zilongwang/ReadingBank huggingface dataset:
forecast versus actual and 12-month rolling averages to be leveraged with new data sets, helping sales executives better manage their business and ensure compensation plans are best aligned with strategic objectives. Scenario 10: Plant Floor Manufacturer, Data Warehousing and Aggregation A manufacturing enterprise customer designs a high-performance assembly floor plant where instrumentation measurements are generated from Programmable Logic Controllers (PLCs) and recorded into a relational database. Operational efficiencies are calculated against aggregated multidimensional OLAP (MOLAP) views using analysis queries against a proactive cache built from the application OLTP store. Microsoft technology solution set profile SQL Server was used 2008 was used for the relational store, and dimensional views were cached and constructed within Business Intelligence Studio and SSIS. Queries using SSAS interrogate cached views that are updated on the fly and highly optimized for performance. ISV discussion points SQL Server can handle the most demanding OLTP environments, and yet dimensional views as transactions are updating the supporting OLTP tables. ISV Opportunities with SQL Server Analysis Services Effort Using XML for Analysis to communicate with Analysis Services, partners can extend built-in management tools and viewers. ISVs can take advantage of extensibility options with Analysis Services such as assemblies and personalized extensions () . Performance Management/Dashboards Through PerformancePoint Server 2007 ( ), soon to be a part of a future version of PerformancePoint Services for SharePoint () , ISVs are able to provide customers with a deep understanding of trends and what is happening now in their business. Through monitoring, reporting, planning, and analytics, PerformancePoint Server enables rapid scorecard and dashboard construction along with a rich set of tools for probing deeper into dimensional data. With a key performance indicator (KPI) metrics designer, dashboard client, performance map utility, decomposition tree, and analytics modeling,
Domicile /Jurisdiction : Postal Address : Registration Address : Physical Address : (if different from Registration Address) Business Telephone Number : Business Facsimile Number : E-mail Address : Website : Corporate Officer 1 and Title : Corporate Officer 2 and Title : Business Trading Type / Description : Details of Signatory to Contract – Corporate & Individual First Name : Last Name : Date and Place of Birth : Nationality : Passport Number : Date of Issue of the Passport : Expiry Date of the Passport : Title in the Corporation : Mobile Phone Number : Home Address : Home Telephone Number : E-mail Address : Advisor Name : Legal Advisor Address : Legal Advisor Telephone Number : Legal Advisor Facsimile Number :
3.2.1 Was the Firm the Construction Manager At Risk for this Project? Yes No – Role in Project: 3.2.2 Project Name: Project Location: 3.2.3 Name of Project Owner: Phone Number of Project Owner: 3.2.4 Name of Project’s Design Professional: Phone Number of Design Professional: 3.2.5 Date CMR contract was signed: Date of substantial completion: 3.2.6 Contract amount: $ 3.2.7 Contract time (calendar days): 3.2.8 Number of days liquidated damages were assessed: 3.2.9 Did the project include scope of work similar to that in the Project Description for this project? Yes No 3.2.10 Name of CMR’s Project Manager: Table 3.2 – CMR Project Information CMR Project No.: 2 3.2.1 Was the Firm the Construction Manager At Risk for this Project? Yes No – Role in Project: 3.2.2 Project Name: Project Location: 3.2.3 Name of Project Owner: Phone Number of Project Owner: 3.2.4 Name of Project’s Design Professional: Phone Number of Design Professional: 3.2.5 Date CMR contract was signed: Date of substantial completion: 3.2.6 Contract amount: $ 3.2.7 Contract time (calendar days): 3.2.8 Number of days liquidated damages were assessed: 3.2.9 Did the project include scope of work similar to that in the Project Description for this project? Yes No 3.2.10 Name of CMR’s Project Manager: Table 3.2 – CMR Project Information
BUSINESS INTELLIGENCE SUB-GROUP 2: Corporate Submissions Name of Report Who is report for? Brief description of Information provided frequency Output/Publication NHS Corporate Indicators Update Health Board Set of KPIs which have been agreed by all Partnerships within the Health Board area. Quarterly Chief Officer/Chief Executive quarterly meetings Equalities Update Council Update on specific indicators from 2012-2016 Equalities Framework Every 2 years Council Strategic Plan (CSP) Update Council Report to Operational Delivery Scrutiny Committee (ODSC) on the Vulnerable People Theme of the CSP. Approx. twice per year Annual Service Plan and Improvement Report (ASPIR) (Annual) Council Provides a progress report on the delivery of the Council Strategic Plan and major service priorities over the previous 12 months. Also looks at what and how we will deliver these priorities over the next 12 months. Annual Transformation Tracker Report Council Transformation Tracker – 4 weekly update on the delivery of budget savings in respect of the Transformation Programme 4 weekly This is part of a wider corporate report which goes to Senior Council Management. Annual Performance Report Council Update on the progress made over the previous 12 months in relation to the CSP Vulnerable People Theme Annual Public facing document available at:
where proteins are assembled. All bacteria also have a _________________________ _______________________________, which is usually surrounded by a __________ Bacterial Structure Associated Function plasmid _____________________________ capsule ________________________________________________ made up of polysaccharides (complex sugars. _________________________ ______________________________________ and protects it from drying out cell wall cell its shape and surrounds the cytoplasm _________________________________________________________ plasma membrane a layer of phospholipids and proteins that allows certain materials into and out of the cell ribosome Only type of cell organelle found in bacteria. Small factories that translate the genetic code into proteins. fimbriae Small hair-like projections that emerge from the cell membrane. _________________________________________________________ ____________________________________________ cytoplasm Or protoplasm, this is where the functions of cell growth, cellular
U9L4 PRACTICE: LYMPHATIC SYSTEM Describe four main functions of the lymphatic system. (4 marks) Give a function for each part of the lymphatic system listed (5 marks) lymph capillaries lymph veins lacteals lymph nodes valves
a. Zygote mortality is when hybrids (offspring of parents of two different species) do not live to reproduce. b. Hybrid sterility occurs when the hybrid offspring are sterile (e.g., c. In F2 fitness, the offspring are fertile but the F2 generation is sterile. C. Modes of Speciation 1. Allopatric speciation occurs when new species result from populations being separated by a geographical barrier that prevents their members from reproducing with each other. b. While geographically isolated, variations accumulate until the populations are reproductively isolated. c. First postzygotic isolation occurs, then prezygotic reproductive isolation occurs. 2. Sympatric speciation occur when members of a single population develop a genetic difference (e.g., chromosome number) that prevents them from reproducing with the parent type. a. The main example of sympatric speciation is in plants. b. Failure to reduce chromosome number produces polyploid plants that reproduce successfully only with polyploids. c. Backcrosses with diploids are sterile. D. Adaptive Radiation 1. Adaptive radiation is a rapid development from a single ancestral species of many new species. 2. The case of Darwin's finches illustrates the adaptive radiation of 13 species from one founder mainland finch. 3. On the Hawaiian Islands, a wide variety of honeycreepers descended from one goldfinchlike ancestor; Hawaii is also the home of the silversword plants that radiated from ancestral tarweeds. Environmental impacts: What is Pangea? Continental Drift?
Table III The Incremental Effect of a Sex Offender on a Home’s Time on Market and Probability of Sale – Weibull Accelerated Failure-Time Form and Log Relative-Hazard Form Weibull Distribution Coefficients Dependent Variable: Days on Market Weibull Distribution Coefficients Dependent Variable: Sold [5] [6] First Sex Offender ≤ 0.25 mile 0.098** (1.98) -0.146** (-1.99) Second Sex Offender ≤ 0.25 mile 0.012 (0.17) -0.018 (-0.17) Third Sex Offender ≤ 0.25 mile 0.794*** (3.30) -1.179*** (-3.29) Four or More Sex Offenders ≤ 0.25 mile 0.538** (2.50) -0.798** (-2.50) /ln_p 0.394*** (28.35) 0.394*** (28.35) p 1.48 1.48 Property Characteristics Macroeconomic Controls Season Fixed Effects Census Block Groups Year Fixed Effects Observations 19,701 19,701 Sold Homes 12,406 12,406 Notes. Robust z-statistics in parentheses (Errors Clustered by Census Block Group) *** p<0.01, ** p<0.05, * p<0.10
discuss my own personal analysis of the book by choosing one scene representative of each character. I will discuss that scene using the dramatistic pentad. In Chapter Four I will focus on the film adaptation of Waiting to Exhale. The content, plot, setting, and characters will be discussed placing an emphasis on Forest Whitaker’s vision as the director. Reviews on the movie will be used here as well. I will then, by leading woman, choose one scene and discuss it using the dramatistic pentad. In Chapter Five I will compare/contrast the movie and the book and then state my conclusion. McMillan’s versus Whitaker’s vision will be discussed. However, the emphasis will be the scenes chosen for each leading character and what the audience gained and/or lost within it. Emphasis will also be placed on what the audience gained and/or lost when the book was made into a film. That will include casting decisions, missing material from the book, and changes made in the film. Finally I will discuss ideas for potential research on the topic should anyone else want to research it in the future.
HEALTH AND SAFETY inc. RISK ASSESSMENT POLICY Date Review Date Headmistress Proprietor October 2017 2018-2019 Zoe Sylvester Brian Berkery This Policy part of a set of documents and policies which relate to the safeguarding and welfare responsibilities of the School. PROPRIETOR’S STATEMENT OF INTENT FOR HEALTH AND SAFETY 1. The overall responsibility for Health and Safety within the School lies with the Proprietor who will have due regard for the guidance published by DfE as: Health and Safety: Advice on legal duties and powers. For local authorities, school leaders, school staff and governing bodies - February 2014. 2. As a School, we attach the highest priority to ensuring that all the operations within the School environment, both educational and support, are delivered in a manner that is safe and healthy for all. The Proprietor is committed to safeguarding the welfare of everyone in our community in order that effective learning can take place. 3. Day to day responsibility for the operation of health and safety at the School is vested with the Headmistress. The Proprietor will assist the Headmistress to implement and maintain this policy and will consider health and safety matters when assessing the budget. The Headmistress will ensure that the School adheres to the following framework for managing health and safety: the external fabric of the school, its plant, equipment and systems of work are to be surveyed and inspected regularly by qualified professionals their recommendations (together with other defects) are to be tabled at each of the monthly Health and Safety meetings as part of the Headmistress’ report to the Advisory Board annually and are to form the basis of the school’s routine maintenance programmes a competent person is to write a fire risk assessment which is to be updated every 3 years and more frequently if significant changes are made to the interior of buildings, or new buildings are bought or added. The Proprietor is to review this risk assessment every time it is amended and submit an appropriate report at their next meeting
Appendix 1 Health and safety checklist for classrooms Checklist: Yes Further action needed N/A Movement around the classroom (slips and trips) Is the internal flooring in a good condition? Are there any changes in floor level or type of flooring that need to be highlighted? Are gangways between desks kept clear?
Are trailing electrical leads/cables prevented wherever possible? Is lighting bright enough to safe access and exit? Are procedures in place to deal with spillages, eg water, blood from cuts? For classrooms: access steps or ramps properly maintained? access stairs or ramps provided with handrails? Work at height Do you have an stepstool or stepladder available for use where necessary? Is a provided for opening windows? Furniture and fixtures Are permanent fixtures in good condition and securely fastened, eg cupboards, display boards, shelving? Is furniture in good repair and suitable for the size of the
Number employed Accredited contractors report the number of head contractor employees and employees for both Scheme and non-Scheme projects. Period Number of Head contractor employees on Scheme projects Number of on Scheme projects Number of Head contractor employees on Non-Scheme projects Number of on Non-Scheme projects Jul to Dec 2007 1,562 20,492 37,736 200,587 Jan to Jun 2008 769 13,652 54,921 228,764 Jul to Dec 2008 6,053 20,338 77,194 230,752 The total number of Scheme project employees increased nearly 20 per cent between the December 2007 and December 2008 reporting periods (from 22,054 to 26,391 employees). Non-Scheme project employees increased from 238,323 to 307,946 over the same period, an increase of 29 per cent. The total number of employees of accredited contractors (both Scheme and non-Scheme project employees) for the December 2008 reporting period accounted for approximately 48 per cent of all construction industry employees (the number of accredited contractor employees was 334,337 and the total number of construction industry employees was estimated as 701,687) compared to around 39 per cent for the December 2007 reporting period. Injury frequency rates Lost Time Injury Frequency Rate (LTIFR) Period LTIFR Median on Scheme projects LTIFR Arithmetic Mean on Scheme projects LTIFR Winsorized Mean on Scheme projects LTIFR Median on projects LTIFR Arithmetic Mean on projects LTIFR Winsorized Mean on projects Jul to Dec 2007 0.00 6.62 4.04 4.30 9.97 7.52 Jan to Jun 2008 0.00 9.24 8.72 4.95 10.41 9.05 Jul to Dec 2008 0.00 7.44 6.21 4.65 12.22 7.36 The median LTIFR for Scheme projects has remained at zero since the inception of biannual reporting, while the median LTIFR for non-Scheme projects has remained relatively steady. For each of the three reporting periods, more than half of the accredited contractors reported no LTI’s for Scheme projects, while around one quarter of accredited contractors reported no LTI’s for non-Scheme projects.
</xsd:sequence> </xsd:complexType> </xsd:element> <xsd:element name="Delete"> <xsd:complexType> <xsd:annotation> <xsd:documentation> The Delete operation deletes an existing subject or, in an encounter-centric model, an existing encounter from the system. </xsd:documentation> </xsd:annotation> <xsd:sequence> <xsd:element name="DeleteRequest" nillable="true"> <xsd:complexType> <xsd:complexContent> <xsd:extension base="tns:AggregateRequestTemplate"> <xsd:sequence> <xsd:element name="Identity" type="tns:BIASIdentity" minOccurs="0" maxOccurs="1"> <xsd:annotation> <xsd:documentation>The identifier for the subject, or in encounter-centric model the encounter to be deleted; required for encounter-centric models.</xsd:documentation> </xsd:annotation> </xsd:element> </xsd:sequence> </xsd:extension> </xsd:complexContent> </xsd:complexType> </xsd:element> </xsd:sequence> </xsd:complexType> </xsd:element> <xsd:element name="DeleteResponse"> <xsd:complexType> <xsd:annotation> <xsd:documentation>The response to an Delete request.</xsd:documentation>
CBEFF_BDB_comparison_algorithm_type Optional child of <BDBInfo> Yes Yes CBEFF_BDB_quality_algorithm_owner Optional <QualityAlgorithmOwner> child of <BDBInfo> Yes Yes CBEFF_BDB_quality_algorithm_type Optional <QualityAlgorithmType> child of <BDBInfo> Yes Yes Optional child of <BDBInfo> Yes Yes CBEFF_BDB_compression_algorithm_type Optional child of <BDBInfo> Yes Yes CBEFF_BDB_processed_level Optional <Level> child of <BDBInfo> Yes Yes CBEFF_BDB_purpose Optional <Purpose> child of <BDBInfo> Yes Yes CBEFF_BDB_quality Optional <Quality> child of <BDBInfo> Yes Yes CBEFF_BDB_validity_period Optional <NotValidBefore> and <NotValidAfter> children of <BDBInfo> Yes Yes CBEFF_BIR_creation_date Optional <CreationDate> child of <BIRInfo> Yes Yes CBEFF_BIR_creator Optional <Creator> child of <BIRInfo> Yes Yes CBEFF_BIR_index Optional <Index> child of <BDBInfo> Yes Yes CBEFF_BIR_patron_format_owner N/A No No CBEFF_BIR_patron_format_type N/A No No CBEFF_BIR_payload Optional <Payload> child of <BDBInfo> Yes Yes CBEFF_SB_format_owner Optional <FormatOwner> child of <SBInfo> Yes Yes CBEFF_SB_format_type Optional <FormatType> child of Yes Yes CBEFF_BIR_validity_period Optional <NotValidBefore> and <NotValidAfter> attributes of <BIRInfo> Yes Yes patron_header_version Optional <Major> and <Minor> children of <Version> Yes Yes CBEFF_version Optional <Major> and <Minor> children of <CBEFFVersion> Yes Yes BDB Optional <BDB> Yes Yes SB Optional <SB> Yes Yes
research (Vol. 8, pp. 143–233). : Agathon Press. Menard, Scott.2010. Logistic Regression: From Introductory to Advanced Concepts and Applications. Thousand Oaks: Sage. Nelson, T. E., & Kinder, D. R. 1996. “Issue frames and group-centrism in American public opinion.” Journal of Politics, 58: 1055–1078. Petchers, Marcia and Julian Chow. 1988. “Sources of Variation in Students’ Evaluations of Instruction in a Graduate Social Work Program.” Journal of Social Work Education, 24(1): Pohlmann, J. T. 1975. “A Multivariate Analysis of Selected Class Characteristics and Student Ratings of Instructions.” Multivariate Behavioural Research, 10(1): 81–91. Pounder, J. 2007. “Is Student Evaluation of Teaching Worthwhile? An Analytical Framework for Answering the Question.” Quality Assurance in Education, 15(2): 178–191. Scherr, F., & Scherr, S. 1990. “Bias in student evaluations of teacher effectiveness.” Journal of Education for Business, 65(8): 356–358. Simpson, P.M., and J.A. Siguaw. 2000. “Student evaluations of teaching: An exploratory study of the faculty response.” Journal of Marketing Education, 22(3), 199–213. Tatro, C. 1995. “Gender effects on student evaluations of faculty.” Journal of Research and Development in Education, 28(3), 169-173. Wachtel, H. 1998. “Student evaluation of college teaching effectiveness: A brief review.” Assessment and Evaluation in Higher Education, 23: 191–212. Zaller, J. R. 1992. The Nature and Origins of Mass Opinion. : Press. Appendix: Question Wording and Variable coding Question Wording ItemCoding Traditional Re-Take Question: “Considering your experience with this course, and disregarding your need for it to meet program or degree requirements, would you still have taken this course?” 1 (Yes) 0 (No) Revised Re-Take Question: “Considering the of course in preparing for future study and future work, would you still have taken this course?” 1 (Yes) 0 (No)
Do/will you or the nominee work in partnership with any other people or organisations? If yes, please provide details. Any other Comments? If you are a Tutor please let us know why you are nominating this student. If you are applying on your own behalf, a letter of support from a relevant person (e.g. tutor, teacher, mentor, colleague) would strengthen your application. Declaration Name: Signature: Date: Referee Name: Address: Signature: Date: Relationship to applicant: Proof of address and ID (copies) should be provided with your application
We’re seeking Behavior Analysts (BCBA) Join us as we expand our ABA services to multiple locations! Purpose: To provide the highest quality of Applied Behavior Analysis (ABA) services to children with autism and other developmental disorders, resulting in superior patient outcomes and ensure the highest quality of care. Our Growth: We were founded in 2000 and recently partnered with Shore Capital Group who are committed to fostering and supporting healthcare companies such as Behavioral Innovations. With plans to expand to multiple locations in 2018 and beyond, we are looking for talented candidates with a passion for leading a team, a thirst for knowledge and innovative ideas to create a positive work environment. Benefits: Competitive Salary & Annual Annual Bonus (Clinical Directors only) 20 days PTO and 7 paid holidays 401(k) Company paid CEU’s – 2 conferences Choice of medical plans which include $20.00 co-pays, tele-medicine and prescriptions. Dental/Vision/Flex spending accounts Life insurance and short-term disability Ongoing Professional and Career Development New Locations Coming Soon in 2019 Our Current Openings! Allen, TX Plano, TX Frisco, TX Denton, TX Colleyville, TX Carrollton, TX Sugar Land, TX Cypress, TX For additional information please contact Soto Nikolopoulos, Director of Talent Acquisition who is leading our recruitment efforts:
Purpose: To improve delivery of innovative and creative teaching and learning experiences for students to reach their academic, vocational, technological, social, cultural and personal potential in a global society. Purpose: The focus on BHS Quality Systems recognises that processes are the means by which the school organisation harnesses and realises the talents of its people to produce quality teaching and learning and relationships that are critical for student success. Purpose: To develop productive relationships within the school and wider community in order to enhance the educational opportunities for the students of Belmont High School.
effectiveness; TTFM survey results; staff collaboration and feedback; SRC student survey; milestone monitoring and ASR date collection. Use of innovative ICT for and students in the classroom – faculty and committee plans explicitly linked to school plan. Increased attendance and student engagement through alternative pathways to meet student
sporting, cultural, academic and vocational outcomes and aspirations. Encourage community partners to attend and address school assemblies. Leaders: Act as conduit between all parties to foster positive and productive relationships for the benefit of the whole school community based on transparent communication. Ensure the school plan is supported by appropriate faculty/Welfare/CAT team plans. Promote regular staff/community participation in homework centre as part of school culture. Literacy/numeracy data analysis as a part of IEP/PLP conference. Celebration of ATSI PLP achievement in all school award ceremonies. SRC consultation in student support and teaching and learning programs and processes. Showcase the excellence and integrity of BHS students and staff to broader community including positive media promotion.
Norris, Frederick, “Timothy I of Baghdad, Catholicos of the East Syrian Church, 780–823: Still a Valuable Model” Pages 133-36 in International Bulletin for Missionary Research. Vol. 3 (2006). Roggema, Barbara. The Legend of Sergius Bahıra: Eastern Christian Apologetics and Apocalyptic in Response to Islam, Leiden: Brill, 2009. Ter Haar Romeny, R. B. “Biblical Studies in the Church of the East: The Case of Catholicos Timothy I” pages 503-10 in Studia Patristica vol. 34 (2001).
From Turumunga Grampanchayat Turumunga and From Rajanagar Grampanchayat Rajanagar were selected at Random.Simillarly , from Jajaposi Grampanchayat Jajaposi and from Bhanda Grampanchayat Nandapur villages were selected at random.All total of 4 villages were selected at Random. 5. Selection of Sample respondents:- From each selected villages the total no. List of farmers and farm women was prepared; out of which the farmers and farm women sample was drawn through Proportionate Random Sampling. 4.1. DISTRICT NAME OF THE BLOCK NAME OF THE NAME OF THE VILLAGE TOTAL MALE FARMER SAMPLE MALE TOTAL FEMALE FARMER SAMPLE FEMALE KEONJHAR PATANA TURUMUNGA 264 44 121 28 RAJANAGAR 166 27 134 31 CHAMPUA JAJAPOSI JAJAPOSI 163 26 145 34 BHANDA NANDAPUR 141 23 112 27 TOTAL 743 120 512 120 Sampling Design LOCALE AND SETTING The purposive sampling procedure has been followed for selection of Sample District. The State of Odisha is comprised of 30 Districts. Out of which Keonjhar District. Was selected for study purposively as the Researcher belongs to the Sample District. And it will help in collection of Data Properly. As per 2011 Census Kendujhar is the 4th district in terms of size and 8th in terms of population. In terms of population per Sq. Km Kendujhar is 18th densely populated district in the state. Kendujhar has 12th rank in terms of sex ratio in the state. Situation of District:-The KeonjharDistrict emerged as one of the District on 1st January, 1948. The District is bounded by Mayurbhanj District and Bhadrak District to the east, Jajpur District to the south, Dhenkanal District and Sundargarh District to the west and West Singhbhum district of Jharkhand State to the north. Covering a geographical area of 8240 sq kms, the Keonjhar District lies between 210 1’ N to 220 10’ N latitude and 850 11’ E to 860 22’ E longitudude. Basic Information of Keonjhar District
Catholicism 101: Essentials for the Journey by Jeff Cavins (DVD) 10 part DVD Series with workbook Feast of Faith – The Eucharist by Marcelino D’Ambrosio, Ph.D. 4 part DVD Series with workbook
Nursery Locations: Nursery I Age: 0-9 months Workers: Randy & Debbie Heavener Location: Room116 Nursery II Age: 9-18 months Workers: Wayne & Renee Sutton Location: Room 133 Nursery III Age: 18-30 months Workers: Tim & Erin Courtney, Mick & Laura Wrigley Location: Room 143 Bible Study Groups for Kids Toddlers Age: 30 months - 3 old Teachers: Tina Prescott & Mansour Location: Room 136 Pre-Primary Age: 4-5 years old Teachers: Demetria Spears Location: Room 148 Primary Boys Age: Grades 1-3 Teachers: Jared Geesaman Location: 212 Primary Girls Age: Grades 1-3 Teacher: Tina Higginbotham And Kathy Russell Location: Room 211 Junior Boys Age: Grades 4-5 Teacher: Stephen Canter Location: Room 214 Junior Girls Age: Grades 4-5 Teacher: Cindy Bean Location: Room 213 Bible Study Groups for Students Group: Middle School Boys Teachers: Eli Culwell & Jared Stancil For Who: Grades 6-8 Where: Room G204 Group: Middle School Girls Teachers: Jamie Tice & Katie Musson For Who: Grades 6-8 Where: Room G203 High School Boys Teachers: Walter Schumacher & Daniel Crowell For Who: Grades 9-12 Where: Room G205 Group: High School Girls Teachers: Deana Campbell & Heather Hill For Who: Grades 9-12 Where: Room G202 Bible Study Groups for Adults Group: Quest Teacher: Josh For Who: College and Single Adults Where: Room 130 Group: Re-Kindle Teacher: Dewayne Coleman For Who: Couples 25-35 Room 204 Group: Fusion - Young Married Teacher: Ray Marin For Who: Couples 35-45 Where: Room 207 Group: Ambassadors Teachers: George Philips & Terry Augustin For Who: Couples 35-50 Where: Room 106 Group: Berean Class Teacher: Alan Hardy For Who: Couples 45-60 Room 115 Group: Caring Class Teacher: Bob Kirby For Who: Couples 50-65 Where: Fellowship Hall Group: Ladies Class Teacher: Carolyn Garner For Who: All ladies Where: Room 131 Group: Prime Time Class Teacher: Craig Geesaman For Who: Over 65 Where: 132 Group: Discovery Class Teacher: Pastor Martin For Who: Open Where: Room 113
THE BRICK BIBLE FOR KIDS BAG FROM (Around £3) The Complete Brick Bible for Kids by Brendan Powell Smith (pub. Sky Pony Press, around £11) Lego people – plenty of varied sets available on ebay at around £7 Lego bricks set –plenty on ebay around £15 Lego animals set – also on ebay at about £15 Lego is very expensive so there are three main options a) Use second hand, charity shops. You’ll need to keep looking and visiting several! b) Use ebay – bidding is a bit of a pain, but there are some lots which you can just buy. c) Appeal to church members, relatives neighbours etc. who might have some stashed away in their cupboard or loft. Make sure you wash and dry all second hand Lego thoroughly. Suggestions You are welcome to read the book and use the toys as you wish, but if you like some ideas we hope you find these useful. Read the story of Joseph and the Colourful Coat – p. 39 Read the story of David and Goliath – p. 69 Read the Christmas Story on –p. 159 Choose a page you really like and make your own Lego model to go with part of the story. Which was your favourite story? Why did you like it? BAG 4 KS1/2 (AGES 6-11)
We like to compete, beat others into submission. But this is not your kind of wisdom, God. You ask us to work together to build a better world; and your kind of submission is altogether different. When we make our opponents submit, we knock them out of the game. But you, Lord, invite us to yield to your gentleness, so that we may join with you. We like to build our little kingdoms, but your kingdom alone shall reign, O God. Amen. A prayer of thanksgiving Thank you, Lord, for making us think. Thank you for showing us another way. Just when we thought we had it all sussed out, you came to teach us a better way. Thank you for the wisdom that comes from above. Thank you for all your heavenly love. Amen. OR A prayer of thanksgiving Lord of the Word, you for the gift of speech, for this incredible asset that allows us to communicate. With the gift of speech, we can tell others how we feel; we can pass on to them the things we have learned. Help us to use this gift responsibly for, with lack of wisdom, it becomes a sword. Thank you for helping us to choose our words wisely. Amen.
Belief Churches should be safe places for all who visit them Action Have in Safeguarding children and vulnerable adults policies and training Belief All people are made in God’s image and have value Action Belief We should worship God with our lives Action Belief The Bible is God’s word to us Action Belief We are stewards of creation Action Belief Our church should be welcoming to everyone, whatever age, gender, race or family status Action Speech and Wisdom: James 3: 1-4: 12 Week Three
Do you feel overscheduled and underconnected? Would you love to bring back the rest and recreation you both crave? Do you wish there was a surefire way to create more meaningful time together each day? Reclaim your time together and all the relational benefits that go with it. This small group DVD curriculum by relationship experts Les and Leslie Parrott gives you the tools you need to stay connected as a couple and make every moment together count. Your Time Starved Marriage small group DVD kit includes: Your Time-Starved Marriage DVD-ROM (includes 6 video sessions) and the Leader's Guide.
Bible Study Wednesday, October 15, 2014 DECEIVED BY THE EVIL ONE In last week’s lesson we talked in detail about The Evil One (Satan). In last Sunday’s sermon, I preached “How To Get Up After You Fall.” In tonight’s lesson we will look at some reasons why Believers fall. Reasons Why Believer’s Fall Caught off guard by a sudden temptation or attack. Galatians 6:1 Overwhelming temptation often followed by spiritual success. Matthew 3:16-17, 4:1 Satan got to them through someone close. Genesis 3:1-6; Judges 16:4-6 They were given early warning signs. John 16:7-8; 1st Corinthians 10:13 They were isolated from other believers. 2nd Samuel 11:1-2; Hebrews 10:24-25 Deception and some of secrecy were involved. 2nd Samuel 11:4, 8-13 They felt overwhelming feelings of powerlessness. Romans 7:15-19 Many, after it was over, hated what they had done. Luke 15:14-19 Many felt a period of spiritual numbness. Romans 7:23-24 of remorse and sorrow will happen causing sincere repentance. Psalm 51:1-13 My brothers and Sisters, there are reasons why Believers fall. Study these reasons, learn from these reasons, so that we will be able to STAND!!
fellowship offerings. After the seven-day consecration by burnt offerings and sin offerings, the altar was ready for the celebration of the more festive fellowship offerings where the people partook of some of the meat (see Lev 3). (CSB) שְׁלָמִים is traditionally rendered “peace offerings,” but I prefer “communion offerings.” That seems especially appropriate here. The “burnt offering” (עוֹלָה) accented the vertical dimension, since the entire animal was burned and sent up, as it were, to God as a visible prayer (e.g., Leviticus 1). The שְׁלָמִים were the only sacrifice where a part of the meat was returned to the worshippers for them to eat as a “communion meal,” presumably on the temple precincts (e.g., Lev 7:15–16), and so it stresses the horizontal perspective of God’s people communing together with each other as well as with their Lord (cf. 1 Cor 10:16–17; 11:27, 33–34). (CC) ACCEPT YOU – It is an elementary matter of the distinction between Law and Gospel that רָצָה must be heard as a verb of grace, not of works. God definitively showed his favor and acceptance (Mt 3:17; 12:18; 17:5; Lk 2:40, 52) toward his only Son, Jesus Christ, who offered himself as the one perfect sacrifice that made atonement for all of humanity’s sins—a theme applied in this entire section to the altar by means of the verbs חִטֵּא, “absolve” (43:20, 22–23) and כִּפֵּר, “make atonement” (43:20, 26). On the basis of that sacrifice, and because of the merits of Christ himself, God accepts (Rom 15:7) and looks with favor (Lk 4:19; 2 Cor 6:2; cf. Gal 1:10; 1 Pet 2:19–20) upon all believers in Christ, who are justified through faith alone, and who, like Abraham (Gen 15:6), do not simply follow laws or customs, but offer to him the “obedience of faith” (Rom 1:5; 16:26; see also Romans 4). (cc)
Criteria Level 4 80 – 100% Level 3 70 – 79% Level 2 60 – 69 % Level 1 50 – 59 % Level R below 50% Mark Poster sheet name of book # of chapters type of book 1st & last verse time frame student name identifies approach used copy all info complete extra info given (origin of name, etc) complete information missing one or two informational items missing 3 or 4 informational items many missing informational items /20 Theme of book in pictures and words Outstanding picture and words used to describe the theme of the book Clearly states theme and represents it in appropriate picture form States with some precision theme and represents it somewhat in picture form barely stated and represented in a limited fashion. Assistance needed to identify theme. One missing and picture missing /10 Summary of story and how relates to you Confidently states summary and uses complex ideas of how it relates to them Clearly states summary and how it relates to them Somewhat describes summary and how it relates to them Describes in a limited fashion the summary and how it relates to them With assistance, states a summary of and how it relates to them or missing /20 Creativity and neatness, including spelling and grammar Outstanding creativity and neatness. No spelling or grammar errors Good creativity and neatness; some spelling and grammar errors Some creativity and neatness; some spelling and grammar errors Very little creativity or neatness numerous spelling and grammar errors No creativity; too many errors /10 Comments: Overall grade and level:
Third Nine Weeks Proverbs 19:20 – Listen to counsel and receive instruction so that you may be wise later in life. Philippians 2:4 – Everyone should look out not only for his own interests, but also for the interests of others. Ephesians 4:2 – …with all humility and gentleness, with patience, accepting one another in love. Psalm 138:3 – On the day I called, You answered me; You increased strength within me. Psalm 34:4 – I sought the Lord, and He answered me and delivered me from all my fears. Joshua 1:9 – I commanded you; be strong and courageous? Do not be afraid or discouraged, for the Lord your God is with you wherever you go. Matthew 1:21 - She will give birth to a son, and you are to name Him Jesus, because He will save His people from their sins. 1 John 1:9 – If we confess our sins, He is faithful and righteous to forgive us our sins and to cleanse us from all unrighteousness. Matthew 9:36 – When He saw the crowds He felt compassion for them because they were weary and worn out, like sheep without a shepherd.
Biblical Exegesis Steps in Exegesis: Survey the text Establish the historical, literary, and theological contexts Analyze the content, form, and structure of the passage and its elements Synthesize your findings and come to a conclusion Tips: Know YOUR context, not just the context of the passage Always have a thesis and draw back to that thesis Stand on your own observations; use commentaries to inform and support Avoid lengthy summaries or histories
Course Schedule The following is our intended course schedule. This schedule is open to alteration throughout the semester if the teachers see fit. Date Class Topic Reading Due Assignment Due February 7 Introduction to Course: What is the Revelation: General and Specific How We Got the Sailhamer, 9-12 February 14 Where did the Bible Come from? Who Wrote the Bible? Issues of Inspiration and Canonization Sailhamer, 14-45 Short Essay 1 Exegetical Reflections Luke 24:36-49 February 21 What is the Bible Like? Doctrines of Scripture Sailhamer, 48-88 Exegetical Reflections 2 Timothy 3:10-17 February 28 Introduction to Hermeneutics: Principles of Interpretation; Methods of Interpretation A Guide to Interpreting the Bible: Stein, 1-29; scan pp. 30-53 and be sure you have a grasp on highlighted words and their definitions. Short Essay 2 Exegetical Reflections Psalm 119 (any two consecutive sections) March 7 Biblical Exegesis: The OT Law (OT Historical Narrative) Stein, 68-108 Exegetical Reflections Exodus 2 March 14 Biblical Exegesis: The OT Prophets Stein, 137-151 Exegetical Reflections Ezekiel 34:1-24 March 21 ***NO CLASS*** Spring Break March 28 Biblical Exegesis: The OT Writings (Poetry, Psalms, and Proverbs) Stein, 109-136 Exegetical Reflections Proverbs 13 April 4 Biblical Exegesis: The Gospels / Parables / Acts Stein, 158-173 Exegetical Reflections Luke 18:9-14 April 11 Biblical Exegesis: The Epistles Stein, 189-208 Exegetical Reflections Romans 5 April 18 Biblical Exegesis: Revelation/Apocalyptic; Course Conclusion Stein, 152-157, Final Paper Exegetical Reflections Revelation 21:1-8 Exegetical Reflection Questions
252–57 30 17.0 Idolatrous Ideologies and 17.1 Liberalism Define ideology and relate it to the concept of idolatry. Define liberalism as it is used in political science and distinguish this definition from popular usage. Outline the development of differing conceptions of liberalism. Evaluate the values, goals, and outcomes of classical liberalism, progressive liberalism, and libertarianism. 102–3 257–60 17.2 Democracy Distinguish between democracy as a political system and democracy as an ideology. Trace the history of opposition to and acceptance of democracy. Evaluate the strengths and weaknesses of democracy. 104 260–62 17.3 Socialism Identify the origins of socialism and explain its concerns and values. Evaluate the goals and the effectiveness of socialism. 105–6 262–66 17.4 Conservatism Explain how conservatism differs from other ideologies. Define the strands of American conservatism. Evaluate the strengths/weaknesses of each strand of American conservatism. 107 267 Review Chapter 18: The Goal of Government 18.1 Explain how the realities of Christ’s present and future should shape Christian involvement in politics. 18.2 Evaluate the church and state positions described in this chapter. 18.3 Describe the methods and characteristics of proper Christian political involvement.
 Ministry for women with children  Other:_________________________________________________________ COMMUNICATION/WEBSITE Photography Team  Photograph events Help prepare multi-media Work on the Website  Other:_________________________________________________________ Art Team  Design and do art work for flyers, posters, and promotion  Other:_________________________________________________________  Write articles  Other:_________________________________________________________ HELPS Social/Practical  Babysitting  Housesitting  Special circumstance needs (i.e., meals during illness)  Hospitality in general
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Biblins Bunkhouse Booking Form Before completing this form please refer to the conditions of use set out in the brochure and overleaf Name of Group Name of Leader Name of Contact Address of contact Postcode Daytime Tel. Home Tel. e-mail. fax Booking Category (see overleaf for details) Date of arrival (weekday Mon 9am - Fri 4pm) (weekend Fri 6pm - Sun 6pm) Day: Month: 2016 Time: Date of departure Day: Month: 2016 Time: Number in party Canoe Launch fees @ £1.50 per boat boats £ Firewood at £10 per night or £40 per week fires £ Cars @ £2 per car per vist Cars £ Total fees due (£220pn) (see price list overleaf) nights £ Deposit enclosed (see booking conditions overleaf) £ Please sign to acknowledge that you have read the safety information and the conditions of use. including cleaning Signature I will/will not require cleaning Cheques made payable to FORESTRY COMMISSION FOR CONFIRMATION PLEASE ENCLOSE A STAMPED ADDRESSED ENVELOPE WITH BOOKING FORMS AND SEND TO ADDRESS OVERLEAF.
2015 FLYP WORKSHOP BIBLIOGRAPHY Books Bellisario, Gina. Let’s meet a librarian. Millbrook Press, 2013. Bloom, Suzanne. The bus for us. Boyds Mills Press, 2013. Buckley, Michael. NERDS. Harry N. Abrams, 2010. Chambers, Ailine. Superheroes. Gareth Stevens Publishing, 2014. Dean, James. Pete the Cat’s Old MacDonald had a farm. HarperCollins, 2014. Donaldson, Julia. Superworm. Arthur A. Levine Books, 2014 Gorbachev, Valeri. Me too! Holiday House, 2013. Hiasson, Carl. Chomp. Knopf Books for Young Readers, 2012. Isaacs, Anne. Meanwhile, back at the ranch. Schwartz & Wade, 2014. Judge, Lita. Flight school. Atheneum Books for Young Readers, 2014. Katz, Karen. Superhero me! Grosset & Dunlap, 2009. Lemke, Donald. Superman to the rescue. Picture Window Books, 2013 London, C. Alex. We are not eaten by Yaks. Puffin, 2013. Miyares, Daniel. Pardon me! Simon & Schuster Books for Young Readers, 2014. O’Connor, George. Olympians. First Second, 2013. Rex, Adam. The true meaning of Smekday. Disney-Hyperion, 2007. Savery, Annabel. Superheroes. Smart Apple Media, 2012. Sazaklis, John. Batman classic: Fowl play. HarperFestival, 2012. Shannon, David. Jangles: a big fish story. Blue Sky Press, 2012. Spies, Karen. Heroes in Greek Mythology. Enslow Publishers, 2008. Trine, Greg. Melvin Beederman, superhero (series title). Square Fish, 2006. Vickers, Rebecca. Every person has a history. Heinemann Library, 2014. Willems, Mo. Goldilocks and the three dinosaurs. Balzer and Bray, 2012. YouTube links A Brief History of Time by Stephen Hawking - Human by Michael Carroll - Throne of Glass by Sarah J. Maas - Fangirl by Rainbow Rowell - Me, Earl and the Dead Girl by Jesse Andrews - Pete the Cat’s Old MacDonald had a farm- 101 Babysitting Tips and Guidelines for Beginners -
Client Find Tip: Find is used to find clients registered at your provider only. From the Home screen: Click Client, Find Client. Click the First Name field and enter name. Click the Last Name field and enter name. Click the Date of Birth Field and enter DOB. Click the Individual ID field and enter ID. Click the Last 4 SSN field and enter the last 4 digits of the SSN. Click Medical Record Number and enter number. Click the Medicaid ID field and enter number. Tip: Not all fields are required to Find a Client. You can Find by First Name only as an example. Click Find Client. the Client ID of the individual found on the list of possible matches. The Client Dashboard is displayed. Client Contact Information From the Client Dashboard: Click Profile or Contact tab. Click any of the fields and enter/edit the information. Click Save. Client Mandated Data From the Client Dashboard: Click Mandated Data tab. Mandated Data tab will have an orange exclamation indicator if Initial Registration is missing, or if the last record occurred over 210 days ago. Click on the any of the completed records to view that Mandated Data record. Click Cancel to return to the Mandated Data tab, or click any of the other tabs on the Client Dashboard.
6 Availability and access Through the WA Healthy Youth Coalition (WHY), facilitate collaboration between prevention and industry representatives on issues related to the “responsible retailing” of alcohol beverages (e.g. product placement, theft, advertising, training etc.) Support the LCB’s Responsible Vendor Program (RVP), including an expansion to include beer/wine retailers in addition to spirits retailers. Address retail practices and policies Invite industry representatives to WHY work sessions periodically. Expansion of RVP program. Recruit local coalitions to assist in gaining increased involvement of retailers. WHY Policy Impact Team develop issues paper on powdered alcohol. Policy Impact Team Kim Sauer, LCB Policy Impact Team Fallis) Yet to be scheduled Expansion of RVP to beer/wine retailers approved by the LCB. Beer/wine retailers are joining RVP, 15 coalitions are working with LCB to promote the RVP. Issue paper released 1/23/2015 9/30/15 1/31/15 Increase use of best practices by retailers. Increase compliance rates for no sales to minors. Stakeholders and policy makers become better informed about powdered alcohol and its potential implications for underage drinking. The paper was read and/or discussed by agency officials, stakeholders and legislators. House Bill 5292 was passed and signed by the governor. The bill prohibits the possession, use and sale of powered alcohol.