zilongwang/ReadingBank huggingface dataset:
ALOO GOBI [G, F] 14 Cauliflower & potatoes in curry BHENGAN BHARTA [G, F] 14 Eggplant in curry sauce DAL MAHARANI [G, F] 14 Lentils in a savoury curry sauce MIXED VEGETABLES [G, F] 14 Vegetables in curry CHANA MASALA [G, D] 14 Chick peas in curry BHINDI BHAJI [G, F] 15 Okra & vegetables in curry PANEER PURJI [G] 15 Indian cheese & peas in curry DRINKS ASSORTED POP CANS 2 MASALA CHAI 3.5 PLAIN, SWEET OR SALTY LASSI 4 MANGO LASSI OR MILKSHAKE 5 CHEF DON’S EXCLUSIVES $18 SERVED WITH RICE OR NAAN [G] TANDOORI WILD SALMON MASALA Marinated fish and vegetables in curry TANDOORI RIBS Marinated baby back pork ribs SIDE ORDERS NAAN Plain/Garlic 2.5/3. Chili Cheese, Keema, Aloo Masala 5 Peshwari 6 OTHER BREADS Papadum/Bhatura or Roti 1/2 YOGURT Plain/Raita 3/3.5 RICE Plain/Pilau 3/4 PICKLE (Mango, Lime or Carrot) 1 CHUTNEY (Mango, Mint, Tamarind) 1 INDIAN SALAD 5 D - DAIRY FREE F - DAIRY FREE ON REQUEST G - GLUTEN FREE 40367 Tantalus Road Garibaldi Highlands Squamish, BC 604-898-1000 HOURS MONDAY - WEDNESDAY 4:30 TO 9:30 TUESDAY CLOSED THURSDAY - SUNDAY 12:00 TO 9:30 ALL DELIVERIES ARE CASH ONLY
APPETIZERS PAKORAS Vegetable 6 Paneer 8 Chicken or Fish 13 ONION BHAJI 6 PAPRI CHAT 6 ALOO TIKKI 5 VEGETABLE SAMOSAS 4 With Chana Masala 7 KEBOBS (Chicken or Lamb) 7 TANDOORI WINGS 8 TIKKA Chicken or Paneer 12 Wild Salmon 15 MAIN DISHES SERVED WITH RICE OR NAAN MASALA [G, F] Meat cooked with vegetables in curry Chicken 16.5 Lamb, Fish or Prawn 17 TANDOORI CHICKEN Half/Full 14/20 VINDALOO Meat & vegetables cooked with coconut milk & vinegar in a curry sauce Chicken [G] 16 Lamb or Goat [G, D] 16.5 Prawn or Fish [G, D] 17 CURRY [G, D] Meat served in curry Chicken 16 Lamb or Goat 16.5 Prawn or Fish 17 CHILI [G] Meat or paneer cooked with vegetables in curry Paneer 15 Chicken 16 Lamb or Goat 16.5 Prawn or Fish 17 SAAG Meat cooked with spinach & mustard leaves Chicken [G] 16.5 Lamb or Goat [G, F] 17 Prawn [G, F] 17.5 BUTTER CHICKEN [G] 15.5 CHICKEN KEEMA [G, F] 16.5 Ground chicken & vegetables in curry KORMA [G] Meat or vegetables cooked in a creamy curry sauce (HAS NUTS) Vegetable 14 Chicken 16.5 Lamb or Goat 17 Prawn 17.5 BIRYANI Rice cooked in curry sauce with vegetables, almonds and raisins (NO EXTRA RICE/NAAN) Vegetable [G, F] 15 Chicken [G] 16 Lamb or Goat [G, F] 17 Prawn [G, F] 18 ROGANJOSH [G] 16.5 Lamb or goat in yogurt, cream, coconut milk and curry CHICKEN TIKKA MASALA [G] 16 Chicken & vegetables in a creamy curry sauce SHAHI PANEER [G] 15 Indian cheese in a tomato cream sauce PALAK Vegetables or Indian cheese cooked in curried spinach Aloo or Chana [G, F] 14.5 Paneer [G] 15 KEEMA KOFTA [G] Dumplings in a creamy curry sauce Chicken 16 Lamb 16.5 MALAI or PALAK KOFTA [G] 15 Vegetable dumplings in creamy sauce or curried spinach MUTTER [G] Indian cheese or potatoes in curry Paneer or Aloo 15
Review Ruth Lewis-Jones – Esteem Designz & ChooseREAL Campaign How did “taking the shot” change her life? Chris Raine – Hello Sunday Morning How did “taking the shot” change his life? Tony Hoang – Pastor, School Chaplain, Youth Worker, Drug Educator How did “taking the shot” change his life? Madison Wilson – Olympic Swimmer How did “taking the shot” change her life? Brett, Scott, Derek – How Ridiculous How did “taking the shot” change the life?
A Life Without Risk? Think about some everyday activities you do. What risks are associated with these activities? Can they be eliminated? Is this reasonable? An everyday activity I do is… A possible risk associated with this activity is… The risk could be eliminated by… Is this reasonable? (Yes/No) Eg. Download photos from my camera onto the computer My computer will crash and my photos will be lost. Not transferring photos to the computer. No
Articles from uddy App uses SMS to allow patients to log their emotions. Screenshot via One in 10 British patients are waiting for over a year to be assessed for mental health treatment, according to one study. One in six said they had attempted suicide while on an NHS waitlist. While Britain's nationalized health system hasn't endorsed a single preferred mental health app, it therapy sessions—that can be sent via alerts or text messages. Such tools can be helpful in encouraging patients who may be reluctant to attend sessions due to shame or embarrassment, or as a stopgap measure, while patients are waiting for treatment—sometimes for over a year. How managing mergers is like da Click here to read » The chall for leaders Click here to read » ADVERTISEMENT by the U.K. coalition of mental health charities We Need to Talk said that one in 10 patients are waiting for more than a year to be assessed for treatment an NHS waitlist for psychological treatment, the report said, and said their condition had worsened
67% claimed that they had used the Duke of Edinburgh’s Award as a benchmark. Other feedback from young people on their experience “ I discovered my emotional and physical limits are much higher than I thought. I learned to stay calm regardless of the situation and that very rarely is anything as bad as it first seems.” “ I learned that however hard something is you can still finish it” ACTIVITY IDEAS SKILL Art Astrology Debating Boat license Building Car Restoration Cartooning Chess Choreography Computing Comunication Skills Coaching levels Cooking Dog training Drama Drawing Dress making Driving Farming Film production Forestry Fishing Flying Furniture Restoration Gardening Geology Gliding Historical projects Home brewing Horse riding Juggling Karate Knitting Languages Independent living skills Jigsaws Leadlighting Leatherwork Literacy & numeracy Metal/plastic work Music Painting Photography Pottery Bowls ( lawn /pin) Public Speaking Religious Studies Snooker Sculpture Singing Scuba Diving TAFE course VET course Video production Wine making Woodwork Writing Yoga Vehicle driving and maintenance PHYSICAL RECREATION Aerobics Archery Athletics Badminton Ballet Baseball Basketball Bowling Canoeing Callisthenics Caving Cricket Cycling Dancing Diving Fencing Fitness program Football Golf Grid iron Gym Work Handball Hanggliding Hockey Iceskating Jazz Ballet Jogging Judo Ju-Jitsu Karate Kickboxing Lacrosse Marching Mountainbiking Netball Orienteering Rockclimbing Rollerblading Rowing Rugby Sailing Scubadiving Sculling Skateboarding Skiing Soccer Softball Squash Surfing Tai Chi Tennis Ten pin bowling Trampolining Volleyball Walking Waterpolo Waterskiing Wheelchair sports Windsurfing VOLUNTEERING Animal Shelters Cadets/Scouts CFS / SES Coaching Conservation Elderly care First Aid Fundraising Helping at homeless shelters Hospital visits Library assistance Overseas volunteer Peer Support Riding for disabled School Leader Scoring Special needs help Sunday school Surf lifesaving Tuckshop help Umpiring ADVENTUROUS JOURNEYS Bushwalking Cultural trip Kayaking Mountainbiking Rockclimbing Sailing School Camps Surfing Snow trip Interstate sports trip Fourwheel driving
Beef, Chicken or Turkey Schnitzel $20 Chilli Crab & Prawn Linguine $22 Chicken Carbonara $20 Chicken Stirfry with Hokkien Noodles $22 Grilled Chicken Fillet Served On Rice $20 Porterhouse $26 Scotch Fillet $28 Salt & Pepper Chicken $20 Salt & Pepper Squid 20 Crumbed Calamari $20 Honey Prawns On Rice $20 Locally Caught Flake 1pc $15 2pc $22 (extra pieces $6 each) Garfish 1pc $13 2pc $20 Gravy, Diane or Pepper FREE Mushroom, Parmi, Hollandaise, Satay, Cheese and Bacon or Garlic Butter $3 Avocado & Hollandaise $5 Shipwrecked: (creamy garlic prawns) $8 Crown Inn Beef Burger – bacon, egg, onion, lettuce, cheese, tomato & chutney $17 Steak Sandwich – bacon, egg, onion, lettuce, cheese, tomato & chutney $17 Sweet Chilli Chicken Wrap – lettuce, tomato, cheese & sweet chilli $13 Salt & Pepper Chicken Wrap – cheese, avocado, bacon, baby spinach & aioli $14 Grilled Chicken Wrap – cheese, avocado, bacon, baby spinach & aioli $14 Southern Fried Chicken Wrap – lettuce, tomato, cheese & aioli $14 KIDS MENU $10 EACH All Served With Chips Ham & Cheese Pizza Grilled Chicken Tenders on Rice Fish & chips Chicken or Beef Schnitzel Chicken Nuggets Crumbed Calamari Takeaway and Pizza Menu 87672005 11 30am-2pm & 5 30pm-8pm All dine in meals are also available as takeaway Prices Correct as of May 2018 12” Traditional Pizzas $20 Hawaiian – Ham & Pineapple BBQ Chicken – Mushroom, Red Onion, Ham & BBQ Sauce
Meatlovers – Ham, Pepperoni, Salami, Bacon & BBQ Sauce Margarita – Fresh Tomato & Basil Supreme – Ham, Pepperoni, Capsicum, Olives, Pineapple, Red Onion & Mushroom Want To Dine In? Let Us Pick You Up In Our Crown Inn Courtesy Cruiser Like Us On Facebook – Crown Inn Kingston Pizza Deals 1 Pizza, Small Chips, Garlic Bread & 2L Soft Drink $35 Any 2 Pizzas, Garlic Bread, Large Chips & 2L Soft Drink (maximum 1 gourmet pizza) $50 3 Or More Pizzas – Gourmet $20 each – Traditional $17 each 12” Gourmet Pizzas $23 Duke Street – Grilled Chicken, Avocado, Sundried Tomato, Sour Cream & Baby Spinach Seafood – Prawns, Squid, Dill, Red Onion & Baby Spinach Cajun Chicken – Baby Spinach, Cherry Tomatoes, Red Capsicum & Tzatziki Greek Lamb Yiros – Marinated Lamb Strips, Baby Spinach, Red Onion, Sundried Tomatoes & Tzatziki Chorizo – Rocket, Roasted Pumpkin & Fetta Vegetarian – Baby Spinach, Olives, Red Onion, Capsicum, Avocado, Cheese & Pumpkin
BBQ Chicken – Mushroom, Red Onion, Bacon & BBQ Sauce $20 Meatlovers – Ham, Pepperoni, Salami, Bacon & BBQ Sauce $20 Margarita – Fresh Tomato & Basil $18 Supreme – Ham, Pepperoni, Capsicum, Olives, Pineapple, Red Onion & Mushroom $22 Want To Dine In? Let Us Pick You Up In Our Crown Inn Courtesy Cruiser Like Us On Facebook – Crown Inn Kingston Deals 1 Pizza, Small Chips, Garlic Bread & 2L Soft Drink $35 Any 2 Pizzas $40 Family Deal $50 - 2 Pizzas, Garlic Bread, Large Chips & 2L Soft Drink (maximum 1 gourmet) Party Deal $90 - 4 pizzas, Large Chips, Garlic Bread, 2L Soft Drink (maximum 2 gourmet) 12” Gourmet Duke Street – Grilled Chicken, Avocado, Sundried Tomato, Sour Cream & Baby Spinach $24 Seafood – Prawns, Squid, Dill, Red Onion & Baby Spinach $25 Cajun Chicken – Baby Spinach, Cherry Tomatoes, Red Capsicum & Tzatziki $23 Greek Lamb Yiros – Marinated Lamb Strips, Baby Spinach, Red Onion, Sundried Tomatoes & Tzatziki $23 Chorizo – Rocket, Roasted Pumpkin & Fetta $23 (add prawns $5) Vegetarian – Baby Spinach, Olives, Red Onion, Capsicum, Avocado, Cheese & Pumpkin $23 Chicken Caesar – chicken, bacon, baby spinach, parmesan $24
Automatic TakeOff Schematic How does it work? To make the discussion of the schematic easier we talk about ‘Red air’, ‘Blue air’, ‘Grey air’, etc. i.e. which color hose is pressurized. In all Germania/TechForAg air circuits, black hoses always supply the air. Usually at 70 psi. Push the button of the PT-421 ‘Main Valve’. Black air goes to red – pushes retract cylinder down and supplies air to the ‘D’ restrictor. Also – blue circuit exhausts, vacuum valves opens. ‘D’ Restrictor reduces lots of air from red hose to very little air into grey hose. Grey hose and all components connected to it, make up the ‘End-of-Milking’ circuit. Never mind the large air chamber at the top. That’s the ‘Start-up Timer’ and we’ll get back to it later. Small amount of air coming from ‘D’ Restrictor, tries to pressurize the grey circuit and all components connected to it. Typically takes anywhere from 5 to 15 seconds to pressurize it to about 33 psi. Exactly how much time depends on owner’s preference. Generally we recommend 10 sec, 7 sec is better. When pressure in E-o-M timer reaches 32 psi PT-110 fires and pushes the start button out – machine retracts. Theoretically, machine would always come off after 10 seconds. Not what we want. To prevent pressure from building we exhaust the air from the E-o-M Timer with the whisker valve. Whisker valve is closed when not moved, open when moved to one side. As long as milk flows thru sensor, whisker valves is open, open, open, moved by the pendulum. Leaves one problem – it’s virtually impossible to attach the four teat cups and get milk thru the sensor within the 10 second available.
10:30 Moderated by: Margaret McGrory, CNIB Keynote: Accessible reading of mainstream e-book platforms – Rick Johnson, VitalSource Moderated by: Koen Krikhaar, Dedicon Introduction Moderated by: Peter Krantz, National Library of Sweden Introduction 10:40 Keynote: Beyond Print and into What Imagination Will Bring – George Kerscher, DAISY/IDPG Authoring for creating rich accessible content – Gjergi Demiraj, Gutenberg Technologies Keynote: Beyond print and into what imagination will bring – George Kersher, DAISY/IDPF 11:20 Reading apps and accessibility − user requirements and helpful guidance – Richard Orme, DAISY Consortium Authoring, editing, personalizing all the value of the EPUB 3 format – Sebastien Dubuis, Publiwide LIA - an Italian inclusive publishing ecosystem – Christina Mussinelli, LIA foundation 11:50 Case study: Bibblix – a reading app for kids – Oskar Laurin, City of Stockholm Libraries EPUB 3 producer at school – Tatsuo Nishizawa, Shinano Kenshi Accessible progress? YES! – Brad Turner, Benetech LUNCH LUNCH LUNCH 13:50 Keynote: It´s a small world: Opportunities and solutions for accessible online information services – Andrew Furlong, Vision Australia Moderated by: Lisa Söderberg, Swedish Agency for Accessible Media VitalSource Content studio – Rick Johnson, VitalSource Moderated by: Boris Zetterlund, Axiell Keynote: E-books, the potential for inclusion 14:30 Multiple services through DAISY online – Susanne Axner, Swedish Agency for Acccessible Media Automatic production and embedding speech in EPUB3 – Niclas Bergström, ReadSpeaker EDRLab the IDPF and Readium Foundation Headquarter – Cyril Labordrie, EDRLab 15:00 Online DAISY players – a painless transition path to the post CD online age of reading, Dominic Labbé, HumanWare Leveraging the power of EPUB 3 – Aditya Bikkani, AEL Data Transition to EPUB3 made possible – Avneesh Singh, DAISY
Take 5 Cafés At your local Children’s Centre A relaxed, café style group for expectant parents and parents with babies under 6 months. Day & Time Venue Contact Number Monday 1.30-3.00pm Hatters Children’s Centre Dallow Road 01582 616604 Tuesday 9.30-11.00am East Luton Children’s Centre Stopsley Baptist Church 01582 528207 Tuesday 10:00 -11:30am Community Link @Beechwood, Linden Road 01582 495034 Tuesday 1.30-3.00pm Meadows Children Centre Pastures Way 01582 600691 Thursday 1.30-3.00pm Redgrave Children and Young People’s Centre 01582 556661 Thursday 1.00-2.30pm ABC Children’s Centre The Mall 01582 413552 Friday 1.30-3.00pm Building Blocks Children’s Centre Beech Hill 01582 393440 Your child’s body grows better when you give the child good food. Your child’s brain grows better when you do five simple things… Respond • Cuddle • Relax • Play • Talk Come along to learn more about your baby’s brain development and have an opportunity to meet new friends and get support and advice on many aspects of parenting.
Weeks 1-2 Weeks 3-4 Weeks 5-6 Weeks 7-8 Weeks 9-10 Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Draw a poster illustrating important events in Shakespeare's life from birth to death. Research what ‘summer solstice’ means and write this in your own words. How are Theseus and Hippolyta linked in Greek Mythology? One of the themes in ‘A Midsummer Night’s Dream’ is dreaming. Describe a dream that you have had. Write an alternative ending to the story. Find 5 words that Shakespeare made up. Devise a map of Athens and the wood. Find out the place and country where the play is set. Report on the celebration of Midsummer Day in Shakespeare's time Design a costume for a character living in the fairy world. Find out who was in Shakespeare’s family. Draw and label the forest where the story is based. Don’t forget the magical flowers! Find out three facts about Shakespeare. Draw Puck and write a sentence about him. Design a DVD cover for the movie of Midsummer Night’s Dream.
Weeks 1-2 Weeks 3-4 Weeks 5-6 Weeks 7-8 Weeks 9-10 Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Complete all three extra mild, medium and hot tasks. Research Verona in Italy. Design a tourist page of things Draw and label a plan for a mansion. Write a valentine’s poem from Romeo or Juliet. Write a list of rules that the Capulets and Montagues have to obey in Verona. Write an alternative ending to the story. Find 5 words that Shakespeare made up. Design an invitation to a fabulous birthday party. Design a valentine’s card from Romeo to Juliet. Research punishments in Shakespeare’s time. Write a news flash for the events at the end of Romeo and Juliet. Find out three facts about Shakespeare Draw and label a luxury bedroom in a mansion with a balcony. Find out three facts about Verona, Italy. Find out three facts about medieval medicine Design a DVD cover for the movie of Romeo and Juliet.
Take Home Quiz 2- Energy Name:___________ Class: ________ 1.Mechanical energy in an object can be obtained from another energy source. The mechanical energy in a clock is commonly obtained from Electrical energy Sound energy Light energy Heat energy 2. An example of chemical energy changing into mechanical energy is A ceiling fan A boat on a river A battery-operated toy A burning log 3. A claw hammer has a forked end that is used for removing nails. When you use a claw hammer to pry a nail out of a piece of wood, the mechanical energy that goes into the process is The nail coming out of the wood The nail The hammer The motion of the hammer 4. Which energy transformation is best shown in this diagram? heat to mechanical mechanical to light sound to heat heat to sound 11. A softball player hits a fly ball. Which of the following describes the energy conversion that occurs as it falls from its highest points? Kinetic to potential Potential to kinetic Thermal to potential Thermal to kinetic The illustration below shows an example of energy changing forms. 12. Which changes in energy form are illustrated in the diagram? (PS4.5a) 5. According to the Law of Conservation of energy energy is being constantly created energy is being constantly destroyed energy is never created or destroyed matter is being constantly created 6. A generator changes mechanical energy into electrical energy. This is an example of The creation of energy Undesirable energy The destruction of energy An energy transformation 7. Which item changes electrical energy into mechanical energy? Toaster Lamp Vacuum cleaner Coffee Pot 8. Muscles perform what type of energy transformation? Kinetic to potential Kinetic to electrical Thermal to kinetic Chemical to kinetic 9. Almost all of the energy that is used on the Earth’s surface comes from which of the following energy sources? Radioactivity The Sun Chemicals Winds 10. The kinetic energy of a moving object increased if which of the following occurs? Its mass decreased Its speed increases Its height above the ground decreased Its temperature increases
(a) 1 (b) 2 (c) 3 (d) 4 9. A child sits at the top of a playground slide and then slides down. This is an example of changing Work into kinetic energy Kinetic energy to work Kinetic energy to potential energy Potential energy to kinetic energy You can calculate potential energy by multiplying the objects weight (in Newtons) and the height of the object. Potential energy = weight x height _____10. Which statement can be said about the potential energy of the balls A and B in the image above? Ball A has a greater potential energy Ball B has a greater potential energy (c)Both balls have the same potential energy (d) Neither ball has potential energy ______ ______ ______ ______ ______ ______ ______ ______ Grade: ______ / 10
VILLAGE DETAILS Name and location of village: Takhiev village is located in Ampil Pramdeum commune, Bavel district, Battambang province. It is roughly 17 Km far from Bavel district center. The borders of Takhiev village are shown below: The north is next to Buorun village, Ampil Pramdeum commune The east is next to Dong village, Ampil Pramdeum commune The south is next to Kob village, Ampil Pramdeum commune The west is next to Thmey village, Ampil Pramdeum commune Village profile Total population: 1558 (879 females) Number of families: 287 (29 female headed households) Number of people with disabilities: 4 people Distance to nearest school: 500 meters Main source of income: rice planting Budget for activity: USD 4, 500 including USD 500 of community contribution. The table below lists the Community Based Organizations that are actively working in the village to run development activities: Committee or group name Number of members Major activity Village Development Committee (VDC) 7 (3 females) Facilitating and leading community to develop village development plan and send it to integrate into commune investment plan. Mobilizing community resources and participating in implementing, monitoring and evaluating the village development activities. Managing development process in the village. Building the capacity of CBOs and partner households. Coordinating and building networks with NGOs, INGO, government agencies, private sector, and charity for support the village development support, and capacity building. Building the relationships with all stakeholders for village development activities. Joining and participating in decision
Taking blood from a Hickman catheter using ANTT (Aseptic Non-touch Technique). 1.10ml + 20ml syringe; green needle; non-sterile gloves; clinell; 20mls saline; luer adaptor and holder; end connector 2. Wash hands thoroughly and clean tray with detergent wipes 3. Open packaging of equipment and place within packaging onto tray. 4. Remove the clamp from the area. 5. Massage re-enforced area well to eliminate indentation. Place clamp back onto re-enforced area. 6. Put on non-sterile gloves and open the clinell. 7. If taking blood cultures, remove the end connector and cleanse with clinell and leave to dry. 8.Blood cultures should NOT be taken through a needle-free connector in case of contamination. 9.If not taking blood cultures: cleanse the end of connector, leave to dry! 10. Draw up 20mls saline and place into syringe packaging to protect. 11. Observe end of the connector to ensure dry allow at least 30 sec 12.Take the protective cover off the luer adaptor and vacutaner holder. When taking blood cultures DO NOT waste 1st blood! 13.Place the luer adapter onto the end of the Hickman/end connector. 14. Waste the first blood with a spare blood bottle (at least 3mls) + discard. 15. Alternatively; waste using a syringe – withdraw 3mls + discard. 16. Take blood samples according to order of draw and invert tubes 5-8 times post withdrawal. 17. Flush the line immediately with 10-20mls of saline using a push pause turbulent flush. 18. End with a positive pressure flush; making sure that you clamp the catheter as you are flushing the last ml. 19. If taking blood cultures, replace the needle free connector.
Annex 3 – Accessible version of the Risk Classification Table LOW RISK MEDIUM RISK HIGH RISK SEVERE RISK No worries Some worries Several worries Several worries Several positives Some positives Some positives No positives Parents have made improvements and kept up with changes Parents have made improvements and kept up with change Parents haven’t made any changes or haven’t kept up with change Parents haven’t made any changes or haven’t kept up with change Parents and child want return home Parents and child want return home Parents and/or child aren’t sure about return home Parents and/or child aren’t sure about return home
RACE: THE POWER OF AN ILLUSION Part II: The Story We Tell PBS/California Newsreel Learn historical roots of power/privilege and lasting impact. How social inequalities have been rationalized as natural. 1 h. RACE: THE POWER OF AN ILLUSION Part III: The House We Live In PBS/California Newsreel Addressing the legacy of past discrimination and confronting the historical meanings of race so that the dream of equality is brought within reach. I h. TIM WISE: COLOR BLIND Timwise.org Identify privilege, spur discussion 1 h. HOWARD ZINN-THE PEOPLE SPEAK Thepeoplespeak.com Understand multiple perspectives on history (Knowledge) 2 h. KILLING US SOFTLY 3 Media Education Foundation (MEF) Introduce gender topics 1 h. MIRRORS OF PRIVILEGE:MAKING WHITENESS VISIBLE-Shakti Butler World-Trust.org Introduce leaders in the movements to explore white supremacy and racism 50 m CRACKING THE CODES: THE SYSTEM OF RACIAL INEQUITY-Shakti Butler World-Trust.org Discussion about causes and consequences of systemic inequity 75 m RACE IS THE PLACE PBS Independent Lens Performance art presentations on racism 1.5 h. film in 5m seg. HOWARD ZINN-YOU CAN’T BE NEUTRAL ON A MOVING TRAIN Amazon Life and times of Howard Zinn—explorations of his motivations and perspective on “people’s history” 78 m film PAPERS Papersthemovie.com To illustrate other views of immigration from the perspective of five students from different cultures/stories. Produced in support of the DREAM act. 88 min film 20 m. disc. HOW RACISM HARMS WHITE AMERICANS with Media Education Foundation (MEF) A provocative analysis of the devastating economic, political, 52 min
Contents Introduction 1 Purpose 1 Process and timeline 1 The need for an Action Plan 1 How you can help 1 How to have your say 2 Navigating this document 2 Part One: What we know about FASD 3 Effects of alcohol on the fetus 3 Drinking during pregnancy in New Zealand 4 FASD 4 Fetal alcohol syndrome 5 The wider spectrum 6 Prevalence of FASD 6 FASD, neurodevelopmental issues and mental health issues 7 Part Two: The impact of FASD 9 FASD and vulnerability 9 FASD across the life course 11 Part Three: The Action Plan 13 Why do we need a plan? 13 Our proposed approach 13 Part Four: What we can do differently 16 Outcome 1: Women are supported to have alcohol-free pregnancies 16 Outcome 2: People with neurodevelopmental issues are identified early and receive timely assessments from FASD capable teams 18 Outcome 3: People and their families, whānau and caregivers receive timely, joined-up support tailored to their needs and strengths 21 Outcome 4: There is an improved evidence base so we can make good decisions and effective investments 23 References 26 Submission form 31 How to have your say 31 Questions 33
2. The expansion of government’s “police power” E. Taft and the Insurgents 1. Taft’s commitment to Progressive reform 2. Roosevelt’s Progressive party VI. Woodrow Wilson and Progressive Reform A. The Election of 1912 B. Implementing the New Freedom C. The Expansion of Reform 1. Legislation designed to help farmers and labor 2. Louis Brandeis’ appointment to the Supreme Court VII. Conclusion
42. Which group was NOT a major part of the people known as “cowboys”? Page Ref.: 512 43. All of the following statements are true about cowboys EXCEPT Page Ref.: 512 Section 4: Exploiting The Earth: Homesteaders and Agricultural Expansion 44. The Homestead Act Page Ref.: 513 45. Farming in the West Page Ref.: 513-514 46. Railway companies encouraged settlers to come to the West Page Ref.: 514 47. The Santa Fe Ring Page Ref.: 514 48. Which statement would have most likely been said by a member of Las Gorras Blancas? Page Ref.: 515 49. White pioneers on the Great Plains faced all of the following problems EXCEPT Page Ref.: 515 50. A lack of timber caused a shortage of fencing that was finally solved by Page Ref.: 516 51. Many farmers of the Great Plains turned to growing wheat because Page Ref.: 516 52. As western farming was incorporated into national life, it relied on all of the following EXCEPT Page Ref.: 516 53. The westward expansion had all of the following effects EXCEPT Page Ref.: 515-516 Chronology 54. What is the correct order of events? a. Sand Creek Massacre, Battle of Little Big Horn, gold found in Colorado b. Gold found in Colorado, Sand Creek Massacre, Battle of Little Big Horn c. Sand Creek Massacre, gold found in Colorado, Battle of Little Big Horn d. Battle of Little Big Horn, gold found in Colorado, Sand Creek Massacre 55. Which headline would have appeared in 1890? a. “Invention of Barbed Wire Will Revolutionize Farming on the Great Plains” b. “Civil-War General Custer Killed by Sioux Attack” c. “Rail Line Stretches to Pacific Coast!” d. “Ghost Dance Ended as Militia Executes Sioux” 56. Which event happened during the Civil War? a. Transcontinental railroad completed b. Passage of the Dawes Act c. Gold discovered in the Black Hills d. The Sand Creek Massacre 57. Which event happened last?
8. SDUDY LIMITATIONS AND FURTHER RESEARCH There are several limitations to the undertaken research. First of all there is the gender limitation. The study has been performed only on male participants. As indicated in the literature part, brain responses to food are different according to gender category. Moreover, as Gohier et al. (2013) present, “Differences in emotional processing between men and women have been consistently reported. Healthy women were found to perform better in tasks requiring emotional face categorization (Thayer and Johnsen, 2000). The present study however did not aim to research the differences that appear between genders when it comes to processing the affective stimuli. Consequently, based on previous findings in terms of gender differences, we decided to carry out the study only with male participants in order to keep less variation in the external factors which might have interfered (such as hormonal changes for women participants – as Bruisma and Taren (1999) reveal in their article, p. 1253, etc.). Next studies might therefore be carried out having the gender variable as well and observing, at brain level, the activated parts per each gender when chocolate is ingered, as well as the difference in intensity when stimuli are presented (both visual and taste)in each gender instances. The next shortcoming might consist in the visual stimuli used. Several researches have employed stimuli from the International Affective Picture System (IAPS), known to reliably alter emotional states. In Huster et al. (2009) it is however stated that “relevant studies, (using this stimuli), have most often been unable to find predicted effects. One reason for such failures might be the inadequate knowledge about the minimum number of stimuli needed for psychometrically stable results.” (Huster et al., 2009, p 212) In the current research, pictures were selected on a subjective rationale in terms of their valence, as happy, sad and neutral, due to the long time interval needed to obtain approval for using the IAPS pictures. Therefore, a new research might try to employ the IAPS stimuli and replicate the conditions of the current study and measure the differences. The present study however did not intend to validate or invalidate the efficiency of the visual stimuli used, but aimed to focus on the impact of the different types of chocolate over brain activations. Further research could examine two forms of collecting the data, such as EEG and fMRI as well as it should include more participants in the study.
Develop or update a job description and complete a Job Analysis Questionnaire (JAQ) if needed. Once SPAF is approved by HR, Budget and the Senior Vice President of Finance and Administration, work with Senior Talent Acquisition manager to finalize job description and post the position. Posting Positions All staff positions are posted by Human Resources using the college’s online applicant tracking system. The Senior Talent Acquisition manager works with the hiring manager to determine additional locations to post the position based on whether the search is local, regional, or national and to ensure reaching a diverse applicant pool. Internal Only Postings In consultation with the Senior Talent Acquisition manager, the hiring manager may determine that there is a qualified applicant pool within the current staff population. Factors to be considered when making the determination to post internally only include: Does the position provide a career progression opportunity for a significant portion of the employee population? Will a robust pool of quality applicants be generated from an internal only posting? Will an internal only posting support CC’s commitment to a diverse workforce? Is it a viable option to post internally only for one week, then based on the applicant pool quality, go externally? Current employees and active retirees are eligible to apply to an internal only posting. A position is posted internally for a minimum of 5 working days. If the internal applicant pool does not meet the requirements for the position, the posting can be extended and posted externally. Direct Appointments Hiring managers are responsible to provide justification for an exception to competitive recruitment and to appoint someone to a vacant position (either an internal or external candidate). This information is provided through completion of a SPAF. Factors to be considered regarding a direct appointment include, but are not limited to: How is the candidate uniquely prepared for the position? Are the skill sets required for the position not available in an applicant pool? Has the candidate been identified for the position as part of a formal succession plan? Requests for direct appointments are reviewed by HR and depending on the position, may require the approval of the President. Recruitment Timelines
THE FOLLOWING DOES NOT FORM PART OF THE PUBLISHED JOB PROFILE, AND IS FOR HAY PURPOSES ONLY: Decision Making i) taken independently by the role holder; Manage own workload. Make strategic and tactical recommendations to senior managers in support of the delivery of the University’s talent management strategy. Analysis of talent needs and other data, informing on-going continuous improvement of activities. Recommendations to senior management in relation to policy and other developments, implementation and any associated matters related to talent management development activities. Authority to make decisions within agreed scope relating to content and project action to ensure effective delivery. Operational decision making through the application and interpretation of HR policy and practice in complex situations. ii) taken in collaboration with others; Design, development, and delivery of talent management, career planning and succession planning strategies and approaches with key stakeholders and HR colleagues. Provide advice to managers on aspects of the talent management, succession and progression planning, as well as recruitment and workforce development matters as required. iii) referred to the appropriate line manager (please name) by the role holder. Serious complaints from staff or students Matters which are considered to have a major impact on the University Additional Information This is a fixed term post covering maternity leave. A key focus initially will be in supporting the recruitment, development and career planning of high performing leaders and managers across the organisation. Please confirm that the above is an accurate description of the overarching responsibilities of this role, recognising that the functional tasks will be agreed locally as part of the PDPR and on-going objective setting process. Leadership and Management Director: Date completed :
active role in rehabilitation following an injury or illness. Alerting managers and health and safety representatives to any observed unsafe behaviors or situations. Actively participating in health and safety training and alerting manager(s) where additional training or support may be required. KEY RELATIONSHIPS AND AUTHORITIES AUTHORITIES AND DELEGATIONS Delegated Financial Authorities Delegated People Authorities Position Authorities No Delegated financial authority applies to this role This position does not sign correspondence for company. Nil Decisions Expected Prioritisation within approved work plan Performance improvements within approved work plan Recommendations Expected Expenditure greater than DFA Recommendations regarding improvements to processes and procedures Delegations may be subject to change dependant on the Delegations policy. CAPABILITY PROFILE Competencies Competency Key Behaviors and Indicators WFA Core Competencies Instils Trust: Gaining the confidence and trust of others though honesty, integrity and authenticity. Follows through on commitments Is seen as direct and truthful Keeps confidences Practices what he/she preaches Shows consistency between words and actions Interpersonal Savvy: Relating openly and comfortably with diverse groups of people Relates comfortably with people across levels, functions, culture and geography Acts with diplomacy and tact Builds rapport in an open, friendly, and accepting way Builds constructive relationships with people both similar and different to self Picks up on interpersonal and group dynamics Customer Focus: Building strong customers relationships and delivering customers-centric solutions Gains insight into customer needs Identifies opportunities that benefit the customer Builds and delivers solutions that meet customer expectations Establishes and maintains effective customer relationships both internal and external Nimble learning: Actively learning through experimentation when tackling new problems, Learns quickly when facing new situations Experiments to find new solutions Takes on the challenge of unfamiliar tasks
RANKING SCALE 5 4 3 2 1 0 Outperforming Exceeding Expectations Solid Performance Developing Performance Improvement Needed Unsatisfactory Employee demonstrates exceptional ability to exhibit organizational values. All competence requirements, planned goals and objectives were achieved well above expectations. Employee consistently exceeds expectations. All requirements were met, goals and objectives were achieved above established standards. Employee consistently meets and, at times, exceeds expectations. Requirements of the competency were met, goals and objectives were achieved. Employee is in a growth and learning mode. Greater growth and development can aid in the process. Requires support, coaching, & feedback to continue making progress. Employee performance is somewhat below expectations, but some satisfactory elements are present. It is anticipated that improvement is achievable but significant support, coaching, & feedback are needed. Employee performance is consistently below expectations and there is little likelihood of achievement. A ranking at this level should have already been addressed with corrective action or a PIP.
Information about having visual and/or audio recordings taken of you for the NT Government Before you agree to have any recordings taken of or including you for the Northern Territory Government, there are some important things you need to know. Note: Where photo or photograph is used, the same applies to any other recordings, such as video, film and sound. What will happen to my photograph once it is taken? The Northern Territory Government will store your photograph digitally in its photographic database and library. The talent release form that you signed will be placed in a file. The photograph and the form will be cross referenced to ensure we have your permission to use your photograph. Who can use my photograph? Once stored in the database, your photograph may be used by any Northern Territory Government department or agency. Your photograph cannot be shared with any person, organisation or company outside of the Northern Territory Government without your express permission. This includes private companies, political parties, advertising agencies and charitable organisations. Where will my photograph be used? Your photo may be used in a variety of applications, ranging from small newsletters to major displays, websites and social media accounts. Some of the typical places you might see your photo include: • In newsletters distributed in the Territory and interstate in both printed and electronic format. • In advertisements in newspapers, magazines or television in the Northern Territory and the rest of Australia. • In a range of printed publications such as government strategy documents or brochures promoting or explaining government services. • On government websites and social media accounts. • On government displays. What if I don’t want my photograph to be used somewhere? It can be quite a surprise to see your photograph blown up two metres tall at a display, or to suddenly find yourself appearing on television. You need to be aware that your photograph may be used in these situations unless you ask for it not to be. If there are circumstances where you do not want your photo used, make sure you write that down on the Talent Release Form you sign. Or if you are giving permission for your photograph only to be used for one purpose, you also need to write this down. I had my photograph taken some time ago and I no longer want it used. How can I get it taken out of the database? You should telephone the number on this form to discuss this. Why do you need to know if I am Indigenous? We appreciate that if you are Indigenous, there may be certain cultural sensitivities about using your image.
Often self-taught reading and writing skills as preschooler Deep, intense feelings and reactions Highly sensitive Thinking is abstract, complex, logical, and insightful Idealism and sense of justice at early age Concern with social and political issues and injustices Longer attention span and intense concentration Preoccupied with own thoughts—daydreamer Learn basic skills quickly and with little practice Asks probing questions Wide range of interests (or extreme focus in one area) Highly developed curiosity Interest in experimenting and doing things differently Puts idea or things together that are not typical Keen and/or unusual sense of humor Desire to organize people/things through games or complex schemas Vivid imaginations (and imaginary playmates when in preschool) Reproduced by permission from: Webb, J., Gore, J., Amend, E., DeVries, A. (2007). A parent's guide to gifted children. Tucson, AZ: Great Potential Press, What Services are Offered Services Offered Responsibility Population Served Differentiated Instruction Classroom teachers DI provided to all students K-12 Higher order thinking challenges Classroom teachers Grades K-12 Cluster grouping for identified students Cluster teachers Grades 2-5 TAG – after school enrichment TAG teachers Grades 4-8 Accelerated Math Teachers Grades 5-8 Honors and Advanced Placement High school teachers Grades 9-12 Grade K-1 K-1 Gifted and Talented services aims to provide optimal development of the advanced students’ intellectual, emotional, and social abilities and honor the diversity among all
Complete a new resume analysis on the New Search tab by copying a resume into Keywords, Description, or Resume. OR From any resume search, use the filters described below to set employment criteria Note: Criteria will be saved until you click [clear]. Click the Counts tab. Review the Search Criteria. These are the terms automatically selected from your resume analysis. Review Time frame: When looking for jobs, keep the time frame shorter than six months. Set filters. Filters are in the left column. Example: Select a location based on the job seeker’s needs. Explore other filters. Add filters based on the job seeker’s education, experience, skills, etc. TalentNeuron Recruit allows you to view contract and temporary positions, as well as anonymous postings that do not include the name of the employer (frequently Craigslist). The default setting does NOT include staffing or anonymous positions. Click on Staffing and/or Anonymous boxes, which are below Time frame toolbar. You may add anonymous postings to the results below the Time frame box at these tabs: Employers, Jobs, Trends and Counts. Review positions and companies with the job seeker. There are several ways to do this. Click on the Jobs tab. Here you will find only open postings. Click on an employer’s name in the right column OR click on the Employers tab. From the Employers tab, click on the name of the employer to see open positions. Tip: Changing filters will change results, which can be used to start discussions about education, resume writing, or other goals. Finding Training and Certifications Goal: Identify Training or Certifications to Increase Employment Opportunities or Wage Complete a new resume analysis by copying a resume into Keywords, Description, or Resume OR From any resume search: Click the Counts tab. Determine if additional filters are needed. Scroll down to the Skills/Certifications frame in the middle column. Change criteria in drop down menu to Certifications. Download or make note of those most advertised – especially if your job seeker does not appear to have the certification. Change the criteria to Hard Skills and repeat this process. Working with your client, identify certifications that may help in his or her job search.
TALENTS UNLIMITED LESSON PLAN Pre K K 1 2 3 4 5 6 7 8 9 10 11 12 Productive Thinking Transformations, Identification of items, Strategies, Design, Topics, Locations/Sources, Functions, Recycling, Examples, Other Communication Single Words Something Single Words Feelings Similes How Others Feel Networks Without Words Forecasting Causes Effects Planning Decision Making MOTIVATION Introductory Midway Follow Up Academic Content Area and Standard: Thinking Process Warm-Up: TEACHER TALK STUDENT RESPONSES Delivery System: Oral Pictorial with Labels Written Psychomotor Organizational Strategy: Total Group Small Group Individual REINFORCEMENT Praise the students for exhibiting the desired Talent Behaviors
Pelosi, C., Barot, S., Capowiez Y., Hedde, M., Vandenbulcke, F. 2014. Pesticides and earthworms. A review. Agronomy for Sustainable Development, 34: 199–228.
Alex: Are you happy? Elise: Am I happy? Alex: Yes, are you happy? With your life? Elise: You can’t measure everything by happiness. That’s oversimplifying things. Alex: Okay, then it’s a simple question. You can’t answer it? Elise: No. Alex: No, you can’t answer it? Elise: No. No, it’s – don’t question me like you know how this all works. You’re practically still a college kid. You have no understanding for what an adult life is like, or what a marriage is like. Real relationships are difficult. You can’t just worry about being “happy.” Alex: Is everything okay with you and Eric? Elise: We’re just fine. Alex: Okay. Good. Pause. Elise: We’re going out to dinner Friday night. Alex: Where? Elise: Um, we haven’t figured it out yet. We’ll probably decide tomorrow night. Alex: Oh. Why tomorrow night? Elise: Um… He’s not home tonight. Alex: He’s away? Elise: Yeah. He’s on a business trip. Alex: Where? Elise: I don’t – he’s on a business trip, okay? Pause. Alex: What’s going on? Elise: It’s a busy time of year for him. Elise tries to fit the last record into the box but it does not fit correctly. She begins emptying it all to repack it.
MARAPYANE DATE VENUE ACTIVITIES TARGET AUDIENCE TIMESLOT CONTACT PERSON BOOKING 08 Aug 16 Ikageleng Primary School Water purification experiments, presentations and activities Learners & Educators Grade 5-7 10:00 – 13:00 Salome Mphela 0723897800 No 09 Aug 16 Marapyane Shopping Complex Use on contraceptives presentation, questions and answers. Water purification experiments, presentations and activities. Public 09:00 – 12:00 10 Aug 16 Khamane Secondary Schools Use on contraceptives presentation, questions and answers. Water purification experiments, presentations and activities. Recycling and reusing experiments, presentations and quiz. STEM Learners & Educators (Grade 10-12) 10:00 – 13:00 11 Aug 16 Seabe High School 12 Aug 16 Mmametlhake High School Water purification experiments, presentations and activities. Recycling and reusing experiments, presentations and quiz.
What services are currently being accessed or have been accessed in the past? Agency Dates of service delivery Description of service(s) Contact to be part of the Team Around the Learner process? If yes, Agency contact details Yes □ No □ Yes □ No □ Yes □ No □ Yes □ No □ Yes □ No □ What are the most relevant and recent referrals (if any) that have been made for the learner? Agency Dates of service delivery Reason for referral Contact person details