Organization 2pts TOTAL 10pts GENERAL COMMENTS: **Grading Guidelines – 1 point will be deducted if these guidelines are not attached to the Project Schedule. NOTEBOOK Description & Requirements Each team will keep a notebook documenting their progress in the building of their roller coaster project. A three-ring binder is recommended. The purpose of the notebook is to document your work and have a record of ideas and decisions made throughout the semester, in order to create your final written report and oral presentation. Materials should include, but not be limited to, the project description, project schedule, the team working
Key Findings: [Outline key findings from the exercise series conducted to date.] [Consider highlighting information that would be important to key leadership.] Response Core Capabilities Exercise Performance Ratings: Core Capability Year (P) Performed without Challenges (S) Performed with Some Challenges (M) Performed with Major Challenges (U) Unable to be Performed Critical Transportation 2012 2013 Environmental Response/ Health and Safety 2012 2013 Fatality Management Services 2012 2013 Mass Care Services 2012 2013 Mass Search and Rescue Operations 2012 2013 On-scene Security and Protection 2012 2013 Operational Communications 2012 2013 Public and Private Services and Resources 2012 2013 Public Health and Medical Services 2012 2013 Situational Assessment 2012 2013
+Rollins College Child Development & Student Research Center Inclusion Policy Introduction Since 1992, the Rollins College Child Development & Student Research Center (CDC) has always enrolled a diverse group of young learners. Our policy of inclusion is long standing. Here, we are defining the term “inclusion” and sharing our philosophy with others. What is inclusion? The DEC/NAEYC Joint Position Statement offers the following definition of early childhood inclusion: Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports. What is the Rollins CDC philosophy on inclusion? The CDC believes that all children are capable and unique. Through high quality early childhood education and loving relationships, the staff and faculty of the CDC strive to help children reach their full potential. With support from our on-staff behavior analyst who specializes in early intervention, children with special needs are not just included in all activities; their program is individualized for optimum growth. Every child at the CDC receives an individualized education. Research supports the cognitive and social benefits of inclusion for all children, as they grow in community with others who are not so different, after all. We believe that parents are partners in child’s education and we encourage open communication with all team members to ensure a successful experience for everyone. Who can we We strive to work with all children in our unique environment and we continually reassess who we are able to best There are times when the needs of the child may not fit with our ability to help the child reach his/her goals. In these situations, a referral will be made to a more appropriate program and/or service. Admission and/or dismissal from the CDC are at the discretion of our faculty and staff.
Communist Party, a serious decision *** has become ripe. 6. In the absence of these conditions, the Communists may and should systematically and insistently propagate the idea of Soviets, popularise it among the masses, demonstrate to the widest circles of the population that the Soviets are the only efficient form of Government during the transition to complete Communism. But to proceed to the direct organisation of Soviets in the absence of the above three conditions is impossible. 7. The attempt of the social traitors in Germany to introduce the Soviets into the general bourgeois-democratic constitutional system, is treason to the workers’ cause and deception of the workmen. Real Soviets are possible only as a form of State organisation, replacing bourgeois democracy, *** by the dictatorship of the proletariat. 8. The propaganda of the Right leaders of the Independents (Hilferding, Kautsky, and others), intended to prove the compatibility of the “Soviet system” with the bourgeois Constituent Assembly, is either a complete misunderstanding of the laws of development of a proletarian revolution, or a conscious deceiving of the working class. The Soviets are the dictatorship of the proletariat. The Constituent Assembly is the dictatorship of the bourgeoisie. To unite and reconcile the dictatorship of the working class with that of the bourgeoisie is impossible. 9. The propaganda of some representatives of the Left Independents in Germany presenting the workers with a ready-made, formal plan of a “ Soviet system” having no relation whatever to the concrete process ***, is a doctrinaire pastime which draws the workers away from their essential tasks in the real struggle for power. 10. The attempts of separate Communist groups in France, Italy, America and England to form Soviets not embracing the larger working masses, and unable, therefore, to enter into *** are only prejudicial to the actual preparation of a Soviet revolution. Such artificial hot-house “Soviets” soon become transformed, at best, into small associations for propaganda of the Soviet idea, and in the worst case such miserable “Soviets” are capable only of compromising the Soviet idea in the eyes of the popular masses.
Area of Instruction General Education Teacher Special Education Teacher Para Educator Teacher of Visually Impaired (TVI) Orientation/Mobility Specialist (OMS) Administrators Use differentiated strategies to address the unique learning needs of each student. Communicating a respect for the person first as a learner. Assist in adapting instructional materials or providing 1:1 support to present essential concepts in alternative manner that would make it clear to the student. For example, using real objects, tactile diagrams, or verbal description to provide the student access. Under guidance of the TVI/OMS and possibly the classroom teacher, collect data for the IEP goals. It is important that the goal is clearly written so that the data collected is as objective as possible and a true reflection of the student’s skills. Collaborate with the general education teacher and para educator to identify needs, strategies and sources for any adapted materials, learning materials, or assistive technology that would benefit the student’s learning. TVI/OMS are a part of the Iowa Statewide System for the Vision Services which has been designed to provide support to the AEA and LEA staff that serves students who have visual impairment. That support comes in a variety of forms and should be shared by the TVI or OMS. Provide systematic and explicit instruction in the identified priority skills areas of the ECC. Through this instruction the TVI/OMS will model strategies for the para educator and the classroom teacher. Keep data that will be shared with the team members on a regular basis. Allow TVI/OMS time with the classroom teacher and para educator to provide systematic and explicit instruction in the identified priority skills areas of the ECC and goal areas. Support the collaborative efforts of the TVI, OMS, para educator and classroom teacher.
Organisation Name Roma Support Organisation Overview The Roma Support Group (RSG) is a registered Charity and a Company Limited by Guarantee. The organisation was established in 1998 in order to improve the quality of life of Roma refugees and migrants in London. At present the organisation delivers the following projects and services: a/ general advice for Roma families; b/ Roma Community Advocacy Project; c/ Aspiration Project for young Roma; d/ Early Years Project; e/ Roma Arts Development Project (e.g. ‘Bridging Sounds Roma Youth Orchestra’); f/ Karate classes; g/ Policy & Information Project; h/ Roma Support & Engagement Programme; i/ Promoting understanding of Roma culture through publishing and disseminating resources, organising conferences and seminars. The need and demand for our work is reflected in our casework statistics. At present we provide assistance to over 2,500 Roma refugees and migrants from Poland, Slovakia, Czech Republic, Romania, Lithuania, Balkan countries, etc. Our centres are located around high concentrations of Roma people in the London Boroughs of Newham and Hammersmith & Fulham. Roma are amongst the most socially excluded communities in the UK. In the context of rising Romaphobia, it is more important than ever, to empower Roma to preserve and share their heritage in order to challenge negative perceptions and discrimination that are widely shared in British society. Project Overview The Project will focus on the unrecorded oral histories of Roma refugees and migrants from East/Central Europe living in London since the mid-1990s, exploring the themes of displacement, changing identities, and an emerging sense of belonging in their new country. The oral histories will be collected and archived by the Roma researchers with the assistance of volunteers. All of the collected oral histories will be audio-recorded, transcribed, translated, catalogued and archived at the London Metropolitan Archives and Redbridge Museum, making them available to the wider public for the first time in UK. Researchers and volunteers will be also engaged in organising educational workshops and creating educational materials bases on recorded oral histories. Role title Roma Oral History Project Volunteer
ROMA! The Screen Life of the Eternal City Screening Schedule 6 FRIDAY February 2015 7pm Love in the City (unclassified 15+) 7 SATURDAY February 2015 2pm Roman Holiday (G) 4.30pm La Dolce Vita (M) 8pm The Great Beauty (MA15+) 8 SUNDAY February 2015 2pm The Salt of Life (PG) 4pm Sacro GRA (unclassified 15+) 9 MONDAY February 2015 7pm Holiday (G) 10 TUESDAY February 2015 7pm Sacro GRA (unclassified 15+) 12 THURSDAY February 2015 7.30pm The Salt of life (PG) 13 FRIDAY February 2015 7.30pm La Dolce Vita (M) 14 SATURDAY February 2015 6.30pm Love in the City (unclassified 15+) 8.30pm La Notte Brava (unclassified 15+) 15 SUNDAY February 2015 2pm Mamma Roma (M) 4.30pm La Brava (unclassified 15+) 16 MONDAY February 2015 7pm Sacro GRA (unclassified 15+) 17 TUESDAY February 2015 7pm Mamma Roma (M) 19 THURSDAY February 2015 7.30pm L’eclisse (M) 20 FRIDAY February 2015 7pm Love in the City (unclassified 15+) 21 SATURDAY February 2015 3pm The Great Beauty (MA15+) 22 SUNDAY February 2015 3pm L’eclisse (M) 23 MONDAY February 2015 7pm Love in the City (Unclassified 15+) 25 WEDNESDAY February 2015 7.30pm Sacro GRA (unclassified 15+) 26 THURSDAY February 2015 7.30pm Roman Holiday (G) 27 FRIDAY February 2015 7pm The Great Beauty (MA15+) 28 SATURDAY February 2015 2pm La Dolce Vita (M) 5.30pm Sacro GRA (unclassified 15+) 7.30pm The Great Beauty (MA15+) 1 Sunday March 2015 4pm L’udienza (unclassified15+)
15CL 353.15 2.3 93054 16CL 353.15 11.9 93885 17CL 353.15 5.1 94372 18CL 353.15 3.2 96333 12CL 353.15 2.5 96988 13CHO 353.15 2.3 90251 14CHO-TS 353.15 42.7 15CHO 353.15 -8.9 99010 12CL 353.15 2.5 96988 353.15 9.8 96987 14CO2-TS 353.15 10.9 98474 15CO2 353.15 9.9 16CO2-TS 353.15 11.4 98232 17CO2 353.15 -9.2 98414 18CO2 353.15 -9.6 99732 353.15 -7.6 99607 20CO2 353.15 17.7 99539 21CO2 353.15 -6.8 DFT protocol: # rwb97xd/6-31G(d) scrf=(cpcm,solvent=dichloromethane) NoSymm temperature=353.15 K Figure S8: Potential energy surface for -CL propagation (green); CHO/CO2 ROCOP (purple) or CHO ROP (blue); DFT protocol: # rwb97xd/6-31g(d) scrf=(cpcm,solvent=dichloromethane) NoSymm temperature=353.15 K, as per Table S4. Data available <please insert link to10.14469/hpc/278> Figure S9: 1H NMR spectrum of PCL before the 2nd addition of ε-CL and 6.0 h after the 2nd addition of ε-CL (lower) at room temperature. The signal of CHO is used as the internal reference. # [cat.]/[ε-CL]/[CHO] Temp. (oC) t (h) Mn (kDa) Đ a 1/100/900 80 2.0 8.8 1.43
ARCHAEOLOGY HONORS READINGS: TOPIC READING DATE WRITE-UP DUE MEETING DATE Introduction to Augustus Suetonius “Life of the Deified Augustus” (a biographer’s account of Augustus’ life, deeds and death) Augustus’ “Res Gestae” (Latin for “things done”; Augustus’ own account of his successes Tuesday, September 2 by 11:59pm Wednesday, September 10, 8:00-8:30am The Roman Cityscape Before Augustus Favro, “Chapter 3: The Republican Urban Image,” from The Urban Image of Augustus pp. 42-78 Monday, September 15 by 11:59pm Wednesday, September 17, 8:00-8:30am Roman Elite Culture Before Augustus Zanker, P. “Conflict and Contradiction in the Imagery of the Dying Republic,” (pp.5-32). Monday, September 22 by 11:59pm Wednesday, September 24, 8:00-8:30am Rise of Octavian & Competition w/ Antony Zanker, P. Images: Octavian, Anthony and the Struggle for Sole Power,” (pp.33-78) Monday, September 29 by 11:59pm Wednesday, October 1, 8:00-8:30am
Augustus’ for Rome Zanker, P. “The Augustan Program of Cultural Renewal,” (pp.101-166) Monday, October 6 by 11:59pm Wednesday, October 8, 8:00-8:30am Favro, D. “Pater Urbis: Augustus as City Father of Rome,” (pp.61-84) Friday, October 10 by 11:59pm Wednesday, October 15, 8:00-8:30am Augustan Monuments: Rome’s Past, Present & Future Zanker, P. “The Mythical Foundations of the New Rome” (pp. 167-238) Monday, October 20 by 11:59pm Wednesday, October 22, 8:00-8:30am Rea, J. 2007. “The Palatine: The Casa Romuli and Domus Augusti,” (pp.21-43). Monday, October 27 by 11:59pm Wednesday, October 29, 8:00-8:30am Augustus’ Ara Pacis Galinksy, K. 1996. “Venus, Polysemy and the Ara Pacis Augustae,” Monday, November 3 by 11:59pm Wednesday, November 5, 8:00-8:30am P. “Gateway to History: the Ara Pacis Augustae” (pp.96-137) Monday, November 10 by 11:59pm Wednesday, November 12, 8:00-8:30am Rose, B. 1994. “Princes and Barbarians on the Ara Pacis,” (pp.453-467) Holliday, P.J. 1990. “Time, History and Ritual on the Ara Pacis Augustae” (pp.542-557) Monday, November 17 by 11:59pm Wednesday, November 19, 8:00-8:30am
Figure 4. National forest fund structure by type of ownership Over the last decade, with the change of legislation, the type of forest ownership has been constantly changing (Tab. 4). Table 4. The dynamics of the change of type of ownership in the forest fund Year Surface of the national forest fund (th. ha) ( %) Property type Public of the state (%) Public of the territorial administration (%) Private of the territorial administration (%) Private of private persons and legal persons (%) 2005 100 (6391) 66,3 13,3 - 20,4 2010 100 (6515) 51,3 15,7 1,1 31,9 2015 100 (6555) 48,8 16,0 1,4 33,8 The main Forest - related policies and laws are: a) Law no. 46/2008 – The Forest Code is the main law governing the forestry regime in Romania, thus creating the legal, technical and economic framework necessary to ensure a sustainable management of the forests of the country. Elaborated in 2008 (latest version), the Forest Code has undergone numerous modifications aimed at improving the forestry regime (last modification in July 2017). It divides the forest area into: public property of the state and territorial administrative units and also private property of communities and of natural and legal persons (individuals, associations, schools, churches, etc.). b) Law no. 134/2017 regarding the establishment and sanctioning of forest contraventions - this law is aimed at completing the forest code, providing the contraventions to the forest management and administration, integrity of the forest fund, forest protection, forest regeneration and valuation of wood/non-wood products, as well as procedures for findings and sanctions. c) Law no. 100/2010 on the afforestation of degraded lands. The normative act
(2002a) argue that the ordered logit “allows us to analyze each factor that is correlated with reported subjective well-being separately”, which is exactly what this paper wants to look at (406). In its roughest form, the model can be written as: SWBit=α+ β*incomeit + γ*Xit + εit where Xit is a vector of known socio-demographic characteristics, as well as different attitudes of the individual i at time t (i.e. year of the survey wave) and εit captures measurement errors and unobserved characteristics (such as personality traits). Specific variables that are included in the Xit vector are, for reasons outlined in previous sections: age, gender, marital status, employment status, educational health status, location (urban/rural), religion (I am currently inclined to include the answers to the “Do you believe in God?” question), satisfaction with democracy (“On the whole are you very satisfied, rather satisfied, not very satisfied or not at all satisfied with the way democracy is developing in our country?”), confidence in the government (a great deal, quite a lot, not very much or none at all), confidence in the health care system (a great deal, quite a lot, not very much or none at all). Both the income variable and most of the variables included in the Xit vector are categorical. In order to capture the effect that each category has on the dependent variable, I will break them down into dummy variables. With regards to the dependent variable, as I have mentioned before, the “life satisfaction” and “happiness” are usually used interchangeably because they tend to be highly correlated. It is thus fair to assume that it wouldn’t make much of a difference which of these two variables is going to be used as the dependent variable. However, my
Appendix Graph 1. Subjective well-being by level of economic development. World Values Surveys; GNP/capita purchasing power estimates from World Bank, World Development Report, 1997. Source: R.Inglehart and H-D. Klingemann, "Genes, Culture and Happiness," MIT Press, 2000. Table 1. Percent who responded “very happy” in the 2008 wave of the European Values Study in a number of European countries. Source: European Values Study 2008 % very happy Moldova 8.7% Russian Federation 10.0% Romania 12.2% Ukraine 12.3% Bulgaria 14.7% Hungary 16.8% Poland 20.4%
Table 2. Annual household income categories and their respective frequencies. Source: European Values Study 2008 Categories Frequency Less than €1,800 221 €1,800 to under €3,600 329 €3,600 to under €6,000 307 €6,000 to under €12,000 165
€12,000 to under €18,000 56 €18,000 to under €24,000 33 €24,000 to under €30,000 23 €30,000 to €36,000 13 €36,000 to under €60,000 13 €60,000 to under €90,000 8 €90,000 to under €120,000 4 €120,000 or more 2 Total: 1,174 Table 3. OLS Results with life satisfaction as the dependent variable
Anglesea Futures Statutory authorities and government departments have various roles following the closure of Alcoa’s coal mine and power station. Who Role Legislation Department of Economic Development, Jobs, Training and Resources (DEDJTR) Approve the rehabilitation plan Mines (Aluminium Agreement) Act 1961 / Mineral Resources Act 1970 / Mineral Resources Sustainable Development Act 1990 Environment Protection Authority (EPA) Oversee closure of the power station and discharge licences (to land and water) Environment Protection Act 1970 Department of Environment, Land, Water and Planning (DELWP) Oversee the Anglesea Heath Agreement 2000 between government and Alcoa, including fire management. Planning for Anglesea Futures Fire response on public land with other agencies (parks and forest) Conservation, Forest and Lands Act 1987 / Forest Act 1958 Surf Coast Shire Council Implementation of the Surf Coast Planning Scheme (the lease is zoned Special Use Zone 1 (Alcoa Lease). Planning for Anglesea Futures Planning and Environment Act 1987 Country Fire Authority (CFA) Fire response in the mine and power station area (freehold land) Country Fire Authority Act 1958 Parks Victoria Co-management of the Anglesea with Alcoa, consistent with the Anglesea Heath Management Plan 2002 Land manager of the Great Otway National Park Conservation Forest and Lands (Anglesea Heath) Regulations 2000 / National Parks Act 1975 Corangamite Catchment Management Authority Undertake a flow impact assessment for the Anglesea River Catchment and Land Protection Act 1994 / Water Act 1989 Emergency Management Victoria Coal Mine Emergency Management Taskforce. Emergency Management Act 2013 Hazelwood Mine Fire Inquiry Fire planning and preparation at the mine leading to the 2015-16 summer. Constitution Act 1975 Barwon Water Operates the Anglesea Borefields Water Act 1989 Southern Water Issues licence to Alcoa for bore water extraction Water Act 1989 Office of Aboriginal Affairs Victoria Cultural Heritage Management Aboriginal Heritage Act 2006
It is not necessary to use every level of subheading in every section or chapter: however, a subheading must appear in the same form whenever it is used, and blank subheadings always must be in descending order. The student should first determine the blank maximum number of subheadings required to establish the pattern of subheadings. blank Chapters or sections with fewer than the maximum number of levels use early levels of the blank chosen subheading scheme in descending order.
This chimes with some recent words Connect Church has received: Have a different spirit (see Numbers 14:24) “Who are you bringing with you?” There is someone to bring with you – “Look at the fields”. God wants to stretch us We are to minister in power of the Holy Spirit “I want you to be where I live, above your natural self” Be disciples. This is a call to each of us – we are to “Be Family to Win Family”. … An encouragement: A picture of a barometer with the words “Change”, “Rain”, “Stormy”, “Fair, “Very Dry”, with the indicator at “Change”. God does not change (see Malachi 3:6). Jesus’s words will not pass away (see Matthew 24:35). Whatever the circumstances, rainy, stormy, fair, dry, whatever changes may come, God is the same yesterday, today and forever (Hebrews 13:8) – we should lean on and trust in this. All his promises are “Yes and Amen”! (2 Corinthians 1:20). We should focus on being his disciples and citizens of his kingdom. Look to Jesus. May the God who gives endurance and encouragement give you the same attitude of mind toward each other that Christ Jesus had, so that with one mind and one voice you may glorify the God and Father of our Lord Jesus Christ. May the God of hope fill you with all joy and peace as you trust in him, so that you may overflow with hope by the power of the Holy Spirit. Romans 15:5-6, 13 NIV DON’T LOSE THE WONDER!
The Academy Mentoring Team can be contacted on Tel +44(0)20 3176 2160 or by email: mentoring @acmedsci.ac.uk Website: Professor Edwin R Chilvers PhD, FMedSci ** Department of Medicine University of Cambridge Box 157, Level 5, Cambridge University Hospitals Hills Road, Cambridge CB2 0QQ Email: Tel: 01223 762007/331531 Dr Susan Wan Tel: 01223 761493 Email: Director, Clinical Academic Training Office (CATO) Administrative head of CATO Responsible for the overall administration of the programme Liaise with Academic Clinical Lecturers about training, grant opportunities and networking events Responsible for administering, authorising, and reporting on training funds such as the Bursary scheme for NIHR-funded CLs First port of call for guidance on time out of Clinical Lecturerships Secretariat for the Academic Clinical Lecturer Working Group Facilitate recruitment and appointments to ACL posts Liaise with University and Trust departments, NIHR, and LETB with reference to the funding of ACL posts Can facilitate resolution of problems through appropriate channels/people/organisations Assistance with academic training bursaries **Prof Chilvers is always willing to meet with ACLs on a confidential basis to help resolve problems, especially in relation to clinical training and interactions with the Trust and HEEoE. Mrs Sarah Hickling HR Adviser - Recruitment Tel: 01223 769257 Email: Mrs Caroline Newman HR Adviser Tel: 01223 767836 Email: Ms Katherine Willcox Clinical School HR Team (Recruitment Team) Clinical School HR Team (Employee Relations) Recruitment and advice on clinical contracts and pay. Administration of banding/on-call instructions received from Medical Staffing Supports individual and Department with complex HR matters for example Dignity@Work concerns and sickness /ill health concerns or queries relating to other ER policies i.e. probation, capability and disciplinary
LETB – Local Education and Training Board ARCP – Annual Review of Competence Progression NIHR – National Institute for Health Research ID – Identification OH – Occupational Health DBS – Disclosure and Barring Service OOPE – Out of Programme Experience LTFT – Less than full-time working
Romans 8: 14-23 Selection B6 A Reading from the Letter of St. Paul to the Romans Brothers and Sisters: Those who are led by the Spirit of God are children of God. For you did not receive a spirit of slavery to fall back into fear, but you received a spirit of adoption, through which we cry, “Abba, Father!” The Spirit itself witness with our spirit that we are children of God, and if children, then heirs, heirs of God and joint heirs with Christ, if only we suffer with him so that we may also be glorified with him. I consider that the sufferings of this present time are as nothing compared with the glory to be revealed for us. For creation awaits with eager expectation the revelation of the children of God; for creation was made subject to futility, not of its own accord but because of the one who subjected it, Continued on the Next Page
exclusion of all others. I am now going to ask each of you to declare that you know of no lawful reason why you may not be joined in matrimony to each other. Groom/Bride, please repeat after me: I do solemnly declare – that I know not – of any lawful impediment – why I _____________ – may not be joined in matrimony – to _____________. Marriage is a personal, intimate decision, but a large part of its importance comes from its recognition by those who are close to the couple. So, I ask you now in the presence of this company: _____________, do you take _____________ to be your wife/husband? Do you promise to comfort her/him in life’s sorrow and pain, to rejoice with her/him through good times, and to remain true to her/him for the rest of your lives together? Answer: I do Repeat for Bride/ Groom (Suitable place for a reading) The moment has now come for this couple to make their marriage contract with each other. As these words are spoken _____________ and _____________ will become husband and wife/wife and wife/husband and husband. Groom/Bride, please repeat after me: I call upon – these persons here present – to witness that I _____________ – do take thee _____________ – to be my lawful wedded wife/husband, – to love and to cherish, – for the rest of our lives together. We have now come to the exchange of rings. A wedding ring is traditionally given to seal the contract which you have just made. It is an outward sign of the lifelong promises you have given to each other. Each ring is an unbroken circle symbolising unending and everlasting love.
CHAMBERED NAUTILUS First stanza, what does Holmes compare the nautilus to? Lines: “In the gulf…lie bare”, what is the poet implying about the sea? Lines: “It’s webs…ship of pearl”, are a meditation upon what? Holmes compares the new chambers that the nautilus has built to what? Lines: “From thy dead…from wreathed horn”, what does Holmes assume about his audience? Lines: “Leave thy low…dome more vast”, Holmes means what about the soul? Holmes overall message in the last stanza is what? NATURE AND SELF-RELIANCE In “Nature”, what does Emerson mean by nature? In “Self”, what is the point of the comparison Emerson makes between the kernel of corn and human effort? In “Self”, Emerson says we are ashamed of that divine idea. What does he mean by “that divine idea”? In “Nature”, what does Emerson about society? What is Emerson’s purpose in “Nature”? In “Nature”, senses are appealed to by the use of imagery? What is Emerson referring to in the figure of speech hobgoblin of little minds? In “Self”, what is the meaning of “Trust thyself: Every heart vibrates to that iron string”? In “Self”, what is the meaning of “Speak what you think now in hard words, and tomorrow speak what tomorrow thinks in hard words again”? In “Nature”, Emerson supports main idea in describing the waving of the boughs in the storm? According to Emerson in “Self-Reliance”, what makes someone a fully realized person? WALDEN AND RESISTANCE In “Resistance”, what is Thoreau’s primary purpose of persuasion? In “Resistance”, Thoreau’s main hope for the democracy of his time was that it would do what?
Romantic Poem. Pg 917 line 1 – 20 What is described? How is it described? What characteristics of Romanticism are employed in this poem? What techniques support the characteristic? Quote: Characteristic Technique Quote: Characteristic Technique Realist Short Story. Pg 977 first paragraph What is described? How is it described? What characteristics of Realism are employed in this poem? What techniques support the characteristic? Quote: Characteristic Technique Quote: Characteristic Technique Reflection: How are the descriptions similar or different? Connection to elements of Realism?? Realism Text Practice: A Piece of String – Maupassant Page 945 – Read “Maupassant’s Norman Roots” Why is it significant? Answer “Connect to Your Life” :
QUESTION 2: Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas. 3 EXAMPLES of Rome doing this using the list below (the AP Exam WILL NOT give you this list) REQUIRED EXAMPLES Cities served as centers of trade, public performance of religious rituals, and political administration for states and empires. The social structures of empires displayed hierarchies that included cultivators, laborers, slaves, artisans, merchants, elites, or caste groups. Imperial societies relied on a range of methods to maintain the production of food and provide rewards for the loyalty of the elites. Patriarchy continued to shape gender and family relations in all imperial societies of this period. QUESTION 3: The Roman, Han, Persian, Mauryan, and Gupta empires created POLITICAL, CULTURAL, AND ADMINISTRATIVE difficulties that they could not manage, which eventually led to their decline, collapse, and transformation into successor empires or states. REQUIRED EXAMPLES A. Through excessive mobilization of resources, imperial governments caused environmental damage and generated social tensions and economic difficulties by concentrating too much wealth in the hands of elites. B. External problems resulted from security issues along their frontiers, including the threat of invasions. (EAZY PEEZY!!!) and explain how this applies to Rome. WHY did Rome fall? MAIN IDEA: If U get Short-Answer Questions (SAQ’S), this is HOW they will look.
Reference: Separation of powers under the U.S. constitution (http://en.wikipedia.org/wiki/Separation_of_powers_under_the_United_States_Constitution) Checks and balances Separation of powers is not absolute; it is instead qualified by the doctrine of checks and balances. wrote that the three branches "should not be so far separated as to have no constitutional control over each other." The system of checks and balances is designed to allow each branch to restrain abuse by each other branch. Writes and enacts laws Enacts authorizes and sets the budget Has sole power to declare war May start especially against the executive branch Often appoints the heads of the executive branch appoints judges Ratifies treaties May veto laws May refuse to spend money for certain Wages war (has of the Makes decrees or (for a state of and Determines which laws apply to any given case Determines whether a law is Has sole power to interpret the law and to apply it to particular disputes May nullify laws that conflict with a more important law or Determines the disposition of prisoners Has power to compel testimony and the production of evidence Enforces uniform ,
lawful and orders Often appoints judges Has to grant pardons to policies in a top-down fashion via the appeals process, but gives discretion in individual cases to low-level judges. (The amount of discretion depends upon the determined by the type of case in question.) Polices its own members Is frequently immune to arbitrary dismissal by other branches