zilongwang/ReadingBank huggingface dataset:
DATE LOCATION DETAILS WEEK COMMENCING 10TH SEPTEMBER ALL CLASSES AS NORMAL WEEK COMMENCING 17TH SEPTEMBER ALL CLASSES AS NORMAL WEEK COMMENCING 24TH SEPTEMBER MONDAY 24TH – CLASSES AS NORMAL TUESDAY 25TH – CLASSES AS NORMAL WEDNESDAY 26TH –*SEE DETAILS BELOW THURSDAY 27TH -CLASSES AS NORMAL FRIDAY 28TH- CLASSES AS NORMAL SATURDAY 29TH –CLASSES AS NORMAL *WEDNESDAY 26TH SEPTEMBER DA VINCI COMMUNITY SCHOOL ST ANDREWS VIEW, DERBY DE21 4ET ALL STUDENTS – COMPULSORY REHEARSAL FOR ALL STUDENTS IN THE SHOW! NO COSTUMES NEEDED 4.00-6.30PM -£6.00 WEEK COMMENCING 1ST OCTOBER MONDAY 1ST – CLASSES AS NORMAL , TUESDAY 2ND – CLASSES AS NORMAL WEDNESDAY 3RD –*SEE DETAILS BELOW THURSDAY 4TH CLASSES AS NORMAL FRIDAY 5TH CLASSES AS NORMAL SATURDAY 6TH – * SEE DETAILS BELOW *WEDNESDAY 3RD OCTOBER DA VINCI COMMUNITY SCHOOL ST ANDREWS VIEW, DERBY DE21 4ET ALL STUDENTS – COMPULSORY REHEARSAL FOR ALL STUDENTS IN THE SHOW! NO COSTUMES NEEDED - 4.00-6.30PM £6.00 *DRESS REHEARSAL SATURDAY 6TH OCTOBER CARLYLE INFANT & NURSERY SCHOOL, CARLISLE AVENUE, LITTLEOVER, DE23 3ES ALL STUDENTS – COMPULSORY REHEARSAL FOR ALL STUDENTS IN THE SHOW! 10.00AM -12.45PM £6.00 STUDENTS NEED TO HAVE ALL COSTUMES AND ACCESSORISES WITH THEM. HAIR AND MAKE UP SHOULD ALREADY BE DONE WHEN YOU ARRIVE. WE WILL BE RUNNING THE SHOW THE WHOLE WAY THROUGH! PARENTS WILL BE REQUIRED TO CHAPERONE IN THE DRESSING ROOMS. MONDAY 8TH OCTOBER CHELLASTON SCOUT HUT ALL CHELLASTON CLASSES 4.00-5.30PM TUESDAY 9TH OCTOBER MICKLEOVER PAVILION DB CHEER - CLASSES AS NORMAL WEDNESDAY 10TH OCTOBER DA VINCI COMMUNITY SCHOOL ST ANDREWS VIEW, DERBY DE21 4ET FULL RUN THROUGH FOR SELECTED CLASSES. -MONDAY JUNIORS (ALL CLASSES) -FRIDAY JUNIORS (ALL CLASSES) , -THURSDAY INTERS (ALL CLASSES) -FRIDAY SENIORS (ALL CLASSES) -ALL STUDENTS TAKING PART IN A FILLER DANCE, THE SISTER DANCE AND THE FINALE DANCE (NO BABY OR INFANT CLASSES REQUIRED) 4.30-6.00PM FEE = £6.00 NO COSTUMES NEEDED.
That we should get rid of State governments D Grade - Round 3 State governments are a legacy of Australia’s history where each state represented a different colony. But do we need state governments today? Over time, we have seen the constant overlap of Australia’s three levels of government, with multiple governments assuming responsibility for the same thing such as a national curriculum, and investment by the federal government in health and public transport. State governments have also becoming increasingly reliant on federal governments for funding, with the proceeds of the GST (Goods and Services Tax) going entirely to the states despite being a federal tax. Critics of state governments question the need support multiple layers of government- with each layer requiring its own resources and compromising the efficiency of the government. Critics further suggest that multiple government layers make decision making a more difficult process when state and federal governments need to agree. They also believe that the roles of each government are increasingly overlapping making it more difficult for one government to be held accountable, believing that people may vote based on their thoughts about the federal government at state elections and vice-versa. However, supporters note that each state has its own individual needs- and doubt the efficiency of running services like hospitals and schools entirely from Canberra. They also state that having individual states promotes competition between states and innovation. Consider: What are the roles of government? How could government fulfil these roles better? Are the roles of state and federal government different? Does each have different needs? For example, does each state need its own police force? Why/why not? Why do we have three levels of government in Australia? Why does local government have responsibilities that the federal government does not? If state governments were abolished would we have to change federal or local governments? How? Would this be good or bad? How does democracy work? Who holds governments accountable for their actions? How might the Australian democracy change with more or fewer elections? Do voters understand the difference at the ballot box? Links: The Sydney Morning Herald - governments are a waste of money. Get rid of them The Australian – Why we need state governments in Australia. Australian Voters Party - Removal of State Governments Policy
Diseases/ Pests Period of spray chemical (day after planting) Prevention/ Control methods Recommended pesticides Rate 20 l.) At planting Stolon initiation Tuber initiation filling Maturity 0-7 7-15 15-30 30-45 45-90 90-120 Root-knot nematode(Meloidogyne incognita (Kofoid & White) Chitwood) 1. Cultivation measures: up overwintering field, deep plowing and crop rotation. 2. Physical measures: remove infested plant and tuber. 3. Chemical control: use pesticide - Dinotefuran - Fipronil - Carbofuran 5 g/plant (basal application) 5 g/plant (basal application) 10 g/plant (basal application) - Aphid (Myzus persicae Sulzer and Ahis gossypii Glover) 1. Cultivation measures: up overwintering field, deep plowing and crop rotation. 2. Mechanical and physical measures: apply light traps, remove infested plant and tuber and egg mass, overwinter pupae, cocoons. 3. Biological control: develop natural enemies, apply BT, NPV, Beauveria bassian etc. 4. Chemical control: use pesticide - Carbaryl - Carbosulfan - Imidacloprid - Chlorpyrifos 50 ml. 50 ml. 30 ml. 30 ml. - Thrips (Thrips Karny, Scirtothrips dorsalis Hood) - Potato tuber moth (Phthorimaea operculella Zeller) - Cypermetthrin - Abamectin - Imidacloprid - Cypermetthrin /Phosalone 30 ml. 30 ml. 30 ml. 30 ml. - Leaf miner flies (Liriomyza brassicae Riley) - Cutworm (Spodoptera exigua (Hubner), Spodoptera litura (Fabricius), Agrotis ipsilon (Hufnagel)
THCC 2017 Annual Conference – September 16, 2017 “Health Care IS Complicated: What’s Next?” All Sponsors receive: Event passes (see below) Full-Color Ad in event program (see sizes below) Recognized in conference packets Acknowledgement in event promotion (Newsletter, website, e-mails) Type of Sponsorship Amount Benefits (in addition to points listed above) Change Agent Sponsor $5,000 Full-page program ad (8.0” wide x 10.5” tall; Exhibit in Prime Area; 8 event passes; Sponsor 6 scholarships; Signage in Breakout Rooms Platinum Sponsor $2,500 Full-page program ad (8” wide x 10.5” tall); Exhibit in Prime Area; 4 event passes; Sponsor 5 scholarships; Signage in Breakout Rooms Gold Sponsor $1,500 Half-page program ad (8” wide x 5.5” tall); Exhibit; 3 event passes; Sponsor 4 scholarships; Signage in Breakout Rooms Emerald Sponsor $1,000 Half-page program ad (8” wide x 5.5” tall); Exhibit; 3 passes; Sponsor 4 scholarships Silver Sponsor $500 ¼ page program ad (4” wide x 5.5” tall); Exhibit; 3 event passes; Sponsor 3 scholarships Bronze Sponsor $250 ¼ page program ad (4” wide x 5.5” tall; Exhibit; 2 passes; Sponsor 2 scholarships Workshop/Session Sponsor $150 2” wide x 2.75” tall ad; 1 event pass; recognition in workshop packets; Sponsor 1 scholarship Scholarship Sponsor $100 2” wide x 2.75” tall ad; Sponsor 1 scholarship Individual Sponsor $1-$99 Acknowledged with thanks in printed program WHEN? Saturday, September 16, 2017 8:30 am to 4:00 pm Nashville School of Law 4013 Armory Oaks Drive Nashville, TN 37204
Earn your Technical Honors diploma in Business 9th 10th 11th 12th *Digital Applications & Responsibility 1 & 2 Microsoft Office Specialist (MOS) certification available Introduction to Business 1 & 2 Introduction to Accounting *Principles of Marketing Personal Financial Responsibility *Business Law and Ethics Global Economics To enhance skills, career and college readiness, add any of the following courses in grades 10-12: Specialty Courses Careers Finance Advanced Accounting (Counts as Quantitative Reasoning course) Bookkeeping, Accounting Clerk, Finance Manager Management *Principles of Business Management Entrepreneur, Human Resources Manager, Manager (general) and supervision Marketing Sports and Entertainment Marketing Marketing Manager * dual credit available
The 16 Habits of mind (Art Costa; 2008) The 16 Habits of Mind are: Persisting – Do stick to it. Communicating with clarity and precision – Be clear. Managing impulsivity – Take your time. Gathering data through all senses – Use your natural pathways. Listening with understanding and empathy – Understand others. Creating, imagining, innovating – Try a different way. Thinking flexibly – Look at it another way. Responding with wonderment and awe – have fun figuring it out. Thinking about your thinking (metacognition) – Know your knowing. responsible risks – Venture out. for accuracy and precision – Find the best possible solution. humour – Laugh a little. and problem posing – How do you know. interdependently – Learning with others. past knowledge to new situations – Use what you learn. open to continuous learning – Learn from experiences.
Name & Cell Phone Pick Up or Delivery Date: Monday 11/19 Tuesday 11/20 Wednesday 11/21 Forest Park Houston Camp Bowie Pick Up Time AM PM Payment Info Card # Expiration: PAID (attach receipt) Order Taken By Date Order Taken Chocolate Meringue Pie - $28 Classic Croissant - $2.5 Apple Streusel Pie - $28 Chocolate Croissant - $3 Pumpkin Tart w/ Brown Butter Crust - $25 Almond Croissant - $4 Pecan Tart w/ Brown Butter Crust - $30 Maple Pecan Scone - $3 Pumpkin Loaf w Maple Cream Cheese - $20 Pumpkin Chocolate - $3 Bread – Brioche Dinner Rolls, 1 dz - $10 Cinnamon Rolls - $3 Bread – Baguette - $4 Sourdough Biscuits - $2 - Stollen - $15.00 Rosemary Cheddar Biscuits - $2 Chocolate Chip Cookie - $2 Sausage, Egg, Cheese Hand Pie-$5 Chocolate Chip Cookie with Nuts - $2.5 Potato, Egg, Cheese Hand Pie - $5 Snickerdoodle Cookie - $2 Apple Chai Muffin - $3 Oatmeal Raisin Cookie - $2 Assorted Pastry Box (12 items) $30 Coconut Pecan Cookie - $2.5 Coffee Cake (serves 12) - $36 Ginger Cookie - $2 Quiche Lorraine - $25 Total Due:
Remittance account Bank Transfer RMB per seat, before Apr. 30, 2018. 2000 RMB per seat, after Apr. 30, Safety Testing Center for Entry-Exit Industrial and Consumable Products. Citi Bank, Changzhou branch. Invoice VAT Invoice □ VAT special invoice □ Training □ Testing invoice title: Taxpayer Address & Bank &
Excellent Fair Needs Improvement Science Content Accurate; Connected to big in science Mostly accurate; Connections to big ideas are not clear Inaccurate; Not connected to big in science Information Sources Multiple sources; Wide range of resource types; Reliable sources; Current sources Two or more sources; Two types of resources; Some reliable sources; Some current sources; One source (often personal knowledge or text only); Narrow range of resources; Unreliable sources; Out of date sources Organization & Presentation Main ideas are clearly presented; Ideas are presented in an appropriate order; Ideas are supported by information and logic; Appropriate conclusions are based upon evidence presented; Effective use of models, diagrams, charts, and graphs Main ideas are presented to some extent; Ideas are not presented in an order that adds clarity; Some ideas are supported by information and logic; Conclusions do not follow from ideas presented; Some appropriate use of models, diagrams, charts, and graphs No main idea presented; Ideas are presented in an order that distracts from clear communication; Ideas are not supported by information and are illogical; Inappropriate conclusions are presented No use of models, diagrams, charts, and graphs Conventions Generally free in regards to sentence structure, punctuation, capitalization, spelling, and standard usage Sentence structure, punctuation, capitalization, spelling, and standard usage errors are noticeable, but do not seriously impair readability Errors in sentence structure, punctuation, capitalization, spelling, and standard usage impair readability Use of Science Language Consistent use of appropriate science language and terminology Partial use of appropriate science language and terminology Inaccurate use of science language and terminology
the ATM community and, according to the Global Air Traffic Management Operational Concept (Doc. 9854, Appendix A) comprise, in alphabetical Aerodrome community Airspace providers Airspace users ATM service providers ATM support industry International Civil Aviation Organization Regulatory authorities States Figure 2 All members of the ATM community are users of aeronautical information; it is the ATM actors that require operational access to it. Within that ATM community, there are producers and consumers of aeronautical data and information, and then there is a particular user group that is directly and actively engaged in all facets of flight operations. These end users are the controllers, pilots and dispatchers, and we refer to them as the ATM (operations) actors, as shown inFigure 2. These actors require direct operational access to aeronautical information. They are becoming increasingly and tightly interconnected, via broadband Internet Protocol (IP) connection or data link. In particular, by having continuous access to a plethora of aeronautical information, these ATM actors share common situational awareness within this global net-centric environment. Thus, they can now make better and faster operational decisions - collaboratively. As mentioned in Chapter 6, some members of the ATM community are both, producers and consumers of aeronautical data and information, like airspace designers and instrument procedure designers, and yet others help shape the air transportation system from a more strategic perspective, the latter being, for example, airport planners, airspace planners, ATM reaserchers, etc. Another way of looking at who within the ATM community is an end user of aeronautical information is shown in Table 2. Here, members of the ATM community are identified according to the different phases of the operation, namely Planning and Reference, Pre-flight, In-flight, Turn-around and Post-flight phase. The turn-around phase is mentioned here to help identify the information end users during this critical operational phase between subsequent flights. As we can see, all members of the ATM community are users of aeronautical information during planning and reference as well as during the post-flight phase. It is during the critical in-flight as well as the turn-around phase, that only the aforementioned ATM actors are information users.
THE AIRCRAFT ACCIDENT AND INCIDENT INVESTIGATION BILL, 2017 ARRANGEMENT OF SECTIONS Section PART I PRELIMINARY PROVISIONS Short title. Interpretation. Application of the Act. PART II GENERAL PRINCIPLES Principles. Objective. PART III ESTABLISHMENT AND FUNCTIONS OF THE BUREAU Establishment of Bureau. Mandate. Functions. PART IV INVESTIGATORS Independence of the Bureau and Chief Investigator. International Obligations. Appointment of investigators and role of Cabinet Secretary. Duties and responsibilities of the Chief Investigator. Duties of the Investigator-In-Charge. Qualifications of Investigators. PART V ACCIDENT INVESTIGATION PROCEDURES Powers of Investigator-In-Charge. Summons. Conflicts of Interest. Jurisdiction. Reporting. Extent of Investigations. Preservation of Evidence. Non-disclosure of Records. Administration of Balancing Test.
Sandbars (Coastal Features) This type of landform is found along the coast of Florida and was shaped by Florida’s waves and currents. Coastal Lowlands Barrier Reefs (Coastal Features) This type of landform is found offshore of southern Florida beaches and was formed by coral colonies. Coastal Lowlands
Please note that the application must be completed and in the hands of the Credentialing Committee by April 1st for review at the June Board meeting or by October 1st for review at the December Board meeting. A recertification application fee in the amount of $375 is due at the time of application and payable on the ABPNS website. If your application is approved by the Board, you will be eligible for the joint ABNS-ABPNS focused practice document (certificate) once proof of completion of ABNS continuous certification requirements are met for your recertification year. If your application is incomplete or received after the deadline date, your application will be processed at the subsequent board meeting. Please submit this application and the supporting documentation listed above electronically via e-mail to kbollerman@abns.org. By signing below, I hereby verify that all information submitted in this application for recertification by the American Board of Pediatric Neurological Surgery is true, accurate and completed to the best of my knowledge and belief. I hereby request recertification by the American Board of Pediatric Neurological Surgery. I understand that recertification will require the submission of an operative case log and the successful completion of the ABNS continuous certification requirements. Electronically signed by: _____________________________ (type in your name to verify above) Date: ______________ ABPNS Administrative Area only: Current Membership Status: _______________________________________ ABPNS Expiration Date: ___________________________________________ Case log provided in proper format in format. No case log due to certified-inactive status. Paid Recertification Fee ABNS CC Status: _________________________________________________
Prerequisite 7th Grade ELA Standard: Writing Strategies 1.3 Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts. 9th/10th Grade ELA Standard: Reading Comprehension 2.7 Critique the of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Rereading the Text (DAY 5) In the initial reading, your students read “with the grain,” playing the “believing game.” In the second reading, they should read “against the grain,” playing the “doubting game.” As your students reread a text, they will develop fluency and build their vocabularies, both of which are integral to successful comprehension. Activity 8: Ask students to reread “Fields of Tears” by an Economist contributor. As the students reread the texts, ask them to make marginal notations (e.g.; ask questions, express surprise, disagree, elaborate, or note any moments of confusion). One way to structure marginal notations is demonstrated in the activity that follows. Using an overhead annotate “Fields of Tears” by compiling annotations shared by the students from their versions. Talk about alternative possibilities, and explain why different people annotate and respond to a text differently. Now ask the students to reread and annotate “Navarrette: A wake-up call on the Dream Act.” When they have finished, ask them to share their annotations with a partner. As a class, discuss how these two articles are different. Activity 9: “Going against the grain”
Mini-Lessons (whole class) Reading Writing Read the text and pick out symbols Read the text and a scene from another perspective Read the text and determine themes Have you ever had a dream that was deferred? What if your biggest dream is deferred? What is the difference between new and old money? Tom vs. Gatsby: who is the better man? Speaking and Listening Language Mini-research on a topic from one of the books - give a short presentation to the class about your topic (racism, segregation, prohibition, class discrimination, etc) Write down any words you don't understand, make a list as a class and define together on the smart board Stations Reading Workshop Stations Writing Workshop Stations Cross-Curricular Integration Science Social Studies American History - the American Dream throughout history Old vs. new money Civil Rights Organized Crime Prohibition Other Plans for Individual Differences Potential Intervention Potential Extension Think-pair-share Shorter assignments for EC students Different options for writing assignments and projects Additional research options Optional enrichment readings the American Dream Optional videos from the time period Credit opportunites - find an article, song, clip, etc that deals with the American Dream and share it in class Other Professional Resources
The American Pageant Chapter 2 Reading Guide Vocabulary Protestant Reformation Roanoke Island Spanish Armada Primogeniture Joint-stock company Charter Jamestown First Anglo-Powhatan War Second Anglo-Powhatan War Act of Toleration Barbados Slave Code Squatters Tuscarora War Yamasee Indians Buffer Iroquois Confederacy Reading Questions Describe the impact of English explorers such as Drake, Gilbert, and Raleigh. What is the significance of the defeat of the Spanish Armada for the New World? What conditions and laws in England led to the birth of English exploration in the 17th century? What was the purpose of the Virginia Company? Why is the charter of the Virginia Company a significant document in American history? Describe the early years at Jamestown, and explain how John Smith responds to the problems the group faced. Describe the relationship between the settlers at Jamestown and the local Powhatan Confederacy. Following the Second War, what happens to the Powhatan Indians? The book describes how the Powhatans fell victim to the “three Ds.” How did each of these impact the Powhatans? How did interactions with Europeans change life for the Native Americans? (Section “The Indians’ New World) How did the introduction of tobacco to Virginia by John change the fate of that colony? Explain the two significant events that happen in Virginia in 1619. Explain the economic and religious significance of the colony of Maryland. Describe the economy of the islands in the West Indies. (Crop, labor source, farming method) Describe the Barbados Slave Code and how it eventually affects the American colonies. Explain why the colony of Carolina was created. Describe how the relationship with the West Indies impacted the colony and its economy. What people settle the area that becomes North Carolina? What distinguishes North Carolina from its neighbors Virginia and South Carolina? Describe the relationship between the settlers of North Carolina and natives in the area. Describe the two major reasons that Georgia was created. Using the final section of the chapter, explain the characteristics the “plantation colonies” shared with each other.
The Ancient Israelites Guide The first five books of the Hebrew Bible are Torah. Period of time when the Jews were sent to Babylon by Nebuchadnezzar was called Babylonian Captivity. Drought caused the Israelites to leave Canaan and move to Egypt. Define monotheism. Belief in one god The Hebrews did not believe leaders were gods. How did this belief affect their daily lives? They believed in equality among people. The Torah describes a covenant between the Israelites and God. In that covenant, God made a promise but the Israelites had to agree to: follow the laws of the Torah then God would return them to Canaan. Who were the descendants of Abraham? Israelites The wise sayings of Solomon were written down and are called proverbs. Who led the Israelites out of and into the Sinai Desert? Moses The alphabet was an important contribution made by the Phoenicians. Who did the Phoenicians pass their alphabet on to so that it could become the basis for most Western alphabets of today? Greeks then to the Romans Where do Jews meet on Sabbath to pray and discuss their religion? Synagogues Food that is prepared today according to Jewish dietary laws is called Kosher. What language did the Israelites speak? ebHdsfajes;flkj;sdlkfja;slk Hebrew What did Samuel warn the Israelites concerning appointing a king? He would enslave them and tax them.
Working alone it takes John 8 hours longer than Carlos to do a job. Working together they can do the job in 3 hours. How long will it take each to do the job working alone A can do a piece of work in 4 days and B can do it in half the time. How long will it take them to do the work together? If A can do a piece of work in 24 days and A and B together can do it in 6 days, how long would it take B to do the work alone?
Matthew the publican Thomas Thomas Matthew James the son of Alphaeus James the son of Alphaeus James the son of Alphaeus James the son of Alphaeus Lebbaeus, whose surname was Thaddaeus Thaddaeus Simon called Zelotes Simon Zelotes Simon the Canaanite Simon the Canaanite Judas the brother of James Judas the brother of James Iscariot, who also betrayed him Judas Iscariot, which also betrayed him Judas Iscariot, which also was the traitor Matthias Observations from these lists: Simon Peter is listed first in every list. The “inner circle” of Peter, Andrew, James and John are listed first in each list. Philip is listed fifth in each of the lists James the son of Alphaeus is listed eighth in each list Judas is listed last in each of the synoptic Gospels. In each of the lists, Matthew is never referred to as Levi Identification of the three remaining Apostles is listed as: Lebbaeus or Thaddaeus, Simon Zelotes, Simon the Canaanite, Judas the brother of James “Surname” is a hereditary name common to all members of a family, distinct from a forename. “da Vinci” was Leonardo's surname but not his family name, Vinci being the town near Florence where the great artist was born.
J. J. H. le Roux, Klip Rivers Oog, P.O. Kliptown. Farmer. S. V. W. le Roux, p.p. Zomerlust, P.O. Kliptown. Farmer. Edward Newtown, Saunders, 4, Orange Street, Bloemfontein. Minister of Religion. A. van den at Johannesburg this fourth day of October 1913. Witness to the above signatures. A. van den Broek, 9, Hunter Street, Yeoville, Johannesburg. Attorney at Law. A. du Toit, 39, Stiemens Street, Braamfontein, Johannesburg. Lady Typist. Scot Moffat, 86, Ampthill Avenue, Benoni, Transvaal. Builder. Chas. Welsh, 38, Bok Street, Johannesburg. Builder. Fred W. Green, 124, Eighth Avenue, Bez. Valley, Johannesburg. Clerk, Railway Stores. W. H. Plaat, 162, Kitchener Avenue, Kensington, Johannesburg. Clerk. W. F. Dugmore, 131, Jeppe Street, Kensington, Johannesburg. Missionary. R. J. Rickards, 79, Railway Qrts., Newtown, Johannesburg. Plate Layer. Donald Kennedy, 23, Biccard Street, Clifton, Johannesburg. Builder. Richard Kent, 79, Railway Cott., Newtown, Carpenter.
Johannesburg. W. C. Hanger, Gov. Cottage, Auckland Park, Johannesburg. Commission J. D. M. Gouws, 90, Jorissen Street, Braamfontein, Johannesburg. Collector. John Huly, p.p. 148, Frederick Street, Braamfontein, Johannesburg. Jas. Waghorn, 131, Jeppe Street, Johannesburg. Compositor. P. J. Bosman, 689, St. Swithins Avenue, Auckland Park, Johannesburg. Retired Farmer. A. F. Strauss, Cottage 35, Simmer East, Gerrniston. Miner. H. Crocker, 50, Von Brandis St., Johannesburg. Sign Writer and Painter C. T. Orsmond, 90, Beyers Street, West Krugersdorp. Sanitary Insp. P. F. Fourie, 109, Ninth Street, Vrededorp, Johannesburg. Commission H. B. v.d. Byl, Cor. 12th and Hull Street, Vrededorp, Johannesburg. Dealer. P. J. Myburgh, 44, Tenth Street, Vrededorp, Johannesburg. Railway Sail-maker, Sheds. F. van Dijk, 26, Tenth Street, Vrededorp, Johannesburg. Miner. Charles Heatly, 38, Bok Street, Joubert Park, Johannesburg. Fitter.
Gentles, Ian, The New Model Army in England, Ireland and Scotland, (Oxford: Blackwell, 1992) Hopper, Andrew, Turncoats and Renegadoes: Changing Sides in the English Civil Wars (Oxford: Oxford University Press, 2012). Kenyon, John and Ohlmeyer, Jane, eds, The Civil Wars: A Military History of England, Scotland and Ireland, 1638–1660 (Oxford: Oxford University Press, 1998). Ó Siochrú, Micheàl, God’s Executioner: Oliver Cromwell and the Conquest of Ireland (London: and Faber, 2008). Ó Siochrú, Micheàl, ‘Atrocity, Codes of Conduct and the Irish in the British Civil Wars 1641–1653’, Past & Present 195 (May 2007), 55–86. Stoyle, Mark, Soldiers and Strangers: An Ethnic History of the English Civil War (New Haven: Yale University Press, 2005). Robinson, Gavin, Horses, People and Parliament in the English Civil War: Extracting Resources and Constructing Allegiance (Farnham: Ashgate, 2012). Wanklyn, Malcolm, Warrior Generals: Winning the British Civil Wars (New Haven: Yale University Press, 2010). Wanklyn, Malcolm, Decisive Battles of the English Civil Wars: Myth and Reality (Barnsley: Pen & Sword, 2006).
build up colourful patterns. Alternate with your colours between the sections and you will soon build yourself an individual and personal work of art. You do not have to fill every bit of your picture with colour and in fact, you do not have to fill in with colours at all. You can carry on filling in with just your black pen. As said before it’s entirely up to you. Finally, just remember regarding drawing Zentangles. There are no rules Try not to rush Do another one All images are Copyright John Day 2016 Fact sheet written and produced by John Day.
Christ is risen Georgi Sviridov: Petersburg, a vocal poem Encores- Deh vieni alla finestra from Mozart’s Don Giovanni Ja vas lyublyu from Tchaikovsky’s The Queen of Spades Vanne La tua meta gia vedo from Verdi’s Otello PROGRAM TIME 01:28:20 [Recorded 10/7/2000 at Clayton State University’s Spivey Hall] March 26, 2018 - 11:00pm Johns Creek Symphony Orchestra String Quartet Adelaide Federici & Alison James, violins Cindy Beard, viola | Sarah Kapps, cello Ludwig van Beethoven: String Quartet, Op. 18, No. 4 in C Minor Maurice Ravel: Quartet in F Major PROGRAM TIME 01:08:21 [Recorded 10/29/17 at Johns Creek United Methodist Church]
November 22, 2017 - THANKSGIVING Soli Deo Gloria/To the Glory of God Alone Opening of Worship Greeting Opening Songs: We Gather Together – R790 – vs 1 & 2 Come Ye Thankful People Come – R797 vs 1-4 Thanksgiving Prayer Offering Song - And Can it Be – G267 vs 1-4 Proclaiming the Word Reading of the Word: Revelation 4 Sermon: Soli Deo Gloria / To God Be the Glory Responding to the Word Song of Response: Now Thank We All Our God – R788 vs 1 & 2 Sent to Testify to the Word Blessing Doxology – Now Thank We All Our God – R788 vs 2 I am Thankful For:
Rachel and Sarah cry out and jerk as the vibrators clank up. Brian is struggling to try and get out of his seat but he is unable to move let alone help his daughters out. “Don’t worry, dad, they’ll be on for a short period of time. Just need to get them started before we take them back to the bedroom to finish the job. Have you decided which one you want first?” Midnight falls on the small town. Most of the bank employees are fast asleep and if anyone went by the Johnson home, they would think the same. But Thomas Peterson and his lovely accomplice Valerie were still working the family over with their sadistic games. The vibrators are gone from Rachel and Sarah but things have gotten much worse. “OK, Brian, which is it going to be- Rachel or Sarah.” Valerie is running her hands up and down Brian's sweaty bare chest. She is naked and on her knees. She bends over and takes his cock. Valerie starts sucking his cock showing a great deal of joy in her actions. Rachel and Sarah are watching intently. The vibrators have been removed a few minutes earlier and they are exhausted. Sweat, tears and drool are having a race down their chests. Their hair is matted down with sweat and they have trickles of blood going down their inner legs. “Valerie, darling, I know you having fun but has to make a big decision. Is it Rachel or is it Sarah that he wants me to fuck first.”
Thomas sits at the head of the table. He has Rachel and Sarah sitting on either side of him. Brian is sitting at the other end and Valerie is next to him. All of them are still naked but only Brian is still bound and gagged. He will eat after Rachel and Sarah eat their breakfast. They can feed themselves and do with very shaky hands. Thomas eats his eggs and drinks a nice beer which is not normally drank in front of the girls. “Do you girls want a swig?” He brings over toward Rachel who moves away. He grabs her hair and pulls it toward him. “Don't ever do that, bitch. Now drink a swig of this. You became a woman earlier so why not take your first drink.” Rachel cries as he puts the bottle to her lips. “Leave my sister alone, you perverted bastard.” “Dad, did you just hear what your oldest daughter said.” Valerie gets up, over and slap Sarah hard causing the 15 year old to fall out of her seat. She quickly pulls herself up to the chair.
9. Which interval notation represents the set of all numbers greater than or equal to 5 and less than 12? (1) (2) (3) (4) 10. The set {1, 2, 3, 4}is equivalent to (1) {, where x is a whole number} (2) {, where x is a whole number} (3) {, where x is a whole number} (4) {, where x is a whole number} Answer the following. (2 points) 11. If x is a number in the interval , state all integers that satisfy the inequality . Explain how you determined these values. The Basics - 8 12. What is expressed in simplest radical form? (1)
The Basics - 3 Today, you will be able to: BE CAREFUL when typing the following into your graphing calculator! The calculators have different requirements when typing in the following problems. 1. 2. 3. 4. VERIFYING SOLUTIONS: You can verify solutions on the calculator! Use ____________________. 5. Is the solution of the equation ?
In the MONOMIAL The COEFFICIENT is _________. The VARIABLE is _________. In the BINOMIAL There are _______ TERMS. The LEAD COEFFICIENT is _______. The DEGREE is _______. The CONSTANT is _________. In the TRINOMIAL There are _______ TERMS. The LEAD COEFFICIENT is _______. The DEGREE is _______. The CONSTANT is _________. In the POLYNOMIAL There are _______ TERMS. The LEAD COEFFICIENT is _______. The DEGREE is _______.
What are IRRATIONAL NUMBERS? What are REAL NUMBERS? What are COMPLEX NUMBERS? OPERATIONS WITH RATIONAL AND IRRATIONAL NUMBERS: ADD Rational + Rational Is this closed? Irrational + Irrational Is this closed? Rational + Irrational --- SUBTRACT Rational - Rational Is this closed? Irrational - Irrational Is this closed? Rational - Irrational ---
1. Given: Which expression results in a rational number? (1) L + M (3) N + P (2) M + N (4) P + L MULTIPLY (Rational)(Rational) Is this closed? (Irrational)(Irrational) Is this closed? (Rational)(Irrational) --- DIVIDE Is this closed? Is this closed? --- 2. Determine if the product of and is rational or irrational. Explain your answer.
General Emotional Advice Try not to feel guilty, Remember 1 in 3 humans have caught this bug Don't feel infectious teach loved ones vaccination, safe sex and blood hygiene Many patients find HBV makes them live healthier lives Try to learn about Hepatitis B, and how it is managed. If your infection is new or less than 5 years or your fibrosis is under 2 you have a life of health and happiness to plan for, don't forget. Who to tell? Do not announce your infection; some people may react badly with ignorance. Try to let knowledge of your infection make a few relationships stronger Take time to understand the virus first You will need to teach people what HBV is, very few know. This is the one where vaccination is far the most important precaution. Diet and alcohol Most people with chronic hepatitis B will be advised to eat a normal healthy balanced diet. Ideally patients should not alcohol or take street drugs. If you already have liver inflammation, both obesity and alcohol increases the risk and speed of developing cirrhosis. Clinical studies have repeated that long term HBV infection and even moderate drinking can quickly result in Cirrhosis. Real caution needs to be exercised with many, many medications also, it is important your doctors consider your liver status when prescribing each and every time. It is important to note that a large amount of HBV infections do not lead to cirrhosis or liver cancer, even after decades, this is clearly lifestyle related. For some it is only acute reactions to alcohol or medication that leads to diagnosis. What is the treatment of hepatitis B? People with chronic hepatitis B usually need treatment to stop or reduce the activity of the virus, so limiting liver damage. A liver specialist will usually advise on when treatment may be beneficial. There are two types of treatment currently given: Interferon. This drug is similar to a substance produced in your body which is also called interferon. It works to fight infections by boosting your immune system. Interferon is usually given as an injection each week. Antiviral drugs. These work by stopping the hepatitis B virus from multiplying in the body. They include lamivudine, adefovir, tenofovir, telbivudine, and entecavir.
The Belgravia Strangler Countess de Vere snarled at the picture in the society pictures of a women’s magazine showing her husband escorting a silicon enhanced bimbo to an opening night play, ‘the bimbo doesn’t even know how to wear her gloves properly’ she muttered to herself, as much as she would like to divorce him she would only get a pittance due to a pre-nuptial agreement whereas, suddenly a smile came to her face as a way out of this predicament came to mind. She had only married him after the 'accidential' death of her first husband the count Ringing the bell she summoned Jarvis her butler, he walked in and stood there he was in his mid-50’s and had been with her family since a teenager and was totally devoted to her, she looked at him and said ‘Jarvis l have a job for you’ she pointed to the picture in the magazine and continued ‘l want to know everything about this bitch, where she lives who her lovers are and how long this fling with my husband has gone on’ Jarvis smiled and nodded remembering certain other jobs he had been requested to do in the past. Lighting a cigarette Countess De Vere smiled as she remembered the last time she had a decision like this and as she smoked her cigarette she picked up the phone and dialled a number and said ‘15 mins my dear l am very horny’ Countess De Vere started to make a list of the various articles of equipment she would require in her head and as she got up and made her way upstairs she was smiling broadly. A couple of days later Jarvis knocked on the drawing room door and then came in he stood in front of Countess De Vere and said ‘ l have the information that Madame requires’ Countess De Vere raised an eyebrow and Jarvis continued talking as he did the smile on her face got bigger and bigger, as he finished Countess De Vere said ‘ So my husband is going to a party with her tomorrow night and if they do what they always do it will be back to her place’ Jarvis nodded ‘Excellent’ exclaimed Countess De Vere.
Instructions– The Best Choice for Me Career Speech Project Identify career options based on interest, skill and your personality- Internet Use Before you your career speech you will take three self-assessments that will help guide your career interests. Go to the Pa Career Zone Assessments site at: There are 4 different assessments available on this site: Quick Assessment (explore jobs that match your personality) Interest Profiler (Discover what your interest are and how they relate to the work world) Skills Profiler (examine your set) The interest and skills self-assessments are much more involved than the quick assessment. For best results answer each question to the best of your ability. Choose one of the assessments by clicking on the title and follow the directions. Print your results for each assessment. Explore the career options of the suggested occupations. Feel free to print information about the occupations that appeal to you. Assessment Document Printed results from each assessment = 5 points each Notes – Word Document and Internet Use upon your results (interest, abilities, aptitudes, achievements and personal goals) you will choose one (1) career that you would like to learn more about and possibly pursue as a future career. Print the information for this occupation. Read through the information carefully. Annotate the information. Make sure you have enough information to address each component of the speech project. Assessment Document Printed information on your chosen occupation that is annotated and complete (covers all required areas of the project. = 10 points
Advanced/Above Average – Meets all requirements and has additional details Proficient/ Average – Meets all requirements Basic/Needs Improvement – Meets most requirements Below Basic/Needs Much Improvement – Attempts to meets some requirements Text, graphics, background and layout requirements Writing/Mechanics SCORE__________/84
Data type (& quality domain) Name Data availability Comments Suggested level is immediate! Availability for your service measures effectiveness Time from referral to diagnosis for sentinel conditions (ASD ADHD, cerebral palsy, significant LD)- Requires coding for key conditions at least (median with spread) Being proposed by health outcomes forum J I if coding diagnoses III if not , for key conditions Effectiveness Time from referral to treatment (as defined) 18 week RTT Mandated in theory for all cases; requires RTT coding All services should be coding for RTT at least for sentinel conditions I if coding RTT III if not coding &need to use paper tool for index conditions Efficiency Number of appointments to diagnosis for sentinel conditions Requires diagnostic coding but simple IT calculation Important for ASD & ADHD as affects new:follow up ratio I if coding diagnoses III if not Efficiency Number of appointments to discharge Simple IT calculation Derby data showed that this took 3 appointments & 4 if dna included for children not discharged on first contact ? I in theory Yields per year and per pathway efficiency& effectiveness ASD/ADHD: i. Numbers diagnosed each year with ASD/ADHD/LD ii. Number diagnosis of ASD/ ADHD was excluded iii. Number of referrals falling into each of above categories (pathway yield) iv. Comparison with expected numbers and already known in background population i & ii require diagnostic coding but simple IT calculation iii requires pathway coding If there is an ASD/ADHD lead they would be expected to keep data on numbers diagnosed! I if coding diagnoses ?if not Yields per year & per pathway (efficiency& effectiveness Other Developmental problems pathway i. Number where diagnosis of developmental problem confirmed and type , eggeneralised LD ii. Number where developmental problem excluded iii .No of referrals falling into each of above categories iv. Comparison with expected & already known numbers from background population i& ii require diagnostic coding but simple IT calculation iii requires pathway coding Yields per pathway will depend upon how each pathway is set up; however after the first screening stages similar yields would be expected; this needs analyzing in conjunction with referral rates per pathway and known numbers in population. I if coding diagnoses
The Bet By Anton Chekhov Sample Stages of Language Proficiency Bloom’s Taxonomy Concepts Preproduction: No English Is Spoken Early Production: One- or Two-Word Answers Speech Emergence Phrases or Short Sentences Knowledge Show me the time of year the old banker is pacing as the story begins. What was the bet that was made at the party? Describe the type of guests at the party. Comprehension Show me why the banker is remembering the conversation from fifteen years earlier. What caused the banker and the lawyer to make the bet at the party? What happened after the first year of the lawyer’s imprisonment? Application Show me where the party goers were arguing over the topic of capital punishment. What caused the metamorphosis of the lawyer during his imprisonment? How has the banker’s affected his current life situation? Analysis Show me the stage when the lawyer begins to change his view about life. Why did the lawyer change his view of the world? Compare the difference between the lawyer’s second year of imprisonments to his tenth year of imprisonment. Synthesis Point out the reasons why the lawyer decides that knowledge is more important that money. Tell me why the lawyer gave up the opportunity to gain his fortune? How might the story change if the lawyer decided to leave after the tenth year? Evaluation Show me why the banker is ashamed of his behavior after reading the lawyers letter. Why does the banker lock the letter from the lawyer in the safe at the end of the What do you the banker was thinking as he finished reading the lawyers letter, and where do you think the lawyer went when he left the banker’s estate?
The Big Bad Page of Questions – Skeletal System Top Tip – Read question at least twice before answering or circle key words in questions. Most of you know the key words but put them in the wrong questions. Link key words with revision sheet if stuck. BRONZE QUESTIONS – THESE ARE WORTH 1 SILVER QUESTIONS – THESE ARE WORTH 3
Impact questions Cotton 6. Does cotton reduce the establishment of desired plants? Rating: Reduces establishment by < 10% in all relevant land uses Cotton is a cultivated plant that may establish where land has been disturbed, most particularly in dryland and irrigated cropping areas. However, as noted in 1, the ability of cotton to establish in the relevant land use areas is low. These areas are subject to standard weed management practices that would minimise the impact of any volunteers on the establishment of desired crop plants. In intensive use areas, such as along roadsides, desired species may range from native flora to introduced trees, bushes and shrubs. Such areas are often managed, for either aesthetic or practical reasons (eg maintaining driver visibility) by the removal of larger trees and invasive weeds. Cotton would be treated as a weed and managed accordingly. In nature conservation areas, the ability of cotton to establish is so rare that it is unlikely to affect the establishment of native plants. 7. Does cotton reduce the or amount of desired plants? Rating: Reduces yield/amount by < 10% in all relevant land uses Cotton is not considered a major weed in Australia, and is not considered to threaten agricultural productivity or native biodiversity. The density of cotton volunteers is likely to be low in all relevant land uses and hence there would be a low reduction of yield of other plants. 8. Does cotton reduce the quality of products or services obtained from the land use? Rating: Low in all relevant land uses As discussed in questions 6 and 7 above, cotton has a low impact on both the establishment and yield/amount of desired species and thus there is no expectation that cotton would reduce the quality or characteristics of products, diversity or services available from the relevant land use areas. 9. What is the potential of cotton to restrict the physical movement of people, animals, vehicles, machinery and/or Rating: Low in all relevant land uses Cotton is unlikely to establish in nature conservation and although it may establish in dryland and irrigated cropping areas or intensive use areas, standard management practices as well as environmental conditions would keep the density of the cotton volunteers very low.