zilongwang/ReadingBank huggingface dataset:
is not always easy. As noted in the Miller Report, we recognise that change something that is learned and developed with experience and time. brings me to another important element of the Supreme Court's Digital Strategy. The first phase of the Strategy has largely involved foundational work. Upgrading legacy systems. Remediating aging infrastructure. The next critical phase of the Court's digital transformation involves change management. This means preparing our people for new technologies and processes. We are trying to engender a culture of continuous improvement. our greatest chance at innovation is our people. People who are adaptable to change, have a natural curiosity, a willingness to learn and an understanding of the bigger picture within the Court and the justice system. People with digital and analytical skills who routinely engage with modern IT infrastructure and applications. People who are prepared to help review and business processes within the Court to find more efficient ways of doing things without compromising the quality of the ultimate outcome. The Court will continue to recruit and retain these type of people to ensure we have a strong and agile 21st century workforce. Engagement with the community the Supreme Court's Digital Strategy identifies opportunities for the Court to better communicate with its users and the community at large. A modern Court must seek to explain to the public the nature of the work it performs. It must also be visible in delivering access to justice and the rule of law. As Chief Justice Ferguson noted in her recent swearing in, “we may have to put further thought into how we communicate – both as to the methods of communication and the language that we use.” technology can help here. For example, the Court is currently rebuilding its website. We will use audience-based navigation to ensure each type of Court user (practitioners, litigants, students, members of the media, Court staff etc) will be directed to the
or the consumers who eat them (POLYSYNDETON) By U.S. Organic Farmers Worried About Seed Contamination”). The Obama Administration has made attempts to improve the labeling of GMOs by requiring cereal companies to label their boxes with either a GMO label or a Non-GMO label. The growing popularity of GMOs in the media attracted the attention of my family. A recent interest in nutrition and proper eating forced us to take a look at what we put into our bodies. The outrage of the general public towards GMOs compelled me to view GMOs as precipitates of mutation; my mind warping them into a monstrous and unnatural product of bad science. My family’s careful attention to the food we purchase allows us to have a better understanding of the steps we need to take to improve the quality of the food we consume. When I evolved into a consumer who cares about what my next meal went through to get onto my plate, my desire to know the truth behind GMOs grew until I could not bear not knowing (ANECDOTE). Due to the impact of GMOs and GM foods on the environment, livestock, and public health, GMOs and GM foods should be thoroughly and clearly labeled so that consumers not only know what they are buying but also what processes their food has gone through. Literature Review The stigma surrounding GMOs synthesizes a fear that the food’s genetic modification has caused a mutation resulting in the food losing any and all health benefits. Because of this stigma that surrounds GMOs, a controversy emerged between academics, the public, and major corporations. Academics believe that “labeling may evoke beliefs about the product on which it is placed” whereas many people among the public believe that they have the right to know what their groceries contain (Ellen). Major
Carman, Judy. "Evidence of GMO Harm in Pig Study." Sustainable Pulse, 5 June 2013, Parker, Judson. "New Shows Honeybees Harmed by Herbicide Used on GMO Crops." GMWatch, 15 Oct. 2013,
Remember: This outcome is talking about testing . The magnetic field must be perpendicular to the current and therefore the length of wire in order to result in a force. ex 1) Determining Magnetic Field Strength Lab Use the following additional information to answer the next question.
Budapest, ___________________________ (intézetvezető) (konzulens) (a Bíráló Biz. tagja) P.H.
Twombly 34 1976 Yates 34 1979 Jeff Twombly 32 1980 Joel Skaff 2 2 27, 31 2016 Longest TD Run (80 + yards) Player Yards Season O’Bara 1967 Warren Page 90 1939 Kevin Hale 89 1997 Dick Marshall 88 1948 Spud Pollard 86 1930 Larry Russell 81 1966 Billy Johnson 80 1962 Gordon Marshall 80 1956 Charlie Rundlett 80 1950 Salvatore 80 1957 Longest TD Pass/Reception (75+ yards) Player(s) Yards Season Connor Wile – Ian Michaels 85 2011 Joe Clancy – Kyle Leblanc 84 2006 Ryan McCarthy – Jeff Stone 83 1997 Peter Herzig – Ben Babcock 82 2000 Dennis Stevens – Kevin Lattime 81 1976 Rob Shay - Myles Maloof 79 2016
Career Touchdown Passes – Single Season Stats also Records (14+ Career) Player Touchdowns TD Passes Single Season Season Joe Clancy 42 22 2006-08 Larry Russell 27 1965-66 Mike Rymsha 27 1988-90 Peter Herzig 26 14 1999-01 Connor Wile 22 21 2010-12 Jean 21 18 1982-83 Michael Shay 18 12 2013-14 Ryan McCarthy 16 14 1996-97 Denis Stevens 16 1976 Kevin Sullivan Sr. 16 1974-75 Steve Ladd 14 1994-95 Kevin Sullivan Jr. 14 6 2003-05 Ryan O’Connor 14 9 2009-10 Rob Shay 14 9 2015-16 Career Passing Leaders – The 1,000 Yard Club Player Comp. Att. Yards Passing TD Int. Career Points Season Joe Clancy 240 446 3,512 42 2006-08 Herzig 189 362 3,104 26 1999-01 Mike Rymsha 179 372 2,988 27 21 52 1988-90 Michael Shay 155 305 2,448 18 66 2012-14 Conner Wile 189 310 2,367 22 34 2011-12 Jean 151 264 2,316 21 15 14 1982-83 Kevin Sullivan 112 243 1,677 14 23 90 2003-05 Ryan O’Connor 126 259 1,666 14 2009-10 Rob Shay 119 281 1,648 14 14 58 2015-16 Ladd 120 252 1,529 14 17 1994-95 Kevin Stehlin 101 219 1,434 13 ? 54 1978-80 Stevens 55 1,402 15 ? 84 1976 Ryan McCarthy 99 197 1,237 16 15 54 1996-97 Louis Festo 76 165 1,221 11 ? 46 1971-73
Kyle Kravchuk 40 678 9 1983-84 Hale 40 595 5 1994-95 Career Rushing Leaders – (1,000 + Club) Player Season Greg Twombly 1,941 1975-76 Todd McAniff 1,920 1978-80 Brett Bashaw 1,833 1994-95 *Scott Sullivan 1,824 1991-93 Sean Sullivan 1,733 1997-00 Mike Bresnahan 1,704 1974-75 Eddie O’Bara 1,663 1965-67 Craig Weir 1,584 1971-72 Lapham 1,510 1995-97 Eric Bashaw 1,501 1990-92 Jimmie Farrell 1,492 1988-89 Joe Pace 1,440 2003-06 Kevin Hale 1,424 1996-99 Jeff 1,363 1997-98 Armstrong 1,308 1996-98 Myles Maloof 1,307 2015-17 Martin 1,235 2009-11 Gary Twombly 1,172 2000-02 Kenny Adams 1,147 2001-02 Connor Clancy 1,153 2003-04 Quin Stott 1,106 2014-15 Mike Noyes 1,101 1990-91 Bill Daniels 1,097 1987-88 Tyler Cussack 1,095 2011-13 Lyle Lunsden 1,027 1971-72 Justin Burl 1,021 2007 *= Also holds record for most yards in a single season (1,365 on 222 carries – 1993) Game Log(s)
removing the excess pillar height and then take the excess sole from over the bars and taking down the bars to the level of the sole (or slightly more in some club foot cases). Horse will usually need casts, but some don’t seem to. If hooves are square instead of oval (not round) Remove this sole IF – large frog, deep concavity. Do not remove sole if sole is flat which means it is thin and drawn forward (FFS – Forward Foot Syndrome). If the toe is not run forward, check for excess sole in the toe and pillars. Excess sole or yellow serum laminae may be in the sole area. Take care when removing material from this area. If in doubt, leave it alone and ask for hoof care specialist advice. Watch this video prior to doing any corrective trimming where Linda Harris demonstrates the ACT corrective trim for a horse with FFS.
The Adventures of Huckleberry Finn Packet – Havlin 2016 Name ____________________________________ Period _______ Major Themes/Social Issues: Society vs. Nature, Identity, Symbolism of the River, Satire, social Issues [temperance, women’s rights, abolition of slavery, education reform, Prison Reform, Revivals]. Novel/Essay Calendar Monday Tuesday Wednesday Thursday Friday 10/17 Corn-Pone Due 10/18 Huck Finn WebQuest 10/19 PSAT 10/20 Webquest Due Chapters 1/2 10/21 Chapters 3/4 10/24 Chapters 5/6/7 10/25 Chapters 8/9 10/26 WW: Analysis/ Timed Write 10/27 Chapters 10/11/12 10/28 Chapters 13/14 10/31 Chapters 15/16/17 11/1 Chapters 18/19 11/2 WW: Analysis/ Timed Write 11/3 Chapters 20/21/22/23 11/4 Chapters 24/25 11/7 Chapters 26/27/28 11/8 Chapters 29/30 11/9 WW: Thesis Development/Timed Write 11/10 Chapters 31/32/33 11/11 No School 11/14 Chapters 34/35/36 11/15 Chapters 37/38 11/16 Outline Write Select a prompt 11/17 Chapters 39/40/41/42 SG 31 – 42 DUE 11/18 Outline Work Time 11/21 Outline DUE (TII.com & Printed Copy) Peer Editing Writing Time 11/22 Writing Time 11/23 Draft #1 Due (TII.com & Printed Copy) Peer Editing 11/24 No School 11/25 No School 12/5 Work Time and Conferences 12/6 Draft #2 DUE (TII.com & Printed Copy) Peer Editing Work Time and Conferences 12/7 Work Time and Conferences 12/8 Work Time and Conferences 12/9 Creative Project Due Huck Finn Party! Essay Turn-in Window Open. Essay DUE 12/9 - 12/16 12/12 12/13 12/14 12/15 Packet DUE 12/16 Essay Turn-in Closed
Why was a need for tariffs in the early 19th century (1800s)? American industries were Foreign goods were often _________________________ Britain flooded the U.S. market after the ______________________ Did everyone love tariffs? No! The ______________ in particular was outspoken against tariffs Analyzing the American System Successes: The Northeast and Midwest was more _______________________ Many states built up their infrastructures First of many government sponsored programs in the economy American industries were ________________________________ Failures: Did not unify all areas of the U.S. ____________________________ increased – Nullification Crisis (Calhoun and Carolina) Continued debates role of federal government in intrastate business Briefly describe ONE way the American System helped to unify the national economy.
Donec sit amet massa metus. Donec vehicula pellentesque tincidunt. Maecenas ac felis a dui tempor malesuada sit amet ac ligula. Donec ligula ipsum, facilisis in vehicula ornare, tempus a orci. Duis ornare lacinia felis, eget ultrices dolor placerat in. Ut laoreet ultricies dictum. Etiam a arcu et turpis porttitor ornare quis non ipsum. Morbi consectetur enim sit amet lacus iaculis sit amet volutpat mauris sodales. Vivamus ac risus ipsum, vel elementum lorem. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Suspendisse potenti. In convallis sagittis magna ac gravida. Duis vitae dignissim nisi. Donec rhoncus quam vitae ligula accumsan auctor. Nulla id enim sit amet sem lacinia laoreet. CONTENTS LIST OF FIGURES LIST OF TABLES TITLE OF DOCUMENT GOES HERE:
elementum sapien. ut nisl sed arcu dignissim rutrum nec id dui. Morbi vitae feugiat tellus. Vestibulum sit amet condimentum mi. Cras in augue neque, vitae venenatis est. Vivamus ornare ligula non magna sagittis condimentum. Praesent lorem eros, facilisis quis rutrum ut, sodales non nibh. Praesent dictum facilisis lectus sollicitudin mollis. Nunc sit amet tellus et dolor egestas lobortis. Etiam a tellus et sem bibendum vehicula. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Integer viverra tristique mollis. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. APPENDIX A: OF APPENDIX Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci. Literature Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, 893-896.
Name of the IQAC Co-ordinator: Mobile: IQAC e-mail address: 1.3 NAAC Track ID (For ex. MHCOGN 18879)________ ASCOGN12005_________ 1.4 Website address: Web-link of the AQAR: For ex. http://www.ladykeanecollege.edu.in/AQAR201213.doc 1.5 Accreditation Details Sl. No. Cycle Grade CGPA/ Institutional Score Year of Accreditation Validity Period 1 1st Cycle C++ 67.35 2004 Nov, 2009 2 2nd Cycle Applied for 3 3rd Cycle 4 4th Cycle 1.6 Date of Establishment of IQAC : DD/MM/YYYY 1.7 AQAR for the year (for example 2010-11)
2.10 Average percentage of attendance of students 2.11 Course/Programme wise distribution of pass percentage : Title of the Programme Total no. of students appeared Division Distinction % I % II % III % Pass % B.A. 56 5.3 67.8 25 98.1 2.12 How does IQAC Contribute/Monitor/Evaluate the Teaching & Learning processes: 2.13 Initiatives undertaken towards faculty development Nil. Faculty / Development Programmes Number of faculty benefitted Refresher courses UGC – Faculty Improvement Programme HRD programmes Orientation programmes Faculty exchange programme Staff training conducted by the university Staff training conducted by other institutions Summer / Winter schools, Workshops, etc. Others 2.14 Details of Administrative and Technical staff Category Number of Permanent Employees Number of Vacant Positions Number of permanent positions filled during the Year Number of positions filled temporarily
Criterion – IV 4. Infrastructure and Learning Resources 4.1 Details of increase in infrastructure facilities: Facilities Existing Newly created Source of Fund Campus area 25955.2512 sq. mtrs College Fund 25955.2512 sq. mtrs Class rooms 15 2 College Fund 17 Laboratories 2 2 Seminar Halls No. of important equipments purchased (≥ 1-0 lakh) during the current year. 73 73 Value of the equipment purchased during the year (Rs. in Lakhs) 1.49 0.25 UGC 1.74 Others 4.2 Computerization of administration and library 4.3 Library services: Existing Newly added Total No. Value No. No. Value
Text 6309 3,08,926.00 141 56,044.00 6450 3,64,970.00 Reference Books 2906 1,88,329.00 59 11,686.00 2965 2,00,015.00 e-Books Journals 6 13,765.00 0 3100 6 16,865.00 e-Journals Digital Database CD & Video Others (specify) 534 13,884.00 27 702.00 561 14,586.00 4.4 Technology up gradation (overall) Total Computers Computer Labs Internet Browsing Centres Computer Centres Office Others Existing 4 - - - - 2 1 1 Added - - - - - - - - Total 4 - - - - 2 1 1 4.5 Computer, Internet access, training to teachers and students and any other programme for technology upgradation (Networking, e-Governance etc.) 4.6 Amount spent on maintenance in lakhs : i) ICT ii) Campus Infrastructure and facilities iii) Equipments iv) Others Total :
2. Teaching, Learning and Evaluation Total Asst. Professors Associate Professors Professors Others 30 14 16 2.1 Total No. of permanent faculty 2.2 No. of permanent faculty with Ph.D. Asst. Professors Associate Professors Professors Others Total R V R V R V R V R V 2.3 No. of Faculty Positions Recruited (R) and Vacant (V) during the year 2.4 No. of Guest and Visiting faculty and Temporary faculty 2.5 Faculty participation in conferences and symposia: No. of Faculty International level National level State level Attended Seminars/ Workshops 4 Presented papers 0 Resource Persons 0 2.6 Innovative processes adopted by the institution in Teaching and Learning: 2.7 Total No. of actual teaching days during this academic year 2.8 Examination/ Evaluation Reforms initiated by the Institution (for example: Open Book Examination, Bar Coding, Double Valuation, Photocopy, Online Multiple Choice Questions) 2.9 No. of faculty members involved in curriculum restructuring/revision/syllabus development as member of Board of Study/Faculty/Curriculum Development workshop 2.10 Average percentage of attendance of students 2.11 Course/Programme wise distribution of pass percentage :
Title of the Programme Total no. of students appeared Division Distinction % I % II % III % Pass % B.A. 120 0.57 30.45 29.88 60.9 2.12 How does IQAC Contribute/Monitor/Evaluate the Teaching & Learning processes: 2.13 Initiatives undertaken towards faculty development Nil. Faculty / Staff Development Programmes Number of faculty benefitted Refresher courses UGC – Faculty Improvement Programme HRD programmes Orientation programmes Faculty exchange programme Staff training conducted by the university Staff training conducted by other institutions Summer / Winter schools, Workshops, etc. Others 2.14 Details of Administrative and Technical Category Number of Permanent Employees Number of Vacant Positions Number of permanent positions filled during the Year Number of positions filled temporarily Administrative Staff 11 3 Technical Criterion – III
5.2 Efforts made by the institution for tracking the progression UG PG Ph. D. Others 730 5.3 (a) Total Number of students (b) No. of students outside the state (c) No. of international students No % 280 38 No % 450 62 Men Women Last Year This Year General SC ST OBC Physically Challenged Total General SC ST OBC Physically Challenged Total 352 5 1 247 605 406 22 4 303 730 Demand ratio 1.02:1 Dropout % 53 5.4 Details of student support mechanism for coaching for competitive examinations (If any) No. of students beneficiaries 5.5 No. of students qualified in these examinations N.A. NET SET/SLET GATE CAT
Obesity. (n.d.). Retrieved May 12, 2004, from http://www.geocities.com/nutriflip/Diseases/Obesity.html x. Article in Internet-only journal, authored, not from database (In an Internet-only journal, page numbers may not be provided and volume and numbers are often not relevant. In the reference list entry, provide the details you can determine.) Author, A. (Year, month day). Title of article. Title of Journal, volume number (issue number), page numbers. Retrieved month day, year, from web address Rego, P. (2003, August). Confronting embodiment. Nuritinga, 5, 1-6. Retrieved June 20, 2004, from http://www.healthsci.utas.edu.au/tson/nuritinga/issue5/confronting_embodiment.pdf xi. Electronic copy of a journal article, authored, from database Author, A. (Year). Title of article. Title of Journal, volume number (issue number), page numbers. Retrieved month day, year, from database name. Elder, R., Neal, C., Davis, B. A., Almes, E., Whitledge, L., & Littlepage, N. (2004). Patient satisfaction with triage nursing in a rural hospital emergency department. Journal of Nursing Care Quality, 19(2), 263-268. Retrieved June 30, 2004, from Academic Search Premier database. xii. Translated book Author, B. (Year). Title of book. (B. Translator, Trans.). City: Publisher. (Date of original publication date.)
ANTHROPOLOGIST HALL OF FAME Rubric: Presentation Student’s name:____________________ Criteria Level 1 Level 2 Level 3 Level 4 Knowledge/ Understanding • information, ideas, concepts shows limited understanding of the topic/ individual shows some understanding of the topic/ individual shows considerable understanding of the topic/ individual shows thorough understanding of the topic/ individual Thinking/Inquiry • analysis uses limited logical analysis, argument and explanation uses some logical analysis, argument and explanation uses considerable logical analysis, argument and explanation uses highly effective logical analysis, argument and explanation Communication • sense of audience and purpose limited sense of audience and purpose in choice of content shows some sense of audience and purpose in choice of content shows considerable sense of audience and purpose in choice of content shows thorough understanding of audience and purpose in choice of content • coherent organization structure shows limited organization structure shows some organization structure shows considerable organization structure is highly organized Application • voice and eye contact voice has limited clarity; little eye contact voice has some clarity; some eye contact voice has considerable clarity; significant eye contact voice has a high degree of clarity and effectiveness; engaging eye contact • language conventions uses grammar and sentence structure with limited accuracy and effectiveness uses grammar and sentence structure with some accuracy and effectiveness uses grammar and sentence structure with considerable accuracy and effectiveness uses grammar and sentence structure with a high degree of accuracy and effectiveness • duration considerably longer or shorter tha prescribed limits 31 seconds to one minute longer or shorter and prescribed limits 0-30 seconds longer or shorter than prescribed limits within prescribed time limts Handout is clear, concise and summarizes presentation Handout is unclear and does not correspond with presentation Handout is relatively concise and summarizes presentation Handout is clear, concise and summarizes presentation Handout is very thorough, concise and effectively summarizes presentation Knowledge: 10 Thinking 10 Communication: 10 marks Application: 15
Lovell FHCC Public Affairs Lovell FHCC hospice volunteer Nick Konz was pleasantly surprised when he showed up for a shift at a Green House home March 16. The Secretary of the Department of Veterans Affairs, Robert McDonald, stopped by the home as part of his official visit to Lovell FHCC and singled out Konz for recognition. McDonald presented Konz with a coin and thanked him for his tremendous service to Veterans over the years. Konz was recently featured in the Chicago Tribune for his work with Lovell FHCC’s No Veteran Dies program, which pairs volunteers with Veterans in their final moments, so that all Veterans have a comforting friend with them when they pass. Konz has volunteered with the program since its inception in 2013. Teaser boxes at bottom of the page: In This Issue … Leadership Commentary p. 2 & 3 DUIN nurse selected, p. 2 Gift TBI patients, p. 3 MOVE! Veteran his weight-loss success story, Page 5 Lovell FHCC holds annual Creative Arts Festival, Page 6 Page 2 From the Desk of the Director Headline: Lovell is adapting, adopting MyVA breakthrough priorities By Dr. Stephen Holt Lovell FHCC Director We were honored to have prominent local Vietnam War Veterans James Mukoyama and Allen Lynch speak at our Vietnam War Commemoration March 29, for many reasons, not the least of which is these honorable men co-chair the Lovell FHCC Patient Advisory Council. So we already know the wealth of leadership experience and wisdom they possess. Retired Army Maj. Gen. Mukoyama served more than 30 years. He volunteered to fight in Vietnam and was instead sent to Korea. Then he went to Vietnam in 1969. In 1986, he became the youngest general
evidence? Is your evidence well-chosen and well-explained? Do you tie everything back to your main argument? Have you thought through the implications of your stated position? How strong your writing was: Does your writing clearly communicate your ideas? Are your sentences not just grammatically correct, but sophisticated? Do you have a consistent style and a strong vocabulary? Is your paper well-organized and logically arranged? Each rubric broadly assesses three factors. However, each task is also different in nature, so the rubrics do have some differences. I’ll go over each rubric—and what it really means—for you here. Synthesis Rubric Score What the Rubric Says What This 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. You did everything an 8 essay did, but either your argument is particularly compelling or or your writing is particularly effective/sophisticated. 8 Essays earning a score of 8 effectively address the task in the prompt. They develop their argument by effectively synthesizing at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You thoroughly responded to the prompt, successfully using (and citing) at least three of the sources to support your argument. You supported your argument in a persuasive way. Your writing is competent, although there may be some minor errors. 7 Essays earning a of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. Your essay did everything a 6 essay does but is better explained, better argued, or better-written; however, it’s not quite up to an 8 level. 6 Essays earning a score of 6 adequately address the task in the prompt. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. You responded to the prompt in a reasonable way. You used and cited at least 3 of the sources in creating your argument. You supported your argument in a reasonably persuasive way, although not as compellingly as an 8 essay. Your writing is generally understandable.
Stage : 3 Term: Weeks: Key Concept: Representation of Australians (a changing society) Text set: FOCUS TEXT: The Arrival by ShaunTan MEMORIAL Shaun Tan OF OUTER SUBURBIA Shaun Tan LONE PINE Margaret Warner BOY OVERBOARD Morris Gleitzman Focus: Integrating English Stage 3 content descriptors: S & L - Speaking & Listening R & V – Reading & Viewing R & C - Responding & Composing W & R - Writing & Representing Spelling G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking imaginatively and creatively E T - Expressing themselves R on L - Reflecting on Learning Acceptable Evidence: Plotting students on the Literacy Continuum – to develop student comprehension and vocabulary. Critical aspects: Comprehension, Vocabulary, Reading texts, Writing Learning across the curriculum: Literacy, creative and critical thinking, visual literacy, history LITERACY CONTINUUM for Modelled Reading (Stage appropriate) Session Modes/Skills Explicit Modelled Reading and writing Guided reading (Where to next?)
The Articles of Confederation The Challenge of Sovereignty The Articles of Confederation, which replaced the Second Continental Congress and governed a new nation from 1781-1789, represented a reaction against centralized authority during the colonial period. In their effort to avoid centralization, the authors of the Articles of Confederation placed ultimate political power in the separate states as a means of checking the national government. They described the as “firm league of friendship” in which each state “retains its sovereignty, freedom and independence, and every power, jurisdiction and right, which is not by this confederation expressly delegated to the , in Congress assembled.” Under the Articles of Confederation, the central government had powers to conduct foreign relations, settle disputes between states, maintain maritime affairs, regulate Indian trade, and state the value of state and national money. The new government concluded a very favorable peace with , weathered a short postwar depression, and wisely determined that the western territories would eventually achieve statehood with all the rights and privileges of the original thirteen states. On a sheet of paper (1) explain the significance of each statement/event/fact. (2) Then examine the list, divide the items into three or four categories and label the categories. Finally (3), write a thesis statement answering the following question: To what extent were the Articles of Confederation effective in solving the problems that confronted the new nation. No separate executive Northwest Ordinances of 1785 and 1787 One vote per state No federal courts Shays’ Rebellion British retention of forts in the Northwest No regulation of interstate commerce Boundary disputes between states No power to tax States taxed each other’s goods Kept the states together Treaty of 1783 Federal aid to education (Northwest Ordinance, 1785) No national currency Members often failed to attend Congress pirates raided shipping Inability to repay French loans Inability to protect settlers from Indians ’s denial of right of deposit at Little trade with
The Art of Investing How do investors earn above average returns without taking undue risk? By buying undervalued securities. Markets are said to be efficient, but research that undervalued securities offer a “free lunch” – more return at lower risk. Market participants are emotional. When bad news strikes, investors often sell without evaluating the effects of the news. Thus, opportunities are created for value investors, who like to buy low and sell high. Typically, negative news will affect a industry. The 2008-2009 housing bust decimated many tool makers, such as Black & Decker, Snap-On, and Stanley Works. However, these companies remained profitable throughout the recession, and in fact used the time to become more efficient operationally. Yet the stocks were selling at prices that implied that we’d never build another house in the United States. Because their prices were already so low, the risk of investing in this industry was low as well. When the first signs of recovery appeared on the horizon, the entire industry rallied strongly and in fact Black & Decker and Stanley Works decided to merge, propelling their returns even higher. Value investing requires patience. We typically give stocks two years to “work”. If after this period, the stock still does not appear promising, we sell it. Value investing goes through periods of underperforming, like every style. To minimize the risk that clients will experience these periods, most client portfolios will also own some large, blue chip stocks that follow the market averages. All portfolios will be diversified among large and small cap stocks (as directed by each client’s Investment Policy Statement). Typically, clients will own 30 to 50 stocks. Value can be found in all markets, from international securities to bonds and options. We apply our value philosophy to every aspect of portfolio management, seeking securities at reasonable prices in all venues.
Judgement Model can also provide educators with a framework to provide guidance and feedback to students in developing sensitivity to noticing that leads to appropriate actions. Kapuscinski (2004) tells of the Greek traveller and historian Herodotus who lived 2500 years ago. Herodotus travelled to the far corners of the earth and on his travels he was a careful observer, sensitive to details that at the time seemed minor or inconsequential, for Herodotus recognised that these may be the most essential indicators of something significant. Most importantly, Herodotus recognised that to notice what was most essential, he had to be ‘on the spot’ and this involved great travel across the then known world. Out of this travel and ability to be on the spot, Herodotus was able to recount information related to his experiences, providing rich detail. Nurses can learn from this using Herodotus as a metaphor for observation and inquiry. The slight change in behaviour or the seemingly trivial comment should be noticed and evaluated. For this to happen nurses must also travel- leave their ward offices, nursing stations and computers and be ‘on the spot’ with patients. Only then will they be able to notice. References Anthony D, Parboteeah S, Saleh M and Papanikolaou P (2008) Norton, Waterlow and Braden scores: a review of the literature and a comparison between the scores and clinical judgement. J Clin Nurs 17:646-53 Barker KN, EN, Pepper GA, Bates DW, Mikeal RL (2002) Medication errors observed in 36 health care facilities. Arch Intern Med (162):1897-1903 B (2009) Men in Nursing: Re-evaluating masculinities, re-evaluating gender. Contemporary Nurse 33(4): 120-129
I am becoming aware— If I allow myself to understand what I have been writing— Reflections ~ Is it becoming clear to you now? Are you willing to admit what you see and what you know? Are you willing to open up and accept your own knowledge? Or do you feel an impulse to fight your growing understanding? Waking Up ~ If I exercise the courage to honor my own life— If I were willing to see what I see, and know what I know— If I were willing to breathe deeply and feel my own power— If I allow old wounds to fade away— If I allow myself to wake up to the possibilities of life— If I stop blaming others and start living— If I stop looking for someone to feel sorry for me— If I had the courage to honor my own excitement— As I allow myself to feel lighter— Reflections ~ What would change for you if you had the courage to honor your own excitement? To honor the life within you? What would change if you allowed old pains to fade into irrelevance? What do you imagine? What are your fantasies of how your future might be different? Self-Acceptance ~ If self-acceptance means not denying or disowning who I am— If self-acceptance is the foundation of good self-esteem— As I to accept my feelings whether I like them or not—
Smooth Coats – short and tight to the body. Very low maintenance. Grooming achieved by removing the dead coat to leave a glossy finish Approximately 10 minutes once a week to prevent heavy shedding Boxer Weimaraner Staffordshire Bull Terrier Dobermann Labrador Retriever Massage mitt Bristle brush Cloth Wire coat – these coats have a coarse, harsh topcoat with a soft undercoat Approximately 30 minutes once a week to prevent heavy shedding and matts and tangles forming West Highland Terrier Wire Fox Border Terrier Scottish Terrier Schnauzer Slicker brush Terrier pad Wide/narrow toothed comb Wool coat – dense, bouncy coat requiring great care. A coat of high maintenance which requires specific drying techniques and trimming styles Approximately minutes twice a week to prevent matts and tangles forming Poodles Bichon Frise Slicker brush Wide/narrow toothed comb Your Puppy’s Grooming Requirements Coat Type (e.g. wire, double) Amount of Grooming Required Suggested Grooming Equipment Additional Information: Knots and matts A knot occurs the coat is slightly tangled but it can be removed by careful brushing or combing out. Matts are formed when dead, loose undercoat hair becomes trapped by the top or guard hair, and starts to clump and twist together. If this matted coat becomes wet, the matting tightens and becomes almost solid. Do not attempt to remove matts unless trained in the procedure. Otherwise, refer to a professional groomer. Care of ears, nails and eyes Check your puppy’s ears to see if they are clean. You can remove excess dirt from the inside of the ear flap with damp cotton wool. Never probe inside the ear as you may perforate the ear drum. Any odour is usually a sign there is something wrong and your puppy should be taken to a vet. If nails are excessively long remove the tip of the claw, taking care not to cut the quick or blood vessel. If needed clean the eyes with clean, damp cotton wool using a separate piece for each eye. External Parasites A parasite is something that lives on another animal (the host) and gets its nourishment from the host. If left unchecked, the parasite causes disease or even death. The most common external parasites found on dogs are fleas and ticks.
99 Steve O'Neill, Commerce and Industrial Relations Group Job Network, the 3rd Contract. 100 The 1945 White Paper on Full Employment - 101 The Economist Keeping up with the Schmidts. 102 The Queensland Cabinet and Ministerial Directory Accelerated Works Program unlocks 430 jobs for North Queensland. 103 Tony Dolphin and Kayte Lawton, Institute for Public Policy Research A Job For Everyone. 104 Tony Eardley, University of New South Wales Outsourcing Employment Services: What Have We Learned From The Job Network. 105 Trading Economics Age Dependency Ratio (% of Working-Age Population) in Australia. 106 UK Department for Work and Pensions Beliefs work: an attitudinal segmentation of people in Great Britain. 107 UK Department for Work and Pensions Early Impacts of Mandatory Work Activity. 108 University of Melbourne, Faculty of Business and Economics Household, Income and Labour Dynamics in Australia Survey. 109 Victorian Government Labour Hire Inquiry. 110 Western Australia Department of State Development Western Australia Economic Profile – December 2014.
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The phase of WWII was called the Phony War. This was because of the lack of military operations by the Western Allies against Nazi Germany. During the Phony War Germany had invaded both Norway and Denmark, although Sweden remained neutral, Germany blockaded Sweden forcing them to trade exclusively with them. This was important as Sweden had many iron ore mines that Germany needed access too. This phase of the war ended on May 10, 1940 with the Battle of France. On that day, German forces using the blitzkrieg tactics attacked Holland, Belgium, Luxembourg and France. Over the next few weeks The Allied soldiers tried in vain to fight over the invading Nazis. On May 21st the Germans had surrounded the Belgian army, that surrendered immediately, leaving only a few British and French divisions to defend Europe. With most of the British fighters being kept in reserve to help defend England there was only a handful of aircraft available to hold off the Germans. On May 26th in a small town in Belgium called Dunkirk one of the most important and amazing military evacuations in history took place. The Allied troops had been basically pushed into the English Channel fleeing the Germans. About 600 ships from sailboats to destroyers were used to transport as many soldiers as possible. The operation saved 340,000 Allied troops. Unfortunately this left only about 50 poorly supplied divisions to defend France. On June 5th the Germans turned their attention to defeating France. On June 10th Benito Mussolini attacked Southern France with the Italian Army causing even more chaos in France as civilians tried to flee the on coming armies. The French were worried that the German army might destroy Paris as they had Warsaw, so on June 13th they decided not to keep troops there. The next day, Paris fell and German troops marched down the streets of France’s capital city. The rest of the world could only look on helplessly. On June 22nd the official armistice was signed. Hitler saw to it that the same rail car that was used to sign the armistice from World War I was taken from it’s museum and used in the ceremony. Hitler’s intent here was to humiliate the French as he felt they had humiliated the Germans after the first World War. This event is significant because it not only marked the beginning of German rule in France it left Britain alone to fight off the Germany army. The year is 1940 and the Soviet Union is still on the side of the Axis Powers.
The Purpose of the The Beaumont Award recognises research projects undertaken by undergraduate students in the areas of Biological, Environmental and Physical Sciences, Engineering, Medicine and Health. This might be your Final Year Project or a Research Project/Internship you have pursued at University. Ten Awards will be made to final year students whose projects display the greatest potential to impact on society. It’s inspired by the life and work of Michael Faraday, who’s discoveries were crucial in the development of technology innovation. Each winning student will be awarded £500 cash, and an engraved medal. This will be presented at a celebration event around graduation in July 2018. Students will also be offered the opportunity to take up a free place at our Enterprise Boot Camp. Award eligibility All final year undergraduate and integrated Masters Students who have completed research projects in the areas of Biological, Environmental and Physical Sciences, Engineering, Medicine and Health. Criteria Quality of your research The contribution to scientific knowledge and/or potential application of the findings The level of innovation as demonstrated through, for example, the use of creative scientific methods Ethical awareness displayed within the research Ability and potential to benefit society Translation of ideas Students will be offered support from SPARK (The student business start up service) in the translation of their ideas, to nurture any entrepreneurial vision and offer advice to those interested in establishing a business venture around their idea. Students will be awarded a place at the SPARK summer boot camp as part of their prize. How to Apply To apply for this award you will need to complete the application form on page two. You will need to write an abstract of 300 words providing a summary of your research including the purpose, method, results/conclusions and the ability/potential benefit to society. Your application will also need a statement from your research supervisor. Deadline for Applications is Monday 30th April 2018
16. The lawyer looks terrible, much older than his 40 years. Why? Why does the banker think of the lawyer as a "strange man"? Is he a "strange man"? 17. Why does the lawyer write that he despises, "freedom and life and health, and all that in your books is called the good things of the world"? 18. Does the lawyer seem smug and “above everybody” at the end? Is this pride? If so, is he too proud? 19. What does the lawyer mean by, "You have taken lies for truth"? Can you think of any examples of people doing this? 20. The lawyer marvels at those who, "exchange heaven for earth"? What does he mean by this? 21. The lawyer once saw the two millions as "paradise," but now he despises the money. Why? Wouldn't it have been better to take the money? Why or why not? Why does he willfully flee before the term of his confinement is officially over? 22. Why does the banker have contempt for himself after reading the lawyer's letter? Does the banker also learn something from the bet? How does his decline compare to the change that takes place in the lawyer? Why does the banker kiss the lawyer’s head? Why does he weep? Why does he lock the lawyer’s letter in his safe? 23. In what ways is the lawyer a different man? In what ways is the banker a different man? At the end of the fifteen years, what do the lives lived by the lawyer and the banker demonstrate in regard to their original argument about the merits of capital punishment? 24. Would you take such a bet? For 5 years? For 1 year? Why or why not? What is a life worth living? 25. How would you interpret the story’s theme – the insight it reveals about basic human needs? Do you think it expresses a truth about life as you know it? What answer does the story provide to the initial question of whether life imprisonment is preferable to capital punishment?
SEQUENCE OF SECTIONS IN THESIS (see thesis template in online handbook) Main title page Author’s declaration (if joint research) Combined table of contents for both sections Combined list of tables for both sections Combined list of figures for both sections page for Literature Review (including: title, supervisors, word count, target journal) Abstract for Literature Review Literature Review main body References for Literature Review Appendices for Literature Review (if necessary) Title page of Empirical Paper (including: title, supervisors, word count, target journal) Abstract for Empirical Paper Empirical Paper main body References for Empirical Paper Appendices for Empirical Paper (including: Evidence of ethical/R&D approvals, Dissemination statement) FREQUENTLY ASKED QUESTIONS ON THESIS FORMAT
“The Birds” Literary Criticism Name__________________ “Techniques of Horror” “The Influence of the Cold War & Nuclear Proliferation” “Nature Versus Culture & the Human Condition” Define “parallel journey.” Examples: Examples of the “known” into the “unknown.” Examples of “maintaining the semblance of order & normality.” Explain how the “unresolved ending” adds to the horror. How is the story a “cautionary tale about man’s tendency to wage war”? Examples of parallels to the “cold war.” Examples of “a civilization on the brink of annihilation.” What is the meaning of the references to the “east wind?” What did du Maurier herself write about war that is so disturbing?’ Explain how “nature is personified as an to humankind.” Examples of the “boldness of the birds.” Examples of “warlike images.” Examples of nature’s superiority to “mechanical developments & technology.” How is the “banding together of the birds” contrary to “nature’s law?” What did du Maurier herself say in a private letter about “The Birds?”
The Solenoid Connector: You may or may not choose to use the optional solenoid lock module. If you are to use this module, simple connect the ribbon connector on the solenoid lock to the solenoid connector. There is no polarity, so place it on either way. HOWEVER… If you are to use the solenoid, you NEED to use a 2-pin jumper to short the “EN” 2-pin header together, otherwise the solenoid will not work. Relay#1 controls the optional solenoid module, and it cannot be used for anything else when controlling the solenoid. It is very important that if you ARE NOT using the solenoid, that it is not connected to the board. Just as importantly, you need to ensure that you remove the “EN” jumper when you are not using the solenoid on relay#1. If you do not, you WILL fry your board. If you have any questions, please send us an email, and we will respond ASAP. About This Unit: There are quite a few apps out there that can send data from a smart phone via Bluetooth to control your circuit. I personally use RoboRemo, as it fun and easy to use. There is a free version, but you can upgrade for a very fair price. Using this free Android app, I'm able to wirelessly control the four high power relays on this module. There is also an optional solenoid lock (Available in certain reward tiers) that will allow for you to create a Bluetooth lock with ease! It is extremely easy to use, and I will be creating a video showing you how to use RoboRemo. You do not need to use this App specifically, but I find it to be very efficient! Simply sync your device to this relay board, and use the app to control the relays! There are momentary and latching options which can be changed on the fly! Schematic Diagrams: Please note that the schematic diagrams below might be difficult to read, so there is an external file for you to download for each of the diagrams. If you cannot open the enclosed schematics, and this is problematic for you, please feel free to contact us, and will set you up ASAP! The Bluetooth Controlled Speech Recognition Module Schematic: PDF Copy: The Bluetooth Controlled Relay Board Module Schematic: PDF Copy: