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You can also pick up a hardcopy of this resource from Bldg. 802 Administration. InformAlberta This directory provides community, health, social, and government services information across the province. City of Calgary Community and Neighbourhood Services PS/CNS/Pages/home. aspx This directory includes social services and recreational opportunities. Distress Centre 24 hour crisis line 403 266 4357 HELP There is free professional counselling. All counsellors are Registered Social Workers. 24 hour Suicide Prevention Line 1 800 784 2433 SUICIDE 300 1010 Eight Avenue, SWWomens Centre 403 255 5102 Safe place for women to talk to someone and get information on services. 646 First Ave. N. E.
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Morgan Chase, Bank of America, UBS, Lehman Brothers, Bear Stearns, Wachovia and more these three Wall Street wiseguys spent the past decade taking part in a breathtakingly broad scheme to skim billions of dollars from the coffers of cities and small towns across America. The banks achieved this gigantic rip off by secretly colluding to rig the public bids on municipal bonds, a business worth $3. 7 trillion. By conspiring to lower the interest rates that towns earn on these investments, the banks systematically stole from schools, hospitals, libraries and nursing homes from virtually every state, district and territory in the United States, according to one settlement. And they did it so cleverly that the victims never even knew they were being cheated. No thumbs were broken, and nobody ended up in a landfill in New Jersey, but money disappeared, lots and lots of it, and its manner of disappearance had a familiar name: organized crime.
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4 This information was then used to determine the average annual wages adjusted to 2006 dollars of each five year age cohort of graduates male and female based on the degree level bachelor's, master's, etc. and field of study of their terminal degree. Data for full time, year round workers were usedthat is, only the earnings of persons who worked 35 hours or more per week or were on paid leave during at least 50 weeks of the year. To reflect a typical 40 year career, this research uses eight five year cohorts: 25 29 through 60 64. The average wage of each age cohort was multiplied by five to produce the five year cumulative real earnings. Earnings for each subsequent age cohort were then used as synthetic future earnings by discounting them at an annual rate of 3 percent. 5 After all cohort calculations were made for the cumulative real earnings of each five year period, the earnings were summed to produce estimated lifetime earnings for each combination of degree level and field. 6 The only exception is that U. S. Census Bureau data based on 10 year age cohorts was used to compare the synthetic lifetime earnings for high school graduates, associate degree graduates and those with bachelor's degrees or higher for Figure 1 and Figure 2. 7 This study also used data from the Indiana Commission for Higher Education CHE, to determine the most popular degree programs by field for graduates of Indiana public universities that offer four year and advanced degrees.
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Scholars have defined four key characteristics of childrens imaginary worlds: first, the child must be able to distinguish between what they have imagined and what is real; second, the childs interest in the fantasy world persists for months or years; third, the child will be proud of the world and consistent about it; lastly, the child will feel that the world matters to him or her these worlds usually disappear by the age of ten Cohen and MacKeith, 1988: 14; Silvey and MacKeith, 1988: 173174. As with the tale of the child whose Webkinz pet fell ill from his disuse of the game, virtual worlds can mimic the last three characteristics. However, it is on the first characteristic that virtual worlds fall short: the child has not imagined the world, and is not in control. The child may, therefore, have significant difficulties distinguishing the virtual world from the real one. Others contend that the development of the imagination is critical not only to our individual development but also to our collective development. Jung 1933, already cognizant of the pressures of our modern life, warns us not to abandon our species hard fought accomplishments in developing our spiritual life. : 125. The consequences of losing or not developing our imaginative capacities can have serious and as yet unforeseen repercussions and, as Jung warns us, our collective accomplishments can be turned back. In summary, the imagination is unique to humans, and it is critical for our learning and for childrens proper intellectual development. It is also a key part of what makes us human. In addition, the imagination is a learned ability, one which is not yet present in young children we can conclude from Piagets theory on make believe play that the imagination develops along with make believe play.