zilongwang/ReadingBank huggingface dataset:
Conrad is more concerned with the “lying propaganda” of imperialist ideology than the bloody oppression happening in the Congo. Conrad did not witness all of the atrocities, and actually read second-hand accounts on most of them. Conrad is more concerned with destroying the “high sounding rhetoric” and “sordid ambitions” of Imperialism. The evidence shows a Conrad, who still sees the Congolese as something less than human, such as his parallels between the Congolese and horses, or his line from “The Inheritors” about the Dimensionists treating “us”/ Europeans as “we ourselves treat inferior races,” indicating a focus more on the actions of European imperialists than on the effects of these actions on the colonized people. §II: Patrick Brantlinger argues that Conrad’s Heart of Darkness is an attack on imperialism. Conrad portrays the negative features of imperialism by showing European motives to be, “…no better than African fetishism and savagery.” (311) While there are critics who condemn Conrad’s writing as anti-imperialistic with unconscious employment of racist terminology, Brantlinger comes to his defense and argues that Conrad uses racist terminology in a very calculated way in order to show, “…a complex web of contradictory political and moral values.” (312) PB doesn’t argue that HoD is an attack on imperialism—he says he understands why some people think it is. Point about “African fetishism and savagery” is lost in summary. And PB has a lot more to say about this “complex web of contradictory political and moral values” than is indicated here. §III: Section 3 acts as a volta. Conrad uses a genre which is racist, and that leads to it being read as a racist text. Difficult to judge, because it’s hard to locate meaning because concrete meaning has been skewed by the abstract language of the novel. In looking at contradictions within the text, you must note that it is structured to criticize the genre and conventions it is already a part of. But it is intentionally structured, as a means of us (the readers) seeing these contradictions, and so forth deconstructing the underlying forms of imperialism.
The 1st topic that I am most interested in is: What do you already know about this topic? What are some of the connections you can make between this topic and 1984? What do you hope to learn about this topic? Ask 3 questions that you find the answers to. The 2nd topic that I am most interested in is: What do you already know about this topic?
Chapter 4 How is Bernard different from other Alphas? What is rumored to have caused his differences? What is Helmholz Watson’s job? Explain Helmholtz’s feeling toward the State. Chapter 5 What is the crematorium and for what is it used? What is the point of this process? What is unusual about the “Bottle of Mine” song? Why is Lenina able to remember her birth control precautions despite the fact she took too much soma? What is the Solidarity Service? What is the purpose of the Service? What does Bernard do that makes him feel even more out of place at the Solidarity Service? Chapter 6 What does Bernard want to do on his date with Lenina that she finds odd? What did Bernard regret doing after his first date with Lenina? What happened to the D.H.C and his Beta-Minus date when he visited the New Mexico Reservation 25 years ago? To where does the D.H.C warn Bernard he will send him if he continues his current behavior? Rather than the soap, hand lotion and shampoo that we are used to, what do Bernard and Lenina find waiting for them in their hotel room? What did Bernard remember that he left running back at home?
How would Huxley rewrite the ending? Of the solutions and predictions Huxley offers in this forward, which ones make sense to you? What ideas about humans, society, life, or science have you formulated as a result of reading this novel? What do you like best and least about the novel?
2013 GRANT AWARDS Grant Stage—Early Pheromone-mediated management of California prionus, Prinus californicus (Coleoptera: Cerambycidae), in hops and cherry via mating disruption. Dr. James D. Barbour University of Idaho Grant Stage—Advanced Developing a reduced risk early season management program for BMSB in Peach. Dr. Anne L. Nielsen Rutgers, The State University Biological control materials as resistance management options for kasugamycin. Dr. George W. Sundin Michigan State University Evaluation of Fe-HEDTA as an over-the-top herbicide for ornamental nursery production. Dr. Cheryl Wilen The Regents of University of California Efficacy of biofungicide product at the advanced stage of development for foliar diseases in organically-produced tomato. Dr. Margaret Tuttle McGrath Cornell University Evaluations of biologically alternatives for broadleaf weed control in turf and ornamentals. Dr. J.C. Neal North Carolina State University Reduction of aflatoxin contamination in almond orchards using the atoxigenic Aspergillus flavus strain AF36 and preparation for registration. Dr. Themis J. Michailides University of California/Kearney Agricultural Center Evaluation of a fungal biopesticide for the control of phorid flies in mushroom houses. Dr. John Pecchia Penn State University Enhancing performance of azadirachtin and pyrethrin biopesticides in tree fruit pest management with trunk injection delivery. Dr. John Wise Michigan State University Evaluation of commercial formulations of entomopathogenic fungi to manage the redbay ambrosia beetle, vector of laurel wilt, a lethal disease affecting avocados in Florida. Dr. J.E. Pena University of Florida
Category Not Meeting Expectations Almost Meeting Expectations Meeting Expectations Exceeding Expectations Text Connections & Content Knowledge Artifact demonstrates minimal connection to text, is off topic and/or there are several factual errors present. Artifact demonstrates some connection to text. Includes most essential information the topic but is brief and/or may contain a few factual errors. Artifact demonstrates good connection to text. Includes essential information about the topic and knowledge of the text appears to be competent. Artifact demonstrates many strong connections to text. Covers topic in depth with details and examples. Knowledge of the text is excellent. Report Explanation of artifact’s representation of ideology not present or seriously flawed. Writing may be is too informal or contain many language errors. Explanation of artifact’s representation of ideology present, but somewhat limited or flawed. Writing may be is somewhat informal or contain some language errors. Explanation of artifact’s representation of ideology is good. Writing is developed & formal, with few errors. Explanation of artifact’s representation of ideology is excellent. Writing is detailed & formal, containing no errors. Visual Presentation Artifact is not visually displayed or difficult to view. Minimal effort is shown. Artifact content is somewhat visually presented. Some effort is in visual presentation. Project content is easily viewed and good effort is shown in visual presentation. Project content is organized/ clearly displayed and shows significant effort in visual presentation. Assessment /12 x 2 = /24
Why is it necessary for the masses to consume transport and other products? Does efficiency of production lead to oversupply? Why is Henry Ford, who invented assembly line manufacturing along with the first Ford automobiles, treated almost as a deity in the World State? Why did early attempts at sleep teaching fail? How did they improve it? What is taught in “Elementary Class Consciousness”? Do we have a similar course in our educational system? Would it be a good idea? Chapter 3 ____/22 What is “Centrifugal Bumble Puppy”? Why is it important for games to require a complicated apparatus? In the World State, children are encouraged to engage in erotic play. In our society, they are discouraged. Why is the World State society different? Mustapha Mond quotes Henry Ford saying, “History is bunk.” Henry Ford really did say that. What do you think he meant? What are the “feelies”? Do you think you would like to go? Why is it smutty to talk mothers and fathers? Is Mond’s description of family life and its problems accurate? Do you think that the World State is a good solution? What is a “Pregnancy Substitute”? Why someone take one? Why does Mond sometimes call “Our Ford” “Our Freud”? Why does Fanny think that it is bad that Lenina has been going out with no one but Henry
annotations, and other materials for Brave New World. What can you use to support your argument? Do you need to go beyond the novel itself? Do you need to do some research? Share your evidence here: What would people who disagree with you say? What evidence supports their position? How can you argue against them? Is the issue too complex to be stated as a black-and-white, right- or-wrong, yes-or-no position? Are there degrees of probability or certainty? For example, no one can know for certain that our society is becoming like the World State or even that such a development would be bad. Is there enough evidence to suggest that the possibility is strong enough that we should take some action to prevent it? How will you handle a nuanced argument like this? Activity 23: Getting Ready _____/20 Complete each exercise below. Rhetorical Quickwrite Who is your audience for this writing? What is your plan? What do you want to tell them? What are your most important points? What are you passionate about on this issue? How will you convey these ideas and this passion? How do you want your writing to affect the reader? Write a quick paragraph in response to these questions. Scratch Outline With the novel and all of your notes and annotations arranged around you, make a scratch outline of your writing plan. What is your main idea? What comes first? How will you support it? What comes next? After that? How will you conclude?
historically been the problem with DES and its short term focus. The client has no interest, often, in the job, put forward by the DES. What role could or should NDIA market stewardship have in developing a market with a range of employment, other support, or participation options for existing supported employees? One of the roles, that NDIA could take is developing the involvement in ADE/schools by employers eg employer talks, employer site visits, and more around providing work tasters/experience. Involvement will help develop employer confidence, relationships etc which will help raise employer preparedness to consider offering employment. NDIA setting up or setting the framework to ensure a market system that allows a NDIA participant , who wants to work, to understand their interests and strengths, explore the options and move towards an employment option that suits the individual.
{ BrainPad.TrafficLight.TurnRedLightOn(); } else { BrainPad.TrafficLight.TurnRedLightOff(); } Example 11 – This code turns the red light on if the frequency is greater than 6,000, otherwise it turns it off. Pressing the up button will increase the frequency. Once the frequency is greater than 6,000 the red light will turn on. Exercise Add a variable that starts at 0 and increments by 1 every loop. Once the variable reaches 1,000 turn the yellow light on. Print the variable value in the Output Window to make sure it’s incrementing. Verify the yellow light comes on when the variable goes over 1,000.
Finite while loops Loops have been used extensively in every example. The while loop was always looping infinitely using BrainPad.Looping. This was used to simplify things but BrainPad.Looping is just a true value internally. In other words, the while loop will run while something is true and since we have passed it the value true then it will loop forever. Is the statement in Example 22 true? 1 = 1 Example 22 – This statement asks if 1 equals 1 and the answer is yes, so it’s true. Now we can make a while loop, loop forever using this statement (Example 23). public class Program { public void BrainPadSetup() { int count = 0; while (1 == 1) { count = count + 1; " + count); BrainPad.Wait.Seconds(0.2); } } public void BrainPadLoop() { // Declared but not used } } Example 23 – Here we use the statement 1 == 1 to keep the while loop running forever. It should be noted clearly that we used == and not = in the while statement. The single = is used to set a value (Example 24), not compare them (Example 25). int = 10; Example 24 – This code sets count to 10.
Signature of Parent/Guardian__________________________________________ Date___________________ Participation, Tracking and ID Card ASSOCIATION NAME DIVISION OF PLAY – TEAM NAME PARTICIPANT NAME ___________ _________ ________ JERSEY# GRADE AGE PARTICIPANT PARENT/GUARDIAN NAME PHONE# PHONE# PLACE PHOTO CARD HERE School________________________________________ I, Hereby, with my signature, do certify that the information below has been collected and verified by the means, as a minimum, as instructed in the league rule book and or operations manual current version. GAME DATE PLAYER CODE GAME DATE PLAYER CHECK CODE WEEK 7 WEEK 8 WEEK 1 WEEK 9 WEEK 2 WEEK 10 WEEK 3 WEEK 11 WEEK 4 WEEK 12 WEEK 5 WEEK 13 WEEK 6 WEEK 14 Participation, Tracking and ID Card PAGE 2
A=FS Subj. to Executory Limitation; B = Executory Interest “to A and her heirs, but if A cuts down any trees, B may enter.” A=FS Subj. to Executory Limitation; B = Executory Interest “to A, but if A sells liquor on the property, then O may reenter.” A = FSSCS; O = Right of Re-entry Charts Types of Relief Injunctive Relief Damages No Relief Reverse Damages (Spur Industries v. Webb) Crossovers between Real Estate Law & ... Eminent Domain (Government Action) Tort (Nuisance) Zoning (Government Action) Contract (Servitudes)
Possessory vs. Future Interests (p. 274) Possessory Estate Reversionary Interest Non-Reversionary Interest FS Determinable Possibility of Reverter N/A FS Subject to Condition Subsequent Right of Entry (Power of Termination) N/A FS Subject to Executory Limitation N/A Executory Interest Life Estate & Term of Years Reversion [indefeasibly vested] (when no remainder created) N/A Reversion [Vested subject to defeasance] (when contingent remainders created Contingent Remainder Possibility of reverter (if any) Remainder vested subject to divestment Executory Interest (if any) Reversion [vested subject to defeasance or indefeasibly vested] Remainder vested subject to limitational defeasance N/A Remainder vested subject to open N/A Executory interests in unborn class members
Music TOTAL REVENUE $100 ----------------- $320 $100 ----------------- $300 EXPENSES Groceries Return to Chapter $120 $0 $95.50 $4.50 DONATED EXPENSES Facility/home TOTAL EXPENSES $100 $100 ------------ $320 $100 $100 --------------- $300
☐Bottom sediment ☐Biota and ecosystems usage ☐Accidents ☐Global warming ☐Involuntary resettlement ☐Local economies, such as employment, livelihood, etc. ☐Land use and utilization of local resources ☐Social institutions such as social infrastructure and local decision-making institutions ☐Existing social infrastructures and services ☐Poor, indigenous, or ethnic people ☐Misdistribution of benefits and damages ☐Local conflicts of interest ☐Gender ☐Children’s rights ☐Cultural heritage ☐Infectious diseases such as HIV/AIDS ☐Other ( ) Outline of related impact:
How I Take A Break Hold up my B Wait for a thumbs-up or thumbs-down If I get a thumbs-up, give my B to my teacher Start my timer Take my break quietly Go back to work when the timer goes off My Options Are: What if my teacher gives me a thumbs-down? Put my B on my desk Start my timer but keep working When the timer goes off, I can hold up my B to ask for a break again
allow breaks whenever they can. If they are in the middle of teaching, though, that is not a good time for __________(insert student name) to take a break. In that case, the teacher would give a “thumbs-down.” But, if the class is working independently, or _______’s (insert student name) break wouldn’t disrupt the class, then it is a good time for a break, and the teacher will try to allow it. Again, we really want this to be a positive intervention that makes ________(insert student name) want to do the right thing, so positive feedback and giving breaks are really important. Questions/Concerns/Comments So now that we have talked about Breaks are Better, do you have any questions or concerns? Consent Do we have your permission to start _______(insert student name) on the Breaks are Better program?
Name Date School Mascot Student Rating / Teacher Rating 2-minute Breaks Left Be Safe Be Respectful Be Responsible Breaks Keep your hands to yourself your hand when you need help Turn in your homework Taken the right way (if needed) OR not needed 1st Period 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 / 0 1 B B B 2nd Period 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 / 0 1 B B B 3rd Period 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 / 0 1 B B B 4th Period 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 / 0 1 B B B 5th Period 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 / 0 1 B B B 6th Period 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 / 0 1 B B B 7th Period 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 2 / 0 1 2 0 1 / 0 1 B B B
(month/year) From To Name of funding award Funder Total amount awarded What did the award cover? E.g. part / full salary, research costs etc. Publications, prizes and awards Please detail below your publications and any prizes or awards you have received Supporting statement Please outline your plans for securing Clinician Scientist Fellowship funding. You should describe how you plan to develop your skills and research during this period, the steps have you already taken and the key actions you need to undertake to become competitive for an externally funded application, e.g. publications, conference attendance, gathering preliminary data. Please refer to the criteria of the fellowship schemes you are planning to apply to. (350 words) fellowship scheme(s) and deadline(s) do you aim to apply for? 1 2 3 Funder(s): Scheme name(s): Deadline(s): Please provide a breakdown and justification of costs in the table below and detail any match funding you have secured. Costs requested from BRC
Boulder Rotary Club 2013-14 Board Liaisons, Committee Chairs & Project Leads RI Theme: “Engage Rotary, Change Lives” Darryl Brown, President; Deborah Kelly, President-Elect; Board members - Bill Rubin, Danny Lindau, Diana Sherry, Marty Evans, Mike Brady, Kathy Pollicita, Nancy Geyer, Gary Kahn, Lenna Kottke, Diana Smith Service Projects – Youth Services Board Liaison Gary Kahn Interact (HS) Gary Kahn & Bill Rubin Rotaract (CU) John Mozeliak RYLA (camp for HS) Bill Rubin RYLA (camp for MS) Sara Moore Rotary Youth Exchange (HS) Chad & Nancy Stocker Service Projects – Community Service Board Liaison Kathy Pollicita Crayons to Calculators Project Larry Johnson Journaling (Elem. School) Sue Lounsbury & Art Dawson Literacy Pam Hyink Bolder Boulder (Memorial Day 2014) Jennifer Terry, Abby Stangl & BNGRC Community Food Share Pollicita efaa Alex Cherubin Meals on Wheels Pete Palmer & Rick Gabrielsen Blood Bank Cycling 2 (Rotary Fellowship) Preserve Planet Earth Amir Massihzadeh Share-A-Gift JoAnn Joselyn Spelling Bee Clyda Stafford & Norris Hermsmeyer Service Projects – International (This area is being refocused by RI) Board Liaison Diana Sherry Ambassadorial & Peace Scholars Dorothy Rupert Study Abroad Scholarships Marty Evans & Dan Sher World Community Service Dennis Frohlich & Marika Meertens Quick Response Team Lenna Kottke & Darryl Brown Service Projects – Vocational (includes Ethics) Board Liaison Danny Lindau Adelante! (Boulder HS – mentoring young Hispanics) Michelle Carpenter Colorado TEC (HS) Carl Scott & Chuck Aumiller 4 Way Test (MS) Danny Lindau Social Intersection (HS) Richard Goode-Allen Resident Scholarships (HS) Brad Wiesley & Sherry Rotation Day (June 2014) Art Dawson Youth Relations (HS) Jancy Campbell
Natural resources (raw materials, energy) extraction and transformation phase: Is this stage under your direct control? Yes No Do you have information concerning environmental aspects for this stage? Yes No Partial In terms of environmental performance, are there significant differences in this stage between your technology and relevant alternatives? Yes No Major positive and negative environmental aspects: Extraction, refining, processing, transformation and transport of natural resources including every aspect of all activities involved before the manufacture of the technology's equipment, or products. By definition, this also includes all of the raw materials, the energy and water used and all waste or emissions released to the environment during these activities. Manufacturing Is this stage under your direct control? Yes No Do you have information concerning environmental aspects for this stage? Yes No Partial In terms of environmental performance, are there significant differences in this stage between your technology and relevant alternatives? Yes No Major positive and negative environmental aspects: Manufacturing of parts, components, machinery and of products including every aspect of the production of the technology. In general, it is expected that this will include the production of most if not all sub-assemblies. This also includes all of the water, energy and consumables used, together with all of the emissions and all of the products and wastes. This will generally occur on production sites under control of the proposer. Use phase: Is this stage under your direct control? Yes No Do you have information concerning environmental aspects for this stage? Yes No Partial In terms of environmental performance, are there significant differences in this stage between your technology and relevant alternatives? Yes No Major positive and negative environmental aspects: Use and maintenance phase of a product, a process or a service including estimates of its use by the client/end-user refers to consumables, maintenance, and all raw materials, energy and water used for its functioning, as well as all the emissions, products and waste streams.
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C84.6 – Anaplastic large cell lymphoma, ALK-positive HRG Code Completion of marked with * is mandatory. Failure to complete these items may mean that payment is not made.
Was the correct security marking applied to the pre-release access email? Consider further training to educate on their obligations under the Code of Practice. Increased management control of the processes. Should stronger words be used in the text that is sent out with pre-release access? Statistics published after the required time of 9.30am (Protocol 2, principle 4) Things to consider: How sensitive are the statistics and how long is the delay likely to be? Has pre-release access to the statistics been restricted? Should you ask people with pre-release access not to disclose or discuss the statistics until further notice? Can social media channels be used to acknowledge or apologise for the delay? Possible corrective actions: Consider emailing key users a copy of the release. Issue a statement on your organisation’s website alerting users to the problem Consider whether there is another way to publish the release.
Please outline how you have been adversely affected by the alleged breach of the Standard Please note: Breach of Standard claims are lodged with the agency where the breach is alleged to have occurred. Once your claim is lodged with the agency they have 15 working days to try and resolve the claim with you. If you believe the agency has resolved your claim, you need to advise the agency in writing that you are withdrawing your claim. If you do not withdraw your claim, the agency will forward it to the Public Sector Commission no later than 15 working days from when you lodged it. For further information, please contact the agency’s nominated contact person (in the notification letter) or view the breach claim materials on the Public Sector Commission’s website at Signature:_________________________ Date: ____/____/________
TEMPLATE – TO BE CUSTOMISED BY INDIVIDUAL USER DATA BREACH POLICY The Company take data protection breaches very seriously and this Policy sets out what we will do in the event of a data breach. We aim to protect personal data from any breach. The objective of this policy is to contain any breaches, minimise the risk associated with the breach and consider what action is necessary to secure the personal data and prevent further breaches. Status of Policy This policy does not give any contractual rights to employees and we can it at any time. What is covered? This policy relates to personal and special categories of personal data. Who does this policy apply to? This policy applies to all employees, workers (contractors, agency workers, consultants, volunteers, partners and directors (together referred to as “Employees” or “you”)). What is a breach? A data breach can include, but is not restricted to: Lost or mislaid equipment Use of inaccurate or excessive data Accidental sending of data to the wrong person Unauthorised access to, use or disclosure of data Deliberate attacks on the company systems or theft of records Breaches by the company’s service providers Failure to address an individual’s rights Breaches If you become aware of any breach, or suspected breach, you must report it to the Data Protection Lead immediately. The report should include full and accurate details of the incident, when the breach occurred (date and times), who is reporting it, if the data relates to people, the nature of the information and how many individuals are involved. What the Company will do
GUYS: [D] No more [G] bread and [D] butter [G] [D] No more [G] toast and [D] jam [G] I [D] found my [G] baby [D] eating [G] [D] With some [A7] other [D] man (GIRLS: NO [G] NO, NO) GUYS & GIRLS SING LAST TWO VERSES AT THE SAME TIME: GUYS: [D] No more [G] bread and [D] butter [G] [D] No more [G] toast and [D] jam [G] [D] No more [G] bread and [D] butter [G] [D] No more [G] and [D] jam [G] / [D] GIRLS: [D] No more [G] bread [D] no [G] no, no [D] No more [G] toast [D] no [G] no, no [D] No more [G] bread [D] no [G] no, no [D] No more [G] toast [D] no [G] no, no [D] no
1.3) Materials Item Quantity Breadboard 1 Resistors : 330 K Ω 1 : 100 K Ω 12 : 33 K Ω 6 : 22 K Ω 1 : 10 K Ω 6 : 4.7 K Ω 1 : 2.2 K Ω 1 : 1.5 K Ω 1 : 1 K Ω 1 : 510 Ω 1 : 330 Ω 1 : 220 Ω 1 : 150 Ω 1 : 100 Ω 1 Capacitors : 0.10 µF 6 : 10.0 µF 6 12 PowerLab 1 PowerLab Output Leads 1 PowerLab Input Leads 1 Voltmeter (Current Capable) 1 Resistor Coding Key Color Digit Black 0 Brown 1 Red 2 Orange 3 Yellow 4 Green 5 Blue 6 Violet 7 Grey 8 9 Silver 10% Tolerance Gold 5% Tolerance 1st Band – 1st 2nd Band – 2nd Digit 3rd Band – Number of Zeros 4th Band – Tolerance
This law governs the potentials which are observed in nerve cells with electrodes. We will first demonstrate Ohm’s Law and its application in biological materials. 1.3) Materials Item Quantity Breadboard 1 Resistors : 330 K Ω 1 : 100 K Ω 12 : 33 K Ω 6 : 22 K Ω 1 : 10 K Ω 6 : 4.7 K Ω 1 : 2.2 K Ω 1 : 1.5 K Ω 1 : 1 K Ω 1 : 510 Ω 1 : 330 Ω 1 : 220 Ω 1 : 150 Ω 1 : 100 Ω 1 Capacitors : 0.10 µF 6 : 10.0 µF 6 Wires 12 PowerLab 1 PowerLab Output Leads 1 PowerLab Leads 1 Voltmeter (Current Capable) 1 Resistor Coding Key Color Digit Black 0 Brown 1 Red 2 Orange 3 Yellow 4 5 Blue 6 Violet 7 Grey 8 White 9 Silver 10% Tolerance Gold 5% Tolerance 1st Band – 1st Digit 2nd Band – 2nd 3rd Band – Number of Zeros 4th Band – Tolerance
Sandwich Making Each morning two sandwiches Making sandwiches as ordered throughout day Constant standing behind counter/bench. Bench height 930mm. Forward bending to access fillings (700mm deep cabinet) Constant use of both hands, knives and tongs cold meats kept in cool room nearby on shelving between waist and shoulder height. Placing sandwiches on plates or in display cabinet Doctor Approval Yes No Comments: Table Service Walking to tables carrying plates and cups as required Clearing dishes from plates and carrying to kitchen Wiping over tables Doctor Approval Yes No Comments: make
Customer Service Cash handling and use of till Serving display cakes and sandwiches, using tongs with dominant hand, holding plate with second hand Plating up of ordered items Serving of loaves of bread from shelving Repetitive reaching over counter Bending and squatting to access low cakes shelves Doctor Approval Yes No Comments: Cleaning Wiping surfaces as required and thoroughly at the end of the day Sweeping floors Cleaning cabinets and coffee machine at the end of the day Doctor Approval Yes No Comments:
Filling Pies Pastry is automatically indented and filled with meat. Two workers pipe in any extra flavours working at bench height. Constant standing with neck flexion Piping requires bilateral hand use. One hand squeezes filling out and the other directs the pipe to the individual pies. Some bending / lateral bending may be required depending on method. Constant forward reaching required. Doctor Approval Yes No Comments: Waste Pastry Standing and using a utensil to poke waste cut offs through into tubs on the ground underneath the line. Repetitive forward reaching and twisting. Doctor Approval Yes No Comments: Cutting Pie Lids Each flavor of pie has a different number of cuts on pastry lid (up to 5). Holding 2 sets of scissors (one in each hand) and repetitively placing small cuts in pastry lids. Constant standing, repetitive forward reaching and fine motor skills for scissor use, some bending to reach pies furthest away. Doctor Approval Yes No Comments:
Bread and Cake Retailing Wrapping Pastry Dear Doctor: This form will take up to 5 minutes to complete. Please review each task the worker undertakes (both picture and written description) and tick whether or not the worker can complete this task. If modification required, please leave comments. Space at the end of this document is available for final comments and recommendations. Wrapping Pastry Constant standing at bench. knife with dominant hand to cut pastry on bench into strips. Forward reaching within close range to grasp pastry from bench. Using both hands to wrap a line of pastry around a sausage. Repetitive pronation/supination of wrist and use of fingers and thumb. Once a pile has formed, walking to trolley behind carrying a few Pastries at a time to place on racks for cooking. Racks require reaching at varying ranges. Doctor Approval Yes No Comments:
You now need to decide which of your designs you are going to make. Create a set of instructions to help you make your product. Use the SC to help you. Level Four Imperative verbs Uses adverbs Prepositions Time connectives Chronological order Second/Third person if more than one person is involved. Subject specific vocabulary Sub headings Labelled illustration or diagrams to support specifics in the text. Bullet point or numbers. Introduction Title – How to… A sentence about what is to be achieved. List of ingredients and quantities a sub heading. Main body Sentences to describe each step with specific information and detail Conclusion A sentence to say what the end product will be like and what it can be used for. Level Five Imperative verbs Uses adverbs Prepositions Time connectives Adjectives Chronological person if more than one person is involved. Subject specific vocabulary Appropriate language for identified audience Title Sub headings Labelled illustration, diagrams and photographs to support specifics in the text. Bullet point or numbers. Introduction – How to… A sentence about what is to be achieved. List of ingredients and quantities a sub heading. Main body Sentences to describe each step with specific information and detail (How, where, what, when) Conclusion A sentence to say what the end product will be like and what it can be used for. Let’s do it!
All Yooralla files are internally and externally audited regularly to ensure quality service to you, the consumer. Auditors are by confidentiality agreement. Please indicate consent for quality review audits. (Please tick one) Yes  No  Signature:___________________________________________ Date: ________________________ If you are signing on behalf of client: Print Your Name:______________________________ Relationship to client: ____________________
Examples of alternative supports and services Commonwealth Respite and Carelink Respite support for carers of young people with severe or profound disability My Time Better Start for children with disability Medicare items Helping Children with Autism Hearing Australia Services State-wide Equipment Program (SWEP) Electronic Communication Devices Scheme Home and community care Carer Allowance Carer Payment Carer Supplement Child Disability Assistance Payment Family Tax Benefit (Part A, Part B) Rent Assistance NILS- no interest loan scheme Association for children with disability Carers Victoria Appendix B: Privacy information for applicants Yooralla strongly believes that the right to privacy of people who use our services must be respected and we embrace the Australian Privacy Principles, the Information Privacy Principles, the Health Privacy Principles and the Commonwealth and Victorian information privacy laws. Yooralla has therefore developed a written privacy policy document which describes how we manage personal information we need to collect about our consumers and other persons dealing with us in order to provide services to children and adults living with a disability. The policy is available for download from Yooralla’s website. Our policy tells you what: guides us when we collect personal information we must do before we can use or disclose personal information choices you have about giving us personal information rights you have to access and correct personal information rights you have to complain about our handling of your personal
7th October to 30th December 2017 Event Date Evening Activity Things To Take Likely Costing 7th October Takeaway and Movie at John Green Centre Concession Card $35 21st October Burrendah Tavern for Dinner & Pot Black Cannington Concession Card $35 4th November Super Bowl and Dinner in Melville Concession Card $35 18th November Casino Concession Card $35 2nd December TBC Concession Card $35 16th December Christmas Get Together TBC Concession Card $35 30th December Xmas/New Break Likely Costing amount is at clients own expense (NOTE: Outings are subject to change)
Households with a Removal of the Spare Room Subsidy (RSRS) deduction from their Housing Benefit in Great Britain, by Parliamentary Constituency and Disability Benefit Receipt, April 2018 Claimant and/or Partner receiving: Total Disability Living Allowance (DLA) Personal Independence Payment (PIP) Employment and Support Allowance (ESA) Britain 383,650 38,110 114,590 201,270 Aldershot 330 40 80 180 Aldridge-Brownhills 400 20 110 180 Altrincham and Sale West 260 20 100 150 Amber Valley 590 40 200 290 Arundel and South Downs 230 30 60 100 Ashfield 910 110 270 490 Ashford 450 60 110 200 560 70 190 360 Aylesbury 350 50 80 170 Banbury 390 50 120 190 Barking 880 110 230 440 Barnsley Central 940 130 330 510 Barnsley East 1,190 160 380 630 Barrow and Furness 350 30 120 200 Basildon and Billericay 460 50 120 240 Basingstoke 800 80 180 350 Bassetlaw 780 100 220 380 Bath 290 50 80 170 Batley and Spen 390 40 130 200 Battersea 500 40 130 250 Beaconsfield 230 10 60 110 Beckenham 210 10 60 110
Claimant and/or Partner receiving: Total Disability Living Allowance (DLA) Personal Independence Payment (PIP) Employment and Support Allowance (ESA) Norwich South 1,380 140 410 800 Nottingham East 1,070 110 260 560 Nottingham North 1,820 230 510 940 Nottingham South 800 100 200 400 Nuneaton 380 50 90 210 Old Bexley and Sidcup 150 30 40 70 Oldham East and Saddleworth 490 50 160 290 Oldham West and Royton 620 80 200 360 Orpington 300 40 80 150 Oxford East 400 50 110 180 Oxford West and Abingdon 220 30 60 100 Pendle 330 30 110 200 Penistone and Stocksbridge 480 90 140 270 Penrith and The Border 370 30 130 200 Peterborough 500 40 160 290 Plymouth, Moor View 750 110 220 360 Plymouth, Sutton and Devonport 550 60 190 310 Poole 230 20 90 120 Poplar and Limehouse 800 70 170 380 Portsmouth North 470 50 110 220 Portsmouth 490 70 130 240 Preston 930 70 290 500 Pudsey 320 20 90 160 Putney 440 50 100 200 Rayleigh and Wickford 100 10 30 50 Reading East 240 20 60 120
And the nature of networked knowledge is also a second, decisive difference between Ibn Khaldun and other cosmopolitan elites of his day. In all aspects of his labor, Ibn Khaldun accepted, and often applauded, the achievements of his predecessors, the vast network of a knowledge class (the ‘ulama) who undergirded Muslim society, but at the same time he introduced a difference. In order to establish his new science, Ibn Khaldun the jurist had to both affirm his own practice of Tradition criticism (based on bayan) while allowing for an empirical approach human social organization (based on burhan), the cornerstone, in his view, of a global civilization that encompassed the known world (al-ma‘mura min al-‘ard). In effect, he used his talent as an adib to further his project as a faqih, invoking the law while opening it up to a new arena of thought. It was his forensic skill as a litterateur that allowed him to cite Event (khabar), itself an ancillary part of Tradition (hadith) scholarship, as an independent term conveying the surplus of meaning that he wanted to impart to the study of human social organization or the history of world civilization. Demarcating Tradition from Event, while affirming both, became the pathway to his new science. Many have described Ibn Khaldun’s new science as critical history, comparative sociology or even supply side economics. I think that another descriptor is necessary. It is not only fitting but also overdue to acknowledge Ibn Khaldun as a Muslim cosmopolitan. The proof? The proof is what we have just described: his subtle, consistent use of language to further empirical observation as the cornerstone for networked knowledge. The Interlude of Euro-American Ascent From the 11th century Ghaznavid courts of Biruni to the 14th century Hafsid courts of Ibn Khaldun is a leap of time and space but all within the continuum of a Muslim imperium that had its benefits as well as constraints. The notion of parity that had existed in the premodern oecumene changed with the advent of European exploration, expansion, overseas conquest, and then colonization of vast parts of Asia and Africa. The impact on Islam and Islamic civilization from the 16th to the 21st century resulted in a deficit for Muslim
Breakfast Menu 2018-2019 County School System 1% unflavored, fat free unflavored and fat free flavored milk available with each meal. 100% fruit juice served daily. Menu subject to change due to deliveries and commodities. A B C D E Aug. 6-10, 2018 Sept. 3-7, 2018 Oct. 1-5, 2018 Oct. 29-Nov. 2,2018 Dec. 3-7, 2018 Jan. 7-11, 2019 Feb. 4-8, 2019 Mar. 4-8, 2019 Apr. 8-12, 2019 May 6-10, 2019 WG Biscuit Sausage patty Ready-to-eat-cereal Fruit Fruit Juice Jelly Milk French Toast Breakfast ham Syrup/Yogurt Fruit Fruit Juice Milk Muffin Smoked sausage Ready-to-eat-cereal Fruit Fruit Juice Milk Cereal Bar Link sausage Yogurt Fruit Fruit Juice Milk Breakfast Pizza Fruit Juice Milk Aug. 13-17, 2018 Sept. 10-14, 2018 Oct. 8-12, 2018 Nov. 5-9, 2018 Dec. 10-14, 2018 Jan. 14-18, 2019 Feb. 11-15, 2019 Mar. 11-15, 2019 April 15-18, 2019 May 13-17, 2019 WG Pancakes Sausage patty Ready-to-eat-cereal Syrup Fruit Juice Milk Muffin Bacon Fruit/Yogurt Fruit Juice Milk Cinnamon Roll Ready-to-eat-Cereal Fruit Fruit Juice Milk WG Biscuit Smoked sausage Jelly/Yogurt Fruit Fruit Juice Milk Croissant Egg Patty/Grits Sausage Jelly/Fruit Fruit Juice Milk Cereal
Aug. 20-24, 2018 Sept. 17-21, 2018 Oct. 15-19, 2018 Nov. 12-16, 2018 Dec. 17-19, 2018 Jan. 21-25, 2019 Feb. 18-22, 2019 Mar. 18-22, 2019 Apr. 22-26, 2019 May 20-22, 2019 Waffles Breakfast Ham Ready-to-eat-cereal Syrup Fruit Juice Milk WG Biscuit Breakfast Ham Yogurt/Jelly Fruit Fruit Juice Milk Breakfast Pizza Ready-to-eat-Cereal Fruit Fruit Juice Milk Muffin Sausage Patty Yogurt/ Fruit Fruit Juice Milk Bar Link sausage Fruit Fruit Juice Milk Aug. 27-31, 2018 Sept. 24-28, 2018 Oct. 22-26, 2018 Nov. 26-30, 2018 Jan. 3&4, 2019 Jan. 28-Feb. 1, 2019 Feb. 25-Mar. 1, 2019 Apr. 1-5, 2019 Apr. 29-May 3, 2019 French Toast Sausage Patty Syrup Fruit Fruit Juice Milk Muffin Link Sausage Yogurt Fruit Fruit Juice Milk WG Biscuit Smoked Sausage Ready-to-eat-cereal Jelly Fruit Fruit Juice Milk WG Pancakes Sausage Yogurt Fruit Fruit Juice Milk Croissant Egg patty/Grits Sausage Patty Fruit Fruit Juice Milk In accordance with federal law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, disability, and reprisal or retaliation for prior civil rights activity. (Not all prohibited bases apply to all programs.) Any information should be mailed to USDA, Office of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, SW Washington, DC 20250-9410, or call (202) 720-5964. “USDA is an equal opportunity provider and employer.” .
Roasted lemon pepper chicken breast Lemon grilled salmon Cabbage rolls Gyros – Pita bread stuffed with thinly sliced lamb, chicken or both, feta cheese, lettuce, tomatoes and tzatziki sauce. Served with Greek Salad and potato Chips. Minimum order of 6 required. & Spicy Thai Chicken Breast – Grilled chicken breast smothered in a sweet and spicy Thai sauce. Served with rice pilaf and mixed greens salad. Minimum order of 6 required. Tortellini Alfredo – Cheesed filled tortellini in creamy alfredo sauce with grilled chicken served on the side. Served with mixed greens salad and garlic bread. Corporate Lunch Buffets ($17 per person) – Beverages included from the dining room or café. Minimum order of 6 required. Build Your Own Grilled Chicken or Salmon Salad Buffet Served with Vegetable Soup– Crisp lettuce, cheddar-jack cheese, croutons, egg wedges, bacon bits, peppers and your choice of tender grilled chicken breast, grilled salmon or both. Served with vegetable soup. Minimum order of 6 required. Campus Buffet – Want to make it easy and have the chef decide? This buffet will feature a different daily entree and comes with a soup of the day and mixed greens salad bar with deluxe toppings and dressings on the side. Minimum order of 6 required. Cinnamon Apple Pork Chops – Smoked pork chops with cinnamon apple glaze. Served with white cheddar macaroni and cheese, fresh vegetable of the day and mixed greens salad. Minimum order of 6 required. Fajita Bar – Build your own fajita with seasoned steak, chicken or both. Toppings include sautéed vegetables, Mexican rice, Mexican beans, sour cream, guacamole, shredded cheese, diced tomatoes, shredded lettuce, salsa, green onions, Mexican cheese dip and tortilla chips. Minimum order of 6 required. Pistachio and Potato Chip Crusted Walleye – Pistachio and potato chip crusted walleye served with orzo pilaf and mixed greens salad. Minimum order of 6 required.
(MAHA), and Adray, and will abide by all rules of each organization. All players will be registered with USA Hockey and receive insurance coverage through paid registration. An affiliation exists with Ferris State University Ice Arena where one arena staff will serve as a paid Program Director with a written contract negotiated each year and approved by the BRAJHA board of directors. Article IV: Fiscal Year The fiscal year of the BRAJHA shall begin on the 1st day of July and end on the 30th day of June of the following calendar year. Article V: Funding Requirements The funding requirements of this organization shall be determined by the BRAJHA Board of Directors (elected/appointed) and the Program Director. Article VI: Decision Making All decisions for the benefit of this non-profit organization shall be made by the BRAJHA Board of Directors and the Program Director. Article VII: Definition of Membership / Disclaimer of Liability Membership in BRAJHA includes any player, coach, manager, advisor, volunteer, or board member who pays association fees, or is otherwise designated as a member by the BRAJHA Board of Directors or Program Director. Any member in violation of BRAJHA’s fee policies, or other BRAJHA, MAHA, or USA Hockey rules will be afforded due process in regards to removal from the association. Final determination will be decided by the BRAJHA Board of Directors. The BRAJHA Board has the right to remove from the association; any parent, player, coach or unruly individual for a STAR or SafeSport violation, or conduct unbecoming to the sport of hockey. This removal includes, and is not limited to, removal from a team, not allowed at games, not allowed at team events, not allowed in the ice arena(s), etc. In accordance with USA hockey and MAHA guidelines, BRAJHA participants will sign a disclaimer of liability form. BRAJHA assumes no responsibility per the guidelines. Article VIII: Dissolution of Assets upon termination of existence See Article II, section B for Dissolution of assets. (Amended and Approved, September 2010) Article IX: Procedure to Amend Bylaws Amendments to bylaws can only be pursued by the BRAJHA Board of Directors with the Program Director. The amendment must be approved with majority vote by the BRAJHA Board of Directors. An annual review
Breakfast Briefing – Sharing good practice across Primary schools Making change and improvements together Focus of development : Ensuring the Board is effective and efficient in its monitoring role Our context in brief… We are a small rural Church of England primary school and we are always aiming high. We are developing active partnerships to ensure the staff have development opportunities and children receive high quality education experiences. Our aim is to provide high quality holistic education experiences for all children. We are aware that the Board members need to know their school if accountability is going to be robust and the vision for the school is to be achieved. What we have been doing …. Planned visits with a clear focus on the SDP strategic objectives, offer the opportunity for the Board to see for themselves how the school is implementing the policies and improvement plans they have agreed. Each member aware of the key areas for monitoring and taking responsibility for managing their role in building visits into their schedule. What is working well… Board members are better able to discuss the SDP and offer appropriate support and challenge in meetings. Working with the leadership to identify what is working well within the priorities set. Courage to make changes Challenges and next steps…. Planning for each Board member to undertake a visit within their responsibility area and to provide written feedback to FGB Role of governors in developing the strategic priorities Identify training needs for Board members to enable them to be even better! Challenge: Time commitment and every governor active in the process For further information please contact: jenny.barnard-langston@fletching.e-sussex.sch.uk