zilongwang/ReadingBank huggingface dataset:
Homer’s Epics have had a huge influence on the ________________________Western Literature. The Odyssey is considered a ______________________to the Iliad (the epic story of the fall of Troy), and follows ________________________ in his ______________________ journey back from Troy to his home in Ithaca. Summary: (Write 1 sentence answering the essential question) COMPLETED Notes: Introduction to The Odyssey An Epic is: A long, narrative poem that tells of the adventures of a hero who in some way embody the values of their civilization A physically impressive hero of national or historic importance A vast setting encompassing much of the physical world and sometimes the Land of the Dead A quest or journey undertaken in search of something valuable The involvement of the supernatural Glorification of the hero in the end Based on a specific culture (we’re eventually going to be writing about how The Odyssey reflects the values of Greek culture, so start thinking about this!) The Greeks believed that all epic heroes go on the same journey. Epic journeys tend to have a pattern (called The Hero’s Journey). B. Three major stages of the Hero’s Journey: Separation: Call to adventure Refusal of the call Crossing the threshold Initiation: The Road of Trials Apotheosis (hero is transformed into their full potential- or a divine state)
Middle panel: shows an animation of the behavior of the system. To begin / stop the simulation, press the “start / stop” button. To go “slowly” thru the simulation of discrete time steps, press the forward or backward arrows adjacent to the start / stop button. Bottom not shown unless select “properties” in the tool panel. Left panel: not shown unless select “plot” in the tool panel. Mouse The mouse will be used to navigate the software. Unless stated otherwise, use the left mouse button to select various items. To move the content in the animation, right-click mouse button to select the image, hold, then move the mouse. To enlarge / shrink the image in the animation, rotate the mouse wheel. To rotate the image, select, hold, then move the mouse. To focus on a small region near a molecule: right-click on a molecule, select “set clipping center”, then rotate mouse wheel to magnify the image. To undo, right-click on the expanded image, select “unset clipping center”. Drop-down menu The content in this primer will not be comprehensive, so feel free to explore. Style the top 5 items (i.e. wire, ball & wire, tube, ball & spokes, space filling) controls how the molecule is displayed. H-bonds: to visualize H-bond IMF as a yellow dashed line Collisions: generates a “flash” upon of collision of a molecule with another molecule and / or the container wall, which make it easier to visualize molecular collisions. Alternatively, look for sudden changes in a molecule’s trajectory. Trails: shows the trajectory / path of the all molecules in the simulation; to see the path of a single molecule, select it before selecting “trails” Color by property: choices: translational KE, intermolecular energy, or dipole moment. Ribbons: use when viewing proteins; choices: monochrome, by secondary structure, by strand, by residue Snapshot
Physical Aggression causing injury Ethnic Slurs/hate language or gestures Damaging property Direct and willful disobedience Technology Violation Bullying (2nd Offense) Threatening Stealing Ongoing Harassment/Inappropriate touching Disruptive emotional outbursts Viewing/Displaying Obscene content Direct Office Referral Parent Contact Administration Consequence such as: Community Helper school Loss of Privilege (i.e. recess, lunch with friends) Repair Situation (replace broken/stolen item. contract Parent/Teacher Conference Increase positive recognition Collaborative problem solving Establish positive relationship with student Mentoring Develop a behavior plan or contract Check in/Check out Refer to SST (Student Success Team) 3/4 Offenses: Office Level Consequences: (Administration) Interventions: Possession or use of Drugs, Alcohol, Tobacco, firearm, knife, explosive, or other dangerous object Physical Aggression causing injury to another person Possession of Caused, attempted to cause severe damage to school or private property Stole or attempted to steal school or private property Disrupted school activities or willfully defied the authority of school adults Intentional assault/battery towards school employee Threatening to use physical injury (4th -5th grade) Direct Office Referral Parent Contact Loss of School Privileges In School Suspension Out of School Suspension Possible expulsion to SST (Student Success Team) Refer to SART or SARB (School Attendance Review Team/Board) Develop a behavior plan or contract Restorative Justice re-entry conferencing 5 Offenses: Office Level Consequences: (Administration) Interventions: Brandished a knife at another person Possessed an explosive as defined in federal law Possessed, sold, or otherwise furnished a firearm Sold a controlled substance Parent Contact Suspension from school Mandatory referral for expulsion Law Enforcement Notification Alternative educational placement Suspension The grounds for suspension from school are determined by California law. A student may be suspended from school by the principal or his/her designee if it is determined
K—8: Fairy Tales, Myths, Legends, and Folktales Everyone likes a good story and there are so many native stories from Oceania. Here are some books that have an excellent supply of stories. Folktales told around the World by Richard Dorsay Favorite Folktales from around the World by Jane Yolen Aboriginal Myths, legends, and Fables by A. W. Reed Around the in 80 Tales by Saviour Pirotta K—2 Read the story to the students. Students will illustrate a scene from the story. Display the pictures. 3—4 Read the story to the students. Students will illustrate a scene from the story and write a paragraph describing their illustration. Share with the other students. 5—6 7—8 Put students into groups. Give each group a story to read. Students will design a picture to describe their story. Students will write a summation of their story. Each group will share their picture and summation with the other students. Students may act out their story. All levels: Physical Features of Australia and Oceania Materials Needed: Map of Australia and Oceania Glue Scissors Construction paper or foam colored sheets (Brown in a triangular shape for mountains, blue lines for bodies of water, green circles for forests, green squares for plains, tan squares for plateaus, orange squares for peninsulas, and red squares for special points). K—2 3--4 Use a map of the region to locate different physical features of it. Teacher will point out these different features to the students. Pass out a physical map of Australia and Oceania to the students. Students will use pre-cut pieces
Ohio Employee Assistance Program (OEAP) On-Site Training Request To access a listing of available supervisor or employee trainings, click on to OLPD Training Catalog. . All training requests require a 10-day advance notice and require a minimum of 15 participants. Send the completed training request to the Ohio Department of Administrative Services (DAS), Ohio Employee Assistance Program (OEAP) email at: or via fax to OEAP at (614) 728-3046. An OEAP Consultant will contact you within 48 hours. Complete the entire training request form and submit to OEAP. Please contact OEAP, if you have specific questions about the training offerings. Agency Coordination Information Date of Request: Agency / Institution: Name of Contact Person: Supervisor: Contact Phone: Supervisor Email: Contact Email Address: Agency / Institution EAP Coordinator Type Training Type Employee Orientation: □ Organization Restructure: □ Supervisor Training: □ Supervisor Orientation: □ Health Fair: □ Employee Training: □ Critical Incident Stress Debriefing: □ UBH Training: □ Combination of Employee / Supervisor: □ Training / Event Information Training / Event Topic: Date of the Training/Event: Address: Time of the Training/Event: City: # of people to attend: Zip Code: Resources Yes No Agency will provide a computer/laptop for a PowerPoint presentation. □ □ Agency will provide the LCD projector for a PowerPoint presentation. □ □ Agency will arrange the room set up, podium, internet connection, if required. □ □ Special Instructions SPECIAL NOTE: Training events vary between 60 minutes to 3 hours. Indicate preferred length of time _________________. Customized education and training programs must be coordinated directly through your OEAP Consultant
(1) Will prohibit the recipient’s use of any FY 2015 funds under this award, in accordance with section 743 of Division E, Title VIII of the Consolidated and Further Continuing Resolution Appropriations Act, 2015, (Pub. L 113-235); and (2) May pursue other remedies available for the recipient’s material failure to comply with award terms and conditions Compliance OEA may suspend or terminate this Agreement in whole, or in part, if the Grantee materially fails to comply with any term or condition of this Agreement. The Grantee shall not incur new obligations for the terminated portions after receiving notice of the termination, and shall cancel as many outstanding obligations as possible. Additional enforcement remedies for non-compliance and termination provisions, in 2 CFR Part 200 apply to this award. The decision of the Grantor in interpreting the Terms and Conditions of this Agreement shall be final.
Sliding Fee Schedule Template Please enter your sliding fee scale rates in the yellow cells below for as many sites as you are including in your application. The site number (#1-5 below) should correspond with the number you give to each site in the Organization Information Attachment A. The weekly copay amount you enter for each Federal Poverty Level must meet or be less than and shall not exceed the maximum copay rate, which is shown below and also highlighted in yellow in the SACC Sliding Fee Schedule on the next page. For reference, the weekly copay amount is equivalent to the fee charged to families per unit of service. A unit of service is defined as 4+ hours of service. Federal Poverty Level 100% OR UNDER 101% thru 109% 110% thru 118% 119% thru 127% 128% thru 136% 137% thru 145% 146% thru 154% 155% thru 163% 164% thru 172% 173% thru 181% 182% thru 190% MAX. COPAY $0.00 $1.00 $2.00 $3.00 $4.00 $5.00 $6.00 $7.00 $8.00 $9.00 $10.00 Weekly Copay $ Site 1 $ $ $ $ $ $ $ $ $ $ $ Weekly Copay $ Site 2 $ $ $ $ $ $ $ $ $ $ $ Weekly Copay $ Site 3 $ $ $ $ $ $ $ $ $ $ $ Weekly Copay $ Site 4 $ $ $ $ $ $ $ $ $ $ $ Weekly Copay $ Site 5 $ $ $ $ $ $ $ $ $ $ $ NOTES: Income amounts reflect gross monthly income. Values in RED indicate the federal poverty level has MET the Maximum 85% of the State Median Income. Poverty Rates based on Federal Poverty Guidelines for 2017 (Jan.) & State Median Income Guidelines for 2018 (Aug.)
Application Checklist Applicants may use this checklist to ensure your application contains all required documents and submission requirements. All applicants must review OECOSL RFF 19-001 prior to using this checklist. This checklist is a resource for you and does not need to be submitted with your application. Application Component ITEM √ Organization Information Attachment A – Organization Information (including priority criteria) Exhibit – Organization By-Laws Exhibit – Public School Corporation or Nonprofit Organization Eligibility Documentation Exhibit – Site Eligibility Documentation Exhibit – IN-QPSA Documentation (if applicable) Exhibit – Priority Criteria Documentation (if applicable) Technical Proposal Attachment B – Technical Proposal Attachment F – SACC Sliding Fee Schedule and Template Attachment G – Staff Qualifications Chart Exhibit – Sample Marketing Materials Exhibit – Sample Application with Gross Family Monthly Income Indication Grant Budget Proposal Attachment C – Grant Budget Proposal Additional Grant Application Requirements Attachment K – Certification Statement/Assurances Signature 3 Community Letters of Support Public School Corporation Letter of Support (if applicable)
Outdoor Education Bushfire Protocol The table below outlines proposed College response to fire danger ratings issued the day prior, in an effort to minimise risk staff and students are exposed to whilst in the field. Fire Danger Rating Low/ Moderate/ High Very High Fire Ban Severe Extreme/ Code Red Index 0-11/12-24 25-49 50-74 75+ On every program, staff and students are briefed on evacuation procedures. Groups sked in at 7amd and 7pm. In fire season- Cater one non-cook meal for fire ban days. Staff and students to carry one full set fire retardant clothes. 4wd carry fire blanket and water. Activities can continue as planned Program Coordinator monitoring all weather and fire warnings As per previous plus: Program coordinator to assess and plan for day, taking into consideration: Distance, time and mode of travel. Student age, fitness and medical issues. Possible plans: No changes required Alter activity / route Alter venue. Consider long forecast Liaise with Head of OED, and / or relevant section head. As per previous, plus: Assess each groups on individual factors. Additional sked at noon No fires, flames or cooking stoves to be used outdoors. Keep group within 1 hour from lodge / evac point. Additional weather update at 1pm. As per previous, plus: Relocate groups to safe area with easy vehicle access. Buses on standby for evacuation if required. Maintain regular comms with coordinator. Relocate to Melbourne, if safe; otherwise relocate to nearest township / safe area.
Who now more desolate, Whose tale more sad than thine, whose lot more dire? O Oedipus, discrowned head, Thy cradle was thy marriage bed; One harborage sufficed for son and sire. How could the soil thy father eared so long Endure to bear in silence such a wrong? (Ant. 2) All-seeing Time hath caught Guilt, and to justice brought The son and sire commingled in one bed. O child of Laius' ill-starred race Would I had ne'er beheld thy face; I raise for thee a dirge as o'er the dead. Yet, sooth to say, through thee I drew new breath, And now through thee I feel a second death. [Enter SECOND MESSENGER.] SECOND MESSENGER Most grave and reverend senators of Thebes, What Deeds ye soon must hear, what sights behold How will ye mourn, if, true-born patriots, Ye reverence still the race of Labdacus! Not Ister nor all Phasis' flood, I ween, Could wash away the blood-stains from this house, The ills it shrouds or soon will bring to light, Ills wrought of malice, not unwittingly. The worst to bear are self-inflicted wounds. CHORUS Grievous enough for all our tears and groans Our past calamities; what canst thou add? SECOND MESSENGER My tale is quickly told and quickly heard. Our sovereign lady queen Jocasta's dead. CHORUS Alas, poor queen! how came she by her death? SECOND MESSENGER By her own hand. And all the horror of it, Not having seen, yet cannot comprehend. Nathless, as far as my poor memory serves, I will relate the unhappy lady's woe. When in her frenzy she had passed inside The vestibule, she hurried straight to win
Gender skills within evaluation teams Scoring Descriptors 0 – inadequate Gender skills in evaluation team not present, when required 1 – adequate Gender skills in evaluation team present, when required Synthesis of OED quality assurance about gender mainstreaming Evaluation title T/S; Country; Project; Quality ToR column A in Box 2 Quality report – Column B in Box 2 Quality recommendation/s – Column C in Box 2 Sex balance – Box 4 Gender skills in team – Box 5 Average quality of the evaluation
V. Project Selection Criteria Project Selection Criteria Overview ogals will use Project Selection Criteria responses to rank all competing applications. All competing applications start with 0 points. The maximum score is 100 points. CRITERIA TITLE VALUE 1. The Problem: Need for Outdoor Environmental Education 25 2. The Solution: Educational Opportunities 25 3. Who will be served: Population Groups and Applicant Experience 15 4. Getting There and Project Availability 15 5. Organizational Capacity 10 6. Long Term Programming, Operation and Maintenance 5 7. Match Funds 5 Maximum 100 Respond to the Project Selection Criteria in the order outlined above. Please respond to each criterion separately. Criterion 7 requires completion of the Match Certification Form on page 22. the responses to follow the same number and/or letter order of each Criteria question. Do not repeat the prompt in your response. Criterion Response Page is a 10 page limit for the Project Selection Criterion responses, which must be provided on single-sided, 8 ½" x 11" pages, double-spaced, with 12-point Arial font. Criterion 7, the Match Certification Form, is not considered part of the 10 page limit. Attachments associated with criteria responses will not be counted as part of the 10 page limit. Any portion of the criterion responses that exceeds the 10 page will not be reviewed.
Reveal solutions and connections that educate and inspire visitors to take to effect positive changes on the resource(s). Educational Opportunities Points Compared to other applications, the project will facilitate comprehensive learning and discovery opportunities to educate the public about the resources, challenges facing the resources, and solutions to the challenges. 25-17 Compared to applications, the project will facilitate adequate learning and discovery opportunities to educate the public about the resources, challenges facing the resources, and solutions to the challenges. 16-8 Compared to other applications, the project will facilitate minimal learning and discovery opportunities to educate the public about the resources, challenges facing the resources, and solutions to the challenges. 7-1 No learning and discovery opportunities about the resources were substantiated. 0 Criterion 3 – Who will be served: Population Groups and Applicant Experience (15 points) Describe how this project will the needs of multiple population groups, such as: senior citizens, ethnic groups, school children, families, economically disadvantaged and any other unique population groups who lack access to outdoor education. As relevant, describe demographic, economic, and geographic characteristics. Serves Population Groups Points The project will effectively serve the needs of a wide range of population groups who lack access to outdoor education. 10 The project will serve the needs of some population groups who lack access to outdoor education. 5 The project will effectively the needs of limited range of population groups who lack access to outdoor education or did not respond. 0
GUIDELINES FOR APPLICATION A. Guidelines No Item Funded amount 1 Food allowance Up to $15 per person (capped at 35 pax) 2 Volunteer to beneficiary ratio 2 seniors: 3 staff/caregiver/volunteer Capped at 35 pax per outing (15 seniors & 20 staff/caregiver/volunteers) Priority will be given to the senior’s caregiver e.g. spouse/relative *Charities will bear the cost of any additional participants above 35 pax 3 Transportation (covers the distance between the Charity to and from the outing destination and lunch/dinner venue) covered buses hired to ferry the 35 pax *Charges are correct as at October 2018 4 Activity fees Charities are only allowed to claim for one type of activity per outing. *Please refer to points 4a – 4d for details of claimable items for each of the three types of activities.
Email: *CFS will liaise with the designated contact person on all correspondence related to OEF. All hardcopy documents will be mailed to the address in Section B. (C) ORGANISATION TYPE Please tick [] the relevant box(es) □ Nursing home □ Day rehabilitation centre □ Day care centre □ Home care □ Others (please specify: ________________________________________) Total no. of clients in your organisation Estimated no. of seniors in your organisation, aged 60 old and above Estimated no. of seniors eligible for the Outing for Elderly Fund (i.e. those with dementia, terminally illness or mobility issues) (D) PROGRAMME DETAILS 1 Does your organisation organise social outings/events for the elderly? Yes / No If yes, please state how many outings a year: _______________ 2 If you have answered ‘yes’ please state the usual source of funding for the outings/events. Please tick [] the box(es) that apply: □ Corporate donors □ Individual donors □ Funded by your organisation □ Others: _________________________ 3 Are these outings made available to the needy wheelchair-bound and/or dementia/terminally ill elderly? Yes / No If no, please state the reasons: 4 Elaborate on the desired outcomes that you aim to achieve through OEF. (E) DECLARATION I certify that the information provided above are accurate and complete to the best of my knowledge.
Participants are not allowed to have visitors in their rooms other than ODU BLAST 2017 participants or staff, chaperones, and parents/guardians, other family members, or friends during move-in and move-out times. ODU BLAST participants are not allowed to be in other residence hall rooms of other ODU students or other summer conference attendees. Any student found in violation of this visitation policy will be dismissed from the program and sent home. Standards of Conduct. Students are expected to adhere to ODU’s Student Conduct Code found at . Any of the following occurrences result in expulsion from ODU BLAST. Parent(s)/guardian(s) will be notified by phone through a conference call with the participant and ODU BLAST director staff. The parent(s)/guardian(s) will then be responsible for picking up their child from ODU BLAST or reimbursing ODU BLAST for a bus ticket home. Using or possessing alcoholic beverages Using or possessing tobacco Using or possessing illegal substance of any type Using or possessing weapons of any kind Committing any act of violence Intentionally damaging or stealing the property of ODU, ODU BLAST, or another individual Leaving the dorm after curfew without permission from the ODU BLAST Director Exhibiting potentially harmful behavior to self or others Violating the Visitation Code Violating the Buddy System 2nd violation of the curfew Summer Access Card/Meal Card and Room Key Each participant will receive a lanyard with a room key and summer access card during check-in. Summer Access Cards are programmed to allow access to the residence hall from outside. Room keys provide access to individual dorm rooms. Summer Access Cards also serve as the meal card for the duration of the camp. It is each individual’s responsibility to keep track of his/her Summer Access Card and room key. A replacement room key has a charge of $75.00 and will be billed to the participant. A replacement summer access card has a charge of $15.00 and will be billed to the participant. and Snacks
DAY 4 – Wednesday Morning, June 28 7:00 - 8:15 Breakfast (Broderick Dinning Hall) Presentation of Certificates of Completion, Dr. Cynthia Tomovic, Director, ODU BLAST, Professor, STEM Education and Professional Studies, College of Education; Dr. Tysha Sanford, BLAST Program Director, Virginia Space Grant Consortium 8:30 - 9:30 Check-Out: France House lobby Pack, clean-up, check out, depart Workshop Rotation Matrix Our Home Planet OCNPS 142 Water, water everywhere exb 113 changing oceans exploration ocnps 328 Satellites, LASers and drones MGB 342 Monday morning Groups 5 & 6 (Female) Groups 3 & 4 (Male) Groups 1 & 2 (Male) Groups 7 & 8 (Female) Monday afternoon Groups 7 & 8 (Female) Groups 5 & 6 (Female) Groups 3 & 4 (Male) Groups 1 & 2 (Male) Tuesday morning Groups 1 & 2 (Male) Groups 7 & 8 (Female) Groups 5 & 6 (Female) Groups 3 & 4 (Male) Tuesday afternoon Groups 3 & 4 (Male) Groups 1 & 2 (Male) Groups 7 & 8 (Female) Groups 5 & 6 (Female)
Services Provided: What services are contractors performing at the site? [Select all that per Contractor and add to form] Food Solid Waste Hazardous Waste Waste Water Ranges Vector Control Laundry Power Medical Other Any general notes about the contractor. 4e. Site Infrastructure - Contractor Services What services are contractors performing at the site? (Include Contractors, Sub-Contractor Names, or HN Contracts w POC/company info) Present: Absent: If Present, list below Name Services Provided Notes 5a. Hazardous Materials - Petroleum Distribution Points Petroleum Distribution Points (POL): Are there any existing or former fuel points? (Take photos of identified POL points) Fuel Type: What fuel is stored(gas, diesel, JP-4 JP-5, JP-08, etc)
Location Description: Location of the distribution point (e.g. behind the motor pool, building xx, etc) Container Size Preferred volume of container can be found on label. If volume cannot be determined, physical dimensions of container should be obtained Number of containers: describe the number of containers present. If there are different sized/type containers, describe the number of each size/type. Container Type: metal, plastic, single walled, double walled, etc. Container Age: Approximate age of container; can be on container label or from installer of container? Above / Below Ground: Is the container or will the container be placed above or below ground? 5a. Hazardous Materials - Petroleum Distribution Points Are any existing or former fuel points? Present: Absent: If Present, list below Fuel Type Location Description Container Contractor Operated Size Number Type Age Above or Below grd Gas Diesel JP-4 JP-8 Abv Bel Yes No Gas Diesel JP-4 JP-8 Abv Bel Yes No Gas Diesel JP-4 JP-8 Abv Bel Yes No Gas Diesel JP-4 JP-8 Abv Bel Yes No Gas Diesel JP-4 JP-8 Abv Bel Yes No Gas Diesel JP-4 JP-8 Abv Bel Yes No Gas Diesel JP-4 JP-8 Abv Bel Yes No Do petroleum distribution sites have the potential to affect personnel? (Current, Past, Potential) Yes: No: If yes, complete the Exposure Pathway form located at the end of this template. 5a. Hazardous Materials - Petroleum Distribution Points (continued) Notes: General Notes related to POL distribution in general.
Do vectors have the potential to affect personnel? Yes: No: If yes, complete the Exposure Pathway form located at the end of this template. 7c. Entomology – Present Pests Present: Are pests present? If yes, list below. Pest Present: What pest is present. Life State: egg, larvae, pupae, adult, etc (depends on the pest) Notes: General notes about the pest. 7c. Entomology – Pests Present Are disease pests present? Present: Absent: If Present, list below Type of Pest Pest Present Life Stage Notes
EQUIVALENT RESISTANCES Resistors in Series - Suppose you have three resistors connected in series with one another and a battery as shown. Using K-2 and Ohm’s law: E = V1 + V2 + V3 = IR1 + IR2 + IR3 or E = I(R1 + R2 + R3) Note that the same current would flow if the three resistors were replaced by an equivalent resistance, Req where Req = R1 + R2 + R3 The same argument can be made for any number of resistors connected in series. Req for the n resistors in the sketch at the is given by: Resistors in Parallel - Consider the three resistors connected in parallel with a battery as shown. From applying K-2 (and from your lab experiment) it follows that ∆V1 = ∆V2 = ∆V3 = E. From K-1 and Ohm’s Law: or I = E Note that the same current will flow from the battery if the resistors are replaced by an equivalent resistance Req given by If we have n resistors all connected in parallel the Req is given by At this point try problems 14 through 17 at the back of this unit. ELECTRICAL INSTRUMENTS When a meter (either a voltmeter or ammeter) is introduced into a circuit to make a measurement, it can’t help but change, ever so slightly, the quantity being measured. This is because the meter has some resistance and thus introducing it effects the voltages and currents in the circuit. It should be evident then, that the better the meter, the less it disturbs the circuit. The Galvanometer (symbol: )
6 7 V-8 1 2 3 V-9 1 2 3 100 J 4 5 V-10 1 0.36 MJ = 0.1 , 10 hrs we use 1, cost: 5¢ V-12 1 Loop 1: E1+ I1r1 + I1R1 = I2R2 Loop 2: I2R2 + I3R3 + I3r2 = E2 2 Point A: I1 + I2 = I3 B: I3 = I1 + I2 In-Text Fill-In Answers Page Fill-In # Fill-In Answer V-13 1 I. 6V + I1(1) + I1(8) = I2(4) 6 = 4I2 – 9I1 II. I2(4) + I3(7) + I3(1) = 10V 5 = 2I2 + 4I3 III. I1 + I2 = I3 2 I1 = –0.23 A, I2 = 0.99 A, I3 = 0.76 A 3 a. V1 = (I1)(R1) = (0.23 A)(8) = 1.8 V 4 b. P = (I1)(E1) = (0.23 A)(6 V) = 1.4 W 5 c. VBatt. #2 = (E2) – (I3r2) = (10 V) – (0.76 A)(1) = 9.3 V V-14 1 d. Conversion: 10 min x 60 s/min = 600 s E2 = (P)(t) = (I2)2(R2)(t) = (0.99 A)2( 4 )( 600 s ) = 2352 J ~ 2.4 kJ 2 d. E3 = P)(t) = (I3)2(R3)(t) = (0.76 A)2(7)( 600 s ) = 2426 J ~ 2.4 kJ V-18 1 Series,
Ū U with macron U+016A Alt+362 &#362; ‘U ȳ y with macron lower U+0233 Alt+563 &#563; ‘y Ȳ Y with macron U+0232 Alt+562 &#562; ‘Y ǣ ash with macron lower U+01E3 Alt+483 &#483; ‘2 Ǣ Ash with macron upper U+01E2 Alt+482 &#482; ‘@ ċ c with dot lower U+010B Alt+267 &#267; ‘c Ċ C with dot upper U+010A Alt+266 &#266; ‘C ġ g with dot lower U+0121 Alt+289 &#289; ‘g Ġ G with dot upper U+0120 Alt+288 &#288; ‘G Runes Unicode supports runic characters, although most of the fonts packaged with Microsoft do not. You’ll probably need Junicode if you’re typing runes. Use of HTML is not recommended. Image Letter Name Unicode Value Romanization HTML Code fehu U+16A0 f &#5792; uruz U+16A2 u &#5794; Þurisaz U+16A6 þ &#5798; ansuz U+16A8 a &#5800; raido U+16B1 r &#5809; kaunan U+16B2 k &#5810; gebo U+16B7 g &#5815; wunjo U+16B9 w &#5817; haglaz U+16BA h &#5818; naudiz U+16BE n &#5822; isaz U+16C1 i &#5825; jeran U+16C3 j &#5827; iwaz U+16C7 i &#5831; perþo U+16C8 p &#5832; algiz U+16C9 z &#5833; sowilo U+16CA s &#5834; Tiwaz U+16CF t &#5839; berkanen U+16D2 b &#5842;
ehwaz U+16D6 e &#5846; mannaz U+16D7 m &#5847; laukaz U+16DA l &#5850; Ingwaz U+16DC ng &#5852; U+16DE d &#5854; oþalon U+16DF o &#5855; Old English Keyboard Hotkeys These are the hotkeys for University of New Mexico’s Old English keyboard map, . Don’t hold down the apostrophe as you type the next letter, just do it sequentially. Image Letter Hotkey ‘ ‘’ ā ‘a Ā ‘A æ ‘1 Æ ‘! ǣ ‘2 Ǣ ‘@ ē ‘e Ē ‘E ī ‘i Ī ‘I ō ‘o Ō ‘O œ ‘0 (zero) Œ ‘) ū ‘u Ū ‘U ȳ ‘y Ȳ ‘Y þ ‘t Þ ‘T ð ‘h Ð ‘H ƿ ‘w Ƿ ‘W ġ ‘g Ġ ‘G ȝ ‘z Ȝ ‘Z ċ ‘c Ċ ‘C mark prev letter with macron ā ‘- mark prev letter with acute accent á ‘= mark prev letter with dieresis ä ‘; Old Norse Keyboard Hotkeys are the hotkeys for University of New Mexico’s Old Norse keyboard map, . Don’t hold down the apostrophe as you type the next letter, just do it sequentially.
(Some of the characters are Old English and not needed for Old Norse, but this keyboard is based on the Old English one and retains some of the Old English hotkeys.) Image Letter Hotkey ‘ ‘’ á ‘a Á ‘A æ ‘1 Æ ‘! é ‘e É ‘E ę ‘3 Ę ‘# í ‘i Í ‘I ó ‘o Ó ‘O œ ‘0 Œ ‘) ǫ ‘9 Ǫ ‘( ø ‘8 Ø ‘* ú ‘u Ú ‘U ý ‘y Ý ‘Y þ ‘t Þ ‘T ð ‘h Ð ‘H ƿ ‘w Ƿ ‘W ġ ‘g Ġ ‘G ȝ ‘z Ȝ ‘Z ċ ‘c Ċ ‘C mark prev letter with macron ā ‘- mark prev letter with acute accent á ‘= mark prev letter with dieresis ä ‘;
Multi-Paragraph Essay Paragraph # Sentence # Name Purpose/Content 1 Introduction Paragraph 1-3 Hook/Lead-in Designed to pique the interest of the reader and introduce the topic in a general, philosophical manner. Ideas presented here need to coincide with the major ideas of the thesis. 4-6 Transition Bring up author and title to connect the ideas presented in the hook to the ideas in the novel. Also helpful to set up the literary work to be analyzed (brief summary). 7 Thesis Contains the (literary work) and an idea about the topic. The central focus of the entire paper must now have proof. Final 5 Conclusion 1-2 Thesis Restate the thesis and ideas of paper using different wording from the introduction and body of the essay. 3-5 Transition More summary on topic. Ideas should get more general and less specific, ultimately leading to final generalization. 6-7 Lead-out Reflection Should follow naturally, logically, philosophically from thesis, body of paper, and literary work. Needs to lead-out and discuss the significance of the topic within the paper. Here is a website that MAY help you develop your thesis: Google: Thesis generator ashford OR It won’t give you exactly the perfect thesis, but it will help you sort out your main ideas. You may consider “Thesis Statement Model #3: Thesis with reasons; your paper is too long for a “listing” thesis statement. Double- your BODY PARAGRAPH FORMAT: All Body Paragraphs 1 Topic Sentence Directly supports/proves the thesis. Perhaps contains some concrete detail, but mostly commentary. Entire body paragraph now used to support this statement. Chunk #1 2 Body Point #1 Commentary that directly supports/proves the topic sentence in this paragraph. May start with “for example.” 3 Concrete Detail Quotation, example, or paraphrase to prove the idea in BP #1. 4-5 Commentary Two or more sentences that analyze the above CD. Explain how the CD supports the TS. Chunk #2 6 Body Point #2 This is the second point to prove the TS. This sentence may begin with “additionally,” or “furthermore.” 7 Concrete Detail Quotation, example, or paraphrase to prove the idea in BP #2. 8-9 Commentary Two or more sentences that analyze the above CD. Explain how the CD supports the TS. 10 Concluding Sentence The last sentence of the body paragraph. It gives a finished feeling to the paragraph and may provide transition to the next paragraph.
you to everyone who nominated & trialled. Congratulations to the below players selected to represent the Miami Raptors at the Senior State Cup in 2018! Open Mens Liam Wyper Smith Bailey Woolford Dylan Nesbit Josh Rollanson Chris Keen Adam meo Lachie Smith Ben Brown Max Pickering Tom Green Mitch Egglington Matt Landsdowne Kane Dove Zeke Garrett Justin Chadburn Registration & full uniform orders strictly due Fri 24 Nov 17 It is a requirement that every player has a full uniform (playing shirt/singlet & shorts/tights). Uniforms must be ordered at the same time as registering. !! PLEASE BE MINDFUL THAT THERE ARE T-SHIRT AND SINGLET OPTIONS WITHIN THE SIZING !! Please do not register multiple players at the same time. Log in with each PLAYERS log in and only order their uniform, then complete the next player using their own log in separately. CONTACT INFO - We suggest you use each player's log in at www.mysportsedge.com.au (Player log in) to check/update your contact info so that coaches can contact you about trainings once appointed. Changing contact information on the final 'invoice' page when registering DOES NOT update the information within our system. SHADOW PLAYERS - Please register, pay & order full uniform by the same due date. Once payments close we will contact you to let you know the outcome/options available.
A: This IP has been developed specifically for [Organization or Jurisdiction] as a result of [Exercise Name] conducted on [date of exercise]. Core Capability Issue/Area for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Core Capability: Community Recovery 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2]
Core Capability: Emergency Operations Coordination 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] Core Capability: Information Sharing 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] Core Capability: Medical Surge 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2]
Was the agency able to communicate with their ESF-8 agency through all requested mechanisms (i.e. radio, EMResource, conference call, etc.)? Objective 3, Activity Target 1: Identify and Coordinate Resources Needs during an Emergency The Healthcare and all of its members—particularly emergency management and public health—must have visibility of its members’ resources and resource needs (e.g., personnel, teams, facilities, equipment, and supplies) to appropriately meet the community’s clinical care needs during an emergency. Therefore, the Healthcare should clearly define the resource request processes for its members Task 1: Does the health care agency have a process and system in place to track operational status, resources requests, and inventory management? Status/Task Completed P – Perform w/o Challenges S – Perform w/ Some Challenges M – Perform w/Major Challenges U –Unable to Perform Rating Observation
Information on Courses Targeted for OER Implementation Course Number and Name (Example: ENG 101 English Composition I) (Insert additional rows as needed to accommodate all courses affected at all participating institutions, including sections offered by different delivery if they use different learning materials) Institution Estimated Annual Enrollment Cost Per Student for All Currently Required Learning Materials Cost Per Student for All Proposed Required Learning Materials Savings Per Student Implementation of Proposed OER Total Annual Projected Student Savings A. GRAND TOTAL: B. GRAND TOTAL: Note: Each course targeted for OER implementation under this grant program must be taught during both fall and spring semester of the 2018-2019 academic year. The team lead must teach at least one section of each course during each semester.
institutions G Informal learners use a variety of indicators when selecting OER Quality indicators are the most important factor for learners when selecting OERs H Informal learners adopt a variety of techniques to compensate for the lack of formal support, which can be supported in open courses Informal learners develop their own forms of study support I Open education acts as a bridge to formal education, and is complementary, not competitive, with it OER support informal learners in moving to formal study J Participation in OER pilots and programs leads to policy change at institutional level OER use encourages institutions to change their policies K Informal means of assessment are motivators to learning with OER Informal assessments motivate learners using OER Table 1 – OER Research Hub hypotheses in formal and everyday language 5.0 Mapping hypotheses to collaborations The project has nine collaborations, each associated with two or more hypotheses, as set out in Table 2. K-12 College Entry Higher Education Non-formal Flipped Learning Network Gulf of Open Course Library CCCOER Connexions / Shuttleworth School of Open Bridge to Success OpenLearn a) Use of OER leads to improvement in student performance and satisfaction (x) (x) (x) (x) (x) (x) (x) (x) (x) b) The open aspect of OER creates different usage and adoption patterns than other online resources (x) (x) (x) (x) (x) (x) (x) (x) (x) c) Open education models lead to more equitable access to education, serving a broader base of learners than traditional education x x x x
K-12 College Entry Higher Education Non-formal Flipped Learning Network Gulf of Open Course Library CCCOER Connexions / Shuttleworth TESS-India School of Open Bridge to Success OpenLearn Participative Research x x x Description of Pilot Activities x Learning Design Analysis x x x Student Performance (grades) x x Student Performance (retention) x Student Performance (cohort comparison) x x Student Performance (conversion to formal study) x Student Satisfaction x Student Surveys x x x Student Interviews x x x Educator Interviews x x x x x x Educator Surveys x x x x x OER Use Analytics x x x Description of Technical Solutions x Accessibility Audit/Analysis x Policy analysis x x Interviews with Policymakers x x x Interviews with Managers x x Financial Analysis – ROI x x 3: Methodologies mapped against collaborations.
Case Study: Clintondale High Class observation a, b, e May/June 2013 BA F2F Arrange access; devise questions and schedule Qualitative analysis Researcher Case Study: Stillwater Elementary interviews with a, j May/June 2013 BA F2F Arrange access; devise questions and schedule Qualitative analysis Researcher Case Study: Stillwater Elementary Interviews with teachers a, b, e, j? May/June 2013 BA F2F Arrange access; devise questions and schedule Qualitative analysis Case Study: Stillwater Elementary Class observation a, b, e May/June 2013 BA F2F Arrange access; devise questions and schedule Qualitative analysis Researcher Timeline To be created after section 8 above has been completed.
Open Educational Resources and Open Educational Resources Degrees Defined Open Educational Resources are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge. (Source: The William and Flora Hewlett Foundation, ) For the purposes of this initiative, Open Educational Resources Degrees are one-year or two-year postsecondary programs which are offered to students using openly licensed resources in place of proprietary textbooks. Project Elements The Open Educational Resources Degree Initiative will feature four lines of work: implementation, technical assistance, building a community of practice, and research and evaluation. Implementation by early adopters demonstrates the model: The initiative will directly support 20-30 early adopter colleges, including both individual colleges and college systems, to create new OER Degree programs. Institutions participating in the initiative will be expected to meet certain criteria, including a commitment to share data and materials, high-level administrative support, faculty champions, willingness to seek matching funds, and attention to serving low income students and students of color. Technical assistance delivers successful degree programs: Many faculty and institutions may not have the time and expertise to create OER Degrees on their own. The initiative will partner with Lumen Learning to provide technical assistance to initiative grantees in order to augment local expertise and build capacity in these critical areas. Building a community of practice sustains grassroots culture change: Collaboration between faculty and across institutions can help speed adoption of OER Degrees. The Community College Consortium for Open Educational Resources (CCCOER) is an international community of educators who are committed to the development and use of open educational resources in community colleges. The CCCOER will help build capacity among college administrators, faculty, librarians, and instructional designers to champion OER Degrees within and beyond the initiative institutions. Research and evaluation establishes the impacts of OER Degrees: Rigorous research and evaluation is essential to establishing and communicating the benefits of OER Degrees. SRI International will lead research in three major areas: educational outcomes, financial sustainability of OER Degrees, and formative evaluation to improve the work of the colleges and future adopters. Scope of Work for Participating Institutions
As per state guidelines students are not permitted to share food. Library The library is supervised by a librarian. Students have access to the library during the school day. If you have a concern library materials available to your child, please contact the Librarian, Teacher, or the Campus Principal. We have a policy and process that will allow you to explain your concerns and reach an understanding about your child’s access to the questioned materials. Meetings of Non-curriculum-Related Groups Student-organized, student-led non-curriculum-related groups are permitted to meet during the hours designated by the principal before and after school. These groups must comply with the requirements of policy FNAB(LOCAL). A list of these groups is available in the principal’s office. SEARCHES In the interest of promoting student safety and attempting to ensure that schools are safe and drug free, district officials may from time to time conduct searches. Such searches are conducted without a warrant and as permitted by law. Students’ Desks and Lockers Students’ desks and lockers are school property and remain under the control and jurisdiction of the school even when assigned to an individual student. Students are fully responsible for the security and contents of their assigned desks and lockers. Searches of desks or lockers may be conducted at any time there is reasonable cause to believe that they contain articles or materials prohibited by policy, whether or not a student is present. The parent may be notified if any prohibited are found in the student’s desk or locker. Electronic Devices Use of district-owned equipment and its network systems is not private and will be monitored by the district. [See policy CQ for more information.] Any searches of personal telecommunications or other personal electronic devices will be conducted in accordance with law, and the device may be confiscated in order to perform a lawful search. A confiscated device may be turned over to law enforcement to determine whether a crime has been committed. [See policy FNF (LEGAL) for more information.] Trained Dogs The district will use trained dogs to alert school officials to the presence of prohibited or illegal items, including drugs and alcohol. At any time, trained dogs may be used around lockers and the areas around vehicles parked on school property. Searches of classrooms, common areas, or student belongings may also be conducted by trained dogs when students are not present. An item in a classroom, a locker, or a vehicle to which a trained dog alerts may be searched by school officials.
Identify any key grammar points that you are consistently struggling to implement in your writing and speaking – for example, tenses or articles – and ensure that you are undertaking revision activities to develop your understanding of these areas. Ensure that when you undertake practice tests and do so in exam conditions so that you are able to complete the tasks in same amount of time that you will be allowed in the real tests. One week before your test Plan your exam day – What time are you going to wake up? Where do you have to travel to? How are you going to get there. Practice every day. You don’t need to lock yourself away in a dark room and never see daylight however you should begin to practice the four exam skills every day in the build up to your test. Complete practice tests, review your lessons and ask your teacher any questions that you might have. The night before your test Do not try to cram in lots of last minute revision; this will make you panic and it is unlikely that you will learn anything new that is of any use at this stage. If you do want to undertake some additional preparation, it can be beneficial to read through your notes regarding exactly what each test will involve and revise any key grammar points or vocabulary that you struggle with for a limited period of time. Ensure that you read through any emails that you have received from the OET exam regarding important information about your test and/or test venue so that you are fully aware of what you need to bring to the exam and where you need to go. Make sure that you check directions and instructions regarding how to get to your test venue so you are not panicking in the morning. Collect together any stationary, paperwork and ID that you need for the exam in one place so that you know where to find it in the morning.