zilongwang/ReadingBank huggingface dataset:
Don’t ask vague questions, be specific Why can’t the questions be given to you before the planning meeting? Fund things that are community participation to encourage mainstream activities Concerns about Reasonable and Necessary policy – restricting what person can get in terms of funding Self-management as a way to get flexibility Trialling different things with the plan (already in place) More clarity about what NDIS encompasses – all the services and policies and requirements Importance of transparency in regards to services provided Question about what happens with current funding/supports: When transition to NDIS While I am waiting for NDIS, will my LC planning process be guided by ‘Reasonable and Necessary’ from NDIS? Ongoing feedback (like today) should be facilitated. At least once a year big event Disability Services Commission had all prior reports, already registered, but needed to provide all documentation again Combined Application Process was meant to roll-over, but funds decreased. 21 hours to 9 hours, no changes to needs Have a document with all questions asked during planning ‘assessment’ Overlap between disability and health / Health and Disability Services Complaints Office (HaDSCO) ‘Vision’ – key to planning Review process – is it necessary (annually)? Can I request one? Freedom of choice – will continue Regional (lack of) services Agencies talking to each other, e.g. Centrelink, Homeswest Double up! Share information Question 3: What could make it different? What could make it easier? Different languages and groups and remote areas do not have any knowledge of what NDIS is Getting time beforehand to plan What is the training for LCs or Planners? Needs to be consistent. Being organised Knowing what you want Guidance checklist (info) Reasonable and necessary – clear points Consistency about what will be funded/not funded LC understands disability/good training (experienced) Time – be clear about deadlines timeframes More info – about reasonable and necessary Be able to review drafts and change if needed. What do you need? Local office Access to the LC and Planners. No time limits Clarification of coordinators – who is it? Qualified planner who know me and the system
Slide Fifteen Workshop process: are three questions you stay on the same table facilitators will bring the questions to you (1A 1B 1C, etc.) Tables will have ten minutes per question facilitators will encourage conversation a scribe will write down everyone's ideas At the end the three questions the table facilitators will get together for 5 minutes and detail the TOP THREE themes from your responses One of the facilitators per question will read out the themes Themes will be collated and included along with the other ideas you shared in this session in the ‘book of proceedings’ which you will receive after the event. Slide Sixteen The questions… What supports like to see for yourself as a carer and what has worked well for you in relation to NDIS or generally? What unmet needs have you had as a carer of someone who is accessing or who may be able to access NDIS? As a carer, what would meaningful engagement with NDIS, look like for you? Seventeen Thank you
Name of Colony- New Hampshire Location-_____________________________ Date Founded-___________ Reason (s) Geography – topography, climate Economy ,crops ,industry, jobs Define and describe the Slavery/ indentured servants – How many? Location within the colony? Research a personal Did the settlers get with the Native Americans? War? Treaty? Daily life in the colonies- School, Games On the Farm Role of Men, Women and Children Men- Additional Facts (Famous Event or people from the colony ______________________________________ Founded-
Name of the Colony-Georgia Location of the Colony-___________________ Date Founded-___________ Reason (s) Geography – topography, climate Economy ,crops ,industry, jobs Define and describe the Slavery/ indentured servants – How many? Location within the colony? Research a personal Did the settlers get along with the Native Americans? War? Treaty? Daily life in the colonies- School, Games On the Farm Role of Men, Women and Children Men- Additional Facts (Famous Event or people from the colony
This chapter starts with presenting the abstract-propositions view and the relational view of attitude. It will discuss the various problems for abstract propositions in relation to the relational view as well as empirical problems for the Relational Analysis of attitude reports (such as the Substitution Problem and the Objectivization Effect). Furthermore, the chapter will discuss recent and historical alternatives to abstract propositions, which identify propositions with types of cognitive acts, yet adhere to the relational view of attitudes. This will lead to the main part of the chapter, the notions of an attitudinal and a modal object. The chapter will give general, philosophical and linguistic motivations for them and a first outline of the semantics of sentences as characterizing modal and attitudinal objects, focusing on simple attitude reports and modal sentences. It will also give a brief presentation of the semantic of special quantifiers and pronouns when they take the position of clausal complements. Previous relevant publications For the critique of abstract propositions, the relational view and Relational Analysis: Moltmann, F. (2003b): 'Propositional Attitudes without Propositions'. Synthese 135, 70- 118. Moltmann, F. (2013): Abstract Objects and the Semantics of Natural Language. Oxford UP, Oxford, Chap. 4. For the notion of an attitudinal object and a cognitive product: Moltmann, F. (2014): ‘Propositions, Attitudinal Objects, and the Distinction between Actions and Products’. Canadian Journal of Philosophy 43 (5-6), 679-701. Moltmann, F. (2017a): ‘Cognitive Products and the Semantics and Attitude Verbs and Deontic Modals’. In F. Moltmann / M. Textor (eds.): Act-Based Conceptions of Propositional Content, Oxford University New York, 2017 Forthcoming related publication Invited contribution, In C. Tillman (ed.): Routledge Handbook on Propositions, Routldege, New York. Chapter 2: Object-based truthmaker semantics This chapter develops object-based truthmaker semantics, based on Fine’s sentence-based truth maker semantics. It will first give a presentation of Fine’s truth maker semantics and then develop the object-based version of it, with its various motivations and semantic applications. It will furthermore elaborate the new semantics of modals in terms of the
JUNIOR BOOK REPORT Title: _____________________________________________ Author: ______________________________ Genre: _____________________________ Name: ___________________________________ Teacher’s name: ___________________________ Period: _______ Date: ___________________________
2. All lettering must be in ink, marker, or typed, and all illustrations must be in color. 3. Your name should be on the “flip side” or back of the book jacket’s spine. 4. You will need a piece of unlined paper that is 8.5 inches wide and 20 inches long. Some suggestions are to use two pieces of printer/copier paper taped together, shelf paper, wrapping paper, butcher paper, or construction paper. It does not have to be white, but keep the background color in mind when doing your illustrations. 5. Divide your paper as shown below, either by drawing lines or by folding. Inside back flap. Information about the author. 3 inches wide Back Your opinion about the book and highlights about the story. 6 inches wide Title, Author, & 2 inches wide (Your name on the back) Front cover. Title, Author, Illustrator, and an illustration. 6 inches wide Inside Front flap. Highlights from the story. 3 inches wide Name _______________________________
Alternative Book Report Rubric All numbers include current and previous requirements Category 4 6 8 12 15 Theme & Purpose Demonstrates little understanding of the Demonstrates some understanding of the theme Demonstrates understanding of the theme, but not purpose Demonstrates understanding of theme and purpose Demonstrates high level of understanding of both theme and purpose Summary Gives very basic summary of book Demonstrates some understanding of book. May have some aspects of retell present. Demonstrates understanding of the plot and gives examples. Aspects of retell present w/ multiple aspects of extraneous information. Demonstrates thorough understanding of the plot. Gives many examples. Some aspects of extraneous information presented No elements of retell present Clear, concise, complete Only essential information presented Project Little time spent on project Some time on project is evident Project is good and shows some understanding of the book Project is high quality and shows understanding of the book Project is high quality and shows thorough understanding of the book Communication Skills Not all comments could be heard or understood Presentation is heard and understood. Read entire report Presentation is heard with some reading Presentation is done clearly, audibly and with expression. Little reading Presentation is done clearly, audibly, and with expression. Practiced and well rehearsed Lexile 50 above and 100 below 10 pts. Book is in Lexile level Total points /70
Part III - Use of Outside Sources: Pay attention to how the writer uses additional sources. How frequently does the author use additional sources? How authoritative are they? What effect does the writer’s use of sources have on the book? Does the writer use any additional notes? Write a paragraph that comments on this element. Part IV - Personal Response: So, how was it? Did you like it, or not? Why? What did you gain by reading it? How would you praise the book? How would you criticize the book? Do you recommend that we keep it on the book list for the class? Why? Part V - Journal: As you read, keep a dialectical journal. Please label and date journals appropriately. Select one quotation or passage for approximately every 15 pages. Respond to the quotations, focus on the ways in which the author uses language to create an effect. What is it about the language that stands out and makes the passage distinctive? How does the passage reflect the author’s style and reveal larger themes of the work? I expect responses to be developed thoughtfully and intellectually. Responses should be approximately one paragraph in length (approximately 5-6 sentences). For a 300-page book, that is 20 journal entries. The dialectical journals should be constructed in the following manner: Quote Response “Write the quote from the book on the left-hand column with correct MLA citation” (176). Your response and analysis of the quote is on the right side of the paper. Response For the response column, you have several ways to respond to a text and you only need to use one way. Raise questions about the beliefs and values implied in the text Give your personal reactions to the passage Discuss the words, ideas, or actions of the author or a character Tell what it reminds you of from your own experiences Write about what it makes you think or feel Argue with or speak to the character or author JOURNAL ENTRIES SHOULD BE ENTERED INTO THE TABLE BELOW
“Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher” Chulalongkorn University Language Institute Friday, July 14, 2017 Parallel I (11:20-12:00 hr.) Session Presenter Research Title Room A 1 Retno Wulandari Students’ Motivation in Learning TOEFL: A Case Study at Service English Unit (SEU), Diponegoro University, Indonesia 201 A 2 Nathan Thomas Diaries as a Tool for Teaching, Learning, and Professional Development 202 A 3 Nichapat Phusit and Watthana Suksiripakonchai A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca 209 A 4 Satita Watanapokakul CULI ZOO: An Edutainment Game-based Supplementary E-learning Program for English for Veterinary Profession I 210 A 5 Gary Torremucha and Nipaporn Chalermnirundorn Independent Learning with Moodle Learning Management in English as a Second Language of Tertiary Level Learners 213 A 6 Chaiwat Kaewphanngam Digital Technologies for Professional Development of K12 Language Teachers: Thailand’s Path towards Sustainable Development Goals 214 A 7 Mark B. Ulla Filipinos as NNES-EFL Teachers in Thailand: Challenges and Opportunities 305 A 8 Sirirat Pholmoo Shakespearean Zombies in Literature Class: Romeo and Juliet in Disguise 312 A 9 Annabel Bhamani Kajornboon Assessing Language Writing of Bhutanese and Thai BBA Students 313
Name: Rubric for Book Talk Criteria Excellent 20 - 16 Above Average 15 - 10 Average 10 - 7 Average 0 - 6 Introduction attracts audience Exceptionally creative beginning with an excellent quote Creative beginning with a good quote Not a very creative or interesting beginning with a quote Not a very good beginning with no quote Discusses the conflict, setting, and characters Discusses the theme Thorough and interesting summary of these elements Makes an insightful argument about the theme Inconsistent summary of these elements Correctly discusses theme but fails to elaborate on the importance Average summary of the elements Touches upon theme without much depth Missing a component Does not discuss theme or makes a very general statement about the theme Conclusion makes us want to read the book (or not read the book) Very enticing conclusion – draws the listener to read the book Somewhat interesting conclusion- listener might want to read the book Concluded but did not draw the listener to read the book Very boring conclusion or no conclusion at all Presentation skills & Enthusiasm for the book Very enthusiastic and knowledgeable Voice is clear, words are pronounced correctly and tempo is good Maintains Somewhat enthusiastic and knowledgeable Voice is mostly clear and audible, Mostly maintains eye-contact Shows average enthusiasm and understanding Sometimes hard to understand or hear the student Little eye-contact Not enthusiastic at all Spoken word is too soft, mumble, speaking much too fast or slow. No eye-contact Visual aid Visual aid is well done, colorful, and very helpful to the presentation Visual aid is colorful, and helpful to the presentation Visual aid is completed and might be helpful to the presentation Visual aid is not done or very poorly done within time limit: Yes / No (5 point deduction for each minute over) Comments: Score: /100
Discusses the plot, setting, and characters Discusses the theme Thorough and interesting summary of these elements Makes an insightful argument about the theme Inconsistent summary of these elements Correctly discusses theme but fails to elaborate on the importance Average summary of the elements Touches upon theme without much depth Missing a component Does not discuss theme or makes a very general statement about the theme Conclusion makes us want to read the book (or not read the book) Very enticing conclusion – draws the listener to read the book Somewhat interesting conclusion- listener want to read the book Concluded but did not draw the listener to read the book Very boring conclusion or no conclusion at all Presentation skills & Enthusiasm for the book Very enthusiastic and knowledgeable Voice is clear, words are pronounced correctly and tempo is good Maintains Somewhat enthusiastic and knowledgeable Voice is mostly clear and audible, Mostly maintains eye-contact Shows average enthusiasm and understanding Sometimes hard to understand or hear the student Little eye-contact Not enthusiastic at all Spoken word is too soft, mumble, speaking much too fast or slow. No eye-contact Visual aid Visual aid is well done, colorful, and very helpful to the presentation Visual aid is colorful, and helpful to the presentation Visual aid is completed and be helpful to the presentation Visual aid is not done or very poorly done Stays within time limit: Yes / No Comments: Score:
Applicant is to sub-lease a property Where an applicant is sub-leasing a property, the applicant can be assessed for bond where the following conditions are met: written permission received from the original landlord giving approval to sublet the property a copy of the tenancy agreement between the original tenant and the applicant (sub-tenant) is provided the bond is to be lodged with the RTBA the department has not already provided a bond to the original tenant where the property is a commercial property, a copy of the commercial lease which indicates that the lessee has permission to sub-let the property. Note: This policy does not apply to properties whose rents are subsidised by either the department or an educational institution. Commercial properties RTA 1997 (s. 7) does not govern commercial leases for rental properties such as a retail outlet or factory. Therefore tenants moving into these properties are ineligible to receive bond assistance. Properties managed by community groups Community housing organisations, including religious organisations, manage properties owned by the department and/or already receive department financial assistance for properties they manage, should not receive bonds. For this reason, tenants moving into these properties are not eligible to receive bond assistance. However where the property is not owned by the department and the community group does not already receive department financial assistance for the property, then the tenant is eligible to apply for bond assistance where: a tenancy agreement has been signed the landlord requires bond the bond will be lodged with the RTBA. Registered housing providers (e.g. housing associations) < http://www.housingregistrar.vic.gov.au>. The Victorian Government’s Growth Strategy, ‘Building More Homes Together’ and similar funding initiatives aim to increase the provision of affordable housing options through partnership with Registered Housing Providers. These agencies operate within Department’s Housing Provider Framework which specifies eligibility criteria and housing outcomes. They are required to set rents which are affordable for tenants while maintaining their own financial viability. Tenants entering properties owned or managed by Registered Housing Providers are eligible for Rent Assistance and the Bond Loan Scheme, subject to meeting all other Bond Loan Scheme eligibility criteria, including the repayment of outstanding charges and an existing or previous bond loan. Note that exemptions apply for repayment of an existing bond where: the applicant provides written advice from current landlord/agent that the bond will be returned in full to the department on the termination of their current tenancy
GENRE: Type of book (examples: mystery, folktale, horror, nonfiction, etc.). 5 SETTING: Where and when the story takes place. 5 WRITING PIECE (MINIMUM 5 SENTENCES) Final draft – typed or neatly written. Description relating to project. 25 PROJECT NAME: ________________ PROJECT NUMBER: _____________ Represents the book time & effort from list provided. 25 Creativity/Neatness Correct spelling; clearly typed or written, design is appealing to the eye. 10 Presentation Presented using eye contact, prepared & practiced, voice/volume 15 Book Reading Read aloud favorite part 5 Comments:
The Book Thief Writing Activity______________________________ Part Four: Return to Max’s “Pages from the Basement.” Create a story of your own using the storyboard frames below. It can be fiction or biographical. Be sure to follow the elements of plot—include a drawing and words to forward the story: 1 2 3 4 5 6 7 8 9
independent financial audit of proceeds from sale of bonds until all proceeds have been expended for facilities projects. Upon Passage of Proposition 39, an accompanying of legislation, AB 1908 (Chapter 44, Statutes of 2000), was also enacted, which amended the Education Code to establish additional procedures which must be followed if a District seeks approval of a bond proposition pursuant to 55% majority authorized in Proposition 39 including the formation, composition and purpose of the Citizens’ Bond Oversight Committee, and authorization for injunctive relief against the improper expenditure of bond revenues. Citizens’ Bond Oversight Committee: Name Affiliation Term End Brian Breen Business Organization October 2017 Al Mello Senior Citizens Organization October 2018 Dan Drummond Taxpayers Association October 2017 Renee Waters Parent October 2018 Stacey Lakritz Parent/PTA member October 2017 Linda Blue At Large October 2018 Vacant At Large October 2018 Projects completed with G.O. Bond Series A funds Phase 1 Series A Projects List completed in Summer 2013 Computer lab replaced with all new iMac computers Short throw projection systems for all classrooms to support Common Core instruction Perimeter fencing added for student safety Wi-Fi upgrade New Computers for the Technology Lab: Classroom Projection system: Perimeter fencing: 1 Series A Projects List completed in Summer 2014 Louvered Windows in classrooms replaced Office expanded and complete remodel Sewer line from between buildings and out to septic tank replaced Removed trees between buildings (courtyard) Replaced courtyard with new brick entry way and logo New front Wildcat entrance gates Upper grade bathrooms completely remodeled ADA path of travel updates
Offerings to associates of Vishnu Now sandalwood touched flower (white preferred) on the head of Naryana Sheela, uttering the following six mantras: o^ ibGÂnASAy nm:, eEt gåpuEÖp o^ iSbAidp®EdbtAEvYA nm:, eEt gåpuEÖp o^ aidtYAidnbgREhEvYA nm:, eEt gåpuEÖp o^ H¾dÊAiddSidkpAElEvYA nm:, eEt gåpuEÖp o^ mqsYAid-dSAbtAErEvYA nm:, eEt gåpuEÖp o^ nArAyNAy nm:| Etey gandhapushpey Om vignabinashaya namah; Etey gandhapushpey Om Shivadipanchadevatavyo Etey gandhapushpey Om Adityadinavagrahevyo namah;
Various magnetic phases, as obtained by combining finite SWCNTs in ferromagnetic (FM) or antiferromagnetic (AFM) coordination, are distinguished. These phases are shown to depend on the contact region geometry which defines the order of their stabilities. A wide variety of magnetic networks, with potential applications in spintronics, can be built from these nanosystems. Thiophene based extended Aza-monocyclic receptors: higher selectivity toward hydrated fluoride over other anions Syed Ataul Haque1, Musabbir A. Saeed1, Avijit Pramanik1, Douglas R. Powell2 and Md. Alamgir Hossain1 1Department of Chemistry and Biochemistry, Jackson University, Jackson, MS 39217 2Department of Chemistry and Biochemistry, University of Oklahoma, Norman, OK 73019 Recognition and binding of anions has become an emerging field in chemical science because of their substantial health and environmental issues. While designing anion sensor and receptors, consideration should be given on the properties of anions i.e. size, symmetry, hydration properties, charge density etc. For example, fluoride is found hydrated in an aquatic system because of its high electronegativity and small size. During this study, we synthesized thiophene based aza-monocyclic receptor with extended space and investigated for its anion binding ability in solution state by 1H NMR, 19F NMR and in solid state by X-ray crystallography. Surprisingly, in both cases it was found that our receptors bind selectively with fluoride in 1:2 fashion. Furthermore, x-ray crystallographic results reveal four fluoride and four water assembles a fluoride and water tetrameric cluster stabilized inside the cavity formed by two parallel receptors by hydrogen bonding. Formation of dimer and the role of water in it were farther confirmed by concentration dependent NMR and water dilution experiment. Boron-based icosahedra, the computational/electron diffraction structural consequences of functionalising the cluster atoms, and their removal. Possible application of shared icosahedra in materials science and medicine. Drahomír Hnyk1*, Jan Macháček1, Derek A. Wann2, Heather E. Robertson2, Paul D. Lane2, Tomáš Baše1 and Josef Holub1
Medical emergency and first aid training Course Application Course: Surname: First Name: Title: Occupation: Preferred Course Date: Are you a member of a group booking If yes, name of group Cell Number: Email address: Comments or queries: How did you hear us? □ Mediclinic □ Child Birth Educator □ Facebook □ Website □ Friend □ Other____________
BOND REFUND FORM This form is to be used to refund a residential bond under the Residential Tenancies Act 1997 Rented property details Unit Number Street Number Street Name Suburb Postcode Refund details Amount of bond refunded to Tenant/s Amount of bond refunded to Lessor/Managing agent $ $ Tenant details –complete this section, tenants to sign to approve payment to lessor/managing agent and to confirm bank details Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Signature Contact Phone No Date Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Email Signature Contact Phone No Date Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Signature Contact No Date Managing details (or lessor if no managing agent) – complete this section, managing agent/lessor to sign to approve payment to tenant/s Full Name Account Holders Name Postal Address BSB Number (6 digits) Account Number Email Signature Contact Phone No Date Statement of deductions (actual or estimated)
The B-BBEE Financial Sector code has been gazette. R12billion has been lost in Steinhoff scandal. No sufficient union representation in the pension funds boards. Believing that: No harsh penalties for Steinhoff leaders. No interest and proper education for our people towards pension funds. There is resistance for transformation in the financial sector. No black or state-owned bank in South Africa. The Reserve Bank mandate must be changed. Resolving that: We must demand representation in all funds where we organize. The Reserve Bank Mandate must be reviewed. We call for a fully flashed licensed commercialization of Post Bank Push for recovery measures or security for the loss of pension funds from scams. Transformation : NUM Noting That: Mining companies through chamber of mines are vehemently resisting transformation characterised by a sustained corporate and class offensive of the Mining Transformation Charters including the current process of the Mining Charter No3. Further Noting , The delays towards the promulgation of the construction charter and lack of appetite towards the Energy charter which leaves this sectors untransformed which is inconsistent with the current trajectory of Radical Socio Economic Transformation Therefore Resolve That:
¢p¾c¥l ¢am q¢laL£ j¡oLm¡C Vermillion Sesame seed Haritaki (a kind of nut) White mustard lentil Bengali name f’npÉ f’laÀ f’…y¢s jd¤, °fa¡ jd¤fLÑ f’¡jªa LfÑ¨l a£lL¡¢V Bpe¡‰¥l£ d§f fËc£f à¡lOV f¤Öf a¥mp£ c§îÑ¡ ¢hmÄfœ f¤Öf j¡m¡ (hs) f¤Öf j¡m¡ BjË fõh X¡h h¡ ¢jø¡æ English Equivalent Five grains Five jewels (metals) Five colored powders Honey Sacred thread Five things (honey, ghee, yogurt, sugar and milk) Camphor Sticks with three arrow-heads for Holy pitcher A triangle made of sticks Seat and ring Insence Lamp Pitcher at the door Flower Tulasi Durba Bel leaf (wood apple) Garland (big) Garland (small) Mango leaves Coconut (ripe or unripe) Sweets
Bengali name b¡m¡ 4 : ehNËq fËd¡e e¡l¡uZ AeÉ¡eÉ : gm ¢j¢ø L¥Q¡ 2 Q¡m l¡æ¡l jnm¡ O£ (h¡ X¡m pê£ fy¡Q lLj n¡s£ N¡jR¡ p¡j¡NË£ L¥ä h¡¢m L¡W L¡¢W (p¢jd) O£ f§ZÑf¡œ p¤¤f¡l£ f¡ejnm¡ S¡j¡ Close English Equivalent Naivedya (food platter) 4 Five gods (five mounds) Nine planets (nine mounds) Principle deity (Lakshmi), One single Narayana Other platter: Fruit Sweet Platter of small mounds Tumblers 2 Bhojya (uncooked food materials) Rice Ghee (or oil) Dal (pulse) Vegetable (five Sari for Goddess Red (small) for holy pitcher Hom (havan) materials Fire pot Sand Wood Wooden sticks Ghee Overflowing rice tumbler Beetle nut Beetle leaf condiments Cooked food (Bhog) New for purohit (shirt)
Foreword Through many thousands of years of sustained Vedic culture, Hindus focused on their spiritual approach through unique worship (puja) rituals. The priests learnt and chanted the prayers in Sanskrit, the ancient language of India, through shruti and smriti (hear and remember). When Sanskrit was replaced by other languages in course of time, the meaning of the chants got lost. Yet the hum continued to bridge the individual’s soul with its Creator. It did not bother the devotees for being ignorant of the meaning of those chants as their deep faith filled the void. Thus a single syllable “Om” could realize the presence of the Unknown, the ekakshar (ekAxr) within us. Today the magical effect of jap (repetitive chanting) became a part of worship for all religions. Truly enough, the finest things of life have no language – love, kindness, compassion. With the spread of Hinduism over the globe, the world is now inquisitive to know the meaning of those Vedic chants which we hear during puja rituals. Our children should not feel shy to explain to the world the thought behind those rituals howsoever it may look strange and repulsive. History records India’s great contribution in shaping World Civilization through ages and our coming generation has the responsibility to carry that torch. It is so very satisfying to see that the Association of Grandparents of Indian Immigrants has taken the heavy responsibility to explain the rituals followed in Purohit Darpan. They not only transliterated the mantras but touched on their history, significance and inner meaning of these in an understandable global language, English. It is highly commendable. I pray to Lord Almighty for its success. Budha Deb Bhattacharaya Priest of Kali Mandir Washington, D.C., USA VOICE OF NEW GENERATION
Meditation }YAn Jy pc¡ p¢ha«jäm jdÉhšÑ£ e¡l¡uZ pl¢pS¡pex p¢æ¢hø | LeLL¥ämh¡eÚ ¢Ll£¢Vq¡l£ ¢qleÈu hf¤dÑ«ax n´MQœ²x || Om dhayah sada savitrimandal madhyabarti Narayana Sarasijasanah sannibishta keyurban kanka kundalavan Kiritihari Hiranmaya bapur dhritah shankhachakrah || I am meditating on Narayana the God who is in the center of the solar system. Seated on a lotus, wearing armlets and alligator-shaped earrings, whose body is golden and holding conch and disc (chakra) in His hands. Offerings p§jA Puja This is explained earlier. Use the following mantra for offering each of the five things. eEt gå puEÖp o^ nm: ib>∙Eb nm: || Etey gandhapushpey Om namah Vishnabey namah I am offering my flower with obeisance to Lord Vishnu Prostration pÊNAm Pranam Jy Q z SN¢Üa¡u nË£L«o·¡u ejx zz Om namah Brahmanya devaya go Brahmana-hitayacha | Jagadhitaya Shri Krishnaya Govindaya namo namah || I bow to that Lord Almighty (Brahman) the well wisher of learned (Brahman) and bestower (cow). The keeper of the Universe, Oh the Lord Krishna Oh the Govinda I prostrate to you repeatedly. Shiva ¢nh Meditation }YAn Dhyan
The student confirms his/her view that the aggression being modelled by the teacher is linked with power in resolving conflicts. Planning negative consequences Before implementing such consequences, the student should be informed of; The specific behaviour that will evoke the consequence The exact consequence The alternative behaviour he/she should display to avoid the consequence. It is not good enough to state what the student should not do, he/she should know what to do The positive consequences that will accrue when the student displays appropriate behaviour Negative consequences should all be planned well in advance. There are two reasons for this: Negative consequences can have the undesirable side effects mentioned earlier. As a result they are only advisable when it’s impossible to ignore inappropriate behaviour. It is important to seriously consider this first Is important choose appropriate negative consequences. This does not often happen if they are selected in anger. Choosing negative consequences The teacher should make sure the consequences intended for use are realistic. A consequence should never be threatened if it cannot be enforced. Sometimes it is a good idea to use a warning system. For example, take the case of where out-of-seat behaviour incurs a negative consequence. The teacher may write the name of the student on the board when the first instance of the behaviour is observed during the day. Subsequent instances will incur the stated consequence It is also important to think about timing. If all the ammunition is used early in the day, what will keep the student appropriate throughout the rest of the day? As the application of negative consequences can sometimes provoke an increase in inappropriate behaviour, what will happen if the student refuses to accept a consequence? For example, if the student is directed to sit in a specific seat, what will happen if he/she refuses? Defiance is usually the result of a power struggle which can easily lead to the student winning. It is less likely to occur if negative consequences are administered in a non-public manner in the first place. But regardless of the strategies used to minimize such refusal, the teacher should have a pre-planned method of handling it, should it occur. It is important always to use a programme of negative consequences in conjunction with one of positive consequences for appropriate behaviour. If a positive consequence is made contingent on appropriate behaviour which is
term structure with this shape.” There are various theories that can account for any slope that the yield curve might take. First, there is the pure expectations theory where the forward rates exclusively represent the expected future rates. Since these rates can either increase or decrease for any time period, the yield curve can be sloped upward or downward for that time period. Second, there is the liquidity preference theory which asserts that investors do not like uncertainty and so much be offered a higher rate of return for longer term maturities. Thus, the forward rate will not only reflect expectations about future interest rates but also a “liquidity” premium that will be higher for longer term securities. Ceteris paribus, an increasing liquidity premium implies that the yield curve will be upward sloping. The preferred habitat theory also adopts the view that the term structure reflects the expectation of the future path of interest rates as well as a risk premium. However, the preferred habitat theory rejects the assertion that the risk premium must rise uniformly with maturity. The preferred habitat theory asserts that to the extent that the demand and supply of funds in a given maturity range do not match, some lenders and borrowers will be induced to shift to maturities showing the opposite imbalances. However, they will need to be compensated by an appropriate risk premium whose magnitude will reflect the extent of aversion to either price or reinvestment risk. Thus this theory proposes that the shape of the yield curve is determined by both expectations of future interest rates and a risk premium, positive or negative, to induce market participants to shift out of their preferred habitat. Thus, according to this theory, yield curves sloping up, down, flat, or humped are all possible. The market segmentation theory also recognizes that investors have preferred habitats dictated by the nature of their liabilities. This theory also proposes that the major reason for the shape of the yield curve lies in asset-liability management constraints (either regulatory or self-imposed) and/or creditors (borrowers) restricting their lending (financing) to specific maturity sectors. However, the market segmentation theory differs from the preferred habitat theory in that it assumes that neither investors nor borrowers are willing to shift from one maturity sector to another to take advantage of opportunities arising from differences between expectations and forward rates. Thus for the segmentation theory, the shape of the yield curve is determined by supply of and demand for securities within each maturity sector.
waste. The harsh chemicals used to remove the gold and copper from the rock generates vast amounts of waste water. The mining waste contains dissolved metals, mercury, cadmium, selenium, sulphuric acid, all toxic to humans and the ecosystem. An estimated 700,000 tons of mine’s waste a day is dumped into the rivers, forests and wetlands. Much of the waste has acid leaching material, and has been accumulating in the surrounding area. While the company argues they are neutralizing the acid, a consulting company in 2004 reported that there was still an excess of acid-generating material. The sediment levels in the water show toxicity to a functioning ecosystem. This mining waste led to a massive ecological disaster in the area. Virtually 90 square miles of wetlands were buried in mine waste, suffocating trees and killing virtually everything else. Much of the waste has been drawn into the coastal estuary by the river, extending the damage down river to coastal lands. As the people of Papua protested these mining practices, Freeport responded by stepping up contributions to the military. What began as environmental violations, negatively impacting indigenous peoples, turned into a military human rights nightmare. Freeport argues that they were merely trying to provide a safe working environment for their employees, but military intervention turned the area into a military zone with unexplained killings, arbitrary detentions, and whole host of other human rights violations. Its purpose was always to protect the company from local protesters who could hinder their profitable but destructive practices. Technology Industry In the new millennium, the fastest growing manufacturing industry has been Apple with the development of it’s I pads, iPhones and other technological devices. With much manufacturing in China, environmental and working conditions to produce these devices at a rate
successful lives, I can use magic with an element of fun. By being optimistic and successful, my children have set me free. Other Books to Compare and Contrast Books by Jenny Nimmo The Snow Spider. Dutton, 1987 Gwyn discovers that he has special powers, as he strives to bring back his sister who disappeared four years earlier. He accomplishes his task with the help of a magical snow spider named Arianwen. Orchard of the Crescent Moon. Dutton, 1989 Nia, the middle girl in a large Welsh family, discovers her own special artistic talent as she uncovers the dark secret shared by the Llewelyn and Griffiths families. Sequel to The Snow Spider. The Chestnut Soldier. Dutton, 1991 To purge the anger from an ancient Welsh demonic god that he had helped release, and to soothe a moody, troubled soldier, Gwyn Griffiths draws on the strength of his namesake and ancestor in Welsh magic, Gwydion Gwyn. Ultramarine. Dutton, 1992 A brother and sister learn about their past when a mysterious man walks out of the sea and helps them rescue birds endangered by an oil spill. Rainbow and Mr. Zed. Dutton, 1994 On an island owned by the wealthy, eccentric Mr. Zed, Nell learns more about herself and her connection to the sea, meets the ghost of her grandfather, and deals with Zed's unusual powers. Griffin's Castle. Orchard, 1997 Dinah, at age 11, is tired of moving around and is determined to make her mother settle down, but the wild beasts she summons from sculptures on a stone wall to protect her suddenly turn against her. by Other Authors Avi. Midnight Magic. Scholastic, 1999 Mangus the magician is commanded to free a princess from a troublesome
A Collins Writing Program Workshop The Book Commercial Perfect Assignment for Readers and Writers Activities and Strategies to Strengthen Reading and Writing Skills with Bill Atwood 617-686-2330 Free ELA Resources at Book Commercial PowerPoint Two Skills in One: Summarizing and Sentence Combining Opinion Unit (PowerPoint for Students) The Book Commercial An Overview for Students Summary: Millions of dollars are spent advertising movies and video games, but have you ever seen a book commercial? Because I want you to read a lot and to become great writers, this year we are going to prepare commercials to advertise great books. This assignment will be one or two short paragraphs. Purpose: This is a combination of opinion writing and persuasive writing. You’ve got to convince people to read your book! Writer’s role: You are an advertising whiz! You know how to write a strong opinion with enough evidence to convince your audience. Audience: Your audience is people who haven’t read the book, and they may or may not be interested. Be honest, but try to get them to want to read your book! Form: A short one to two paragraph book commercial.
Scholastic by Region Northern Ohio – Sharon Shell - ss P: 440-539-3591 Southern Ohio – Suzann Wittig – P: 740-990-9353 Central Chicago – Dan Dunham – P: 815-787-2499 Indiana (depending on location) – Randee Salisbury – P: 260-338-2849 or Anne Sparks – P: 317-509-9107 Michigan (depending on location) – Michele Edwards – P: 313-903-8716 Minnesota & Wisconsin (depending on location) – LaNae Williamson – P: 651-340-2355 Illinois (depending on location) – Kathy Nief – P: 708-579-3915 Missouri (depending on location) – Steve Culver – P: 913-789-7679 Pearson Prentice Hall Midwest States - Brian Vaccaro - P:480-457-6240 Ohio (works with Charter Schools) - Amanda Dempsey - P: 480-457-6040 AP and College Readiness - Alicia Orlando - P: 201-452-3854 Houghton Mifflin Harcourt Joseph Rotondo - P: 614-746-4616 IN, MO North – Chuck Barnhart - P: 636-219-7907 IL, North – Scott Ebaugh- P: 630-853-9007 MN, WI, North - Jayne Schultz - P: 952-838-5644 MI, North – Heather Rumsey - P: 586-202-6359 OH, North – Hysaan Goode - P: 614-286-3427
Safety training for the family Childminder Training Course Application Form Surname: First Name: Employer: Preferred Course Date: Are you a member of a group booking Yes/No If yes, name of group Childminder’s Cell Phone Number: Employer Cell Phone Number: Employer Email address: Comments or queries: How did you hear about us? □ Mediclinic □ Birth Educator □ Facebook □ Website □ Friend □ Other____________
Monday 19th February 2018 Dear parents/carers, Book Day 2018 This year we are going to tie World Book Day with the arrival of our Book Fair. Instead of March the 1st, we will have a week of celebrating from Monday 5th –Friday 9th. This year our theme is ‘Snuggle up with a book’ – on Friday 9th March we would like the children to come to school dressed in their cosiest pyjamas and we will have an afternoon of reading activities. We will also run a series of ‘bring a reading buddy’ sessions again, given the huge success the sessions have been in the past. We hope to have as many buddies as possible so that the children can share and enjoy a good book with a family member or close family friend. Whilst we appreciate many parents are working during the day, we would love for all the children to bring a buddy in some form so all our children have someone to read with. It could be mum, dad, granny, grandpa, auntie, uncle or a close neighbour! Each year group will run on a different day so please check below for dates and times for your child’s year group. Please complete the slip on the back of this letter if you are able to attend: Monday 5th March 9-9:30 Reception class, year 1 and 2 ‘Bring a reading buddy’ Tuesday 6th March 9:00-9:30 year 3 ‘Bring a reading buddy’. Wednesday 7th March 9:00-9:25 year 4 ‘Bring a reading buddy’. Thursday 8th March 9:00-9:25 year 5 ‘Bring a reading buddy’ Friday 9th March 9:00-9:25 year 6 ‘Bring a reading buddy’ Book fair opens at 3:15 until 3.45pm
****************************************************************** P.S:- The latest edition of the books to be purchased. BASELIOS PUBLIC SCHOOL (Managed by The Society of St. Basil) (C B S E Syllabus) 2016-2017 ************************************************************* List of Books for Std IX 1. English Main Course book – IX A (CBSE) New Course Literature Reader – IX A (CBSE) New Course Work – Book - IX A (CBSE) New Course Three Men in Boat - Rachna Sagar 2. Mathematics - NCERT Manak Practical / Project Notebook(lab manual ) - Hitakshi Pub. 3. Science - NCERT Manak Practical / Project Notebook(lab manual) - Hitakshi Pub. 4. Social Studies India History Indian and the Contemporary World – I - NCERT Geography - Contemporary – I - NCERT Economics – I - IX - Democratic Politics – I - IX - NCERT Disaster Management – IX (CBSE) 5. Hindi - Sparsh Part 1 - NCERT Sanchyan Part – 1 - NCERT Saraswati vyakharan darshika (std. IX & X) - Saraswati house pvt. Ltd 6. Computer - Oxford Publication Keyboard– (IX)
Catholic Education Week 2014 Elementary Resource Kit Book List ‘I am you as one who serves.’ (Luke 22:27e) ‘Serving in the Love of Christ’ Serve with faithfulness Serve with humility Serve with compassion Serve with justice Serve with joy TITLE AUTHOR ISBN SUB-THEME I Wanted to Know All About God Virginia L. Kroll 9780802851666 Faithfulness That’s Where God Is Dan & Ali Morrow 9781434764348 Really and Truly Emilie Rivard Anne-Claire Delisle 9781926973401 Who Did It? Ron Mehl Jeannie St. John Taylor 0825431689 9780825431685 Humility Making the Douglas Wood 9781416985969 Seven Sacred Teachings David Bouchard Dr. Joseph Martin 9780978432720 Zero Kathryn Otoshi 9780972394635 Compassion Each Kindness Jacqueline Woodson 9780399246524 The Stamp Collector Jennifer Lanthier 9781554552184 Leave Me Alone Kes Gray 9780764147364 Justice Peace Begins with You Katherine Scholes 9780316774406 Nelson Mandela Kadir Nelson 9780061783760 One Love Adapted by: Cedella Marley Based on the song by: Bob Marley 9781452102245 Joy
KENDRIYA VIDYALAYA NO. 1, PORT BLAIR BOOK LIST : CLASS IV TEXTBOOK ENGLISH - NCERT’S MARIGOLD 4 HINDI – – MATHSMAGIC 4 EVS – HARMONY 4 G. K. - LEARN EXPLORE GROW GK BOOK 4 COMPUTER – TO COMPUTER BOOK 4 NOTEBOOK ENGLISH – 172 PAGES / SINGLE LINE SIZE – 190 x 155 mm HINDI – 172 PAGES / SINGLE LINE SIZE – 190 x 155 mm MATHS – 172 PAGES / SPECIAL MATHS NOTEBOOK EVS – 172 PAGES / SINGLE LINE INTERLEAF COMPUTER - 172 PAGES / SINGLE LINE ACTIVITY NOTEBOOK – 100 PAGES / SINGLE LINE SIZE 190 x 155 mm DRAWING NOTEBOOK – 172 PAGES / BLANK PAGES SIZE 190 x 155 mm STATIONERY BUTTON FOLDER – 1 ENGLISH NOTEBOOK – RED COLOURED COVER HINDI NOTEBOOK – YELLOW COLOURED COVER MATHS NOTEBOOK – BLUE COLOURED COVER EVS NOTEBOOK – GREEN COLOURED COVER COMPUTER NOOTBOOK – BROWN COLOURED COVER TLM KIT BOX CONTAINING – GLUE, FEVI-STICK, SMALL SCISSOR, CELLOTAPES, CRAYONS AND PENCIL COLOURS, COLOURED CELLO TAPES, COLOUR PAPERS OF DIFFERENT COLOURS ETC. SUGGESTIVE BOOKS MATHS MAGIC WORKBOOK ENGLISH WORKBOOK – MARIGOLD 4 HINDI WORKBOOK – EVS EORKBOOK – LOOKING AROUND ME ‘N’ MINE CURSIVE HANDWRITING BOOK 4 WE – POGO MAD / LETS DOODLE 4 OR ART – MY ART CART 4 REFERENCE BOOK ME ‘N’ MINE ENGLISH GRAMMAR 4 MATH SPACE 4 GROWING WITH VALUES 4 ATLAS DICTIONARY