zilongwang/ReadingBank huggingface dataset:
For each of the empires listed below, describe the process and outcomes as each formed new maritime empires in the Americas. Process of Expansion Outcome of Expansion Portuguese Spanish French British Provide an example of each factor listed below and explain how each provided a significant challenge to state consolidation and expansion. Challenge to State Consolidation & Expansion Competition over trade routes: State rivalries: Local resistance: Key Terms Atlantic system Aztec Empire Colonies Columbian Exchange Conquistadors Counter-Reformation Holy Empire Inca Empire Jesuits Mestizos Mughal Empire New World Protestant Reformation Absolute monarchy Bullion Canton system Chartered companies Enclosure Mamluks Manchus Mercantilism Monetization Muscovy Qing dynasty Seven years’ War Thirty Years’ War Tokugawa Shogunate Cartography Creoles Forbidden City Great Plaza of Isfahan Oceania Palace of Versailles Peninsulars Taj Mahal Topkapi Palace Key Dates 1453 – Ottomans capture Constantinople – Printing Press in Europe (Gutenberg) c. 1480s – Height of Aztec Empire 1488 – Dias rounds Cape of Good Hope 1492 – Columbus/Reconquista of 1502 – 1st African Slaves to Americas 1517 – Martin Luther/Protestant Reformation 1519 to 1521 – Cortez conquered the Aztecs 1521 to 1523 – Magellan circumnavigates the Earth 1529 – 1st unsuccessful Ottoman siege of Vienna 1533 – Pizarro topples the Inca 1545 – Discovery of silver at Potosí
1571 – Battle of Lepanto 1600 – Battle of Sekigahara 1607 – Founding of the Jamestown Colony 1618 to 1648 – Thirty Years’ War 1644 to 1911 – Qing Dynasty 1653 – Cape Town colony founded (Dutch) 1683 – 2nd unsuccessful Ottoman of Vienna (Mehmet IV) 1689 – Glorious Revolution/English Bill of Rights
Timeline Test Study Guide: Period 4 (1450 - 1750) Format: 50% matching & 50% identification (short-answer) 1453 – Ottomans capture Constantinople circa 1480s – Height of Aztec Empire 1488 – Dias rounded Cape of Good Hope 1492 – Columbus/Reconquista of 1502 – 1st African slaves to Americas 1517 – Martin Luther/95 Theses 1521 – Cortez conquered the Aztecs 1529 – 1st unsuccessful Ottoman siege of Vienna – Suleiman 1533 – Pizarro toppled the Inca 1545 – Discovery of silver at Potosi 1571 – Battle of Lepanto (naval defeat of Ottomans) 1588 – Defeat of the Spanish Armada by the British 1600 – Battle of Sekigahara (beginning of Tokugawa Shogunate) 1607 – Foundation of Jamestown 1618-1648 – 30 War 1644 – End of Ming/Beginning of Qing Dynasty 1653 – Cape Town colony founded (Dutch) 1683 – 2nd unsuccessful Ottoman siege of Vienna (Mehmet IV) 1689 – Glorious Revolution/English Bill of Rights
Immigration and Interaction in the West Oregon Trail Missions in California Mexican American War Commodore Perry Treaty of Kanagawa Anti-Catholicism / Nativism Know-Nothing Homestead Act Transcontinental Railroad Domination of Hawaii William Seward’s Follow Chinese Immigration (Issues / Effects) Battle of Little Bighorn Destruction of the Bison The Road to Civil War Abolitionism Slavery as a Positive Good Paternalism Biblical Justifications for Slavery Free Soil Party / Dispute over Labor Wilmot Proviso Popular Sovereignty Compromise of 1850 / Fugitive Slave Act Personal Liberty Laws “Crime Against Kansas” Caning of Charles Sumner Uncle Tom’s Cabin The Dred Scott Decision Lincoln-Douglas Debates James Buchanan Civil War Ordinances of Secession Northern Advantages / Disadvantages Southern Advantages / Disadvantages Problems of Confederate Government Alexander Stephen’s Cornerstone Speech Anaconda Plan Domestic Issues in the North Unpopularity of the War Draft Riots Domestic Issues in the South Effective Blockade Inflation Rebellious Slaves Draft “Rich man’s war, poor man’s fight” Northern Economy booms Emancipation Proclamation U.S. Colored Troops Lincoln’s Constant efforts at Reconciliation / Reunification (10% Plan / 2nd Inaugural) Prosecution of the War: ---Shiloh / Vicksburg and U.S. Grant in the West (Completion of Anaconda Plan) ---Chancellorsville / Robert E. Lee vs. Slow Generals (McClellan) in the East ---Chattanooga / Atlanta / March to the Sea ---Surrender at Appomattox / Surrender of Joseph Johnston to Sherman in May ---Assassination of Abraham Lincoln Reconstruction 13th / 14th / 15th Amendments Presidency of Andrew Johnson Impeachment Tenure of Office Act Radical Reconstruction Reconstruction Act of 1867 Military Occupation of the South Must Ratify 14th Amendment (Characteristics of Black Reconstruction Governments and Southern Resistance) Black Codes / Sharecropping Freedman’s Bureaus The Administration of U.S. Grant Credit Mobilier Scandal Whisky Ring Scandal KKK / Force Act of 1871 Panic of 1873 and depression Split in the Republican Party Corrupt Election of 1876 (Tilden v. Hayes) 1877 Troops removed from the South Redeemers (Southern Democrats) Harvest of Death, 1863 by Timothy O’Sullivan
PERMISSIVE USE AGREEMENT Boone Cabin – The University of AlabamA Freeman’s Bend Road Northport, AL 35475 The Board of Trustees of the University of Alabama, a public corporation and constitutional instrumentality of the State of Alabama, for and on behalf of The University of Alabama (collectively “UA”) agrees to allow the use of Boone Cabin, hereinafter the “Facility,” on the following terms and conditions. This Reference Page defines certain terms and provisions used throughout the Agreement: User (Legal/Group Name): Address: User Contact Number: ( ) - . User Contact E-mail: University of Alabama Employee: YES If yes, CWID: NO Type of Rental: Day Rental Nightly Rental Game Weekend Rental Small Event (75 people or less) Wedding/Special Event (150 people or less) Facility: Boone Cabin Number of Participants Allowed or Expected: Date(s): Time(s): Has the been approved for Alcohol: YES NO Check if User will serve: Beer: __________ Wine: __________ Other Alcohol: __________ UA Caterer Being Used: (Bama Dining) YES NO Supplies, Equipment, and Materials to be furnished by UA (if any): Cabin: _______ Tables: ($10 ea) _______ Tent (20x20): ($100 ea) _______ Chairs: (40 provided for Wedding/Special Events Only) _______ Extra/Needed Chairs: ($2.50 ea): _______ TOTAL CHARGES: (These must be paid in full at time of Agreement) Special Provisions for Setup:
MS- Develop and use a model to describe phenomena. MS-Apply scientific principles to design an object, tool, process or system. HS- Plan and conduct an investigation individually and collaboratively to produce data to as the basis for evidence, and in the design. HS-Refine a solution to a complex problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. MS-All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems HS- The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. PS1.B: Chemical Reactions PS3.D: Energy in Chemical Processes and Everyday Life ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society - MS-Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time. MS-Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. HS- The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. Common Core State Standards
Political & Professional Participation: Popular and consumer culture became more global. In the below provide an example of both popular culture and consumer culture and explain its relation to globalization. Consumer Culture: Popular Culture: Key Terms Adolf Hitler Allied Powers Mustafa Kemal Ataturk Bolsheviks Central powers Chiang Kai-Shek Fascism Great Depression Great War (World War I) League of Nations Mass consumption Mass culture Benito Mussolini New Deal Nonviolent Resistance Joseph Stalin Mohandas Gandhi Apartheid Arab-Israeli War Axis Powers Berlin Wall Fidel Castro Rights Movement Cold War Decolonization First World Holocaust Martin Luther King Jr. Korean War Mao Zedong Neocolonialism North Atlantic Treaty Organization Prague Spring Second World Sexual Revolution Superpowers Third World Vietnam War Warsaw Pact Zionism AIDS Developing world European Union Feminist Movements Globalization Global Warming International Monetary Fund Ayatollah Khomeini Nelson Mandela Nongovernmental Organizations Silicon Valley Supranational organizations Tiananmen Square protests Truth commissions World Bank Al Qaeda Key Dates 1904 to 1905 – Russo-Japanese War 1914 Panama Canal Opened 1914 – 1918 – World War One 1917 – Russian Revolution 1929 – New York Stock Market Collapse 1937 – Rape of Nanking 1931 – Pearl Harbor 1945 – Bombing of Hiroshima & Nagasaki 1947 – Partition of India 1949 – Chinese Communist Revolution 1950 to 1953 – Korean War 1957 – Sputnik 1959 – First Silicon Chip developed 1959 – Cuban Revolution 1962 – Cuban Missile Crisis 1963 – Nuclear Test-Ban Treaty 1966 to 1976 – Chinese Cultural Revolution 1967 – Six Day War
1973 – Yom Kippur War 1975 to 1979 – Cambodian Genocide 1979 – Iranian Revolution 1979 – Deng Xiaoping implements “Socialist Market Economy” 1987 – First Palestinian Intifada 1989 – Tiananmen Square protests 1990 – Last African colony (Namibia) gains independence 1991 – First Persian Gulf War 1991 – USSR formally disbands 1994 – NAFTA formed 1994 – Rwandan Genocide 1994 – First open race elections in South Africa 1999 – European Union formed 2001 – 9/11 Attacks 2003 – US invasion of Iraq
RFID Established technology with existing examples of use available. Limited information capture. Does not capture vessels that do not have RFID tag. Limited. Does not show complete wharf use picture. $205k System + $8 per tag. $7k - $24k per month reporting package. Remote Camera Could assist TfNSW / Sydney Ferries with demand management and provide improved wharf security. Images can be retrieved for use at a later date as required for evidence. Labour / cost intensive. Motion sensing cameras still require review and manual administration. Reflections on water plus pedestrians can trigger camera even with advanced “sectorisation” of motion sensing camera field. May be useful at targeted problematic wharves. $3k-$5k per camera $30 per mth per camera. Requires labour intensive image review. Periodic Survey Confirms wharf use. Proven low technology solution. Not covert and may not be seen as a deterrent unless utilised extensively. May be useful at targeted problematic wharves. Nil $25 per hour, per wharf. Costs do not include TfNSW general administration costs Conclusion Based on the above analysis the use of AIS technology would appear to primarily provide the most effective and efficient means for monitoring wharf usage. Industry feedback is sought to help confirm this conclusion and identify any implementation or operational issues. Regulatory framework It is proposed that introduction of the Permit Scheme will be supported by an amendment to the Ports and Maritime Administration Regulation 2012. A draft version of the regulation is provided at Attachment B for comment. Permit Conditions The proposed regulation provides for the inclusion of conditions to a Commuter Permit, with possible penalties to apply if a permit holder does not comply with the conditions. It is proposed that the conditions will generally relate to the following issues: Requirement to pay the wharf access fee associated with the relevant wharf usage category. Requirement for vessels to have AIS operational with the correct vessel details transmitting when operating inside Sydney Harbour. Wharves may be closed or access restricted for operational reasons (eg maintenance) or if usage of the wharf by permit holders impacts on the priority access afforded to Sydney Ferries. Arrangements for suspending or cancelling a permit in the event of breach of a condition.
Location of noise meters Location of barriers / noise curtains / noise mitigating measures Corresponding distances between the works and all nearest affected noise sensitive premises No-work zone (The applicant is not allowed to out any works on Sunday/PH within 50m from the boundaries of the nearest noise sensitive premises) Please provide the list of activities to be carried out (Refer to Annex A) Please provide details of mitigating measures undertaken and relevant photographs (to be included as separate attachment) PART 4 – SUBMISSION CHECKLIST The following documents should be submitted together with the application form: (Please indicate an ‘X’ in the checkbox after you have checked your documents) Site map indicating location of works, all nearest affected noise sensitive premises, noise meters, noise barriers / noise curtains / noise mitigating measures, and their corresponding distances, and no-work zone (Refer to Sample in Annex D) Photographs of mitigating measures undertaken at project site Photographs of current phase of development at project site Annex A – List of Quieter Works allowed on Sunday and Public Holidays PART 5 – DECLARATION BY APPLICANT I/ We declare that: I/ We have read and agreed to the permit conditions and will be fully responsible should there be any of the permit conditions the facts stated in this application and the accompanying information are true and correct to the best of my knowledge and that I have not withheld/ distorted any material facts Builder Signature Name (Mr/Ms/Mdm/Dr) (As in NRIC) Only Project Director of the Applicant, or his/ her equivalent, may sign this declaration. Designation Date Developer Signature Name (Mr/Ms/Mdm/Dr) (As in NRIC) Only Project Director of the Applicant, or his/ her equivalent, may sign this declaration. Designation Date
Form PRCS 4 HAZARD EVALUATION AND ELIMINATION/CONTROL WORKSHEET City/Utility: Area/Operation: Affected Positions: Compiled By: Date: Hazard Source/Location Hazard Evaluation Identify cause and severity of hazard. Include results of personal monitoring if applicable. Of Hazard Elimination/Control Identify means and methods that will be used to eliminate or control the hazard. Consider hazard elimination, engineering controls, administrative controls, procedures and work practices, employee training and personal protective equipment.
Provide proof of insurance. The CUA operator must maintain General Liability insurance naming the United States of America as additional insured. Minimum coverage amount is $500,000 per occurrence. Some activities will require increased coverage; see Park-Specific CUA Insurance Requirements (“Attachment B”). Auto Liability insurance is also required at the minimum coverage amounts described below. COMMERCIAL GENERAL LIABILITY INSURANCE Single Purpose Activities (includes day and overnight hiking, photography and art classes, bicycling, and group camping) $500,000 Commercial Vehicle Insurance – Passenger Transport (bodily injury and property damage) Minimum per Occurrence Liability Limits* Up to 6 passengers $1,000,000 7 – 15 passengers $1,500,000 16 – 25 passengers $3,000,000 26+ passengers $5,000,000 * Indicated minimum per occurrence liability limit or minimum State liability requirement in State of operation, whichever is greater. Will your business operate vehicles (car, truck, van, bus, taxicab, vessel, aircraft, etc.) within NPS boundaries? Yes No If “Yes,” please give a description of each vehicle. Use additional paper, if necessary. All vehicles are required to be registered and the operators are required to have the proper licenses to operate them commercially, as required by law or regulation. Make/Model of Vehicle License Number Year Max # Passenger Capacity Own/Rent Make of Aircraft Tail Number Max # Passenger Capacity Own/Rent Make/Model of Vessel Registration Number or USCG Documentation Length Max # Passenger Capacity Own/Rent 11. Employee Licenses and Certifications: Parks typically require proof of applicable licenses, registrations and certificates of training, such as; valid driver’s or pilot’s license, fishing license, vessel registration, dive certification, CPR certification, or others. Provide copies of licenses and certifications required by “Attachment A”. 12. NPS Employment: Are you, your spouse, or minor children employed within the National Park Service? Yes No If “Yes”, please provide information Employee Name: Park and Office Employed: 13. Violations: To your knowledge, have you, your company, or any current or proposed employees been convicted or fined for violations of State, Federal, or local law within the last 5 years? Are you, your company, or any current or proposed employees now under investigation for any violations of State, Federal, or local law or regulation? See instructions.
Question 1 a) Do you agree with this definition to limit a permitted development right to non-hydraulic fracturing shale gas exploration? b) If No, what definition would be appropriate? Question 2 Should non-hydraulic fracturing shale gas exploration development be granted planning permission through a permitted development right? Development not permitted Question 3 a) Do you agree that a permitted development right for non-hydraulic fracturing shale gas exploration development would not apply to the following? Areas of Outstanding Natural Beauty National Parks The Broads World Heritage Sites Sites of Special Scientific Interest Scheduled Monuments Conservation areas Sites of archaeological interest Safety hazard areas Military explosive areas Land safeguarded for aviation or defence purposes Protected groundwater source areas b) If No, please indicate why.
300A Last Updated: 06/01/2012 Category: Environmental Mitigation Navarro River, Riparian Use, Actual When Used: For use in rights pursuant to Applications A029711, A029810, A029907, A029910, and A029911 if right holder has diverted and used water under basis of riparian right for the same place of use authorized by the right. Background/Justification: See Draft Division Decision incorporated by reference into Division Decisions 1999-0002 and 2000-0001. TERM 300A holder shall not use more water under basis of riparian right on the place of use authorized by this right than right holder would have used absent the appropriation authorized by this right. Based on the information in the Division’s files, approximately [AMOUNT] acre-feet per year of riparian water has been used on the place of use. Therefore, consistent with this term, right holder may not divert any additional riparian water for use on the place of use authorized by this right under basis of riparian right. With approval from the Deputy Director for Water Rights, this information may be updated, and right holder may use water under basis of riparian right on the authorized place of use, provided that right holder submits reliable evidence to the Deputy Director for Water Rights quantifying the amount of water that right holder likely would have used under basis of riparian right absent the appropriation authorized by this right. The Deputy Director for Water Rights is hereby authorized to approve or reject any proposal by right holder to use water under basis of riparian right on the place of use authorized by this right. (0560300A)
Step 1 Pre-Reviewing Application Can the application be reviewed? Yes – Go to Step 2. No – Return the incomplete application. Step 2 Reviewing Application Is the application complete? Yes – Go to Step 5. No – Mail additional information letter to Applicant & go to Step 3. Step 3 Additional Information Requested Did the Applicant respond within 30 days? Yes – Go to Step 4. No – Return the application. Step 4 Reviewing Additional Information Is the application complete? Yes – Go to Step 5. No – Repeat Step 3. Step 5 Drafting Permit Step 6 Submitted for Signature Is the draft permit and application complete? Yes – Issue Permit. No, draft permit is incorrect - Go to Step 5. No, application is incomplete - Go to Step 2.
Step 1 Pre-Reviewing Application Step 2 Reviewing Application Yes- Go to Step 5 No- Mail Additional Information Letter to Applicant. Step 3 Additional Information Requested Did the Applicant respond within 30 days? Yes – Go to Step 4. No – Return the application. Step 4 Reviewing Additional Information Is the application now complete? Yes – Go to Step 5. No – Repeat Step 3. Step 5 CO Requests Report from RO Step 6 RO Conducts Site Inspection If permit renewal- RO collects water samples from existing well during inspection. If new project- RO returns later to collect samples when well installed & system operational. Step 7 Draft Permit Step 8 Submitted for Signature Is the draft permit and application complete? Yes – Issue Permit. No- Draft permit is incorrect - go to Step 7.
INVOICE TO: WORD PERFECT TRANSLATIONS LTD period 8 Date of payment: 06th 2016 Name and Surname (Capital Letters Only) Full Address Languages: Bank Name: PPS No: Bank Address: Phone: IBAN: SWIFT / BIC: Date Appointment location Start/finish Time From - To Business (Number of hours) Non Business (Number of hours) Travel expenses Period 8: 07/03/2016 – 20/03/2016 07/03/2016 08/03/2016 09/03/2016 10/03/2016 11/03/2016 12/03/2016 13/03/2016 TOTAL HOURS DONE FOR THE WEEK The number of hrs will be stated on Payslip BH NBH Travel expenses Date Appointment Start/finish Business Non Business Travel expenses
AMPHIBIANS REPTILES RAPTORS OTHER THAN OWLS OWLS Small Cooper’s hawk Medium Large Large Ferrug/eagles/med-lg falcons/vultures/osprey Great gray; snowy LARGE MAMMALS MEDIUM MAMMALS Wolf Young Juv./Adult Opossum Juv. Adults Cougar Young Juv. Adult Skunk Young Juv Adults Bear Young Juv./Adult Marten Juv. Adult Coyote Young Juv. Fisher Young Juv. Adult Fox Young Juv. Adult Wolverine Young Juv. Adults Bobcat, lynx Young Juv. Adult Badger Young Juv. Adults Deer Infant Nursing Juv./ Adults Raccoon Young Juv. Adults Elk, moose Infant Nursing Juv./Adults Porcupine Young Juv. Adults Mt. goat, big horn Infant Nursing Juv./Adults Jack rabbit Juv./Adults Beaver Young Juv./Adults Muskrat, Mt. beaver, marmot Young Juv./Adults SMALL MAMMALS River otter Nursing/Juv./Adults Bats Juv/Adults Hoary, Pallid Juv/Adults Weasels Juv. Adults Mice, vole, rats, shrew, mole, BIRDS OTHER THAN RAPTORS Tree and flying squirrels Juv/Adults Marine/Seabirds Large ground squirrels Juv. Adults Shorebirds Gulls Chipmunks Juv. Adults Waterfowl Dabblers Divers Cottontail rabbit, snowshoe hare Juv. Adults GBHeron Upland game Large Corvids Woodpeckers Pileated Other Species Hummingbirds Passeriformes and all other birds INITIAL applicants only. Renewals do not complete this section. You must have a total of at least 6 months (1000 hours) experience working or volunteering with a licensed Wildlife Rehabilitator or licensed veterinarian experienced in wildlife, or demonstrate equivalent training. Please complete the tables below to describe your experience working with wildlife. Provide at least one letter of recommendation from a facility in which you worked. Facility Name/Veterinary Clinic Contact Person Number
NEW PERMIT SYSTEM FOR HOUSEHOLDER ACCESS TO HOUSEHOLD RECYCLING CENTRES (HRCs) USING VANS AND LARGE TRAILERS EFFECTIVE FROM 15th JANUARY 2018 FREQUENTLY ASKED QUESTIONS 1. What’s Changing? Access into the Borough’s HRCs using vans and larger trailers (larger than single axle) will no longer be allowed without presenting an Access Permit. 2. Why is This Change Being Introduced? Although the Council introduced new rules last summer in a bid to ensure that free use of our HRCs was restricted to householders from the Borough for disposing of and recycling household waste items, more effective measures are required to enforce these rules at the HRC sites. Householders are continuing to bear the financial burden of business/commercial waste being brought into our HRCs in breach of the rules, and it is estimated that this is continuing to cost an extra £0.5 million per year. 3. Who Is Affected? Only a person trying to access the Borough’s HRCs in a van or towing a trailer (larger than single axle) will require a HRC Access Permit. Householders entering HRCs in a car or car towing a single axle trailer do not require a permit. Permits will only be issued to householders in the Borough seeking to use a van or larger trailer to bring household waste items from their home to a HRC for disposal/recycling. 4. Is There a Charge for a Permit? No; HRC Access Permits are free of charge. 5. What Type of Permits Are Issued? There are two types of HRC Access Permit issued: A Multi-Use Access Permit. This will only be issued for the transport of compostable garden waste into a HRC using an open larger trailer (larger than single axle). It cannot be used in any other circumstances. A Multi-Use Access Permit will be valid for unlimited multi-use access to the designated HRC with household compostable garden waste, over a 12-month period from the date of issue (after which a new permit must be applied for). A Single-Use Access Permit. This will be issued in all other circumstances for householder access to a HRC using a van or larger trailer. A Single Use Access Permit can only be used on one occasion, on the date requested on the application form.
Name: ___________________________________________ Signed:___________________________________
Chapter 30: Conservative Resurgence (1980-2000) Continued George H.W. Bush and the End of the Cold War, The Clinton Years: Prosperity and Partisanship, and American Society in 2000 Part 2 Summarize the Elections of 1988: What dominated the first years of the Presidency of George H.W. Bush? What happened in Tiananmen Square? What was happening in Eastern Europe as communism was challenged? What soon overwhelmed Gorbachev and the Soviet What did the Baltic republics of Estonia, Latvia, and Lithuania do in 1990? What happened after a failed coup by Communist hard-liners? What did Boris Yeltsin do as the remaining republics dissolved the Soviet Union? What became tangible proof that the Cold War had ended? Why did Americans grow concerned instead of celebrating the end of the Cold War? Why did U.S. troops invade Panama? And why was this significant?
Class D - Potential Peroxide Forming Chemicals May form peroxides but cannot be clearly categorized in Class A, B, or C. Acrolein p-Chlorophenetole 4,5-Hexadien-2-yn-1-ol Allyl ether Cyclooctene n-Hexyl ether Allyl ethyl ether Cyclopropyl methyl ether o.p-Iodophenetole Allyl phenyl ether Diallyl ether Isoamyl benzyl ether chloride p-Di-n-butoxybenzene Isoamyl n-Amyl 1,2-Dibenzyloxyethane Isobutyl vinyl ether Benzyl n-butyl ether p-Dibenzyloxybenzene Isophorone Benzyl ether 1,2-Dichloroethyl ethyl ether Benzyl ethyl ether 2,4-Dichlorophenetole acetate Benzyl methyl ether Diethoxymethane n-Methylphenetole Benzyl-1-napthyl ether 2,2-Diethoxypropane Diethyl ethoxymethylenemalonate 3-Methoxy-1-butyl acetate Diethyl fumarate 2-Methoxyethanol ether Diethyl acetal 3-Methoxyethyl acetate Bis(2-chloroethyl) ether Diethylketene 2-Methoxyethyl vinyl ether Bis(2-ethoxyethyl) adipate Diethoxybenzene Bis(2-methoxyethyl) carbonate 1,2-Diethoxyethane b-Methoxypropionitrile Bis(2-methoxyethyl) ether Dimethoxymethane m-Nitrophenetole Bis(2-methoxyethyl) phthalate 1,1-Dimethoxyethane 1-Octene Bis(2-methoxymethyl) adipate Di(1-propynl) ether Oxybis(2-ethyl acetate) Bis(2-n-butoxyethyl) phthalate Di(2-propynl) ether Oxybis(2-ethyl benzoate) Bis(2-phenoxyethyl) ether Di-n-propoxymethane b,b-Oxydipropionitrile
Bis(4-chlorobutyl) ether 1-Pentene Bis(chloromethyl) ether Phenoxyacetyl chloride 2-Bromomethyl ethyl ether p-Ethoxyacetophenone a-Phenoxypropionyl chloride beta-Bromophenetole 1-(2-Ethoxyethoxy)ethyl acetate Phenyl-o-propyl ether o-Bromophenetole 2-Ethoxyethyl acetate p-Phenylphenetone p-Bromophenetole benzoate n-Propyl 3-Bromopropyl phenyl ether 1-Ethoxynaphthalene n-Propyl isopropyl ether tert-Butyl methyl ether o,p-Ethoxyphenyl isocyanate Sodium n-Butyl phenyl ether 1-Ethoxy-2-propyne Sodium ethoxyacetylide vinyl ether 3-Ethoxypropionitrile Tetrahydropyran Chloroacetaldehyde diethylacetal 2-Ethylacrylaldehyde oxime Triethylene glycol diacetate 2-Chlorobutadiene 2-Ethylbutanol Triethylene glycol dipropionate Ethyl-b-ethoxypropionate Chloroethylene Ethylene glycol monomethyl Chloromethyl methyl ether 2-Ethylhexanal 4-Vinyl cyclohexene beta-Chlorophenetole Ethyl vinyl ether Vinylene carbonate o-Chorophenol 2,5-Hexadiyn-1-ol
Criminal CAN Party Offences / Attempts 1.1 – Principal Offenders R v Thatcher R v H (Li) R v Berryman 1.2 – Aiding / Abetting R v Briscoe Dunlop & Sylvester v The R v Jackson R v Nixon R v Popen R v Helsdon R v Palombi 1.3 – Common Intention R v Kirkness R v R v Gauthier 1.4 – Attempts R v Deutsch v The R v Ancio R v Logan R v Sorrell and Bondett US v Dynar Defences 2.1 – Mistake (Fact / Law) R v Jones and Pamajewon R v Jorgensen R v Macdonald Levis v Tetreault 2.2 – Self Defence R v Caswell R v Urquhart 2.3 – Necessity R v 2.4 – Duress R v Ruzic R v Ryan 2.5 – Intoxication DPP v Beard R v Daley R v Tatton 2.6 – NCR Trial Trial
TDCJ EMPLOYEE PERFORMANCE LOG Employee Name: SSN: Position Title: Supervisor Comments or Recommended Actions: For example, discussion notes, expectations, action plans, time lines, and other measures and records of significant events. Employee Comments: Observation Dates - From: To: Supervisor’s Initials: Date: MM/DD/YYYY Employee’s Initials: Date: MM/DD/YYYY Observation Dates - From: To: Supervisor’s Initials: Date: MM/DD/YYYY Employee’s Initials: Date: MM/DD/YYYY Observation Dates - From: To: Supervisor’s Initials: Date: MM/DD/YYYY Employee’s Initials: Date: MM/DD/YYYY The original of this form shall be maintained in a supervisory file in accordance with PD-55, “Human Resources Records and Files.” This form shall not be attached to the employee’s performance evaluation. A copy may be placed in an employee’s disciplinary file only when it is used to support a disciplinary action taken in accordance with PD-22, “General Rules of Conduct and Disciplinary Action Guidelines for Employees.” Note to Employee: With few exceptions, you are entitled upon request: (1) to be informed about the information the TDCJ collects about you; and (2) under Government Code §§552.021 and 552.023, to receive and review the collected information. Under Texas Government Code §559.004, you are also entitled to request, in accordance with TDCJ procedures, incorrect information the TDCJ has collected about you be corrected.
Texas Department of Criminal Justice GRIEVANCE TRACKING LOG Unit or Department: Date Rec’d Employee Name Date Sent To Intake Intake Number Date Email and/or Rejected Grievance To Employee Date Grievance Received by Responding Authority Meeting Date Date Response Due Date Response to Employee Date Response To Intake (7 Days) Comments Distribution: Original – Unit or Department Grievance Coordinator
CPE Benchmark scores for students to be deemed College Ready ENGLISH 18 MATH 19 READING 20 By scoring an 18 in English, a 19 in Math, and a 20 in reading students will be considered to be capable of being successful in a college credit bearing class once they attend college. Students that do not meet KY/CPE benchmarks may be admitted into a college but will need to take remedial classes that do not count towards their degree completion. Students will have the opportunity to take the ACT/Compass test after remediation to gain a placement score for colleges. College Readiness Benchmark Scores-EPAS system These scores indicate that a student is on the correct trajectory to be considered College Ready English Math Reading Science EXPLORE 13 17 15 20 PLAN 15 19 17 21 ACT 18 22 21 24 KY CPE benchmark 18 19 20 none Questions? Please contact your school’s counselor for additional information. Resources: 2013 - 2014 The Educational Planning and Assessment System (EPAS) and College Readiness College Readiness starts before a student walks into a school building. Parents can emphasize and set the expectation that students are expected to do well in school and attend a post- secondary institute as they begin the basics of their child’s education. Once a child enters a school building, College Readiness begins in earnest. Reading, writing and math are the building blocks behind a child’s success. MAP testing is one way to keep track of your child’s progress in reading and math throughout elementary and middle school.
Perry Elementary Professional Learning Communities 2017-18 Updated 8/21/17 PLCs are organized by grade levels; PLC leaders are listed first and marked with an *. Kindergarten Christine Gage Melodie Braun Nicole Hayes Linda Huntington Reuter Rachel Steva Sarah Bryan Courtney Bahney Michele Hadley 1st Grade Amy McCord Janna Bjork Crystal Andrews Jenny Adair Katie Hermann Thompson Janiece Thompson Robert Benesh Mandy Myers 2nd Grade Becky Anderson Torey McElroy Lindsey Buhrman Julie Elliott Katie Hardy Jessica Renken Barb Burket Brienna Hayes Ryan Lohman 3rd Melissa Olson Kolin Ross Erin Galivan Kayla Brown Daisy Diaz Amanda Wright Kadarenna Sales 4th Grade Nicole Myers Elizabeth Marburger Ali Crowley Adam Kealhofer Cory Hochstedler Emily Henry Kellie Seales Locker 5th Grade Jennifer Molitor Cynthia Miner Allyson Gast Corey Myers Courtney Shelbi Williams Dawn Higgins Jordan Bettis K-12 Music Shaylena Bell Jenn Nelson Devin Schroeder Lisa Christensen Brad Sparks K-12 Art Leslie Mayhugh Klista Meis Jessica Brocka Savannah Belgarde K-12 PE Lori Meinecke Pierce Mark Weber Zach Cole K-12 TAG Randy Peterson Kalyn Hansel Pre-school & Transitional Kindergarten Teresa Higgins Kim Herrera Hannah Pierce Cherri Johnson Bobbie Barto
Perry Secondary Professional Learning Communities 2017-18 Updated 9/6/17 PLCs are organized by content areas; PLC leaders are listed first. Literacy 1 Wendy Bollhoefer Joy Berg Alissa Bahney Alyse Garcia Christine Krohn Literacy 2 Jen Sprung Jordan Silar Jeff Hayes Terra Webb Charlotte McDonald Faye Southward Michael Lovan Social Studies Carla Wood Gary Overla Sarah Iben Adam Bloom Diane Gibson John Fulton Austin Daniels Science Beaudet Jeff Fox Peter Meis Bryan Scheve Tonia Prombo Nathan Krohn Skylar Wolf Learning Supports 1 Bass Joyce Hegstrom Michelle Laughridge Daniels Tyler Richmond Katie Bryant Learning Supports 2 T. J. Maylum Kris Finn Brennan Cleveland Joel Happel Trista Kim Swanson Barbara Hackett Mathematics Lisa Schumacher Amy Skinner Jim Prombo Paige Wilkin Matt Hardy Sean Brix Lori Hewlett Jon Hoefer Dan McGinnis Career & Technical Ed. Amy Benjamin Ashley Fricke Chris Marks Amy Berg Calvin Smith Curt Cornelius Abby Houseman Alex Kuntz K-12 Music Shaylena Bell Jenn Nelson Devin Schroeder Lisa Christensen Brad Sparks K-12 Art Leslie Mayhugh Klista Meis Jessica Brocka Savannah Belgarde K-12 PE Lori Meinecke Scott Pierce Mark Zachary Cole Specials 1 Teresa Kresse Melanie Harmon Jami Blum Emily Einck Cindy Jafvert Kamel Heitz K-12 TAG Peterson Kalyn Hansel Counselors/At-Risk Tami Valline Angelica Cardenez Anne Horgen Miranda Brus Jodi Schuttler Jacob Enderton Ben Coy Dennis McDonnell Michael Mott Lisa Barleen Kathy Pantzar Megan Maylum Adam Modlin
Social, Emotional and Mental Health Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, reward charts, timers, clear rules and routines, etc. A personalised approach to their learning may be required such as, exploring feelings, anger management, SMART Thinking. Some may also be on their own personalised behaviour management plan. The school runs a “Mentoring programme” and there is one trained LSA who is used to act as mentor for the support of children with social, communication, interaction and emotional difficulties. For children who need additional mentoring, a qualified, external counsellor is employed by the school to work with children as guided by the SENCO and Class Teachers. These children may have family problems, social and emotional difficulties, and communication and interaction difficulties. Autism and Social Communication Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, visual timetables, visual organisation prompts, first and then boards, tasks broken down into manageable steps, clear and precise language used, a variety of options for recording work, work stations, sensory analysis, weighted cushions, fiddle objects, etc. Some may attend individual, paired or small group out-of-class sessions to develop their social communication skills. A specialist teacher for Autism and social communication difficulties also supports and advises for children with significant needs in this area. Speech, Language and Communication Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may be pre-taught topic vocabulary, have tasks broken down into pictorial format, use mind mapping techniques, etc. Some may attend group or individual out-of-class sessions to develop their speech, language and communication skills. A speech and language therapist visits at least once termly to assess and review cases. A specialist teacher for speech, language and communication difficulties can also be accessed to advise staff on how to support children with significant language needs.
a. it plays into the Western stereotypes of veiled women, and is probably a smart marketing ploy for an American publication of the book c. that the women show no signs of rebellion, which make it inappropriate for the cover of the book d. that the black and white nature of the photo b. that it is very similar to the first French cover for Persepolis I might lead to an oversimplified view of the book by the general public e. that because the women don’t make eye contact with the reader, they seem secretive, which will turn off a Western audience What would Costantino say about the page from Persepolis above?
Right There: Pulling it Together: Author & Me: Author & Me: On My Own: 1) 2) 3) 4) 5) Name:_______________________Date:______________Book Title:___________________ Pgs. _____to _____ I Read… (Quotes/Examples from the text, including quotation marks & page #) I Thought… (Questions, comments, connections, roadblocks, summaries, clarifications, sketches, etc.)
16.Tyrannical (289) “Most families are traditionalists. They are as tyrannical as the state.” 17. intransigence (294) “I had forgotten her extreme intransigence.” 18. perspicacity (295) “Faced with the perspicacity of my girlfriends, I had no choice but to the truth.” 19. discernment (295) “Such discernment!” 20. Discreet (302) “Our struggle was more discreet.” 21. Semblance (304) “To find a semblance of equilibrium, we partied almost every night…” 22. Propaganda (322) “Since when have you trusted our media? Their objective consists of making anti-western propaganda.” 23. Cynicism (322) “I hate just as much the cyncism of the allies who
CSD Teacher Quality Committee December 8, 2015 7:20 a.m. in the high school conference room High School Agenda Call the Teacher Quality Committee meeting to order Approval of the agenda Discuss and approve using Teacher Quality dollars to pay mentors in order to make up for a reduced amount coming from the state. Adjournment Teacher Quality District Proposed Allocations for 2015-16 Teacher Professional Development Budget Proposed for 2015-16 Carry over from previous school year: $34,142.00 Allocation for current school year (estimated): $79,284.00 Total for current school year: $113,426.00 Proposed Expenses High School Allocation $28,151.00 Middle School Allocation $28,151.00 Elementary Allocation $28,151.00 DLT Stipends $7,680.29
Persia v Greece Thesis Statements Greece Similarities Persia Evidence Political: Persia and Greece were politically similar _______________________, yet differed in that ________________. City-states Various forms of government- Monarchy- Oligarchy- Tyranny- Democracy Aristocracy Direct Democracy in Athens Delian League vs. Peloponnesian League Draco- wrote legal code for Athens Solon- chosen by aristocrats in 594BCE-outlawed debt slavery…extended suffrage Pisistratus (one of the 1st tyrants) Empire (Athens later) City-States similar in some ways to Persian Provinces, as a smaller unit of in charge of taxation, had own customs and laws Both Sparta and Persians relied on a strong military to back up their policies Battle of Marathon and Salamis and Thermopylae Similar goals for empire between Persians and Pericles- hold and strengthen empire Empire-largest population 20 Provinces Royal road Bureaucracy Achaemenid Dynasty established by Cyrus the Great in 550BCE Expansion of Empire…conquered Egypt Political into provinces, called satrapies, led by satraps (governors) Official Language: Aramaic Important leaders: Cyrus the Great Darius-seized power in 522BCE with help of 10,000 Immortals Xerxes (480 BCE) Darius III Royal road Persian Wars Both conquered by Macedonia
508BCE- Cleisthenes: council of 500 Pericles- Sparta- kings Conquered by Macedonia (Philip II) Thesis Statements Greece Similarities Persia Evidence Cultural/Religious: Persia and Greece were culturally similar ____________, yet differed in ____________________. Polytheistic: belief in many gods Athena Greek Philosophers (Socrates, Plato, Aristotle) Golden Age of Athens Sparta- military/ athleticism Athens- arts Drama- tragedies and comedies Cult of in Egypt Hellenistic Culture Religiously Tolerant…allowed citizens to practice whichever religion they chose Zoroastrianism- struggle between good (Ahura Mazda) and evil (Ahriman)…ethical dualism…final judgment for souls…official state religion of the Achaemenids Priceless Libraries in Persepolis Hellenistic Culture Thesis Statements Greeks Similarities Persians Evidence Economic Sea trade Sea trade Land trade Canal in Egypt
Athens: adult male citizens…women and foreigners and slaves were excluded from citizenship Spartan women were excluded from citizenship, but still had more rights than other women…trained to defend the Thesis Statements Greeks Similarities Persians Evidence Intellectual/Tech The Greeks and Persians were intellectually similar in ________, yet differed in ___________________. Any Golden Age Achievement Euclid Philosophers: Socrates/ Plato/ Aristotle Homer: Iliad and Odyssey Use of Phalanx Astronomers Large structures Medicine Math Legal system Hellenistic achievements Focus on scholarship Royal Road Windmills 360 degree circle Legal system Use of cavalry and short bows Libraries of Persepolis Hellenistic Achievements
پایان ترم فارسی 6 (School letterhead/logo) (Date) والدین/سرپرستان عزیز، مدرسه در روز ................................................. (day) تاریخ ...................................................................... (date) در ساعت ..................................... (time) برای تعطیلات ترم/ آخر سال تحصیلی به پایان می رسد. مدرسه در روز ............................... (day) تاریخ .................................. (date) در ساعت .......... صبح (time) آغاز می شود. امضا ……………………………………… تاریخ ............................................................... END OF TERM PERSIAN 6
Perry CSD Teacher Quality Committee September 26, 2016 7:20 a.m. in the elementary conference room Perry Elementary Agenda Call the Teacher Quality Committee meeting to order. Approval of the agenda. Review and discuss the purpose of this committee. (Refer to page 2) Discuss and approve budget for teacher quality professional development dollars. (Refer to pages 3-5) Adjournment. The Teacher Quality Committee responsibilities are as follows: Monitor the local implementation of the Student Achievement and Teacher Quality program. Determine the use and distribution of the professional learning funds based on the school district/agency, attendance center, and individual teacher professional learning plans (ITPDP). All professional learning including district, building, and individual plans, must be aligned with the Iowa Professional Development Model as outlined in Iowa Code Chapter 284.6. Per Iowa Code, professional learning plans must contain the following: Support that meets the career development of individual teachers and is aligned with the Iowa Teaching Standards;
Program Term Number of Students who Did NOT Return in Spring Percent of Students who Did NOT Return in Spring Number of Students who Returned in Spring Percent of Students who Returned in Spring Total Number by Program and Year D.BBA.ACCT 2015FA 3 43% 4 57% 7 2016FA 0 0 4 100% 4 2017FA 0 0 7 100% 7 D.BBA.BTEC 2015FA 0 0 1 100% 1 2016FA 0 0 1 100% 1 2017FA 0 0 1 100% 1 D.BBA.FIN 2015FA 0 0 4 100% 4 2016FA 0 0 1 100% 1 2017FA 1 50% 1 50% 2 D.BBA.MGMT 2015FA 0 0 8 100% 8 2016FA 1 17% 5 83% 6 2017FA 1 8% 11 92% 12 D.BBA.MKTG 2015FA 1 25% 3 75% 4 2016FA 1 33% 2 67% 3 2017FA 0 0 6 100% 6 D.BGS.GENS 2015FA 3 43% 4 57% 7 2016FA 1 33% 2 67% 3 2017FA 1 13% 7 88% 8 2015FA 0 0 1 100% 1 D.BS.BLIS 2015FA 2 40% 3 60% 5 2016FA 1 10% 9 90% 10 2017FA 1 25% 3 75% 4 D.BS.CGD 2015FA 2 6% 30 94% 32 2016FA 2 8% 23 92% 25 2017FA 1 4% 26 96% 27 D.BS.CINS-PMGT 2016FA 0 0 1 100% 1 2017FA 3 43% 4 57% 7 D.BS.CINS-SWDV 2017FA 1 50% 1 50% 2 D.BS.CSC 2015FA 5 10% 46 90% 51 2016FA 4 8% 44 92% 48 2017FA 5 9% 49 91% 54 D.BS.CYOP 2015FA 7 13% 46 87% 53 2016FA 10 11% 79 89% 89
Position Title: ______________________________________________ Date: _________________________ email address: _______________________________________ Telephone Number: ____________________ Start Date (m/d/y) End Date (m/d/y) Position Pay Rate (Hourly/Daily/ Monthly) Time Worked (In Hours) Earnings CalPERS use only
Subject is probably a non-joiner and may be a loner. Subject may be depressive. Subject may exhibit identity diffusion, being unsure of his identity: possible problems in sexual identity. Subject may have grown up in a disturbed developmental environment. He may have been a scapegoat in a dysfunctional family. (Family scapegoats tend to be blamed for the family’s problems at an early age, sometimes being held responsible for other people's bad behavior. On the high side they are creative and unconventional and can provide realistic and invaluable insight into family dynamics.) Mosley, S. “Roleplaying: The Six Family Roles We’re All Familiar With.” Internet Citation: http://www.insightfulinnovations.com/zykrblog/roleplaying-family-roles Subject’s parents may have been exploitive and manipulative persons. Subject may struggle with feelings of rage about abuse he experienced in childhood. Subject may have experienced actual or functional object loss in childhood. Subject may show schizoid detachment. Given his possible high verbal abilities and creative potential we may expect subject to be a creative writer. Subject may have been incorrectly diagnosed at some point as suffering from bipolar disorder owing to his high associational ability and his ability to jump from one subject to the next rapidly. These abilities may been mislabeled as symptoms of mania.
Important TO What is important to a person includes those things in life which help us to be satisfied, content, comforted, fulfilled, and happy. It includes: •People to be with /relationships •Status and control •Things to do and Places to go •Rituals or routines •Rhythm or pace of life •Things to have
Boom 's One Page Profile for Doctor Vi sits WHAT'S Th'lPORTANT TO ME? Being understood when I talk. If s QI( to make multiple guesses r(will work with you. Having control. I catd control everything. but 1et me control those things I can. Having my dad help me. He knows me better tban you do. Listen to my dad. Knowing what is comi ng next. Visual schedules work great but I k"Tiow they aren 't always possible. Show me what you are doing by comparing to things I already know My preferred statT. I wlll do things for them l migbt no t do for you. WHAT YOU NEED TO KNOW TO SUPPORT ME: •!• J don't tmderstand your rules and they aren't important to me ·:·Know my rules.u·you don., know ·em. ask my dad. •:• Most of the tim I don't understand why Ihave io do what you are asking. Gi,·c me time to process. •!• lf you are seeing me I am probabl) sick and my patience might be shorter than usual •!• Gi,•e me control where I ClUl have it •!• Rewards are great but they have to be believable and ha pen soon.