zilongwang/ReadingBank huggingface dataset:
Last updated: <date> JOB DESCRIPTION Post title: Research Fellow Academic Unit/Service: AU2 Centre for Innovation & Leadership in Health Sciences Faculty: Faculty of Health Sciences Career Pathway: Education, Research and Enterprise (ERE) Level: 4 *ERE category: Research pathway Posts responsible to: Professor Maria Stokes Posts responsible for: N/A Post base: Office and laboratory based Job purpose The purpose of the research is to examine the physical and psychosocial benefits associated with playing recreational golf. The role of the Research Fellow will be to carry out research on recreational golfers of different ages and sedentary controls, using portable techniques for testing physical function and questionnaires for assessing psychosocial function. Participants will be over 18 years of age and there will be no upper age limit. The Research Fellow will be responsible for the day-to-day running of the project, involving all tasks within the project from participant recruitment through to dissemination of findings. Student projects associated with the main study will be co-ordinated by the Research Fellow, in collaboration with the students’ supervisors. Key accountabilities/primary responsibilities % Time To develop and carry out an area of personal research 60% Investigate models and approaches to test and develop them which will include data collection and analysis, and prepare reports for the research project on golf and health. Disseminate findings by preparing publication materials for referred journals, presenting results at conferences, or exhibiting work at other appropriate internal and external events. Carry out administrative tasks associated with the research project, for example risk assessment of research activities, organisation of project meetings and documentation, and reporting to the funding body. 10 %
Do you have the Right Needs? Interview Folks from the Target Customer Group & Record the Data Name of Potential Customer asked Get Better by Regular practice Close and not Costly Hit, not Pick Up Comments 1. Jeff Y Y Y Want to practice in back yard Hate finding balls 2. Joan Y Y N Want to practice in park Picking up is nice break 3. Jill Y Y Y Want to practice in any small space Lose so many balls 4. Joe Y Y Y Want to practice in back yard 5. Jack Y Y Y Want to practice in front yard Balls always get lost 6. Jane Y Y Y Want to practice in back yard Hard to find balls 7. Jim Y N Y Like the drive to the course Lose 3 of every 6 balls Do you have the Right Features?
Mail this form to the church, give it back to your church contact person, or pay online @ www.umcwayne.org I AD IN THE Full page ad Half page ad Quarter page ad Tee & Green Sign Gold Sponsor Bronze Sponsor Golf Cart Sponsor Event Sponsor Name____________________________ Bus. Name_______________________ Address__________________________ _________________________________ Phone# _________________________ email____________________________ Church Contact Person___________________________ All copy for the ad book and for tee signs should be emailed to the church office with subject 2017 Golf Sponsor and your business name. Thank you. Supported Missions 223 Ellison Street Paterson, NJ 973-742-5518 PO Box 334 Wayne, NJ 07474-3341 (973) 595-1900 _____________________________ 99 Parish Drive Wayne, NJ 07470 973-694-3260 Rev. Marv J. Wills www.umcwayne.org Sunday Worship 10:00AMSunday School 10:00AM Nursery services provided during worship Presents Our: 14th Annual Golf Outing & Fundraiser May 1st, 2017 At Black Bear Golf Club Franklin, NJ SPONSOR
Level Sponsor Investment Logo Placement Area Goody Bag Drop (Sponsor) Event and Media Pages Tee Box Recognition Sponsored Hole Sponsor Board Golfers Included Sold Platinum $2,000 Golf Cooler and Tee + Hole ✓ ✓ ✓ ✓ ✓ 4 Gold $1250 Hole-in-one; Prize Callaway irons ✓ ✓ ✓ ✓ ✓ 2 Gold $1250 Hole-in-one; Prize Sharp TV ✓ ✓ ✓ ✓ ✓ 2 Sold Gold $1250 Golf Tumbler for Attendees + Hole ✓ ✓ ✓ ✓ ✓ 2 Sold Gold $1250 Attendee Golf Hats + Hole ✓ ✓ ✓ ✓ ✓ 2 Gold $1250 Driving Range ✓ ✓ ✓ ✓ ✓ 2 Silver $750 Longest Drive ✓ ✓ ✓ ✓ 1 Sold Silver $750 Closest to the Pin ✓ ✓ ✓ ✓ 1 Sold Silver $750 Putting Contest ✓ ✓ ✓ ✓ 1 Bronze $350 Goody Bag Drop ✓
Haney Rotary Invites you to join us for our 10th annual Charity Golf Tournament @ Golf Course Wednesday May 25, 2011 Registration 11:30 am - 12:30 pm Shotgun start 1:00 pm Awards dinner 7:00 pm Join us for a fun-filled day on the beautiful course at Swan-e-set Bay Golf Course in Pitt Meadows. Our golf tournament is a popular event and sells out very quickly; be sure to register early in order to secure your spot. We hope you will remember the Haney Rotary Charity Golf Tournament as one of the best days you’ve had golfing all year - while helping to raise money to provide funding for needs in our community. You will also enjoy great prizes, good food and the opportunity for you and your golf friends to try to shoot the lowest team score possible! As this event is so popular, we again are golfing Texas Scramble format to accommodate more players and take less time! Again we have an auction during dinner! Sponsorship Opportunities PLATINUM Sponsor - $5000 Major corporate promotion opportunities Special Awards Dinner recognition that includes your company logo on all tables Four golf entry registrations with carts Exclusive signage PUTTING GREEN Sponsor - $3000 Signage and special recognition at the putting green for sampling and product demonstrations Four golf registrations with carts GOLF CART Sponsor Sponsor - $2500 Major corporate promotion opportunities Company logo on all golf carts Four golf entry registrations with carts GOLD Hole Sponsor - $2500 Exclusive hole and signage Four golf registrations with carts for sampling and product demonstrations SILVER Hole Sponsor - $1500 Exclusive hole and signage Two golf registrations with cart BRONZE Hole Sponsor - $1000 Tee box signage (shared) Two golf registrations with cart TIN CUP Hole sponsor - $500 signage CHALLENGE THE KID CONTEST Sponsor - $500 Signage CHIPPING CONTEST Sponsor - $500 Signage Corporate Sponsor - $200 Tee box signage Individual Entry - $150 Includes golf cart this year! Includes golf and awards dinner, tee gifts & wonderful prizes Use of the driving range Prize or Auction item donors Signage at registration
Haney Rotary Charity Golf Registration Form Name Company Name Address City Postal Code Phone (h) (w) (C) Email Sponsorship: ✔check below: □ PLATINUM Sponsor $5000 □ PUTTING GREEN $3000 □ GOLF CART $2500 □ GOLD HOLE $2500 □ SILVER Hole $1500 □ BRONZE Hole $1000 □ CHALLENGE THE KID $500 □ CHIPPING CONTEST $500 □ Corporate Hole Sponsor $200 ___ Individual Registrations $150 Additional $25 if not paid by may 13, 2009. ___ Additional dinner tickets $60 guest names Total $ ________________ □ Chq - payable to Rotary Club of Haney may be post dated up to May 11th, 2011 □ Credit Card (visa / mc) □ receipt if required will be mailed to address shown Cardholder # Expiry date Signature Choose your partners or we can for you. 1. 2. 3. 4. Mail Registrations to: Haney Rotary Fax Registrations to: 604-467-6655 Contact: Mike Murray 604-614-4604 Welcome Sponsors and Golfers! to the 10th annual Haney Rotary Charity Golf Tournament @ Golf Course Wednesday May 25, 2011 Registration 11:30 am - 12:30 pm Shotgun start 1:00 pm Awards dinner 7:00 pm
Level 1 8:45 Drop Off at Clubhouse 9:00 Roll Call – Safety Rules 9:05 Clinic/Practice Session Monday – Putting Tuesday – Short Game Wednesday– Full Swing Thursday- Review 10:30 On Course Session 11:50 Review/Recap 12:00 Dismissal Level 1 Level 2 8:45 Drop Off at Clubhouse. 9:00 Roll Call – Safety Rules 9:05 Daily Clinic/Practice Monday – Putting Tuesday – Short Game Wednesday– Full Swing Thursday- Review 10:30 Skills Contests 12:30 On Course Session 2:50 Review/Recap 3:00 Dismissal Level 2 Golfer Name: Age: _______ Male_______ or Female _______ Allergies: Has played 9 holes before? Yes________ No________ Has his or her own clubs? Yes_______ No_______ Has taken lessons before? Yes______No________ Parent/Guardian Information: Name: Emergency Phone: _________________________________ Payment: # of Level 1 sessions ____ x $119 = _______ # of Level 2 sessions ____ x $239 = _______ # of lunch plans ______ x $20 = _______ Total Due__________ Payable to: Genesee Valley Golf Course I hereby waive for my child any and all rights and claims for damages that we may have against Kless Myers Golf Management LLC, Monroe County and its successors and assigns for any and all injuries suffered by my child during the Junior Golf Academy. If a medical emergency should arise, those in charge have my permission to seek medical attention from qualified personnel. Signed___________________________ Date___________
April 10, 2018 2018-19 Girls’ Golf Schedule FIRST CONTEST: 8/20/18 LAST CONTEST: 10/19/18 DAY LEV DATE VISITOR HOME (Round 1) LOCATION TIME Tues Var Sept 11 Cabrillo vs Lakewood Skylinks 2:30 Tues Var Sept 11 Wilson vs Poly Rec Park 2:30 Wed JV Sept 12 Millikan vs Lakewood Heartwell 2:30 Wed JV Sept 12 Wilson vs Poly Rec Park South 2:30 Thurs Var Sept 13 Wilson vs Millikan El Dorado 2:30 Thurs Var Sept 13 Lakewood vs Poly Rec Park 2:30 Tues Var Sept 18 Cabrillo vs Wilson Rec Park South 2:30 Tues Var Sept 18 Poly vs Millikan El Dorado 2:30 Wed JV Sept 19 Lakewood vs Poly Rec Park South 2:30 Wed JV Sept 19 Wilson vs Millikan Heartwell 2:30 Thurs Var Sept 20 Lakewood vs Wilson Rec Park 2:30 Thurs Var Sept 20 Millikan vs Cabrillo Rec Park South 2:30 Tues Var Sept 25 Poly vs Cabrillo Rec Park South 1:30 Tues Var Sept 25 Millikan vs Lakewood Skylinks 1:30 Wed JV Sept 26 Lakewood vs Wilson Rec Park South 2:30 Wed JV Sept 26 Poly vs Millikan Heartwell 2:30 DAY LEV DATE VISITOR HOME (Round 2) LOCATION TIME
In partnership with the GA HP Manager (Victoria) attend various national and international competitions. This can include, but is not limited to: Australian Intestate Teams Matches International tournaments International camps State-based camps National ranking events USA Camp Ensure both continuity and consistency of elite level coaching via observing athletes in competition mode Identify and track talented male and female athletes sitting outside the pathway that may be potential VIS or underpinning program athletes by way of performance tracking methods Appropriate squad and event preparation in place measured by post event surveys and reviews. Performance of Victorian Men’s & Women’s Team at tournaments against GA KPIs Manage the VIS Golf program budget in conjunction with the VIS Performance Manager (Pathways) and the GA HP Manager (Victoria) and perform administrative tasks as required Financial and administrative accountability within limits set by the VIS budget Maintain effective communication with athletes, administrators, personal (home) coaches and parents, as required. Provide timely and regular updates to athletes, administrators, personal coaches and parents (as required) with regards to training and competition arrangements General Performance Indicators The achievement of program KPI’s for each program and athlete targets as outlined and agreed in Partners Agreement & Performance Plans The quality of the daily training environment and athlete support programs evidenced by regular program surveys The effective co‐ordination and integration of key support staff to have a measurable performance impact The number of VIS athletes being selected into the State and National teams and the number ultimately graduating to the professional ranks Satisfactory performance at the Interstate Teams Series of the GV State Teams Satisfactory progression for male and female athletes in the GA pathway Establishment of a viable and sustainable group of female athletes within the VIS program. Satisfactory performance by Victorian State Squad members at National Selection events and the Australian Amateur Championship Relationships With Purpose GA HP Manager(Victoria) GA HPD directs the program approach & oversees day to day delivery of the Golf program and development of individual athletes. VIS Performance Manager (Pathways) and Performance Director Oversee the progress of the VIS program and ensure that program reflects the priorities of the GA HP plan Golf Australia, through regular communication and contact with the GA High Performance Manager & National Coaches Provide a clear pathway for VIS athletes into the GA National Squad
Golf Member Customer Notice Please find below a copy of the Golf Course fixture dates and closure times for this term: Fixtures: Date Closed from Friday 4th May 4.45pm Thursday 10th May 4.30pm Friday 11th May 4.15pm Tuesday 15th May 4.30pm Friday 18th May 4.15pm Monday 21st May 4.45pm Thursday 24th May 4.45pm Thursday 7th June 4.15pm Monday 11th June 4.15pm Friday 15th June 4.45pm Monday 18th June 6.00pm - Dusk Friday 22nd June 4.30pm Tuesday 26th June 4.30pm Sat 30/06/18 – SPEECH DAY Senior School – CLOSED Sun 31/06/18 – SPEECH DAY Prep School - CLOSED Fixtures highlighted in RED are dates/times that fall within member’s opening times. Please allow at least 2.5 hours from the fixture Tee Time before arriving to commence play. The above fixtures are subject to change due to weather conditions. All Members will be notified if this affects opening times. Below is a copy of the Golf Course opening times for your reference: Term time opening hours: Monday: 9:30am – 2:10pm / 3:15pm – Dusk Tuesday: 7:30am – 2:10pm / 3:15pm – 4:45pm / 7:00pm – Dusk Wednesday: 7:30 – 3:25 / 4:45 – Dusk Thursday: 7:30am – 2:10pm / 3:15am – 4:45pm / 7:00pm – Dusk Friday: 9:30am – Dusk Saturday: 7:30am – Dusk Sunday: 7:30am – Dusk
URALLA GOLF CLUB PROGRAM 2016 JUNE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY 30 31 1 2 3 4 5 MEDLEY STABLEFORD VETS MEDLEY STABLEFORD STROKE Neil Free WESTPAC CHARITY DAY 6 7 8 9 10 11 12 MEDLEY STABLEFORD VETS MEDLEY STABLEFORD STABLEFORD John Holthouse 13 14 15 16 17 18 19 STABLEFORD CLUB TROPHY MEDLEY STABLEFORD VETS MEDLEY STABLEFORD STROKE GUZZLERS MUG President SURE SHOT REGIONAL FINALS Werris Creek 20 21 22 23 24 25 26 MEDLEY STABLEFORD VETS MEDLEY STABLEFORD ROCKY RIVER 4BBB Qualifier JUNIOR CLINIC 27 28 29 30 1 2 3 MEDLEY STABLEFORD VETS MEDLEY STABLEFORD
2016 JULY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY 27 28 29 30 1 2 3 STROKE DAVID CARLON WESTPAC CHARITY DAY 4 5 6 7 8 9 10 MEDLEY STABLEFORD VETS MEDLEY STABLEFORD TBA DANIEL & RICHARD BLAKE LADIES GRAHAM BETTS QUALIFIER 11 12 13 14 15 16 17 MEDLEY STABLEFORD VETS MEDLEY STABLEFORD ROCKY RIVER CHALLENGE 4BBB QUALIFIER 18 19 20 21 22 23 24 MEDLEY STABLEFORD LADIES GRAHAM BETTS QUALIFIER VETS MEDLEY STABLEFORD STROKE GUZZLERS MUG President 25 26 27 28 29 30 31 MEDLEY STABLEFORD VETS MEDLEY STABLEFORD PAR JOHN IZZARD & SAM SMITH SURESHOT 4BBB PAR 31 1 2 3 4 5 6
Dr. Maricelle Abayon (WGL) Assistant Professor Eastman Institute for Oral Health Dr. Jay Kumar Assistant Director New York State Bureau of Dental Health Karen Black Senior Public Relations Associate Eastman Institute for Oral Health Dr. Wayne Lipschitz Associate Professor Eastman Institute for Oral Health Onolee Stephan, MPH Director, Community Health Program Special Olympics International Andrea Pedersen Dental Hygienist Eastman Institute for Oral Health Lenora Colaruotolo (WGL) Social Worker Eastman Institute for Oral Health Laura Robinson Associate, Neurodevelopmental & Behavioral Pediatrics Strong Center for Developmental Disabilities Department of Pediatrics University of Rochester Medical Center Dr. Lisa DeLucia (WGL) Pediatric Dentist LEND Fellow (URMC) Elizabeth Sheen, RN Coordinator Monroe Arc Doug Fisler Parent Representative Heritage Christian Services Dr. Richard Speisman (WGL) General Dentist Rochester General Hospital Dentistry Dr. Sangeeta Gajendra Assistant Professor Eastman Institute for Oral Health Dr. Patricia Stege Dentist Finger Lakes Dev. Dis. Service Org (FLDDSO) Dr. Susan Hetherington Assistant Professor Neurodevelopmental & Behavioral Pediatrics Strong Center for Developmental Disabilities Department of Pediatrics University of Rochester Medical Center Dr. Stephen Sulkes Professor Neurodevelopmental & Behavioral Pediatrics Strong Center for Developmental Disabilities Department of Pediatrics University of Rochester Medical Center Dr. Adela Guset Resident Representative Eastman Institute for Oral Health Dr. Nirmala Tasgaonkar Assistant Professor Eastman Institute for Oral Health Beth Kettell Librarian Eastman Institute for Oral Health Appendix 3 PROJECT PARTNERS Given its established organizations and existing resources, the Genesee Region is an ideal location in which to demonstrate a system of integrated and comprehensive oral health care for people with IDD. The Strong Center for Developmental Disabilities (SCDD) has been collaborating with the disability community in upstate New York for the last 40 years, providing leadership in IDD research, policy, service and education.
6. Research: Give Particulars of all post-graduate research work done. Mention name of Institution and Professor under whose guidance the research was completed. S.No Name of the Research Name of the Institution Name of the Professor a. Research papers: Attach list of Research Papers as per specimen and attested photocopies of title of Journal with each research paper. Specimen S.No Title of Research Paper with Name of Journal & date of Publication Recognized by HEC/ PEC Not recognized Principal Or Co-author Attach list of Miscellaneous teaching Or Administrative Experience if any:- b. Membership of Learned societies and other Achievement in University. Public Or International Affairs, if any:- c. Country Visited: Name of the Country Duration Purpose of Visit d. Research Project S.No. Project Duration Donor Agency Remarks From To e. Post Doc Research Experience with period. (Please attach proof) f. Research Projects Government/International Funded. (Please attach proof) g. National / International Awards / Medals (Please attach proof) h. State any other relevant facts attach additional sheet, if required:- 7. Attach the documents in this sequence:- SSC with DMC, Inter with DMC, Bachelor with DMC, Master with DMC, M. Phil & Ph. D, Experience Certificates & Domicile (Unnecessary documents may not be attached) I hereby declare that all entries in this application form, all the additional particulars (if any) furnished along-with it, are true to the best of my knowledge & belief. Dated: ________________ Signature of the Applicant.
UNIVERSITY OF MAIDUGURI (Office of the vice chancellor) CENTRE FOR DISTANCE LEARNING PART I: 2015/2016 SECOND SEMESTER PRVISIONAL CONTACT TIME TABLE VENUE: FEDERAL COLLEGE 0F EDUCATION TECHNICAL GOMBE STATE DAY/TIME 8.00-8.45AM 8.45-9.30AM 9.30-10.15AM 10.15-11.00AM 11.00-11.45AM 11.45-12.30PM 12.30-1.15PM 2.15-3.00PM 3.00-3.45PM 3.45-4.30PM FRIDAY HED 101 BUS 104 ISL 104 SOC 107 GEO 108 ECON 107 ISL 107 ENG 114 HED 106 GEO 106 SOC 105 ACC 102 ISL 110 HED 109 SOC 101 HIS 107 BUS 106 PAD 105 SATURDAY ACC 103 CEA 107 PAD 104 ARA 119 HED 110 HIS 112 ISL 124 ARA 103 ENG 112 ECON 101 ISL 109 BUS 100 ARA 108 HIS 111 SOC 102 GST 122A GST 122B ARA 110 ISL 105 HIS 110 ENG 116 ACC 105 ECON 109 ANT 104 HIS 109 ISL 108 ECON 103 GEO 102 LLF 191 GST 111A GST 111B CEA 108 PAD 109 ACC 104 ARA 113 BUS 107 HIS 108 ARA 106 HED 111 PAD 111 ECON 105 PAD 107 NB: Please report any clash or omission on this timetable to the Centre Exam Officer. Thank you, 1st CONTACT - 27TH – 28st MAY 2016 2nd CONTACT - 24TH - 25TH JUNE 2016 3rd CONTACT - 22ND- 23TH JULY 2016 4th CONTACT - 19TH - 20TH AUGUST 2016 EXAMINATION - 22ND - 31ST AUGUST 2016. Cc: Vice Chancellor DVC Academic Prof.S.U.Bulakarima Registrar Director Exams and Time Table Unit All Notice Board Exams and record office Coordinator E-Exams All CDL Coordinators
Making Inferences Planner Title: Gombei and the Wild Ducks CPQ: What is the topic in this folk tale? P# Statement Text Clues Background Knowledge I do Greedy In the text (direct) In my head “’Gombei’s father had said, ‘It would be too cruel to trap more than one at a time.” I know that when I am able to have one and know it would be easy to get more I am tempted to try. I do Laziness In the text (direct) In my head “I am growing too old to work so hard.” I know when I can have a lot at once, I’ll do it once in a larger quantity than many times and getting one per time. We do Laziness In the text (direct) In my head “I could loaf for ninety-nine days without working at all” I know if I can do the work in one day, I’d rather do that then work everyday. We do The Golden Rule In the text (direct) In my head “He had been trapped like wild animal and soon he would be plucked and eaten.” I know if I am put in a situation of getting hurt, I would not want to put someone else through that pain.
You do (TTT) In the text (direct) In my head “’now I know how terrible it is for even one wild duck to be trapped and only this morning I was trying to trap a hundred poor birds. I am a wicked an greedy man,” Making Inferences Planner Title: Gombei and the Wild Ducks CPQ: What is the theme statement for this folk tale? P# Statement Text Clues Background Knowledge I do There is a sufficiency in the world for man's need but not for man's greed. In the text (direct) In my head “’Gombei’s father had said, ‘It would be too cruel to trap more than one at a time.” I know that there are people who serve their plate with to much food and they end up throwing away the rest in the garbage. we do Laziness may appear attractive, but work gives satisfaction. In the text (direct) In my head “I am growing too old to work so hard. I could loaf for ninety-nine days without working at all” Humans are made to work. When we get lazy we begin to become sad and depressed.
we do Love other people as you would love yourself. In the text (direct) In my head “He had been trapped like wild animal and soon he would be plucked and eaten.” I know if I’m not able to understand someone’s pain until I have been put in their place, I begin to understand how they feel. you do Love other people as you would love yourself. In the text (direct) In my head “’now I know how terrible it is for even one wild duck to be trapped and only this morning I was trying to trap a hundred poor birds. I am a wicked an greedy man,” I know if I’m not able to understand someone’s pain until I have been put in their place, I begin to understand how they feel.
CTD 31 28.833 90.817 17 Line 4 CTD 32 27.92 93.58 100 Diel study CTD 33 27.87 93.83 80 CTD 34 27.691 94.22 300 CTD 35 27.512 94.61 950 NET TOW CTD 36 27.333 95 1115 NET TOW CTD 37 27.4992 95 890 NET TOW CTD 38 27.6493 95 632 NET TOW CTD 39 27.833 95 217 CTD 40 28.0838 95 55 CTD 41 28.3325 95 56 CTD 42 28.6838 95 57 CTD 43 29 95 58 PAIS NPS CTD C 27.7 96.5 25 Line 5 CTD 44 25.88 97.05 20 CTD 45 25.88 96.808 45 CTD 46 25.88 96.566 65 NET TOW CTD 47 25.88 96.324 200 CTD 48 25.88 96.082 800 NET TOW CTD 49 25.88 95.84 1000 NET TOW CTD 50 25.88 95.55 1500 CTD 51 25.88 95.12 2500 NET TOW CTD 52 25.88 94.67 3200 Line 6 CTD 53 22.27 97.73 17 CTD 54 22.27 97.6375 38 CTD 55 22.27 97.545 48 CTD 56 22.27 97.4525 65 NET TOW CTD 57 22.27 97.36 250 NET TOW CTD 58 22.27 96.77 1500 CTD 59 22.27 96.18 2350 NET TOW CTD 60 22.27 95.59 2680 NET TOW CTD 61 22.27 95 3440 Line 7b CTD 62 18.64 92.95 18 Mx c10 CTD 63 19.17 93.3 47 Mx c11 CTD 64 19.61 93.5 30 Mx c12/NET TOW CTD 65 20.02 93.77 100 Mx c13/NET TOW CTD 66 20.6 94.29 475 Mx c14/NET TOW CTD 67 20.73 94.75 3000 Line 7 CTD 68 21.63 88.00 30 CTD 69 21.926 88.00 25 CTD 70 22.225 88.00 45 CTD 71 22.519 88.00 60
CTD 72 22.815 88.00 40 CTD 73 23.111 88.00 50 NET TOW CTD 74 23.408 88.00 90 CTD 75 23.704 88.00 85 Line 7/NET TOW CTD 76 24.00 88.00 2700 Line 8 CTD 77 21.548 86.758 17 CTD 78 21.590 86.500 40 NET TOW CTD 79 21.633 86.240 680 NET TOW CTD 80 21.675 85.982 1550 CTD 81 21.718 85.723 1900 NET TOW CTD 82 21.760 85.464 2000 NET TOW CTD 83 21.802 85.205 1750 CTD 84 21.844 84.946 40 Line 9 CTD 85 23.245 80.62 20 NET TOW CTD 86 23.513 80.62 1050 CTD 87 23.78 80.62 1110 NET TOW CTD 88 24.048 80.62 1110 NET TOW CTD 89 24.315 80.62 630 NET TOW CTD 90 24.583 80.62 210 CTD 91 24.85 80.62 30 EVER NPS CTD D 25.5 80.1 25 Line 10 CTD 92 26 80.003 40 CTD 93 27 79.987 67 CTD 94 27 79.933 160 CTD 95 27 79.867 275 CTD 96 27 79.783 400 CTD 97 27 79.683 550 CTD 98 27 79.617 653 CTD 99 27 79.500 780 CTD 100 27 79.383 700 CTD 101 27 79.283 628 CTD 102 27 79.200 509 CTD 103 27 79.175 431
purpose conveys exactly the same ordinary meaning as the phrase in accordance with law’ employed in art 13 (1), serves the same purpose: It allows by implication for the limitation of the right presumption of innocence and implies a measure of flexibility to allow the legislature to determine substantive and procedural frameworks in the public interest in terms of which a person may be proved guilty according to law. This implicit flexibility is necessary if a balance is to be struck between the rights of the individual to be presumed innocent and the state’s obligation to protect the interest of the public. I am mindful of the objectives the impugned provision seek to achieve, but, in my view there is no reasonable and justifiable limitation on the right to be presumed innocent. The risk that an accused may be convicted despite the existence of reasonable doubt clearly infringes the presumption of innocence. And it was also not shown that the relation between the limitation and its purpose is proportional. As it was stated in Manamela case ’ ‘In the light of the vital importance to our criminal justice system to be presumed innocent and the cluster of fair trial rights which accompany it, the imposition of a full burden of proof in the circumstances has a disproportionate impact on the right in question.’ I find the reasoning in the majority judgment in the Manamela case persuasive. In a society where the majority of our population is illiterate and engage in informal trading as a way of making a living on a daily basis, the risk of innocent people being convicted and sent to jail is too high if the reverse onus in s 7(1) is to be retained. The reverse onus imposes a full legal burden of proof on the accused and after hearing all the evidence, there is doubt in the mind of the judicial officer as to where the truth lies, the constitutional presumption of innocence is replaced by a statutory presumption of guilt and a conviction will follow even though the version of the accused might reasonably be true. To safeguard against that risk, the presumption of innocence is crucial. It ensures that until the state proves the guilt of an accused person beyond reasonable doubt, he or she is innocent and that is essential in a society committed to fairness and justice. The presumption of innocence instills confidence in the judicial system and respect for the rule of law.
Stokey, Lucas, Robert and Prescott, Chapters 2-4. Ljungqvist and Sargent, 2-5. 4. General Equilibrium in an Endowment Economy Lucas, Robert, “Asset Prices in an Exchange Economy”, Econometrica, pp. 1978. Mehra, Rajnish and Edward Prescott, “The Equity Premium: A Puzzle”, Journal of Monetary Economics, pp. 145-161, 1985. King, Robert, Charles Plosser and Sergio Rebelo, “Production, Growth and Business Cycles I: The Basic Neoclassical Model”, Journal of Monetary Economics, pp. 195-232, 1988. 5. Production, Investment, and Capital Structure Abel, Andrew and Janice Eberly, “A Unified Model of Investment Under Uncertainty”, American Economic Review, 1369-84, 1994. Fazzari, Steven, Hubbard, R. Glenn, and Petersen, Bruce, Financing Constraints and Corporate Investment, Brookings Papers on Economic Activity, 1, 141-206, 1988. Gomes, Joao, “Financing Investment”, American Economic Review, 91, 1263-85, 2001 Hennessy, Christopher, and Whited, Toni, Debt Dynamics, Journal of Finance, 2005. Hopenhayn, Hugo, Entry, Exit, and Firm Dynamics in Long Run Equilibrium, Econometrica, 60, 1127-50, 1992. Leland, Hayne, Corporate Debt Value, Bond Covenants, and Optimal Capital Structure, Journal of Finance 49, 1213-1252, 1994. Romer, Chapter 8, 1996. 6 - General Equilibrium in a Production Economy King, Robert, Charles Plosser and Sergio Rebelo, “Production, Growth and Business Cycles I: The Basic Neoclassical Model”, Journal of Monetary Economics, pp. 195-232, 1988. Cooley, Thomas (ed.) Frontiers of Business Cycle Research, Press, Chapter 1 and 10, 1995. Cochrane, John, “Production-Based Asset Pricing and the Link Between Stock Returns and Economic Fluctuations”, Journal of Finance, pp. 209-237, 1991. , “Asset Pricing in Production Economies”, Journal of Monetary Economics, pp. 257-276 1998.
In 2011–2012, 64 people in the Goldfields area used recreation support services (DSC 2012): Most of these people live in Kalgoorlie/Boulder (60). The WA Disabled Sports Association was the recreation service used by the largest number of people in the Goldfields region. Support to families This section describes services and supports for families when additional support is required. These supports and services aim to improve family wellbeing. In some cases, these supports and services are individually funded such as through the Family Living Initiative (FLI) or Intensive Family Support (IFS). In other cases, service organisations are funded directly (block-funded) to provide support to eligible people, such as with respite services. The FLI is a relatively new strategy to support families. It has a strong emphasis on planning. Families can apply for an individualised funding allocation based on a plan that complements informal supports provided by families, carers, friends and the wider community. When families are under stress or at risk of breakdown people with disability can apply for IFS funding through the Commission’s Combined Application Process (CAP). Funding is allocated to people who have been given the highest priority by an independent panel and is allocated specifically to the person with disability. In the Goldfields area in 2011–2012: Six people and their families received Intensive Family Support funding (DSC 2012). Ten people have a plan and funding package through the Commission’s Family Living Initiative (DSC 2012). Breaks for families and carers To give themselves a break, families and carers can sometimes access services from Commission-funded disability sector organisations (often called respite or family support services). The Commonwealth also funds respite services. Respite programs are generally block-funded (direct contract and funding to organisations) with individuals and families applying for respite opportunities that are allocated based on need and vacancies.
Scarlett Written by Ashley and Melanie Love Theme Written by True Love Written by "(I Wish I Was in) Dixie's Land" (1860) (uncredited) Written by "Katie Belle" (uncredited) Written by "Under the Willow She's Sleeping" (1860) (uncredited) Written by Stephen Foster "Lou'siana Belle" (1847) (uncredited) Written by Stephen Foster "Dolly Day" (1850) (uncredited) Written by Stephen Foster "Ring de Banjo" (1851) (uncredited) Written by Stephen Foster "Sweet and Low" (1865) (uncredited) Music by "Ye Cavaliers of Dixie" (uncredited) Composer unknown Music and Lyrics by "The Old Folks at Home (Swanee River)" (1851) (uncredited) Written by Stephen Foster "Go Down Moses (Let My People Go)" (uncredited) Traditional Negro spiritual "" (1853) (uncredited) Music and Lyrics by Stephen Foster Sung a cappella by "" (1865) (uncredited) Written by "" (circa 1856) (uncredited) Music by "" (1862) (uncredited) Music by Stephen Foster Played during the intermission "" (1854) (uncredited) Music by Stephen Foster Played during the intermission "" (ca. 1755) (uncredited) Traditional music of English origin "Stars of the Summer Night" (1856) (uncredited) Music by " (Here Comes the Bride)" (1850)
Integers 6.NS.C. Apply and extend previous understandings of numbers to the system of rational numbers. ____________________ 16) -24 ÷ (-4) = 8 17) -15 – (-5) = -10 18) 3(-8) = -24 19) 14 + (-6) = 8 20) -6(2) + 5 = -7 21) Luis has $87 left on his checking account. If he writes a check for $95, what will Luis’s balance be? -8 22) Which number has the least absolute value? -312, 32, 21, -3 -3 23) The temperature on Saturday was −4 degrees Fahrenheit (°F). The temperature on Sunday was 9 degrees warmer than the temperature on Saturday. What was the temperature, in degrees Fahrenheit, on Sunday? 50F 24) Order the following from least to greatest: 16, -1, 0, -19.5, -7, -3 -19.5, -7, -3, -1, 0, 16 25) Sasha is trying to get to the bus station from her dance studio. Sasha's dance studio is located at the point (3, -4). The bus station is located 4 units to the right and 3 units down from her dance studio. What are the coordinates of the bus station? (7, -7) _________________
Ratios & Unit Rate 6.RP.A Understand ratio concepts and use ratio reasoning to solve problems. _____________________ 26) What is the ratio of happy Face to apples: 2:3 27) Are they equivalent: No 28) Use equivalent ratios to find the unknown value: 63 29) Write two equivalent Ratios 18/22 ; 27/33 answer may vary 30) For every 2 male birds in a birdcage there are 5 females. What is the ratio of female birds to all birds? 5:7 31) A local store sells oranges at a price of 8 for $4.00. What is the cost per orange? $0.50 32) A builder could get 6 sheets of sheetrock for $9. If he bought 12 sheets, how much money would he have spent? $18 33) The ratio of boys to girls at the park was 9 to 6. If there were 45 boys, how many girls were there? 30 34) A box of candy had 4 cherry pieces for every 9 lemon pieces. If the box had 45 lemon pieces, how many cherry pieces would there be? 20 35) At a school fundraiser for every 9 boxes of chocolate sold you earn 5 points. If you were to sell 72 boxes, how many points would you have earned? 40
Expressions 6.EE.A Apply and extend previous understandings of arithmetic to algebraic expressions. ___________________ 36) 12 37) 10 (1 + 22) 2 – 10= 15 38) Write an expression showing… The product of k and -9. -9k 39) Write an expression showing… The difference of 10 and 5, then multiply by 3. 3(10-5) 40) Simplify the expression: 5x + 3y + 6x +2y 11x + 5y 41) Simplify the expression: 5(-6 + 4n) -30 + 20n 42) Evaluate: 3z + 2y – 2z If y=0 and z= 1 1 43) Write an expression showing… Z squared Z2 44) Evaluate: xy – 5 If t x = 5, y = 2 5 45) Simplify the expression: 5 + 6 s + 9 – 4 s 14 + 2s ------------------------------------------------------------------------------------------------------------ Equations 6.EE.B Reason about and solve one-variable equations and inequalities. _________________ Solve for the unknown variable. 46) -12 v 47) -7 n 48) -13 49) -108 50) 1 p
Goldfields LLEN Endorsement by LLEN Chair SIGNED NAME: Arvid Yaganegi DATE: 7 December, 2017 Endorsement by Wellbeing, Health and Engagement Division, DET SIGNED…………………………… NAME……………………………… POSITION………………………… DATE…………………………………
CHALLENGES, ISSUES AND OPPORTUNITIES FACING SPORT AND RECREATION CLUBS IN THE REGION Through workshop participation, the following areas were identified as challenges for clubs in the region: Developing People: Volunteers Skills/training Officials – training Coaches – Training FIFO/DIDO Culture: Social issues Conflict resolution Communication Isolation Alternative models of sports Sport and recreation options – when, where and how Communication: Partnerships State Sporting Associations Regional Sporting Associations Club Development Officers Department of Sport and Recreation Stakeholders Media/marketing Governance Governance: Administration and legal Legislation Funding Planning Compliance Risk management Places and Spaces: Open space Facilities Planning It is evident from the above that there are recurrent themes across the strategic issues. Planning, communication and development opportunities for players, coaches, officials and volunteers are key focus areas.
W. K. Kellogg Foundation PI, Enhancing human capacity through strengthening organizational effectiveness and promoting women's leadership in Latin America and the Caribbean. Submitted January, 1996. The Ford Foundation PI, Enhancing human capacity through strengthening organizational effectiveness and promoting women's leadership in Latin America and the Caribbean. Submitted October, 1995. United Nations Development Fund for Women PI, Enhancing human capacity through promoting women's leadership in Latin America and the Caribbean. Submitted July, 1995. Agency for Health Care and Policy Research PI, Improving Clinical Judgment of Acute Otitis Media. Submitted June, 1995. PROFESSIONAL ORGANIZATIONS Member: Association for Psychological Science, Brunswik Society, Judgment and Decision Making Society, Midwestern Psychological Association, The European Association for Decision Making. PROFESSIONAL PRESENTATIONS Invited Talks González-Vallejo, C. The effects of display presentation of probabilities and outcome in preference: Stochastic choice and bidding models. Presented at the Behavioral Science Workshop of the Graduate School of Business, University of Chicago, Chicago, IL, April 1992. González-Vallejo, C., Bonazzi, A., & Shapiro, A. Effects of vague probabilities and of vague payoffs on preference: A model comparison analysis. Presented at the Behavioral Science Workshop, GSB, University of Chicago, Chicago, IL, November 1992. González-Vallejo, C., Bonazzi, A., & Shapiro, A. Modeling decision making under vagueness. Presented at Columbia University Cognitive Lunch Talks, New York, NY, November 1993. Wallsten, T. S., González-Vallejo, C., & Li, Y. Stochastic model of judgment in statement verification tasks. Presented at Columbia University Cognitive Lunch Talks, New York, NY, October 1993. Wallsten, T. S., Erev, I., & González-Vallejo, C. Problems with lotterus numericus as a model decision situation. Presented at Nags-Head Conference on Judgment and Decision Making, Nags-Head, NC, June 1990. González-Vallejo, C., Sorum, P. C., Stewart, T. R., Chessare, J. B., & Mumpower, J. L., Analyzing Expert Judgment: Diagnosis & Treatment of Acute Otitis Media. Presented
Decorate January 18 January 20 3 days Clean and press dresses January 20 January 21 2 days References Gantt Chart. (2010). Retrieved September 15, 2011, from NetMBA: http://www.netmba.com/operations/project/gantt/ Kwak, Y., & Ibbs, W. (2000). Calculating Project Management's Return on Investment. Project Management Journal , 38-47. Larson, E., & Gray, C. (2011). Project Management the Managerial Process. New York, NY: McGraw-Hill/Irwin. Return on Investment - ROI. (2011). Retrieved September 22, 2011, from Investopedia: http://www.investopedia.com/terms/r/returnoninvestment.asp Rosenwinkle, J. (1995). Project Plans in the new World. Journal of Systems Management , Vanhoucke, M. (2006). Work Continuity Constraints in Project Scheduling . Journal of Construction Engineering and Management , 14-25.
The Air Force Changes Over the Past Decade Danielle Gooch LEAD560 – Leading Change in Organizations December 12, 2011 Dr. Susan Sasiadek Southwestern College Professional Studies The Air Force Changes Over the Past Decade Ten years ago, I was a senior in high school sitting in math class when my teacher turned on the television and we watched as the planes hit the twin towers. Since then there has been tremendous changes in our country. The changes that I will focus on are the changes that occurred within the Air Force and over the past five years because I have been with the Air Force since June 14, 2006. There have been several changes in the Air Force since I have joined; it is an ever-evolving organization. The following changes will be discussed along with the implications the changes have had on the Air Force and the U.S. military; AFSO21, Air Force fitness test, “Don’t Ask Don’t Tell” repeal, and civilian job cutbacks.
Powers, R. (2009). New Air Force Fitness Test. Retrieved December 14, 2011, from About.com.US Military: http://usmilitary.about.com/od/airforce/a/fitnesschanges.htm Scully, M. (2008). AFSO21 Progress Report. Retrieved December 13, 2011, from Thompson, M. (2008). 'Don't Ask Don't Tell' Turns 15. Retrieved December 14, 2011, from Time U.S.: http://www.time.com/time/nation/article/0,8599,1707545,00.html
Good Struggling Think about what they already know/search their prior knowledge Read without thinking about what they already know Identify a purpose for reading the text Don’t know why they are reading text Make predictions Make no predictions Have a sense of how major ideas may fit together Don’t have an idea how the major ideas might fit together Pay attention to meaning/are able to identify key information Overattend to individual words/are often unable to make meaning Monitor comprehension while reading Do not monitor comprehension while reading Stop and use “fix up” strategies Are unaware of “fix up” strategies Visualize while reading Are unable to visualize Make inferences Cannot make inferences Make connections, both inside and outside the text Are unable to make connections Have a high tolerance for ambiguity How a low tolerance for ambiguity Ask questions of the text Do not ask questions of the text Are active and engaged Are passive and unengaged Can summarize Are often unable to determine main ideas Understand how ideas fit together Focus on unimportant details Can answer implicit, explicit and application questions Are unable to answer comprehension questions Can revisit text and make deeper meaning Are unable to revisit text to make deeper meaning
(EI), and/or early childhood special education (ECSE). The original randomized experimental design studied the effectiveness of the CROSSWALKS model in supporting changes in the emphasis on cultural and linguistic diversity in blended (EC/ECSE) preservice Birth-Kindergarten higher education programs. Based on the success of the model as applied in the original research study, a modified version of the CROSSWALKS approach is currently being used at community colleges in 7 states to support targeted changes (IA, IL, NC, OH, PA, VA, WA). Typically changes focus on an increased emphasis on cultural, linguistic, and ability diversity and alignment with state and national standards in EI/EC/ECSE. Current use of the model typically targets enhancements to coursework, field experiences, and program practices that respond to shared priorities for change (e.g., integration of early learning standards). The typical sequence of steps for a higher education program engaged in the CROSSWALKS process is listed below. Sequence Identify priorities for change Deconstruct/reconstruct courses to consistently and intentionally reflect priorities identified ◌ Develop syllabus rubric to guide changes ◌ Examine course objectives / learning outcomes ◌ Analyze and adjust course assignments to reflect both knowledge/skill/disposition acquisition and application related to priorities ◌ Adjust instructional resources (content and process) to support objectives and assignments ◌ Examine alignment with state, national, and/or campus standards Examine revised courses to determine gaps and overlaps in overall instructional sequence; adjust Examine sequence of field experiences for scope, sequence, and variety; adjust Examine program practices (e.g., program website, practicum manual, recruitment) vis-à-vis priorities Identify and provide a sequence of professional development to support changes in content and process Evaluate all components of the model to determine needs at program and individual levels, monitor change and impact on faculty, staff, and students Specialized approaches to professional development have been developed to support participants in the CROSSWALKS model. These include “Master Classes” that actively engage faculty members in discovering new instructional resources (readings, media, websites) and instructional methodologies (e.g., dilemmas of daily practice) tailored to making desired changes in the courses they teach. For additional information about the CROSSWALKS model, contact Camille Catlett (919/966-6635; ) or Susan Maude (515/294-2370; ).
ERWC Good Food/Bad Food Analyzing Stylistic Choices The choices writers make when they choose words create certain effects for their readers. Bittman has included words and phrases that you might not expect to find in a serious proposal. Look at the following words and phrases and explain why he used them and what their effect is on you, his reader. “(Yes, it’s SAD.)” (¶ 1) What does SAD mean? Why does Bittman put this sentence in parentheses? “Rather than subsidizing the production of unhealthful food, we should turn the tables and tax things like soda . . .”( ¶ 5). What does “turn the tables” mean? Why does Bittman use this phrase? “We could sell these staples cheap---let’s say for 50 cents a pound—and almost everywhere . . .” (¶ 8) Why does Bittman say “let’s say for 50 cents a pound?” Why does he set this off with dashes? “Though it would take a level of political will that’s rarely seen, it’s hardly a moonshot.” (¶ 19) What does “it’s hardly a moonshot” mean? Why does Bittman use it?
“To counter arguments about their nutritional worthlessness, expect to see ‘fortified’ sodas . . . and ‘improved’ junk foods.” Why does Bittman put quotation marks around “fortified” and “improved”? What is the tone of this sentence? “First off, we’ll have to listen to nanny-state arguments. . .” (¶ 25) Why does Bittman use “we” in this sentence? How could you rewrite this sentence to make it sound more formal?
ERWC Good Food/Bad Food Understanding Key Vocabulary – Fill ins “Attacking the Obesity Epidemic…” Look up the following words or phrases. Then complete the fill-in sentences below. Key words: subvert (2); culpable (5); laden (6); crave (11); push factors (13); obesogenic (13); interventions (16); controversial (24) A supersize cheeseburger is ________ with enough calories for a whole day. The television industry is _________for allowing ads for sugared cereals on children’s shows. I try not to eat __________foods because I know they make me gain weight. A fast food restaurant on every corner is a _______ that encourages people to eat more calories than they use. In the middle of the afternoon, I _______a bag of chips and a 16-ounce soda. Encouraging farmers’ markets is an _______that helps people eat more fruits and vegetables. Junk food is so tasty that it _________our efforts to eat less of it. Taxing junk food is _______because many people think they should have the right to eat unhealthy food if they choose to.
Original: Americans have enjoyed an increase in life expectancy. The increase in life expectancy will be reversed. The reversal will be by an increase in diseases. The diseases are caused by obesity. He emphasized the importance of taking action. The action must be taken immediately. New sentence: Original:
Middleton Good Neighbor Festival Good Neighbor Award Winners 2017 Edwin “Bird” Acker 2017 Al Ripp (posthumously) 2016 Ellen Lindgren 2016 Ruth Bachmeier 2015 Kris Berman 2015 Jack Hall 2015 Kathy Nieber-Lathrop 2014 Anna Biermier 2014 Patti Jackson 2014 Lucille Taylor 2013 Laura Bloomenkranz 2012 Gabrielle and Natalie Hinahara 2012 Mike Hinz 2012 Jerry Sielaff 2011 Julie Brunette 2011 Cindy Jenkins 2010 Annette Ashley 2010 Brad Duesler 2010 Tom Vandervest 2009 Mary Hilgendorf 2009 Joanne Kelly 2009 Jahn and Esther Tinglum 2008 Kathy Olson 2008 Rev. John Brian Paprock 2008 Brenda and Bob Rosebrough 2007 Darrell Hellenbrand 2007 Molly McDermott 2007 Matt Vande Sande 2007 Tim Vickery 2007 Nancy Vickery 2006 Corrine Bahr 2006 Janet Kane 2006 Troy Mayne 2005 Gene Gray 2005 Dietrich Gruen 2005 Meryl Mixtacki 2004 Signe Cooper 2004 Mary Hanson 2004 Doris Schroeder 2003 Anna Biermeier 2003 Jack Densmore 2003 John and Jean Skinner 2002 Leif Hubbard 2002 Lewis Lueck, Jr. 2002 Jane Ripp 2002 Dave Rosenow 2002 Pat Trainer 2001 Peter Burke 2001 Lorena Gordon 2001 Gerry Klump 2001 Bill Schultz 2000 Ron Berman 2000 Delrosa Bruns 2000 Paul Davig 2000 Brian Miller 2000 Jim "Moose" Werner 1999 Dennis Dorn 1999 Dr. Bob Hines 1999 Ginny Pfeiffer 1999 Ted Thornton 1999 Cindy Woodside 1998 Greg Dahmen 1998 Mike Eklund 1998 Sue Hogg 1997 Tim Bakken 1997 Georgiann Camus 1997 Beth Nelson 1997 Mickey Walder 1997 Peter Wiringa 1996 Vera Bauman 1996 Wendy Gleisen