zilongwang/ReadingBank huggingface dataset:
came from the Netherlands, the Holy Roman Empire and Spain. More focused on illegal trade in the New World rather than legitimate trade in the East Indies. Trade with Antwerp interrupted in: 1563 – moved to Emden 1568 – moved to Hamburg in 1569 1572 1576 – moved to Emden in 1578 1586 – to Stade/ the Hanseatic League for the duration of the Spanish War. New trading companies: Barbary Co. – Morocco (1585) Levant Co. – Ottoman Empire (1581) Eastland Co. – the Hanseatic League (1579) Muscovy Co. – Russia East India Co. – India/the East Indies (1600) 1560: 70 ships between 100-199 tonnes, 6 over 200 tonnes 1582: 155 ships between 100-199 tonnes, 18 over 200 tonnes 1563: bill “for the maintenance of the navy” – William Cecil 140 fishing boats out of 20 ports by 1576. ‘it may be that the founding of trading companies restricted the development of overseas trade rather than fostering it, by creating monopolies’ – W. Simpson The poor: ‘turmoil created by rising prices, bad harvests and outbreaks of plague and influenza’ – J. Guy Approx. 20% of the population lived ‘under constant threat of subsistence’ – P. Williams “[25] poor folk who had died for want in the streets” – corporation of 1597 Legislation: 1563: Statute of Artificers – increased poverty of those in work 1572: Vagabonds Act – whipping, ear-boring, amputations, branding, galley service and hanging for vagrants. JPs to register parish poor and collect alms. 1576: Act for the relief of the poor: able bodied poor directed to work. Those who refused interned in house of correction. 1598: Act for the relief of the poor – overseers to administer poor relief, such as apprenticeships for children and hospitals for old and sick. Compulsory poor rates. Remained in place until 1834. ‘not enough to match inflation and the rising number of poor’ – P. Williams Act for the punishment of Rogues – Houses of correction established. Sturdy beggars whipped and returned to parishes. Very popular with contemporaries. Both failed to address the causes of poverty. Economics Key: Agriculture Industry London Trade Poor Contemporary Quote Bank Spent £3.76 million on the war
Elizabeth: Aye, but marry who, your grace? Would you give me some suggestion? For some say France and others Spain, and some cannot abide foreigners at all. So I am not sure how best to please you unless I married one of each. #7 Elizabeth: (On the Virgin Mary.) She has such power over men's hearts. They would die for her. Walsingham: They have found nothing to replace her. All men need something greater than them to look up to and worship. They must be able to touch the divine here on earth. #8 Walsingham: All Norfolk need do is sign that paper and treason will have been committed... Elizabeth: Then let him sign it, and let it all be done. #9 Norfolk: I am Norfolk. Walsingham: You were Norfolk. The dead have no titles. You were the most powerful man in England. And you could have been greater still, but you had not the courage to be loyal, only the conviction of your own vanity. #10 Elizabeth: You will be kept alive to always remind me of how close I came to danger. #11 Elizabeth: Observe, Lord Burghley, I am married... to England.
A Marriage Proposal Accept his proposal because friendship and alliance with will help you with the war against France? Reject his proposal politely? A Religious Settlement postpone a decision indefinitely to avoid offending any one group? retain a Catholic church and doctrine? end Catholic doctrine and return to a moderate Protestantism, similar to that followed Henry VIII? respond to the appeals of returning Protestant exiles and establish a radical Protestant church similar to that under Edward VI? Marriage, 1560 Marry Dudley? Stay single? Stay single but become Dudley's mistress? Parliament, 1566 Agree to both demands because they will please members of parliament and vocal Puritans at court? Agree to marry in order to secure the succession but refuse to amend the religious settlement? Refuse both demands? Mary, of Scots, 1568: Help Mary, as a fellow-monarch, to regain her throne? Send her into exile in France? Hand her over to the Scottish rebels for punishment? Keep her imprisoned in England? War with Spain? 1568 Declare war on Spain, joining Dutch Protestants in a war of religion against Catholicism? Apologise to Spain for the problems? Wait upon events, trying to avoid war without appearing weak? The Duke of Norfolk, 1569 Refuse to execute Norfolk despite the Council's urgings? Order Norfolk's execution immediately? Marriage, 1572 Marry Alencon? End the negotiations because you do not wish to appear to be playing second-fiddle to France? Continue the negotiations in case a French alliance is needed urgently if the diplomatic situation worsens? Netherlands Aid, 1582 Appoint Leicester to lead an army to resist Spanish progress?
Hotels/Camping Vendor Name Services Address Contact Info Discounts Offered Hampton Inn Lakeside West Free WIFI; Breakfast; Parking; Indoor Pool 17606 Arbor Plaza, Omaha, NE 68130 Hilton Garden Inn Omaha West Free WIFI; Parking; Indoor Pool; Restaurant 17879 Chicago St, Omaha, NE 68118 Residence Inn Omaha West Free WIFI; Breakfast; Parking; Indoor Pool 18202 Cuming St, Elkhorn, NE 68022 Holiday Inn Express & Suites Omaha West Free WIFI; Breakfast; Parking; Indoor Pool 17677 Wright St, Omaha, NE 68130 Comfort Suites West Omaha Free WIFI; Breakfast; Parking; Indoor Pool; Gym 2500 S 192nd Ave, Omaha, NE 68130 Home2 Suites Omaha West All suites extended stay; Free WIFI; Breakfast; Parking; Indoor Pool; Gym 17889 Chicago St, Omaha, NE 68118 West Omaha KOA 14601 Highway 6 Gretna, NE 402-332-3010 Caterers Vendor Name Contact Info Discounts Offered Brandeis Catering 2440 S 141st Circle Omaha, NE 68144 (4 Sam & Louie’s 2949 N 204th St, Elkhorn, NE 68022 (402) 575-5500 HyVee 1000 S. 178th Street Omaha, NE 68118 (402) 334-4444
Elkhorn High School Tours Mark Kalvoda, Principal 20303 Blue Sage Pkwy Omaha, NE 68130 Tours at Elkhorn South High School may be arranged for any time except the month of July. Boulder Creek Miniature Golf The Mark Bowling, sand & indoor volleyball, bubble ball, tag 20902 Cumberland Rd, Elkhorn, NE 68022 Maplewood Lanes Bowling 3030 N 101st St Omaha, NE 68134
0 Points 2 Points 3 Points 4 Points 5 Points Learned Facts No facts are stated. Words are stated, but not related to lesson. Words slightly related to lesson are stated. Attempted to one fact, even if contains error. At least one correct fact learned is stated. Terms No science terms are used. Words are attempted but not scientific. Science terms are attempted with major error. Science terms are attempted with slight error. Science terms are used correctly. Name No name is included on paper. Name is included somewhere on paper. Name is written near, but not on appropriate line. Name is on appropriate line, but not readable. Name is clearly written on appropriate line. Participation No participation throughout lesson. (no questions or participation in activity) Little participation throughout lesson. (finishes worksheet, but no questions/ comments) Some participation throughout lesson. (asks at one question) Active participation throughout most of lesson. (asks at least two questions) Active participation throughout entire lesson. (involved and asks many questions) Grading Rubric for Germs Lesson Points Earned________ out of 20 Possible
Upper level allocation formula Hare + LR Do do Do Do Do Do Total number of seats1 139 148 149 175 Do Do Do Electoral thresholds One constituency seat or in one of the three regions2 as many votes as the national votes/seats average; eff. electoral threshold approx.: 1.1 per cent Do do One constituency seat or 60,000 votes or in each of the three regions2 as many votes as the regional votes/constituency seat average; eff. electoral threshold approximatively: 2.6 per cent One constituency seat or 2.0 per cent of all votes or in two of the three regions2 as many votes as the regional average pr. constituency seats; eff. electoral threshold: 2.0 per cent Do Do, but the three regions delineated differently Compensatory seats 29 31 44 40 Do Do Do Compensatory seats in per cent of total 21 Do 30 23 Do Do Do Number of MMCs 22 23 do Do Do 17 10 Periodical adjustment of allocation of to MMCs No Do Yes Do Do Do Do Average number of constituency seats in MMCs 5.0 5.1 4.6 5.9 Do 7.9 13.5 MMC seat allocation formula D’Hondt Do do Modified Ste.- Laguë Do Do D’Hondt Allocation of constituency seats final? Yes Do No Yes do Do Do 1 Excluding the Faroe Islands and Greenland 2 The three regions were: The capital region (Copenhagen and Frederiksberg municipalities), the islands, and Jutland. This regionalization primarily reflect the thinking behind the abandoned 1915 electoral system (only used in 1918), but it remained in use until the changes in regional delimitation in the wake of the 2005 Structural Reform. Table 5.3. Changes in Lijphart’s four system change indicators and average values for Gallagher disproportionality scores, effective number of parties (N(v) and N(s)), and r Period (by elections) 1920, 4 – 1920, 7 1920, 9 – 1947 1950 – 1953, 4 1953, 9 – 1960 1964 – 1968 1971 - 2005 2007 - 2019 Number of elections 2 10 2 3 3 14 4 Upper level allocation formula Hare + LR Do do Do Do Do Do
ELL Junior Schedule Possibilities: Courses/Credits Emerging Progressing Proficient ELA 1 credit Option 1: Language Art I Option 2: Core English 11 Option 1: Language Arts 1 Option 2: Core English 11 Option 3: Honors English 11 Option 4: AP English Language and Composition Option 1: Core English 11 Option 2: Honors English 11 Option 3: AP English Language and Composition Science** 1 credit Astronomy/Oceanography, Chemistry in the Community, Chemistry Option 1: Astronomy/Oceanography, Chemistry in the Community, Chemistry, UW Chemistry, AP Chemistry, AP Bio, AP Environmental Science, AP Physics, Biotechnology Option 2*: AP Chemistry, AP Bio, AP Environmental Science, AP Physics, Biotechnology, UW Chemistry, Astronomy/Oceanography Option 3*: Chemistry (if not already done), AP Bio, AP Chemistry, Biotechnology, UW Chemistry, Astronomy/Oceanography Option 1: Astronomy/Oceanograp hy, Chemistry in the Community, Chemistry, UW Chemistry, AP Chemistry, AP Bio, AP Environmental Science, AP Physics, Biotechnology Option 2*: AP Chemistry, AP Bio, AP Environmental Science, AP Physics, Biotechnology, UW Chemistry, Astronomy/Oceanograp hy Option 3*: Chemistry (if not already done), AP Bio, AP Chemistry, Biotechnology, UW Chemistry, Astronomy/Oceanograp hy Social Studies** 1 credit US History Option 1: US History Option 2: AP US History Option 1: US History Option 2: AP US History Math** 1 credit Option 1: Algebra 3-4 Option 2: Pre- Calculus/Trigonometry, AP Calculus BC, AP Statistics Option 1: Algebra 3-4 Option 2: Pre- Calculus/Trigonometry, AP Calculus BC, AP Statistics Option 1: Algebra 3-4 Option 2: Pre- Calculus/Trigonometry, AP Calculus BC, AP Statistics Electives** Language Development I-II Option Language Development III Option Option
BEGINNING (1) DEVELOPING (1+) EXPANDING (2/2+) CONSOLIDATING (3) BRIDGING (4) ASPECT BEGINNING DEVELOPING EXPANDING CONSOLIDATING BRIDGING NOTES INTERCULTURAL COMPETENCY To begin adjusting to a new culture: may exhibit culture shock or lack of enthusiasm With support to begin to adjust school expectations, schedules and routines To to recognize cultural gestures To begin to make eye contact To begin to be aware of some Canadian cultural agreements such as mixed- gender acceptance To be able to describe own family and community To begin to adjust school expectations, schedules and routines with greater confidence Has some parent support for school expectations and routines Requires support to participate in special school events (Sports Day, bake sale etc.) To be able to interpret gestures and interact with eye contact more often To learn about cultural agreements (such as gender-related issues) To advocating for own needs and wants To independently meet school expectations and follow routines To become comfortable being surrounded by different cultures and languages at school With little encouragement, to participate in class and/or school activities With little support, to participate in special school events To take risks to initiate interactions with others despite making some cultural faux pas To be able to identify the different ethnic/social groups they belong to To exhibit an openness to cultural and language differences To begin to use humour appropriately and respectfully To become more involved in voluntary at school To interact with confidence and respect to self and others To make some cross cultural and language connections To recognize individual strengths and values To socialize in an inclusive manner despite differences in ethnicities and languages To successfully interpret humour and nuances of communication and to respond to them appropriately To understand that his/her identity is interconnected with experience, family history, heritage and peer groups To understand that identity is continuous and evolving To recognize individual strengths and to develop new abilities to meet new challenges
painting of a quiet corner of her attic room -- a painting that is lost, found, sold, stolen and fought over, and that changes the lives of all who possess it. Historical Fiction about real people. Middlesex Jeffrey Eugenides (2002) Spanning eight decades and chronicling the wild ride of a Greek-American family through the vicissitudes of the twentieth century, On one level this is a traditional story about three generations of a fantastic, absurd, lovable immigrant family -- blessed and cursed with generous doses of tragedy and high comedy. But there’s a provocative twist. Cal, the narrator -- also Callie -- is a hermaphrodite. Pulitzer Winner. Olive Kitteridge Elizabeth Strout (2008) Thirteen short stories are bound through the presence of one larger-than-life, unforgettable character: Olive Kitteridge. Pulitzer Prize Winner. Outlander* Gil Adamson (2007) Canadian Gothic in the form of a Western! Set in 1903 this is story that is almost mythical. Evil twin brothers chase a murderess who meets a wild man, a dwarf and a giant as she escapes into the wilderness of southern BC. CanLit meets the Western. Reluctant Fundamentalist* Mohsin Hamid (2007) A riveting tale told by a single narrator, a young Pakistani man, who believes in the Dream until 9/11. Literary Fiction. Water for Elephants* Sarah Gruen (20??) He’s either 91 or 93 but not entirely sure. So our narrator begins to tell his tale of running away to the circus as a man. Not quite a vet he gets a job with a traveling circus that’s one notch down from Barnum & Bailey. This is the depression and times are tough. If circus folk can’t pull their weight they get thrown off the train! American Lit. Made into a Film.
Medication Lead Safeguarding Lead Clinical supervision lead ADHD additional training Nursing Models-Assessment, implementation, evaluation Equality and diversity Melanie Kearns Ward Manager Nursing RMN Mental Health Care Planning Group work Ward Manager Student Mentor Mental Health Forensic Nursing Security/Secure services Organisation and development of Group Work. Sex Offender treatment Autism Mentor (MH) Vicki Nash Nursing RMN SASBA’s & MOCA Assessments Communication Student Mentor Care planning Talking Mats Integrated working Equality and diversity Mentor (MH) Matt Horton Nursing RNLD My Shared Pathway lead Student Mentor Care co-odination Risk and relapse planning/treatment My Shared pathway Mentor (LD) Claire Whitehouse Nursing RNLD Health and Health promotion, functional analysis and positive behavioural support. Logistics Management. Postive Behaviour Support Healthy living Group Physical Care Assessment of and interventions with Physical Health Functional analysis Shift Management/Organisation Acchia Nursing RNLD Fire setting group facilitator Healthy Living Physical Care Mental Health Act Assessment and Treatment/interventions Annie Tongogara Nursing RNLD Forensic Learning Disabilities EBP Assessment and treatment Risk assessment Philip Weir Nursing Smoking Cessation Diabetes care
RNLD Challenging Behaviour Behaviour Modification and PBS Recovery and ‘My Shared Pathway’ Clinic room stock PBS Kate Ashton Nursing RNLD Sex offender treatment Drury Nursing RNLD Fire setting group facilitator Relaxation Group Jools Parker Nursing RMN RIO Security Ward IT and patient accessable technology Wheawall Nursing Sister RMN Mental Health Sensory Integration Security lead Carer’s liason Fire setting facilitator Sensory Integration Training Assertiveness Group Clinical Supervision Phillip Isherwood Nursing TAP Groupwork Alan Hall Nursing HCSW Counselling skills Security Engagement 1:1 work Crisis resolution Christopher Bourke Nursing HCSW Infection Control Challenging behaviour Activity lead Gym Instructor Healthy Living Group Infection Control Management of Violence and aggression Engagement Martin Proctor Nursing HCSW Physical Health care Person Centred Planning Gym Instructor Vicky Hitchens Nursing HCSW Epilepsy Tea Group Neelam Dhir Nursing HCSW Tea Group
First Payment on Parent Pay of £ ………………….. To cover the half term commencing _________________. I agree to follow the above rules and return the bus pass if I choose not to continue to pay for the half termly bus pass by the due date. Student signature _________________________________________ Schedule of Payment and payment dates for the half termly bus pass Half Term Cost Pass from Payment due by Weeks covered Autumn 2 £35 5th November 19th October 7 Spring 1 £25 7th January 14th December 5 Spring 2 £25 18th February 1st February 5 Summer 1 £35 8th 15th March 7 Summer 2 £30 3rd June 17th May 6 --------------------------------------------------------------------------------------------------------------------------- OFFICE USE: The bus pass will only be issued when Finance have confirmed that full payment has been received on Parent Pay. Student Eligible Amount Paid Checked payment received on Parent Pay Date/Staff Name Bus pass issued/renewed Date Amount Paid Record payment on Spreadsheet Date Signature
(“L3C) available in nine U.S. states and the “B Corp,” a private certification for U.S. for-profits that demonstrate their commitment to a dual mission of making profits and promoting social good. Benefit corporations would not be successful if jurisdictions did not support their mission, which impacted new legislation to be passed, allowing more benefit corporations to be established. This paper will discuss how benefit corporations continue to bring reform to the traditional corporation model; its history, how benefit corporations create social good; and how investors are beginning to discover social business as an alternative ways of investing. Reforming the Corporation Coined “The Great Recession,” lasting from December 2007, to June 2009. This recession began with the bursting of the eight trillion dollar housing bubble. However, prior to the housing bubble burst, signs of a recession surfaced after the 2007 and 2008 global credit crunch. Although America has made a comeback, it deserves mention that no comeback has been achieved without accountability. There is no one answer to the question of what caused this recession; several factors are responsible. Nevertheless, the federal government holds big banks responsible. Although banks were held responsible, corporations began to function under a microscope, as consumers demanded more transparency. Banks such as Lehman Brothers provided mortgage loans to applicants, who under regular review would not have qualified to receive a mortgage loan. This repetition resulted in other banks doing the same. When the time came and homeowners were unable to continue making their mortgage payments, it resulted in thousands of defaulted loans. (See Figure 1) Figure 1
Calculate global reliable change (e.g., require reliable change on two out of three measures) 3. Relational artifact (interpersonal dynamics between client and therapist) “Hello-goodbye” effect: emphasize distress at beginning, positive functioning at end Measure social desirability Researcher, not therapist, interviews client Encourage negative comments Listen for spontaneous remarks expressing desire to please or evaluation apprehension Global or vague positive descriptions versus supporting or convincing detail Presence of both positive and negative descriptions 4. Expectancy artifacts (cultural or personal “scripts”) Client to convince self and others that change has occurred when it has not Ask client to evaluate changes as expected versus surprising Examine client descriptions for consistency with cultural stereotypes versus plausible detail Look for spontaneous client attempts to convince self and therapist that change has occurred 5. Self-generated return to baseline Temporary initial state of distress or dysfunction Reverts to normal baseline through client’s own natural corrective or self-help processes Not caused by therapy; would have happened anyway Evaluate duration of problems (interview or ratings) Ask client to evaluate likelihood that change might have occurred without therapy Use multiple pretests; look for change before therapy starts Look for client narratives of self-help efforts begun before therapy 6. Extra-therapy events (positive life events) Improvements in relationships or work Changes in health status unrelated to therapy (e.g., successful surgery, negative biopsy) Ask client: qualitative interview Look for in-session narratives about positive extra-therapy events or changes Look for extra-therapy events associated with weekly change 7. Unidirectional psychobiological causes Psychopharmacological medications/herbal remedies Hormonal stabilization in recovery from stroke or childbirth Keep track of medications and herbal remedies including changes and dose adjustments Look for in-session narratives about medical intervention
91 & 92: Economic Regulation (91(2), 92(13) POGG, labour rel’ns) – Ch. 5 Ref re: Board of Commerce– 91(2) ltd, POGG = national crisis F: Objective of fed leg’n = to restrict: (1) combines, monopolies, and mergers; (2) taking unfair profits or hoarding to increase prices. General in scope covering entire Cdn economy. In partic “whether BoC had powes to make an order setting profit margins for clothing prices in Ottawa.” SCC Anglin CJC: uphold on conception of 91(2) general reg of economy/business affecting entirety of Canada. Monopolies etc widespread and evil enough to need the fed regulation. Provinces couldn’t do it on their own. See later in Grain Elevators for comment on this notion. Also POGG (though hits 91(13) it = an aspect that is not because of above beliefs. Duff J (dissenting) – provincial. Re: s.91(2) powers cannot regulate the terms of a particular business/contracts. this is the domain of provinces under 92(13) Re: Anglin’s above view: If it interferes with the contracts in one type of business and is invalid in that one realm (clothes), how can the aggregation of interferences validate it? (Takes the same view if Grain Elevators) sort of rejects Parsons here. Re: the above + POGG: can’t just frame it as something for ‘general scope’ of Only operation and/or effect of leg’n, NOT the goal, matters for Duff. to limit gov’ts ability to extend their scope! Haldane – JCPC -Federal jurisdiction over general economic regulation was highly limited after this case. -Feds argue: NOT parliament trying to regulate a particular business, but it seeks to regulate the Canadian economy generally.
The Elusive Ellipsis – A Lesson Plan Teacher’s Name: Denise de la Vaux Class/Period: 9th grade English/Period 2 Unit: Punctuation: The Marks of a Smart Writer Date: February 10, 2010 Agenda: 1) Quiz 2) Presentation of ellipsis handout 3) Sample sentences worksheet California Content Standards: Written and Oral English Language Conventions – 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens). ELD Standards Addressed: Writing: English Language Conventions – Punctuation: Edit one’s own work and correct the punctuation. Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling - Identify vocabulary, mechanics and sentence structures in a piece of writing. Objectives: When reading and/or writing various text(s) students will be able to correctly define, identify and/or use ellipses. Materials Needed: Quiz, handouts, paper, pen/pencils, overhead projector, and markers Activities: Time Teacher Procedures Student Responsibilities 5 min. 5 min. The quiz is The teacher asks the class How many of you have ever seen or used an ellipsis before? The teacher passes out the handout on the ellipsis and presents it to the class, focusing on defining, identifying and using the ellipsis in various sentences. Examples of correct and incorrect usage of the ellipsis are shown. The teacher asks the students questions to check for understanding and assess learning. The teacher passes out a sample worksheet with three practice questions and models how to correctly use the ellipsis in sentences. Students take the quiz. Students answer questions about familiarity with the ellipsis. Students read portions of the handout aloud, asking and answering questions as the teacher instructs the students on the correct use of the ellipsis. Students follow the teacher’s lead with the sample worksheet, copying down sentences with correct ellipsis use. Students also write down their own sentences using the ellipsis.
Lady Railers Softball 4-25--17 Ellis @ Sylvan/Lucas Game 1 Line Score R H E Ellis 2 2 1 4 3 3 0 15 15 3 2 0 0 3 1 0 0 6 12 2 2B B. Bollig (E) 3B S. Crawford (E), C. Milbourne (E), K Wilken (E), HR B. Bollig (E) Pitching innings Hits Walks K Runs ER Winning Pitcher B. Bollig ( E ) 7 12 3 5 6 2 Losing Pitcher D. Couse ( S ) 7 16 13 5 15 13 @ Sylvan/Lucas Game 2 Line Score R H E Ellis 0 0 0 0 6 1 2 9 12 3 Sylvan/Lucas 1 6 3 0 2 2 X 14 14 2 2B S. Crawford(E), N. Schoenberger 2 (E), B. Bollig (E), HR K. Wilken (E), Pitching Innings Hits K Runs ER Winning Pitcher Walter (S) 7 12 2 3 9 9 Losing Pitcher N. Schoenberger (E) 5 14 7 6 14 10
Submitting Your Work on OpenLab After you have completed your essay, you will copy-and-paste it in its entirety (including the Works Cited) into a new blog post on our OpenLab site. As a reminder, you create a new blog post by following these directions: 1) Login to OpenLab and navigate to our class’ site. 2) Mouse over the + sign on our site’s gray menu bar and click on “Post.” 3) You will now be on the Add New Post page. 4) Where it says, “Enter title here,” click and type your title (create your own informative title followed by your name, such as: Opportunities in the Professional and Technical Writing Program at City Tech by Jason Ellis). 5) In the large white box beneath the title, you can type or copy-and-paste the writing that you have done elsewhere. This is where you will create your Project 2 blog post. 6) Click “Publish” when you are ready for it to be read on OpenLab. Schedule Week Day Date Announcements Reading Due 6 M 10/5 Student-led introduction to the reading. Introduce Project Two. Lab: Brainstorm ideas and create outline for Project 2. Be prepared to discuss your brainstorming with your peer review group and give feedback to others on their ideas during our next class. Medina, Brain Rules, Wiring. Beginning of class writing: summary of reading. OpenLab: Type and post your reading summaries from previous week as comments to the appropriate blog posts on our OpenLab before arriving to class today. Project One blog post due on our OpenLab site. W 10/7 Student-led introduction to the reading. Exercise on citing a book using MLA Professional Style. Peer group activity: share your brainstorming and outline. Discuss your reasons for pursuing your major/career. Begin writing your essay over the weekend. Focus on your introduction, which should be new writing and not copy-and-pasted from your previous project essay. Medina, Rules, Attention. Beginning of class writing: summary of reading. Bring your typed brainstorming ideas and outline to class for peer group discussion. You will hand this in at the end of class after you have discussed your ideas with your peer review team. 7 M 10/12 No class.
Text of Likert Item Overall Mean SD t (Testing Null M=4 ) p Average View Over All R’s Female R’s Mean Male R’s Mean Gender Difference (where significant) 1. A husband should help, if he can, with expenses for his wife’s children from her first marriage, when the children are living with them 5.25 1.85 10.39 .00 agree 2. A father should not have to pay as much child support if the mother has a new husband with a good income, as he had to pay when the mother was single 4.21 2.38 1.34 .18 neutral 3.52 4.79 males agree more 3. A man who marries a woman with children from her first marriage shouldn’t be expected to contribute to the children’s support, even though the children live with them 2.84 1.98 -8.74 .00 disagree 3.36 2.44 males agree less 4. A father should not have to pay as much support if the mother has a new husband who earns more than the father, as he had to pay when the mother was single 3.82 2.27 -1.16 .25 neutral 3.18 4.55 agree more 5. A father should not have to pay as much support if the child benefits from the mother’s new marriage to a man with a good income, as he had to pay when the mother was single 3.81 2.22 -1.24 .22 neutral 3.27 4.36 males agree more 6. A father should have to pay the same amount of child support after the mother marries a man with a good income, as he had to pay when the mother was single 4.16 2.30 0.97 .33 neutral 4.65 3.61 males agree less
We are most grateful to Beshara Publications (www.besharapublications.org.uk) for their kind permission to reprint the work of Shane Jagger here. John 1:14 And the Word became flesh and lived among us, and we have seen his glory, the glory as of a father’s only son, full of grace and truth. (NRSVA SPCK 2008) Sutton St James Church Services & Church News 3rd December Morning Prayer @ 10.00am Led by Reader Sall Organist Tony 10th December Holy Communion @ 10.00am Led by the Revd. Michaela Dean Organist Tony 17th December Carol Service at 6.00pm led by Reader Sall 24th December Holy Communion at 6.00pm led by the Revd. Alan Fiddyment Monday 11th December Sutton St James CP School Christingle Service in church @ 6.00pm Traditional Carol Service Sunday 17th December 6.00pm Followed by mulled wine & pies Sunday 24th December 6.00pm Christmas Eve Holy Communion Sunday 31st December 2017 United Service will be at Holbeach Drove Methodist Chapel at 10.30am Saturday 2nd December at 10am Christmas Coffee Morning In the Church Hall in Bells Drove Coffee, Cake, Conversation & Carols And a Christmas Raffle (Donations welcome A quiet Christmas Service will be held at 10am on 24th December For those struggling with fear, pain and grief Led by Reader Clifton there will be music, readings and prayers What’s happening at Whaplode Drove? Church Services at St John the Baptist in December Sunday 3rd Holy Communion - the Revd. Mike Ongyerth 11.00am Saturday 9th Messy Church Christmas Party 11am to 1pm Sunday 10th Holy Communion - the Revd. David Oxtoby at 8.00am Sunday 17th Christmas Carol Service - ALM Jane Sivers at 6.30pm Sunday 24th Family Get Together- ALM Jane Sivers at 11.00am Saturday 9th December Messy Church Christmas Party In the Church Room 11am to 1pm Sunday 17th Carol Service December 6.30pm Mulled wine & Mince Pies Sunday 24th December Christmas Family Get Together at 11am St John the Baptist
(Indistar Building Indicator: Professional development is provided on current theory and research in second language acquisition Professional development is needs-based and individual staff plans are aligned with the program plan. (Indistar Building Indicators: P2-IF08 & Professional development is provided on instructional strategies for language acquisition for ELL students. (Indistar Building Indicator: P2-IF07) Professional development is provided to general education teachers on ELL instructional strategies to make content meaningful and comprehensible for students at varying levels of language proficiency. (Indistar Building Indicator: P2-IF07) Professional development is provided on the English Language Proficiency Standards (ELPs). Professional development is provided on academic language learning across all content Professional development is provided on the integration of content and language instruction across all content areas. Professional development is aligned with the competencies needed to meet English language proficiency needs of ELLs. (Indistar Building Indicators: Professional development is provided for all paraprofessionals on language acquisition strategies. Professional development is provided for paraprofessionals to support supplemental ELL curriculum instruction. Staff development topics include culturally appropriate engagement with ELL families and communities. (Indistar Building Indicators: P7-IVA08) Adequate resources (time, funding, etc.) are provided to support ELL related professional development.
Ellura What is Ellura? We've always been told that cranberries are a vital part of our urinary health. With ellura, you get all the benefits of pure cranberry juice in an easy, one-a-day capsule. The active ingredient in ellura is called proanthocyanidins or PACs for short. Our bodies extract the PACs from pure cranberry juice concentrate. This means the PACs are high quality and effective in helping prevent bacteria from attaching to the walls of your urinary tract. They're the same ingredient found in pure cranberry juice, but without the unwanted extras such as calories, sugar and acid. Other cranberry supplements are made from cranberry presscake, which is what's left over after the juice has been pressed from the cranberry harvest. The presscake includes stems, seeds and pulp, which isn't nearly as effective in supporting the flushing of bacteria from the urinary tract. This continued pressing damages the PACs and keeps them attached to the presscake. This prevents the PACs from being available to attach to the bacteria. How does Ellura work? The most important way Ellura works is by letting you enjoy your life, without the worry of another urinary tract infection. Extracted from the pure juice of the American cranberry, Ellura's success lies in its 36mgs of PAC. The PACs cap the arms of the bacteria so that they cannot attach to the walls of your urinary tract. The bacteria is flushed from your body before an infection can start, leaving your system clean and clear. Plus, ellura starts working fast. Most cranberry supplements don’t show any activity in your bladder until eight to twelve hours after consuming. And even then the activity is very limited. With Ellura, activity can be seen after just three hours. So bacteria—and the risk of infection—is stopped sooner. How do I order Ellura? Ellura is over the counter, so no prescription is necessary. It can be ordered by visiting www.myellura.com or calling 1-877-421-7160.
Title Author School, District Audience (grade, course) Curriculum Anchor Learning Objectives and Curriculum Connection Curriculum indicators, performance expectations, and/or learning objectives. Identify target SOL. Include all content areas you anticipate will be involved in the PBL. Driving Question A broad, open-ended, life-relevant question that is based on the standards/learning objectives. Guides inquiry for the investigation(s), prompts the development of actionable claims. How can your teachers guide students to identify a driving question? Will the question be student-developed, teacher-developed, or a combination? Context Establishes local connections and life-relevancy of the core ideas in the learning objective and driving question. Describe the POTENTIAL issue(s) that will serve as a context for learning. What are some local issues that students can investigate?
London Region South London Area Team Complete and return to: by no later than 31 March 2015 Practice Name: Elm Surgery Practice Code: G84027 Signed on behalf of practice: Date: 17th March 2015 Signed on behalf of PPG: Christine Patrick (ELECTRONICALLY SIGNED) Date: 16th March 2015 Prerequisite of Enhanced Service – Develop/Maintain a Patient Participation (PPG) Does the Practice have a PPG? YES Method(s) of engagement with PPG: Face to face, Email, Other (please specify) Email a ‘Virtual’ PRG Group Number of members of PPG: ….210 Detail the gender mix of practice population and PPG: Detail of age mix of practice population and PPG:
ELM STREET Street Listing January 2015 Armstrong Street Arthur Lane Autumn SW Avenue A Avenue B Avenue D Bale Street Bass Avenue Berckman Lane Beverly – even 8-28,odd 15-105 Bluff Mountain Road Briar Street Bridlewood Lane – 3,5,7 Buffington Alley Burnett Ferry Road – odd 1-117 Carter Avenue Center Street Central Avenue Cherry Street Clark Avenue Cleveland Avenue Conn Conn Street Cottage Circle Cottage Lane - 6 Creekside Subdivision – (Horseleg Road) Creekstone Circle Crestmont Court Crestwood Drive, Decatur Street DeSoto Avenue Division, – thru 527 Division, Dougherty Street Duncan Street Eberhart Street Elizabeth Street Ellison Street NW Elm Street, South Ethel Avenue Excelsior Street Fairway Drive Fay Street Forest Meadow, SW Fortune Street – 100,104,106 only Gadson Street Graham Street Grasul Avenue Greenview Circle – 3,212,219 Greenview Road – 100,113,204,205,207,208,209 Hamilton Avenue Hanks Street Hawk Spring Drive Holmes Avenue Horseleg Creek Road – thru 31,501,886,966,981,1005, 1065,1093,1099 Hospital Drive Hughes Street Iron Street John Davenport Drive – 201-412 Jones Avenue Jordan Place Keelway Drive Ken Court Kirton Street – 2-14 Knotting Pine Trail Landmark Lane Lawrence Avenue Leon Street Magnolia Avenue Marchmont Drive Martha Berry Boulevard – thru 1309 Maxwell Lane McCall Boulevard – 300-700 McDonald Street Melrose Avenue Moore Street Mountain Crest Drive Norcross Way – thru 123 & 127 North 2nd Avenue to Southern Railroad North 3rd Avenue North 4th Avenue North 5th Avenue Oak Hill Lane - 3 Oakland Avenue Oostanaula Drive Paris Drive odd 1-39,even 2-116 and 201-215 Pebble Bend Court Pike Avenue Pine Valley Road – Pineway Avenue Pinewood Terrace
Presley Street– only 7,9,11,13,15,17,18,19,21,23,32,122 – (Burnett Ferry Mobile Home Park) Professional Court Quarry Street Ridgewood Road Rock Avenue Rockridge Road Rosewood Road Shadow Lane – 19 Sheridan – 1-12 Sherwood Road Shorter Avenue – all to 1804 Shorter Circle South Avenue South Fork Drive Sycamore Street, South (2-300’s – city) 400+county Turner McCall Boulevard – 300-700 Turpin Strret Walker Drive Wallace Street Walter Street– even only Walton Walton Drive Walton Creek Way Watson Street – 3-7 Webster Street West 10th Street West 11th Street West 12th Street West 13th street West 3rd Street West 4th Street West 5th Street West 6th Street West 8th Street West 9th Street Westmore Road Whitehead Street Williamson Street – all thru 33, odd 35-135, 118 Wilson Road – 2 only Wingfield Street Wood Creek Apartments Wood Creek Way Woodglen Road – 4 Wooten Drive Yarbrough Street
Six & Five-A-Side Football Tournament Saturday 16th & Sunday 17th June 2018 Elm Grove Colts FC are inviting your club to enter our World Cup themed 14th annual tournament. The tournament will be held on: Saturday 16th and Sunday 17th June at The Arena, Whiteley Village, Burwood Road, Hersham, Surrey Cost per team = £35 Saturday (9:00am) under 7’s, 10’s & 16’s (2:30pm) under 8’s & 14’s Sunday (9:00am) 11’s, 13’s & 15’s (2:30pm) under 9’s & 12’s Our tournament is open to age groups from Under 7’s to Under 16’s. Please note that age groups refer to those current for the 2017-18 season. The following will be available during the tournament: 5-a-side will be played in ages 7 & 8 (max 8 players per squad) 6-a-side will be played in ages Under 9, 10 & 11 (max 9 players per squad) 5-a-side will be played in ages Under 12, 13, 14, 15 &16 (max 8 players per squad) A team trophy will be presented to the winning team in each age group. Individual trophies will be issued to all winning players and runners up. All participants in the under 7’s & 8’s tournament will receive a medal. Qualified referees will be officiating all games. activities will be available. Refreshments. If you wish to join this successful tournament, please complete the entry form on the next page and return it to the tournament organiser. Entries are accepted on a first-come, first-served basis. The closing date for entries is 31st May 2018. Entry fee is £35 per team. You will receive email confirmation ASAP or by 5th June 2018. We advise that entries reach us promptly to avoid disappointment. If you have any questions, please contact the tournament organisers. Tournament Organisers: Gary Falloon: Home: 01932 226 397 Mobile: 07539 784 155 Email: Chris Denison Smith: Mobile: 07775 711 923 Email: 2018 Tournament Entry Form Name of Club ______________________________________________
18. Appoint non teaching X 19. Agree a pay policy X 20. Pay discretions X 21. Establishing disciplinary/capability procedures X 22. Dismissal of Headteacher/Deputy X 23. Dismissal of other staff X 24. Suspending Principal X 25. Suspending other Staff X 26. Ending suspension (Principal) X 27. Ending Suspension (other Staff) X 28. Determining Staff complement within agreed budget X 29. Determining dismissal payments/early retirement X Curriculum 30. To develop a curriculum policy X 31. To implement curriculum policy X 32. Responsible for standards of teaching X 33. Accountability for standards of teaching X 34. Responsibility for individual child's education X 35. Accountability for individual child's education. X 36. Provision of sex education – to establish and keep up to date a written policy X 37. To prohibit political indoctrination and ensuring the balanced treatment of political issues X 38. To establish a charging and remissions policy for activities X Performance Management 39. To develop a performance management policy X 40. To implement the performance management policy X 41. To review annually the performance management policy X Target Setting 42. To propose targets for pupil achievement X 43. To agree targets for pupil achievement X
problem solves and acquire more awareness surrounding their surgical procedure. Subsequently, we will discuss their pending surgery and how their understanding of the procedure has modified. These building blocks of information will ultimately develop an optimal peri-surgical experience. Attitude The plastic surgery office where I now serve as patient educator is a practice that is quite unique in the plastic surgery field. The current trend in the medical-business subspecialty market is to have separate reconstructive and aesthetic practices. However, this surgeon’s practice model welcomes diverse individuals across the entire life span and provides services for both the aesthetic and reconstructive patient. We see a plethora of patients all across the spectrum for something as simple as in-office Botox treatments, to office based surgery mommy-makeovers ("Mommy Makeover," 2013) and facelifts, to the complex staged-surgical procedures for the cleft lip/cleft palate patient, to the multifaceted hospital in-patient bilateral breast reconstruction and flap surgery. Thus, it is necessary for the plastic surgery nurse educator to use thoughtful, therapeutic, and effective communication. As well as, culturally appropriate and practical instruction, utilizing constructivist teaching methods across the continuum of care for the aesthetic and reconstructive patient. Reflection In summary, a successful plastic surgery nurse educator who works with individuals and patients across the human growth life cycle, will have an understanding of the foundations of human growth and development and will successfully engage the surgical patient both psychologically and physically (through demonstration). Furthermore, the educator will have the ability to explain the pending surgery, assess the patient’s needs, and identify expected outcomes
nursing in that we combine principles, research, and art/care into the domain of practice on a daily basis. References American Nurses Association. (2010). Standards of professional nursing practice. In Scope and standards of practice: Nursing (2nd ed., pp. 31-62). Silver Spring, MD: Nursesbooks.org. Boston College William F. Connell School of Nursing. (2013). The Roy adaptation model. Retrieved from http://www.bc.edu/schools/son/faculty/featured/theorist/Roy_Adaptation_Model.html Carper, B. A. (1978). Fundamental patterns of knowing in nursing. ANS Advances in Nursing Science, 1(1), 13-23. Retrieved from http://ferris.libguides.com Constructivism as a paradigm for teaching and learning: What is constructivism? (2004). Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/ Dudley-Brown, S. L. (1997). The evaluation of nursing theory: a method for our madness. International Journal of Nursing Studies, 34(1), 76-83. Retrieved from T. (Ed.). (2007). Core curriculum for plastic surgical nursing (3rd ed.). Pensacola, FL: American Society of Plastic Surgical Nurses. Lewthwaite, B. (2011). Applications and utility of Urie Bronfenbrenner’s bio-ecological theory. Retrieved from Manitoba Education Research Network website: http://www.mern.ca/monographs/Bio-Ecological.pdf
[FN19]. See generally J. RAWLS:, A THEORY OF JUSTICE (1971). Rawls' book is a 'classic' in the special sense that it should have appeared a century or two ago. Its recent publication attests the retarded state of moral philosophy. "We can send a man to the moon," but we have hardly begun to improve upon the rudimentary theories of justice of Plato and Aristotle. [FN20]. See id., at 47. See generally N. CHOMSKY, LANGUAGE AND MIND (1968); N. CHOMSKY, ASPECTS OF THE THEORY OF SYNTAX (1965). [FN21]. See KELSEN, supra note 11, at 106-07. See also J. RAZ, THE CONCEPT OF A LEGAL SYSTEM 93-167 (1970). [FN22]. See HART, supra note 11, at 77-96.
ELMODALE T JOE BERTHA #148 LOT 43 Born: June 14, 2014 Sire: Mylyn Joe Tavarez BCA: 251-246-241 Fresh: December 28, 2017 32.9kg 3.6f 2.8p Proj: 225-216-207 Bred: July 19, 2018 Dam: Elmodale Admiral Terry GP-83 236-265-230 2nd d: Elmodale Outside Teresa VG 202-192-198 3rd d: GP-81 4th d: GP-82 ELMODALE RAZOR BRIDGET GP #165 LOT 44 Born: January 4, 2015 Sire: Altarazor BCA: 204-226-219 Fresh: June 8, 2017 16.5kg 4.5f 3.5p Bred: January 12, 2018 “Beef” Dam: Elmodale Baxter Barbie GP-82 165-188-173 2nd d: Elmodale Emmett Justise EX-90-2E-CAN 209-223-214 KNONAUDALE OMELETTE 1068 GP-81 #1068 LOT 45 Born: September 11, 2014 Sire: Valleyville Musketeer Fresh: August 5, 2017 26.3kg 4.7f 3.2p BCA: 255-287-249 Bred: February 5, 2018 “Denver” Dam: Knonaudale Krunchie GP-81 216-200-223 2nd d: Knonaudale Fani VG-87 223-218-250 3rd d: VG-88 4th d: VG
Belmont Livingston Street, Belmont 2280 Phone: 4945 4858 Fax: 4947 7823 Belmont North Nikkin & Darling Streets, Belmont North 2280 Phone: 4945 4861 Fax: 4947 7851 Blacksmiths Amaroo Street, Blacksmiths 2281 Phone: 4971 1519 Fax: 4972 1407 Caves Beach Park Avenue, Caves Beach 2281 Phone: 4971 1838 Fax: 4972 1346 Charlestown 15 Frederick Street, Charlestown 2290 Phone: 4943 4063 Fax: 4942 2583 Charlestown East James Street, Charlestown 2290 Phone: 4943 5173 Fax: 4942 2575 Charlestown South Patricia Avenue, Charlestown 2290 Phone: 4943 5827 Fax: 4942 2578 Dudley Ocean & Boundary Streets, Dudley 2290 Phone: 4944 7203 Fax: 4942 6097 Eleebana Ian St, Eleebana 2282 Phone: 4946 8927 Fax: 4942 8437 Floraville Floraville Road, Belmont 2280 4945 4845 Fax: 4947 7669 Hillsborough Waratah Avenue, Hillsborough 2290 Phone: 4943 5695 Fax: 4942 2579 Jewells Lepton Parade, Jewells 2280 Phone: 494 71316 Fax: 4947 1316 Kahibah Frith St, Kahibah 2290 4943 4501 Fax: 4942 2590 Point Findon Street, Marks Point 2280 Phone: 4945 4433 Fax: 4947 7842 Mount Hutton Dunkley Parade, Mount Hutton 2290 4948 8085 Fax: 4947 1135 Nords Wharf Marine Parade, Nords Wharf 2281 Pelican Flat Street, Pelican 2281 Redhead
4976 1257 Fax: 4972 5046 Phone: 4971 1543 Fax: 4972 1380 Hutchinson Street, Redhead 2290 Phone: 4944 7215 Fax: 4942 6098 Swansea Rawson Street, Swansea 2281 Phone: 4971 1267 Fax: 4972 1354 Valentine Tallawalla Road, Valentine 2280 Phone: 4942 8211 Fax: 4942 8438 Warners Bay Mills Street, Warners Bay 2282 4948 8129 Fax: 4947 1427 Windale Kilfera Street, Windale 2306 Phone: 4948 8864 Fax: 4948 9720 Wiripaang Pacific Hwy, Gateshead 2290 Phone: 4943 4357 Fax: 4942 2589