zilongwang/ReadingBank huggingface dataset:
Box 1: Role and functions of a trade union Functions of a trade union Power based – in terms of counterbalancing management power Economic regulation – in terms of pay and conditions Job regulation – in terms of workers’ control over their job Social change – as a pressure group in society Member services – such as financial services Lifelong learning – the focus of the report Self-fulfilment – for some members to become active in the union and so fulfil their development through this route Appealing to employees From Waddington and Whiston (1997) ‘Why do people join a union?’ Collective bargaining Represent members on an individual basis Introduction of financial services (such as life insurance and credit cards) Greater democracy to have an input in union strategy and practice Develop and pursue policies and strategies on equality issues Appealing to employers Bargaining collectively – increases legitimacy to joint agreements Offer a collective voice Offer a consultative channel Managing dissent and conflict Expertise in the of employee relations (law, training and development, health and safety (250K union H&S reps in the UK today), equality). Having established their ‘traditional role’ with students, section 3 in the report outlines their more recent focus on promoting learning in the workplace, which can also then be discussed with the students. This section is also of value to discuss with ULRs in order to familiarise them with the evidence of current studies on the union learning agenda. Managing conflict in the workplace 3.1 The causes of conflict An opening activity is to ask the students/union reps to first define conflict and then to broaden the discussion specifically in relation to how they think it manifests itself in the workplace. This gives context to the overall learning outcomes from the report and establishes their understanding (or misconceptions) of the effect of conflict in the workplace. See the discussion in section 2.1 of the report
Changing the Temperature Suppose the forward reaction was exothermic A + 2B C + D ∆H = -100 kJ mol-1 This would mean that the back reaction would be endothermic by the same amount (-100 kJ mol-1). Suppose the temperature was decreased, the reaction would respond by increasing the temperature back up again. This can only be done by producing more C and D because the forward reaction is exothermic. Increasing the temperature will of course, have the opposite effect. Adding a Catalyst Adding a catalyst speeds up the forward and back reactions by the same proportion. This means that there is no change in the position of the equilibrium. Methods of Extraction The extraction of metals depend alot on its position in the reactivity series. are also factors to take into account. For metals up to zinc, the cheapest method is usually heating the ore with carbon or carbon monoxide to reduce it. For metals more reactive than zinc, electrolysis is usually used. The Extraction of Aluminium Aluminium is extracted from an ore called bauxite, which is impure aluminium oxide. Aluminium ions are attracted to the cathode and are reduced to aluminium: Al3+ + 3e- Al Oxide ions are attracted to the anode and lose electrons to form oxygen gas: 2O2- O2 + 4e- There are a few things to keep in mind: Melting aluminium requires extremely high temperatures. Instead, it is dissolved in an aluminium compound called cryolite. Because of high temperatures, the carbon anodes will burn with oxygen to form carbon dioxide. This means the anodes have to be replaced regularly. The cost of electricity is also a major factor – the cell has currents up to 100 000A so it is expensive. Uses of aluminium include: Use Property of Aluminium That This Useful
Potassium, Sodium, Lithium Very vigorous, produces hydroxides and hydrogen gas Too reactive to add safely to acids Calcium Reacts gently and produces the same products as above Can be added to very dilute acids – but it’s going to be violent! Magnesium Reacts with to produce magnesium oxide and hydrogen Reacts vigorously – strongly exothermic – forms a salt and hydrogen Zinc or Iron Reacts slowly and forms an oxide and hydrogen Reacts slowly Anything Below No reaction No reaction Rusting of Iron This requires two things: Oxygen Preventing the Rusting of Iron (in iron oxidises into iron oxide Fe2O3) Using Barriers Keep water/oxygen away from the iron by painting, coating with oil…etc. Alloying the Iron Such as allowing it with chromium and nickel to produce stainless Sacrificial Anodes Galvanising iron by coating it with a layer of zinc. Zinc is more reactive than iron and will corrode instead. During the process it loses electrons to form ions. These electrons flow into the iron so any iron atom which has lost electrons immediately regains them. These means even if the zinc is scratched, the iron won’t rust. More on sacrificial anodes – if the iron has already rusted, it can still be displaced by the more reactive zinc: + 3Zn 2Fe + 3ZnO And this is the end. Good luck!
THE UNIVERSITY OF MASSACHUSETTS SCHOOL OF LAW – DARTMOUTH Full-Time Lecturer, Legal Skills I and II Position Announcement The University of Massachusetts School of Law – Dartmouth invites applications from persons interested in teaching Skills I and II, courses in which students develop abilities in legal research, writing, and analysis. Legal Skills I and II are part of the law school’s core first-year required curriculum. Full-Time Lecturers may also apply to teach a summer course for additional compensation subject to the law school’s curricular needs, and are eligible to apply for summer research stipends subject to the law school’s standard selection process. The position will begin in July 2017. Successful applicants must be available to teach in the day and evening/weekend divisions, as needed. The law school’s mission emphasizes public service and access to legal education. The law school seeks to prepare students to practice law in a competent and ethical manner while serving the community. We offer a robust legal education program that includes nine required credits of Legal Skills, including six in the first-year at credit hours equal to other first-year courses, an Upper-Level Writing Requirement, simulated practice courses, in-house and off-campus clinical programs, and a field placement program under the guidance of experienced practitioners. Minimum qualifications: Applicants must have a law degree, strong academic credentials, and previous experience teaching legal writing. Preferred qualifications: We prefer applicants with full-time legal writing teaching experience. Application Instructions: To apply for this position please visit: You will need to submit an application package including (1) a cover letter, (2) curriculum vitae, (3) the contact information for three professional references, (4) two samples of feedback on student work (anonymized), (5) a copy of prior student evaluations, and (6) a writing sample. The review of applications will begin immediately and continue until the position is filled. UMass Law is committed to recruiting and retaining a diverse faculty and student body, and encourages applications from members of underrepresented groups who will add diversity to the Law School Community. University of Massachusetts Dartmouth employees and applicants for employment are protected by federal laws, Presidential Executive Orders, and state and local laws designed to protect employees and job applicants from discrimination on the bases of race, religion, color, sex (including pregnancy, gender identity, and sexual orientation), national origin, age, disability, family medical history or genetic information, military service, veteran status or other non-merit based factors.
THE DETAILS They are now properly interested. Of course, if they are going to support your idea and agree to its adoption, then they will need to have all of the information and detail. They are covering something and that something needs variable amounts of covering depending on the size of their something! Help them to do so. It is usually a good idea to lay out the details / numbers for the current situation and then compare them with the anticipated / expected details and numbers if your idea is accepted. It is always a little bit tempting to boost the anticipated effect of your idea but, actually, the smart thing to do is to slightly under-play the effect. That way, when they accept your idea and the effects are even better, your genius is assured. Don’t get carried away to details that don’t contribute to the outcome, but do try to include everything that might potentially get in the way of your idea. This might include, for example; training, health and safety, budget, suppliers, technology, IT&C and human resources. You are not expected to know everything but you are expected to reveal what you know – and propose ways around obstacles. This is still not the moment to crack the knuckles… THE MONEY If they are reading this then you have nearly sold it. And as Don Cooper once said; ‘your competition is everything else your [health could conceivably spend their money on’. So the money is really important and you’d be well advised to be absolutely honest here. So just lay out the cost of your idea (as best as you can) and then lay out the expected financial impact that it will have. It will be very helpful if this is positive (i.e saving money or generating it!) If you need an member of your team then put down the cost of that person and then explain the positive cost impact of, for example, earlier patient discharges, improved patient outcomes, or whatever else you can monetise. THE OUTCOME This is what you might call ‘the close’. Be bold, be clear and make a commitment (e.g. ‘we are ready to implement this idea on (a date) and expect to deliver (an outcome) by (a date). That outcome will have the following benefits (list them).
• 3 months ago Hi guys, I have a sad tale, april26 2017 urinary retention and kidney failure, catheter and book in to urologist. After avocado for 8 months, had utility on 08dec 16 and still with Cath and now infection. I had 11stents put in but not looking good. I know you say only the failures might report on this thread but that should be of interest to all should it not? • 3 months ago Oops some self correcting typos. Catheter for 8 months, urolift 3weeks ago now still have catheter and now infection. Not sure if I did the right thing now. • 3 months ago Started with 135cc prostate and after 8 months of avodart ended with 93cc so urologist did urolift using 11 implants. Hope it improves or I did make a mistake. • 3 months ago So now with $10k on the credit card and no results I should have bought a Harley
• over a year ago Just wanted to give my experience with Urolift which was basically disastrous. I had the procedure in Oct 2014. I had a prostate about 85gms and retention of up to 700 cc. For a couple of months I had a very slight improvement in symptoms ie frequency, urgency etc. However about a month ago my kidney functions started to decline (rising BUN & Creatinine). Kidney sonogram showed mild hydronephroisis (swelling of kidneys). Aparantly before the Urolift I had chronic urinary retention. The trauma to the urethra put me into acute urinary retention, my bladder completely stopped functioning. I'm now cathing 3 x a day and taking advodart &flomax hoping that my bladder will regain function. It seems to have been really stretched out. I'm now investigating the Holep which seems to generally overcome the non working bladder. Needless to say the Urolift, which I saw as benign, a temporary way to avoid the bph drugs, was one of the worst decisions of my life. • over a year ago Michael, apparently the Urolift didn't open up the urethra adequately. I question whether a patient with 700 cc retention should have had urolift anyway. I the best advice I (or anyone) can give you is to contact a surgeon at one of the renowned hospitals in our country. I had Holep done on my 114 gram prostate with three lobes at the Mayo Clinic in Phoenix in October 2014 by Dr Humphreys. I never had any pain, all pink urine stopped after seven days and I now have all urinary function like a teenager. Your situation is very serious and I would not fool around with any surgical care other than the very best. All of the Mayo Clinics and Johns Hopkins as well are the best in the country. I would get on the phone to the all of the Mayo Clinics Monday morning, state the severity of your case and get the earliest appointment available. If you can get an appointment with Dr Humphreys in Phoenix you should consider yourself to be in the best hands possible. Don't fool around, you can lose a kidney. Best of luck to you and keep us posted. Thousands of sufferers will read your case and learn from it.
The Vietnam War: A Cold War Case Study The Things They Carried - Tim O’Brien “ The Spin” - Text Dependent Questions (45 points) Name _ Pd. _ Score Directions: reading the excerpt from “ The Spin”, answer the following questions. Write answers in the space below and on the back of the paper. How does the author show that part of Azar’s character is kind and loving? How did the “old poppa- san” help the platoon? What was his special skill? How does Norman Bowker’s wish reflect his character and/ or personality? In what way does Kiowa’s rain dance fail? How is Azar’s treatment of Ted Lavender’s an indicator of the trauma in Azar’s life? How is this story structured? What can you say about all these short sections? Norman Bowker and Henry Dobbins played checkers almost every evening. It was a ritual that many of the soldiers would sometimes stop by to watch. According to “Spin,” how was the Vietnam War NOT like this game of checkers? By its own definition, war is not a time of peace or beauty or serenity; in fact, Walt Whitman stated, “The real war will never get in the books.” O’Brien identifies a variety of moments of light- heartedness, humor, and levity in these few pages of “Spin.” Recapture 2- 3 of these moments utilizing key vocabulary and phrasing, and relate them to Whitman’s quotation in a way which either endorses and supports or negates and conflicts . The purpose of stories, according to is “That’s what stories are for. Stories are for joining the past to the future. Stories are for those late hours in the night when you can’t remember how you got from where you were to where you are. Stories are for eternity, when memory is erased, when there is nothing to remember except the story.” What parts of “Spin” demonstrate O’Brien’s understanding of the purpose of stories? Be specific in your answer.
What she does What this shows Njemile “she threw a flower offering into the twisting stream” “She prayed to the ancestor spirits.” She is wise – she knows that the ancestor spirits are powerful and important to her people. She is respectful – she gives the ancestor spirits a gift from nature. She has faith in the ancestors. “She stepped forward, tall and straight.’” She is a good leader – she has thought of a clever plan. She is strong – she speaks to her people with ‘quiet force’. She has courage – she thinks differently from the rest and she speaks up about it. “’Let us go over now, before our foolish fear loses both our tribe and our future!’ Saying so, Abikanile’s mother put one foot into the water, then another, determined to find the stones because she believed in her daughter’s courage.” She is brave – she leads the frightened people across the river even though she cannot swim. Abikanile Abikanile waited, still as a bird. She was listening. She watched Abikanile.” She is a good daughter – she listens and watches so that she can learn from her mother.
THE EVENING VIEW CLUB CALENDAR 2018 (subject to change) Please note changes in red for January Newsletter DAY DATE COMMITTEE St Francis CLUB MEETING Woodcroft Tavern SOCIAL THURS Jan 11 Meeting THURS Jan 18 AGM SUN Jan 28 Historic Walk – North Tce – catch the train in, Museum, Migration Museum, Art Gallery, Picnic lunch in Botanic Gardens – Day trip TUES Jan 30 UP, UP & AWAY CLUB MARION 9.30 for 10am to 1pm THURS Feb 8 Meeting THURS Feb 22 Meeting SOCIAL SAT Feb 24 Historic Walk - Mansions of Glenelg THURS March 8 Meeting THURS March 22 Meeting EASTER QUIZ SUN March 25 Historic Walk - Yankalilla THURS April 12 Meeting THURS April 26 Meeting NICKOLLS ‘The life of Brian’ SAT April 28 Historic Walk - Beulah Park - Burnside THURS May 10 Meeting THURS May 24 Meeting GILLIAN NAPIER Ongarra plant rescue SUN May 27 Historic Walk – Semaphore – half/full day trip as required June 14 Meeting THURS June 28 Meeting Social SAT June 30 Historic Walk – West Norwood THURS July 12 Meeting THURS July 26 Meeting? TSF SUN July 29 Historic Walk – Colonel Light Gardens Aug 9 Meeting THURS Aug 23 4th Birthday SUN Aug 26 Historic Walk – Gawler by train, day trip THURS Sept 13 Meeting Sept 27 Meeting Katherine - psychological effects of abusive relationship SUN Sept 30 Historic Walk – Aldgate, also Stangate House for Camellia Display 12-4pm THURS Oct 11 Meeting THURS Oct 25 Meeting SUN Oct 28 Historic Walk - Kent town THURS Nov 9 Meeting Nov 22 Christmas meeting SAT Nov 24 Historic Walk – Kapunda day trip
Exact phrase: 5:93 84:25 103:3 11:23 30:45 32:19 13:29 19:96 31:8 18:107 30:15 98:7 22:14 41:8 95:6 5:9 38:28 45:30 18:30 42:26 3:57 10:9 85:11 26:227 14:23 34:4 4:173 42:23 47:12 10:4 38:24 6511 2:25 48:29 Almost exact phrase: 22:50 29:9 7:42 45:12 35:7 29:7 22:23 24:55 4:57 29:58 47:2 40:58 2:82 22:56 4:122 42:22
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making Thanksgiving a holiday in 1863, he said that the year was full of “the blessings of fruitful fields and healthful skies,” and that “They are gracious gifts of the Most High God.” Veterans Day is November 11th 1 Building 3 Churches 1 Mission Come Worship with Us! Pastor Earnest E. Tate Sunday Worship Services Weekly events Traditional Worship 9:00 a.m. Tuesdays: Bible Study 12:00 – 1:30 p.m.
Involvements The Sudanese Liberation army fighting for independence, is also the main party in south Sudan leading it to its victory in the 22 year long civil war and constituting its current government. The Sudanese government led by Omar Al-Bashir and directing the genocidal operations, causing at least 500.000 casualties and organized rape against his own people. UNAMID, The African Union/United Nations Hybrid operation in Darfur, is failing to protect the people against their oppressive government, leaving the people in near medieval living conditions. Chad. On May 11, 2008 Sudan announced it was cutting diplomatic relations with Chad, claiming that it was helping rebels in to attack the Sudanese capital . Six months later, in November 2008, relations continued. The Sudanese-Chadian relationship improved dramatically after Chadian President Idriss Deby visited Khartoum on February 9, 2010. The resulting deal saw Chad kick out the Darfuri Justice and Equality Movement rebels it had previously supported, dramatically changing the Darfur dynamic. Chad and Sudan also committed themselves to joint military border patrols. Sudan held command of the latter force for the first six months, after which it was given over to Chad according to the six-month rotation agreement China, the country enabling this kind of mass slaughter through sponsoring of military goods of all kinds. Timeline of the events 1955: Sudan under joint Colonial occupation by Great Britain and Egypt 1956: Declaration of Sudanese independence, Ismael Al-Azhari Islam sympathizer becomes the first president, his promotion of Muslim beliefs leads to a civil war between the Muslim Arab north and the ethnically black Christian south and west. 1972: After 16 years of civil war an agreement is found and peace returned. South Sudan is now allowed to govern itself only if Sudan is still allowed to exploit their natural resources.
Fri. Oct. 6 – Berkeley, CA @ Greek Theatre Mon. Oct. 9 – Seattle, WA @ Moore Theatre – SOLD OUT Tue. Oct. 10 – Seattle, WA @ Theatre Wed. Oct. 11 – Portland, OR @ Arlene Schnitzer Concert Hall Fri. Oct. 13 – Salt Lake City, UT @ The Complex Sat. Oct. 14 – Denver, CO @ Ogden Theatre – SOLD OUT Sun. Oct. 15 – Denver, CO @ Ogden Theatre Wed. Oct. 18 – St. Paul, MN @ Palace Theatre Thu. Oct. 19 – Chicago, IL @ Riviera Theatre Fri. Oct. 20 – Columbus, OH @ Express Live! Sat. Oct. 21 – Toronto, ON @ Massey Hall – SOLD OUT Sun. Oct. 22 – Toronto, ON @ Massey Hall Wed. Nov. 1 – Amsterdam, NL @ AFAS Live Thu. Nov. 2 – Amsterdam, NL @ AFAS Live – SOLD OUT Fri. Nov. 3 – Cologne, DE @ E-Werk Sat. Nov. 4 – Brussels, BE @ Forest National – SOLD OUT Mon. Nov. 6 – Paris, FR @ Bataclan Thu. Nov. 9 – Glasgow, UK @ Barrowlands Fri. Nov. 10 – Glasgow, UK @ Barrowlands – SOLD OUT Sun. Nov. 12 – Manchester, UK @ O2 Apollo Manchester – SOLD OUT Mon. Nov. 13 – Manchester, UK @ O2 Apollo Manchester Tue. Nov. 14 – London, UK @ Alexandra Palace Fri. Nov. 17 – Zurich, CH @ X-tra Sat. Nov. 18 – Milan, IT @ Fabrique Mon. Nov. 20 – München, DE @ Muffathalle Tue. Nov. 21 – Hamburg, DE @ Große Freiheit 36 Wed. Nov. 22 – Berlin, DE @ Tempodrom Fri. Nov. 24 – Oslo, NO @ Spektrum Sat. Nov. 25 – Copenhagen, DK @ Tap 1 Mon. Nov. 27 – Stockholm, SE @ Annexet Download hi-res cover art and press images – | | | For more information, contact: Jessica Linker | Pitch Perfect PR – , 773-271-6844 Sheila Richman | Atlantic Records – , 212-707-3063
Thu. Sep. 28 – Dallas, TX @ The Bomb Factory Fri. Sep. 29 – Houston, TX @ White Oak Music Hall [Outside Lawn] Sat. Sep. 30 – Austin, TX @ Stubb’s Waller Creek Amphitheater Thu. Oct. 5 – Los Angeles, CA @ Greek Theatre Fri. Oct. 6 – Berkeley, CA @ Greek Theatre Mon. Oct. 9 – Seattle, WA @ Moore Theatre Wed. Oct. 11 – Portland, OR @ Arlene Schnitzer Concert Hall Fri. Oct. 13 – Salt Lake City, UT @ The Complex Sat. Oct. 14 – Denver, CO @ Theatre Wed. Oct. 18 – St. Paul, MN @ Palace Theatre Thu. Oct. 19 – Chicago, IL @ Riviera Theatre Fri. Oct. 20 – Columbus, OH @ Express Live! Sat. Oct. 21 – Toronto, ON @ Massey Hall Thu. Nov. 2 – Amsterdam, NL @ AFAS Live Fri. Nov. 3 – Cologne, DE @ E-Werk Sat. Nov. 4 – Brussels, BE @ Forest National Mon. Nov. 6 – Paris, FR @ Bataclan Thu. Nov. 9 – Glasgow, UK @ Barrowlands Fri. Nov. 10 – Glasgow, UK @ Barrowlands Sun. Nov. 12 – Manchester, UK @ O2 Apollo Manchester Tue. Nov. 14 – London, UK @ Alexandra Palace Fri. Nov. 17 – Zurich, CH @ X-tra Sat. Nov. 18 – IT @ Fabrique Mon. Nov. 20 – München, DE @ Muffathalle Tue. Nov. 21 – Hamburg, DE @ Freiheit 36 Wed. Nov. 22 – Berlin, DE @ Tempodrom Fri. Nov. 24 – Oslo, NO @ Spektrum Sat. Nov. 25 – Copenhagen, DK @ Tap 1 Mon. Nov. 27 – Stockholm, SE @ Annexet (“Thinking of a Place” cover artwork) Download hi-res art and press images – | | |
The Water about Us Coordinated by the University of Central Arkansas College of Fine Arts and Communication Schedule of Public Events For more information, uca.edu/cfac EVENT DESCRIPTION LOCATION TICKET INFORMATION Oct. 1-5, 8-12 8 am-5 pm Water Photographs by Adger Cowans Hallway Gallery, McCastlain Hall, UCA, 201 Donaghey Ave., Conway 72035 FREE; no tickets required Oct. 1 7:30 pm Reading and book signing by science writer Kathryn Miles, UCA Artist in Residence College of Business Auditorium, room 107, UCA, 201 Donaghey Ave, Conway 72035 FREE; no tickets required Oct. 2 5:30 pm Common Threads Conversations, facilitated by Core Dance, Maya Gelfman, and Roie Avidan ASL interpretation provided Moore Nature Reserve, UCA, 201 Donaghey Ave, Conway 72035 FREE; no tickets required Oct. 3 6:30-7:30 pm Science Wednesday: Where Science Meets Society, panelists include Dr. Carl Fredrickson, Sue Schroeder, Rich O’Donnell, and Joanna Johnson ASL interpretation provided Kings Live Music, 1020 Front Street, Conway 72032 FREE; no tickets required
Oct. 4 7:00, 7:45, 8:30 pm FEATURE PERFORMANCE, “AQurld Waves at The Water About Us”: Underwater Music/Dance/Film/Poetry Event, performed by Core Dance and HEARding Cats Collective with spoken word by Chauncey Williams ASL interpretation provided HPER Center Pool, UCA, 201 Donaghey Ave, Conway 72035 Free timed tickets are available at . Bring your bathing suit, towel, and folding chair Oct. 5 1:30-3 pm Puppet masterclass with Mark Blashford Black Box Theatre, Snow Fine Arts Center, UCA, 201 Donaghey Ave, Conway 72035 FREE; no tickets required Oct. 6 10:00 am Jack & Jill puppet performance by Mark Blashford awareness theme] Faulkner County Library, 1900 W St Conway, AR 72034 FREE; no tickets required Oct. 6, 11 am-4 pm “Wishing Well,” community art installation by Maya Gelfman and Roie Avidan Laurel Park, 2310 Robinson Ave., Conway FREE; no tickets required Oct. 6 5:30-6:30 pm Jack & Jill puppet performance by Mark Blashford awareness theme], Presentation Room, Farris Hall, UCA, 201 Donaghey Ave, Conway 72035 FREE; no tickets required Oct. 6 7:00, 7:45, 8:30 pm FEATURE PERFORMANCE, “AQurld Waves at The Water About Us”: Underwater Music/Dance/Film/Poetry Event, performed by Core Dance and HEARding Cats Collective with spoken word by Chauncey Williams ASL interpretation provided HPER Center Pool, UCA, 201 Donaghey Ave, Conway 72035 Free timed tickets are available at . Bring your bathing suit, towel, and folding chair
The WDCU Forum Held on Sunday 7th October 2018 At Shawholm Introduction and Background The WDCU is committed to achieving continuous improvement in order that cricket in the West can be as good as it can be. The forum is one opportunity to help achieve that. The forum was designed to allow attendees to reflect on the season past and identify what went well or poorly. It also provided the opportunity to highlight areas for improvement and the chance for attendees to identify to WDCU potential changes to bring about those areas of improvement. The forum was interactive in nature and gave everyone the chance to contribute in an informal and open environment. All outputs gathered from the forum will be included in this summary document and shared with all clubs and agencies. outputs will complement what the WDCU has received through the ‘request for discussion issues’ documents that clubs sent in and the recently completed captains end of year surveys. All of these will inform any potential change. Format Format: Time Task / Activity Lead / Support Requirements 1.00 Room preparation IK/KY/ CMC Lap top/ data projector/ Screen/ Flip chart/ Post its /marker pens/ memory stick 1.30 Informal welcome Club Representatives IK/CMC 2.00 Introduction and welcome to the day. tbc
pleasure of the inferior: the pleasure a beast before men, a child before its father, a pupil before his teacher, a creature before its Creator. I am not forgetting how horribly this most innocent desire is parodied in our human ambitions, or how very quickly, in my own experience, the lawful pleasure of praise from those whom it was my duty to please turns into the deadly poison of self-admiration. But I thought I could detect a moment—a very, very short moment—before this happened, during which the satisfaction of having pleased those whom I rightly loved and rightly feared was pure. And that is enough to raise our thoughts to what may happen when the redeemed soul, beyond all hope and nearly beyond belief, learns at last that she has pleased Him whom she was created to please. There will be no room for vanity then. She will be free from the miserable illusion that it is her doing. With no taint of what we should now call self-approval she will most innocently rejoice in the thing that God has made her to be, and the moment which heals her old inferiority complex for ever will also drown her pride deeper than Prospero’s book. Perfect humility dispenses with modesty. If God is satisfied with the work, the work may be satisfied with itself; “it is not for her to bandy compliments with her Sovereign.” I can imagine someone saying that he dislikes my idea of heaven as a place where we are patted on the back. But proud misunderstanding is behind that dislike. In the end that Face which is the delight or the terror of the universe must be turned upon each of us either with one expression or with the other, either conferring glory inexpressible or inflicting shame that can never be cured or
Nilanshu Kumar Agarwal, Aravind Adiga’s ‘The White Tiger’ (ROMAN critical context) CHARACTER “Though he has dismantled the magic casements of his imprisonment, the subconscious layers of his past still haunt him. He finds extreme difficulty in reconciling the binaries of slavish loyalty and liberating phenomenon.” NOVEL/NARRATION“ …Balram on account of his subconscious guilt in breaking the coop is like the female characters of the 18th century” NOVEL/NARRATION “The voiceless subalterns voice their unheard, suppressed and latent signs of discomfort through their medium of communication and thus unburden their souls from the pressure of neurotic repression.” has the voice of what may, or may not, be a new India: quick-witted, half baked, and awesomely quick to seize an advantage.” Roland Barthe, ‘jouissance’ in/and Aravind The White Tiger: A Critique’ POST MODERN NARRATION“In postmodernism, as far as our understanding goes, is no space for any worldly or spiritual virtues.’ “ …utterly amoral, irreverent and in close conformity with postmodern tendencies.” “ Male and female characters use blunt and unpolished words freely.” “ One of the hallmarks of postmodern narratological devices is sarcasm.” “Even metaphors and similes used in the text have a scent of postmodernism.” TRUTH AS A THEME- “The novelist is describing events with raw and unfiltered expressions.” Jorge Diego Sanchez, A Fashionable India? Fossils and Re-Orientalisms in Aravind Adiga’s The White Tiger and Danny Boyle’s Slumdog Millionaire POST COLONIAL APPROACH- “ India is but a synonymous of the Indian Palimpsest.” Palimpsest is defined by Bill Ashcroft- ‘despite such erasures, there are always traces of previous inscriptions that have been ‘overwritten’. ENGLISH- “Marjory Hutchison (Personal Correspondence, June 2009) uses this same quotation to assert the TWT does not talk in English but in hypocritical English because Balram, with hardly an education, from a preposterous English Voice.’
…The flesh shrank from her bones, the color was drained from her, she looked like a walking skeleton—a living specter. (11.115) I did not believe in ghosts. Or rather, until this day, I had not done so, and whatever stories I had heard of them I had, like most rational, sensible young men, dismissed as nothing more than stories indeed. (5.30) this must be the Nine Lives Causeway—this and nothing more—and saw how, when the tide came in, it would quickly be quite submerged and untraceable. (5.5) But for today I had had enough. Enough of solitude and no sound save the water and the moaning wind and the melancholy calls of the birds, enough of monotonous grayness, enough of this gloomy old house. (5.39) Behind me, out on the marshes, all was still and silent; save for that movement of the water, the pony and trap might never have existed. (6.9) Try finding your own key quotes. You should aim to learn several short quotes relating to key events and themes.
THE WZCC HOUSTON CHAPTER MEET AT THE NAZC-2010, ON JAN 28TH, 2010 The Houston chapter is blessed with a dynamic group of individuals who are committed to the economic progress of all members of our community and today’s program would not have been possible without their efforts and teamwork. One of the significant outcomes of these Houston’s WZCC sponsored programs has been to strengthen the community bond with networking at a professional business level by interacting with proven entrepreneurs, within our own community and those in mainstream USA. ROHINTON RIVETNA & FIRDOSH RUSTOM ENGINEER, HOSHI MEHTA & KOBAD ZAROLIA HOW TO REJUVENATE WZCC? A brainstorming session on “How to Rejuvenate WZCC?” was held on Dec. 28, 2010 at the InterContinental Hotel in Houston as a part of pre-congress activity. The discussion was mainly centered around chapters in North America. About 25 WZCC members participated in a very intense session. Many ideas were presented. Rohinton Rivetna emphasized that WZCC is not just for business people but also for professionals. He also suggested that under the current economic conditions we should work with placement services even if it is on a paid basis. Firdosh suggested that we prepare a list of speakers who would be willing to travel to different chapters and speak to them whenever possible. He also advised to stop saying it can’t be done and instead just do it! Jim Engineer elaborated on the importance of involving youth at higher levels in each chapter. Rustom Engineer agreed with Jim and recommended that the senior members should provide ample opportunities for young members to be in the limelight. Behroze Daruwalla suggested that we must reach out to other Business organizations and have joint activities.
Abigail also brought David and his men 200 loaves and 200 cakes of figs. She also brought them 2 containers of wine, 5 already prepared sheep and 5 measures of dried grain. These 5 and 5 parallel His Isaiah chapter 55 signature ring. They also parallel the 5 of us that He has brought to this lot number 55 that He has risen up His house. YEHWEH fulfilled His all wine between 10 of days prophecy with 2 containers of wine. Like I said earlier, He has caused these 10 days to flow into the current 10 days that take us to 9/24 in a remarkable way. YEHWEH smote the son of belial Nabal’s life 10 DAYS after Abigail told him that she had given these provisions to David and his men. Come THE 10th DAY from 11/1 on His servant satan’s calendar YOU ARE GOING TO WISH THAT YOU HAD NOT WITHHELD SUPPLIES FROM HIS ANOINTED.
Hotel Parents: 35+, live with son/daughter and no 0-15 Senior Sole Decision Makers: 55+, not married/living as a couple and live alone Empty Nesters: 55+, married/living as a couple and do not live with son/daughter Non-Standard Families: Not married/living as a couple, live with relations, do not live with son/daughter and do not live with parents if 15-34 OR Not in any THE ARTS IN IRISH LIFE 2014 APPENDIX C: INTERPRETING SURVEY RESULTS As with all sample surveys, it is important to exercise sensible levels of caution when considering the likely robustness of a finding; as when considering the significance of differences between figures. To this end, the two Tables below explain how confidence limit calculations can be applied to the findings of the ROI TGI. Since these calculations rest on an awareness of the sample sizes and penetrations of given results, this information is included below primarily for the benefit of direct-users of the TGI database. For non-subscribers of the TGI, detailed information on the particular levels of confidence attaching to any of this report’s findings can be provided on request. The authors of this report have nonetheless focussed on finding which are typically of a significant nature. For interested in further detailed information on this matter: 1 allows the calculation of 95% confidence limits for percentage penetration statistics in TGI. To use this table, look up the percentage to be tested in the appropriate column, and the sample figure in the row. The intersection of the row and column gives the confidence limit figure required. For example, if a magazine has an un-weighted sample of 200 readers, and 30% of these have own a Nokia mobile phone, Table 1 shows that the 95% confidence limits for this percentage are + 7.3%. So, there is only a 1 in 20 chance that the true population figure is outside the range 37.3% to 22.7% (i.e. 30% - 7.3% to 30% + 7.3%). If confidence limits for a 25% penetration are required, an estimate can be taken midway between the 20% and 30% columns.
Jan 6 – Mar 17 1 Theater History – African storytelling, Greek-Thespis, Shakespeare-Globe Theater, comedy and tragedy to present day Youtube.com clips, scripts, handouts, Broadway.com, Ibdb.com, PBS, documentaries. BroadwayHD.com. playbill.com, bluegobo.com, Limelight Theater, Live Theater 2 Commedia del Arte (Students will gain a basic overview of Commedia del Arte, focusing on the script less stories, stock characters, and costumes) – Improvisation (students will connect knowledge of Commedia del Arte to Improvisation) 3 Culminating Theater Project (Students will work in small groups to create a design, perform scene work, or create their own scripts.) 4 Quarter 4 Mar 29 – May 26 Topic Major Concepts / Topics Possible Resources 1 Review of Tech Theater-9 zones, types of stage, safety, stage layout Youtube.com clips, scripts, handouts, Broadway.com, Ibdb.com, PBS, documentaries. BroadwayHD.com. playbill.com, bluegobo.com, Limelight Theater, Live Theater 2 Culminating Theater Project – Live, student choice 3 Musical Theater-chorus, musical director, choreography, audition, 4 Final Assessment – District-developed, computer-based 5
Mar 29 – May 26 1 Culminating Performance Rehearsal - Students will work in class through rehearsal to create a culminating performance in a small group or individually. Students may perform in front of an audience. YouTube videos, published plays, handouts and packets, ibdb.com, PBS, playbill.com, broadway.com, bluegobo.com, DVDs of live performances, live, theatrical performance 2 Year final Portfolio - Students will perfect their portfolio that contains all performance elements gathered this past school year 3 Exam Review (Students will review the information from this past year in order to prepare for their final exam. This will be a cumulative exam) 4 Final Exam- District developed, computer-based 5 6 7 8 9
Lesson The Atomic Bomb: Should we use it? Name Gene Traynom: Raleigh High School Standards Honors World History W.51: Analyze the decision to use nuclear weapons to end World War II. Lesson Length One 55 Minute Period Objectives After completing this lesson, the students will be able to: Analyze the decision to drop the atomic on Japan. Pick a side, whether or not we should have dropped the bombs, and defend it. Analyze alternative choices that the United States could have made instead of the decision to drop the bombs. Procedures Introduction At the start of the class I will discuss the decision to drop the atomic bomb on Japan. We will review the damage and destruction that dropping the bombs caused Japan. We will look at the physical, emotional, economical, and environmental impacts. Readings After the review, I will pass out four different readings about the dropping of the atomic bomb. The readings are a mix of primary and secondary sources (the handout is attached). The students will read the readings as a class. When the students finish the readings they will complete a chart giving me three reasons why they should not have dropped the bomb, and three reasons why they should have dropped the bomb (the chart is attached). The students will then have a discussion over their reasons to drop or not to drop the bombs. After the short discussion, the students will then pick a side and defend their choice. They will write down their choice and their reasons for picking that choice on the chart. After the
Promotion to Assistant Professor Individuals who are demonstrably competent in the subject matter of the courses to be taught and who have indicated a serious commitment to a faculty career may be considered for this faculty rank. This appointment is typical for most faculty who are beginning their service. While it is not expected that persons appointed at this rank shall have acquired an extensive reputation in their field, it is expected that they will continue to increase their knowledge, to improve their teaching ability and to present the results of their scholarly work in ways appropriate to their field. Promotion to Associate Professor Promotion from Assistant to Associate typically occurs at the tenure decision since the faculty member being considered would have been at the rank of Assistant for the six years of the evaluation process. The faculty handbook indicates that a guide for service in rank from Associate to Full Professor is five years. In addition to the guidelines concerning teaching, creative activity/scholarship, service and personal characteristics the Department will further consider the following criteria in matters of promotions in rank: The individual has contributed to the development of the Department through: strengthening its academic programs contributing to the credibility of its programs on the regional and national level an ability to provide leadership in his/her area of special interest The individual’s work has shown a continuing pattern of development through: being instrumental in refining and developing programs in which he/she has been especially involves written work shared with his/her peers in the profession or creative work that has culminated at some point in a significant major work (a work that has size, scope, seriousness, and completion) a contribution to the development of the profession in national, regional organizations The individual has contributed to an open collegial environment through: participation in the working processes of the department as in committee work, special assignments, recruiting, advisement, etc. respect for the collaborative process that is fundamental to the art and practice of Theatre and Dance willingness to participate and contribute to the ferment of ideas and goals that are part of the ongoing life of a departmental faculty.
Sample Committee Agenda 1 Welcome 2 Apologies 3 Minutes of previous meeting 4 Matters Arising (not covered elsewhere in the agenda) 5 Correspondence 6 Treasurer’s Report 7 Committee Members’ Reports 8 Future Events/Special Items 9 Any business 10 Date, time and venue of next meeting After the Meeting The Secretary has to take action following a meeting, write letters, contact people, make phone calls or organise more meetings or events. Osborne 12 Devonshire Square London EC2M 4TE Tel : 020 7247 5567 Fax : 020 7247 7232 : Website : www.nafas.org.uk January 2005 Amended and published with the kind permission of Voluntary Action Orkney THE ROLE OF THE CLUB SECRETARY Please pass this leaflet on to your successor
Â· George Peele (1558-96) began writing courtly mythological pastoral plays Â· Robert Greene (1558-92), who founded romantic comedy, wrote plays which combined realistic native backgrounds with an atmosphere of romance, comedies. Â· Thomas Lodge (1557-1625) tended toward euphustic prose romances. His Rosalynde provided Shakespeare with the basis for As You Like It.. Â· Thomas Kyd (155~94), who founded romantic tragedy, wrote plays mingling the themes of love, conspiracy, murder and revenge. Adapted elements of Senecan drama to melodrama. His The Spanish Tragedy (1580s) is the first of the series of revenge plays. In these plays, violence and grossness comes to the stage . One of the characters bites off his tongue and spits it on the stage. And we think Quentin Tarantino movies are wild! Independent Practice: The students will need time to process all of the information that they have been given today and in the class periods preceding this to put together their time lines. They will do so on their own and the teacher will monitor the classroom, asking questions, clarifying and helping where needs be. Assessment Closure and Assessment: The instructor will check the progress of their timelines, asking individual questions about the information the students have received up to this point and assign the homework specified below. We will now be moving on from the reformation into the Elizabethan and Jacobean age of theatre. Homework: The students need to choose one Shakespeare character from the list and do a bit of research. They need to find out about the play that this character is from and write a brief summary about the play (which they can easily find online) and a description of the character. They will be presenting their findings before the class on Wednesday. The list of both major and minor Shakespeare characters is included below, but is not by any means comprehensive. 5: Finishing up the reformation and movin’ on down to Shakespeare Objective The students will demonstrate understanding of Shakespeare by working on a scene from one of his plays. Materials Needed see lesson Related Documents Shakespeare Dialogue Lesson Directions Anticipatory Set/Hook Film Clip: Tricking Beatrice and Benedick form Much Ado Nothing. Instruction Instruction: We will need to finish the Reformation and University Wits before moving onto the next section of theatre history. Elizabethan Theatre and Shakespeare
Improvisational theater began in Italy. Stock Characters used. Meaning the characters were always the same ones, but were used in different situations and plot lines. or Lazzo: Comic business used in the situations. Some actors would become famous for a certain comic business. (Like; pie in the face, or poking eyes like the 3 stooges.) Used masks for many of the characters. No specific type of theater space since they toured what was available was used. Commedia dell Arte--Character Chart: Top: Magnifico Top Sides: First Actor/Actress Center top: Witch (not pictured) Middle: Pantalone and the Doctor Center Middle: Columbine Lower Sides: Brighella and Harlequin Lower middle: The Captain Bottom: Zanni
* Please fill out all relevant information and send to office@abtt.org.uk [NAME OF THEATRE] Contact Information Address Town County Postcode Email Main Contact Company Manager Box Office General Admin Stage Door Fax Website Website Technical Page Theatre Staff Technical Manager Chief Electrician Sound Technician Stage Manager Stage Carpenter Flyman Wardrobe Contact FOH Contact/Manager Accommodation list is available from Stage Details (all dimensions are in metres.) Type of stage (pros/thurst…) Rake Surface Is drilling or other fixing allowed? Type of flying system Total number of lines Barrel (pipe) diameter Barrel length Max load rating per set Maximum out dead Overall load rating Spacing between lines Distance of first available set of lines from US side of pros Apron Width Apron Depth Traps/Size Weight Restrictions Are stage plans available? If so, where from? Stage Management facilities Prompt corner pos. FOH call facilities? Q-Lights? Bar Bells? Q-Lights Movable? First aid box? Overall Dimensions Size of Width Height Wing Space: Stage Left Height of Grid Stage Right Setting line to rear of Setting line to front edge of stage Setting line rear wall Are these available? House tabs Cyc. Blacks: Borders Legs Tabs Unusual or unexpected features eg) Get in – height, drop, ramp etc… LX & Sound Details Power available and location: Lighting Sound LX & Sound Details Additional power supplies available: Lighting Control Number of dimmers/ ratings: On stage FOH
Any patching/twinning? Lanterns available in location: Profiles Fresnels Cyc Floods Follow Spots Movable lanterns list Rigging (eg Tallescope) Sound Indication of tie lines Mixer position Equipment available Headset/comms details Accomodation Dressing rooms Showers & toilets Access to Wardrobe facilities Wig room & facilities Orchestra Pit size (permanent /variable) Equipment Available Lit music stands Chairs Net Rostra Double bass pin boards Sound baffles Orchestra Accomodation Band Rooms Other/Comments Any other features
Contributors The following people contributed to the development of this document: Dr. Claudia Beach – Henderson State University Anne O’Neill – Warren School District Cortnie Devore – Hot Springs School District Hannah Sawyer – Cabot School District Anna Gouveia – Bentonville School District David Schwope – Nashville School District Danny Hobson – Springdale School District Helen Strickland – Little Rock School District William Ivey – Osceola School District Dawn Tucker – Jonesboro School District
Figure 2. Conceptual model. Table 1. Descriptive Statistics of the Sample Measure Mean (SD) % of sample Age 47.7 (9.21) - Gender a - 94.6 Tenureb 23.3 (11.93) - Job rotationc 2.3 (1.95) - Self-efficacyd 3.7 (.68) - Motivation to learn Poor Neutral Great Unknown - - - - 4.2 13.2 46.5 36.1 Occupational expertisee 3.8 (.49) - Percentage male