zilongwang/ReadingBank huggingface dataset:
At the end of this section, it is also relevant to include a practical thing. The annexes are not printed, but instead they are uploaded on a CD-ROM that is attached. The CD contains an interview guide of questions to interviewees and interview transcriptions. Theory The chapter includes both historical- and theoretical perspectives. The part is concerned with historical facts regarding the Bosnian war and the Srebrenica genocide in order to get an overview of what actually happened. The second part addresses key concepts in relation to the current topic, namely an emphasis on genocide, including forgiveness and reconciliation. The third theoretical part deals with collective memory, and including identity and the culture of violence. Finally, it is important to notice that the theoretical chapter appears general and broad, but theoretical perspectives will be applied later and connected in relation to the research questions. Part I: Bosnia and Herzegovina The Bosnian War It is hard to imagine that one provincial town like Srebrenica, located in Bosnia and Herzegovina (BiH or Bosnia), has been a place for the greatest massacre in Europe since the one that happened during World War II (Delpla, Bougarel & Fournel, 2012). However, this massacre represents as well the breakdown of the international community of ex-Yugoslavia. Before we discuss the massacre in Srebrenica, it is essential to keep the focus on a broader historical context, namely on the dissolution of Yugoslavia (Delpla, Bougarel & Fournel, 2012). When the communist control had its end in Central- and Eastern Europe, it was time for elections in 1990 in the entire Yugoslavia (which at that time consisted of several republics, as Bosnia, Serbia, Croatia, etc.) (Delpla, Bougarel & Fournel, 2012). Overall, the election results showed that nationalist parties were the winners, which was also the case in Bosnia and Herzegovina. The three nationalist parties that have accomplished the majority of votes in BiH were the Party of Democratic Action (SDA, Bosniak), the Croat Democratic Community (HDZ) and the Serb Democratic Party (SDS) (Delpla,
BOARD OF EXAMINERS Signature Name of the Supervisor Designation Address Chairman Signature Name of the Internal Member Designation Address Member Signature Name of the Internal Member Designation Address Member Signature Name of the Director Designation Address Member (Ex- officio) Signature Name of the External Member Designation Address Member (External) CANDIDATE’S DECLARATION It is hereby declared that this thesis/project or any part of it has not been submitted elsewhere for the award of any degree or diploma. Signature of the Candidate Name of the Candidate
on your reading of Chapter 1, answer the following in complete sentences. Who is our main character? How old do you think Bruno is? Why do you think that? What is the point of view of the novel? Assignment 1 continued Inference: One very important skill to use as we read The Boy in the Striped Pajamas is inference. To infer is to combine your own knowledge with what is said in the text to create a new understanding. The author expects of to infer rather than just state clearly. Why would an author use this technique? Textual Evidence Page What can we infer? “…he was surprised to find Maria, the family’s maid…packing…” “Mother had walked into her own bedroom by then but Lars, the butler, was in there, packing her things too. “ Page 1 Page 2 “…thought to himself that she couldn’t have applied her correctly that morning because the rims of her eyes were more red than usual…” Page 3 “Well, I don’t like the way we have to turn all the lights off at night now,” he admitted. “Everyone has to do that,” said Mother. “It keeps us safe. “ Page 8 “…(he) saw Mother entering Father’s office, which faced the Page 10 up
the empty seats in his carriage…” “…made mistakes from the moment he got here. It got to the point where the Fury had no choice but to…: said one. “…discipline!” said another. “And efficiency. We have lacked efficiency the start of ‘forty-two and without that…” “…it’s , it’s clear what the numbers say. It’s clear, Commandant…” said the third. “…and if we build another,” said the last, “imagine what we could do then…” 42-43 What are the men talking about? “’Heil Hitler,’ he said, which, he presumed, was another way of saying, “Well, goodbye for now, have a pleasant afternoon.” 54 Assignment 6 Due date ________ Read Chapter 6, “The Overpaid Maid”, and complete the following: Vocabulary Irritated Despite Peckish Reverberated Incredulous Anxious Criticize Explain why Maria says, “…your father is a good man…a very good man…” to Bruno.
The Sport is the pillar of exhilaration, of achievement, of heroes, of competition, camaraderie and inspiration. The Sport is the pillar of opportunity, to witness events not often seen. The Brand Pyramid WHAT WE PROMISE Celebrate an event and a place where anything is possible. WHAT WE DO Customer Benefits Pride in the Gold Coast Demonstration that the Gold has come of age Opportunity to host other major events in the future Legacy of raised profile and improved infrastructure Attributes 6,500 athletes and officials; over 70 countries; 11 days;17 sports; television audience of over one billion; hundreds of thousands of spectators. First regional Australian city to host WHO WE ARE Brand Personality Positive (optimistic, enthusiastic) Energetic (vibrant, dynamic) Colourful (outgoing, spirited, a bit different) Fun (youthful, welcoming) Values Opportunity (Possibility, potential, and outcomes) Community (Participation, engagement and sharing) Freedom (Independence, individuality) Humanity, Destiny, Equality (Commonwealth Games Values)
Sub: Submission of Thesis I, name, Ph.D. Scholar (External) of Department of Chemical Engineering have completed my research work and am submitting my thesis titled, “Thesis title” along with relevant forms, duly filled-in. Thanking you, Yours sincerely Research Date: Declaration by the Research Scholar This is to declare that the thesis entitled “THESIS TITLE” submitted by me to the Indian Institute of Technology Madras, Chennai for the award of degree of Doctor of Philosophy is a bona fide record of research work carried out by me under the supervision of Guide Name, Department of Chemical Engineering. The contents of the thesis have not been submitted and will not be submitted to any other Institute or University for the award of any degree or diploma.
The Safety officer will be checking all cages, and has the right to disqualify entries prior to judging for signs of illness, deformity or poorly prepared show cages that may be deemed hazardous or unhealthy to other exhibits. All entries are exhibited at the owners risk, but the Show Committee will exercise all due care. Hot Weather Policy Applies:- If the predicted temperature is 32c or higher at 6pm the evening before the Show the Show will be cancelled Trophy list MAJOR SPONSOR - AVIAN VITALITY CHAMPION INTERMEDIATE YOUNG CHAMPION INTERMEDIATE OLD BIRD RESERVE CHAMPION INTERMEDIATE YOUNG & OLD BIRD GRAND CHAMPION NOVICE YOUNG CHAMPION NOVICE OLD BIRD RESERVE CHAMPION NOVICE YOUNG & OLD BIRD BRASEA AWARD:- Best Crested BEST OF VARIETY IN SHOW - DIPLOMA Combined award for Young and Old – Intermediate & Novice Best Green Best Cinnamonwing Best Greygreen Best Spangle D/F Best Blue Best Opaline Best Visual Violet Best Opaline AOSV Best Grey Best Clearbody Best Yellow Faced Blue Best Lacewing Best Australian Yellow Faced Blue Best Fallow Best Black Eyed Self Best Spangle Best Dilute Best Spangle AOSV Best Lutino Best Dominant Pied Best Albino Best Recessive Pied Best Dark Eyed Clear Best Crested Best Clearwing Best AOV Best Greywing SHOW MANAGERS NOVICE AWARD: - MOST ACCUMULATED POINTS
Premiers 5th 2nd 2nd 8th 3rd 6th 2nd 2nd 2nd XI Premiers 2nd VI 3rd 16 years 2nd 16 years 2nd 2nd XV Premiers 2nd XI 3rd Senior A 5th 2nd V 2nd 2nd IV 6th 16 years 1st 3rd XI Premiers 3rd VI 5th 15 years 4th 15 years 7th 3rd XV Premiers 3rd XI 3rd Senior B 2nd 3rd V 6th 3rd IV 2nd 15 years 1st 4th XI Premiers 11A 5th 14 years 3rd 14 years 1st 16A 2nd 4th XI 5th Intermediate A 1st 11A 5th 11A 3rd 14 years 2nd 11B 7th 13 years 1st 13 years 3rd 16B 3rd Intermediate B 1st 11B Premiers 11B 2nd 13 2nd 12 years 1st 12 years 3rd Junior A 5th 12 years 2nd 10A Premiers 10A 3rd 15A Premiers 10A Premiers Junior B 2nd 10A Premiers 10A Premiers 10B 2nd 10B 2nd 15B 3rd 10B 4th 10B Premiers 10B 2nd 10C 4th 10C 2nd 15C 6th 10C 5th 10C 2nd 9A 4th 9A 2nd 14A 5th 9A 7th 9A 3rd 9A 5th 9B Premiers 9B 8th 14B Premiers 9B 2nd 9B 4th 9B 4th 9C 5th 9C 4th 14C Premiers 9C 2nd 9C Premiers 8A 5th 8A 4th 8A Premiers 8A 3rd 8A 6th 8A Premiers 8B 4th 8B 2nd 8B 3rd 8B 4th 8B 2nd 8B 5th 8C 6th 8C 1st 8C Premiers 8C Premiers 8C 3rd 7A Premiers 7A 2nd 7A Premiers 7A Premiers 7A 5th 7A 7th 7B Premiers 7B 5th 7B Premiers 7B 3rd 7B 4th 7B 5th 7C 2nd 7C 4th 7C 3rd 7C Premiers 7C Premiers AGG First AGG Fifth AGG First AGG Second AGG First AGG Second AGG First AGG Fourth AGG Second AGG First **We were also 2015 AIC GOLF champions** Swimming Our coordinator of swimming for the 2015/16 season is Mr Doug Perrers. Mr Perrers has distributed a wealth of information to students about the upcoming season and any students or parents looking for information are encouraged to contact Mr Perrers via email –
9 a.m. – Jim Pomian Lectors: 9 a.m. –Vincent Bernhard & Kris Landry Ushers: 9 a.m. - Tacey & Scott Oberg Acolyte: 9 a.m. - TBD
November 2017 1 6 pm All Saints’ Evening Prayer 7 pm Alpha & Omega 2 9:15am Morning Prayer 7:30 pm AA 3 7 p.m. Alpha & Omega 4 7 pm Alpha & Omega 5 9 am Worship 9 am Sunday Sch. Forum 3 p.m. Alpha & Omega 6 7 8 7 pm Alpha & Omega 7 p.m. NA 9 9:15am Morning Prayer 10 Office Closed 7 p.m. Alpha & Omega 11 9 a.m. Women’s Group 12 9 am Worship 9 am Sunday Sch 13 6:30 pm. Prayer Shawl 6 6:30 pm. Prayer Shawl 14 8 a.m. Eucharist & Breakfast 7 p.m. Vestry 15 16 9:15am Morning Prayer 7:30 pm AA 17 7 pm Alpha & Omega 8 10 am – 11 Food Pantry 3 p.m. Alpha & Omega 7 pm & Omega 19 9 am Worship 9 am Sunday Sch. 20 21 7 pm Vestry 22 23 Office Closed 24 Office Closed 7 pm Alpha & Omega 25 3 p.m. Alpha & Omega 7 pm Alpha & Omega 26 St. Andrew’s Day 9 am. Worship 27 28 7 p.m. NA 29 30 9 am Worship 3 p.m. Alpha & Omega
Dr. Walter Allen, Jr. by Martha Gradwell. The Columbarium flowers are in loving memory of Everett Stone, & John Augustus by Amy Augustus Stone. The Bread & Wine are given in loving memory John S. Augustus, Vera Lawrence, Elaine Ives, Everett Stone and Raymond Lawrence by Jean Rohde. Altar Guild: Bea & Evan Greenwood, Tracey Oberg and Cheryl Mitchell Chalice Administrators: 9 a.m. – Frank Ridley Lectors: 9a.m. –Margaret Sorenson, Jean Gura Ushers: 9 a.m. – Tracey & Oberg Acolyte: 9 a.m. – Rei Heitzenrater, Oliver Heitzenrater, Margaret Sorenson, Jake Flinchbaugh, Ed Muscillo, Sr., Alan Swisher ___________________________________________________________________ Sunday, September 9, 2018 Sixteenth Sunday after Pentecost Lessons: Proverbs 22:1-2, 8-9, 22-23 James 2:1-10, [11-13], 14-17 Mark 7:24-37 The Columbarium flowers are given in loving memory of John S. Augustus & Everett Stone by Amy Augustus Stone.
41 So those who received his word were baptized, and there were added that day about three thousand souls. Remain Faithful Revelation 2:10 ESV 10 Do not fear what you are about to suffer. Behold, the devil is about to throw some of you into prison, that you may be tested, and for ten days you will have tribulation. Be faithful unto death, and I will give you the crown of life.
THE CANTERBURY TALES THEMES THEME OF LOVE AND MARRIAGE Background: • men and women were treated differently in the Middle these differences were mostly seen among the upper classes. • Men were seen rational human motivated by logic, honor, and laws of the time allowed men to abuse women physically and control their actions • Women were seen as: - passionate creatures - delicate beings who needed protection - married women could own property, and they often ran households and businesses while their husbands were away
THE NUN’S PRIEST’S TALE Middle English terms: • bestiary/ fables: animals behave like human beings. to man to suggest that animals behave like humans is to suggest that humans often behave like animals • Chanticleer: clear crowing: boasting or bragging THE NUN’S PRIEST’S TALE poor vs. rich poor: widow -little income -sparse Christian life -easier to
except where due acknowledgement has been made in the text. Translation, adaptation in whole or in part, reproduction using any means (including media, microfilm and photocopy formats) and electronic storage are reserved in all countries. Signature THE FRESH FRUIT SUPPLY-CHAIN IN TUSCANY Surname and name of the student Abstract A concise and factual abstract is required (maximum 150 words). The abstract is a short summary of the contents and results of the dissertation. The abstract should state briefly the purpose of the research, the principal results and major conclusions. It must be able to stand alone. For this reason, bibliographic references should be avoided, but if essential, then cite the author(s) and year(s). Also, non-standard or uncommon abbreviations should be avoided, but if essential they must be defined at their first mention in the abstract itself. Keywords (3 to 5) Fruit, Tuscany, supply-chain THE FRESH FRUIT SUPPLY-CHAIN IN TUSCANY Surname and name of the student
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. NGSS HS-LS1-5, LS1-7, LS2-3 3 Proficient Students demonstrate they have developed an understanding of: Explain how photosynthesis transforms energy into stored chemical energy Explain how cellular respiration transforms food and oxygen into energy and carbon dioxide Analyze data to communicate how changing variables affect the rate of cellular respiration and photosynthesis Compare and contrast aerobic and anaerobic respiration Science Practice Students create a model to communicate the processes of photosynthesis and cellular respiration to understand the relationship between the molecules involved in the process and the connection between the two processes Students plan, conduct, and analyze an experiment that investigates how variables will affect the rate of cellular respiration and/or photosynthesis 2 Students will recognize or recall : Specific vocabulary such as: Chlorophyll, pigments, chloroplast, ATP, mitochondria, aerobic, anaerobic, autotrophs, heterotrophs, glucose Basic knowledge such as: Inputs and outputs (words and symbols) of photosynthesis and cellular respiration Where photosynthesis and cellular respiration occur in the cell Factors that affect the rate of cellular respiration and photosynthesis Science Practice Using a given model, students will communicate their understanding of photosynthesis and cellular respiration to understand the relationship between the molecules involved in the process and the connection between the two processes Students will conduct and analyze an experiment that investigates how given variables will affect the rate of cellular respiration/photosynthesis 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Suggested Instructional Resources Learning Targets Activities Textbook Resources Labs PBL Ideas (projects) Web Resources – websites or resources on
The Central Song Sing Along www.citylabatucla.org Central Dogma Song Soulja Boy Tell’em Ft Sammie” CityLab Tell’em CHORUS: baby your cellular construction has DNA instructions, 4 base simple code directs a peptide production Cricks famous deduction, started from induction a simple path to follow DNA to RNA, (RNA to protein) the central dogma song, from DNA to RNA (RNA to protein) it’s almost never wrong. hydrogen-bonds, g to c and t to a double stranded DNA, backbone phosphate to nucleotide base negative charge but don’t hate information they relate in control of your traits replication it makes a DNA copy semi-con-ser-va-tive, and it’s not that sloppy, but just in case we got some exonuclease haters get mad cause i got DNA polymerase CHORUS: baby your cellular construction has DNA instructions, 4 base simple code directs a peptide production Cricks famous deduction, started from induction it’s a simple path to follow DNA to RNA, (RNA to protein) the central song, from DNA to RNA (RNA to protein) it’s almost never wrong in transcription we unwind with helicase RNA polymerase t to u we replace single stranded RNA add a cap and poly-A to the cytoplasm from the nucleus away subunits of ribosome surround it and read it tRNA they need it initiation site leads it to translate triplet code UGA is stop and AUG is go CHORUS: baby your cellular construction has DNA instructions, 4 base simple code directs a peptide production Cricks famous deduction, started from …
the story in The Chrysalids is told by David - not the author or an all-knowing narrator - you must rely on the on the last three methods to gain information about characters. Directions: Each of the following charts lists some traits possessed by a character in the book. Find several specific pieces of evidence for each trait (from anywhere in the book as you read the text) to prove the character does have that characteristic. Then decide characterization method (or methods) in each piece of evidence is used to reveal that trait. Check the appropriate column. a. what the character says or thinks b. what the character does c. what others say or think about the character d. how others act toward the character you will find an example of a chart for David. Make a similar chart for each of the following characters in the book: Joseph Strorm - Emily Strorm - Aunt Harriet - Uncle Axel - Spider Man - Rosalind Morton - Anne - Sophie Wender - The Sealand Lady - The Inspector: David Trait Evidence How trait is revealed curious questions the validity of The Definition of Man. a persistent sensitive brave
2. Joseph Strorm a. b. authoritarian c. hardworking 3. Emily Strorm a. b. compassionate c. pathetic 4. Aunt Harriet a. compassionate b. understanding c. pathetic 5. Uncle Axel a. b. compassionate c. honest 6. Spider Man a. proud b. c. pathetic 7. Rosalind a. proud b. loving c. sensible 8. Sophie Wender a. proud b. loving c. pathetic 9. The Sealand Lady a. b. understanding c. sensible 10. The Inspector a. understanding b. shrewd c. obedient CHAPTER NINE: Old Jacob's View, and a Problem Vocabulary atrociously -______________________________________________________ scythe echelon -_________________________________________________________ to prop up -_______________________________________________________
Uniform 4-digit dialing to any telephone at any City facility. This capability will be extended to all City locations. The ability to transfer a call directly to any City telephone at any location The ability to forward (busy, no answer, all) to any other telephone in the City The ability to program call coverage between locations The system will include the ability to permit trunks (SIP) terminated at one site to be used by another site should traffic exceed the capacity at the originating site or should the service at one site be disabled. Telephone System Features Proposal must describe and/or list the features provided by the proposed solution. Highlight features with address the following requirements (and note any deficiencies as well):
Area of Comparison Union Confederacy Presidential Leadership Abraham Lincoln had a talent for managing men; he acted with confidence, and was determined to keep the Union together; used troops to put down draft riots; and jailed those who opposed the war; prevented “border states” from seceding. _______ Jefferson Davis did not have Lincoln’s energy and authority; he had trouble getting eleven Confederate States to support the decisions of the central government; he failed to convince Great Britain and France, which needed Southern cotton, to enter the war on the side of the Confederacy. _______ Railroad mileage Extensive rail system capable of moving men and materials wherever they were needed. _______ Had only 28% of the country’s railroads. _______ Farm acreage 65% in the North _______ 35% in the South _______ Iron and Steel Production 93% in the North _______ 7% in the South _______ Factories Had most of the country’s factories and skilled workers; turned out all of the weapons, ammunition, woolen clothing, shows, and other supplies that it needed; could produce 5,000 rifles a day. _______ Few factories and skilled workers; Confederate soldiers lacked shoes, proper clothing, and adequate supplies; never as well equipped as the North; factories could make only 300 rifles a day; dwindling resources weakened the people’s will to fight. _______ Finances Strong banking system; controlled 70% of the nation’s wealth; increased tariff on imports, and used an income tax to raise money. _______ Had only 30% of the nation’s wealth; foreign bankers refused to make large loans; some states resisted taxation by the Confederate government; paper money was nearly worthless by the end of the war. _______ Size of the Navy The Union navy was already established; it had far more warships and merchant vessels; set up a blockade which disrupted the South’s foreign trade. _______ Few warships and merchant ships; could not break the Northern blockade and get needed supplies. ________
Using the text, provide one example of how the author described what each of the three main types of clouds “looks like” in the book. What Kind of weather is associated with each cloud type? How does the author help you understand what clouds are? How do you know what a cumulonimbus cloud is? Why did the author describe Altostratus and Altocumulus clouds on page 14? illustration clouds that look like gray blankets piled up. Our picture and description match. On page 9, the author described cirrus clouds as looking like “mares’ tails.” On page 10, the author described cumulus clouds as looking like cauliflowers. On page 11, the author described stratus clouds as looking like wide blankets of gray. Students will use evidence from the book-text and illustrations to show evidence. On page 6 the author states the clouds are drops of ice or water hanging in the upper atmosphere and the illustration shows the cloud way up in the sky. The author tells you that you see them during a thunderstorm. He uses the word “mountains” to describe them and shows a dark mountain of a cloud in the illustration. The author describes both to show you how they are the same and different. They are the same in that they can be gray and rain or snow may fall from them. Altostratus look like sheets and Altocumulus are puffs. The illustrations show the differences in shape and color.
What Makes This Read-Aloud Complex? Quantitative Measure Go to and enter the title of your read-aloud in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database. Qualitative Features Consider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex. Reader and Task Considerations What will challenge my students most in this text? What supports can I provide? -Weather-specific vocabulary - Lack of structure; text switches from topic to topic How will this text help my students build knowledge about the world? -Introduces/elaborates on weather terms and concepts -Illustrations depict the differences in cloud types -Students will be building an understanding of the relationship between the weather, the cloud types, and the preparation for the weather. Grade level What does this book best belong in? 2nd Grade
Page 6 – atmosphere – air that surrounds the Earth Page 9 – mare – a female horse Page 10 – cauliflower – a vegetable that grows with a white head of flowers Page 12 – mackerel – a large fish Page 12 – mouton – sheep Page 12 – cirrocumulus – small groups of white clouds high in the sky Page 13 – cirrostratus – thin, white clouds that are high in the sky (look like blankets or sheets) Page 14 – altostratus – clouds in the middle of the sky that are grey or blue which cause rain or snow Page 14 – altocumulus – puffy clouds, that are gray or white, which cause drizzle or snow flurries Page 15 – nimbostratus – heavy, dark clouds that are low in the sky (they cause steady rain or snow) Page 15 – stratocumulus – low cumulus clouds that look like balls, or rolls, that are dark in color (appear in winter) Page 15 – cumulonimbus – very tall clouds that appear during a thunderstorm Page 18 – droplet – a small drop of liquid Page 27 – lofty ship- a ship with very high sails Page 8 – cirrus – a thin cloud formed high in the sky Page 8- cumulus – a thick, puffy cloud with a flat bottom Page 8 – stratus – a cloud formed low in the sky Page 11 – drizzle – rain that falls very lightly or as a mist Extension learning activities for this book and other useful resources Day One: The students will conduct an experiment to see if they can create a cloud in a jar. Students will write down observations, analyze what occurred in the jar, and list any questions that they still have about clouds.
What did the U.S. involvement in the Vietnam War mainly consist of? Military aid What are the Montgomery Bus Boycott, Brown vs. Board of Education, and the Freedom Rides examples of? Successful, non-violent Rights events that changed public policy. Which president made this famous quote: “…ask not what your country can do for you-ask what you can do for your country.”? John F. Kennedy Great Britain and the United States sought to break the Soviet blockade of West Berlin in 1948 by doing what? The Berlin Airlift
Lift We have 2 lifts. You can get a lift to all floors. Cafe and Public Toilet lift The lift door is 800mm wide. The lift is 1300mm wide.The lift is 1500mm deep. The lift says the floor number at each floor. The lift buttons have raised numbers or letters. The lift shows the floor number, at each floor. Education lift The lift door is 800mm wide. The lift is 1300mm wide.The lift is 1400mm deep. The lift says the floor number at each floor. The lift buttons have raised numbers or letters. The lift shows the floor number, at each floor. Ticket/ information desk Main Reception Things to See and Do We have a concessionary rate for disabled visitors. We have a complimentary ticket policy for personal assistants. Main Gallery From the main entrance to this area, there is level access.Some display information is low, for wheelchair users.There are seats. We have £1 audio/visual iGuides offering visitors additional information on the exhibits in the main gallery. There are a number of interactive touch screen activities throughout the museum; all can be accessed from a sitting or standing position. We have some information available in large print. We have a number of objects that can be touched and handled. There are wooden benches situated throughout the museum and main gallery areas. Some areas of the galleries are dimly lit to aid preservation of the exhibits. Orientation Hall From the main entrance to this area, there is level access.Some display information is low, for wheelchair users.There are seats.
Western Sydney, The College - Term 2 Session planner - 2017 Week 1 2 3 4 5 6 break* 8 9 10 11 12 13 Exams# Week start date 19/6 26/6 3/7 10/7 17/7 24/7 31/7 7/8 14/8 21/8 28/8 4/9 11/9 18/9 Unit name Unit name Unit name Unit name Unit name * Census date is Monday, 31 July 2017. # start on Monday 18 September, 2017. Always check these dates online at westernsydney.edu.au/dates
Results _____ _____ _____ _____ Part 1 Part 2 Part 3 Part 4 Red (Artist) ISFP (“The Composer”) ESFP (“The Performer”) ISTP (“The Crafter”) ESTP (“The Promoter”) Blue (Inventor) INTP (“The Thinker”) ENTP (“The Inventor”) INTJ (“The Mastermind”) ENTJ (“The Leader”) Yellow (Guardian) ISTJ (“The Inspector”) ESTJ (“The Supervisor”) ISFJ (“The Protector”) ESFJ (“The Provider”) Green (Healer) INFP (“The Healer”) ENFP (“The Champion”) INFJ (“The Counselor”) ENFJ (“The
More about BLUE. “Inventor” Focus on the big picture and possibilities Admire creative ideas Are inventive about the future Enjoy learning new things Like to figure things out for themselves Appear calm and reserved Honest honesty and fairness Take few things personally Motivated by achievement Argue or debate issues for fun Poster ideas… More YELLOW. “Guardian”
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Expertise …………………………………………………………………………. Note* 1. Total number of candidates (excluding candidates enrolled in the current semester) 2. In case of external experts and members from KMUTT faculties, please attach Curriculum Vitae (CV) Signature ………………………………… Advisor Date …………..……………. Signature ………………………………… Head of Division Date ………………………… Official use only Thesis committee conforms to the guidelines for Higher Education Program Standard Criteria B.E.2558 , item 10.3 and item 10.4 Checked Thesis Committee is approved by SBT Academic Committee on …………………………………… (Asst.Prof.Dr.Sudarut Tripetchkul) Associate Dean for Academic Affairs School of Bioresources and Technology King Mongkut’s University of Technology Thonburi Thesis Proposal ........................................................ Name-Surname ……….…………………… Student ID ……………………...……….…
Table 2: Awareness of and attitudes to entrepreneurship among different ethnic/migrant groups, by level of entrepreneurial activity (% answering yes) intention or activity white resident white regional migrant white immigrant non-white life-long resident regional migrant non-white immigrant Know someone who started a business in last 2 years (yes versus no) No 18.1 21.6 29.1 28.6 29.4 20.8 20.7 Yes 41.4 45.9 55.0 50.0 61.0 46.1 45.6 Have knowledge, skills, experience to start a business (yes versus no) No 39.7 47.4 48.0 45.0 39.0 41.7 43.7 Yes 83.4 87.0 87.4 70.7 84.6 80.3 84.8 Good opportunities to start a business in my local area (yes versus no or don’t know) No 22.6 26.8 29.1 25.6 28.7 18.4 24.7 Yes 49.3 47.9 52.5 55.2 45.7 45.7 48.6 Would not start a business for fear of failure (yes versus no) No 37.7 36.7 39.3 37.4 40.6 34.8 37.3 Yes 20.4 21.7 23.1 22.4 20.2 32.1 22.3 Note: Rows in bold show significant differences in % saying yes across the six ethnic/migrant categories at the 5% level. Chi-square test results are available from the authors. Source: GEM UK Adult Population Survey (2003-08)
beforehand to Abraham, saying, “In you shall all the nations be blessed.” 9 So then, those who are of faith are blessed along with Abraham, the man of faith. II. A Worshipper of God John 4:23–24 ESV 23 But the hour is coming, and is now here, when the true worshipers will worship the Father in spirit and truth, for the Father is seeking such people to worship him. 24 God is spirit, and those who worship him must worship in spirit and truth.” Mark 7:6–9 ESV 6 And he said to them, “Well did Isaiah prophesy of you hypocrites, as it is written, “ ‘This people honors me with their lips, but their heart is far from me; 7 in vain do they worship me, teaching as doctrines the commandments of men.’ 8 You leave the commandment of God and hold to the tradition of men.” 9 And he said to them, “You have a fine way of rejecting the commandment of God in order to establish your tradition! III. The Lord Opened Her Heart Matthew 16:13–17 ESV 13 Now when Jesus came into the district of Caesarea Philippi, he asked his disciples, “Who do people say that the Son of Man is?” 14 And they said, “Some say John the Baptist, others say Elijah, and others Jeremiah or one of the prophets.” 15 He said to them, “But who do you say that I am?” 16 Simon Peter replied, “You are the Christ, the Son of the living God.” 17 And Jesus answered him, “Blessed are you, Simon Bar-Jonah! For flesh and blood has not revealed this to you, but my Father who is in heaven. Proverbs 15:11 ESV 11 Sheol and Abaddon lie open before the Lord; how much more the hearts of the children of man! Revelation 3:10 ESV 10 Because you have kept my word about patient endurance, I will keep you from the hour of trial that is coming on the whole world, to try those who dwell on the earth.
PUBLICITY INFORMATION AND ROOM ARRANGEMENTS Name of Program: Stevens Puppets Program Title: The Sleeping Beauty Background: ENCHANTING! OUTSTANDING! HILARIOUS! EXCEPTIONAL! FANTASTIC! These are but a few of the wonderful things teachers, librarians, and PTO chairpersons are using to describe the incomparable Stevens Puppets! Setting the bar for puppetry arts not only regionally but nationally, the critically acclaimed Stevens Puppets have truly become a NATIONAL TREASURE! Celebrating over 80 years of producing unforgettable and one of a kind marionette productions for children of all ages. These marionettes were authentically created in the traditional old world style, specializing in classic children's literature, and classic fairy tales. All of the programs are intended for all age levels. All of the stories are educational and have a moral or life skill woven cleverly and discretely throughout. Description of Program: The Sleeping Beauty-- Hand carved, beautifully costumed marionettes enact the play with the help of skilled manipulators. Especially painted scenes, and furnishings in correct proportion create the magic effect that causes you to say of the marionettes, “They are so lifelike.” Accented by Tchaikovsky’s music, the dramatic and humorous script by Peabody Award winner Martin Stevens, and the gorgeous costumes by the internationally acclaimed Marge, make this familiar tale live again, delightfully. Length of Program: 30-40 Minutes (with a 5 minute demonstration after the show.) Room arrangement needed: Chairs (for parents) on the perimeter of the room leaving a large open area in the middle of the room for the children to sit on the floor. Set-up/Break Down Time Needed: 45 minutes (if possible). Equipment/furniture needs: 1 large table (6-8 ft) and 3 chairs. Other special needs: Help with carrying our equipment in and out. And a 110 outlet. http://www.stevenspuppets.com to get pictures digitally from our site.
The of Flight 143 The Importance of Units Read the article “The Crash of Flight 143,” ChemMatters, October, 1996, pp. 12-15 on the class website Answer the following questions. What are the three possible causes of the 767’s fuel pump alarm? The second fuel pump alarm made which possible cause most likely? The faulty calculation occurred when converting from liters to kilograms. Why isn’t jet fuel measured by volume like gasoline is in cars? What is density and why is it being used as a conversion factor? What units were needed on the number 1.77 to express the density of jet fuel? What units should they have used in order to make the correct conversion? How did their calculation error affect the amount of fuel that was pumped into the plane?
The Crucible: Quotation Guide – Select significant quotations for each prompt. ACT I: Introduction to Salem Prompt Quotation Page/Context Abigail – Characterization Parris – Characterization Proctor – Characterization Hale – Characterization Rebecca - Characterization Giles - Characterization Witchcraft Description Example of Scapegoating ACT II: The Trials Begin Elizabeth – Characterization Proctor vs. Elizabeth Mary Warren – Characterization About the Girls @ Court Abigail vs. Elizabeth Hale’s Suspicions Hale’s Motivation Proctor’s Plans
The Danger of a Single Story Group Presentation Rubric Exceptional (10) Proficient (9-8) Needs Improvement (7-6) Not Evident (5-0) Read Like a Freak Students are nuanced and fair in their source evaluations. They include proof when applicable and a thorough explanation for each category. Students are and fair in their source evaluations. They include insufficient proof and/or explanation for each category. Students do not proof and/or explanation to support their evaluations. Students are not interested in being fair or accurate. The assignment is incomplete. Think Like a Freak Students conduct research that is fair, appropriate, and thorough. Their research proves invaluable to their larger point(s) in their presentation. Students conduct research that is fair and appropriate. Their research proves valuable to their larger point(s) in their presentation. Students conduct research that is appropriate. Their research is related to their larger point(s) in their presentation, but a strong relationship is not established. The assignment is not complete or the research is not evident. Communicate Like a Freak Students understand audience’s needs and their educational purpose and merge these ideas to create an interesting and informative presentation. The group as a whole is clearly well rehearsed, the presentation falls within the time limit, and the visual aid enhances the presentation. Students create a presentation that is, at times, interesting and informative presentation. The group as a whole is well rehearsed, the presentation falls within the time limit, and the visual aid supports the presentation. Students create an informative presentation. The group, however, is not well rehearsed and the presentation may fall outside of the time limit. There is a visual aid. The students were not ready to present when they were called.
raced through ideas on how to finesse he way out of this exchange. Trey moved forward aggressively. “Fuck you, Sal. We don’t do sex trade!” So much for finesse. Tom held Trey back with a hand on his friend’s chest as he put his other hand up to stop Salazar from taking action. He could see the smuggler gripping a pistol in his hand. “Wait. The problem is we aren’t equipped to take the girls with us. We’re in a pickup truck, for fuck sake. There’s no room for these girls.” “That’s right, with Tom and me in front, the back cab will only hold four, not six. We’re not going to risk putting them in the truck bed. That’s just begging for the cops to pull us over.” Salazar stared at them, assessing the situation. “Okay. From now on we bring only four.” The big man turned, raised his arm, and fired the pistol twice. Two of the girls dropped. The weight on the rope pulled the other four to the ground, piling them on top of the dead, and they were either too shocked to react or kept screaming until Salazar shouted for them to stop. He bent down and sliced through the rope with a knife. He began kicking the remaining girls, yelling at them to get up. They huddled together, shaking, blubbering. They all watched as a leg on one of the dead girls started to twitch, flopping against the sand. It hit Tom then that she wasn’t dead at all, and he watched in horror as Salazar sauntered over, grabbed the girl by the hair, and slit her throat to finish the job. The leg went still. It was all Tom could do not to throw up right there on the spot. He looked over at Trey, whose face had gone white. “Now there are four. No more problem,” Salazar said. But this had been more than a
Sparing not a thought for his death. Death overtakes the man Who, giddy and distracted by the world, Cares only for his flocks and his children, Death fetches him away As a flood carries off a sleeping village. His family cannot save him, Not his father nor his sons. Know this. Seek wisdom, and purity. Quickly the way. YOUR JOB On a sheet of paper, with your group: Summarize your verse. What does the verse discuss? Point out metaphors, personification, prevalent imagery (nature, heaven, morality, human body, and others), etc. What is the message of your verse? What is the “poem” saying? Overall, what is the verse’s message about Buddhism? What could a spiritual person learn from the verse? How does it say one should live his/her life? PREPARE A 3-5 MINUTE ANALYSIS OF YOUR VERSE TO SHARE WITH THE CLASS. SHARE A FEW PASSAGES WITH THE GROUP, INCLUDING PERTINENT IMAGES AND LINES WHICH FURTHER THE VERSE’S MESSAGE. FOUR Yourself Love yourself and watch - Today, tomorrow, always. First establish yourself in the way, Then teach, And so defeat sorrow. To straighten the crooked You must first do a harder thing - Straighten yourself. You are your only master. Who else? Subdue yourself, And discover your master. Willfully you have fed Your own mischief. Soon it will crush you As the diamond crushes stone. By your own folly You will be brought as low As you worst enemy wishes. So the creeper chokes the tree. How hard it is to serve yourself, How easy to lose yourself In mischief and folly. The kashta reed dies when it bears fruit. So the fool, Scorning the teachings of the awakened, Spurning those who follow the dharma, Perishes when his folly flowers. Mischief is yours. Sorrow is yours. But virtue is also yours, And purity. You are the source Of all purity and impurity. No one purifies another. Never neglect your work For another's, However great his need. Your work is to discover your work And then with all your heart To give yourself to it. YOUR JOB On a sheet of paper, with your group: Summarize your verse. What does the verse discuss?
The Elements of Dystopia …with Kurt Vonnegut’s “2BR02B” and Ursula LeGuin’s “The Ones Who Walk Away From Omelas” *Impromptu* This essay will be graded using the 10-point grading rubric which should be resting safe and cozy in your binder. You may use the notes on dystopia and the text of the stories, but you may not use computers/electronic devices, etc. In an essay, examine how Kurt Vonnegut’s short story “2BR02B” fits the elements of dystopia from your notes that were given to you today. Use specific examples/details/ support/evidence/quotes from the text, and use the specific wording from the notes sheet. Please use a lined sheet of paper. Turn in before you leave today. In an essay, examine how Ursula LeGuin’s short story “The Ones Who Walk Away From Omelas” fits the elements of dystopia from your notes that were given to you today. Use specific examples/details/ support/evidence/quotes from the text, and use the specific wording from the notes sheet. Please use a lined sheet of paper. Turn in before you leave today.
technically free following the Civil war, “____________” faced many challenges. Black Codes _________________________________________ Violence and intimidation ____________ ____________ Farming land that someone else owns Did not allow freed blacks to move forward $$$ Voting/ political rights Intimidation, ____________, ____________ Vocabulary Missouri Compromise Compromise of 1850 Kansas-Nebraska Act Fugitive Slave Law Popular Sovereignty Denmark Vessey Nat Turner Frederick Douglass John Brown William Lloyd Garrison Underground Railroad “Conductors” Harriet Tubman Secession Emancipation Proclamation Freedmen Sharecropping Literacy Tests Poll Taxes
The Essentials for NGO Project Proposal This document lists the kind of questions that are considered essential when we evaluate NGO proposal. It also clarifies what we expect in terms of reporting and communication from NGO team throughout project implementation phase. Applicants may incorporate these questions into their own proposal format. In the case of re-application for the continuing projects, please describe any relevant information that is new or any changes. If there are no changes from the previous year, simply mark “no change for re-application.” Background Please describe the project you are applying for: What specific social issues or needs are you addressing? Please explain the scope of the problem. How severe is the need? Are there other NGOs tackling similar problems? Why is your project needed in addition to current efforts? 2. Proposal Overall strategy Key differentiation How will the project be implemented; Why is it implemented this way, Is it an cost effective approach; Methods of monitoring and evaluation If your project is an expansion or scale-up, please discuss anticipated risks and plans to deal with challenges. 3. Core Team Members
The FaithWorker Ministry of Woodstream Church: Olivia Meredith Swanson Memorial Scholarship Application Form Academic Year 2018-2019 Dear Applicant: The Scholarship Committee would like to thank you for applying for The FaithWorker Ministry of Woodstream Church: Olivia Meredith Swanson Memorial Scholarship for the Academic Year 2018-2019. It is our hope that this scholarship will benefit its recipients in pursuing their educational goals. Please take a moment to read the scholarship application’s criteria thoroughly, Statement of Affirmation and complete the scholarship application. Your application and all supporting documentation must be received by the committee no than Sunday, May 13, 2018. Any omission of the required documentation will result in your disqualification for a scholarship award. All applicants will receive fair consideration. The number of scholarships awarded is determined by the Scholarship Committee. Statement of Affirmation: I ___________________________, am applying for The FaithWorker Ministry of Woodstream Church: Olivia Meredith Swanson Memorial Scholarship for the Academic Year 2018-2019. I affirm that, to the best of my knowledge, all information and statements provided in this application are complete and accurate. I also agree to supply all academic records and other supporting documents requested by the Scholarship Committee, and I understand that failure to do so will disqualify me from further consideration for a scholarship. Moreover, I understand that any false or misleading information and/or statements will disqualify me from further consideration for a scholarship. Signature: ______________________________________ Date: _______________ Parent’s Signature: _______________________________ Date: _______________ (If applicant is under 18 years of age) cc: Robert A. Wingfield, Senior Pastor The FaithWorker Ministry of Woodstream Church: Olivia Meredith Swanson Memorial Scholarship Scholarship Application Academic Year 2018 – 2019
The Fighting Ground Name: ____________________________________ Date: ________________________________ Directions: Read and answer the questions to the best of your ability. Please use complete sentences unless otherwise stated. 13. On page 54, Jonathan sobs uncontrollably. Where does this reaction come from? 14. Jonathan can’t figure out where to run on page 70. Is his thought process logical? Why or why not? Are the Hessians his only friends? 15. On page 73, Jonathan repeats the phrase “Glad or Sorry” to himself several times. Why? What debate is he having with himself?
Type of exposure (see C.1.3) Minimum separation distance between gas cylinders of different types m Inert gas including CO2 Oxidants Flammable, compressed and dissolved gas, e.g. hydrogen and acetylene Liquefied flammable gas Toxic gas Inert gas including CO2 0 0 0 0 0 Oxidants 0 0 1 1 0 Flammable, compressed and dissolved gas, e.g. hydrogen and acetylene 0 1 0 0 1 Liquefied flammable gas 0 1 0 0 3 Toxic gas 0 0 1 1 0 Table C.2 — Minimum separation distances between gas cylinders and other features 1 2 3 4 5 Feature (see C.2.4) Minimum separation distance between gas cylinders and other features (see C.2.3) m Inert gas including CO2 Oxidants Flammable, Liquefied, compressed and dissolved gas, e.g. hydrogen and acetylene Toxic gas (see C..2.3)
Site boundaries (see C.2.4) 1 1 3 3 Building openings 1 1 3 3 Smoking, flames sources of ignition and heat sources 1 1 3 3 Unprotected electrical equipment 0 0 3 (see C.2.5) 1 Air compressors and ventilator intakes (see C.2.6) 3 3 3 (see C.2.7) 3 Combustible materials, for example paper, wood, etc 0 3 3 3 20 C.2.2 In some cases physical partitions or barriers may be used to reduce the required separation distances. A suitably constructed firewall may eliminate the need for separation distances.
SANS (SABS 0265), The classification and labelling of dangerous substances and preparations for sale and handling. SANS 11014-1/ISO 11014-1, Safety data sheet for chemical products – Part 1: Content and order of sections. © Standards South Africa 22