zilongwang/ReadingBank huggingface dataset:
Discuss productivity regarding textile, porcelain, and iron production. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export. In China, industrial production of iron and steel expanded. Which urban areas (cities) declined and which prospered and grew? Why did some decline? Why did other prosper and grow? What roles did cities play in their societies? Choose two major cities of the period and briefly discuss the cultural, religious, commercial, and governmental function of each Constantinople, Rome, and Athens (Europe), Alexandria (Dar-al Islam), (“Pax Mongolica”), and Pataliputra (India) declined during the post-classical era. They declined because of invasions, diseases (like the Black Death), a decline in agriculture, and the Little Ice Age. Novgorod (Europe), Timbuktu and Baghdad (Dar- al Islam), Huangzhou (“Pax Mongolica”), and Callcut (India) all prospered during the time period. They prospered because of the ending of invasions, safe transportation, rise in trade and temperature, and more farms (which means for people), and more people means more labor. Cities played roles as government, religious, and cultural commercial centers. As many older cities declined during the time period, new rising cities filled these roles. For example, Baghdad, the capital of the Abbasid caliphate and was a major center of the Islamic faith. Baghdad was a major center for science and also art. Baghdad was also a major trade center along the Silk Road. Another city during this time era was Timbuktu. Timbuktu, located in Sub-Saharan Africa, was a major trade city. It participated in the Trans-Saharan trade network. Timbuktu also played a major role as a cultural and religious center. Europe—down then up then down again. You should know ALL about this!! Dark Ages, recovery, then Little Ice Age and Black Death Dar-al Islam “Pax Mongolica” Constantinople
Why did people migrate? Where are migrations voluntary in this period? Discuss the involuntary ones. Were all migrations permanent? Discuss examples that were NOT. How were gender roles affected by migration? How did migrants preserve and transplant their culture in their new homes How did receiving societies react to the new presence of foreign migrants? People migrated because they were forced to or because they wanted to. Many people were hoping for a better life in the New World, while other people needed work. Some people were forced to migrate such as British prisoners taken to penal colonies like Australia, Africans taken to the Americas, and Italians fleeing the potato famine. Migrations from Europe to the Americas were voluntary and so were indentured servants migrating from places like Asia (semi-voluntary). These people were searching for better jobs and a better life. Forced migrations include the slave trade, from West Africa to the Americas for plantation work, and convicts from Britain to their colonies in Australia and New Zealand. Many migrations were seasonal and were for working purposes. Some examples include Italians migrating to South America for work, Japanese agricultural migrants in the Pacific area, and Lebanese merchants traveling to the Americas. Many of the jobs that migrants performed were difficult and physically challenging causing the majority of migrants to be male and women to be left at home. Migrants developed ethnic enclaves in the countries they migrated to. These were areas that maintained the culture of their homeland and are areas such as Chinatowns, and Little Italy’s. Many societies did not want the migrants. This was a result of xenophobia (fear of outsiders). The United States established the Chinese Exclusion Acts, which banned Chinese migrations into the US. When they were unable to get into the US many Chinese people attempted to go to Australia. However, Australia established the White Australia Policy, which also banned Chinese migration into the country. Better life Jobs Forced migrations Slave trade Indentured servants Convicts Japanese agricultural migrants Pacific Italians S America Lebanese Americas Difficult work mainly male migrants Ethnic enclaves Chinatown Little Italy Chinese Exclusion Act White Australia Policy xenophobia
What were some of the ways that all these global conflicts influenced popular culture? destruction of the World Trade Center and deaths of many Americans. The Dada movement was an art movement that protested against traditional beliefs of a pro-war society because they believed that they were the root causes of war. They expressed their ideas through art that rejected logic and embraced chaos and irrationality. James Bond films were influenced by the global conflicts like attempts at world domination, dangers of foreign powers, and the nature of threats to the world. Social Realism was an art movement largely influenced by socialist powers and they became popular in those places, especially the USSR. The art glorified communist values in a realistic manner. The different forms of art that could be produced were very limited to strict expression that expressed Soviet ideals and had a sense of forced optimism. Video games were largely impacted by global conflicts, especially by war, because many games that are created glorify the concepts of war and fighting. Video games allow its audience to partake in war-like environments and scenarios which were widely influenced by the global conflicts of war itself. Dada movement in art in the years after WWI James Bond Social Realism (?) Video games Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture Answer Concepts and Relevant Factual Examples in underline “Facts” The 20th century saw a great deal of warfare and economic collapse. In response to these problems new ideas about governments and how they relate to the economy developed. In Communist states, how did governments seek to control their national economies? In the USSR, Five Year Plans were established to modernize the economy. Some main focuses were collectivization and industrialization. Collectivization was when the government took over private farms and combined them into state-owned enterprises to increase agricultural production. Many large and nationalized factories were developed which emphasized heavy industry at the expense of consumer goods. These two tactics increased the exports of the USSR and helped them catch up to the West in terms of modernization. The Great Leap Forward in China was established to turn China into a true Marxist state through industrialization and collectivization. However, the campaigns were not successful. The local governments could not keep with the quotas the government demanded, so they lied about the progress they made which actually caused economic regression and many deaths. Five-Year Plans collectivization The Great Leap Forward
WG9CA3 & WG9CA5 Series TCURBF Adapter Top Panel WGPB5 Series WG Transition Box Bard Wall-MountTM Control Module Applications WERV Energy Recovery Technical Guide Wall-MountTM Ventilation Options Bard Wall-Mount Cabinet Finishes Bard Throw-Away & Permanent Air Filter Specification Supply & Return Grille Submittal Information Phenolic Coated Coil Option Information Bard Thermostat Information & Installation Instructions Bard Project Case Studies Altitude Cooling Performance Adjustment Bard Serial Number Nomenclature Matrix Bard Limited Warranty (USA, Canada & Mexico) SPVU Federal Energy Standards ~ EER vs. SEER WG*S Step Capacity Series Gas/Electric Wall-Mount A/C ~ 14 IPLV Models Literature Assembly Installation Manual Parts Manual Wiring Diagram WG3S2-A 911-0602 WG3S2-B 911-0602 WG3S2-C 911-0602 WG4S2-A 911-0602 WG4S2-B 911-0602 WG4S2-C 911-0602 WG5S2-A 911-0602 WG5S2-B 911-0602 WG5S2-C 911-0602 WG Trouble Shooting Manual WG User Information Guide WG Installation Manual (Spanish) W**G3 Series Gas/Electric Air Conditioners ~ 10 EER Models Literature Assembly Installation Manual Parts Manual Wiring Diagram W24G3-A 911-0691 W24G3-B 911-0691 W24G3-C 911-0691
Key Concept 5.1 Industrialization and Global Capitalism Answer Concepts & Relevant Factual Examples in underline “Facts” How did industrialization change how goods were produced? What combination of factors were necessary in order for industrialization to take place? What “fueled” (both literally and metaphorically) the Ind. Rev.? How did factories change the nature of labor itself? Industrialization allowed for goods to be mass produced and become more available to people everywhere. Cotton especially was made quicker and more efficiently due to the inventions of the flying shuttle, the spinning jenny, the water frame, and the spinning mule. The 1st industrial revolution was a direct affect of the 2nd agricultural revolution. The 2nd agricultural caused an abundant crop yield, which allowed some people to remain farmers while others moved into industrial cities and got manufacturing jobs. There was too much food for everyone to be growing for themselves after people started using the seed drill, the horse ho, the reaper, and the iron plow and started using more efficient irrigation projects like crop rotation. Through the Columbian Exchange, people started farming high-yielding crops like turnips and potatoes which allowed for population increase as well. There was also an abundance of coal, iron, and timber that fueled machines, urbanization, acculturation of capital, and abundance of rivers and canals, and access for foreign resources which allowed for industrialization to take place The use of fossil fuels, specifically coal and oil, greatly increased the amount of energy available for human used. The Watt steam engine, that used steam power to drive water pumps, powered the cotton textile machine, steamboats, and steamships which helped facilitate the trade of luxury goods. Internal combustion engines, which generates motive power by burning gasoline, oil or other fuels within a combustion chamber rather than externally like the steam engine, were used to power factory machines and later automobiles. These were every efficient. The factory system was introduced to concentrate labor in a single place (all the manufacturing work done in one place). It used wage labor to run factory machines. The factory system lead to specialization of labor. Specialization of labor is the separation of tasks in an economic system so people may specialize in one specific task. Use of machinery with the division of labor reduced the required skill level steam engine fossil fuels internal combustion engine factory system specialization of labor
Benazir Bhutto primary products neocolonial economy Gamal Abdul Nasser Suez Canal Crisis Six Day War Anwar Sadat & Camp David Hosni Mubarak Green Revolution Pahlavi Dynasty Ayatollah Khomeini Iranian Revolution homelands/Bantustans anti-apartheid movement African National Congress Nelson Mandela Steve Biko Ch. 34—East Asia Pacific Rim Taiwan & the Guomindang Korean War Hong Kong export oriented economies “Japan, Incorporated” “Korean Miracle” party cadres Great Leap Forward Cultural Revolution Red Guards Gang of Four Deng Xiaoping Four Modernizations “Fifth Modernization” Tiananmen Square Ho Chi Minh Dien Bien Phu Vietnam War Pol Pot & Khmer Rouge 35—late 20th Century Ronald Reagan Mikhail Gorbachev glasnost perestroika Congress of People’s Deputies Boris Yelstin Chechnya Vladimir Putin Yugoslavia Persian Gulf War Rwanda (Hutus & Tutsis) child soldiers Ch. 36—into the 21st Century globalization multinational corporations World Health Organization World Bank International Monetary Fund (IMF) Falun Gong global warming World Trade Organization **Note—the text is about 10 years old. When we get to the end of the course, we will work from the curriculum framework from the College Board. The text is minimal on some of the information tied to the key concepts for Period 6 so we will have to supplement. The terms listed above from Ch. 36 also in the curriculum framework EEC/EC/EU NAFTA ASEAN Mercosur Quebecois Biafra secessionists polio vaccine antibiotics artificial heart Malaria Tuberculosis TB Cholera 1918 influenza pandemic Ebola HIV/AIDS Diabetes heart disease Alzheimer’s Ronald Reagan Margaret Thatcher Deng Xiaoping Augusto Pinochet IRA ETA Al-Queda Greenpeace Earth Day Green Belt Movement in Kenya
Teacher: Ramsay Course: AP World History Period(s): 4 and 6 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s): Russia Rises Unit Test: Chapters 1-11 Unit Test: Chapters 1-11 Secondary Source Reading: Southernization by Lynda Shaffer Secondary Source Reading: Southernization by Lynda Shaffer Standards or Frameworks: AP Concepts: 3.1.1-3.4.3 AP Concepts: 1.1-3.1 AP Concepts: 1.1-3.1 AP Key Concepts: 3.1-3.4.3 AP Key Concepts: 3.1-3.4.3 Activities: Lecture/discussion Test Test Secondary Sources work Reading for understanding Developing synthesis . Secondary Sources work 1.Reading for understanding 2. Developing synthesis Classwork / Homework All assigned work is posted on Schoology Test Test
How were transoceanic voyages funded? What were the effects of the Columbian Exchange? How did the Columbian Exchange affect the spread of religions? Mercantilism: Joint-stock companies: Key Concept 4.2 New Forms of Social Organization and Modes of Production Answer Terms How did agriculture’s role change between 1450-1750? How was peasant labor affected between 1450 – 1750? How did modern slavery compare to the pre-1450 era? How did labor systems develop in the colonial Americas? How did the post-1450 economic order affect the social, economic, and political elites? Middle Passage: Encomienda system: Indentured servitude: Daimyo: Mestizo: Mulatto: Creole: Key Concept 4.3 State Consolidation and Imperial Expansion Answer Terms How did empires attempt to administer the new widespread nature of their territories? Divine Right: Absolutism:
Key Concept 5.2 Imperialism and Nation-State Formation Answer Terms How did industrialization fuel imperialism? How did industrialized states maintain control over their empires? How did imperialists justify imperialism? Social Darwinism: Berlin Conference: British East India Company: Key Concept 5.3 Nationalism, Revolution, and Reform Answer Terms What new political ideas did the Enlightenment develop? What role did the Enlightenment play in making political revolutions possible? How did the Enlightenment evaluate the role of religion in public life? What was the relationship between nationalism and anti-colonialism? John Locke: Thomas Hobbes: Voltaire: Social contract: Declaration of the Rights of Man and Citizen: Sepoy Mutiny: Boxer Rebellion: Seneca Falls Conference:
Period 6: Accelerating Global Change and Realignment (1900 – Present) Due Date: May 6 (A) / May 7 (B) Key Concept 6.1 Science and Technology Answer Terms How did scientific advancements affect… demographic changes? the environment? gender roles (especially the invention of reliable birth control)? war? Green Revolution: Manhattan Project: Key Concept 6.2 Global Conflicts and their Consequences Answer Terms How did the world’s political order change over the 20th century? What new movements challenged imperialism? How did colonies achieve independence? What ideologies motivated the World War conflicts? Gandhi: Ho Chi Minh: Pan-Arabism/Pan-Africanism: Zionism: Non-aligned movement:
6. Sponsorship Letter All enrolled students must be fully employed while attending the program. A letter of sponsorship from your organization is a required part of your application. Sponsorship requirements differ by years of work experience and employment status. Anyone with fewer than 8 years of work experience is considered a Fellows applicant. All others are Traditional applicants. Self-employed candidates must demonstrate the ability to attend classes and pay for their education with no negative impact on their business. Please if you are unsure about the level of financial support you are required to have from your employer. Traditional Endorsement Letter There is no required format for your letter, but the following elements must be included: The letter must be on official letterhead of your organization, signed by the person having the authority to do so within your organization, and mailed to the appropriate program office. It must indicate that the necessary time will be provided for you to attend. See for the time commitment needed from employer. If financial support will be provided, the amount or percentage should be specified in the letter. If no financial support will be provided, this should be specified in the letter as well. Fellows Nomination Letter The letter must be on the official letterhead of your organization, signed by the person having the authority to do so within your organization, and mailed to the appropriate program office. It must indicate that the necessary time will be provided for you to attend. See for the time commitment needed from your employer. The letter should cite your managerial potential and confirm a commitment for substantial financial and program-related support. Please to discuss the possibility of an exception to the substantial financial support requirement. (Employment with a not-for-profit or start-up and other reasons are considered.) Self-Employed Endorsement Letters (for independent consultants and entrepreneurs)
4/4 78 F 47 6.3 Ischemic heart disorder N/A: data not available. Table 2. Genes selected to validate the microarray data. Gene Primer sequences Concentration CALM3 F: TCTGATTGGCTTTCTGAGGTTTG R: CGGGCAAGTCCAATTTGC 300nM 300nM IGFR2 F: TGTCACGTACTCCAAAGGTTATCC R: CCACCGTCTTTGTACAGGTCAA 600nM 300nM MYOSIN1B F: TTAGAACCGTGCGGAATGC R: CACCACCGCCAAGACAGACT 300nM 600nM PIK3R1 F: GGGAAGCGAGATGGCACTT R: CACCACTACAGAGCAGGCATAGC 300nM 600nM PKC F: CCTTTATAATCTGAGGCAACTTTGG R: TCTCGGACTGGAGGGACAAC 300nM 300nM TJAP F: AAGTCCCACTTCCGAAACCA R: GCAAATGTTTCCGAACCATGT 300nM 600nM
Waller, M., Sohrab, G., and Ma B. (2013) “Beyond 12 Angry Men: Thin-Slicing Film to Illustrate Group Dynamics,” Small Group Research, August; vol. 44, 4: pp. 446-465
OMG! What college to commit to? School Name Tuition/Books cost including outa state $ where applicable Room/Board Cost $ Did I get my major? (tour)Do I like the campus? Do I like the location? Can I see myself there for 4-5 years? $ given in grants/ scholarships $ award in loans Also might want to ask: if its away, do I have any friends or family nearby? What is the career outlook and earning potential for my major/career? That is, will I be able to repay the loan amount I’m looking at?
Examine the questions below. Place an “x” next to the questions that you think are possible to answer, based on the information in the data table. ___ Did T. rex have an amniotic egg? ___ Was T. rex warm-blooded? ___ Could T. rex have had feathers? ___ Did T. rex have color vision? ___ How many chambers were in T. rex’s heart? ___ Could T. rex sing to its offspring? Explain why some of the questions can be answered using the information in the data table and others could not.
What happens at a PTO Meeting? Once a month the PTO board, Dr. Whalen, and those who attend, meets in the Library at HMS to discuss what’s going on at HMS and find out how the different events are progressing. It’s a time of collaboration between the HMS staff and the parents, and when we all sit down together we come up with some really great ideas! We start with a secretary’s report and treasurer’s report. Next, any teacher requests that have been submitted. After that any event chairs update the progress/success of their event. We discuss what is next and are open to suggestions. Then Dr. Whalen fills us in on what is going on at HMS. Dr. Whalen gives us a brief report on what’s been happening, what will be coming up, and then he is happy to answer any questions. The PTO does not require anybody to sit on a committee or become a member; in fact you don’t even have to speak. Just come and listen, it’s amazing how much our kids don’t tell us about the many wonderful opportunities available at HMS.
For these reasons, viruses are not generally considered to be alive. However, not everyone agrees with this conclusion, and whether they count as life remains a topic of debate. Some even simpler molecules, such as proteins—like the “prions” that cause mad cow disease—and RNA enzymes, also have some, but not all, of the properties of life. Moreover, all of the properties of life we have discussed are characteristic of life on earth. If extraterrestrial life exists, it may or may not share the same characteristics. Indeed, NASA’s working definition that “life is a system capable of Darwinian evolution” opens the door to many more possibilities than the criteria defined superscript, 3, end superscript. However, this definition also makes it hard to quickly decide whether something is alive! As more types of biological entities are discovered, on Earth or beyond, they may demand that we re-think what it means for something to be alive. Future discoveries may call for revisions and extensions of the definition of life. What do you think? How would you define life? Would you add something to the list of properties above, subtract something, or use an entirely different definition? Can you think of exceptions or special cases that aren’t covered by the list? Share your ideas in the comments section below!
as much as a sugary soft drink VINEGAR All vinegars, except for Apple Cider Vinegar Vinegar is made in a yeast culture, depletes the stomach of acids and can also cause inflammation in your gut One particular vinegar, unfiltered apple cider vinegar, can actually be helpful in combating yeast FATS AND OILS Peanut oil Cottonseed oil Corn oil Canola oil Soy oil Margarine Shortening Peanut, Cottonseed, Corn and Canola oil are mold contaminated Most soy beans used in soy oil are GMO (if you really like it that's OK, but make sure you buy organic) Margarine/Shortening contain toxic trans fats
What is Challenging behaviour? Challenging behaviour is complex but in a nut shell it is behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy or behaviour which seriously limits or denies access to the use of ordinary community facilities. (Prof. Emerson) If not managed challenging behaviour can seriously affect a persons health and well being and not just those hurt by the aggression. We define the word `challenge` - To make a demand & `Behaviour` - is a specific response, an action or reaction to specific stimulus, and a manner of conducting oneself. Analysing the reason for Challenging Behaviour? There could be internal and external reason; a person may be tired, hungry, ill, frightened or excited. There could be an issue for the person in their home environment, community, with those around them or an establishment where they go. Are they avoiding someone or something? Wanting someone or something? Requiring attention? The type of behaviour and frequency may also tell us information about why the person is presenting the behaviour and may let us know what it is they want. Immediate/Short term Strategies Make reasonable adjustments to the environment- heat, noise, people. Give the person a distraction e.g. go for a walk, make a drink, listen to some music, play a game and so on. Give the person choices and communicate with them. Always begin your communication with them by saying their name to get their attention and let them know you are communicating with them. Defusion Strategies Before anything else happens adults should seek to defuse the situation. Tips include: Appear confident Displaying calmness Create some space Speak slowly, gently and clearly Lower your voice Avoid staring Avoid arguing and confrontation Show that they are listening
Buying livestock for the household 3.1 3.4 5.1* Paying for children’s school fees 3.9 5.1 6.0* * Significantly different from the March 2017 (Comparison Group) cohort at baseline, p ≤ 0.0001 ** Significantly different from the March 2017 (Comparison Group) cohort at baseline, p ≤ 0.001 *** Significantly different from the March 2017 (Comparison Group) cohort at baseline, p ≤ 0.05 Table 21. Graduation Rate by Cohort Category March 2017 Cohort (Comparison Group)- Baseline Gates Cohort- Baseline Gates Cohort- Midline Food Security 1. No child going to bed without an evening meal in the past week 62.8 42.8 76.0* 2. Household members eat two meals a day in the past week 66.7 80.0 96.7* Sustainable Livelihoods 3. Value of business is 25% higher than total conditional cash transfer N/A N/A 64.3* 4. Participant can access more than one source of income 61.0 64.9 81.6* Shock Preparedness 5. Participant is a member of a savings group, has access to credit, and has a minimum of KES 8,000 in savings 0.8 2.0 24.3* Human Capital Investment 6. All eligible primary-school aged girls are enrolled in primary school 61.8 56.7 60.6 Overall Graduation Rate 0.3 1.2 3.4 * Significantly different from the March 2017 (Comparison Group) cohort at baseline, p ≤ 0.0001
TABLE OF CONTENTS President’s I am pleased to report that the Wells Gray Community Forest Corporation (WGCFC) made a gross profit of $896,943 based on the logging harvest of 55,058 m3 in our fiscal year ending October 31, 2015.
What is your FOOD INSPIRATION STORY? We all have a connection with food. Whether it be a cherished family recipe, a favorite meal, the flavor of a certain culture, or a professional cook’s signature dish, food nourishes our bodies and souls in many ways. What food inspires you? Did a relative teach you the prized family recipe? Or perhaps there is a dish you make that your students LOVE? Tell us about your favorite food, meal or dish and you could be featured in an upcoming Chartwells K12 publication. Explain why you love this particular food, meal or dish: its inspiration and/or history, and the reasons why preparing or eating it inspires you! Name: Location: Position: Years in K12: Tell us about your Inspiration Food:
Development Influence of Belief Systems on Byzantine Society Achievements of the Age of Enlightenment 3. Olympic games, the poems of Homer, and Hellenistic culture are associated with which ancient civilization? Egyptian Greek Roman Phoenician 4. One way in which the ancient city-state of Athens and the Gupta Empire are similar is that both allowed universal suffrage developed matriarchal societies promoted art and literature established plantation agriculture
permanent. We’re talking about a game. So they usually don’t want or need a parent to rescue them when something goes wrong. "Once you as a parent are assured the team is a safe environment, release your child to the coach and to the game. That way all successes are theirs, all failures are theirs." And discussion on the ride home can be about a song on the radio or where to stop for a bite to eat. By the time you pull into the driveway, the relationship ought to have transformed from keenly interested spectator and athlete back to parent and child: "We loved watching you play. … Now, how about that homework?" FIVE SIGNS OF A NIGHTMARE SPORTS PARENT Nearly 75 percent of kids who play organized sports quit by age 13. Some find that their skill level hits a plateau and the game is no longer fun. Others simply discover other interests. But too many promising young athletes turn away from sports because their parents become insufferable. Even professional athletes can behave inappropriately when it comes to their children. David Beckham was recently ejected from a youth soccer field for questioning an official. New Orleans radio host Bobby Hebert, a former NFL quarterback, publicly dressed down LSU football coach Les Miles after Alabama defeated LSU in the BCS title game last month. Hebert was hardly unbiased: His son had recently lost his starting position at LSU. Mom or dad, so loving and rational at home, can transform into an ogre at a game. A lot of kids internally reach the conclusion that if they quit the sport, maybe they'll get their dad or mom back. As a sports parent, this is what you don't want to become. This is what you want to avoid: • Overemphasizing sports at the expense of sportsmanship: The best athletes keep their emotions in check and perform at an even keel, win or lose. Parents demonstrative in showing displeasure during a contest are sending the wrong message. Encouragement is crucial -- especially when things aren’t going well on the field.
Most of the dilemma cards deal with physical stresses in a fishes' environments. Physical stresses involve the removal or disruption of critical habitat components. The removal of plant growth along the water's edge results in the movement of sediment and organic matter into the water. Heavy machinery working in or near water can also cause more sediment and organic matter to mix with water. Sedimentation covers spawning and nursery areas and can seriously harm fish populations. The removal of submerged rocks and boulders for use in dock and wall construction can also destroy spawning areas and habitats required for shelter and food production. Cottagers often remove aquatic plants from their shoreline to improve space for boat handling and to improve swimming conditions. When they do this, they remove nursery areas for young fishes and habitats for insects that are food for fishes. Many of the insect larvae and forage fishes important to fish diets need these plants. As well as physical stresses, chemical stresses (such as garbage leachate, fertilizers, pesticides, sewage, oil and factory wastes) can harm aquatic ecosystems. MATERIALS set of dilemma cards for each group of students PROCEDURE Copy and cut out the dilemma cards. Divide the class into groups of four or five and give each group a stack of dilemma cards. Place them face down at the centre of the group. Have students draw lots to see who goes first. Each student then draws a card from the top of the stack, studies the situation, decides what to do about it and formulates reasons for this decision. Note taking is recommended. This preparation should take less than five minutes. The first student reads the situation and solutions listed on their card to the rest of the group. The student announces and explains his or her decision and invites comments from the other members of the group. The discussion should last about five minutes. The person whose dilemma is being discussed should have the opportunity to ask questions of the other members of the group and to clarify the decision. It is not necessary to reach a consensus within the group. The first student returns the card to the pile and the next student repeats the process. Continue until each student has had a turn. EVALUATION
Reporting On the Central Administration home page, click Monitoring >>Reporting. This feature lets you configure diagnostic logging and data collection, and view administrative and health reports. Because some configurations will use up drive space and adversely affect system performance you must carefully plan what configurations to set. Windows PowerShell Windows PowerShell is a powerful tool for monitoring SharePoint 2013. You can run commands to obtain the exact logs that you want to view. For more information, see View diagnostic logs in SharePoint 2013. System Center 2012 - Operations Manager with System Center Management Pack for SharePoint Server 2013 System Center 2012 - Operations Manager is a powerful monitoring platform that lets you monitor services, devices, and operations for many computers in a single console. By using Operations Manager, you can view status, health, performance information, and alerts generated for availability, performance, configuration and security situations. For more information, see Operations Manager (http://go.microsoft.com/fwlink/p/?LinkID=226376). To use Operations Manager to monitor SharePoint products, you must install System Center Management Pack for SharePoint Server 2013. You can use this tool to monitor events, collect SharePoint component-specific performance counters in one central location, and raise alerts for operator intervention as necessary. Download and install System Center Monitoring Pack for SharePoint Server or System Center Monitoring Pack for SharePoint Foundation. Event Viewer Event Viewer is a Microsoft Management Console (MMC) snap-in. It lets you browse and manage event logs. It is a very handy tool for troubleshooting problems. You can filter for specific events across multiple logs, and reuse useful event filters as custom views. For more information, see Event Viewer (http://go.microsoft.com/fwlink/p/?LinkId=253618).
As the results were evaluated, Subway remained an “outlier,” , and so researchers tested their meat further. Once learning of the Subway chicken DNA levels, Irena Valenta, who participated in Marketplace’s taste test, called the sale of the poultry a “misrepresentation.” In a statement to , Subway said it disagrees with the findings. “Our recipe calls for one per cent or less of soy protein in our chicken products,” it wrote. “We will look into this again with our supplier to ensure that the chicken is meeting the high standard we set for all our menu items and ingredients.” Overall, it was discovered that the fast food chicken in general had nearly a quarter less protein than you’d find in home-cooked chicken. Further, the sodium levels were between seven and 10 times higher than an unadulterated piece. The tested sandwiches had a combined total of about 50 ingredients in them (an average of 16 each), some of which could be more typical options like honey and onion powder. But Ben Bohrer, a food scientist, also that they can contain “industrial ingredients” which are “safe and government approved.” Some restaurants, such as McDonald’s and Wendy’s, did not disclose what ingredients are used in what proportions, citing them as proprietary, notes.
T7: Long Term Conditions Bed Days (e.g.COPD) T8: Complex Care Needs – Care at Home T9: Dementia T12: Emergency Bed Days – 65+ A12: CAMHS (26 weeks referral to treatment) Stroke Unit Contribute to access targets (iii) Positive contribution to National Outcomes and Indicators: Quality SLT can have a positive impact on following “Scotland Performs” National Outcomes and Indicators: National Outcomes: We are better educated, more skilled and more successful, renowned for our . Our are successful learners, confident individuals, effective contributors and responsible citizens. Our have the best start in life and are ready to succeed. We live longer, . We have tackled the significant in Scottish society. We have improved the life chances for at risk. We have strong, resilient and supportive where people take responsibility for their own actions and how they affect others. Our are high quality, continually improving, efficient and responsive to local people’s needs We live our lives safe from , disorder and danger. Indicators: Reduce number of working age people with severe literacy and numeracy problems Increase the percentage of people aged 65 and over with high levels of care needs who are cared for at home (iv) Positive impact on Preventative Spend: An economic evaluation of speech and language therapy by Health Economists Kevin Marsh, Evelina Bertranou, Heini Suominen, Meena Venkatachala (November 2010) showed; “...the net benefits of SLT – which can be defined in terms of cost savings for health and social care services, improved quality of life, and productivity gains – exceed the costs of provision.” “...analysis is necessarily based on a subset of the benefits generated by SLT...As a result, it is possible that the analysis underestimate the benefit generated by SLT. Further analysis is required to estimate the value SLT generates across all populations who benefit from it.” Four cohorts of SLT care groups were examined by economists;
The annual employer cost of motor vehicle crashes in which at least one driver was alcohol-impaired exceeds $9 billion, including wage-risk premiums (Table 7). Out of this, $3.1 billion comes from alcohol involvement. Table 7. Employer's Costs of Alcohol-Involved Motor Vehicle Crashes (In millions of 2000 dollars.) Employer Costs of Crashes by State Table 8 details employer costs of motor vehicle crash injuries, on- and off-the-job, by state. Costs per employee vary widely by state. Differences in injury severity, age of workforce, regional and local characteristics, and completeness of reporting cause the variance. Critically, the methods for calculating state costs (documented in the Appendix) ignore differences in non-fatal injury severity between states. This weakness probably produces cost estimates that are too low in rural states relative to urban states, which typically have lower average speeds and consequently less severe injuries. view Table 8 Differences in labor force participation rates and family size between states could cause employer costs per employee to vary even if safety levels and prices were equal. Cost differences between states may reflect price and income variations more than differences in safety. Finally, differences between states may result from differing completeness of reporting of occupational or crash injuries rather than actual differences in injury rates. Table 9 provides estimates of employer costs of alcohol-involved injuries by state. These estimates account for regional differences in alcohol-impaired driving. They were obtained by assuming that the ratio between employers’ and society’s costs of alcohol use remain the same across the states.
Complete las cinco conversaciones. En las preguntas 11 – 15, marque A, B o C en su hoja de respuestas. Ejemplo: Respuesta: 11. Are you OK? A. Yes, inside. B. Yes, please. C. Yes, I am. 12. Is your mother home? A. I don’t know. B. That’s fine. C. She’s a nurse. 13. 14. Why don’t we go to the cinema? I’ve got a pain. A. We don’t. B. Sure, why not? C. It’s fine. A. Where is it? B. Why is it? C. When is it? 15. How you like your steak? A. It’s nice. B. Not really. C. Well cooked.
PARTE 7 RESPONDA LAS PREGUNTAS 36 A 45 DE ACUERDO CON EL SIGUIENTE TEXTO. Lea el artículo y luego responda las preguntas. En las preguntas 36-45, marque la letra correcta A, B, C o D en su hoja de respuestas. Colombia’s Guadua Bamboo has (0) most perfect structure that exists in nature. Guadua, a very tall strong (36) type of bamboo, has been of (37) great use. People have used guadua to build their homes as guadua is not expensive, it (38) grows easily, and is very solid. Guadua has been planted (39) by Colombians in rural areas for building their homes, but Guadua is (40) so beautiful that it is being sent to other countries. It can be (41) used for windows, roofs, stairs, or creative arts. In a local newspaper article, a journalist writes, “the fibers inside guadua are long and strong. (42) Therefore , it deserves to be (43) called the plant of steel.” As part of Colombian culture, (44) several songs have been written about this plant, one of (45) which says, “The guadua cries because it
3 40 Every language has four “registers”: . 3 40 A middle mindset uses words to settle disputes. The wealthy use lawyers. The generational poor do not have the right words, or the right words are not respected as much as a fight. 3 40 Most poor children do not live in a home that uses formal register. The inability to converse in formal register hinders education and job opportunities. 3 41 Since casual register depends upon nonverbal assists to communicate meaning, being forced to use casual register for writing fails to communicate the intended meaning. 3 41-43 . 3 44 Most people in generational poverty do not tell stories in chronological order. This style of thought pattern has unexpected results. 3 44 If a person remembers stories in random segments, then… …they cannot plan, which means that… …they cannot predict, which means that… …they cannot identify cause & effect, which means that…
You’re ugly. _____ did it! You made me do it. Nobody loves me. In good times, the voice is playful, spontaneous, curious, etc. Let’s play again. It’s raining; let’s go outside and play. What is that? Why _____ ? Parent Voice In conflict, the voice is directive, judgmental, demanding, shaming, insulting, etc. Don’t do that! Put that down! Because I told you to! If you weren’t _____, this wouldn’t happen to you. In good times, the voice can be loving, supportive, kind, encouraging, etc. Great job. I’m so proud of you. I know you can do it. You’ll get it next time. Adult Voice In both good times and conflict, the adult voice is non-judgmental, fact-based, often asks questions to learn, believes in win-win, remains impartial, etc. What happened then? What are your options? What would happen after you did that? I don’t agree with your choice, but it’s your choice. 4 51 Young children who must parent themselves, their siblings, and/or even their parents will likely not have an adult voice. They lack the voice that allows for negotiation and peacemaking. 4 51 The church tends to talk to the poor in a parent voice, and since even children can be in the parent role, the church’s voice is unbearable. It is offensive. It creates anger. 4 51 If the poor respond in their parent voice, they sound sarcastic. If they respond in the child’s voice, they feel subservient to the church member. And they have no adult voice. 4 51 The adult voice, the language of negotiation, is introduced by teaching adult phrases then using them in skits. Other training programs are available. 4 56 The parent voice can lead to verbal abuse and manipulation: 4 60 To eliminate verbal abuse it must be: defined and recognized practice in role play use only adult voice
Student without a disability 42.3 1.7 Indigenous status Indigenous 33.4 1.6 Non-Indigenous 44.6 1.7 Socioeconomic status Low socioeconomic status 38.5 1.8 Medium socioeconomic status 39.6 1.8 High socioeconomic status 41.1 1.8 Student's remoteness status City 41.2 1.6 Regional 41.7 1.6 Remote 39.1 1.6 Overseas 49.0 4.0 At school status At school flag = No 38.7 1.6 At school flag = Yes 40.7 1.7 Prior education at the time of course commencement Did not have prior education at the time of course commencement 37.8 1.6 Had prior education at the time of course commencement 42.3 1.7 Labour force status Full-time employee 43.7 1.7 Part-time employee 42.4 1.7 Self-employed – not employing others 43.0 1.7 Employer 39.9 1.8 Employed – unpaid worker in a family business 40.0 1.7 Unemployed – seeking full-time work 38.4 1.6 Unemployed – seeking part-time work 38.6 1.6 Not employed – not seeking employment 38.7 1.6 Study reason Employment-related reason 41.2 1.7 Further study reason 40.2 1.8 Personal and other reason 38.7 1.6 Source: NCVER 2016 National VET Provider Collection The inclusion of both the 2011 and 2012 cohorts in the data analysis enables a test to determine whether there is any significant difference between the two cohorts. The following table 4 summarises the key
06 - Health 07 - Education 08 - Management and commerce 09 - Society and culture 10 - Creative arts 11 - Food, hospitality and personal services 12 - Mixed field programs State/territory that administered the funding of the training activity Uniquely identifies the funding state or territory for the qualification. 1 - New South Wales 2 - Victoria 3 - Queensland 4 - South Australia 5 - Western Australia 6 - Tasmania 7 - Northern Territory 8 - Australian Capital Territory Client apprenticeship flag (based on last known enrolment activity) A flag that indicates whether a student is undertaking some training under an Apprenticeship/Traineeship Training Contract. Y - Client has at least one enrolment that is associated with an apprenticeship/traineeship training contract. N - Client does not have any enrolments that are associated with an apprenticeship/traineeship training contract. Training package flag (based on last known enrolment activity) 1 - Course is part of the training package 0 - Course is not part of the training package Training organisation provider type It identifies the type of institution or organisation providing training to the student as reported by the training organisation. Technical and further education institute (TAFE) Universities Community education providers
Title First Name* Preferred name if different Last Name* Address 1* Address 2 Town County Postcode* Email Address Telephone: Home Telephone: Other daytime contact* Telephone: Mobile Date of Birth* D D M M Y Y Y Y GP Surgery Name* I am happy for you to let my GP know that I am a carer.* (This will help your GP surgery to make sure you are looking after your own health). Yes No The following questions are optional but the information you supply will help us better understand the needs of all family carers so that we can tailor our support to you. We will also use this information to monitor the services we provide. Responses to these questions remain confidential. Individuals will not be identified and personal details will not be published. How long can you leave the person you care for? Never 1 – 2 Hours Up to 4 Hours Up to 8 Hours Overnight Are you registered disabled? Yes No Do you have any kind of a health condition requiring ongoing medical attention? Yes No Please state your ethnic origin. (This would help us determine whether or not we are meeting the needs of all carers) Any other Asian background Any other Black background Any other ethnic group Any other mixed background Asian or Asian British – Bangladeshi Asian or Asian British – Indian Asian or Asian British – Pakistani Black or Black British - African Black or Black British - Caribbean Chinese Do not wish to disclose Mixed - White & Asian Mixed - White & Black African Mixed - White & Black Caribbean Traveller White - British White - Irish White – Other Please tell us where you heard about the What If? Plan and Carers Emergency Card? Information we need about the person you care for:
Abdominal Conditions ADD / ADHD Allergies Alzheimer’s / Dementia Arthritis Autistic Spectrum Blood Disorders Bronchitis / Asthma / Respiratory Cancer Cerebral Palsy Crohn's Disease Cystic Fibrosis Diabetes Down's Syndrome Dyspraxia Ehlers-Danlos Syndrome (EDS) Elderly Frail Elderly Mentally Ill (Emi) Epilepsy Fatigue Disorders Fragile X Syndrome Head / Brain Injury Heart Disease / Disorders HIV / AIDS Huntington's Disease Learning Difficulties / Disability Memory Problems Mental Health Problems (Not Alzheimer’s / Dementia) Mobility Problems Motor Neurone Disease Multiple Sclerosis Muscular Dystrophy Osteoporosis Parkinson's Disease / Syndrome Renal Disease Sensory Impairment - Hearing Sensory Impairment - Other Sensory Impairment - Sight Spinabifida Spinal Injury Stroke Substance Misuse (Drug And Alcohol) Undiagnosed None Others (Please specify. Please use this section to tell us about: any specialist equipment that they use e.g. walking frame, hoist, turn safe, alarms, assistive technology, falls mats, etc. any help that they require that requires specialist training e.g. peg feed, if they are on prescribed insulin or oxygen. any memory problems or challenging behaviours that we need to be aware of.) What If something happens to you, which means you are unable to look after this person? Who could help? Who would you want to be contacted on your behalf? (e.g. family, friend, paid carer - someone who can take over some of your caring duties.) If you do not have any family or friends that can be nominated as emergency contacts for the purposes of this plan, you can still register with the scheme and our emergency call-out team can step in to help for up to the first 24 hours from activation.
The Kingdom of God is like … Complete the table below: Parable Reference To what aspects of the Kingdom of God are shown? What is the main message of the parable? Parable of the Sower Matthew 13:1-23 Mark 4:1-9 Luke 8:4-8 Parable of the Darnel (Weeds) Matthew 13:24-30 Parable of the Mustard Seed Matthew 13:31-32 Mark 4:30-32 Luke 8:18-19 Parable of the Leaven (Yeast) Matthew 13:33 Luke 13:20-21 Parable of the Seed growing secretly Mark 4:26-29 Parable of the Rich man Matthew 10:17-21 Parable of the Pearl of great price Matthew 13:45-46