zilongwang/ReadingBank huggingface dataset:
Please insert details Job Title: Job No: School: Application for employment Please complete the form and provide your written evidence as to how you meet the requirements of the job either on the questionnaire if one has been provided or on separate sheets of paper. Personal Details Title (select as appropriate): Dr ☐ Mr ☐ Mrs ☐ Miss ☐ Ms ☐ (please specify) Surname(s): name(s): Previous surname(s): Address: Post Code: Email Address: Telephone: Work: Home: : Where did you find out about this job? National Insurance No*: Date of Birth*: DFE No (Teachers Only): GTC Registered (Teachers Only): Yes:☐ No: ☐ NQT (Teachers Only) : Yes: ☐ No: ☐ Date of Satisfactory Completion of Induction: Induction Assessments Completed : 0:☐ 1:☐ 2:☐ 3:☐ If you are related to any councillor or employee of The Mast Academy Trust or a member of one of The Mast Academy’s school governing body please give details. If none, please tick the box ☐ Name: Job title: Relationship to you (aunt, brother, partner etc): If the job requires you to have a driving licence please tick which type of licence you hold: Full ☐ HGV ☐ PSV ☐ None ☐ * This information is required to ensure correct identification of candidates References– remember to ask your referees for permission before you give name. One Reference must be from your current employer or your most recent employer Name: Email:
How much money does Carnegie end up with in terms of today’s money? What does J.P. Morgan call his new company? What new politician’s attention is captured by Rockefeller, Morgan, and Carnegie? How do Rockefeller and Morgan make Roosevelt irrelevant in the political world? How does their plan backfire? Why did Roosevelt feel that he was more important than Rockefeller or Morgan? What does Roosevelt do to Morgan’s railroad company? Which organization withstood the government the longest? Episode 8: The New Machine_______________________________________________________________________________________________________________ What did the court accuse Rockefeller of doing? How fast does Henry Ford’s car go? Ford saw and his car for whom? What company had to give Ford their permission before Ford could build his car and why? What did Ford do after being turned down by the company? What happens to Ford after he wins and what does he do? What does A.L.A.M. do in response? Who does Rockefeller compare his company with as a defense in court? Why doesn’t the government go after JP Morgan’s monopoly company? What companies are ruling America in the early 1900s? What does Ford do while waiting for the court’s decision on whether he has infringed on patents?
Year 7 HHS The Meta Narrative of the Bible The “Bible Project” is produced by a small American team that have attempted to explain the Bible through a series of text and short video clips. The “Bible Journey” is produced by a small British team who have attempted something similar, but taking a different approach. Both of these sources are useful in our own journey of exploring the Bible. Neither need to be taken as a definitive source of explanation, so attempt each task with the implied start to the question: “According to this source of information …………” Each answer needs to be about 1-3 sentences depending on the nature of the question. Topic 1: The Book of Genesis. Follow the link to the study of Genesis according to “The Bible Project”: Read Series Part 1”, and then attempt the following tasks as you watch the associated video clip. Task 1/ How can Genesis be considered and understood to be in two parts? Task 2/ How can Adam and Eve be considered as representative of humanity? Task 3/ How is the Tree of Knowledge explained? Task 4/ How is the flood story explained? Task 5/ What is the “bigger picture” explanation of the whole Genesis story by the end of this video clip? Now move down the page to “Read Scripture Part 1”. The next video clip is also related to Genesis chapters 1-11 (as was the first one), but the assumption is now that you have read those chapters, and it is presented with different emphasises. Task 6/ What is the purpose of humans? Task 7/ What is the explanation of the snake and the temptation? Although the story is presented as an historic event that occurred to two people, could it also be taken as a metaphor for the same choices that we have as individuals and as a society throughout time? Explain your answer. Task 8/ What are the consequences of the rebellion story (eating the fruit of the tree of knowledge)? What is the hope that still comes out of this story? Task 9/ In what way is the flood story presented as a failed attempt to start again? Task 10/ What is the point (God/human truth) that each of the stories in Genesis 1-11 is trying to explain? Watch the video clip titled “The Messiah”,
Which element is oxidized in the reaction below? I- + MnO4- + H+ → I2 + MnO2 + H2O I Mn O H Which element is reduced in the reaction below? I- + MnO4- + H+ → I2 + MnO2 + H2O I Mn O H Which one of the following reactions is a redox reaction? NaOH + HCl → NaCl +H2O Pb2+ + Cl- → PbCl2 AgNO3 +HCI → HNO3 + AgCI None of the above is a redox reaction. Which element is oxidized in the reaction below? Fe(CO)5(l) + 2HI(g) → Fe(CO)4I2(s) + CO(g) + H2(g) Fe C O H I element is reduced in the reaction below? Fe(CO)5(l) + 2HI(g) → Fe(CO)4I2(s) + CO(g) + H2(g) Fe C O H I substance is the reducing agent in the following reaction? Fe2S3 + 12HNO3 → 2Fe(NO3)3 + 3S +6NO2 + 6H2O
C C B B A B E D D E B B D B E A B B A B A C A B A B B D C C A D C C E C B D B C A B C A B B D C C A D D B C D B D E D C B E A E E D A E E D A E B B D D B B A D A A C A B A B D A D D D A C D B A B B E D C B C D D B E D C E A B C
Moles = Mass => 4.0 = 0.1 / 1.0 x 10 -1 moles mass 40 (ii) 250 cm3 solution in the volumetric flask. Moles in 250 cm3 = 0.1 / 1.0 x 10 -1 moles (iii) one decimeter of solution Method 1 in decimeters = Molarity = Moles x 1000cm3/1dm3 Volume of solution => 1.0 x 10 -1 x 1000cm3 = 250cm3 = 0.4 M / 0.4 molesdm-3 Method 2 250cm3 solution contain 1.0 x 10 -1 moles 1000cm3 solution = Molarity contain 1000 x 1.0 x 10 -1 moles 250 cm3 = 0.4 M / 0.4 molesdm-3 Theoretical sample practice 1. Calculate the molarity of a solution containing: (i) 4.0 g sodium hydroxide dissolved in 500cm3 solution mass of NaOH = (23 + 16 + 1) = 40g Moles = Mass => 4.0 = 0.1 / 1.0 x 10 -1 moles Molar mass 40 Method 1 Moles in decimeters = Molarity = Moles x 1000cm3/1dm3 Volume of solution => 1.0 x 10 -1 moles x 1000cm3 500cm3 = 0.2 M / 0.2 molesdm-3
Name: ____________________________ Comments: ______________________________________________________________________ ________________________________________________________________________________ Student’s Name: _______________________________ Mark: ________________________
If you experience any technical difficulties during the webinar: Send a private chat message to the host by double clicking “Great Lakes ADA” in the participant list. A tab titled “Great Lakes ADA” will appear in the chat panel. Type your comment in the text box and “enter” (Keyboard - F6, Arrow up or down to locate “Great Lakes ADA” and select to send a message ); or Email webinars@ada-audio.org; or Call 877-232-1990 (V/TTY) Slide 10 Top ADA Cases Over the Last 25 Years July 9, 2015; Barry C. Taylor and Rachel M. Weisberg; Equip for Equality Slide 11- Continuing Legal Education Credit for Illinois Attorneys This session is eligible for 1.5 hours of continuing legal education credit for Illinois attorneys. Illinois attorneys interested in obtaining continuing legal education credit should contact Barry Taylor at: barryt@equipforequality.org Participants (non-attorneys) looking for continuing education credit should contact the Great Lakes ADA Center at: 312-413-1407 or webinars@ada-audio.org This slide will be repeated at the end. Continuing Legal Education - Picture of Books and an apple. Slide 12- A lot of things were different in 1990 when the ADA was passed…. George H.W. Bush was president Michael Jordan was still 1 year away from his first championship Oscar winner and Hunger Games star Jennifer Lawrence was born Vanilla Ice’s “Ice Ice Baby” was the Number 1 song in the country Slide 13 Overview – Webinar Content
Source: Adapted from Benjamin Martyn, An Impartial Enquiry into the State and Utility of the Province of Georgia. Oxford University,1741. 1) Note: This statement was one of many collected from persons who had lived in or passed through the Georgia Colony. This particular statement was sworn before a public office by Samuel Augspourguer, of the Canton of Berne in Switzerland as he was returning to Switzerland to guide additional Salzburgers to Georgia. Source: National Humanities Center, Journals of P.G.F. von Reck and Rev. J.M. Bolzius, 1734, excerpts. 2) Note: The above are two entries from journals that were kept by members of the first group of Salzburgers to arrive in Georgia and who helped establish the settlement of Ebenezer. It should be noted however that the settlement was abandoned after two years due to the fact that there was no accessible water passage to the Savannah River. Ebenezer was too far inland, and it was an eight-mile journey to the nearest town for provisions. Also, because of the swampy conditions, livestock could not thrive and roughly thirty Salzburgers died from dysentery. Upon Rev. Bolzius, the leader of the Salzburgers’ request, Oglethorpe granted them land on a high bluff along the Savannah River. The new settlement was called New Ebenezer. Bucketing – Getting Ready to Write
Document G Source: Adapted from Benjamin Martyn, An Impartial Enquiry into the State and Utility of the Province of Georgia. Oxford University,1741. 1) Note: This statement was one of many collected from persons who had lived in or passed through the Georgia Colony. This particular statement was sworn before a public office by Samuel Augspourguer, of the Canton of Berne in Switzerland as he was returning to Switzerland to guide additional Salzburgers to Georgia. Source: National Humanities Center, Journals of P.G.F. von Reck and Rev. J.M. Bolzius, 1734, excerpts. 2) Note: The above are two entries from journals that were kept by members of the first group of Salzburgers to arrive in Georgia and who helped establish the settlement of Ebenezer. It should be noted however that the settlement was abandoned after two years due to the fact that there was no accessible water passage to the Savannah River. Ebenezer was too far inland, and it was an eight-mile journey to the nearest town for provisions. Also, because of the swampy conditions, livestock could not thrive and roughly thirty Salzburgers died from dysentery. Upon Rev. Bolzius, the leader of the Salzburgers’ request, Oglethorpe granted them land on a high bluff along the Savannah River. The new settlement was called New Ebenezer.
they have met the criteria to access the NDIS. You will not need to give extra information to the NDIS to help them decide. If your has a developmental delay there are more criteria your child will need to meet. You will need to show that your child’s developmental delay means that they have mental impairment or physical impairment or both. This may mean they cannot take care of themselves. For example
B. H. Levy and Rabbi Arnold Mark Belzer, 2012. Jews of Savannah. The American-Israeli Cooperative Enterprise http://www.jewishvirtuallibrary.org/jsource/vjw/Savannah.html Document G: Soil and Climate of Georgia Colony Martyn, B. An Impartial Enquiry into the State and Utility of the Province of Georgia. Oxford University, 1741. Von Reck, P. G. F., and Boltzius, J. M. Journals of P. G. F. von Reck and Rev. J. M. Boltzius. 1734. National Humanities Center. Rustic Bucket Clipart http://www.123rf.com/photo_6305891_an-isolated-traditional-old-fashioned-wooden-bucket.html Shaker Pitchfork Clipart http://www.shakerbrookfarm.com/images/Pitchfork-001-500.jpg The Rake’s Progress W. Hogarth, 1733. http://www.soane.org/collections_legacy/the_soane_hogarths/rakes_progress/ Addendum Screen captures from the accompanying PowerPoint presentation entitled The Georgia Colony Hook. Teachers may decide to utilize the Hook resources in their entirety or make their own selections from the slides provided. The Orgy. The above image is included for consideration by the Teacher and because it follows next in the portrait series. The content is inappropriate for 8th Grade students. Hogarth was illustrating the extent to Tom was sinking in his pursuits.
bring forth much fruit of the Spirit; through Jesus Christ our Lord. (St. John 15.) [4] I Am the Bread of Life Almighty God, you sent your Son from heaven to be the Bread of Life. Grant that when we come to him we never hunger, and believing in him we never thirst, and by remaining in him and he in us, we may have eternal life; through Jesus Christ our Lord. (St. John 6.) [5] I Am the Door Almighty God, your blessed Son is the door, and whoever enters through him will be saved. Lead us in your righteousness, that we may enter your fold and not die but live, and forever give thanks to you, whose mercy endures forever; for the sake of your Son, Jesus Christ our Lord. (St. John 10. Psalm 118.) [6] I Am the Good Shepherd O Lord Jesus Christ, you are the Good Shepherd, and you call your own by name. Let people everywhere hear your voice and follow you on the path of life, that so there may be one flock, and one Shepherd; to the honor and glory of your name. Amen. (St. John 10.) [7] When I Am Lifted Up Almighty God, your only Son was lifted up from the earth. Give us grace to seek the gain of sacrifice, and to strive only for the privilege of service, that we may be drawn to him whose cross and precious blood has redeemed us; our Lord and Savior, Jesus Christ. (St. John 18.) [8] I Am Alpha and Omega O Lord Jesus Christ, you are the Alpha and the Omega, the beginning and the end. Completely fill our lives, that whether as young men we see visions, or as old men we dream dreams, we
Title The new SIAMS schedule for school leaders Outline This CPD is a full days training and explores the new SIAMS schedule that comes into effect from the Autumn Term 2018. Reference will be made to the CofE’s vision for education: Deeply Christian Serving the Common Good. Background The new SIAMS schedule comes into effect from September 2018. This schedule is divided into seven strands: Strand 1: Vision & Leadership Strand 2: Wisdom, Knowledge & Skills Strand 3: Character Education: Hope, Aspiration & Courageous Advocacy Strand 4: Community & Living Well Together Strand 5: Dignity & Respect Strand 6: Collective Worship Strand 7: Religious Education New Judgements will be: Excellent Good Requires Improvement Ineffective as a Church school Cost £15.00 to schools in the SLA £80.00 to all other schools
Employment Ambition Priority How will this ambition be met? (Short course, e-learning, NVQ, promotion etc.) Target date Cost Source of funding (e.g. College, ELCAS, CTP, Learn direct, Charity etc.) The Next Step advice: Evaluation- the difference this has made to achieve your aim?
a question. By doing so, you give the Panel ‘permission’ to raise/further probe and air a topic. You need to get any such on the table – whilst you are still in the room. I know this is tricky – but it is necessary. Good luck Hamish Davidson is Chairman & Senior Partner of Davidson & Partners [This article first appeared in Municipal Journal, April 2014]
New York Times By Thomas Kaplan and Sheryl Gay Stolberg Washington Post By Mike DeBonis The Hill By MIKE LILLIS, RAFAEL BERNAL, SCOTT WONG AND JULIEGRACE BRUFKE Associated Press Associated By Colleen Long Associated Press By MATTHEW DALY and KEVIN FREKING Associated Press New York Times By Manny Fernandez New York Times By Linda Qiu New York Times By Giovanni Russonello New York Times By Tim Arango and Kayla Cockrel Wall Street Journal By Natalie Andrews Wall Street Journal By Alicia A. Caldwell CNN By Kyle Feldscher CNN By Catherine E. Shoichet Politico Politico By HEATHER CAYGLE, RACHAEL BADE and TED HESSON The Hill By Manchester The Hill By MORGAN GSTALTER Associated Press Associated Press Associated Associated Press Associated Press CNN By Annie Grayer The Hill By Rafael Bernal The Independent By Michelle Boorstein New York Times (Editorial) Wall Street Journal (Op-Ed) George Melloan Washington Post (Opinion) By Ruth Marcus
Bolshoi Ballet: The Nutcracker Run Sheet Timecode 00:00:00 – 00:20:39 Backstage footage and Introduction 00:20:40 – 01:08:34 Act 1 01:03:10 – 01:30:59 15 minute intermission (includes backstage interviews) 01:31:00 – 02:19:54 Act 2 02:19:55 – 02:22:55 Act 2 ends 02:22:56 – 02:23:14 Rolling credits *Host will speak in French and then repeat the sentence in English (no subtitles)
Termly Themes 2018-2019 Autumn Spring Summer Alistair Wilson - Mon/Tue A1 Lego A2 Greek Mythology WW2 Carrie’s War The See The Seaside Alistair Wilson - Weds Healthy Me The UK Robots Tamara Thurs/Fri A1 - Great Fire of London A2 - Katie Morag All creatures great and small S1 - People who Shaped the World S2 - Out and About International Days:
What do the suitors plan for Telemachus? Who actually helps Telemachus? Calypso How long is Odysseus stuck with Calypso? Why does Calypso let Odysseus go? How does Calypso help Odysseus? The Suitors, Again Explain why Penelope’s plan to avoid choosing a husband fails. More on Calypso How does Calypso try to entice Odysseus to stay? Telemachus in Sparta After traveling to Sparta on Athena’s advice, Telemachus meets Menelaus. What does Menelaus tell him? Odysseus at Sea What does Poseidon want? Consider his conversation with Odysseus. Who helps Odysseus get home?
The Old Forge Christmas Lunch Special (includes Tea/Coffee + Mince pie & Christmas cracker!) £12.95 Mon to Sat, 1st Dec – 22nd Dec Soup Sandwich or granary bread) or Wrap Steam Puddin’ (custard, ice cream or double cream!) 12.00 pm or 1.30pm Broccoli & Stilton Tomato & Basil Spicy Parsnip Prawn, Lettuce & Seafood Sauce Turkey, Lettuce, Brie & Cranberry Brie, Grape & Cranberry Cheese & Chutney Christmas Syrup Sticky Toffee Name Please list your names and mark selections with a ‘tick’ . Return your completed form with a deposit of £3 p.p. at your earliest convenience. Tel 01536 330014. . www.theoldforgecranford@gmail.com
Name and position: Address: Telephone: Email: Relationship to you: Name and position: Address: Telephone: Relationship to you: When may we approach them? INTERVIEW STAGE / POST OFFER When may we approach them? INTERVIEW / POST OFFER If offered employment, when could you start? Please state any days/times when you will regularly be unavailable to work? If the contract is for a fixed term, please state any known holiday commitments during the term of the contract offered. General What are your main hobbies/interests? What professional bodies/trade unions/clubs do you belong to? Do you have any other part time jobs? Where did you first hear about this position? ☐ advert (delete as applicable) ☐ The Old Vic website ☐ Other website ☐ Internal advert ☐ Word of mouth ☐ Other (please specify) Do you have work authorisation for the UK? ☐ Yes ☐ No EEA nationals and Swiss nationals have work authorisation for the UK. Countries in the European Economic Area (EEA) are: Austria, Belgium, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Slovakia, Slovenia, Spain, Sweden, United Kingdom Do you require a work permit for this employment? ☐ Yes ☐ No Signed: Date: Please return this completed form with your CV to: or HR Department, The Old Vic, London SE1 8NB
Wd 32 Education Room. Introduction to the week 9:30am X-Ray Meeting With Prof Rankin X Ray Seminar Room 11:00am Ward Round. Ward 32 Education Room. A chance to review oncology in Select one who you will present at the end of the week. Practice examination skills. Observe radiotherapy; meet patient receiving chemotherapy; visit Maggie’s Centre. Make the most of this time. It is essential you see radiotherapy delivered so that you can explain to patients in the future what it is like. 10:30am Oncology Emergencies tutorial Ward 32 Education Room (see rota on board for tutor) Fundamental knowledge you must take away from this week. A copy of the tutorial is on the Cancer Dundee blog. . Lung Cancer Clinic. Ward 32 OPD If cancelled, ward work etc. Use this time to see your patient for Friday. Opportunity to meet patients with bedside teaching from a consultant. Chance to review radiology. 10:30am CNS MDT 10 Committee Room 2. Hear the histories, see the pathology and review the scans of patients with brain tumours. 12 noon Assessments and feedback. Ward 32 Education Room. 1:30pm Prof Rankin’s Lung Cancer Clinic. Wd 32 OPD If cancelled: Dr Fergusson’s and Dr Casasola’s Gynaecology Oncology Clinic. Wd 32 OPD. 1:30pm Prof Dewar’s and Dr Adamson’s Breast Cancer clinic (2 students) Dr Lord’s CNS and Lung Cancer Clinic. (1 student) Wd 32 OPD . 1:30pm Prof Rankin’s Lung Cancer clinic. Dr Lord’s Lung Cancer clinic PRI. Oncology suite 1 student (Hospital bus is free with ID and leaves 12:10pm to arrive on time) 1pm Jr Drs’ Teaching Wd32 Ed Room Excellent tutorials 2pm Lung MDT. Radiology Seminar Room. See how a team coordinates the journey of a patient, from diagnosis to treatment. Excellent review of CXRs and CT scans as well as PET scans. 2pm Free time Alternate weeks, biochemistry tutorial. If there is anything from the week you have not had time to do, this is your chance. Tips: is much general medicine in oncology, and many patients have very advanced disease so clinical can be very evident. Make the most of the patients on the ward. You can really consolidate your knowledge and clinical skills. – patients.
#7 4 Daytime Pass tickets to The Denver Zoo! Enjoy this family four-pack No expiration date. Explore the new exhibits such as The Edge – the new exhibit! #8 Open School Tuition Gift Certificate for $100! Redeemable through May of 2017. Or cash back if student is graduating this year! #9 Honeywagon Sanitation Pumping $275 Gift Certificate A certificate for $275 towards any service they offer. These services include septic pumping, grease pumping, portable toilet rental and dumpster rental! #10 $50 Gift Certificate The Curiosity Shoppe Enjoy shopping at The Curiosity Shoppe downtown Laramie! Unique gifts, housewares, Alex&Ani, apparel, greeting cards – your choice – enjoy your shopping trip! #11 Jacoby Golf Course 2 certificates for: 18 holes for 2 with a cart, plus a Pizza Hut medium pizza! Enjoy a golf day or two with carts this summer! Expires 10/31/2017 #12 $50 Gift Certificate Sweet Pickles Find something fun for your favorite child or your inner child with this gift certificate to Sweet Pickles. Games, toys, clothing and a lot of fun items to choose from! #13 Fort Collins Fun Day! Fort Fun: 4 – rounds of mini-golf #14 4 Admission Passes
#41 KEEP Collective Bracelet A beautiful spearmint/periwinkle striped reversible woven bracelet with a stunning rose charm for you to enjoy! #42 Wyoming School of Gymnastics Have your next birthday party for 15 kids at Wyoming School of Gymnastics! #43 A Full Exam with X-Rays and Cleaning! Plus a bundle of toothbrushes, floss and toothpaste to keep your child’s teeth clean and shiny! Thank you for your support of The Open School! #44 Family Fun Night From Turning Leaf Realty Elefun & Friends Cootie Don’t Spill the Beans Mickey Mouse puzzle Mickey Mouse cube puzzle Giant Finding Dory coloring book Crayons Mickey Mouse ABC puzzle #45 Colorado Rockies Tickets 2 tickets for the July 18th game at 6:40 p.m. against the SD Padres. Sec 131 Row 15 seats 1 and 2 Donated by Dr. Bragg and Family
#35 Amanda Juarez – Damsel in Defense items #36 Neubauer, Pelkey and Goldfinger LLP– Studio City family movie tickets #37 Anong’s Thai Cuisine - $25 gift certificate The Chocolate Cellar - $10 gift certificate #38 Delilah Pasman – Lemongrass Spa gift basket #39 Jacque - Wildtree – spices and seasonings #40 Kristin Hedley - Arbonnne - $50 gift certificate #41 Kendall Douville – KEEP Collective bracelet #42 Wyoming School of Gymnastics – birthday party #43 Pediatric Dentistry – Exam, X-rays and cleaning #44 Turning Leaf Realty – Family fun night – games and puzzles basket #45 Dr. and family – 2 Colorado Rockies tickets #46 Jamberry Nail Basket – Sara Roberts A special thanks to the fundraising committee: Delilah Pasman, Sara Roberts, Ashley Decker and Kacee Schutterle!
10 THE DYNAMISM OF THE SQUARE 10 25  Hidden energy of the square.  Principle. 11 THE GOLDEN SECTION 11 26  Construction.  Symbolic Values.  Example of the of Construction.  Principles. 12 THE SPIRAL IN THE GOLDEN SECTION 12 27  Every Sacred Presentation Contains the Aesthetic. 13 THE MEASURES OF THE PENTAGRAM IN THE GOLDEN SECTION 13 28  The Construction of a Unique Figure 14 THE PENTAGRAM AS A SYMBOL OF
effectively planning their trip. You have a travel itinerary template you put all of the final details in to send them out the door with. All of these individual steps have a procedure associated with them. The procedures all combine to create your travel planning system. Where do you struggle the most with organization? Email. It’s why I became certified as a Productivity Pro Consultant with Laura Stack. Her system for email management is outstanding. And while email is still not my strong suit…it’s much better because of the system she teaches. Every time your job responsibilities or position changes, you’re going to run into new things that challenge you to think differently about how you work. That’s a good thing. But it can also catch you off guard if you’re not aware of it. So allow yourself to adapt and adjust as you go. Your systems will need to evolve to match the personalities and work environments you are in. Regarding Email organization: Think of your inbox as your mailbox, not your to do list. You don’t go to your physical mailbox and write checks and reply to letters standing at your mailbox. Don’t do that with your inbox either. Process your emails OUT of your inbox and into a TASK or CALENDAR appointment so you get them into your system for follow up, tracking, and completion. Then work from your TASKS view in Outlook during the day. When you have 5-10 min of time to work on something, it’s immediately prioritized in tasks for you if you did your daily planning the day before or the morning of and you know immediately what you need to work on next. Key Tip for Everyone to Remember:
Community rail and other local partnerships a) What opportunities are for Community Rail Partnerships and other local partnerships to expand their role and range of activities to support local communities, businesses and other organisations? TravelWatch SouthWest is an enthusiastic supporter of the work of our colleagues in the Community Rail movement, noting their very real achievements throughout the South West in working with the region’s principal train operating company to deliver immense service quality improvements and remarkable increases in patronage cost-effectively. We would encourage support for the creation of additional partnerships covering the Salisbury–Exeter route in particular. The principles underlying Community Rail may lend themselves to other applications in the transport sector – to community bus partnerships and to community support for the improvement of, and engagement in the use of, station facilities as with ACoRP’s Community Stations scheme. We consider the latter to be of particular value where stations may not be staffed all day. Above all, we see that strong community engagement can lead to the delivery of innovative rail services better suited to passengers’ needs, as is evidenced by the achievements of the Three Rivers Community Rail Partnership and the TransWilts Community Rail Partnership in cooperation with supportive train operating companies. The successful bidder should be obliged to earmark funds for further partnership development. The Great Western Railway Direct Award included a commitment to a Customer and Communities Improvement Fund (CCIF). The South Western Franchise should make a similar commitment and support the extension of the Devon and Cornwall Rail Partnership to cover relevant sections of the West of England Line (with a contribution commensurate with those made by GWR.) Line The Island Line lays outwith the franchise territory with which TravelWatch SouthWest is actively engaged. Third party funded changes Are you aware of any proposals for third party funded changes?
Thinking/Inquiry -creative thinking (risk taking) -critical thinking Addresses issues and values that have limited appeal for the intended audience Addresses issues and values that have some appeal for the intended audience Addresses issues and values that have considerable appeal for the intended audience Addresses issues and values that have strong appeal for the intended audience Communication -audience and purpose -language - Limited sense of purpose - Language shows limited sensitivity to the audience and purpose - Some sense of purpose - Language is somewhat appropriate for the audience and purpose - Clear sense of purpose - Language is appropriate for the audience and purpose - Strong sense of purpose - Language is appropriate and effective for the audience and purpose Application -techniques -presentation Limited skill in spelling, punctuation and grammar Some skill in spelling, punctuation and grammar Considerable skill in spelling, punctuation and grammar Polished skilled in spelling, punctuation and grammar
lucky ones with all the breaks. It doesn’t prove a thing Ponyboy But this will put everything in place and no more fighting will bring us to more problems Randy Greasers will still be greasers and Soes will still be Socs. Nothing is goanna change. I can carry and get out." Ponyboy "Running away won't help." Randy Oh well what can I do Im a chicken if I get out of a rumble, I don’t know what to do. Ponyboy "I'd help you if I could," Randy "No, you wuldn't. I'm a Soc. You get a little money and the whole world hates you." Ponyboy No you hate the whole world. "You would have saved those kids if you had been there, You'd have saved them the same as we did." Randy "Thanks, grease, I mean thanks kid Ponyboy "My name's Ponyboy, nice talking to you, Randy
Can you write a rule to determine the number of cubes with 2 yellow faces if the cube is n x n x n? How many cubes would have two faces painted if the cube is 4x4x4? Fill in the following table: Fill in the following
Bureau of Labor Statistics. (2012). “Foreign-Born Workers: Labor Force Characteristics – 2011.” . Bureau of Economic Analysis. (2012). Interactive Tables, Tourism-Related Output, 2012. Bureau of Economic Analysis. (2012, September 19). “Travel and Tourism Spending Increased in the Second Quarter of 2012.” . Card, (2001). “Immigrant Inflows, Native Outflows, and the Local Labor Market Impacts of Higher Immigration.” Journal of Labor Economics, 19 (1), pp. 22-64. Card, David. (2009.) “Immigration and Inequality.” NBER Working Paper 14683, . Costa, Daniel. (2012, November 19). “STEM labor shortages? Microsoft report distorts reality about computing occupations.” Economic Policy Institute, . Department of Homeland Security. (2012, January 31). Press Release. “DHS Reforms to Attract and Retain Highly Skilled Immigrants.” . Department of Homeland Security. (September 2012). “Yearbook of Immigration Statistics: 2011.” Table 7. . Gandal, Neil, et al. (2000). “Technology, Trade, and Adjustment to Immigration in Israel.” NBER Working Paper 7962, . Hoefer, Michael, Nancy Rytina, and Bryan Baker. (March 2012). “Estimates of the Unauthorized Immigrant Population Residing in the United States: January 2011.” Department of Homeland Security, Office of Immigration Statistics. . Isaacson, Walter. (2011). Steve Jobs. Simon & Schuster, p. 546. Kane, Timothy. (July 2010). “The Importance of Startups in Job Creation and Job Destruction.” Kauffmann Foundation, . Kauffman Foundation for Entrepreneurship. (2011). “The Startup Act: A Proposal for New Legislation Aimed at Jump-Starting the U.S. Economy through Successful Startups.” . Kerr, Emily, Pia Orrenius and Madeline Zavodny. (2012). “Chinese Immigrants in the U.S. Labor Market: Effects of Post-Tiananmen Immigration Policy.” International Migration Review, 46 (2), 456-482.
The Gingerbread Man Once upon a time there was a little old lady who baked a gingerbread man. Unfortunately the gingerbread man ran out of the house! “Stop, stop little gingerbread man,” shouted the little old lady. But the gingerbread man shouted, “Run, run as fast you can, you can’t catch me I’m the gingerbread man.” So the little old lady chased the gingerbread man down the lane till he came to the horse’s field. “Stop, stop little gingerbread man,” shouted the horse. But the gingerbread man shouted, “Run, run as fast you can, you can’t catch me I’m the gingerbread man.” So the little old lady and the horse chased the gingerbread man across the field till he came to the old cow. “Stop, stop little gingerbread man,” shouted the old cow. But the gingerbread man shouted, “Run, run as fast you can, you can’t catch me I’m the gingerbread man.” So the little old lady, the horse and the old cow chased the gingerbread man down the lane till he came to the sleepy dog. “Stop, stop little gingerbread man,” shouted the sleepy dog. But the gingerbread man shouted, “Run, run as fast you can, you can’t catch me I’m the gingerbread man.”
Large economies are like supertankers. There are no brakes to use if you want to change direction in a hurry. Instead, you have to put the engine into reverse, and hope you can slow down fast enough to avoid the rocks. That is what happened in China last month, as the new leadership began to unwind the largest lending bubble ever seen. Short-term corporate loans, the lifeblood of small companies, In pre-Supercycle days this would have been called a “credit squeeze”. Suddenly, credit tightens and investors worry about ‘return of capital’ instead of ‘return on capital’. Or as the blog’s major in was titled: “China Bank Lending: from $1tn to $10tn and Back Again?” At the same time, gold sales are tumbling, with jewellery sales in Q2. Clearly is hitting its targets - no official would now dare to wear a new gold watch. Elsewhere in NEA, in , as expected, is coming to an end of its life as a supposed ‘miracle cure’ for the world’s third largest economy. As former Bank of Japan Governor Shirakawa keeps : “The main problem in the Japanese economy is not deflation, its demographics. The is whether monetary policy is effective in restoring economic recovery. My observation is, it is quite limited.” Thus the Great Unwinding of the failed stimulus policies since 2008 has now begun. Over on the other side of the world, financial markets are slowly beginning to rediscover their role of price discovery. For 6 years, central banks have supplied them with endless amounts of free money. This has forced prices upwards in what became known as the . But now, oil markets are starting to follow and other commodities in refocusing on the fundamentals of supply and demand. And as the International Energy Agency noted in its latest “Oil supplies were ample, and the Atlantic market was even reported to be facing a glut”, whilst Reuters that ”implied oil demand in China fell 6% last month“. In Europe, hopes that stimulus policies will finally lead to a sustained recovery are also unwinding. The Eurozone economy in Q2: Germany’s economy declined; France showed no growth; Italy fell back into recession. Meanwhile in the USA, were flat in July, whilst housing remains weak due to . This is a bad omen for GDP, as consumer spending is more than two-thirds of the economy. Thus we are
These emergencies happen when it is hotter than normal for several days and nights in a row. Flood These emergencies happen when there is lots of snow blown around by strong winds, making it difficult to see very far in front of you. Heatwave These emergencies happen when there is too much water on land that is normally dry. Earthquake emergencies happen when the earth’s surface shakes, which can cause buildings to collapse. Thunderstorm In these emergencies there is lightning, which can be dangerous. Snowstorm Emergency word search Find the following words in the word search. flood storm hurricane heatwave volcano tornado
What you need Introduction This visualisation activity gives children an alternative way to stay calm. Activity description Before the activity: out one copy of the ‘Guided imagery’ story. You could also print additional copies for children to take home. Children can lie or sit down with their eyes closed. Explain that: Some situations we find ourselves in can be stressful and make us feel tense or worried. We are going to use our imagination to transport us to a new place to help us feel calm and relaxed. Ask children to: Close your eyes. Take some deep, slow breaths in and out and feel your body relaxing. With each breath, relax: first relax your right arm, now your left arm, relax your stomach, now your right leg, and then your left leg, etc. After a few minutes of breathing, read out the ‘Guided imagery’ story provided. Read slowly, in a calming voice and with plenty of pauses. At the end of the story tell children to slowly open their eyes. Ask: How do you feel? You could hand out copies of the story to take home. If children are ever feeling tense or worried, they can ask their parents, guardians or a friend or sibling to read this out to help them feel calm. My favourite Activity type Suggested time Suggested group size Learn 10 minutes Whole group What you need Plain paper Introduction This visualisation and drawing activity helps children focus on something positive in a difficult situation. If you wish to show the children how this coping skill might be used in an emergency, you could watch the ‘Thunderstorm interactive film’ together. The film can be found .
To ensure all receive breakfast £500 Magic Breakfast Concentration levels of pupil more sustained through the morning. To continue to establish high levels of on task behaviour across all groups £3500 Team Teach training for all staff A reduction in the number of serious incidents recorded in the bound book. Monitored by SLT. Additional support for phonic sessions £15,761 To increase the ratio of staff:pupils to allow for 1:1 teaching of read,write inc Daily phonic sessions for all pupils using Read, write inc. High impact on phonic results. Total PPG received £65,260 Total PPG expenditure £65,260
increasingly important role in the articulation of both Aboriginal and Indian cultural identity, and poetry as the genre of creative expression perhaps most amenable to previously oral cultures is, for indigenous groups in both countries, the single most popular medium of creative expression in written English. In both countries, most of those indigenous people writing verse are very politicised and active in the field of agitation for their rights. In the case of Canadian Indian poetry the symbolic, spiritual nature of indigenous existence is extensively explored; in Aboriginal poetry, what defines contemporary ‘Aboriginality’ – the distinctive Black Australian self-definition – is a common emphasis. The poets of both nations display in their work an overriding sense of loss: the loss of happiness, of traditional laws, of togetherness and of freedom. Hence, the poetry is very often bittersweet and ambivalent. The atmosphere of evanescence – of witnessing the fading away of the old ways – strikes one of the strongest chords in indigenous poetry, both in Canada and in Australia. Oodgeroo Noonuccal addresses this dilemma of potential identity loss, and emphasises the fragility of the entire human species, in her most famous poem, ‘We Are Going’, which ends: The scrubs are gone, the hunting and the laughter. The eagle is gone, the emu and the kangaroo are gone from this place. The bora ring is gone. The corroboree is gone. And we are going.[432] The lamentation for lost heritage is equally fervent in Canadian Indian poetry. Jim Dumont uses the symbol of the buffalo to represent the extinction of traditional ways: In my youth I went south, In my dreams I went south. There I watched them hunt … I watched them hunt the buffalo. And in my heart I hunted with them. Now they are gone. The buffalo have left, Ashamed, That we had let them die, Mercilessly, At the hands of the white hunters.[433] In his poem ‘The Last Crackle’, Gordon Williams illustrates effectively how the rape and destruction of Indians in the past continues in the exploitation of Indians today: All our men are dead and our ones Have no ambition. They took it all away, Those bearded men, with their strange ways. ‘Kneel with us’ they said, ‘and pray!’ Then they took our land and children. Now they’ve taken their beards off and shorn their
Key details of incident and/or ongoing abuse, including dates of any specific incident. the abuse Details about alleged perpetrator(s) of abuse Name Date of Birth Address Relation to the Client Type of abuse (tick all that apply) Physical abuse Sexual abuse Rape rape Sexual assault Assault by penetration Suspected Drug Facilitated Sexual Assault Emotional/psychological Financial Coercive control Harassment/stalking Sexual exploitation/trafficking “Honour” violence FGM Forced Marriage Gang-related violence Wants support around past abuse Non-specific abuse
WORKS CITED Alter, Robert. The Art of Biblical Narrative. New York, NY: Basic Books, 1981. ———. The Five Books of Moses: A Translation with Commentary. New York, NY: W.W. Norton And Company, Inc, 2004. Blocechl, Jeffrey, ed. The Face of the Other and the Trace of God: Essays on the Philosophy of Emmanuel Levinas. New York, NY: Fordham University Press, 2000. Bloom, Harold. The Book of J. Translated by David Rosenberg. New York, NY: Vintage Books, 1990. Bruggemann, Walter. Interpretation, A Bible Commentary for Teaching and Preaching - Genesis. Atlanta, GA: John Knox Press, 1982. Cain, David. "The Way Of God's Theodicy." Journal of Pastoral Care. 32, no. 4 (1978, January 01): 239-250. Eric H. From Eden to Exile. Washington D.C.: National Geographic, 2007. Davidson, Robert. The Cambridge Commentary on the New English Bible: Genesis New York, NY: Cambridge University Press, 1973. Gaebelein, Frank E., ed. The Expositor's Bible Commentary [Genesis 4:1-16]. Grand Rapids, MI: Regency Reference Library Zondervan, 1990. Greidanus, Sidney. "Preaching Christ from The Cain And Abel Narrative." Bibliotheca Sacra. 161, no. 644 (2004, October 1): 387-397. Gunkel, Hermann. Genesis. Translated by Mark E. Biddle. Macon, GA: Mercer University Press, 1997. Hauser, Alan J. "Genesis 1-11." Journal of the Evangelical Theological Society. 23, no. 4 (1980, January 01): 297-305. Hess, Richard S.. "Cain." In The Anchor Bible Dictionary, A-C. Edited by David Noel Freedman. New York, NY: Doubleday, 1992. Huffmon, H.B.. "Cain the Arrogant Sufferer." In Biblical and Related Studies Presented to Samuel Iwry. Edited by Ann Kort and Scott Morchauser. Winona Lake, IN: Eisenbrauns, 1985. Humphreys, W. Lee. The Character of God in the Book of Genesis. Louisville, KY: Westminster John Knox Press, 2001.
Appendix 1: The trigger tool process What is the aim of the review? A practice aims to improve the safety of patients prescribed anticoagulants. and prepare What data should be collected? Sampling: size and method? Triggers: number and type? team agrees to record the number of triggers and patient safety incidents for the last three months. Twenty five records w ill be randomly selected from the register of patients that meet the inclusion criteria. Seven triggers are chosen (Box 1). ‘Additional trigger ‘INR >5 is added. Individual and Team responsibilities? The practice nurse will conduct the preliminary review . Detected PSIs will be verified by a named GP. An administrator will code the data. Review records Can triggers be detected? No Review the next record Yes. For each detected trigger, consider: Did a PSI occur? Yes. Summarize the incident and judge three characteristics: No. Continue to next trigger or record Severity? Preventability? Patient and medical records •Acknowledge PSI and apologize to patients, necessary •Consider audits to detect similar events •Consider improvements to prevent recurrence of similar incidents. Reflection, further action Practice team •Identify personal learning for improvement, appraisal and governance •Share findings with the team •Discuss and reflect on findings •Prioritize improvement efforts according to detected PSIs care interface • Consider appropriate feedback •Consider incident reporting through local and national systems •Consider a joint SEA secondary
We are not in control It’s all about God…our relationship with Him and serving Him is paramount…using prodigal chaos as an instrument to grow closer to God Our joy is independent of “fixing” our prodigal or really any other circumstance Our vision is seeing Jesus face to face..fixing our eyes on Jesus so that we might have joy now and eternity thereafter The Prodigal Journey/ Process The Prodigal journey is a journey like any other journey. It begins from where you are now to a place you want to end up. You will most likely need to change paradigms along the way and that is why we have explored paradigms at length so far in this lesson. Our starting for our Prodigal journey is not a physical location, but rather a spiritual location. We often are not entirely accurate at assessing our own spiritual state. The questions listed below are asked by Tozer to gain a greater self awareness. The answers would gain even greater value if processed by a community that knows and loves you. Answer these questions honestly as a start. Where are you NOW: Self Assessment (Tozer) What do you want most ? What do you think about most ? How do you use your money ? What do you do with your leisure time ? What company do you enjoy ? Who and what do you admire ? What do you laugh at ? Once you have a clear vision of where you are, then you need to make sure you know where you want to end up. How do you want to live your life? What would a win look like if you lived your life in a certain way? We will have an upcoming entire lesson on this topic, which will help you determine your own personal mission statement and define your own specific purpose in life. However let’s assume for right now that you feel that living your life wholly for Christ and glorifying God would be a great place to end up. So what does the Bible tell us about a person with this paradigm looks like? What is the END GOAL : A Biblical Vision of TRUTH….to be like Christ Phil 4:8 whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable- if anything is excellent or praiseworthy- think about such things II Cor 6:14 do not be yoked with unbelievers Matt 6:19 …your treasure is where your heart is… Matt 6:24 …no one can two masters…
Source 2 [Populist] Platform (Omaha Platform) July 4, 1892 Source: National Economist, Washington, D.C., 1892 According to this political platform, what were five specific problems that led to the formation of the Populist Party? a
There is also a long list of possible topics that your session may relate to and you can select up to three. These run the gamut from administrative leadership and senior student affairs officers to entry-level professionals and fraternity/sorority life. Please keep in mind that while your title and abstract are the only pieces of content visible to the membership, convention attendees will also be able to see topics, competencies, and skill levels. If your session is psychological in nature, you can select whether you would like it to be considered for continuing education units or CEUs. CEUs are requirements for licenses for mental health professionals and others that are used to maintain their credentials in their field. You will be asked for your room set up preferences and your AV needs. Finally, you will be asked to provide an overview of the experience of the presenter or presenters. Please be as thorough as you can in the 300-word maximum, but please do not include names. Slide 9 So that was a lot of information and we want to kind of highlight a few things that are important for you to keep in mind. you want to be sure that you are proposing a session that is the best type for your content. As I mentioned there are 13 different session types that you can propose. These range in purpose, scope, and length – from 20-minute genius lab sessions to full day pre-convention workshops.