zilongwang/ReadingBank huggingface dataset:
California Community College Foster and Kinship Care Education (FKCE) Programs by Counties Served 2011-12 Alameda County Chabot College Las Positas College Amador County Folsom Lake College Butte County Butte College Calaveras County Columbia College Colusa County Yuba College Contra Costa County Contra Costa College Diablo Valley College Los Medanos College Del Norte County College of the Redwoods El Dorado County Lake Tahoe Community College Folsom Lake College Fresno County Fresno City College Glenn County Butte College Humboldt County College of the Redwoods Imperial County Imperial Valley College Kern County Bakersfield College Kings County College of the Sequoias Lake County Mendocino College Lassen County Lassen College Los Angeles County Antelope Valley College Cerritos College Citrus (includes Citrus & Mount San Antonio Colleges) College of the Canyons Compton Educational Center East Los Angeles College El Camino College Long Beach Community College Los Angeles City College Los Angeles Harbor College Los Angeles Mission College Los Angeles Pierce College Los Angeles Southwest College Los Angeles Trade Technical College Pasadena City College Rio Hondo College West Los Angeles College Madera County Fresno City College Marin County Marin College Mariposa County Columbia College Mendocino County Mendocino College Monterey County Hartnell College Napa County Napa Valley College Nevada County Sierra College Orange County Saddleback College Placer County Sierra College Riverside County Riverside College
Sacramento County American River College San Benito County West Valley College San Bernardino County Citrus (includes Chaffey) San Bernardino Valley College Barstow College San Diego County Grossmont College San Francisco County City College of San Francisco San Joaquin County San Joaquin Delta College San Luis Obispo County Cuesta College San Mateo County Cañada College Santa Barbara County Santa Barbara City College Allan Hancock College Santa Clara County Evergreen Valley College West Valley College Santa Cruz County Cabrillo College Shasta County Shasta College Siskiyous County College of the Siskiyous Solano County Solano College Sonoma County Santa Rosa Junior College Stanislaus County Modesto Junior College Sutter College Yuba College Tehama County Shasta College Trinity County Shasta College Tulare County College of the Sequoias Tuolumne County Columbia College Ventura County Moorpark College Ventura College Oxnard College Yolo County Woodland College Yuba County Yuba College *********************************************************************************************************
“Prehistoric Indians” Directions: Complete the following chart comparing the prehistoric Indian cultures of . Paleo Indians Meso Indians Early Neo Indians Late Neo Indians Time Period 10,000 – 6,000 B.C 7500 – 2000 B.C. 2000 B.C. – A.D. 800 A.D. 800 – 1600 Nomadic or Sedentary Nomadic Nomadic (but stayed in 1 place longer than Paleo) Sedentary (built villages & lived there seasonally) Sedentary Food Ate wide range of plants and animals, including mastodons Hunted smaller animals like deer, rabbits, raccoons, and squirrels; ate birds, mammals, fish, clams, reptiles, seeds, roots, nuts, and fruits (hickory nuts, pecans, acorns, persimmons, huckleberries, and elderberries) Ate wild grapes, palmetto, fruits, pigweed, and amaranth; hunted deer; and ate fish and shellfish Planted and ate maize (corn), beans, squash, and pumpkins. Tools and Weapons Used 3-inch stone points attached to wooden poles (spears) Used spear points of varied sizes and shapes; added a throwing stick with weights (atlatl) to spears Began making pottery around 1000 B.C.; developed bow and arrow around 500 A.D. Used pottery Shelter Lived in temporary shelters Built structures covered with branches or thatch and built on posts in the ground. Built villages and lived there seasonally. Built more permanent homes of wattle and daub (woven sticks covered with mud). Other Details Made clothing of animal skins Built mounds, probably for special ceremonies; made stone bowls, baskets, bone needles, fish hooks, beads, hairpins, tortoise shell rattles, shell ornaments Made more elaborate ornaments like copper ear spools and bracelets, beads, animal tooth pendants, pottery pipes, and figurines; buried items with the dead Built temple mounds for religious ceremonies
Email reminders are often sent to keep parents informed of current school events. If this is an option for you, be sure the school office has your email address. Should you need to contact us via email, our address is faithkids@faithumcspring.org State Licensed Faith Kids Preschool is a state licensed facility and as such, you are entitled to review a copy of the minimum standards and our most recent Licensing Inspection Report. You may also access this information online at the Texas Department of Protective and Regulatory Services (PRS) website: <> Listed below are a few other helpful phone numbers:
There were times the children were not in Washington in the 6 months just before this case was filed (or since birth if they are less than 6 months old), but those were temporary absences. (Children’s names): do not live in Washington right now, but Washington was the children’s home state some time in the 6 months just before this case was filed, and a parent or someone acting as a parent of the children still lives in Washington. (Children’s names): do not have another home state. No home state or home state declined – No court of any other state (or tribe) has the jurisdiction to make decisions for (children’s names): or a court in the children’s home state (or tribe) decided it is better to have this case in Washington and: The children and a parent or someone acting as a parent have ties to Washington beyond just living here; and There is a lot of information (substantial evidence) about the children’s care, protection, education and relationships in this state. Other state declined – The courts in other states (or tribes) that might be (children’s names): ’s home state have refused to take this case because it is better to have this case in Washington. Other reason (specify): 9. County where this case should be heard I am filing this petition in this county because: There is a juvenile court case involving child custody or out-of-home placement filed in this county under case number/s The children live most of the time in this county. There is no juvenile court case involving child custody or out-of-home placement filed in any county. Other reason: Petitioner’s Statement (Affidavit) If you need additional space for any section, below, use the Declaration FL All Family 135. 10. Ongoing and substantial relationship I had an ongoing and substantial relationship with the children for at least two years, or, if a child is under two, for at least half the child’s life and with a shared expectation of and desire for an ongoing relationship. (Describe how your relationship with the children was formed and sustained through interaction, companionship, and mutuality of interest and affection, without expectation of financial compensation and with substantial continuity.)
A copy of Xxxxx’s response to the CTS’ Procurement resulting in this award is attached as Exhibit 2 as is incorporated by reference as if fully set forth herein. In the event the Parties need to exercise any options available on the procurement but not accepted in this SOW, the Parties will execute an amendment reflecting the exercise of said options. In the event of a conflict between the Response and this SOW, the SOW prevails. In Witness Whereof, the Parties hereto, having read this Statement of Work to Contract Number xxxxxxxxxxxxxxxxxx in its entirety, do agree thereto in each and every particular. Approved Signature Print or Type Name Title Date Exhibit 1 SOW Site Purchases Current Example: CTS User Site Address City CTS Termination Site(s) Mb Guaranteed Install Interval MRC NRC AgencyXXXX 1234 W 1st Street City Name SDC and QDC 100 30 days $750.00 $0 Exhibit 2 Contractor Response to CTS Procurement Number ------------ Exhibit 3 Ethernet Tech Order
Legislative Breakfast Facilitator: Karen Church, CEO, ELGA CU Join the Flint area Credit Unions for breakfast with local law makers. This is a time to build relationships with our lawmakers and to help them better understand the challenges we face as credit unions. Monday, June 1, 2015 8:00 Cost: $8.00 Menu: Eggs, meat, hashbrowns, French toast casserole, fruit, bagels, muffins ELGA Credit Union – Burton Admin Building 2305 S Center Rd. Burton, Michigan 48519 (810) 715-3542 Please RSVP by May 27, 2015 If an individual wishing to attend this meeting has a disability that requires special accommodations, please contact Cheryl Sclater at (810) 600-2529. To attend, please mail your registration and check for $8.00 made payable to The Flint Chapters of Credit Unions to: ELGA Credit Union 2305 S. Center Rd. Burton, MI 48519 Phone: 810-600-2529 Fax: 810-600-1829 E-mail: Number of Attendees: __________ x $8.00 = ___________ (amount enclosed) Phone: _______________________________ Credit Union Name: ________________________________________________ Contact Person: ___________________________________________________
PART 2a: ESTABLISHED FRIENDSHIP LINKS No Club Name Country Federation (SIGBI, SIA, SIE, SISWP) Contact frequency Qtrly, Annualy, Irregular FL Coordinator/s Mar ’18 – Apr ‘19 FL Email Address (Preferably fixed for FL correspondence) Link Active Inactive Cancelled wdate 1 2 3 4 5 6 7 8 9 10 PART 2b.NEED A NEW LINK? Federation/s Club Name/s n Country if known
CLPD FILING FORM (F1) SECTION 1: PERSONAL INFORMATION Title* Mr. Mrs. Miss Dr. Other Surname/family name* First name(s)* Former name(s)* Gender* Female Male Nationality* Roll Number* SECTION 2: CONTACT INFORMATION Email address(s) * Direct line telephone(s) * Mobile number(s) * SECTION 3: EMPLOYMENT DETAILS Name of Firm* Name of Managing Partner* Date of joining* Designation (position held) * Primary address of firm* Secondary address of firm SECTION 4: COURSE INFORMATION Please provide details of all courses attended Course title Course date Provider Accreditation Code Points Course title Course date Provider Accreditation Code Points Course title Course date Provider Accreditation Code Points Course title Course date Provider Accreditation Code Points Course title Course date Provider Accreditation Code Points Course title Course date Provider Accreditation Code Points
Activity VIII: Improvement Strategies (interventions for improvement as a result of analysis). Interventions are developed to address causes/barriers identified through a continuous cycle of data measurement and data analysis. Describe the barriers/interventions and provide quantitative details on the processes used to identify the barriers/interventions and to evaluate the effectiveness of the interventions. Do not include intervention planning activities. This activity will include the following: Pre-baseline interventions. Baseline and remeasurement barriers/interventions. The processes used to identify barriers/interventions and to evaluate the effectiveness of the interventions. Pre-Baseline Interventions: If interventions were implemented prior to the start of the baseline period, please enter each intervention in the table below. If not, please enter “not applicable” in the first row of the Pre-Baseline table. Use the table below to list Pre-Baseline interventions.
Table 2 – Required QA Qualifications for Construction Inspector QA Qualifications Appropriate EJAA for the engineering job class for construction of the conservation practices to be installed. Knowledgeable of the following references: Florida Supplement, Engineering Field Handbook Part 650, Chapter 1, Section A: Procedure for Documenting Planning, Design, Construction, and Checkout of Engineering Conservation Practices. National Engineering Manual (NEM) Part 512 – Construction National Engineering Handbook, Part 645, Construction Inspection Certification Statements I certify that the items, intensity, and inspection requirements listed in Table 1 is adequate quality assurance (QA) for this project. Approver of Engineering Plans (Signature) Date I certify that _________________________ has the experience necessary to perform the construction inspection for the items shown in Table 1 and has the qualifications as shown in Table 2 for this project. I support this individual as the construction inspector and will allow the individual adequate staff time to perform the QA inspection for this project. Line Supervisor (Signature) Date I certify that I have reviewed the engineering plans and specifications and fully understand the QA requirements of the subject project. I will contact the Project Approver if I have any questions or concerns regarding the QA activities and will notify and obtain approval from the Project Approver if there is need to make any changes to the plans and/or specification during construction. QA Inspector (Signature) Date
director for the student’s school or district administrator. The finalized application will be turned in on the final day of class. ACTION RESEARCH PROPOSAL PRESENTATION (10%) Each student will complete a 12-15 minute presentation of his/her action research project proposal. This presentation is especially important as students will receive useful feedback from peers. ACTION RESEARCH WRITTEN PROPOSAL (35%) The action research proposal is the culmination of one’s work for this class. Given that this proposal will be the blueprint for the actual research project, it must be very detailed in nature. It should include an introduction (complete with statement of purpose), a literature review with at least 10 sources, a detailed description of the methodology to be employed, and a description of the analyses to be completed of one’s data. The proposal should be 10-15 pages (plus references and appendices). ADDITIONAL CLASS POLICIES The use of computers (laptops, tablets, notebooks) is encouraged; however, students should make sure that they are only using their devices for scholastic purposes relevant to FL 514 coursework. Cellular telephones should be out of site and put in vibrate mode. With exception to the ORJ, class assignments should be prepared using Microsoft Word and submitted via Moodle (not via e-mail or in person). Assignments should be saved using the following system: Lastname_AssignmentName, as in Bachelor_AnnotatedBibliography. Students should use traditional formatting for course work: Times New Roman, 12 pt. font, double spacing, and 1 inch margins. Late assignments will not be accepted unless extenuating circumstances occur.
10 points 8 points 6 points 0 points Student was prepared for class and participated regularly in the discussion. His/her offerings to discussions were insightful and valuable to the class as a whole. When worked in a group during class, the student was a valuable team member. Student is prepared for class and participated, but not always. When he/she did participate, his/her offerings were usually relevant to the topic at hand. When working in groups, the student contributed minimally. Student was minimally prepared for class and seldom participated. When he/she did participate, his/her offerings were irrelevant to the topic at hand. When working in a group, the student contributed was quick to move off-task. Student is absent or completely unprepared for class. He or she did not participate during discussions or was uncivil to a classmate or the professor. When working in a groups, the student was distracting and often off-task. Online Research Journal 10 points 8 points 6 points 0 points Reflection is well written, pertinent, and follows page limits. Reflection is somewhat well written and mostly pertinent but is excessively long. Reflection is and/or may be too short. Reflection was not completed or it was not relevant to the topic. Action Research Reflection Thoroughly, yet concisely, summarizes the project 10 9 8 7 6 5 4 3 2 1
xFnF = xRnR + yPnP (3) where nF, nR, and nP are the molar flow rates of the feed, retentate, and permeate streams, respectively, and xF, xR, and xP are the feed, retentate, and permeate O2 mole fraction, respectively. The molar flux of oxygen through a differential area dA in the membrane is given by equation (1) or by NO2 = = (xP yp) = Q’O2(xP yp) Therefore d(xn) = Q’O2(xP yp)dA = d(yn) (4) The above equation is just the O2 species balance around the differential volume element in the membrane. The reduction in the O2 molar flow rate d(xn) of the retentate stream provides the same O2 molar flow rate d(yn) through the membrane. P and p are the average retentate and permeate side pressures, respectively. Similar species balance for nitrogen around the differential volume element in the membrane yields d[(1x)n] = Q’N2 [(1x)P (1y)p)]dA (5) Dividing equation (4) by equation (5), we obtain = (6) The ratio is just the molar flow rate of oxygen over that of nitrogen in the permeate stream, therefore it is equal to the ratio of the mole fraction of oxygen over that of nitrogen as shown schematically in Figure 4. Let * = , equation (6) becomes = * (7) Figure 4. Molar flow rate ratio is equal to mole fraction ratio. The separation factor * is assumed to be constant. The permeate composition at the capped end of the hollow fibers is obtained from equation (7) by replacing y with yi and x with xR. = * (7) When the change in feed mole fraction of oxygen is less than 50%, the driving force for diffusion across the membrane, = xP yp, is assumed to be a linear function of the change in the molar flow on the feed side of the membrane d(xn) = d (8)
From the species balance around the separator xFnF = xRnR + yPnP (xn)R (xn)F = (yn)P (9) Combine equations. (8) and (9) with equation (4) d(xn) = Q’O2(xP yp)dA, we obtain yPnP = Q’O2dA Separate the variables and integrate yPnP = Q’O2 (R F) yPnP = Q’O2 (R F)Am yPnP = Q’O2lm Am (10) where the log mean average lm is defined as lm = = (xP yp)lm = (11) Equation (10) expresses the molar flow rate yPnP of oxygen as a function of the permeance Q’O2 or mass transfer coefficient, area of membrane Am for mass transfer, and an average driving force lm across the membrane. Similarly, the molar flow rate of nitrogen in the permeate stream can be found (1yP)nP = Q’N2 [(1x)P (1y)p)]lmAm (12) The oxygen species balance, xFnF = xR( nF nP) + yPnP, can be written in dimensionless form using the definition of the cut = nP/nF, xF = xR( 1 ) + yP (13) Similarly, equations (7), (10), and (12) in dimensionless forms are = * (14) yPnP = Q’O2lm Am yP = (xr y)lm yPKR = (1 )*(xr y)lm (15) where (xr y)lm is defined by Eq. (11) (1yP) KR = (1 )[(1x)r (1y))]lm (16) where [(1x)r (1y))]lm is defined by Eq. (11) with x’s and y’s replaced by (1-x)’s and (1-y)’s
POSITIVE COMMENTS CORRECTIVE COMMENTS LEADER Initially took charge of the situation. Never gave up, worked problem until the end. Communicated thoughts quickly and clearly. Used the suggestions of others well. Innovative problem solver. Consistently demonstrated that he/she was the leader throughout the problem. LEADER Impulsive, acted before thinking. Moved slowly, no sense of urgency. Too much talk, not enough action. Abrasive and/or domineering, did not work well with the team. Strong willed, was not flexible in meeting changing situations. Seemed lost and confused, wasn’t sure what to do. TEAM MEMBERS Became involved in the problem. Followed instructions well and with enthusiasm. Made significant contributions to the overall effort. Emerged with suggestions when things began to bog down. TEAM MEMBERS No desire to get involved in the problem. Only did what was told. Failed to flow with the changes to a plan that was not working. Very timid and soft-spoken.
Global Positioning Systems – Class Code 5857 DVD/CD/VCR/DVR/Blue Ray Systems – Class Code 5850 Plasma or LCD Screen Televisions – Class Code 5858 Departmental Tracking of Assets between $500 and $5,000 OSU Asset Management, with the assistance of OSU Information Technology, has made the SCT Fixed Asset system functional as a departmental means of tracking assets between $500 and $5,000. Departments can use the same screens as the Asset Management Staff does daily to develop an internal tracking systems for those items that are not capitalized in Fixed Assets. The difference that will separate what Asset Management does versus what a department can do is that departmental entry WILL NOT update the financial statements of the University.
community. b) number and percent of eligible families receiving information 5) Civilian spouses and youth make successful career/educational transitions. a) civilian spouses and youth report that they made a successfully career/educational transition 6) Local employers are made aware of the benefits of employing civilian spouses. a) listing of local employers contacted Objectives Indicators 1) Family members have opportunities to share common experiences and to develop informal, supportive relationships with peers. a) family members report that they had opportunities to share common experiences b) family members report that they had opportunities to develop informal, supportive relationships with peers 2) Family members have access to programs, services and resources that support skill development and personal growth. a) family members report that they had access to programs, services and resources that supported their skill development b) family members report that they had access to programs, services and resources that supported their personal growth c) listing of services available 3) Family members meet the goals that they have established for their personal development. a) family members report that they have met their own personal development goals
3) Youth are engaged in community activities a) youth report they are engaged in the community activities OBJECTIVES INDICATORS 1) Parents and caregivers are actively involved in planning, evaluation and monitoring key services and activities. a) record of parent and caregiver involvement in the planning, evaluation and monitoring of services and activities 2) Parents and caregivers have access to child and youth related information and resources. a) parents and caregivers report that they have access to child and youth related information and resources 3) Parents have access to information about their child care options. a) parents report that they had access to information regarding their childcare options 4) Parents and caregivers have opportunities to develop their parenting and care giving skills. a) parents report that they increased their parenting knowledge and care giving skills. 5) Parents and caregivers have access to resources to help them identify and find high quality childcare. a) parents and caregivers report that they had access to resources that helped them find high quality childcare. b) record of number of eligible families receiving information 6) Parents and caregivers have access to current and appropriate information and referrals for children with special needs. a) parents and caregivers who have children with special needs report that information applicable to the child was available to them
ACT Shed the blocker and control the defender (Carnes, Pettigrew Jr., Zakraisek, 173) Partner punting practice & group place kicking (Carnes, Pettigrew Jr., Zakraisek, 176) Show students basic formations Offensive formation and tactics (distribute handouts) Only 4 downs to score Defensive formation and tactics (distribute handouts) Only four downs to score Builders & Bulldozers Turkeys vs. Hunters Steal the Treasure Link Tag Stuck in the Mud SKL Review of all skills Modified Game Modified Game Flag Football Game Flag Football Game ACT Verbal Review and previous activities Give the offense only four downs to score Passing only football (Carnes, Pettigrew Jr., Zakraisek, 184) Game Play Game Play
Proposed term of funding: 36 Months KUST Investigator Data First Name Last Name Institution, Department, Lab email Number of Students Number of Postdocs Number of Other Research Staff PI [Name] Co-I 1 Co-I 2 Co-I 3 MIT Investigator Data First Name Last Name Institution, Department, Lab* email Number of Students Number of Postdocs Number of Other Research Staff PI [Name] Co-I 1 Co-I 2 Co-I 3 *Department / division / lab / center managing grant
AIR RIFLE MARKSMANSHIP Range Officer will supervise this event. Team shall consist of Four (4) Cadets. PROCEDURE: Daisy Avanti Model 853 Legend Air Rifle is used for this event. Target is located 33 feet from safety line. All sites will be set on zero and reset after each Cadet. Cadets may adjust their own sites. Muzzle of rifle cannot cross over line. Weapons must be pointed down range at all times. Four targets will be set up side-by-side for each team. Each cadet may fire into only one designated target. Rifle actions will be kept open when not being loaded or fired. Fingers will be off triggers until cadets are given the command to commence firing. Practice round will consist of 5 rounds for each cadet. The Range master of the competition will give the command for the cadets to load and make their weapons ready. Judges will give the command to fire when ready. After practice round, each cadet will fire 5 rounds per shooting position (i.e. prone, standing, and kneeling in that order) into target for event scoring. Judge gives commands to retrieve targets. Units may bring their own rifles, as long as they are the exact same model specified. JUDGING: All four cadets’ scores for all three shooting positions are added together. If the shot breaks the scoring line it takes the higher value. Total score minus penalties is the final team score. Highest scoring team wins. SCORING: Event is scored for points, and five to twenty point penalties are assessed as follows: Foot/muzzle over safely line before given command to retrieve targets – 5 points. Weapons not pointed down range at all times – 10 points. Firing weapon before command to commence firing – disqualification. EQUIPMENT: Daisy Avanti Model 853 Legend Air Rifles Safety lines (chalk, spray paint or rope) 5 gallon buckets Bowls for pellets Pellets Safety Glasses Mats Targets
ORDER BEFORE 23/11/18 AND USE COUPON CODE EARLY10 AT CHECKOUT FOR 10% OFF (that’s a saving of $11.73 on the full list price) Item Description Qty. Req. Qty. Ord. Price Each Total 5000142 A3 Sketch Book Spirax #533 1 $3.30 5000140 Scrapbook Olympic Wings 72pg 2 $1.50 5000140 Scrapbook Olympic Wings 72pg (L.O.T.E) 1 $1.50 5000166 A4 Big Brolga Notes Music Book 32pg 1 $8.00 5000115 A4 Exercise Book 48pg 10mm Grid 2 $0.85 5000120 A4 Exercise Book 48pg Year 3/4 15 $0.70 5001037 Document Wallet Poly 30mm Gusset 2 $1.60 5001077 A4 Laminating Pouches Pk50 1 $8.50 5003022 Office Paper A4 Assorted Colours Pkt100 1 $4.00 5002070 Eraser Large with Sleeve 4 $0.55 5002450 Glue Stick Osmer White 40gm 6 $1.90 5001511 Highlighter Faber Textliner Ice WLT4 1 $4.85 5001591 Marker Whiteboard Faber Bi-colour WLT4 1 $7.80 5001571 Markers Micador Dry Safe WLT12 2 $3.95 5002061 Pencil Case Polyester 2zip 350x180 1 $3.00 5001550 Pencil Lead Staedtler Natural HB 30 $0.30 5001542 Pencils Staedtler Noris Coloured Pk12 2 $3.15 5002011 Ruler 30cm Unpolished Wooden 1 $0.50 5002022 Scissors Point End 170mm 1 $2.30 5002035 Sharpener with Canister Triangular 2 $2.50 These items will be delivered direct to the school 5004001 Facial Tissues 180’s 2 $1.70 5003000 Photocopy Paper A4 80gsm Ream 2 $5.00 Total for complete booklist $117.35 PRE-ORDER & PICK UP FROM BROWNS PLAINS FREE Delivery Fee $10.00 Resources carried over from previous year 5002950 USB 2.0 Swivel 8gb 1 $7.90
WISCONSIN WISCONSIN 1st Wisc. Inf. Regt. 1st Wisc. Inf. Regt. - Flank Marker 2nd Wisc. Inf. Regt. R- YES 2nd Wisc. Inf. Regt Co. "I" Miner's Guard 3rd Wisc Inf. Regt 5th Wisc. Inf. Regt. 6th Wisc. Inf. Regt. 7th Wisc. Inf. Regt. 7th Wisc. Inf. Regt. Presentation Colors Grand Rapids Union Guards 8th Wisc. Inf. Regt. 10th Wisc. Inf. Regt. 11th Wisc. Inf. Regt. 12th Wisc. Inf. Regt. 13th Wisc. Inf. Regt. 14th Wisc. Inf. Regt. 15th Wisc. Inf. Regt. 16th Wisc. Inf. Regt. 17th Wisc. Inf. Regt. R- YES 18th Wisc. Inf. Regt. 19th Wisc. Inf. Regt. 20th Wisc. Inf. Regt.
min) Review, Chart, and discuss Review all words for the week complete sight word sentences for daily grade Science: Read the MyOn book: Arctic Foxes together on the Smartboard. Discuss. Add to the anchor chart of facts about Arctic foxes. Social Studies: Reread the Close passage about Annie Oakley. Finish answering the comprehension questions from the passage. Students must PROVE their answers by finding the answer in the passage. Add any new facts about them to the anchor chart. Students may complete the sheet Annie Oakley Reality or Fantasy? by writing two things that could happen and two that could not. Science: Review the anchor chart from yesterday’s lesson. Read a library book or watch a video about Arctic foxes and add to the anchor chart any new facts. Social Studies: Review the anchor chart about Annie Oakley. Students may complete a fact page of four things they have learned about Annie Oakley. Watch a video listed in the lesson plan, if time permits. Differentiation Offered low - Read "The Missing Cake" in group, complete problem and solution level 1 graphic organizer on level: Read "The Missing Cake" with partner, problem and solution level 2 graphic organizer above: Read "The Missing Cake" alone, describe problem and solution graphic organizer by writing sentences and using details Ticket out the Door (Assessment) Summarizing Share your page for the Hamster Author’s chair-choose a few students to share
To find out if you qualify, or if you’d like more information, please call the Cancer Services Program at (607)778-3900 Lourdes also offers a financial assistance program – for more information please call Lourdes Financial Assistance at (607)584-5522 Happy November Birthdays Tyler Andrews Jan Misulich Ruth Colmer Shirley Hollenbeck Brooks Moses Gary Hollenbeck Jeff Verno Shelly Worthing Derick Knapp Gene Cumm Allison Millar Aubrey Worthing James Collins Dick Edson Joan Hunt Jason Rouselle Vicki Heil Louie Neira Briana Winters Greta Bidwell Dale Knape James S. Shumway Betty Zechman John Zechman Joe Williams Jeremy Corcoran 11/17 Chuck Decker Judy Weiland Siân (Allen) Matt Steve Georgia Rev. Herb Bowen Steve B. Palinosky Juanita Shoultes Gina Marie Wilson Don Drollinger Rachael Wood Andrew Malia Carol Ostrander Trudee Hines Dave Rogers Vera Cornwell Jennifer Nickels-Simielo Rev. James Stevens Lisa Colmer Norm Kemerer Christopher Berwald Gabrielle (Bidwell) Gurney
Every Sunday 8:15 & 10:30 am—Worship Service 8:30 am—Cherub Choir 9 am—Sunday School 9:30 am—Coffee fellowship 11:30 am—Coffee hour 11:30 am—Teen Choir Sun Mon Tue Wed Thu Fri Sat 1 8 am—Men’s Group 7 pm—Men’s Group 2 7 pm-Dress Rehearse 7 pm—Chanc. Choir 3 Mystery Dinner 6pm 4:45 pm—Cele. Choir 4 2 pm-Church Conf. Theater 6 pm 5 Daylight Saving Time Ends Communion 7 pm-Prayer & Praise 6 7 10 am—Craft Group 8 8 am—Men’s Group 7 pm—Trustees 7 pm—Men’s Group 9 4:45 pm-Celebration Choir 6 pm—ACT Dinner 7 pm—Chanc. Choir 10 12:30-6:30 pm - Red Cross Blood Drive 11 8-10 am - Pancake Breakfast 12 9:30—Missions 13 14 10 am—Craft Group 7 pm—Worship 15 8 am—Men’s Group 1 pm—Dortheans 7 pm—Admin. Bd. 7 pm—Men’s Group 16 4:45 pm-Celebration Choir 6 pm—ACT Dinner 7 pm—Chanc. Choir 17 18 19 NO Sunday School 7 pm-Ecumenical Thanksgiving Serv. Dec. Flame Deadline 20 21 10 am—Craft Group 7 pm—Evangelism 22 8 am—Men’s Group 6 pm—ACT Dinner 7 pm—Men’s Group 23 24 25 7 pm - “Family Movie Night “Up” 26 Youth Choirs NO Cherub Rehearsal NO Teen Rehearsal 27 28 10 am—Craft Group 7 pm—Trustees 29 8 am—Men’s Group 7 pm—Men’s Group 30 6 pm—ACT Dinner
Are we missing your birthday? Please let the Church Office know. 687-2417 January Birthdays David Flagg Gerald Hollenbeck 3. Zezra Reynolds 4. 5. Shawn Gwin Rev. Alan Jagger Carol Kilmer 6. Karen Warfle 7. R. Albert Klossner Terri Holbert 8. 9. Amelia Mills 10. Cathy (Bishop) Waterman Patricia Gray Lynne Hodges Ellie Lavin 11. John R. Patterson Ken Patterson 12. 13. 14. 15. 1/18 16. 17. 18. Elwyn Erway Ross Keesler Joyce Larnerd Patricia Sharpe Philip Wright Debbie (Wold) Zeggert 19. 20. Grace Drollinger 21. Susan Bogart Brianna (Cart) 22. Gwenda (Bidwell) Ward Hilary Worthing Ralph Moses Robin Toal 23. John H. Judge 24. Warren Shang 25. John P. Worthing 26. Lisa Colmer 27. Lucille Lawrence 28. Stacey (Campbell) Feltz 29. Nicholas Conti 30. Joyce Neira 31. Jerry Hodge Evan English
Sun Mon Tue Wed Thu Fri Sat 1 Happy New Year 2 10 am—Craft Group 3 8 am—Men’s Group 7 pm—Men’s Group 4 6 pm—ACT Dinner 7 pm—Chancel Choir 5 4:45 pm— Celebration Choir 6 7 Communion 8 9 10 am—Craft Group 7 pm—Worship 10 8 am—Men’s Group 7 pm—Finance 7 pm—Men’s Group 11 6 pm—ACT Dinner 7 pm—Chancel Choir 12 4:45 pm— Celebration Choir 13 8-10:00 am - Pancake Breakfast 14 11:30 am—Missions 7 pm—Emmaus Reunion Group 15 16 10 am—Craft Group 7 pm—Safe Sanct. 17 8 am—Men’s Group 1 pm—Dortheans 7 pm—Men’s Group 18 6 pm—ACT Dinner 7 pm—Chancel Choir 19 4:45 pm— Celebration Choir 20 21 11:30 am—Blood Pressure Check 22 23 10 am—Craft Group 7 pm—Trustees 24 8 am—Men’s Group 7 pm—Evangelism 7 pm—Men’s Group 25 6 pm—ACT Dinner 7 pm—Chancel Choir 26 4:45 pm— Celebration Choir 27 7 pm—Family Movie Night 28 12 pm— Congregational Luncheon 29 30 10 am—Craft Group 31 8 am—Men’s Group 7 pm – Admin. Board 7 pm—Men’s Group
The Dortheans do not meet during the summer, but we are still available if we can be of any help to you. Call Carolyn Gwin, our president, at 687-3308. Our next meeting will be on Wednesday, September 16 at 1:00 in the new conference room in the Wesley House. We always welcome new members. Nikki Schreiner Missions/Health and Welfare Committee In August we will be collecting school supplies for Haiti. A list of needed items will be included in the bulletins in August. Bob Dannecker will deliver the supplies when he goes to work in Haiti in November. We no longer distribute school supplies locally because the Open Door Mission has a program for doing that. Over the summer you can volunteer your time to the church by: offering to be a greeter on a Sunday morning. Call Joan Fisher at 687-3188. spending some time working in the church's flower beds bringing extra home grown items to the Garden Share table in Fellowship Hall selecting items and making a donation at the Garden Share table. Proceeds support camperships for our youth dropping spare change in our Pennies From Heaven jar. This also supports camperships. Our next meeting will be on Sunday, September 13 at 9:30 in the Chapel. We'd be happy to have you join us. Nikki Schreiner __________________________________________________________________
Allergies/Medical Information/Other Emergency Contacts Name ____________________________ Phone ______________ Name ____________________________ Phone ______________ Dismissal Information Names(s) of person(s) who may pick-up this child from VBS. Mark Your Calendars OUMC Family Pancake Breakfast Men, women & children - all are welcome! Saturday, July 11, 2015 & Saturday, August 8, 2015 in OUMC Fellowship Hall 8:00 am to 10:00 am $5.00 - Adults - $3.00 ages 12 and under Sponsored by OUMC Men’s Group Questions/directions – call the Church Office at 687-2417 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ For the September Flame is August 22, 2015 All committees/work areas are asked to email their articles to The Flame email at
Sun Mon Tue Wed Thu Fri Sat 1 10 am-Coburn Summer Library Prog. 2 3 4 5 10:30 am - Worship Service 11:30 am- Coffee Hour 6 7 8 10 am-Coburn Summer Library Prog. Bruce 9 10 11 8-10 am- Pancake Breakfast 12 10:30 & 8:15 am - Worship Service 11:30 am- Coffee Hour 13 14 15 10 am-Coburn Summer Library Prog. Jim McCarthy— Sing-a-long Si 16 17 18 19 10:30 & 8:15 am - Worship Service 11:30 am- Coffee Hour 20 21 2210 am-Coburn Summer Library Prog. Animal Adventure 23 24 25 26 10:30 & 8:15 am - Worship Service 11:30 am- Coffee Hour 27 VACATION 28 BIBLE 29 SCHOOL 10 am-Coburn Summer Library Prog. Abbey Hendrickson - Story & Craft 30 6 TO 8 PM 31
13. 14. 15. Raven Worthing 16. Margaret L. Marshall Trina (Ott) Smith Ed VanDeMark 7/16 17. Nathan Cronk 18. Ruth Morse 19. Evan Christ Noah Christ Nathan Zimmer 20. Karen Harper Sandra Jordan Judy Rogers 21. Maureen Colmer Kathleen Pitcher 22. Sam Decker Melissa (Wright) Aubel Patrick Bidwell Heather (Lawrence) Pecora 24. Ted Cumm 25. Todd Kishpaugh Collin Wickizer 26. 27. 28. Fran Shields Matthew Wood 29. Anthony Thomas 30. 31. Marilyn Ochs Alexandra Aubel Robbie Kilmer Derrick Williams Isaiah Bishop Oliva Bishop Rachel Dimick Thomas Ackerman Thomas Dimick Ryan White Kristie Wicklund Patricia Williams Cameron Neira Patricia Ott Patricia Rowland Ethan English Jordan Hall Nathan Sokol Patricia Tiffany Anna Hodges John Rhodes Justin Arnold Clifford A. Brooks Lexi Lavin Charles Williams, IV Jim Hines David Arbes
Sun Mon Tue Wed Thu Fri Sat 1 2 3 Communion 4 5 10 am—Craft Group 6 8 am—Men’s Group 10 am—Coburn Lib. Summer Program 7 pm—Men’s Group 7 7 pm—ACT Dinner 8 9 8-10 am - Pancake Breakfast 10 11 12 9 am-Ministerium 10 am—Craft Group 13 8 am—Men’s Group 10 am—Coburn Lib. Summer Program 7 pm—Men’s Group 14 7 pm—ACT Dinner 15 16 17 18 19 10 am—Craft Group 20 8 am—Men’s Group 10 am—Coburn Lib. Summer Program 7 pm—Men’s Group 21 7 pm—ACT Dinner 22 23 24 8:15 am – Worship In Sanctuary 10:30 am – Worship & picnic on side lawn 25 26 10 am—Craft Group 27 8 am—Men’s Group 10 am—Coburn Lib. Summer Program 7 pm—Men’s Group 28 7 pm—ACT Dinner 29 30 31
Every Sunday 8:15 & 10:30 am—Worship Service 9:30 am—Coffee fellowship 11:30 am—Coffee hour Sun Mon Tue Wed Thu Fri Sat 1 2 10 am – Craft Group 3 8 am—Men’s Group 7 pm—Men’s Group 4 6 pm—ACT Dinner 5 6 7 Communion 8 9 10 am – Craft Group 10 8 am—Men’s Group 7 pm—Men’s Group 11 6 pm—ACT Dinner 12 13 8 to 10 am - Pancake Breakfast 14 15 16 10 am – Craft Group 17 8 am—Men’s Group 7 pm—Men’s Group 18 6 pm—ACT Dinner 19 20 11 am to 4 pm - Family, Faith, and Fun Day 21 September Flame Articles due 22 23 10 am – Craft Group 24 8 am—Men’s Group 7 pm—Men’s Group 25 6 pm—ACT Dinner 26 27 28 29 30 10 am – Craft Group 31 8 am—Men’s Group 7 pm—Men’s Group
A wave of light has a wavelength, defined as the distance from one crest of the wave to the next, and written using the symbol . The wavelengths of visible light are quite small: between 400 mm and 650 nm, where 1 nm = 10-9 m is a ``nanometer'' - one billionth of a meter. Red light has long wavelengths, while blue light has short wavelengths. A particle of light, known as a photon, has an energy E. The energy of a single photon of visible light is tiny, barely enough to disturb one atom; we use units of “electron-volts”, abbreviated as eV, to measure the energy of photons. Photons of red light have low energies, while photons of blue light have high energies. The energy E of a photon is proportional to the wave frequency ѵ, E = h ѵ where the constant of proportionality h is the Planck's Constant, h = 6.626 x 10-34 J s. Also, the relationship between frequency and wavelength can be defined as: ѵ = c λ where c is the speed of light (3×108 metres per second). So photons still have a wavelength. A famous result of quantum mechanics is that the wavelength relates to the energy of the photon. The longer the wavelength, the smaller the energy. For instance, ultraviolet photons have shorter wavelengths than visible photons, and thus more energy. This is why they can give you sunburn, while ordinary light cannot. Spectra can be simplified to one of three basic types. Simple examples in the visible wavebands are shown below: Type of Spectrum Photographic example Continuous (or continuum) Absorption (dark line) Emission (bright line) One means by which a continuous spectrum can be produced is by thermal emission from a black body. This is particularly relevant in astronomy. Astronomical spectra can be combination of absorption and emission lines on a continuous background spectrum. The important thing to know about absorption and emission lines is that every atom of a particular element will have the same pattern of lines all the time. And the spacing of the lines is the same in both absorption and emission, only emission lines are added to the continuum, while absorption lines are subtracted.
money-supply will have returned to its former level. The argument that bank lending increases the money-supply and loan repayment reduces it is spurious. 12: Neither the Law nor Central Banks authorize commercial banks to create money. In most countries, the law authorizes the Treasury alone to create money. Banks are not included in this authorization. Central Banks are licensed to issue and withdraw banking licenses – not to create money. They have the authority to examine the suitability of bankers to be licensed as deposit takers – not as lenders. Central Banks try to limit the amount of commercial lending a particular bank can make. They used to try to limit bank lending by requiring a portion of each bank’s loan portfolio to be held as ‘reserve assets’. ‘Reserve assets’ included the cash they held, deposits they had with their Central bank and loans they had issued to the government through the purchase of government bonds. These regulations limited banks to lending no more than a stipulated multiple of their ‘reserve assets’. Regulations are bureaucratically issued bank rules and regulations – not law. Under these regulations, any bank could increase its lending merely by purchasing more government bonds, depositing more with its Central Bank or otherwise creating new ‘reserve assets’. Once a bank had increased its ‘reserve assets’, the limits of its lending would have increased and it could issue more loans. Once a bank has loaned all the money the law of precedent has gifted to it from each depositor’s current account, the multiple of ‘reserve asset’ allowed them to create new money out of thin air up to their limit and put it into a borrower’s current account. This ability to create money was not sanctioned in law. It was a bureaucratic edict. The Bank for International Settlements has now taken over this role. It changed the basis for limiting bank lending by issuing ‘Tier’ requirements. These ‘Tier’ requirements try to limit the amount a bank can lend to a multiple of its shareholder equity. ‘Reserve assets’ no longer apply. Now, a bank’s net equity must be no less than a specific percentage of its total loans. At 7%, banks can lend over 14 times their shareholder equity. When they have loaned all of the money on deposit, it’s these BIS regulations that permit them to create new money out of thin
nearby market. The construction and use of the plot of land for Motor Loader or Solid Waste Management Chowky would deprive the essential parking facility due to which many patrons may desist from visiting Shanmukhananda Auditorium. 9. The Applicants submit that the decision of Respondent Nos.2 to 4 to shift the Motor Loader or Solid Waste Management Chowky to Falnk Road is violative of right to clean and pollution free environment for the residents of the said area and the visitors of Shanmukhananda Auditorium. Motor loader or Solid Waste Management Chowky is prone to emissions of foul stench and other harmful gases. The decision of Respondent Nos.2 to 4 amounts to violation of the rights of citizen under Article 21 of the Constitution of India. 10. The Applicants submit that the proposed action of Respondent Nos.2 to 4 of shifting the Motor Loader or Solid Waste Management Chowky to Flank Road near Shanmukhananda Auditorium is arbitrary, unfair, unreasonable, irrational and consequently violative of Article 14 of the Constitution of India. 11. The Applicants most respectfully submit that in view of the seriousness of the matter and the gravity of situation and potential impact on the Applicant as well as the residents and shop ownersin the area, it is just fair and necessary to recall the Order dated 1st March 2012 passed by this Hon’ble Court. It is further just fair and necessary that this Hon’ble Court directs Respondent Nos.1 to 6 not
At the end of the 1920s, the stock market crashed and the world was plunged into the Great Depression. Frivolity and recklessness was forced to come to an end. However, much of the flapper’s changes remained. In the 1920s, flappers broke away from the Victorian image of womanhood. They dropped the corset, chopped their hair, dropped layers of clothing to increased ease of movement, wore make-up, created the concept of dating, and became a sexual person. They created what many consider the “new” or “modern” woman. Flapper Questions (answer in COMPLETE SENTENCES on a separate sheet of paper): Betty Boop (image to the left) made her first appearance on August 9, 1930, in the cartoon Dizzy Dishes. She is a symbol of the “new woman.” Describe the similarities of her appearance and the image of the 1920s flapper. How did the role of women in society change from the late 1880’s of housewives to the 1920’s flappers? Cite at least 3 specific changes. Describe the clothing of the “new woman” of the Twenties. How did the new fashions of the Twenties dictate behavior? Name a new fashion trend, or fad, today. What behavior could this new fashion dictate? Laws were made up and groups were formed to combat the “flapper.” In Chicago, women could be fined from $10 to$100 for exposing arms and legs. Utah made a law, which forbad women to wear dresses anymore than three inches above their ankle. The Anti-Flirt League was formed to battle the “flapper.” Women did not have legal protection from gender discrimination. Therefore, many women were fired or not hired due to their “flapper” status. Imagine you are a woman of the Twenties who embraces the flapper culture. You were fined $50 for wearing a sleeveless shirt and fired from your job. Write an editorial (at least 100 words) to a local newspaper defending your flapper status and beliefs.
Form of govt in which people vote for most things, including the leader Form of govt in which the leader usually takes over by military force & has all the power Form of govt in which people vote for the leg. body, which in turn selects the prime minister Form of govt in which the king/queen’s power is limited by written law Form of govt ruled by religious leaders Having complete & unrestricted power in govt (monarch) A ruler’s belief that God gave them the right to have power over a country Govt in which a few people have all of the power Reform group that represented the farmers Reform group that tried to end child labor & limit power of big businesses Moving into a new a new country to settle (i=in) Moving out of a country to settle in another (e=exit) Change in the way things were made; made in factories instead of by hand Allows mass production, and prices to fall as supply increases Tenements; extreme poor living conditions caused by rapid urbanization When one company completely dominates an industry
People moved from rural areas to cities in order to be closer to factories Created in response to horrible working conditions; fought for better pay & working conditions Group fighting for African American rights The right to vote Group that pools members resources to sell products directly to markets & buy goods at wholesale prices Govt payment made to farmers Payments of part of the earnings of a job (not always legal!) Acquisition of money or political power through illegal/dishonest methods High payments Germany had to make bc it lost WWI Peace keeping organization after WWI that was unsuccessful One country taking over another to gain power Idea that white man must “civilize” undeveloped nations Policy of equal trading rights for all countries within China; proposed by US, not China Strong love & devotion for one’s country Competition of creating the most powerful combat group Countries making agreements to assist each other in times of need