zilongwang/ReadingBank huggingface dataset:
Below are two options to investigate the key question - ‘How modern was society in 1914?’ All of these options use the Historiana World War 1 module - section 2a Modern World source collection. The source collection is large and you could use just a part of the collection rather than the whole. With all of the options below you must discuss the students’ findings and get them to justify their answers by referring to the specific sources which support or challenge their argument. Option A: A continuum from familiar to unfamiliar Give students a copy of the source collection 2a Modern World. You could give the collection to pairs, fours or even individually. Depending on the ability of the class you could give the sources with the contextual information or without. Get the students to imagine a continuum line on their desk from “very familiar” to “very unfamiliar”. The students then must sort the images along this line. They should put images which are very familiar to them, for example those that really show a very modern world at one end and those that are not familiar, for example those that show a more traditional society at the other end. This will get the students to really think about how modern society was in 1914 by comparing it to the modern society they live in. After the sorting activity it is crucial to discuss what the students have discovered as a class. You could ask them some of the following questions: How modern is this society? Is it modern for everyone? Is it modern everywhere? Option B: Sorting exercise Give students a copy of the source collection 2a Modern World. You could give the collection to pairs, fours or even individually. Depending on the ability of the class you could give the sources with the contextual information or without. Now you should use the sources in the manner of a card sort. Each source is a ‘card’. Students have to sort the sources into two different piles with each question. Encourage them to really justify their decisions and think about why they have placed the cards in the different piles. Scenario a: Would this scene have been possible a 100 years earlier (in 1814)?
a personal counseling structure can develop. However, he also states that the development of a personal, integrated approach to counseling takes many years. Therefore, he encourages neophyte counselors to operate within one theoretical system while developing their own styles or approaches (Corslnl & Wedding, 1989). New counselors can begin to integrate theory if they have a paradigm that will assist them in this integration as they Learn the many theories and begin the development of their own personal
client. The current cognitive theorists, who include reality therapists, espouse a direct, assertive way of being in which the client is given the therapist's full attention. Ellis and Dryden 11987) contend that you Carl accept clients without liking their behaviors, and the best
Patterson. C. H. (1987). Comments. Personalliy Centered Review, 1. 24 Rogers, C. It (1957). The necessary and sufficient conditions of therapeutic per- sonality change. The Journal of Carisaiiing Psychology. 21. Rogers,. C. R. (1961). On becoming a person. Boston: Houghton Mifflin. Rogers, C. R. (1980). A way of being, Boston: Houghton Shari, R. (19961. Theories of psychotherapy and counseling, Pacific Grove, CA: crooks/Cole. Sue. D. WYE Ivey, A., & Pedersen, P. (19961. A theory of muhiculturat counseling and therapy, Pacific Grove, CA: Brooks/Cole. Winnieott, D, W, (1965). The maturational processes and the facaltating enuiran. ;Rent, New York: Basic Books, Wolpe, J. (1958). Psychotherapy by rectprocal inhibition. Stanford, CA: Stanford University Press. Yalorn, I. (19801. Existential psychotherapy. New York; Basic nooks, Yaiom. I. (19891, Love's execatiortei; New York: Basic Books.
successful insofar as they managed to develop resources, including an appropriate strategic framing, to achieve their goals. Here sociologists were in pursuit of a general theory of collective action – a theory true across time and space – that took the social, political and economic context as a background variable. It was only “new social movement” theory, associated with such writers as Alain Touraine, that considered the context – in his case postindustrial society or the programmed society – as defining the form of collective action. Today, we need to move toward a third wave of social movement theory that centers a new context, namely “neoliberalism” – a nebulous concept that expresses the invasion of markets into all arenas of social and political life. In order to understand contemporary movements for social and economic justice it is necessary therefore, to define “neoliberalism.” Here I will take Karl Polanyi’s (2001[1944]) The Great Transformation as my point of departure. But first let me explore the way marketization propels movements for social justice. From Marketization to New Social Movements Social justice and democratization are especially pertinent themes in Latin America, which for many years was ruled by military dictatorships. The transition to democracy, fought for bravely by so many, has been a major and indisputable advance. Democracy has not, however, fulfilled all of its promises. Primarily, this is because the fall of political dictatorship has been followed by yet another dictatorship: the dictatorship of the market through structural adjustment . In its wake came wave upon wave of injustice and inequality that have inspired Latin Americans, sociologists among them, to battle for a deeper democracy. We see this, for example, in the schemes of participatory budgeting in Brazil, in the Piquetero Movement and factory occupations in Argentina, in the ethnic democracy of Bolivia, and in the student
The slope of the regression line that allows predicting the visual acuity score is approximately: 0.179 1.213 0. 461 The previous result can be interpreted as: The average visual acuity score for those that did not present any error in the letter recognition test. The change in visual acuity score for each unit of change in errors in the letter recognition test. The change in errors in the letter recognition test for each unit of change in visual acuity score. The goodness of fit is: 0.032 0.679 0.212 The proportion of the variance of visual acuity score that cannot be predicted by the errors in the letter recognition test is: 0.321 0.788 0. 938 School of Psychology. University of Seville Design and Data Analysis in Psychology II. PARTIAL 2. November, 2018. TYPE B ANSWER SHEET Item Option 1 C 2 B 3 C 4 A 5 C 6 B 7 A 8 B 9 C 10 B
Wilderness Ranch is one of 25 Young Life camps in the United States. Young Life Wilderness Ranch Summer Address (May – August) 2000 USFS Rd. 521 Creede, CO 81130 Phone 719-658-2288 Young Life Wilderness Ranch Winter Address (September –April) PO Box 1274 Buena Vista, CO 81211 Phone 719-395-6602 Email: Web Site: www.wilderness.younglife.org Wilderness Ranch Clothing and Equipment List for Campers and Leaders The following list of clothing and equipment is essential for your safety. You will be traveling in rugged and spectacular country where your lives are literally dependent upon you gear. All items except those listed as optional are mandatory. We ask you to trust this list; despite the weather at home or the advice from others. Don’t deviate: severe cold weather is possible all summer long in these mountains. If you want to save money, consider borrowing or buying used gear. Mandatory Clothing ___ Hiking Boots (see note below) ___ Old Tennis Shoes or Sport Sandals (Teva Style) ___ Smart wool Socks ( or wool) (3 pr) ___ Liner Socks (2 pr) optional if using smartwool ___ Fleece Pants ___ Shorts – not cotton (2 pr) ___ Cap or Visor ___ Underwear (2 pr) ___ Long Underwear – not cotton (Top/Bottom) ___ T-Shirts (2) ___ Fleece Pullover ___ Wool or Fleece Stocking Hat ___ Wool or Fleece Gloves/Mittens ___ Bandannas (2-3) Equipment ___ Sunglasses (Darkest you have) ___ Small Bible (Old/New Testament) ___ Small Notepad & Pen ___ Small Flashlight and extra batteries
Narrator: When Phillip was sure he would drown or freeze to death, the icy river emptied into an even faster moving river. Phillip: Oh no! I lost the sword I brought to slay the dragon. Now I will be defenseless against the dragon. But at least this river had warmer water. Narrator: After a few minutes, Phillip’s body warmed up andhe was able to swim and stay afloat. He swam to the other sideof the river and hauled himself out of the water. Phillip: Now I see the high stone walls of the castle. Narrator: He also saw patches of the green grass that had been blackened by the firey breath of the dragon. Phillip: (astonished) These must be the skeletons of the men who died trying to capture the king’s treasure. Narrator: Suddenly, Phillip heard the loud thumping and swishing of the dragon’s huge wings. Phillip: I must find cover in a hollow log! Narrator: The hollow log caught fire but Phillip was unharmed. Phillip: I have to wait here until the sounds of the dragons wings fade away. Narrator: Then he crawled out of the hollow log and watched it burn as he thought and thought of a way to get by the dragon and get to the treasure without being burned to a crisp. Phillip: I must find out where the dragon’s nest is! Wait, was is that over there? It´s the treasury, where the king’s treasure is stored. Narrator: Next, Phillip borrowed a scarecrow from a nearby corn field. In the darkest part of the night he sneaked the scarecrow inside the palace and up to the top of the wall opposite the treasury in plain site of the dragon. Phillip: What´s this? I found a barrel! I will cut the top off the barrel and I will sneak it up as close to the dragon as possible. Narrator: Then he climbed into the barrel and fell asleep. Next morning he was awakened by the loud thumping and swishing of the dragon’s huge wings. As expected, when the dragon awoke, he thought the scarecrow on the palace wall was a man. He flew toward the scarecrow at top speed. Phillip: Now that the dragon is not watching me, I will quickly climb out of the barrel and carry it to the treasury.
Self Study Activity: Open Ended Questions In order to practice and gain success in the skill of writing open-ended questions we would like you to complete the following tasks: Take each of these examples of open-ended questions and rewrite each question as an open-ended question that includes some content from your life: “How comfortable are you with Plan B?” “How could I modify this proposal to meet more of your requirements?” “What kind of information do you need in order to go forward?” “What do you think about moving the office to the Aquaculture department?” “How are you feeling about all of this?” “How ready are you to ...?” SeMINAR Activity: Comparisons The list of questions presented below contains the most intense and creative questions we have been able to find, drawn from the works of many deep question-askers. Next to each question in the table below, we have given the field in which the question was encountered. In your groups, take each question on the list and imagine a situation in your life in which you might ask that question. (In real life, it works better if you let people know what kind of conversation you want to have, before you start a conversation that includes challenging questions or intimate inquiries.) As a group brainstorm on possible situations then, Each member of the group should come up with their own answers, Compare your answers and appreciate the similarities and differences that may have been generated. Question Source Fields When and where you could ask these questions in your own life 1. How does this feel to me? Gestalt therapy and general psychotherapy. 2. What (am I/are you) experiencing right now? 3. How could I have done that differently? How could you have done that differently? General psychotherapy 4. What could (I / you) learn from this... (situation, mistake, painful experience)? 5. What kind of explanations do I give myself when bad events happen? Martin Seligman’s research on learned helplessness, optimism and explanatory style 6.
Appeals from the County and Supreme Courts Offenders sentenced in the County Court or in the Trial Division of the Supreme Court can apply to the Court of Appeal for leave (permission) to appeal a sentence. Offenders can choose to have their application determined ‘on the papers’ (where a single judge considers the written application for leave to appeal and responds to the applicant in writing) or to appear in court to make the application. A single judge of the Court of Appeal normally hears this application. The judge may refuse the application if he or she finds there is no reasonable prospect of the Court of Appeal imposing a less severe sentence than the original sentence. The Director of Public Prosecutions does not need leave to appeal against a sentence imposed by the County Court or the Supreme Court. The Director of Public Prosecutions can appeal against such a sentence if the Director considers that an error has been made in the original sentence and that a different sentence should have been imposed. The Director of Public Prosecutions must also be satisfied that bringing the appeal is in the public interest. The Court of Appeal The Court of Appeal, normally comprising two or three Judges of Appeal, conducts hearings of sentence appeals. In some cases, five judges may hear the appeal. The Court of Appeal reviews the sentence and determines whether the judge who originally sentenced the offender has made an error. In determining whether a sentencing error has been made, the Court of Appeal may consider such matters as: the maximum sentence available to the original sentencing judge how the original sentencing judge exercised his or her judicial discretion other sentences in similar cases the seriousness of the offence the personal circumstances of the offender. The Court of Appeal may identify a specific error in the original sentence, for example, the sentencing judge’s failure to have regard to a sentencing factor required by the law. Alternatively, the Court of Appeal may assume an error has been made on the basis that the result is plainly unreasonable or unjust.
Key Stations identified for Line 1: Paul Kruger Station/Church Square Rainbow Junction Kopanong Station Pretoria Station Line 2 Pretoria CBD-Menlyn A total of 19 stations has been identified for Line 2 Ave station distance 500m-1000m Phase 1 Akasia-Menlyn (Pretoria CBD-Menlyn): 19 Stations of 28 total stations for Line 2 will be constructed for Phase 1 Akasia-Menlyn; Key Stations identified for Line 2: University Road Stations Hatfield/Gautrain Station (Arcadia Street) Menlyn Shopping Centre Will the TRT cover other areas such as Atteridgeville in the future : Given that the TRT is implemented in phases, the current focus is on Line 1 and Line 2 (Phase1). Atteridgeville will be part of Phase 2 and it is envisaged that this will be post 2016. How has been the process of engagement with the taxi and bus operators ? The City underwent the following sequence of events as part of its key stakeholder engagement processes: March 2010 – Initial consultation with the Bus and Taxi Industries on envisaged TRT (Bela - Bela) Identified two key Taxi Industry representative structures in Tshwane (TOPICA and GTRTC) April 2012 – Introduction of Industry Transition Work Stream in the PMU in preparation for negotiations June 2012 – CoT and Taxi Industry adopted resolutions at Amanzingwe Workshop – to work together in the implementation of the TRT November 2012 – CoT and Taxi Industry concluded MOU outlining the common intent on the participation of the industry in the TRT – prescribed that an MOA be concluded to endorese the rules of enagement February 2013 – CoT concled MOU with Bus Industry June 2013 – MOA to be concluded with TI as per above mandate
A summary of organisations that were approached and that finally contributed to the review, by organisational types, is provided in Table 1 below. Table Summary of organisations Organisation Folic Acid Australia Number approached Folic Acid Australia Number participating Iodine Australia Number approached Iodine Australia Number participating Iodine New Zealand Number approached Iodine New Zealand Number participating Enforcement agency* 8 8 8 8 1 1 Millers 12 6 Not applicable Not applicable Not applicable Not applicable Bakers 8 8 8 8 10 7 Salt manufacturers Not applicable Not applicable 2 2 1 1 Total 28 22 18 18 12 9 *The nature of the enforcement agency differed in each of the state/territory jurisdictions in Australia. Seven state/territory departments of Health, and one Food Authority were interviewed. Reasons for companies not contributing to the review were varied. Millers Of the 12 Australian millers approached, three large and three medium sized companies agreed to participate. For the remainder, most of whom were smaller millers: Two millers were not in scope, because: One did not manufacture flour for bread making, One manufactured organic flour only. Two millers agreed to be involved, but demands on the time for staff with multiple roles meant that responses never eventuated. Two millers declined to be involved. One of these was because the mill was closing due to stated $900k capital cost of dosing flour with folic acid. The other was too small and staff did not have enough time. Bakers Some bakers in New Zealand did not meet sampling targets and therefore did not participate for the following reasons: One baker declined to participate. Two bakers agreed to be involved. However, demands on the time for staff with multiple roles meant that responses never eventuated.
publication will give interpretations on each Rule where needed rather than using “Decisions” as the sole method of providing interpretations of the Rules. The Official Guide will be available later in 2018. C. The Player’s Edition A Shorter Edition of the Rules: A major change in our approach to presenting the Rules is issuing a shorter “Player’s Edition” of the Rules. This will be widely circulated to golfers worldwide, as it is intended to be the version of the Rules that golfers should use to find answers to questions that arise on the course. We hope that the Player’s Edition will encourage many more golfers to read and understand the Rules and will make it easier to find answers when situations arise on the course. Written in the Second Person: The Player’s Edition will be written in the second person with the focus on “you” the golfer. This golfer-focused style is another key step in making the Rules more accessible. An example of this golfer-focused style is as follows: a. When Lifted or Moved Ball Must Be Replaced If you lift your ball at rest or cause it to move, your ball must be replaced on its original spot (which if not known must be estimated), except: When you lift your ball to take relief under a Rule or to replace your ball on a different spot, or When your ball moves only after you have started the stroke or the backswing for a and then go on to make the stroke. It is a Rule book: The Player’s Edition will be an actual Rule book, not merely a summary or a “Quick Guide”. It will look like the full Rules of Golf publication and, although the text of the Player’s Edition will be condensed, it will give the reader, the same answer that is found in the full Rules of Golf. The Player’s Edition will include the Rules that describe the essential characteristics of the game of golf – for example, the fundamentals of the game, such as playing by the Rules, the different parts of the course and the equipment to be used. It also covers the most commonly used Rules. For the less frequently occurring situations that are not included, the Player’s Edition will tell the golfer where to find those answers in the full Rules of Golf.
Creates oxygen. In photosynthesis the CO2 turns into O2 for us. An area 50 by 50 can generate enough O to meet the needs of a family of four for a single day. It’s been estimated that the grass and trees along the US interstate highways produce enough O to support 22mil people. water capture and filtration Erosion control. The roots help stabilize the soil, shoots slow down the runoff so less water goes into storm drains. More water goes into the ground water recharge. Slower run off also means less pollution goes into the storm drains that empty into the Boise River. The turf traps those pollutants. Roots act like filters that clean the water as it goes into underground aquifers. Xeriscape is great if you know how to irrigate it. Studies have shown that most of those xeriscaped landscaping in Arizona and New Mexico use more water than a lawn. They should us less if the owners knew how to water the plants, what this tells me is that people waste water, not grass. Reduces noise. Turf acts like an acoustic screen and sound deadener. It absorbs noise better than a heavy carpet on a felt pad according to one study. Fire prevention. Green grass is a defensible space around your house. Glare reduction. Turf will help lower the glare along roadways. It doesn’t bounce the light back to the drivers making driving more comfortable.
Name:______________________________________________ Date:____________________________ Period:________ “A Rose for Emily” by William Faulkner Directions: Read this story on pages 516-524 of your literature book. Answer these questions below in complete sentences. 1. How does the narrator describe what Miss Emily’s house and street used to be like? 2. Describe what it is like now. 3. What had Colonel Sartoris done for Miss Emily in 1894? Why do you think he did this? 4. What did the next generation of town leaders do on the first of the year? 5. List the diction Faulkner uses to describe Miss Emily in the sixth paragraph of this story. What do you think this is meant to show about her? 6. What details from Part I show that Miss Emily is “unaware of time”? 7. What are the neighbors complaining about? Why does Judge Stevens not want to talk to Miss Emily about this problem? 8. Describe the relationship between Miss Emily and her father? Be sure you discuss how this relationship affected her life. 9. What did Miss Emily tell her visitors the day after her father’s death? 10. Why did the townspeople not think she was crazy for this action?
A Safe Space Training Dates 2018 Date Venue Starting Times Saturday 21st April 2018 Penrice Academy, Charlestown Rd, Cornwall, PL25 3NR 10am & 2pm Saturday 19th May 2018 Jersey Guide Headquarters 10am & 2pm Saturday 9th June 2018 Teign School, Chudley Road, Kingsteignton, Newton Abbot, TQ12 3JG 10am & 2pm Sunday10th June 2018 Teign School, Chudley Road, Kingsteignton, Newton Abbot, TQ12 3JG 10am & 2pm Saturday 23rd June 2018 Swindon Academy, Beech Avenue, Swindon, SN2 1JR 10am & 2pm Sunday 1st July 2018 Ashton Park School, Blackmoors Lane, Bower Ashton, Bristol BS3 2JL 10am & 2pm Saturday 8th September 2018 The Mountbatten School, Whitenap Lane, Romsey, Hampshire, SO51 5SY 10am & 2pm Saturday 13th October 2018 Garth Hill College, Bull Lane, Bracknell RG42 2AD 10am & 2pm Sunday 14th October 2018 Garth Hill College, Bull Lane, Bracknell RG42 2AD 10am & 2pm Saturday 20th October 2018 The Bay CE Primary School, Winchester Park Road, Sandown PO36 9BA 10am & 2pm Saturday 10th November 2018 Warblington School, Southleigh Rd, Havant PO9 2RR 10am & 2pm Saturday 24th November 2018 Queen Elizabeth School, 600 Blandford Rd, Wimborne, BH21 4DT 10am & 2pm Sunday 25th November 2018 Queen Elizabeth School, 600 Blandford Rd, Wimborne, BH21 4DT 10am & 2pm
Mr. Putnam (pp. 1265, 1272) Notes: Motivations: Predictions: John Proctor (p. 1269) Notes: Motivations: Predictions: Francis and Rebecca Nurse (p. 1272) Notes: Motivations: Predictions: Reverend Hale (p. 1276, 1279) Notes: Motivations: Predictions:
25 5NAN Maureen Egan & Margaret O'Brien 454.3/ 924 49.17 26 8EBE Beatrice O'Connor & Eileen Jones 406.1/ 840 48.35 27 8EAE Frances Brady & Therese Carney 445.8/ 924 48.25 28 8NAN Kenneth Ellis & Eugene Barrett 444.4/ 924 48.10 29 9NBN Sean Costelloe & Aine Costelloe 442.4/ 924 47.88 30 9NAN Evelyn Mulvey & Marie Carrick 439.8/ 924 47.60 31 7NBN Pat McGillion & Bernadette McGillion 435.8/ 924 47.16 32 5EAE Margaret (Greta) Mullen & Mary King 435.5/ 924 47.13 33 9EBE Helen Dawson & Mary Marrinan 392.0/ 840 46.67 34 6NBN Donal McDermott & Bernadette Zelman 427.0/ 924 46.21 35 10EAE Declan Doyle & Adrienne Weston 413.8/ 924 44.78 1 36 11NAN Mary Mulvey & Gertrude Connolly 412.7/ 924 44.66 37 3EBE Irene Heneghan & Mary Russell 372.0/ 840 44.29 38 11EAE Nora M Byrne-Page & Christine Battelle (Patchell) 408.6/ 924 44.22 39 10NAN Mary Barry & Margaret Collins 399.2/ 924 43.20 40 9EAE Valerie Mathers & Theresa Meehan 393.9/ 924 42.63 41 2NAN Bridget Swendell & Mary C Kelly 386.8/ 924 41.86 42 6EAE Gretta O'Sullivan & Betty Cummins 383.0/ 924 41.45 43 7EAE Kieran Hannon & Margaret Hanlon 374.9/ 924 40.57 44 5EBE Margaret Keavey & Marie Lyons 322.8/ 840 38.43 45 10NBN Breda McCoy & Billy Kelly 349.6/ 924 37.84 46 1NAN Evgenia Gladysheva & Vivienne Nealon 333.6/ 924 36.10 47 4EBE Nancy Taylor & Aileen Doran 247.7/ 840 29.49
Event Title Lead Partner name and service/team and organisation details including email Event Lead Contact on the day - Name and email contact details Event Date(s): Event Time Start time: End time: Number of attendees: Do you provide light lunch: Yes / No If yes, you need to supply your own cutlery and ensuring the Hall and other public areas are left in a clean and tidy condition. Does your event involve art work such as painting? Yes / No If yes, you must provide table clothes to protect the tables and floor surface and ensuring no damage to the tables and floors. Do you require AV/IT equipments for presentation? Yes / No If yes, you need to bring your on own laptop. PROJECTOR, SCREEN and PC’s SPEAKERS are available at the venue. Please attach flyer and/or email of your event for our information Date of booking request: Booked by: Other information you think we should know about your event:
NAME: ____________________________ A Separate Peace Test MATCHING Match each term/description with the best answer. _____ Gene _____ Phineas _____ _____ A. Hopkins Parker _____ Blitzball _____ Badminton _____ Patch-Withers _____ Lepellier _____ “Ss” Club _____ Enfeebled _____ Inure _____ Inveigle _____ Tacit _____ Idiosyncratic _____ Sultriness the one game Finny despised peculiar; eccentric a talented athlete and leader narrator of the novel humidity; heat required one jump from the tree by the river unspoken substitute Headmaster for the summer loner and social outcast official holder of the school swimming record to entice; trick into something Finny’s summer invention the school the boys attend to become used to something unpleasant weakened Extra Credit: What is the name of the summer club that Finny and Gene invented?
Section B: Alternative Therapies versus Medications. Objectives: At the end of this section, your students will be able to: Identify and describe the 4 different types of alternative therapies discussed Refer to slide 52 details the two specific medications that are used to lessen the cognitive symptoms of Alzheimer’s disease/dementia Slide 53 provides students with some of the different alternative therapies that are available to those affected by Alzheimer’s Disease/dementia. Slides 54 and 55 provide students with information specific to the Music and Memory program and the affects that music has on an individual’s brain. Section C: Therapeutic Communication. Objectives: At the end of this section, your students will be able to: List ways in which they can assist with communication in Alzheimer’s Disease/dementia Refer to slide 56 provides students with an overview of therapeutic communication and some of the changes that may be seen in individuals diagnosed with Alzheimer’s Disease/dementia Slide 57 details for students the ways in which they can assist with communication for these individuals. Slide 58 indicates that it is time for a Quiz
Sunday Monday Tuesday Wednesday Thursday Friday Saturday Be a Reader-a-saurus! Remember to read for about 15 to 20 minutes every night! 1 2 3 4 Labour Day (No School) 5 Day 1 First Day of School 6 Day 2 7 Day 3 School Council 6:00 pm 8 Day 4 International Literacy Day 9 10 11 Day 5 Nayrouz 12 Day 1 13 Day 2 14 Day 3 Springfield Community Night 15 Day 4 16 17 18 Day 5 19 Day 1 20 Day 2 Rosh Hashanah 21 Day 3 Hijra International Day of Peace 22 Day 4 First Day of Fall Terry Fox Walk 1:00 pm 23 24 25 Day 5 26 Day 0 Re-organization Day (No School) 27 Day 1 28 Day 2 29 Day 3 Awards Assembly 9:15 a.m. 30 Yom Kippur
get ready the decorations before the day of the party. It was the day, the day that everybody was getting tensed up. We were nervous and sad. We got everything, we just needed to make cards. We acted normally as we did not want Ryan to get suspicious. Although the next day was the party, tears filled our eyes again. It was exciting and sad. My teacher asked some of my classmates to distract Ryan by going to the staff room. We were all set for the party. When they came back, it was a loud surprise! We gave him his present. To his surprise, he asked,” How did you know about my present that I wanted?” I told him,” A little bird told me.” Everybody clapped. At the end, we bade farewell to him. P.S. (The end is just the beginning.)
Age (years) 65-74 75-84 85 + Missing 1057/1802 (59%) 542/1802 (30%) 203/1802 (11%) 21 / 1823 (<1%) Median 73 ( IQR 68-79, Range: 65–103) Gender Male Female Missing 746/1808 (41%) 1062/1815 (59%) 15/1823 (<1%) Religion Christian Atheist Buddhist Hindu Islam Jehovah’s witness Sikhism Judaism Other Missing 1337/1573 (85%) 154/1573 (9.9%) 6/1573 (0.4%) 41/1573 (2.6%) 11/1573 (0.7%) 5/1573 (0.3%) 9/1573 (0.6%) 2 /1573 (0.1%) 8/1573 (0.5%) 250/1823 (1%) Social class group Professional Managerial Skilled manual Non-skilled manual Semi-skilled Unskilled Missing 51/1512 (3%) 259/1512 (17%) 230/1512 (15%) 426/1512 (28%) 237/1512 (16%) 309/1512 (20%) 311/1823 (<1%) Age complete full time education <16 years >16 years Missing 799/1401 (57%) 602/1401 (43%) 422/1823 (2%) Ethnic group White Scottish/British/Irish/Welsh Asian Afro- Caribbean Other 1714/1809 (95%) 61/1809 (3%) 20/1809 (1%) 14/1809 (1%)
Supporting Younger Veterans Guidelines Commonwealth policy entity: Department of Veterans’ Affairs Co-Sponsoring Entities N/A Enquiries: If you have any questions please contact the DVA Grants Processing Team on (08) 8290 0579 or at . DVA is happy to work closely with organisations to provide guidance to them in preparing their proposal/s. Date guidelines released: April 2017 Type of grant opportunity: Open competitive Contents
Ford continued Nixon’s policy of détente with the Soviet Union In 1975, the U.S., USSR and other nations signed the Helsinki Accords, recognizing post-World War II borders and pledging to respect human rights During the Ford Presidency, the OPEC oil embargo pushed inflation from 3 percent in 1972 to 11 percent in 1974 Increased foreign competition, particularly from Japan in autos and electronics, hurt the economy Many new jobs were added, but they were in service industries – restaurants and selling – rather than in heavy manufacturing President Jimmy Carter: Democrat Jimmy Carter was elected President as an “outsider” who promised to clean up Washington Carter was President of the United States from 1977 to 1981 Like Ford, Carter’s chief problems were economic The U.S. was heavily dependent on imported oil As oil prices skyrocketed, inflation went over 10%, interest rates rose to 20%, and unemployment grew High oil prices and shortages continued throughout the Carter years President Carter made human rights a high priority Carter also signed a treaty returning the Panama Canal to Panama in 1999 (the Panama Canal Treaty) In 1977, Carter invited Egypt’s President Anwar Sadat and Israel’s Prime Minister Menachem Begin to Camp David, where an agreement was reached Israel returned the Sinai Peninsula to Egypt in exchange for a peace treaty and the establishment of normal relations In 1978, widespread demonstrations broke out against the Shah in Iran The Shah was a brutal dictator supported by the United States When the Shah fled the country, religious leaders hostile to Western influences seized control They resented America for helping the Shah and backing Israel In retaliation, Iranian students seized the staff of the U.S. embassy in Iran, holding them hostage for 444 days Negotiations finally led to their release, but only on the day Ronald Reagan became President President Ronald Reagan: Carter was defeated by Ronald Reagan in the Presidential election of 1980 Reagan believed strongly that individuals and businesses were better able to solve economic problems than the government was Reagan supported the policy of New Federalism first begun under President Nixon Reagan tried to solve stagflation with supply-side economics He believed a large supply of goods would decrease prices and stop inflation Under “Reaganomics,” he cut taxes on businesses and the wealthy
Making Choices Setting Goals Problem Solving Future Action Planning Students discuss in groups what an object does, who created that object and what problem the object solves. (Discussion of how problems can be solved through technologies) Prior to Preparatory prepare students to work in cooperative teams by using the GLAD Strategy of of Social Skills- Set up groups, define cooperation Utilize the strategy of Numbered Heads together Utilize Super Scientist Awards Key Vocabulary: Engineering- Engineer Material Problem Technology Solution Lesson Supports Super Engineer Awards T-Chart of Social Skills Number Spoons (Graphic Organizers, Adapted Texts, Notes, Photos, Charts, Realia) Inquiry Chart Observation Charts Prior to the Prep Lesson-students write questions, predictions, observations while looking at the pictures. What is… Template Chart-With Questions Materials: Brown Paper Bag Materials from Pg. 33 Include materials from the migrant lifestyle Asparagus cutter Trompo Molcajete Recipe card for traditional dish Panuelo Other Vocabulary: List of objects in bags found on page 33. (Realia) Higher Order Questions: What is an engineer? What is technology? Do you know someone who is an engineer? What kind of work do they do? During Lesson: Template/Chart… Is the object natural or human-made? What is material(s) is it made of? What problem does it solve? How else could you use it? What other materials could the object be made of? Who do you think creates these technologies? Social and Cultural Processes: Adding migrant related realia during the Technology in a Bag activity. Building Background Activities
Parent/Adult Signature: ______________________________________ Home/School Connection (Lesson 3) Interview your parents: Ask them to tell you about their favorite family recipe or dish. Try to list or sketch the solids and liquids used for that dish.
Violence against Jews – 11/9/38 Kristallnacht (Night of Broken Glass) Other Countries Fall to Dictators Fascists took power in Italy and Germany Hungary 1919 fell to a dictator Poland 1926 fell to dictator In Yugoslavia, Albania, Bulgaria and Romania Kings turned to strong man rule Britain, France, Czechoslovakia and Scandinavian countries remained Democratic.
Month Planning Major Conferences and Meetings Events and Activities Reporting July Develop calendar for the year Arrange for facilities/locations for major events/fairs Update website UC Winter Application Period Transfer Basics Class Presentations TAG Workshops August Schedule fall university rep visits Schedule university tours Send invites/info to university reps for evening college fair and transfer day college fair Planning meeting for Aspire Transfer Forum Contact Writing Center to schedule Personal Statement Workshops Student portal announcement regarding Transfer 101 workshops Class presentations campuswide email/faculty portal Coordinate ENG 68 class TAG Workshops CSU Spring Application Period CO’s TC Annual Report website becomes available online.
October Send invites to Transfer Advisory Committee Meeting in December Attend Regional TCD Meeting Complete UCD, UCI, UCSC Tag Review by 10/15 CSU/UC Application workshops Personal Statement workshops UC Spring Application Period University tours including NoCal trip Transfer Day College Fair AA-T/AS-T Workshops ENG 68 Class Presentations Transfer Basics class presentations Complete TC Annual Report and submit online by 10/31 November Schedule Financial Aid workshops for January/February Attend Regional TCD Meeting CSU/UC Application workshops Personal Statement workshops Walk-In Personal Statement
Assistance in TC University tours Transfer Basics Class Presentations Aspire Transfer Forum December Attend Regional TCD Meeting Transfer Advisory Committee Meeting University tours Common Application/private university workshops January Review spring calendar. Begin preparations and schedule team meetings for Transfer Achievement Celebration in May Receive UC data for fall applicants Plan and schedule spring campus tours Email invites to spring college fair WACAC Share, Learn and Connect Events SDSU, CSULB and Cal Poly SLO supplemental applications due. Common Application/private university workshops Financial Aid/Scholarships Workshops UC system and UC Berkeley supplemental application due 1/31.
Celebration planning meeting Transfer Advisory Committee Meeting Workshops Transfer Achievement Celebration Appealing Your Admissions Decision Workshops Transfer Basics Class presentations June WACAC Conference CSU Winter Application Period. What’s Next Workshops Graduation Planning for Institutional Effectiveness (PIE) Report Due (program review).
United Nations A/HRC/30/34/Add.1 General Assembly Distr.: General 17 August 2015 Original: English Human Rights Council Thirtieth session Agenda item 3 Promotion and protection of all human rights, civil, political, economic, social and cultural rights, including the right to development Report of the Working Group on the use of mercenaries as a means of violating human rights and impeding the exercise of the right of peoples to self-determination Addendum Mission to Côte d’Ivoire (7–10 October 2014)* ** Summary The Working Group on the use of mercenaries as a means of violating human rights and impeding the exercise of the right of peoples to self-determination visited Côte d’Ivoire from 7 to 10 October 2014 at the invitation of the Government. In accordance with its mandate, the Working Group gathered information on mercenaries and mercenary-related activities as well as the effects of the activities of private military and security companies on the enjoyment of human rights. It met with the Ivorian authorities, as well as representatives from foreign embassies and civil society organizations, to discuss the positive initiatives that had taken place since the 2002 armed conflict and the post-election crisis in 2010.
Table 1. continued Summary of studies presenting data on the outcome domain of effectiveness (cohort studies). Study and Setting Design N Outcome Sub-Domain Measure/Indicator Reed et al. (2004)4 (52) Low secure Retrospective cohort study Follow up: up to 14 years 45 Length of stay Discharge pathway Discharge outcome Incidents Mean number of weeks Level security/type of placement at discharge Positive (discharged to a level of lower security) or negative (discharged to a level of higher security) outcome Collected from hospital incident records. Incidents at baseline (week 6 to 10 of stay) were compared to end of stay (last 4 weeks of treatment). Frequency (total number of incidents per month) was adjusted for length of stay. Change in incidents calculated per person per week Xenitidis et al. (1999) (53) Low secure Retrospective cohort study Follow up: up to 11 years 64 Length of stay Discharge pathway Discharge outcome Incidents Mean number of months Level security/type of placement at discharge Good (discharged to community) or bad (not placed in a community setting) outcome Collected from hospital incident records. Incidents at baseline (week 6 to 10 of stay) were compared to end of stay (last 4 weeks of treatment). Frequency (total number of incidents per month) was adjusted for length of stay. Note. 4The sample in Reed et al (2004) overlaps with that of Xenitidis et al. (1999).
Table 1. Summary of studies presenting data on the outcome domain of patient safety (cohort studies). Study and Setting Design N Outcome Sub-Domain Measure/Indicator Alexander et al. (2015) (38) Medium and low secure Retrospective cohort study Follow up: 6 years 30 Seclusion, restraint and intensive observations Mean number of episodes per patient/month Alexander et al. (2010) (37) Medium secure Retrospective cohort study Follow up: 6 years 138 Seclusion, restraint and intensive observations Mean number of episodes per patient/month (adjusted for length of stay) Alexander et al. (2011) (5) Medium secure Retrospective cohort study Follow up: 4 years 138 Seclusion, restraint and intensive observations Mean and median episodes per patient/month Ayres & Roy (2009) (39) Community Case Series Follow up: up to 3 years 26 Medication Case study: reduction in frequency of use of PRN medication Butwell (2000) (42) High secure Cohort Study Follow up: 10 years Up to 278 Death Frequency of episodes (n and % of all patients) Morrissey & Taylor (2014a) (49) High secure Cohort Study Follow up: 2 years 13 Seclusion Hours per patient for every 6 months of treatment Reed et al. (2004) (52) Low secure Retrospective cohort study Follow up: up to 14 years 45 Seclusion, restraint and relocation Episodes at baseline (weeks 6 to 10 of treatment) were compared to end of stay (last 4 weeks of treatment) Mean monthly rates calculated to control for length of stay Xenitidis et al. (1999) (53) Low secure Retrospective cohort study (4) Follow up: up to 11 years 64 Seclusion Episodes at baseline (week 6 to 10 of treatment) compared to end of stay (last 4 weeks of treatment)
E continued… F) The school arts curriculum committee meets regularly and uses multiple indicators of student performance (e.g., local state and national standards, student performance assessments, arts organization performance assessments from sanctioned events, student academic needs defined by other sources) to evaluate, monitor and make recommendations for any needed revisions in the arts curriculum. Evidence: • All High School and Middle School Bands, Orchestra, and Choir Programs must be adjudicated by the Kentucky Music Educators Association Sanctioned Concert Evaluation Process (panel of judges) annually. •Marching Band must attend and be adjudicated by a panel of judges at KMEA sanctioned evaluations. • All ensembles (students) listen to their recorded performances, the evaluators’ critiques (remarks and scores), and are provided with written comments. •Students analyze their performances. •Educators utilize these processes in the development of revisions to the curriculum.
Users shall be able to enable and disable user accounts. Users shall be able to set up a user to use a password when he logs into the software. The software shall use a combination of a username and a password to authenticate the user’s permission level. The software shall allow granularity of permissions by creating custom user groups. Users shall be able to grant permission for user groups and/or users to access any object in the system (sites, cameras, monitors, video walls, alarm zones, detectors and relays.) For each object access can be limited by function: Delete Camera E-Map Setting Digital I/O setting Camera Advance Video PTZ Control Shut Down Playback VI search Add Camera Schedule Setting Import/Export Camera Privacy Mask VI Setting View Explorer Setting Reboot Playback Event Search Alarm Rule Setting Storage Manager Camera Image Setting PTZ Setting Instant Playback Playback Time Search Users shall be able to reset access permissions on individual objects to use the access permissions of their parent site. Users shall be able to configure application settings specific to Replay event in live or Playback view. Users shall be able to prevent simultaneous listen and speak (full duplex audio.) User Logon
External archiving Network Interface 10/100/1000 Mbps, Ethernet, RJ-45 port Technical Criteria System Embedded Linux Operating System Ethernet Communication LAN/WAN Ethernet access 16 workstation simultaneous Ethernet access No impact to recording No access to stop recording remotely User programmable Ethernet parameters Enable/disable Hostname DHCP (enable/disable) DDNS Static IP address Default gateway Sub-net mask Name Server HTTP port Main port CD/DVD burner SATA hard disk drive configuration 500 GB 1TB 2TB 4TB 8TB 12TB Multiple hard drives configured and presented as a single storage device Hard drives specifically developed for the digital video archiving industry SMART disk drive monitoring Data Interface USB USB memory key archiving devices USB HDD archiving devices Mouse control functions RS-232C Transaction text insertion for POS/ATM Transparent data Factory debugging RS-485 Support networking and control Remote control System operation Setup Uploading Downloading System programming Motorized PTZ control Selectable per camera protocols Up to 16 PTZ camera receivers
Homeostatic Imbalances of Bone Imbalances between bone deposit and bone resorption underlie nearly every disease that influences the adult skeleton. List three major points about the following conditions that affect the skeletal system. (Reference Guide: Human Anatomy and Physiology Text, 9th Edition, Bones and Skeletal Tissues, Chap 6, p224-225) Osteoporosis Osteomalacia Ricket Disease
Syllabus Topic Work to be covered (Objectives) Reference texts Market research : 17 1 & 2 The role of market research and methods used: Market-oriented businesses (uses of market research information to a business) Primary research and secondary research (benefits and limitations of each) Methods of primary research, e.g. postal questionnaire, online survey, interviews, focus groups; the need for sampling Factors influencing the accuracy of market research data BS (260-267 ) 3 Presentation and use of market research results: Analyse market research data shown in the form of graphs, charts and diagrams: draw simple conclusions from such data Marketing mix :19 4 & 5 Product: The costs and benefits of developing new products Brand image – impact on sales and customer loyalty The role of packaging The product life cycle: main stages and extension strategies; draw and interpret a product life cycle diagram How stages of the product life cycle can influence marketing decisions, e.g. promotion and pricing decisions BS (286-290 ) 20 6 & 7 Price: Pricing methods: cost plus, competitive, penetration, skimming and promotional; their benefits and limitations Recommend and justify an appropriate pricing method in given circumstances Understand the significance of price elasticity: difference between price elastic demand and price inelastic demand; BS (299-312 ) Syllabus Topic Work to be covered (Objectives Reference texts