zilongwang/ReadingBank huggingface dataset:
Region & General Characteristics Colonies Year Founded / Claimed by England Distinctions New England Puritan commonwealth, high religiosity, theocracy, town meetings, farming, trade, emphasis on schools, small numbers of slaves, mostly English settlers Massachusetts Pilgrims: 1620 Puritans: 1629 Governor John Winthrop: “City on a hill” Connecticut 1635 Rhode Island 1636 Roger Williams Religious toleration New Hampshire 1638 Middle Colonies Diversity (settlers: English and German Quakers, Dutch, French, Scottish, Irish), religious toleration, farming, trade, small numbers of slaves, town meetings New York 1664 (Dutch 1624) New Jersey 1664 (Dutch 1629) Pennsylvania 1681 William Penn: “Holy Experiment” Delaware 1701 (Dutch 1638) Southern Colonies Mostly English settlers, aristocratic, slave societies, Virginia 1607 Jamestown: first permanent British settlement Maryland 1632 Religious freedom for all Christians
elitist politics, small number of schools and community institutions, cash crops, predominantly rural Carolina into N&S in 1691) 1633 Georgia 1733 Caribbean/West Indies Small numbers of English settlers, high numbers of slaves, cash crops Barbados 1625 Jamaica 1655 Most profitable of all colonies by 1750
Large classes Literature (Shakespeare) Multiple intelligences Presentations Projects Public speaking How to teach for courses Cambridge Exams English for Academic Purposes (EAP) General English IELTS How to develop your skills through Continuing Professional Development (CPD) Career development Public speaking (e.g Conferences) Professional Learning Networks (PLNs) Reflective practice Collaboration Peer teaching Action Research Please email your completed proposal form to by Sunday 15 March 2015
ask that anyone who observes such user names and comments bring them to the immediate attention of BLF staff so we can delete them. We do not allow spam or any comments that promote or advertise commercial services. We do not allow any user names that imply medical qualifications or experience. If a user is a health care professional, they should make this clear in their post and our moderators may ask for evidence. We discourage user names and comments that promote ‘miracle cures’ or treatments that lack an evidence base. When we are asked questions about health conditions we will always follow the spirit of the Information Standard and where possible refer people to our online health information or ask them to contact our helpline. We will moderate usernames and comments on our blog and reserve the right to edit them before publication. Moderation – key responsibilities The following BLF teams are responsible for moderating user-generated content: Digital and marketing team – moderates content on the blog Helpline team – moderates content on the web community Press and campaigns team – moderates content where possible on social media How content is moderated User-generated content on the web community and social media is published in real time meaning that BLF teams respond or moderate reactively after it is posted. On the blog, user-generated content is moderated before publication and is checked before it is published on the website. As we have limited resources, we ask that anyone who observes any user-generated content that may contravene this policy, reports it immediately to BLF staff. Digital and marketing team: Email: Telephone: 0207 688 5616
respect, going out to greet him and brings him in to give him a meal etc. Mishpotim 1 Rule of Law Individual liberty Keeping the Law and consequences Dinoh D’Malchuso Dinoh Mishpotim 2 22:20 Tolerance of those of different Faiths and Beliefs The constantly tells us that we should remember that we were strangers in a strange land. We should be considerate, sensitive and sympathetic to ‘strangers’ and conscious of their situation. Define the word stranger here as someone who is different in of appearance, ability, race, religion as well as a new child in the classroom etc. Terumah Tetzaveh Ki Siso Vayakhel Pekudei Vayikro Tzav Shmini 10:1 Rule of Law and Ovihu are great Tzaddikim. They want to come even closer to Hashem. However, they brought the Korbonos without having the authority to do so. Consequently, these great men were punished. Tazria Metzora Acharei Mos לְרֵעֲךָ כָּמוֹךָ Also see Gemora Shabbos 31a (Hillel HaZokein story) Mutual Respect Tolerance of those of different Faiths and Beliefs Self explanatory Emor Bechukosai 27:30 Mutual Respect Giving Tzedoko is a special Mitzvah. The Torah tells us to give 1/10th of our produce to the poor. Giving to charities
British Airways – planning for the 21st Century – reflecting consumer behaviour British Airways (BA) has started a major evaluation of their requirements for the first 20 years of the 21st century, with a major appraisal of what their customers will require of them. In particular they have concluded that customers of long haul flights, which are increasing in popularity as prices come down and charter provision increases, that their passengers prefer to be able to move about the aircraft and have access to leisure and business facilities such as those found on the revamped Channel and North Sea Ferries. A review of mass transportation shows that in addition to the major changes in on-board facilities on ferries to meet the challenge of the Channel Tunnel, there are also noticeable changes to rail services across Western Europe that aims to offer the same level of customer service. BA, therefore, is reviewing these changes, by arguing that this will need a major rethinking of the whole concept of air travel. They have entered into negotiations with major aircraft manufacturers to come up with a proposal that would incorporate the following features:- 600 seat capacity aircraft 3 decks – 1 for take off and landing, 1 for bar and leisure area,1 for storing of luggage and business services area Quieter and more fuel efficient aircraft Pollution effects to be rapidly reduced, particularly the ozone effect To provide meals in a similar way to ferries The aircraft to have the ability to us existing airports, i.e. they are no longer than or their wing spans wider than the existing 747s Passenger windows to be replaced by a continuous strip of TV monitors, providing an all round view. Each seat to have its own flat screen, providing TV/ video games and a stereo system Each jet to have the capacity to reach Singapore, Australia etc., without stopovers Total demand for the new aircraft to be 75 with BA taking 15
Behaviours Working together (more demanding) Ensuring that others benefit as well as me Making it happen (essential) Delivering clear results for the British Council accountable (essential) Delivering my best work in order to meet my commitments Connecting with others Making regular opportunities to understand others better. Interview Behaviours Creating shared purpose and Shaping the future will be used for PM purposes. Skills and Knowledge Using technology – Level 2 Operates as an advanced user (Outlook, Word, Excel, and Explorer). Account and partnership development - Level 2 Communicates regularly with diverse stakeholders, customers and/or partners to build mutual understanding and trust Language skills: Advanced level of spoken and written Spanish (C2) and English (B2) Experience using TCMS form. Interview Language test might be required (APTIS) Qualification CFGS/FP2 Customer Service, Business management related qualification. form Experience Minimum of 1 year experience in Customer service / Sales Student registration Interview Submitted by Anne Fairfield Date 25th September 2017
FOR WEDNESDAY, 3.13.13 For “The Tyger,” answer the following questions briefly in your notebooks. Be prepared to address these in class: 1. This poem from Blake’s Songs of Experience is often paired with “The Lamb.” Describe the poem’s tone. Is the speaker’s voice the same here as in “The Lamb”? Which words are repeated, and how do they contribute to the tone? 2. What is revealed about the nature of the tiger by the words used to describe its creation? What do you think the tiger symbolizes? 3. Unlike in “The Lamb,” more than one question is raised in “The Tyger.” What are these questions, and are they answered? 4. Compare the rhythms in “The Lamb” and “The Tyger.” Each basically uses a seven-syllable line, but the effects are very different. Why? 5. Using these two poems as the basis of your discussion, describe what distinguishes innocence from experience.
Man Overboard & Recovery Workshop Mountbatten Watersports Centre Western 19th August 2nd August Club Coach Sliding Seat Maidenhead RC Thames 20/21/22/23rd August 17th July Rowing Leader 16-18yr olds John O'Gaunt RC North West 29/30th August 15th August Upcoming Events British Rowing National Championship events
They are an officer or employee of a Police and Crime Commissioner, the Mayor’s Office for Policing and Crime and the Scottish Police Authority; They are an officer or employee of the BTPA; They are a serving police constable; They are subject to: a bankruptcy restriction order (including an interim order); a disqualification under the Company Directors Disqualification Act 1986 or Companies (Northern Ireland) Order 1989; an order under section 429(2)(b) of the Insolvency Act 1986; Within the last five years they have been convicted of an offence and sentenced to imprisonment for a term of at least three months. All Members are expected to undergo a vetting process on appointment. If you are in about your eligibility or any possible conflicts of interest, please contact Laverne Bryant using the contact details at the end of this pack. Terms of appointment The appointment will be for a term of four years from late 2017/early 2018 with a possibility of an extension for one further term at the discretion of the Secretary of State and satisfactory performance. The time commitment required will be 60 days (plus travelling time) per year for preparation and attendance at BTPA meetings. Depending on the work programmes that will be determined by the BTPA this will involve workshops and sub-committees including visits to operational sites and attendance at events and meetings outside London. Some evening commitment may be required. Remuneration for the post will be £32,000 per annum. Your remuneration will be subject to tax and national insurance at contracted out rates unless you have made a special arrangement with your tax inspector or the Department of Work and Pensions. Remuneration is non-pensionable. You will be entitled to travel and subsistence expenses incurred on business in accordance with the arrangements made by the BTPA and agreed by the Secretary of State. Costs will be met from within the BTPA's budget. Selection process and timing Applications will be considered by a selection panel which we intend will be comprised of:
British values and the curriculum – Engineering The Prevent duty requires providers and practitioners to exemplify British values in their practice and to use opportunities to explore British values and to challenge extremism. British values are defined as including: “democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs” This includes complying with the Equality Act 2010 and preventing discrimination against with protected characteristics: • age; • disability; • gender reassignment; • marriage and civil partnership; • pregnancy and maternity; • race; • religion or belief; • sex; • sexual orientation. The Prevent duty also includes and expectation that will encourage students to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010 Behaviour in classrooms, workshops and workplaces Effective learning and work takes place in the workplace and classrooms or workshops where there is tolerance and mutual respect for different faiths and beliefs as well as respect for people with protected characteristics as set out in the Equality Act. Learners in the workplace should also be aware of the need to ensure that no-one in protected groups is discriminated against. Those employers who allow discrimination to take place have been prosecuted using the Equality duty By maintaining high standards of behaviour including mutual respect and tolerance for different faiths and beliefs and encouraging learners to respect the protected characteristics class teachers, lectures and trainers will be promoting British values. The Law In any area of employment regulation is very important As part of engineering courses as in other vocational courses the importance of Health and Safety legislation will always be taught. Discussion of employment rights will also present a perfect opportunity to discuss employment law and how it impacts on employees. Data protection legislation will also impact on most employees.
BRITISH VALUES British Values are a fundamental part of everyday school life at Hildenborough Church of England Primary School. British Value Statement Evidence Impact Mutual Respect and tolerance: treat others as you want to be treated Respect is one of the ‘Golden Rules’ of Hildenborough School. Pupils and staff know and understand that they are expected to demonstrate a level of respect to everyone within school, which allows for relationships based on mutual respect. Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour. As a school, we pride ourselves on our inclusive attitude and ensure that equal opportunities are available for all pupils. Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life, through the diverse and rich teaching of the National Curriculum, particularly Religious Education. Links and visits are promoted with local faith communities and places of worship. For example, weekly act of worships led by a member of the clergy, termly visits to church for services, outside visitors from other faiths. Through the teaching of Philosophy for Children and RE, pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender, sexuality and differences in family situations. They are encouraged to have an open outlook and speak sensitively to ensure ideas and opinions do not cause offence. RE lessons that teach the children to understand and respect different faiths and cultures Multi-cultural learning and events e.g. Chinese new year and multi-cultural week Daily acts of Worship, in which the children are offered opportunities to be reflective and respectful Learning muscle – working together Children and staff at Hildenborough School demonstrate a high level of respect for others within school, the wider community and around the world. They are able to show an understanding of and respect for cultural differences.
Mutual Respect Mutual respect is at the heart of our faith. Our Mission Statement, “Love Jesus, Love Learning and Love Each Other,” underpins everything that we do in our school, along with our Code of Conduct: Common sense, Courtesy and Consideration. We expect all members of the St Oswald’s community to treat each other in the way that they would like to be treated, and we believe that this ethos is vibrant and alive in our school. Our Come and See scheme of work for RE ensures that the pupils develop mutual respect, starting in their own homes and schools, concluding with the Universal Church. The vast majority of lessons throughout the school allow pupils to interact with one another, encouraging them to support and value one another’s opinions. Relationships between staff and pupils are extremely positive and the vast majority of children enjoy working with the adults and feel cared for and supported. Assemblies and collective worships are carefully planned to ensure that the pupils have regular opportunities to reflect on themselves and others, considering what they have done well and how they could improve. The behaviour in our school is outstanding and any concerns are dealt with quickly, openly and effectively. The behaviour of our pupils is always extremely positive when we go on school trips and participate in sporting events against other schools. Our enterprise activities raise money for charities and the children are active in selecting the charities they would like to donate to and support. The majority of pupils contributed a shoe box to the, Operation Christmas Child collection, showing their respect for those who are less fortunate. The Playground Rangers play a significant role in supporting the Lunchtime Assistants, particularly with the EYFS and KS1 pupils. Pupils complete peer marking/assessment activities and respond positively to feedback Pupils develop a broader understanding of how to behave in the wider community and are polite individuals. Pupils operate confidently and the vast majority communicate effectively with all of the members of the school community. Behaviour at break times is outstanding. Pupils can talk about systems in place with regards to anti-bullying and actively participate in assemblies / activities on this theme. There are very few incidents linked to social network and E-safety concerns, and any that are brought into school are dealt with effectively and openly. Our behaviour books are records of positive experiences witnessed with regards to mutual respect, and the Citizenship awards enable us to celebrate the efforts of individuals. This is an incentive for pupils to strive towards showing mutual respect. Throughout the school, pupils are caring towards each other and bring our Mission Statement alive.
Individual liberty - The College community are free to express themselves. We encourage the values of Freedom of Speech without causing offence or distress to others. LGBT group LGBT++ Awareness training Disciplinary Policy Bullying Policy PREVENT Single Equality Policy Choice of courses available HE fair for Universities – Faith Rooms Learners voice and focus groups Fresher Fairs Choice of how assessment and work can be presented Choice of content for Final Major projects Discussions are valued in lessons to ensure learners have freedom of speech to voice their own opinion Student zone to Thorpe Park Charity events and promotions NUS card Learner conferences Student Social Zone Mutual Respect - We value diversity and respect each other. We will not tolerate prejudice, discrimination or harassment. Multi faith room LGBT++ Group Disciplinary Policy Bullying Policy PREVENT awareness online course Single Equality Policy. Learner conferences Community groups at fresher HE and Student BBQ’s College wide events Learning about different religions and cultures National Citizenship Scheme LBGT++ Curricular talk Student Social Zone Blackout Play The colour of Justice Play (About Stephen Lawrence) discussions in classes Mock General Election Scheme of Work has cultural and religious events included for reference and discussion with tutors.
How did you hear about this scholarship? British Council – Generation UK portal British Council – Study, Work, Create website British Council – Work, Create Facebook British Council – Study, Work, Create Twitter University email Internet search Word of mouth (please specify): Declaration I confirm that all information included in both my application form and supporting documents is accurate and correct. Full name: (BLOCK CAPITALS) Date:
Aims & Objectives The constitution states that the objective of the Association is to ensure the optimum delivery of healthcare to patients diagnosed with infection. The aims to enable the best care for patients with infectious disease through: Supporting high quality clinical and basic science research in the field of infection through competitive award of funding to research applicants, Setting & reviewing standards in infection practice, including the development of guidelines, Providing excellent education in infection through meetings and presentations (alone and in collaboration with other scientific societies), Working with government, Public Health , NHS England, and interested bodies to promote best practice in areas related to infectious disease, Providing expert opinion on infection related matters to external agencies, patients, and the wider public, Supporting infection specialists within their daily work by facilitating communication and providing useful resources, Disseminating new research and best practice via the Association’s publication: the Journal of Infection. Membership & Communications Dr Kumara Dharmasena Dr David Partridge Dr Paul Collini Aims: To ensure that infection specialists and trainees are aware of the association; that membership of it is attractive to them, and that it is responsive to their evolving requirements. Progress 2013/2014: BIA Membership Type July BIA Membership Type June 2013 2014 Associate - Free 39 Associate - Free 28 Full 784 Full 659 Overseas 15 Overseas 9 Retired 47 Retired 42 Trainee 592 Trainee 612 Lapsed 45 Update requested 79 Grand Total 1522 Lapsed - No Current email 51
Personal Income Tax (Highest Rate) None 5.00 % 6.00 % 3.75 % 5.80 % 7.00 % None State Tax Climate Rank 4 28 36 31 16 37 10 Average Wage Mission Itinerary * Itinerary subject to change and update with additional activities Sunday, 15th Ft. Lauderdale – Hollywood International Airport Transfer trade delegation to Hilton Fort Lauderdale Marina for check-in Informal welcome networking reception at the hotel in the evening Monday, 16th October SETUP DAY at the Broward Convention Center, Fort Lauderdale 9.30 am – 10.30 am Official Welcome and presentation from Broward County Government 10.30 am – 12.00 pm Set up of booths at the Broward Convention Center 12.30 pm - 1.30 pm Lunch at the Hilton Fort Lauderdale Marina (Cost not included) – approx. cost US$ 20 p/p 2.00 pm – 3.30 pm Tour of Port Everglades 4.00 pm – 5.30 pm Tour of the Design Center of the Americas () 5.30 pm - 7.30 pm Networking Meet & Greet for the delegates with local Florida companies Cocktails Remarks from the DIT team, British Consulate Miami Remarks from Made in Britain Trade Centre Presentation from each British Company (5-10 minutes) Presentation from our Partners: Broward County Office of Economic and Business Development Greater Fort Lauderdale Alliance Design Center of the Americas Presentation from our Sponsors 2
British Values – A Whole School Approach - Art Department. Subject Democracy Rule of law Individual liberty Mutual respect Tolerance of those of different faiths of beliefs. Art The Art curriculum delivers British values through having a of enjoyment and fascination in learning about the world around them and participating students actively in artistic and creative activities. We promote democratic debate, thorough recognising the points of view and a tolerance through respecting different people’s ideas, creative responses and understanding of different cultures and styles. The art department reinforces the need of a cohesive, harmonious and law abiding society, through encouraging interdependence and courteousness between students within the classroom environment. School behaviour expectations are closely adhered to and behaviour policies are followed when necessary. Our students are a freedom to explore the arts and the wider intellectual ideas and concepts in a safe and stimulating environment; where they know that whatever their ability level all are treated fairly and equally. Pupils have the opportunity to work independently and as a team to build resilience and through tasks and sharing ideas with their peers. The art curriculum encourages pupils to explore different values, beliefs and cultures through a variety of approaches, including discussion and debate in order to gain further insights and understanding. Our students are encouraged to show a willingness and confidence to express their own views on ethical issues and personal values raised within the further study of works of art. Through the art curriculum students will study the impact that diverse cultures, values and traditions have had on the art works produced worldwide in the past and in the present. Students are given direct access to the work of different cultures and traditions through gallery visits, discussion and artist visits. Students are encouraged to understand the notion of interdependence in an increasingly complex society and its effects on contemporary art.
Individual liberty -Solving Algebraic equations -Simplifying mixed numbers & other fractions -Factorisations of Quadratic equations Different techniques used to solve Quadratic algebraic equations in different countries: Indian technique of solving Q. Es: Chinese technique of solving Q. Es: Individual Liberty: In lessons students find plenty of opportunities to put up their view points and discuss them with others without limiting and narrowing their thoughts. Students
- Singapore technique solving Q. Es: Some African country’s technique solving Q. Es: argue mathematical techniques without putting an individual in an awkward or vulnerable situation and everyone’s opinion is respected no matter the person is from different ethnic or religious background. pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. In classroom all are equal in the sight of a teacher. Discussing various forms of mathematical issues, modelling the designs & methods of solving some mathematical problems in different styles in different countries, is also encouraged in a liberal manners and students are encouraged to stay open minded towards the view points of the others. Democracy All Maths topics For example, teacher might ask students why 99.9% people gave wrong answer to this question. Also, what is wrong with this answer in the 2nd example given by some student in the class and trigger the debate by asking open-ended questions. In the 3rd example teacher might ask why students could give answer of first part but couldn’t answer the second one, etc. Democracy: Students discuss and debate the mathematical methods & mathematical problems & its advantages and disadvantages that are relating to Mathematics. Everyone has right to put up his/her opinion before others. In this way students gains
Democracy Children involved in democratic process Pupil voice Assemblies Pupil interview panels Pupil voice questionnaires Tolerance of those of different faiths and beliefs Mission statement Broad and balanced curriculum Equality policy Festival celebrations Awareness activities PSHE / SMSC curriculum Rule of Law Behaviour policy Opportunities to reflect on behaviour Attendance at activities outside of school Links with external agencies Assembly themes Anti-bullying week Home/school agreements Mutual Respect Supporting charity days Mentoring Remembrance day activities Positive relationships encouraged through behaviour policy Competitions Individual Liberty Pupil responsibility for attitude towards behaviour and learning Safe choices, E-safety, supportive environment Celebration assemblies activities Home/school agreements
British Values – A Whole School Approach - The English Department. Subject Democracy Rule of law Individual liberty Mutual respect Tolerance of of different faiths of beliefs. English Y8: informal letter writing – having a voice Y8: Debating skills Y8: Conflict poetry Y8 novel: Holes Y8 novel: Boy in Striped Pyjamas Y8 novel: Animal Farm Y9: Macbeth Y10:speechwriting Y11: phone-in Y10: Lord of the Flies Y7:Treasure Island Y8: Conflict poetry Y8 Holes Y8 novel: Animal Farm Y8 play: Our Day Out Y9: Macbeth Y10: Lord of the Flies Y10: An Inspector Calls Y13: Writing about society topic Y7: Magazine article favourite hero Y8 novel: Holes Y8 novel: Boy in Striped Pyjamas Y9: Storywriting Y12: Frankenstein Y7: Groupwork skills Y8: Debating skills Y8: Conflict poetry Y8 novel: Boy in Striped Pyjamas Y8 novel: Noughts & Crosses Y8 novel: Animal Farm Y8 play: Our Day out Y10: A Christmas Carol Y8: Conflict poetry Y8 novel: Boy in Striped Pyjamas Y8 novel: Noughts & Crosses Y8: Travel writing Y9: love poetry anthology Y10: Non-fiction comprehension Y12: Paris Anthology Y12: Seamus Heaney’s poetry
Dawn brightens up, "I could use your opinion." Kimber merely awaits without expression as Dawn pulls her shirt apart showing off her tits. Kimber bulged her eyes and had to fan herself. "Very lovely." Kimber licks her lip without thinking. "I was hoping you were thinking that. Thank you Kimber." "My pleasure. Is there anything else?" With a beguiling smile Dawn adds, "Plenty more. Maybe later?" Kimber switched her gaze toward Beatty with uncertainty. Beatty winks at her, "I'll be sure to leave you a healthy tip." Slightly confused Kimber had her hopes up as she left the table. Then it dawned on her that they were asking her to help keep them guarded against other prying eyes. The thought made her examine her other customers. One couple was just leaving. The other two tables were ignorant of anything but themselves. Still, she would keep her eyes peeled. Just for kicks. To see where things might go from there. Back at Dawn and William's table the foot massage progressed. Dawn felt playful and lifted her other leg toward William's lap and planted her toes over his obvious erection. "Well now!" Beatty looks down at her wandering toes. "You do your massage, I'll do mine." He nods smiling and enjoys her toes rubbing along his concealed beast. It was growing with each tormented caress. Dawn giggled at his dick literally twitching under her toes compression. "It's alive!" She fears dramatically before chuckling. "Perhaps you had better run." He jests with an evil laugh. Her eyes flare up then she nibbles her lower lip. "I have better ideas.' She removes her foot then lowers the leg Beatty was massaging and stands up. Easing over to face him she straddles his lap and plants her arms around his neck. She then leans in and kisses him on the lips. After three minutes she tugs his bottom lip on her way out.
Semester 1 Final Exam Study Guide Format- 75 multiple-choice questions 1 essay question *Review poetry and shorter works *Review notes for all texts *Review annotations Anglo-Saxon texts Beowulf “The Seafarer” “The Wanderer” analysis of a passage literary devices historical context figurative language Medieval texts The Canterbury Tales The Prologue The Pardoner’s Tale analysis of a passage tone style purpose historical context Renaissance texts Macbeth Sidney sonnet 31 Shakespearean sonnets 75, 29, 116, 130 analysis of a passage figurative language literary devices tone characterization structure historical context theme purpose plot analysis 17 th 18th Century texts “Meditation 17” “Sonnet 10” “To His Coy Mistress” “To the Virgins to Make Much of Time” “When I Consider How My Light is Spent” Paradise Lost “A Modest Proposal” analysis of a passage literary devices genre tone historical context purpose theme Grammar subject-verb agreement pronoun-antecedent agreement inappropriate shifts in voice and mood punctuation to separate items in a series sentence fragments and shifts in verb shifts in pronoun number and person misplaced and dangling modifiers variations in standard English conciseness prepositional, infinitive, and gerund phrases Vocabulary
DECLARATION OF RESULT OF POLL Torbay Borough Election of Councillors for St Marys with Summercombe Ward of Brixham Town Council on Thursday 7 May 2015 I, Caroline Taylor, being the Returning Officer at the above election, do hereby give notice that the number of votes recorded for each Candidate at the said election is as follows: Name of Candidate Description (if any) Number of Votes CAMPBELL, Victoria Louise Independent 1410 COLL, Stephen commonly known as COLL, Steve ABC - Abolish Brixham Council 893 COLL, Susan Ann commonly known as COLL, Sue ABC - Abolish Brixham Council 958 GILES, David John Brixham Community First Independent 1089 HEDGES, Jane ABC - Abolish Brixham Council 919 HEDGES, Roy William ABC - Abolish Brixham Council 833 LOVEGROVE, Margo ABC - Abolish Brixham Council 970 STOCK, Jessica Mary Independent 1402 WALKER-HAWORTH, Sophie Blanche Lovett Independent 1227 WILBRAHAM, Jacqueline Ann commonly known as WILBRAHAM, Jacqui Independent 1090 The number of ballot papers rejected was as follows: Number of ballot papers A want of an official mark 0 B voting for more Candidates than voter was entitled to 2 C writing or mark by which voter could be identified 0 D being unmarked or wholly void for uncertainty 258 E rejected in part 0 Total 260 Vacant Seats: 5 Electorate: 6001 Turnout: 57.64% and I do hereby declare that Victoria Louise CAMPBELL, Jessica Mary Sophie Blanche Lovett WALKER-HAWORTH, Jacqueline Ann WILBRAHAM and David John GILES are duly elected.
All road signs are up and be on the lookout for Blue Ridge Marksmanship directional signs. ***** PLEASE do not speed on Hwy 19 either from I-26 or Burnsville as it is heavily patrolled by NC State Hwy Patrol….you will be ticketed. ***** I am looking forward to seeing you there!! Please leave in plenty of time to get to the course on time as this is a courteous act for your fellow students. Any issues or questions please do not hesitate to call me on my cell, 828-772-6884 at any time or the morning of the course please call the landline at the school: 828-682-5599.
Culture –castes, beliefs, habits, behaviour Contribution of research – the rejection of certain hypothesis may lead to further research Theory –large concerns earn more profit, return on capital is an index of business success Different Types of Hypothesis Descriptive Hypothesis – Describing the characteristics of a variable (may be an object, person, organisation, event, and situation)
If you need accommodation for a disability, obtain a Letter of Accommodation from the Office of Disability Services. The Office of Disability Services at Rutgers, The State University of New Jersey, provides student-centered and student-inclusive programming in compliance with the Americans with Disabilities Act of 1990, the Americans with Disabilities Act Amendments of 2008, Section 504 of the Rehabilitation Act of 1973, Section 508 of the Rehabilitation Act of 1998, and the New Jersey Law against Discrimination. If you are a military veteran or are on active military duty, you can obtain support through the Office of Veteran and Military Programs and Services. If you are in need of mental health services, please use our readily available services. Rutgers University-Newark Counseling Center: [Rutgers Counseling and Psychological Services – New Brunswick: ] If you are in need of physical health services, please use our readily available services. Rutgers Health Services – Newark: ] [Rutgers Health Services – New Brunswick: ] If you are in need of legal services, please use our readily available services: If you are in need of additional academic assistance, please use our readily available services. Rutgers University-Newark Learning Center: Rutgers University-Newark Writing Center: [Rutgers University-New Brunswick Learning Center: ]
Executive Summary & Grant Rationale – Pages 3 & 16 Questions - Page 3 Instructions on Paper Size and Map Size – Page 3 Application Section Section I - Project Details - Page 4 Section II - Documentation to Support Project – Page 6 Section III - Cost Analysis – Page 9 Section IV - Project Schedule – Page 12 Section V - Financials – Page 12 Section VI - Payment Information – Page 13 Sample Affidavit or Resolution Authorizing Application - Page 14-15 Executive Summary & Rationale - Page 16 Awarding Grants Selection Criteria and Weights – Page 17-18 Appendices Appendix I - Anticipated Improvements Scoring Table – Page 19 Appendix II - Grant Request Amount Scoring Table – Page 20 Appendix III – Provider Contact Instructions, Contact Letter Template, Provider Response Template, and Large Provider Contact Information – Page 21 Appendix IV – Conducting a Statistically Valid Survey – Page 25 Appendix V – Sample Project Financial Plan – Page 27
LARGE PROVIDER CONTACT LIST (For other providers not on this list and/or if you do not know your local provider’s contact information, please email with the general location of your proposed project area and we will help you find the contact information for the providers in that area.) CenturyLink: Scott Girard CenturyLink Midwest Region Regulatory & Legislative Affairs 200 South 5th Street, Floor 22 Minneapolis, MN 55402 Charter: Patrick Haggerty Charter Communications 16900 Cedar Avenue Rosemount, MN 55068 Patrick.Haggerty@charter.com Comcast: Karly Werner Comcast – Twin Cities 10 River Park Plaza St. Paul, MN 55107Karly_Baraga-Werner@comcast.com Frontier: Scott Bohler Manager, Government and External Affairs 2378 Wilshire Boulevard MN 55364 Midco: Daniel C. Nelson Director of Governmental Affairs Midco 3901 N. Louise Avenue Sioux Falls, SD 57107 Mediacom: Brittni Kruger Administrative Associate Mediacom Communications 1504 2nd Street SE PO Box 110 Waseca, MN bkruger@mediacomcc.com Windstream: Rodney Caldwell Director Product Management Windstream 4001 North Rodney Parham Road Little Rock, AR 72212 Mailstop: 1170-B3F04-41 APPENDIX IV - Conducting a Statistically Survey To quantify the expected customer penetration rate of a broadband project, you must conduct a random survey to get statistically valid results. A random survey done correctly provides a statistically measurable way to demonstrate that the responses from the homes or businesses covered by the survey represent the expected responses that would be obtained if you canvassed the entire potential customer population. A statistically valid survey must meet the following criteria in order to be considered as valid:
Data, Video, Voice Data & Video Data & Voice Data Only Revenue: TriPlay Data & Video Data & Voice Data Only Other Revenue - Residential Other Revenue - Business Total Revenue $ - $ - $ - $ - $ - Expenses: Expenses Net Income Cumulative $ - $ - $ - $ - Cash Flow Cash Flow -Cumulative Note 1: Source Of Funding: Project Name Your Organization Name B2B Broadband Grant Total Capital Costs
approach to delivering behavioral health services by demonstrating the relationship between state initiatives and local/community efforts. Eligible Activities: Per S.B. 292, acceptable uses for state grant and matching funds under the Mental Health Grant Program for Justice-Involved Individuals may include: The continuation of a mental health jail diversion program; The establishment or expansion of a mental health jail diversion program; The establishment of alternatives to competency restoration in a state hospital, including outpatient competency restoration, inpatient competency restoration in a setting other than a state hospital, or competency restoration; The provision of assertive community treatment or forensic assertive community treatment with an outreach component; The provision of intensive mental health services and substance use treatment not readily available in the county; The provision of continuity of care services for an individual being released from a state hospital; The establishment of interdisciplinary rapid response teams to reduce law enforcement's involvement with mental health emergencies; and The provision of local community hospital, crisis, respite, or residential beds. Section 3: Schedule of Events and Submission Requirements Submission Requirements: The NCA narrative is limited to 15 8 ½” x 11” pages, double-spaced with 12 point Times New Roman font. Supporting documents, including forms, letters of commitment, or written agreements developed and submitted as part of this NCA will not be counted as part of this 15-page narrative limit. The LMHA must be the lead applicant and is allowed to submit one NCA. Multiple programs may be proposed under one NCA. Respond to all questions in Sections A-F for each proposed project. The NCA narrative shall make appropriate use of the headings listed in the NCA. Rows may be added to tables as needed. based
(a) the period of 6 weeks starting on the first Sunday in February in a year; (b) each subsequent period of 6 until the end of the 42nd week after the first Sunday in February; (c) the period starting at the end of the 42nd week after the first Sunday in February and ending immediately before the first Sunday in February in the following year. Note A licensee is not able to accumulate points during the timing period specified in item 2.5. Points for material of local significance 2.3 Subject to 2.4 to 2.9, material of local significance accumulates points in a local area according to the following table. Note See 3.10 and 3.11 of Schedule 3. Item Material Points for each minute of material 1 Material that is not broadcast during an eligible period This item takes precedence over the other items in this table 0 2 Material (other than a community service announcement) that has previously been broadcast to a local area during an eligible period This item takes precedence over items 3, 4, 5 and 6 0 3 News that relates directly to the area 2 4 Other material that relates directly to the local area 1 5 News that relates directly to a licensee’s licence area 1 6 Other material that relates directly to a licensee’s licence area 1 Minimum total of points 2.4 For material of significance broadcast in a local area during the eligible periods, the licensee must accumulate at least: (a) 90 points each week; and (b) 720 points in each timing period. Limits on material in the timing period starting at the end of the 42nd week 2.5 For the timing period mentioned in paragraph 2.2 (c), points cannot be accumulated: (a) for 4 weeks from and including the week of the timing period that includes 15 December; and (b) for any week between the end of the 10th week of the timing period mentioned in paragraph 2.2 (c) and the beginning of the timing period mentioned in paragraph 2.2 (a).
starts on 26. September 2016. at 13h Music (Free-to-air on DVB-T) (Also available on ) (Also available on ) (Also available on ) (Free-to-air on satellite, only on ) (only on ) (Free-to-air on satellite, only on ) Religion (Also available on ) HD TV-Channels
GOVERNMENT INSTITUTIONS Low costs and threat of terrorism, crime and violence. Wasteful budgetary spending, low public in politicians, lack of transparency, regulative burden on business freedom. Improving the ethics, increasing transparency, introducing informatics systems. Political changes. INFRA- STRUCTURE Well-developed highway roads and Underdeveloped local roads, lack of sustainable planning. Increasing investments in ports, railways, airports and other transportation infrastructure. ECONOMIC ENVIRONMENT Low annual inflation rate. Low GDP growth rate, slow recovery from global crisis. Decreasing accumulated government debt, decreasing trade balance deficit. Volatile external environment, fiscal vulnerability. HIGHER EDUCATION AND TRAINING Competitive advantages are mathematics and science education. Low availability of research and training services. Educational reform focused on flexible skills based curriculum. GOODS MARKET EFFICIENCY Short business registration period, relatively low profit taxation. Expensive agricultural policy, overregulated business environment, weak local competition. Reducing standard VAT rate, developing business climate, protection against monopolies and cartels, implementing privatization. LABOR MARKET EFFICIENCY „Brain drain“. Increasing labour market flexibility by easy rule on hiring and firing workers. Political changes. FINANTIAL MARKETS AND DEVELOPMENT Low venture capital availability. Easier loan access for entrepreneurial activities and investments. External vulnerability. TECHNO- LOGICAL READINESS Low technology absorption in firms. Increasing foreign direct investment for new technologies. BUSINESS SOPHISTICATION Low number of quality local suppliers, low production process sophistication. Cluster development, specialization, establishing economic diplomacy. INNOVATION Quality of scientific research institutions. Low level of collaboration in research. Developing closer ties between industry and university. Source: elaborated by the authors. CROATIA SWOT
enable individual children/young people to record their engagement and achievements during the year (and enable the Programme to review children and young people’s take up of activities across the town). We will also put in place, a programme to monitor and review the overall impact of the programme, so as to understand what is working well and those areas where there are challenges, so as to be able to address these over the 2 years. Grant funding a number of organisations to deliver enrichment activities over the summer holiday period. The Broadening Horizons Summer Holiday Activities grant scheme will accept applications from not-for-profit organisations to deliver high quality enrichment activities over the holiday period, for children and young people living in Hastings. The summer holiday period will be between 20 July to 3 September 2018. We are making funding available of between £2,000 - £10,000 available for not-for-profit organisations, to provide summer holiday activities for disadvantaged children and young people living in Hastings during this period. Disadvantaged children, includes those children and young people in receipt of pupil premium who are living in Hastings and those children and young people who have SEND. Our aim is that the holiday activities will be aimed at enabling disadvantaged children young people in Hastings and St Leonards to: Improve their resilience, perseverance and persistence; Promote hard work, self-control, discipline and good time keeping; Improve their confidence, develop leadership skills and team working; Promote honesty, integrity and engaged citizenship; Promote a positive attitude, self-respect, respect for others and empathy; and Promote curiosity and problem solving. An application form, for those interested in applying for a grant, is set out below at Annex ii. We have set out guidance to help you fill in this application. Before you Who can Not-for-profit voluntary and community groups based in or providing a service or activity to children and young people who live in Hastings. It is our expectation that children and young people who access the holiday provision will live in one of the Hasting’s electoral wards. Requirements Groups should have: A set of rules or constitution outlining governance arrangements A bank account Accounts or record of expenditure Public Liability (£10m) and Employers Liability (£5m) Insurance We will need to see copies of these documents. You may want to gather some key information so that you have it to hand; we will be asking you: For group/organisation details and contact details When your group/organisation started Your charity or CIC number (if applicable) A description of what your organisation does
The preparation of the Greater Broadmeadows Framework Plan is proposed to progress from the current stage ‘Public Engagement Phase 1’ to formulating the draft plan for further engagement in 2017 as outlined in the process to date. The key steps in the process are outlined below in Figure 5. Figure 5 – Process and Next Steps 1 Greater Broadmeadows ‘Have Your Say’ Survey What is your relationship with Broadmeadows (select more than one if applicable) Student Worker Resident Visitor Ratepayer Business Please tell us what you think of the following vision for Greater Broadmeadows: Broadmeadows will fulfil its destiny as the capital of Melbourne’s north – a centre for services, business, culture and entertainment. Is there anything else you would like to add about this vision for Greater Broadmeadow?
Date: ___________________________________________________