zilongwang/ReadingBank huggingface dataset:
On page 43, and later on page 48, the author uses the term ‘Elsewhere’. Explain why you think the Community uses this euphemism. ___________________________________________________________________________________ Based on this chapter, questions, ideas, connections I have so far about this story are: Chapter 7, p. 50-58 _____________________________________________________________
Oct. 27 Introductory powerpoint. Chapter 1 Oct. 28 Chapter 2 Oct. 29 Chapter 3 Oct. 30 Chapters 4,5 Nov. 5 Chapters 5,6 Nov. 6 Chapter 7 Nov. 7 SAT TEST Nov. 10 Chapter 8 Nov. 11 Chapters 9, 10 Nov. 12 Chapters 10, 11 Nov. 13 Chapter 12 Nov. 14 Chapter 13 Nov. 17 Chapters 14, 15 Nov. 18 Chapter 16 Nov. 19 Chapters 17, 18 Nov. 20 Chapter 19 Nov. 21 Chapter 20 Nov. 24 Chapters 21, 22 Nov. 25 Final Test Dec. 5 Culminating Project Due Culminating Project. Two parts. Both parts will be due on Dec. 5th. THIS WILL BE A PROJECT/TEST GRADE. 1. Write an argumentative essay on whether the Society is a utopian society or dystopian society. Give evidence from the text to support your argument. The writing rubric will be used to grade your writing. 2. Choose the second component of the culminating project. You will be graded according to the following rubric: Possible Points Creativity of project 0-25 Neatness and effort put into creation 0-25 Accuracy based on book information 0-25 Grammar and conventions 0-25
24) The "balance of payments" is a record of all economic transactions between the residents of a country and the developed countries of the Answer: FALSE 25) A country with a positive current account balance has a trade deficit; that is, the outflow of money to pay for imports exceeds the inflow of money for sales of exports. Answer: FALSE 26) The important fact to recognize about the overall balance of payments is that it is always in balance, although imbalances do occur in subsets of the overall balance. Answer: TRUE 27) The foreign exchange market consists literally of a and a seller's market where currencies are traded for both spot and future delivery on a continuous basis. The forward market is for immediate delivery and the spot market is for future delivery. Answer: FALSE 28) When a company conducts business across boundaries in countries with different currencies, it is thrust into the turbulent world of exchange risk. Answer: TRUE 29) A country's currency would be overvalued if the Big Mac price (converted to dollars) is lower than the U.S. price. Answer: 30) Hedging exchange rate exposure involves establishing an offsetting currency position such that the loss or gain of one currency position is offset by a corresponding gain or loss in some other currency. Answer: TRUE 31) During the past two decades, the world economic environment has become increasingly dynamic. To achieve success, executives and marketers must take into account all of the following realities except: A) capital movements have replaced trade as the driving force of the world economy. B) production has become "uncoupled" from employment. C) the economy dominates the scene. D) the struggle between capitalism and socialism continues. E) the growth of e-commerce diminishes the importance of national barriers. Answer: D
The Golden Mile. Save the date 21/11/18 We know that many schools have been involved in Beat the Street and this has proved to be an effective way of getting pupils active. We are now looking at ways schools can continue to provide regular opportunities for pupils to be active using a similar approach to Beat the Streets. On the 21st November (16.00 and 17.00) we will be giving schools the opportunity to learn more about the Golden Mile Already used by several schools in Swindon this is a safe, simple and measurable health and physical activity initiative accessible to all age groups regardless of ability. Every pupil can get involved by walking, jogging or running their Golden Mile. This is all about encouraging everyone to lead a healthy and active lifestyle, not about who is the sportiest or crosses the finish line first. Golden Mile can get parents involved too – from participating when dropping off or picking up their children at school, to receiving automated emails as their child reaches milestones. Additionally, the Golden Mile is a pupil-led initiative and can empower pupils through allowing them to run the process, as a ‘Golden Mile Monitor’ they will improve leadership and communication skills as well as developing a sense of responsibility and confidence. Golden Mile is a sustainable approach to physical activity, it’s an inclusive programme encouraging the whole school community to improve health and wellbeing. Impact and evidence of the programme will support schools in achieving Healthy Schools Silver / Gold status, If you would like to register interest in attending the session, please contact . Details of the venue will be confirmed closer to the date.
“cup” and “juice” was reached by 24 (33%) participants by 2-12 months, and by 25 (34%) participants by 13-17 months. Pointing to pictures in a book when named was reached by 19 (26%) participants by 13-17 months and 21 (29%) participants by 18-23 months. The ability to name some letters and numbers was not reached by most participants by 2-3 years (39%) or by 4-5 years (33%). The milestone of understanding “why” questions was not reached yet in 25 (34%) children; however, it was reached from ages 4-5 years by 19 (26%) children and was reached from ages 6-8 years by 23 (32%) children. Understanding “when” and “how” questions was not yet reached by 33 (45%) children and was reached by 25 (34%) children by the age of 6-8 years. The use of conjunctions was not yet reached by 46 (62%) children and was only reached by 15 (20%) children by the age of 6-8 years (see Figure 3). Correlations between parent reports of knowledge and attitudes and children’s language (i.e. the age at which they reached each developmental milestone) and literacy skills are presented in Table 10. To determine the correlations between age at which a child met each developmental milestone, ages were reverse-coded so that higher scores indicate the participants reached the milestone at earlier ages. The scores from each milestone question (see Figure 3) were then added together for each participant. To compute literacy outcomes, scores on relating to the child’s literacy skills on the survey were added together (see Table 9), with higher scores indicating stronger literacy skills. There were significant positive correlations between child reading score and age (.32), milestones (.29), parents’ belief of the importance of reading to child (.27), and parents' reports of frequency of reading to child (.24). Child's milestones were also significantly
How old was your when the following speech and language milestones were met? Does not have these skills 0-5 months 6-12 months 13-17 months 18-23 months 2-3 years 4-5 years 6-8 years 9-10 Moves eyes or head in direction of sound Babbles using speech like sounds for common items like “cup” or “juice” Points to pictures in a book when Names some letters and numbers Understand “why” questions Understand "when" and "how" questions Use of "when," "so," "because," and "if"
Immediately make a folder for these files, for example: Introduction Research question Concepts Theories Philosophy of science Methods Data Examples Analyses Discussions Criticism and discussion of method/ theory Conclusion Perspective Bibliography Appendices Relevant key words … and not for topics or authors! (The Good Paper, 2nd edition, p. 177)
unto you. For I long to see you, that I may impart unto you some spiritual gift, to the end ye may be established (1:10-11). Paul's motive for going to Rome wasn't to see the great Forum or the Circus Maximus, but to minister to the believers. He wanted to impart some spiritual gift through which they might be strengthened. That is, that I may be comforted together with you by the mutual faith both of you and me (1:12). Gathering together with God's people has a two-way effect. You cannot minister to others without being ministered to yourself. That's the beauty of sharing our spiritual gifts with one another. Jesus said, "Give, and it shall be given unto you" (Luke 6:38a). Sowing the truth in love always reaps the same. Now I would not have you ignorant, brethren, that oftentimes I purposed to come unto you, (but was let hitherto) that I might have some fruit among you also, even as among other Gentiles (1:13). Paul wanted to visit them before, but had been hindered. The apostle wasn't deliberately slighting the Romans by his absence. I am debtor both to the Greeks, and to the Barbarians; both to the wise, and to the unwise (1:14). "Barbarian" is an unfortunate word here because of its modern meaning as "savage." The term originated because the Greeks considered that all foreign languages sounded like "bar-bar" on incomprehensible babbling. The expression actually referred to those who didn't speak Greek. It wasn't a derogatory expression in Paul's day.
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: I 739/2012 In the matter between: THE GOVERNMENT OF THE REPUBLIC OF NAMIBIA PLAINTIFF (MINISTER OF SAFETY AND SECURITY) and ISAI IPINGE DEFENDANT Neutral citation: The Government of the Republic of Namibia (Minister of Safety and Security) v Ipinge (I 739-2012) [2014] NAHCM 196 (23 June 2014) Coram: UNENGU AJ Delivered: 23 June 2014 Flynote: Enrichment – Defendant, a Police Officer discharged from the Police Force due to absenteeism received monthly remuneration after discharge – Plaintiff – managed to prove all elements for unjust enrichment – claim granted in favour of plaintiff. Summary: The defendant, a Police Officer who has been discharged from the police force due to absenteeism in terms of section 9 of the Police Act 19 of 1990 received his monthly remuneration after the discharge. Plaintiff has instituted a claim
19 20 T 21 O 22 F 23 24 H 25 26 27 H 28 29 30 31 32 S 33 . S 34 35 L 36 37 38 39 X 40 41 42 43 E 44 D 45 46 47 H 48 49 50 51 52 53 E 54 55 56 57 58 59 60 61 62 W 63 64 65 66 67 68 E 69 70 71 72 73 74 75 D 76 77 78 79 80 H 81 82 W 83 84 85 L 86 87 88 89 90 91 92 93 94 95 96 F 97 98 . Write at least two complete sentences about this character. Is he a good guy or a bad guy? What would you like to know about him? The Graveyard Book Survival Guide Vocabulary Days Tall, dark and mysterious…continued Word List pester lucidly sympathetic mausoleum amphitheater scorn interred tousled abode droning dowdy withering smattering morbid A. (v.) disordered or disheveled (p. 35) ___ ___ ___ ___ ___ ___ ___ 1 19 20 38 56 39 94 B. (v.) to bother persistently with petty annoyances; trouble (p. 35) ___ ___ ___ ___ ___ ___ 15 49 42 98 64 85 4
PART 2 What does James daydream about at the dance? What is Mr. Tolson doing in the barn with all the sharecroppers? Why does Mr. Tolson say he was dressed the way he was? Why won’t James tell his father where he was?
Glossary Pre-reading information 3-6 Vocabulary 7-8 Anticipation guide 9-10 Chapter 1 11 Chapter 2 17 Chapter 3 20 Chapter 4 25 Chapter 5 28 Chapter 6 33 Chapter 7 36 Chapter 8 42 Chapter 9 46 Nonfiction New York Times articles: When Richer Weds Poorer 48 When Women Rule 60 The Great Gatsby Reading About the Author: Francis Scott Fitzgerald is considered one of the greatest American writers. He is often considered the most important American writer of the 20th century. Most importantly, Fitzgerald wrote vividly about the jazz age (the 1920s), a term he coined. Unlike his contemporaries, Fitzgerald was only sort of popular. His
hour on a given day. The other day my 3-year-old woke up at 5:30 in the morning. My choice was to get up and read books with him or plunk him in front of a video. It wasn't a hard decision." For Ann Cropper, mother of three, the challenge is having other activities ready when her kids ask to watch TV. She keeps a list titled "Things to Do Instead of Watching TV," which includes projects like making a fort and drawing with sidewalk chalk. When those ideas start seeming stale, her kids help brainstorm new possibilities.
Comprehensive knowledge and skills relating to their disciplines Ability to analyse and critically evaluate arguments and evidence Facility with interdisciplinary perspectives Capacity to find, evaluate and use information Ability to apply professional knowledge and skills in the workplace Effective communicators and collaborators Capacity to communicate effectively with others orally and in writing Capacity to communicate effectively with others using technological and creative media Capacity to interact and collaborate with others effectively in the workplace Innovative, creative and entrepreneurial
Submit the transaction. Methods invoked: IPaymentDevice.EndTransactionAsync IPaymentDevice.CloseAsync Print a transaction receipt. Process a POS customer by using Hardware Station Start a customer order. Add a customer. Add products. Methods invoked: IPaymentDevice.OpenAsync IPaymentDevice.BeginTransactionAsync IPaymentDevice.UpdateLineItems Select a delivery method, such as shipping all. Click Pay card for deposit. Fill in the card information and amount, and then click Tender. Method invoked: IPaymentDevice.AuthorizePaymentAsync a card payment receipt. Enter a card for the remaining amount. Fill in the card information and amount, and then click OK. Method invoked: IPaymentDevice.FetchTokenAsync Submit the order. Method invoked: IPaymentProcessor.Authorize (The token is used.) Fulfill and invoice the order. Method invoked: IPaymentProcessor.Capture Print an order receipt. Connector setup Payment connectors are configured in Dynamics AX by opening the Channel configuration page, which dynamically loads all the connectors that implement the IPaymentProcessor interface in the connector directory. When the customer selects a connector, the page calls the GetMerchantAccountPropertyMetadata() method, which returns the metadata that is required in order to configure the connector. The following code shows the required properties. Note: The text should be translated for the requested locale.
Chronic Lasting infection A chronic hepatitis B infection is when the infection lasts for longer than six months. Of those people who develop chronic hepatitis B infection: 30-35% develops persistent liver inflammation (sometimes called 'chronic active hepatitis B'). Symptoms include: muscle aches, tiredness, feeling sick, lack of appetite, intolerance of alcohol, pains over the liver, jaundice and depression. Symptoms vary in severity and some people have liver inflammation without having any symptoms. 20-30% develops cirrhosis. Cirrhosis is like a 'scarring' of the which can cause serious problems and 'liver failure' when it is severe. Cirrhosis usually takes many years to develop after being infected with hepatitis B 10-15% dies from liver cancer or liver failure after 20-50 years. How is hepatitis B diagnosed and assessed? Do arrange insurances and finances before a test. A simple test can detect if you are infected with the hepatitis B virus. If infected, other tests may be advised to check on the severity of infection, liver inflammation and damage to the liver. For example: A blood test can detect various parts of the virus. This can assess how active the virus is (if it is multiplying rapidly and therefore more likely to cause liver damage). tests called liver function tests. These measure the activity of enzymes (chemicals) and other substances made in the liver. This gives a general guide as to whether the liver is inflamed, and how well it is working. An ultrasound scan of the liver is recommended. A biopsy (optional) of the liver may be taken to look at under the microscope. This can show the extent of any inflammation and cirrhosis. A blood test can also be performed to show if you have immunity to hepatitis B. Other tests may be done if cirrhosis or other complications develop. There are other tests which assess the development and severity of cirrhosis. Just Diagnosed? Unfortunately in the UK, GP’s, are poorly equipped for Hepatitis discussions. No literature, no maps, no test risk posters, have been given them. GP’s often look on the Virus as a kind of Junkie & Sex Disease, as per the guidance and leaflets they have. So patients get partial or “safe injecting” advice and fail to contact experienced help lines or get important referrals to a Liver Specialist. So here is further advice from patients who’ve experienced being diagnosed and adjusting.
Applicability of Acts on site/ HT line/ Gas line, etc. HSIIDC To be appointed by the Corporation. Temporary Water Connection Water Connection inspection Town and Country Planning Dept. District Town Planner Site inspection w.r.t site dimension, area, etc. Area of site Site dimensions along with Physical features. Applicability of Acts on site/ HT line/ Gas line, etc. Forest Department To be appointed by the Department. Inspection for any acquisition or grabbing of forest land or any cutting of marked trees. As per Department requirement. Inspection report Format for During-Construction (to be conducted within 1 week of submission of self certified DPC level certificate: Name of applicant:......................... Address of site/ building Plot no. .......... Khasra no............... Sector/ area........... Colony.............. Application no.:............. Area of site:....................... (in square metres) Building use type: Residential Commercial Industrial Institutional Any other. Name of Department Appointed Nodal Officer for joint inspection Inspection details Inspection parameters Sign of Nodal officer Labour Department Joint Director/ Deputy Director/ Assistant Director Cess Assessment inspection As per Department requirement Urban Local Bodies District Town Planner/ Building Inspector/ Engineer DPC level inspection Inspection at DPC level of building w.r.t approved building plan. Town and Country Planning Dept. District Town Planner DPC level inspection Inspection at DPC level of building w.r.t approved building plan. HUDA Junior Engineer Inspection for temporary Water connection (only new construction) As per Authority requirement.
the procedure itself, I felt a bit tired. I play rugby so it felt a bit like I would after playing a rugby game – a bit tired and a bit of pain. “You’d be surprised at how selfless you can be when the time comes. It’s an amazing thing, really.” Slide 39 – Lamar’s story Donor video 40 – Leah’s story Donor video Slide 41 – Myles’s story video – 100th person to donate after registering thanks to The Hero Project
9 – Blood donation (who can do it) WHO CAN GIVE BLOOD? “You can start giving blood from the age of 17, like Chloe. “You can register online to give blood – or take away one of our forms today “Once you’ve signed up, you’ll get a letter telling you where your nearest session is WHAT HAPPENS ON THE DAY? “You arrive at your appointment and a takes you through a short medical form They’ll prick your finger and test a drop of blood to make sure your iron levels are ok They may also check your height and weight, to ensure your blood volume is high enough for you to donate You’ll sit in a comfy chair and have a needle placed in one arm One unit of blood is taken – about a pint (470ml) . This part takes 5-10 minutes You get something to eat and drink and then you can go home You’ll have given an hour of your day – but your one unit of blood can save three lives” Slide 10 – Stem cell donation (Beth) WHAT ARE STEM CELLS AND HOW DO THEY SAVE LIVES? “Stem cells are made in bone marrow, which is inside our bones “They develop into other kinds of cell – including blood cells “If someone has a cancer, their stem cells aren’t developing properly “Sometimes their only hope is to have a transplant – which means killing off their unhealthy cells and replacing them with healthy cells from a matching donor” WHO NEEDS STEM CELL TRANSPLANTS? “Transplants are needed by people like Beth (left) “Beth’s now 19 – she was diagnosed with leukaemia when she was three “She had lots of treatment but, when she was 14, doctors said only a stem cell transplant would save her life “There’s only a 30% chance that a brother or sister will be a matching donor – most people get their match from a stranger on the donor register “Beth’s sister Jemma (right) wasn’t a match but Beth was lucky – she found a match from the register and had her transplant “Beth is studying at university (London School of Economics) “She said: ‘It feels wonderful to look forward to the future. Without my donor I wouldn’t be able to get my
The Hero Project Short presentation slide by slide guide - City Slides 1-22 are core slides. This means they should be delivered as part of the full The Hero Project presentation. Slides 23 onwards are optional slides. These do not have to be used but are available for you to use if you want to. This suggested script takes 15-20 minutes to deliver. You are welcome to rephrase, as long as the key message on each slide is conveyed. Slide Suggested script Slide 1 – Title slide “Hello, my name is ……”– I’m from The Hero Project, an education programme run by blood cancer charity Anthony Nolan Every day, Anthony Nolan helps save the lives of people who are suffering from blood cancers like leukaemia I’m here today to explain how you too can make a difference to the lives of others” Slide 2 – Could you be a lifesaver? The aim is to start the presentation off with interaction and get the audience thinking that saving a life can be simple and something they can do…. “Take a minute to think about the people who save lives every day – paramedics, doctors, firefighters, lifeguards. Hands up if you think you could save a life like that?” OR “What does the word lifesaver mean to you? What kind of person does it make you think of? Do you think it’s something you could do?” Slide 3 – 3 ways to save a life “Saving a life doesn’t have to involve bravery or a heroic act – it can be simple. Ordinary people save lives every day, by giving some of their time and donating something of themselves Today I’m going to give you an overview of three ways you can save a life – stem cell, blood and organ donation There’s no pressure today – I just want to give you facts and encourage you to think about what you’ve heard There’s nothing graphic in the presentation but some people might find some of the topics difficult, so if you need to leave the room please do so” 4 – Adrian Sudbury Adrian Sudbury was a 27 year old journalist who died of leukaemia. When he was terminally ill, he led a successful campaign to educate 16 - 18 year olds about stem cell, blood and organ donation. He believed that if young people are given the facts about what it means to be a donor, many more would join the various registers.
wrote the history of England in two volumes (1867) and György András published profiles of eminent British politicians in the early 1870s. The translation of seminal works of English scholars and scientists. Thomas Babbigton Macaulay (historian, politician) was elected member of the Hungarian Academy in 1857, John Stuart Mill (economist) in 1868, and Charles Darwin in 1872. The English influence could be felt in the everyday lives of the families as well. names given to children, for instance Artúr, Edgár, Oszkár, Malvin, Viktória, Edit. The fashion of sailor suits for middle class scholarship and girls as a kind of uniform. The fashion was borrowed probably by Victorian royal children and grandchildren at a time when “Jack Tar” (a common term used to refer to of the or , particularly during the period of the ) was a national hero, the symbol of the formidable royal navy.
with cruising, fashion and body image, and humorous sexual scenarios –all of the signifiers of a commodified gay identity and lifestyle as it emerged in the urban enclaves of American cities in the 1970s and throughout the 1980s (Fig. 6) – though as Mills notes, even when parodying the gay scene, this is ‘done with affection, not malice’ (Mills 1986: 11). Mills’s own Poppers – about three gay friends living in the West Hollywood scene – was among the funniest, most thoughtful, and well-crafted of the gay ghetto comics of the early 1980s, and began appearing in In Touch in April 1982. Poppers focused on the hedonism of the West Hollywood gay scene of the late 70s and early 80s, which it lampooned and glorified in equal measure, capturing the aforementioned affectionate qualities of the gay ghetto strip noted by Mills himself (see Mills 1986). Like many ghetto strips, Poppers contained references to specific cultural products associated with the gay subculture – most obviously, the strip’s title referred to the slang term for the drug amyl nitrate, inhaled for recreational drug purposes and particularly in sexual encounters on the gay scene. In one of Jerry Mills’s Poppers stories, published in Gay Fig. 6 – Gerard P. Donelan, ‘A Donelan Look at Men.’ Gay Comix no. 13 (1991), np. Fig. 7 – Jerry Mills, ‘Poppers.’ Gay Comix no. 6 (Winter 1985), np. Comix no. 6 (1985), best friends Yves and André are shown sitting on the beach flicking through Vogue magazine and listening to Barbra Streisand and Donna Summer’s disco hit ‘Enough is Enough’ (Fig. 7); such references to stereotypically ‘gay’ locations, slang, ‘types’ and cultural products serve as signifiers for the gayness of the characters as well as indicating a specific kind of gay lifestyle and identity at a certain point in time. The other dominant genre – the gay pornographic comics – were also published in gay magazines since the late 1960s and early 1970s, as well as collected in anthologies. The gay porno comics genre represents both gay sex and gay male bodies
Name________________________________________________ Date______________________________ Period_____ The Electoral College Map Activity Directions ~ Analyze the 2012 Electoral Map. Then answer the following questions. If you need more space, answer the questions on the back of the sheet. Yes, you will have to do some MATH to answer the questions. *Remember - Total electoral votes possible is 538. Magic number to get elected president is 270 electoral votes. Questions: Which state has the most electoral votes? How many states have the minimum amount of three? (Go ahead and include D.C. in your answer.) What is the fewest number of states that you could win, and still get enough electoral votes to be elected POTUS? Can you win the presidency without winning the Deep South (Virginia, North Carolina, South Carolina, Georgia, Mississippi, Alabama, Florida, Texas, Arkansas, Tennessee, and Louisiana)? Show me how you come to your conclusion. Can you win the presidency by winning only those states west of the Mississippi River? Show me how you come to your conclusion. Can you win the presidency by winning only states that have 10 or fewer electoral votes? Show me how you come to your conclusion. How many states can you win and still fall short of the 270 votes necessary to win the presidency? 2012 Electoral College Map
Dr. Mortimer’s Personal Details According to Dr. Mortimer, what had been bothering Sir Charles during the last few months? (pg. 22) What did Dr. Mortimer notice at the crime scene that no one else did? (pg. 23) The Hound of the Baskervilles Chapter 3 Questions Why had no one else seen the footprints of the hound? Describe the creature on the moor that several people had seen prior to Charles’ death. What did Dr. Mortimer want of Holmes? Who were Charles’ other kinsmen? What advice did Holmes give Mortimer?
position. These third parties can broker introductions (Burt, 2005), enforce norms (e.g., Bendor and Swistak, 2001; Coleman, 1990; Raub and Weesie, 1990; Simmel, 1950), or contribute to the perception of an entity distinct from others in the school (Freeman, 1992). Each of the effects of parties described in the previous paragraph can contribute to the salience of local positions as groups representing more than an aggregate of dyadic phenomena. As such, the local position memberships can serve as an efficient signal to reduce the transaction costs of identifying potential friends. This generates our primary hypothesis: H1: Adolescents will be more likely to nominate members of local positions as new friends than to nominate others in their school as new friends. If hypothesis 1 holds, it would represent a unique contribution of this study by establishing how friendship nominations are embedded in emergent social structures defined by coursetaking. These friendship nominations can then shape the distribution of social capital within schools. Micro Foundations of Status Hierarchies A second implication of the potential salience of local positions as groups is that members within a local position may have equal potential as friends, regardless of specific micro social relations in which a pair of adolescents is embedded. One of the strongest tendencies in micro social relations is for actors to seek transitivity (e.g., Cartwright and Harary, 1956; Davis Holland and Leinhardt, 1971,
Jobs. New York: Teachers College Press.Wimmer, Andreas and Lewis, Kevin. 2010. “Beyond and Below Racial Homophily: ERG Models of a Friendship Network Documented on Facebook”. American Journal of Sociology 116(2): 583-642. Wimmer, Andreas and Kevin lewis. 2010. Beyond and Below Racial Homophily: ERG Models of a Friendship Network Documented on Facebook. American Journal of Sociology 116 (2): 583–642. Wrong, Dennis H. 1961. “The Oversocialized Conception of Man in Modern Sociology.” The American Sociological Review. 26(2): 183-193. Yonezawa, Susan, Amy Stuart Wells, and Irene Serna. 2002. "Choosing Tracks: 'Freedom of Choice' in Detracking Schools." American Educational Research Journal 39(1):37-67. Zeng, Zhen and Xie, Y. 2008. “A Preference-Opportunity-Choice Framework with Applications to Intergroup Friendship” American Journal of Sociology, Vol 114(3): 615-48. Figure 1 Local Positions Focused around Courses in Miller High School
7 LIQUID NITROGEN COOLED TRAPS Traps that open to the atmosphere condense liquid air rapidly. If you close the system, pressure builds up with enough force to shatter glass equipment. Therefore, only sealed or evacuated equipment should use liquid nitrogen cooled traps. SOME COMMONLY POTENTIALLY EXPLOSIVE AND SHOCK SENSTIVE CHEMICALS Acetylides of heavy metals aluminum arphorite amatol ammonal Ammonium nitrate Ammonium perchlorate Ammonium picrate Ammonium salt lattice Butyl tetyl Calcium nitrate Copper acetylide Cyanuric triazide Cyclotrimethylenetranitramine Cyclotetramethylenetetranitramine Dinitroethyleneurea Dinitroglycerine Dinitrophenol Dinitrophenolates Dinitrophenyl hydrazine Dinitroesorcinol Dinitrotoluene Dipicryl sulfone Dipicrylamine Erythritol nitrate Fulminate of mercury Fulminate of silver Fulminate of gold Gelatinized nitrocellulose Guanyl nitrosamino guanyl tetrazene Guanyl nitrosamino guanyllidene hydrazine Heavy metal azides Hexanite Hexanitrostilbene hexanitrodiphenylamine hexogen Hydraziniumnitrate Hydrazoic zcid Lead azide Lead mannite Lead monoitroresorcinate Lead picrate Lead salt Lead styphnate Mercury tartate Mononitrotoluene Nitrated carbohydrate Nitrated glucoside nitrogen trichloride Nitrogen tri-iodide Nitroglycerin Nitroglycide Nitroglycol Nitroguanidine Nitroparaffins Nitronium perchlorate Nitrourea Organic amine nitrates Organic nitramines Organic peroides Picramic acid Picramide Picratol Pocroc acid picryl chloride Picryl fluoride Silver acetylide Silver Silver tetranzene Sodatol Sodium amatol Sodium nitrate Sodium Picramide Tetrazene Trinitroanisole Trinitrobenzene trinitrocresol Trinitronaphthalene
Lithium (Li) Alkali Metal Amides: Silver amides (Ag2NH) Cuprous nitride (Cu3N) Cadmium amide (Cd(NH2)2) Sodium amide (NaNH2) Potassium amide (KNH2) (NOTE: the latter two chemicals under certain conditions). Halides of Non-Metals: Boron trichloride (BCI3) trifluroide (BF3) Phosphorus trichloride (PCI3) Silicon tetrachloride (SiCl4) Sulfur monochloride (S2Cl2) Phosphorus oxychloride (OPCl3) Others: Phosphorus pentaoxide (P2O5) Calcium carbide (CaC2) Organic acid halides and hydrides of low molecular weight. Alkali Metal Hydrides: Lithium aluminum hydrides (LAH) Sodium borohydride (NaBH4) Sodium hydride (NaH) Potassium hydride (KH) Calcium hydride (CaH) Metal Alkyls: Alkylithiums Aryllithiums Trialkylaluminums Anhydrous Metal Halide: Aluminum chloride Titanium tetrachloride (TiCl4) Zirconium tetrachloride (ZrCl4) Stannic chloride (SnCl4) EXAMPLES OF PYROHORIC CHEMICALS: Grignard Reagents: (RMgX) Alkyls and Aryls: (RLi) (RNa) (R3AL) (R2Zn) Carbonyls: Nickel tetracarbinyl (Ni(CO)4) Iron pentacarbonyl (Fe(CO)5) Cobalt carbonyl (Co3(CO)8) Alkali Metals: Metal Hydrides: Sodium hudride (HaH) Non-Metal hydrides: Diborane (B2H6) Phosphine (PH3) Arsine (AsH3) boranes Non-Metal Alklys: (R3B) (R3P) (R3As) Potassium (K) Sodium (Na) White phosphorus Powders (especially when finely divided):
I made the data sheet to be quite simple. This form has room for six days of documentation. There are 4 trials per day and I mark each trial as follows: + = demonstrated, - = not demonstrated, / = not attempted, and √+= with assistance. Then when I look at a magnifier goal “Student X will use a magnifying glass to scan large busy pages for small details, finding the requested item 3 out of 4 times, by October 16, 2015”. Now with this particular student, the goal came with him from another district. In his previous district this was a consult goal and I had made this a direct services goal. I felt that in order for a student to learn to use the device, the student needs direct services to do so. And with this particular student, I was correct. Upon my first initial periods of working with him, I learned he did not know how to use the device. So instruction needed to start at square one. I task analyzed what skills he needed to have in order to meet with success using the device independently in a one-to-one setting and back in the classroom. Skill Date: Date: 1 2 3 4 1 2 3 4 Knows purpose of device Aware of dominant eye Place magnifier on worksheet/book so that it is resting flat on the surface Slide the magnifier over the object using hand until the center of the round dome is on top of the area you want to magnify Look directly into the top center of the dome to read the magnified text/image Using device, copies: Symbols Words Sentences Storage/Maintenance Determine safe location to device at school
Theme (choose one): o Technology Gone Awry o Space Travel o Optimistic Vision of the Future o Pessimistic Vision of the Future Story : Story : Text Based Evidence to support this theme:  Directly and Indirectly reference the text (use page number, citations, etc..)  Include a balance of your own thoughts/inferences with evidence from the text Brief Explanation of how both stories develop/reflect this theme. Consider what these stories ultimately teach us about this theme and its application to life.
has no presentation points board is present but incomplete. prepared and completed. memorized and poster board/ PowerPoint is completed. Species Profile After choosing and researching a species at risk in Ontario, you have learned the many reasons why the elimination of a species from an ecosystem affects the biodiversity of the entire area. Not everyone is aware of the issues with species disappearing from the various Ontario ecosystems, therefore we need to develop a way where individuals of the public (such as our parents, friends, relatives, government, and other researchers) can easily be informed of the issues and how to help save or preserve a species at risk. Using the species you chose, develop a profile that outlines its key aspects on one page. The page you create should be creative and easily catch the eye of the public. Consider adding photos and using contrasting/ matching colours to use your profile. Some of the information you may want to share on your species profile page: Status on the Species at Risk Act (date added)? What the species looks like? Where the species lives/ habitat characteristics? Where the species has been found? What is threatening the species? Current actions for protecting them? What can the public do? Your profile will be graded the rubric below: 1 2 3 4 Creativity (20) Profile is basic and lacks pictures and creative titles. Profile has some creative features such as pictures however, language creativity. Profile is creative and features pictures and creative titles for information. Profile is written creatively, keeping the audience in mind and also includes pictures, and data charts. Organization (10) Profile lacks organization and is difficult to read. Profile has some organization, however lacks titles to identify specific information or images. Profile is organized and uses subtitles, pictures, and borders to organize data. Profile uses text titles, subtitles, pictures, and borders to organize data in an effective and easy to read profile. Information (10) Profile lacks information about the species and Profile has some basic information about the species Profile presents the outlined areas of interest in an Profile presents the outlined of interest in an
tasks/questions and answers questions and answers discussion log/reflective journal witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b Suitable materials for a play activity Learners should identify suitable materials for a play activity. 3.c How these materials relate to a plan for play activities Learners should state how these materials relate to a plan for play activities. 3.d How this activity is inclusive and encourages equality of opportunity Learners should suggest how this activity is inclusive and encourages to equality of opportunity. 4 The learner will know how stereotyping can affect children’s participation in activities The learner must know: Assessment Requirements Evidence Location
4.a Different examples of stereotypes Learners should list a minimum of three different examples of stereotypes. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 4.b Examples of activities which can result in stereotypical play Learners should give a minimum of three examples of activities which can result in stereotypical play. 4.c How these activities may affect children’s participation Learners should state how these activities may affect children’s participation. Final Tutor Feedback (Strengths and Areas for Improvement):
Hire of garden games Aunt sally, Crazy croquet Giant Jenga, Boules £25 per game £15 per game Small Amplifier and microphone hire £30: amplified speaker & microphone to play background music/speeches Cakeage charge 50p per person, Corkage charge per 75cl bottle: - £10.50 red/white £12.50 sparkling wine, £15.00 champagne Bouncy castle hire £125 Children’s bouncy castle hire £75 Pimm’s/Prosecco/ice cream cart hire for arrival drinks/ice creams or guest book/presents £25 Karaoke hire £45 Fire pit with wood and hay bale seating £75 DJ or Band (please ask for information) POA Use of overhead projector or large screen £30 FINANCIAL TERMS AND CONDITIONS. To confirm a booking, a booking fee of £750 will apply with the balance due within 7 days of the event. Cancellations will be charged for as follows: - Four weeks or more prior to the event – deposit refunded, Three weeks before the event – 75% of the deposit will be refunded Two weeks before the event – 50% of the deposit will be refunded, One week or less before the event the deposit will not be refunded.
Handmade pork pies.. Trout pâté. Spicy Asian Julienne vegetables. Duck rillette. Prawn cocktail. Vegetable tabbouleh. All served with home-made bread, selection of pickles, and a mixed leaf salad Main Course Either Locally hand reared spit roasted hog, crispy crackling, roast potatoes, homemade sage & onion, stuffing, apple sauce, wholegrain mustard, coleslaw, potato salad & chives. and Vegan shepherd’s pie; lentils, chickpeas, sun-dried tomatoes filling with a sweet potato topping. Or choose three of the following: - roasted gammon, wholegrain mustard and parsley sauce. 28-day aged joint of beef cooked in red wine gravy with horseradish cream. (supplement £2.50) leg of lamb served with roast garlic and rosemary sauce. (supplement £2.50) Whole free-range chicken roasted with bacon & mushrooms, finished with white wine cream sauce and roasting juices. Three-bean chilli (vegan). Butter & borlotti beans, onions, red & green peppers combined in a medium spiced chilli sauce finished with lime and fresh coriander. Quorn mince ragu (vegan). Quorn mince slowly cooked with aubergine, courgette, onions, and mixed peppers served with a fruity tomato sauce. Vegan shepherd’s pie lentils, chickpeas, sun-dried tomatoes filling with a sweet potato topping. All served with fine green beans, buttered carrots, parsley new potatoes and a mixed leaf salad To Finish Farmhouse petit fours Twining’s Tea or Ground Coffee
PanditRajanSajanMisra The inimitable duo of Indian Classical music Pandit Rajan & Pandit Sajan Misra does not need any introduction for the Indian music lovers. They are one of the top most Indian Classical Vocalists today, with a distinguished lineage, belongs to the family of great maestros of Banaras. They commenced their tutelage at a very tender age from the virtuso of Banaras Gharana Pandit Bade Ramdasji and then from the doyens of Banaras Gharana, their father and uncle, Pandit Hanuman Prasad Misra & Pandit Gopal Misra respectively . Banaras, one of the oldest cities of the world, also declared as UNESCO City of Music, is enriched with centuries of a musical, spiritual and cultural heritage. The voices of Pandit Rajan & Pandit Sajan Misra carry the rich nuances of this spiritual city. And their music embraces those ancient sensibilities which are rendered in a contemporary setting to reach out to the world. Their music takes you from the tangible earthiness of Banaras, to the intangible grandeur of the ragas. mellifluous voice conveys the aesthetics of music in a lucid earthy manner, combined with masterly command over the techniques. The intricate creative process makes their rendering both academically rich and melodically abounding. Their music religiously observes the purity of raga and is gifted with rare sensitivity. They recently took their music on a journey of ragas to 13 countries, 54 concert in one year under the aegis of their World Tour- Bhairav Se Bhairavi Tak. Honoured recipients of prestigious Padmabhushan Award,Tansen Award, Omkarnath Thakur Award, Kashi Gaurav, Yash Bharti Award, were conferred the Honorary Citizenship of Baltimore, USA, Pandit Rajan & Pandit Sajan Misra have delighted audiences all over the world, and their creativity and contribution to the art has won them wide recognition from various quarters and many accolades.
Rubio-Marín, R. ‘Transnational Politics and the Democratic Nation-State: Normative Challenges of Expatriate Voting and Nationality Retention of Emigrants.’ NYU Law Review 81, no. 1 (2006): 117-47. Schmitter Heisler, B. ‘Sending States and Immigrant Minorities- the Case of Italy.’ Comparative Studies of Society and History 26, no. 2 (1984): 325-34. Shaw, Jo. The Transformation of Citizenship in the European Union: Electoral Rights and the Restructuring of Political Space. Cambridge: Cambridge University Press, 2007. Smith, R.C. ‘Contradictions of Diasporic Institutionalization in Mexican Politics: The 2006 Migrant Vote and Other Forms of Inclusion and Control.’ Ethnic and Racial Studies 31, no. 4 (2008): 708-41. ---- ‘Diasporic Memberships in Historical Perspective: Comparative Insights from the Mexican, Italian and Polish Cases.’ International Migration Review 37, no. 3 (2003): 722-57. Tager, M. ‘Expatriates and Elections.’ Diaspora: A Journal of Transnational Studies 15, no. 1 (2006): 35-60. Tintori, G. ‘The Transnational Political Practices of “Latin American Italians”.’ International Migration 49, no. 3 (2011): 168-88. A. and R. Urbatsch. ‘Diffusion of Diaspora Enfranchisement Norms: A Multinational Study.’ Comparative Political Studies, (forthcoming). Togeby, L. ‘It Depends...How Organisational Participation Affects Political Participation and Social among Second-Generation Immigrants in Denmark.’ Journal of Ethnic and Migration Studies 30, no. 3 (2004): 509-28. United Nations. Trends in International Migrant Stock: Migrants by Destination and Origin. (2013). Available online at
Table 1. The implementation of external voting laws in Latin America and MENA since 2000 Latin America Country Year of 1st EV Last election N ballots cast abroad1 Estimated abroad (2013)2 Active only3 Geographic Vote in only3 barriers and/or means of facilitating EV3 Mexico 2006 2012 40,737 13,212,220 Yes No No -Registration and vote by mail -Voter ID card only delivered in Mexico Bolivia 2009 2014 157,727 766,627 Yes Yes (4 in 2009 and 33 in 2014) Yes 30-day window period of registration Republic 2004 Legislative and 2012 164,538 1,194,487 Yes Yes (10) Yes Reserved seats for elected abroad Ecuador 2006 Legislative and 2013 133,045 1,144,496 Yes No Yes -After 1st registration, voters are automatically registered for future elections
-Reserved seats for elected abroad Honduras 2001 2013 n.a. (46,331 voters) 659,717 Yes Yes (1) Yes Valid Honduran ID card indispensible prior to registration El Salvador 2014 2014 2,727 1,526,513 Yes No No Registration possible via the internet Postal voting only Costa Rica 2014 2014 2,771 130,485 Yes No Yes Registration possible via the internet Middle East and Africa (MENA) Country Year of 1st democratic EV Experience Last election N voters who cast a ballot abroad1 Estimated Population abroad (2013)2 Active registration Geographic limitations3,4 Vote in person only3 Other barriers and/or means of facilitating EV3 2011 Presidential 2014 313,835 3,470,627 No No Yes Passive registration of
a significant minority of parents who worked or wanted to work, especially mothers, report work difficulties relating to child care use, including having to turn down, or stop searching for paid work. There may therefore be room for New Zealand to increase its maternal labour force participation by addressing the child care-related constraints on employment. Evidence from international comparisons 2.1. Jaumotte (2003) Female labour participation: past trends and main determinants in OECD countries Jaumotte (2003) used multivariate analysis across 17 OECD countries to assess the role of various policies and labour market factors in determining the pattern of female labour participation rates among 25-54 year old women. The time period covered is 1985-1999, although most countries only had data for a sub-set of those years. Jaumotte (2003) found that, on this macroeconomic level, policies that stimulate female labour force participation included: a more neutral tax treatment of second earners tax incentives to market work between spouses child care subsidies paid parental leaves. Jaumotte that child care subsidies and paid parental leaves tended to stimulate full-time rather than part-time participation. Child benefits, that is, per-child subsidies that were not to child care, had a negative effect on part-time female participation. The following other issues were also found to correlate positively with female participation. The prevalence of part time work (used as a proxy indicator of the flexibility of the country’s labour market; although this measure suffers from endogeneity). Higher female education levels. Low overall unemployment. In addition to the multivariate analysis, Jaumotte (2003) provides a useful review of the factors that are thought to underlie the increase in female labour participation that occurred from 1981 to 2001. This review includes a summary of the pre-2003 evidence for the effects of child care subsidies on female labour supply, making the following main points. While child care subsidies reduce the relative price of child care and, therefore, increase the relative return of market work, child benefits have only an income effect and may lead to a reduction in labour supply. A number of studies have found negative elasticities of female employment to child care costs. That is, employment decreases as child care costs increase.