zilongwang/ReadingBank huggingface dataset:
Article from: GENERAL SEMANTICS & RHINELAND MODEL Click on the arrows to follow the links; article + menu here , article + sitemap here: . General Semantics The ladder of abstractions The widely held impression about our human words and thoughts is that they are based on the real world we are living in. In fact, both words and thoughts are based on a model of the world, the model one has inside ones head, see right. So it could be argued that anyone needs a good understanding of model-making, in order to have any possibility of understanding the real world. The process of making this model is executed largely unconsciously, being run by the physiology of our sensory systems and the associated parts of the nervous system. The first step in understanding and harnessing it, is the realization that there is a difference between our words and thoughts and the world they stand for: the map is not the territory. Or in other terms: the realization that what we have in our head and what we are talking about are abstractions of the real world. The way to getting this understanding is greatly helped by the already mentioned fact that everyone has this of reality inside his head, so unconsciously everyone must know how it works, just like mathematics is in everyone’s head: a baseball player cannot hit a ball without internally calculating trajectories - even though consciously he may be absolutely ignorant about the mathematics of trajectories. The first explicit and systematic representation of the concepts used when describing the building of these models, abstractions and their relations is originated by in his book Science and Sanity. However, his treatment is a bit sophisticated for an introduction, so here we will adapt the version given by in , and specifically the way Hayakawa describes the relations between abstractions: the ladder of abstractions. To illustrate the working of these concepts, we will give a short introduction to Hayakawa's version, and then analyze what has been said in this introduction: Introduction: Hayakawa’s version starts with a real live animal, Bessie the cow. Bessie lives at a farm, together with a lot of other cows and animals. End of introduction. This simple two-line statement is already full of abstractions. Starting its analysis with the initial subject, this abstracting begins with the use of the word “Bessie”. In fact, being a real live animal, Bessie is made up of numerous components, that are in constant interaction through an even greater number of processes, leading to ever changing
That dwelt in the lone house then Stood listening in the quiet of the moonlight To that voice from the world of men: Stood thronging the faint moonbeams on the dark stair, That goes down to the empty hall, Hearkening in an air stirred and shaken By the lonely Traveler’s call. And he felt in his heart their strangeness, Their stillness answering his cry, While his horse moved, cropping the dark turf, ’Neath the starred and leafy sky; For he suddenly smote on the door, even Louder, and lifted his head— “Tell them I came, and no one answered, That I kept my word,” he said. Never the least stir made the listeners, Though every word he spake Fell echoing through the shadowiness of the still house From the one man left awake: Ay, they heard his foot upon the stirrup, And the sound of iron on stone, And how the silence surged softly backward, When the plunging hoofs were gone.
Bibliography Chabat, Jorge. “Mexico's War on Drugs: No Margin for Maneuver.” Annals of the American Academy of Political and Social Science 582 (July 2002): 134-148. Haber, Stephen, Herbert S. Klein, Noel Maurer, and Kevin J. Middlebrook. Mexico Since 1980. 1st ed. Cambridge University Press, 2008. “Mexico's Drug War - Stories, Photos, Videos - Mexico Under Siege - World News - Los Angeles Times” http://projects.latimes.com/mexico-drug-war/#/its-a-war. R, Concepción Obregón. “La rebelión zapatista en Chiapas: Antecedentes, causas y desarrollo de su primera fase.” Mexican Studies / Estudios Mexicanos 13, no. 1 (Winter 1997): 149-200. Velasco, Jose L. Insurgency, Authoritarianism, and Drug Trafficking in Mexico's "Democratization". Routledge, 2004.
7 Habits Habit 1 — Be Proactive You're in Charge Habit 2 — Begin with the End in Mind Have a Plan Habit 3 — Put First Things First Work First, Then Play Habit 4 — Think Win-Win Everyone Can Win Habit 5 — Seek First to Understand, Then to Be Understood Listen Before You Talk
Skills Time frame Values Managing Self Technical Individual contribution Short time frame Typically days or weeks Punctuality Quality Reliability Professional behaviour Managing others Planning Delegating Coaching Motivating Performance management Longer time frame Typically weeks or months Planning, Spending time with others Coaching Managing managers Selecting the next line of leaders. Coaching the first line of leaders on people skills Even longer time Typically months or quarters Talent Management, Cross functional issues Functional manager Collaboration Managing and allocating resources Understanding the entire function thoroughly Broader long term perspective Typically quarters / one year Taking part in business meetings Innovation, Pushing the functional envelope Building future capabilities Business manager Integrating functions P&L management Cross functional communication Long term At least one year Making trade offs between future goals and current needs Building a good staff function Group manager Capital allocation Development of business managers Building core capabilities Stakeholder management Long term Typically more than a year Mastering complexity Dealing with unstructured and fluid situations Thinking about all the businesses Enterprise manager Long term visionary thinking Monitoring short term performance with a few key metrics Identifying 3-4 key initiatives with high leverage each year Long term Typically running into 3-5 or more Balance between long term and short term Sensing external shifts. Playing the role of industry champion readiness for the next role should be linked to various parameters and not merely performance in the current role. Unfortunately, in many companies, such decisions are still based largely on past performance, personal connections and personal preferences. Another point to note is that companies must rotate their key talent through jobs that involve application of new skills/values
should leave Manchuria, Japan walked out of the meeting. • Japan stayed in Manchuria. • The League could not agree economic sanctions or an arms sales ban. • In 1933 Japan resigned from the League, and invaded/ conquered Jehol (next to Manchuria). • In 1937 Japan invaded the rest of China. A SPECTACULAR failure: The League was discredited Manchuria showed: • It was slow (the Lytton Report took almost a year) • A country could get its own way if it ignored the League ‘Collective security' was useless against big countries - especially during the Great Depression. • Even the great powers within the League (Japan was on the Council) were happy to ignore it. Abyssinia Independent African nation, rich in raw materials. October 1935 Italy invaded. The Abyssinian Emperor Halie Selassie asked the League of Nations for help. The League did not want a clash with Mussolini. Britain and France wanted him to be their ally against Hitler. The Hoare-Laval Pact (a secret agreement to give the rich areas of Abyssinia to Italy) was drawn up. As result of the Pact and the subsequent failure of the League, weaker countries realised they could not depend on the League for Help. Hitler invaded the Rhineland. It showed that the League could not make collective security work. In October 1936 Hitler and Mussolini made the Rome-Berlin Axis Agreement: another world war was looming. Why did the League fail? It WAS DUMB! Weak – the League’s ‘powers’ were virtually useless. Sanctions did not work (Failed to stop the sale of arms to during the Abyssinian crisis). It had no army. America – the strongest nation in the world never joined. Britain and France were not strong enough to impose peace on their own.
Give three examples of laws that congress can enact under the constitution and three examples of laws that congress cannot enact. Explain this sentence: Historically there has been a consensus in this country with regard to a broad rather than a narrow interpretation of the constitution. Explain why these two seemingly contradictory statements are both true: (a) Most Americans agree with a broad reading of the constitution. (b) The issue of the extent of the federal government’s power is hotly debated today. The Expressed Powers of Money and Commerce Objectives: Summarize key points regarding congress’s power to tax. Describe how congress uses its power to borrow money. Analyze the importance of Congress’s commerce Identify the reasons that the framers gave congress the power to issue currency. Explain how the bankruptcy power works. Explain the significance of Gibbons v. Ogden. Terms: Direct tax Indirect tax Deficit financing Public debt
Week Chapters Vocabulary Homework Due Tests 1 April 3-7 1: The Slump 2: Breakup swatting insisted deserting 2 10-12 & April 18-21 3: Joint Venture 4: Partnership expectantly lull ferociously retreating pathetic transformed Chapters 1-4 Booklet Vocabulary Test #1 1&2) April 20th 3 April 24-28 5: Competition 6: Underselling taunting miser menacing 4 May 1-5 7: Location, Location, Location! privilege enforce stern Chapters 5-7 Booklet Vocabulary Test #2 (Weeks 3&4) May 4th Assessment #1 May 5th 5 May 8-12 8: Going Global 9: Negotiation persistent avalanche precise 6 May 15-19 10: Malicious Mischief 11: A Total Loss 12: Waiting Period desperation quivered hesitation frantically parched scorching Chapters 8-10 Booklet Vocabulary Test #3 (Weeks 5 & Part of 6: Underlined Words) May 18th 7 May 22-26 13: Crisis Management 14: Reconciliation mulish skeptical solemnly Chapters 11-14 Booklet Vocabulary Test #4 (Rest of Week 6 and 7) May 25th Assessment #2 May 26th * This schedule is subject to change
The level of exchangeable sodium percentage (ESP) in your soil is? The table below indicates the treatment options for various types of problem soils. Is your soil: Surface acid acid acid neutral Subsoil acid sodic (alkaline) saline acid you need to: add lime add lime add lime add lime then add gypsum lower water table Surface neutral neutral alkaline sodic Subsoil sodic (alkaline) saline sodic (alkaline) sodic (alkaline) you need to: add gypsum lower water table grow acidifying legumes add gypsum add gypsum Surface sodic saline saline & sodic highly sodic Subsoil saline with any other combination saline & sodic (alkaline) saline & sodic (alkaline) you need to: add gypsum control salinity before adding gypsum or lime control salinity add gypsum lower water table try test areas of gypsum Controlling acid, sodic and saline soils (Managing Sodic, Acidic and Saline Soils, CRC for Soil and Land Management, 1997)
The Light Touch Regime Scope and General Guidance The Light Touch Regime (LTR) outlines specific rules for certain service contracts, that are generally of lower interest to cross-border competition. These services are specified in The following guidance does not relate in any way to Social Care, Health or Utilities procurement exercises, only to the other range of service areas covered by the Procurement Journey that include amongst others, services such as Education Services, Security Services and Postal Services. Organisations must determine on a case by case basis whether they expect that there will be bidders from other EU member states interested in a particular procurement and take this into consideration when deciding whether the LTR (particularly in respect of using appropriate advertising) is applicable. A higher threshold value applies to these defined light touch services and when commencing a relevant procurement exercise, Procurement Officers must also assess the expected value (including any extensions) to determine what rules will apply to the process: For contracts at or above the threshold of £589k the LTR will apply in line with regulations 74-76 of the Public Contracts (Scotland) Regulations 2015. For contracts valued between £50k and £589k the Procurement (Scotland) Regulations 2016 will In all cases, Procurement Officers must have regard to the relevant Statutory Guidance and the requirements of the Procurement Reform (Scotland) Act 2014. Procedures at or above EU Threshold (£589k) Where a relevant service contract is valued at or above the EU Threshold of £589k, Procurement Officers must meet all of the LTR provisions laid out. Specifically, they must: Publish a Contract Notice or Prior Information Notice (PIN) if used as a call for competition (unless it is a direct award without competition) on Public Contracts Scotland (PCS) for onward transmission to the OJEU Publish a Contract Award Notice (these can be grouped quarterly) reasonable and proportionate time limits to any stages of the procurement Assess successful bidder(s) to identify any instances where mandatory exclusion grounds may apply.
openness The dependency ratio is the sum of exports and imports of goods and services measured as a share of gross domestic product. World Bank, World Development Indicators 100.963 (31.01) 47.211 (199.675) Financial openness An index of restrictions on cross-border transactions. The index includes capital flows and capital restrictions Chin and Ito (2008) 0.414 (3.339) 0 (23.242) Credit to private sector Financial resources provided to the private sector, such as loans, purchases of securities, and trade credits and other accounts receivable that establish a claim for repayment. WB, World Development Indicators 31.012 (23.876) 2.449 (109.082) Institutional quality Index of political rights, ranging from 1 to 7—for political rights and civil liberties, with 1 representing the most free and 7 the least free. Freedom House 3.035 (0.529) 1.592 (3.965) Conflict variable, taking the value of 1 in a year of conflict 0.0826 (0.276) 0 (1) Sample of countries Albania, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia, Georgia, Hungary, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Macedonia, Moldova, Poland, Romania, Russia, Slovakia, Slovenia, Tajikistan, Ukraine, Uzbekistan.
Module: The Living World Case Study Brief description Specific Details (plus sketch maps) The Rainforest CUP books pgs 76 and 77. Exercise books Threats to the forest and local, national and global impacts of deforestation. The Thar desert Exercise book Development opportunities and challenges.
2.a An organisation/club/activity they have been involved with in the community Learners should name an organisation/club/activity they have been involved with in the community The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Why it is important to take an active part in the local community Learners should say why it is important to take an active part in the local community 2.c What they enjoyed about taking an active part in the local community Learners should say what they enjoyed about taking an active part in the local community Final Tutor Feedback (Strengths and Areas for Improvement):
From The College Board: A Sample Specifically using Support, Modify, or Refute….to address the Quesiton… Part B: Long Essay Questions Students will choose one of two long essay questions to answer in writing. The long essay requires that students demonstrate their ability to use historical evidence in crafting a thoughtful historical argument. For the sample questions presented here, students will analyze an issue using the historical thinking skills of historical argumentation and patterns of continuity and change over time. As with any essay, a good response begins with the development of a relevant thesis. The Question in this sample set begins with a sentence describing a historical interpretation about continuity and change and then ask students to “support, modify, or refute” that interpretation. A solid thesis will take a stance that chooses one of these three options. In the rest of the essay, the student should provide evidence in a manner that is convincing, thoughtful, and built on a sound knowledge of historical information relevant to the topic. The following question is meant to illustrate an example of a question that might appear in this part of the exam. Question: Some historians have argued that the American Revolution was not revolutionary in nature. Support, modify, or refute this interpretation, providing specific evidence to justify your answer. . What Good Responses Will Include A good response to this question will support, modify, or refute the interpretation that the American Revolution was not revolutionary in nature. An essay supporting this interpretation would craft an argument using specific evidence that shows the American Revolution did not foster revolutionary change but instead maintained continuity. Although not required to do so, a good response might also acknowledge that the situation is nuanced and to some degree ambiguous. The essay might therefore contend that for the most part, the historical evidence supports the claim made in the question stem, while pointing out that some contrary evidence exists as well.
Tim O’Keefe. “Epicurus.” Internet Encyclopedia of Philosophy Version (2005): Date Accessed 10/13/2011 < >. Julie Piering. “Cynics.” Internet Encyclopedia of Philosophy Version (2006): Date Accessed 10/13/2011 < >. Anon. “Stoicism.” Internet Encyclopedia of Philosophy Version (2008): Date Accessed 10/13/2011 < >.
The Making of Landscapes in Modernity A workshop at the University of St Andrews, 10th-11th May 2012 New Seminar Room, South Street Thursday, 10th May: 1430-1500: Arrival 1500-1515: Welcome (James Koranyi) 1515-1645: Panel 1: Discovering the sublime (Chair: Bernhard Struck) Simon Halink (Groningen): In the Absence of Europe: Romantic Nationalism, Eddic Mythology, and the Repaganization of the Icelandic Mind, 1830-1944 Martina Kopf (Mainz): The Alpine Landscape: The Power of a Literary Construct Eva Pluhařová-Grigienė (Leipzig): Terra Incognita – Landscape Images of the Curonian Spit 1645-1700: Tea/coffee 1700: Keynote Lecture – Tricia Cusack: Naturalising the Nation: Myth and Modernity in Painted Riverscapes 1930: Dinner (Pizza Express) Friday, 11th May: 0930-1100: Panel 2: Travel (Chair: Aileen Fyfe) Sarah Benneh-Oberschewen (Duisburg/Essen): ‘A Heap of Huts’: City and Urbanity in Pre-Colonial Africa and Their Reflection in European Travelogues Robert MacKinnon (Aberystwyth): ‘France may well be explored by car, or better, by aeroplane, but Great Britain demands a slower means of locomotion’: Towards a moral politics of landscape encounter through the 1930s travel literature of SP Mais Martin Walter (Bochum): ‘In the Beginning There Was a Coal Pit’: Discovering Industrial Landscapes in Interwar Britain and Weimar Germany in the Travel Reports of H. V. Morton, J. B. Priestly and Heinrich Hauser
Stanton, Jessica A. 2013. “Terrorism in the Context of Civil War.” Journal of Politics, 75, no. 4 (October), pp. 1009—1022. Turano, Leslie. (2003). “Spain: Banning political parties as a response to Basque terrorism.” International Journal of Constitutional Law, 1, no. 4, pp. 730—740. Van Den Hanspeter. (2004). BORROKA—The Legitimation of Street Violence in the Political Discourse of Radical Basque Nationalists, Terrorism and Political Violence, 16, no. 4, pp. 714—736. Weinberg, Leonard and Eubank, William Lee. (1992). Terrorism and Changes in Political Systems, Terrorism and Political Violence, 4, no.2, pp. 125—139. Weinberg, Leonard and Pedahzur, Ami (2003), Political Parties and Terrorist Groups, London: Routledge.
the image of each character with their name. Images are in the order of appearance. Names are listed in alphabetical order. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. A. Alex Vogul Navigator/Chemist F. Mark Watney Botanist K. Rick Martinez Pilot B. Annie Montrose Media Relations G. Melissa Lewis Commander/Geologist L. Teddy Sanders Director of NASA C. Beth Johanssen Computer Systems H. Mindy Park Satellite Comms M. Vincent Kapoor Director of Mars Missions D. Bruce Ng Director of the JPL I. Mitch Henderson Hermes Flight Director E. Chris Beck Flight Surgeon J. Rich Purnell Astrodynamics
The Martian Extra Credit Yes – I realize there is a book, and perhaps I will get around to reading it someday. However, the following questions are based on the movie. Maybe the movie is true to the book, I can’t say. I will say this - I Matt Damon’s character in this movie WAY more than I liked his character in Interstellar. I also enjoyed this movie WAY more than I did Interstellar…but I have to agree with one of the critiques I read – it is exploring totally different themes…and perhaps less serious themes….than Interstellar. It wasn’t quite what I was expecting – but for once botany looks like a pretty cool career path. Prepare yourself for a three hour time investment, and if you are the squeamish type, I’d avoid eating/drinking anything major until the first 20-ish minutes have passed. And if you are interested in doing a little reading, here are several links to articles that discuss The Martian: And now for the questions: How did Mark Watney survive the accident? There are at least four immediate challenges Watney must solve in order to survive – name them. Which one has Watney identified as the most pressing problem, and why? This movie did a fantastic job of capturing the essence of engineering: problem-solving and critical thinking. Recount three examples that highlight these skills. Science is also all about models. Identify and explain the role models played in this story – making sure to give at least one example. Collaboration is another important staple in science…describe two examples of scientific collaboration from the film and its significance. Sanders makes the comment, “Every time something goes wrong, the world forgets why we fly. I’m just trying to keep us in the air.” Explain what he means by this statement, and whether you agree or disagree with his decision that led to this comment – explain WHY you feel as you do, with support. (This is an ETHICAL question…) “Space does not cooperate. Everything that could possibly go wrong, will. You can accept that you are going to die and give up, or you just begin.” Explain what Watney means by this statement, and why it is a significant life lesson.
Ending is original in the form of an extension or an alternate ending. Ending develops a new theme. Ending uses a literary device. Ending includes the original characters and setting. Response clearly describes the original theme and its development. Response clearly describes the new theme and how the ending develops it. Response clearly explains the example of the literary device. Panels include mostly correct spelling, capitalization, and grammar usage throughout. Panels are organized clearly and logically. 1 Ending is original in the form of an extension or an alternate ending. Ending demonstrates an attempt to develop a new theme. 1 Response mentions the original theme. Response mentions the new theme. Response mentions the literary device. 1 Panels include somewhat correct spelling, capitalization, and grammar usage throughout. Panels are somewhat organized. 0 Ending is not original or does not develop a new theme. 0 Response does not discuss theme or the literary device. 0 Zero attention to detail.
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: A 216/2015 In the matter between: WILLEM GEORGE TITUS APPLICANT And THE MASTER OF THE HIGH COURT OF NAMIBIA FIRST RESPONDENT BEN ADRIAAN JOHANNES TITUS SECOND RESPONDENT GERT JOHANNES TITUS THIRD RESPONDENT PIET ALBERTUS TITUS FOURTHTH RESPONDENT ANNA MAGRIETA BEUKES (BORN TITUS) FIFTH RESPONDENT SARA SUSANNA SNEIDERS (BORN TITUS) SIXTH RESPONDENT EXECUTOR OF THE ESTATE OF THE LATE DAWID PETRUS TITUS SEVENTH RESPONDENT JAN GIDEON TITUS EIGHTH RESPONDENT Neutral citation: The Master of the High Court of Namibia v Willem George Titus (A 216/2015) [2016] NAHCMD 384 (08 December 2016)
Clue Card A The Mayans built irrigation canals to water the fields. The Mayans worshipped many gods. From around 500 AD were used for writing by early Anglo Saxons. Mayans used turkey feathers to write codices. Education was the responsibility of the church in later Anglo Saxon times. The Mayans developed a complex number system. were no significant advances in astronomy in Anglo Saxon times. The Mayans used hieroglyphics for writing. Clue Card B Mayan farmers grew maize and avocados. The children of Mayan nobles went to school around the age of 15 to learn to read. The early Anglo Saxons worshipped many gods. Monks were usually the only people who could read and write in Anglo Saxon times. The Mayans used astronomy to develop a complex and accurate calendar. Temples were found in the middle of Mayan towns.
Clue Card C Mayan farmers grew pumpkins and chilli peppers. Saxon farmers used ploughs. Writing in Mayan society was done by scribes. The Anglo Saxons had a number of kings, each ruling a different area. The Anglo Saxons made animal sacrifices to their gods. In 597 there were no Anglo Saxon schools. Clue Card D Mayan farmers used cisterns lined with plaster to catch water. Anglo Saxon farmers grew wheat and barley. From around 700 AD Anglo Saxons started to use the Latin alphabet for writing. The Mayans wrote codices on the bark of fig trees. The Mayans made sacrifices to their gods. There were no significant advances in mathematics in Anglo Saxon times.
08h00-09h00 Registration (Tea/coffee) – 09h30 Keynote Address Global Africa – Decolonizing Knowledge • Prof Hilary Beckles 09h30 - 10h00 Keynote Address Pan Africanism Dr Godwin Murunga 10h00 – 10h30 Keynote Address Post Africanism • Prof Dennis Ekpo 10h30 – 11h00 Q & A 11h00-12h30 In conversation with: • Brenda Wambui • Panashe Chigumadzi • Michael Onsando • Mda 12h30 – 13h00 Q & A 13h00 – 14h00 Lunch 14h30-15h30 In conversation with: • Kofi Anyidoho • TJ Dema 15h30 – 16h00 Q & A 16h00 – 16h15 Vote of Thanks
sentence? Why do you think the author made the word appear this way? Reread page 11 without stopping by modeling appropriate fluency. Activity – Create an anchor chart with students that display the connection between feelings and character traits/attitudes/actions. Explain that readers need to locate clues to identify character traits by paying attention to what a character sees, thinks, says and feels. Readers also look for how the character changes from the beginning of the story to the end. Tell Teacher will generate an anchor chart with student input on different types of feelings that connect to character traits and understanding character motivations. Students’ responses can also include physical indicators from the text that align with these feelings, such as Laura’s body language and dialogue. See sample charts below.
According to the reading above, how did Cleisthenes help Greece gain a democratic government? Evolution of Government How did the growth of the middle class cause the evolution of Greek Government? Topic Sentence: Restate prompt Part 1: explain why middle class grew (use maps and info about Greece) Part 2: explain why middle didn’t like monarchy/tyranny (use reading about Cleisthenes)
The Mighty Miss Malone Quiz Questions 1.The begins in a.Chicago, Illinois b.St. Louis, Missouri c.Gary, Indiana d.New York, New York 2. During what time period did this story take place? a.World War II b.The Roaring 20’s c.The Sixties d.The Great Depresion 3.What did Jimmie steal from the neighbor? a. a pie b. money c. a d. a radio 4.Joe Louis was a famous a. boxer b. singer c. writer d. baseball player
Updating Process Prior belief in question does not affect the process of updating. An effect of standing beliefs other than the belief in question is compatible with an accuracy motivation. For example, confidence in the findings of a scientific report determined by prior beliefs about the trustworthiness and expertise of the source. Prior belief in question affects the process of updating. It can affect: content of new information received (confirmation bias), confidence in new information received (prior attitude effect), and/or extent of counter-argument generation (disconfirmation bias), For example, confidence in the findings of a scientific report determined by whether the findings support or contradict one’s conclusion. Outcome If people receive the same information AND interpret it in the same way: polarization should NOT occur, divergence can occur (e.g., one party remains unmoved by non-credible evidence). If people learn different things from the information: backlash can (e.g., observer effect), polarization can occur. 7,41 Directional reasoning mechanisms (confirmation bias, prior attitude effect, disconfirmation bias) can lead to divergence or polarization. Disconfirmation bias can result in backlash.
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: I 174/2013 In the matter between: THE MINISTER OF DEFENCE APPLICANT/DEFENDANT and A & R PROPERTIES & SOLAR SUPPLY CC RESPONDENT/PLAINTIFF Neutral citation: The Minister of Defence v A & R Properties & Supply CC (I 174/2013) [2014] NAHCMD 133 (14 April 2014) Coram: HOFF J Heard: 01 April 2014 Delivered: 14 April 2014 Summary: Applications for rescission of default judgment, removal of bar, leave to defend an application, and extention of time for the filing of pleadings have one common denominator namely the failure by a litigant to act timeously in terms of the rules and who seeks the indulgence of the court to allow such a litigant to proceed with his or her action or defence – A court may condone non-compliance where ‘good cause’ has been shown – Rule 27 gives a court a wide discretion which must, in principle, be exercised with regard to the merits of the matter seen as a whole. Good cause comprises, firstly, of the giving of a reasonable explanation of the non-compliance, sufficiently full, to enable the court to understand how the non-compliance came about and to assess the conduct and motives of a litigant, and secondly, disclosing a bona fide defence, under oath, valid in law, which is
A2 – presenting the project to all teachers at all schools and assigning the completion of and international activities to specific teachers at each school A3 – monitoring technological resources of each school and preparing recruitment procedures and informing students/publishing procedures A4 – initiating cooperation with local authorities, educational authorities, local NGOs related to education and employment, local business enterprises. A5 – recruitment of participants according to the prepared and published rules. A6 – selecting the external contractor to make the interactive game (coordinating school) A7 – IT workshop and information gathering and processing workshop for participating students A8- working on videos about regions A9 – workshop in macro- and micro-economy A10 – workshops on soft skills facilitating employment A11 – monitoring the deadlines for completing materials for international meetings A12 – English communication workshop for travelling participants A13 – A test in communication abilities in English for the travelling participants A14 – evaluation of mobilities and presenting the mobility in the project blog (reports, photos, impressions etc) A15 – monitoring the budget after each mobility and after finishing each product (outcome) A16 – checking the improvement in English communication abilities of the travelling participants each mobility (informal conversation with an English teacher – slightly better/better/a lot better) A17 – preparing periodical reports local and international activities for the head teacher at each school A18 – working on the maps A19 – working on the materials regarding the techniques of presentation, negotiation and creative problem solving A20 – preparing business plans and activities simulating creating and running a business enterprise A21 – an e-questionnaire among students, teachers and parents to assess the quality of the project (personal impressions, self-evaluation of the acquired skills, European values, multicultural experience, practical and organizational aspects) A22 – preparing CVs in Europass A23 – collecting and putting together the evaluation data and writing a report on it – the school that is hosting the next meeting evaluation activities A24 – dissemination activities A25 – sharing Open Educational Resources M1- Transnational Project Meeting C1 – C5 – international meetings (Latvia, Romania, Spain, Italy, Poland) O1-the book of good practices O2 – the interactive game O3 – the maps 04 -
What is a Mole? In chemistry it is not a cute animal that lives in the ground. A mole is the SI unit that describes the amount of a substance. One mole = 6.02 x 1023 objects In chemistry the objects are atoms and molecules. Let’s think how large a mole really is... Let’s think of things we see everyday! A mole of marshmallows would cover the planet Earth 12 miles high. A mole of seconds would last so long the universe would die out before it was done! 1 Mole of marbles would fill the entire Grand Canyon and there would still be enough left over to displace all the water in Lake Michigan and a few other lakes! Computers can count at the rate of over 800 million counts per second. At this rate it would take a computer over 25 million years to count to 6.02 x 1023. A mole of hockey pucks would be equal to the mass of the Moon. Assuming that each human being has 60 trillion body cells (6.0 x 1013) and the Earth's population is 6 billion (6 x 109), the total number of living human body cells on the Earth at the present time is 3.6 x 1023or a little over half of a mole.
1. Describe the setting of the story. What can you infer from the name “Ship-Trap Island”? 2. List the details that show how Rainsford and Whitney feel about hunting. How is Rainsford’s attitude in conflict with Whitney’s? 3. What two classes does Rainsford believe make up the world? 4. What sound startles Rainsford out of his drowsiness? What can you infer from the sound that he hears? 5. What is the external conflict that Rainsford is suddenly confronted with? 6. Rainsford reacts calmly when he falls overboard. What can you infer about his character from his reaction? 7. As Rainsford swims for shore, what sound does he hear coming out of the darkness? 8. Rainsford knows that it is late in the afternoon from the position of the sun. What can you infer about his character from this? 9. What evidence of recent conflict does Rainsford see on his way through the jungle. Give three examples. 10. When Rainsford lifts the door knocker, it creaks as if it’s never been used before. What can you infer? 11. List details that describe Ivan’s appearance and behavior. What can you infer about Ivan’s past from these details? 12. How is the tension between Rainsford and Ivan resolved?
Lucy Desa –Applied Piano, Music History II, Class Piano, Staff Accompanist ADJUNCT FACULTY Ai-Yi Bao - violin Jay Burnham - percussion Leonard Candelaria – trumpet Jay Evans – trombone/tuba Avi Friedlander – violoncello Craig Hultgren – violoncello Kozak – French horn Mayumi Masri - violin David Mazanec – double bass Romona Merritt – viola Pilon - violoncello Julia Sakharova – violin David Smith - percussion
The Executive Summary for the Archdiocese of Chicago The Executive Summary provides the school an opportunity to describe in narrative form its vision as well as strengths and challenges within the context of continuous improvement. The Executive Summary is a document that is to be made available to stakeholders, prospective families, donors, and the public. The Executive Summary should be visibly posted on the school’s website. Each school’s Executive Summary will appear on the Archdiocese of Chicago’s School Profile Page () using the school locator. It is recommended that the responses are written offline and then transferred to ASSIST. Log into ASSIST Click on “Diagnostics & Surveys” tab Click the “Start Diagnostic” button Click on the “Choose a Template” drop-down arrow and select “Executive Summary” Type a description, such as 2013-2014 Click on the blue “Start” button Copy and paste the responses for each part of the Executive Summary After copying and pasting Part 4, click on the blue “Complete” button Click on the PDF button and save a copy of the Executive Summary in PDF form The Executive Summary Template The responses for each part should be brief, descriptive, and appropriate for the specific section. Part 1. Description of the School: Describe the school's size, community/communities, location, and changes it has experienced in the last years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Part 2. School’s Purpose:
So, God’s name is to be honored, not profaned or used falsely. As Christians, we should wince every time we hear people fouling His name. We should be examples of proper respect in our speech. We should always be careful not to allow such blasphemies to enter our own speech. Frankly, I’d much rather know that a brother uses curses and profanities regularly than to know he peppers his speech with misuses of the Name. I’m in no way condoning such speech, but from what I’ve studied, cursing is much safer. “Our Father, who art in Heaven, hallowed by thy Name.”
Pedagogia 1, 2 (2012): 153-159. Print. De A. “De Portugeesche Gemeente van Toegoe.” Batavia –Centrum: Algemeen Protestantsch Kerkblad 27 (1937): n. pag. Web. 1 Jan. 2015. Edhi, Kuntoro. “Teknik Nyanyian Keroncong Asli.” Diss. Fakulti Seni dan Muzik Universiti Pendidikan Sultan Idris, 2009. Print. Ganap, Victor. “Musik Keroncong Tugu, Sebuah Sintesis Budaya Hibrida.” Jurnal Masyarakat Etnomusikologi Indonesia 1.1 (2001): 80-102. Print. Ganap, Victor. “Pengaruh Portugis Pada Musik Keroncong.” Harmonia Jurnal Pengetahuan dan Pemikiran Seni 7.2 (2006): n. pag. Print. Heinst, “Kroncong and Tanjidor – Two Cases of Urban Folk Music in Jakarta.” Asian Music 7.1 (1975): 20-32. Print. Jascee, “Buletin Tjroeng: Musik Keroncong, Siapa Punya?” Online Posting. 2 Nov. 2008. Nugroho, Kristian WA. “CAK.” Photograph. Google. Web. 26 Jan. 2015. Ricklefs, Merle C. Sejarah Indonesia Modern. Trans. Dharmono Hardjowidjono. Yogyakarta: Gadjah Mada University Press, 1991. Print. Tjahjani, Diana Rahima. “Diana’s TIK Assignment.” Photograph. Google. Web. 26 Jan. 2015. Yulianta, Agus Untung. “Bentuk Pembelajaran Teknik Permainan Instrumen Keroncong.” Unpublished essay, 2009. Print.
The National Future Scientists Contest 2015-2016 First Details: 1. School:---------------------------------------------------------------------------------- Name of Participants: Contact(Mobile) ID Number Name(Full) 2. Supervisor teacher: email Contact(Mobile) ID Number Name(Full) 3. Assistant teacher: Contact(Mobile) ID Number Name(Full) 4. School Principle: Contact(Mobile) ID Number Name
57) Bianca is the marketing manager of a company that develops software. She interacts with key clients to about their reactions to new product ideas. What managerial role is Bianca playing here? A) She is playing the role of an entrepreneur. B) She is playing the role of a leader. C) She is playing the role of a liaison. D) She is playing the role of a figurehead. Answer: C Page Ref: 14 58) Which of the following types of managerial roles includes acting as a monitor, disseminator, and a spokesperson? A) decisional roles B) informational roles C) interpersonal roles D) liaison roles Answer: B Page Ref: 14 59) The ________ role involves extensive information seeking in which managers engage to remain aware of crucial developments that may affect their units and their own work. A) disturbance handler B) monitor C) entrepreneurial D) spokesperson Answer: B Page Ref: 14 60) As the manager of a waste recycling company, Ruth has been asked to attend a seminar on green living. At the seminar, she spends considerable time interacting with her colleagues from the industry and discussing the various events and innovations that are taking place. Ruth feels it is extremely important for her to remain updated with the developments in the industry. She is playing the ________ role. A) liaison B) monitor C) negotiator D) entrepreneurial Answer: B Page Ref: 14 61) A manager in the ________ role not only receives information but also sends it. A) entrepreneurial B) negotiator C) monitor D) disseminator
Then, one Sunday, when she had gone for a walk on the Champs Élysées14 to relax a bit from the week’s labors, she suddenly noticed a woman strolling with a child. It was Mme. Forestier, still young looking, still beautiful, still charming. Mme. Loisel felt a rush of emotion. Should she speak to her? Of course. And now that everything was paid off, she would tell her the whole story. Why not? She went toward her. “Hello, Jeanne.” The other, not recognizing her, showed astonishment at being spoken to so familiarly by this common person. She stammered, “But . . . madame . . . I don’t recognize . . . You must be mistaken.” “No, I’m Mathilde Loisel.” Her friend gave a cry, “Oh, my poor Mathilde, how you’ve changed!” “Yes, I’ve had a hard time since last seeing you. And plenty of misfortunes—and all on account of you!” “Of me . . . How do you mean?” “Do you remember that diamond necklace you loaned me to wear to the dance at the Ministry?” “Yes, but what about it?” “Well, I lost it.” “You lost it! But you returned it.” “I brought you another just like it. And we’ve been paying for it for ten years now. You can imagine that wasn’t easy for us who had nothing. Well, it’s over now, and I am glad of it.” Mme. Forestier stopped short. “You mean to say you bought a diamond necklace to replace mine?” “Yes. You noticed, then? They were quite alike.” And she smiled with proud and simple joy. Mme. Forestier, quite overcome, clasped her by the hands. “Oh, my poor Mathilde. But mine was only paste. Why, at most it was worth only five hundred francs!”
The Need for Older Women Introduction: The church so very much the wisdom and counsel of older women, women who have been married for many years and have raised a family, women who have worked outside the home at times in various careers, women who have taught Bible classes and helped the church in many different ways. God’s word exhorts older women to model godliness and instructs the younger women about what it means to be a Christian woman. In our text, the Bible reveals three aspects of Christian womanhood. Text: Titus 2:3-5 Body: Modeling Godliness Tutus 2:3 “the older women likewise, that they be reverent in behavior, not slanderers, not given to much wine, teachers of good things” – NKJV “Reverent” – Calling forth respect Her behavior and state of mind are suitable to holiness, like those in sacred service. She is to be a godly example of holiness. (Luke 2:37) “and this woman was a widow of about eighty-four years, who did not depart from the temple, but served God with fastings and prayers night and day.” NKJV It’s her character and faith that adorn her. (I Timothy 2:9-10) “in like manner also, that the women adorn themselves in modest apparel, with propriety and moderation, not with braided hair or gold or pearls or costly clothing.” NKJV “Not slanderers” – Not malicious gossips She does not use her tongue to run others down. (Proverbs 10:18) “Whoever hides hatred has lying lips, And whoever spreads slander is a fool.” NKJV “Not given to much wine” – Having self-control These older women are to be models of temperance and self-control. They are to be sober minded, in control of their minds. They avoid trivial and foolish things. (I Peter 4:7) “But the end of all things is at hand; therefore be serious and watchful in your prayers.” NKJV “Teachers of good” – By advice and example she shows what is good, excellent; what provides a superior benefit. (Proverbs 1:8-9) “My son, hear the instruction of your father, And do not forsake
N'EWMAN GROVE EDUCATION ASSOCIATION STUDY GRANT APPLICATION Name: Address: City & State: Parent’s Name: Class Rank: out of Intended College Major: G.P.A. Date of Birth: Phone Number: Zip Code: Name of College: Write a brief essay entitled: "Why I want to be a teacher". Please attach a resume. Thank you,
The Coalition of School Administrators Scholarship Criteria The New Mexico Coalition of School Administrators will award two $3000.00 scholarships to high school seniors who will be entering a college or university. CRITERIA FOR APPLICATION AND SELECTION OF CANDIDATES 1. Candidate must be a graduating senior from any public high school in the state of . 2. Candidate must have a GPA of 3.0 or better for consideration. Preference will be given to those entering the field of education. (Teacher, Counselor, School Business Official etc.) Interviews with each of the top five candidates will be conducted by the Selection Committee in April. APPLICATION PROCESS: Submit the following completed documents. 1. The Scholarship Application Form (signed by a HS official). 2. High School Transcript 3. Two letters of recommendation from teachers and/or school administrators. 4. A typed essay (at least 300 words) by student outlining their reasons for entering the field of education. Mail to: NMCSA COE, MSC05 3040 1 UNM Phone: 277-6986 Email: Website: Deadline: In the NMCSA office no later than February 14, 2012. Late and/or incomplete application packets will not be accepted. NMCSA Scholarship Guidelines
The Print Team Print and Document Department Rebecca Claire Taylor Subject Group Leader (SAL Student Experience) Claire Garden Student Team Student Admin Team (SSS) Steven Logie Tony Westbury, Russell Martindale, Cedric English SAS/Sport, Exercise and Health Sciences Susan Brown Ross Morgan School Support Administrator, SSS Gary Hutchinson Sam Boyce Programme Leader, SACI David Bishop Gillian Muir HR Partner Kerry Dewar Lindsay Morgan, Stephanie Glube, Emily Napier, Claire Bee, Ruth Cochrane SSS, Employability and Opportunities, SACI Pauline Miller Judd Claire Biggar Executive Assistant Dilks DBA team and IT Developers Information Services Derek Macdonald James Blair Lead, Mark Skinner Lead, Sean Hughes Lead. Head of Applications, Senior IT Developer and Health and Safety Advisor Liz Young Central Support Team - P and F Partners IS and Property and Facilities Dawn Dodd/Catherine Hetherington CSE - Gillian Ingram, Belinda Merchant, Aimi Richmond and Geraldine Rowe Governance and IS Sally Jorjani Academic Skills Casual Bank - Susie Agnew, Margarida Dias, Angus Sutherland, Agata Wojktowska Employability and Opportunities Claire Coleman HR Partners HR Partnering Bennett Red Box Category Name Roles Who Nominated Michael Herriott Lecturer - Business School Jarmin Tracey Cullen Catering Assistant Lee Conlan Sandra Cleaning Assistant Ryma Reid