zilongwang/ReadingBank huggingface dataset:
Murder Mysteries The extraordinary cases of Sherlock Holmes Wildfell reading guides - Nina Crone Library By Sir Arthur Conan Doyle F DOY From the foggy streets of Victorian London to the deepest countryside, Sherlock Holmes and Dr Watson embark on eight classic adventures. In some of his best-known cases, including ‘The speckled band’ and ‘The Reigate puzzle’, the world’s most famous private detective uses his unique powers to solve seemingly impossible crimes… Murder Mysteries Down the rabbit hole Wildfell reading guides - Nina Crone Library By Peter Abrahams F ABR Ingrid is in the wrong place at the wrong time. Or at least her shoes are. And getting them back will mean getting tangled up in a murder investigation as complicated as the mysteries solved by her idol, Sherlock Holmes. With soccer practice, schoolwork, and the lead role in her town's production of "Alice in Wonderland," Ingrid is swamped. But as things in Echo Falls keep getting curiouser and curiouser, Ingrid realizes she must solve the murder on her own -- before it's too late. First book in the Echo Falls series.
2018 Archdiocesan Marriage Preparation Program Dates Registration for Days for the Engaged, Special Marriage and Engaged Encounter is online. Go to the nolacatholic.org and click on Ministries > Office of Marriage and Family Life > Planning to Get Married. DAYS FOR THE ENGAGED $50.00 per couple, per session January Part A 13 SR July Part A 14 SPN Part B 27 SFX Part B 28 NS February Part A 3 NS Aug. Part A 18 IJP Part B 24 IJP Part B 25 SR March Part A 3 SPN Sept. Part A 8 NS Part B 17 SR Part B 22 IJP April Part A 14 IJP Oct. Part A 6 SPN Part B 28 NS Part B 27 SR May Part A 5 IJP Nov. Part A 10 IJP Part B 12 SR Part B 17 NS June Part A 2 NS Dec. Part A 1 SFX Part B 23 SFX Part B 15 SFX IJP = Infant Jesus of Prague, Westbank NS = Northshore Pastoral Center, Covington SFX = St. Francis Xavier, Metairie SR = St. Rita, Harahan SPN = St. Philip Neri, Metairie
Special Marriage Preparation $50.00 January 20 SCB April 7 NS June 30 SCB September 15 NS November 10 SCB SCB = St. Charles Borromeo, Destrehan NS = Northshore Pastoral Center, Covington Engaged Encounter Weekend $325.00 January 19-21 February 16-18 March 16-18 April 27-29 June 22-24 August 3-5 September 14-16 October 12-14 November 9-11 Carmelite Spirituality Center 62292 Fish Hatchery Road, Lacombe
Mystery stories Dear Scarlett Wildfell reading guides - Nina Crone Library By Fleur Hitchcock F HIT All this time Scarlett's thought her dad was a thief, but years after his death a strange man turns up at the door and hands her a box, "on her father's instructions". Inside is a baffling series of clues that leads Scarlett and her friend, Ellie, on a wild, scary, often funny journey of discovery about her father and his mysterious life. But the more the girls learn, the more danger they're in. They must stay one step ahead of the sinister mayoress and her chauffer as they race to unravel her dad's final clue: Keep looking up. Mystery stories The impossible clue Wildfell reading guides - Nina Crone Library By Sarah Rubin F RUB Maths-whizz Alice has already solved a mystery or two. Persuaded by wannabe sidekick Sammy to investigate a scientist's disappearance, she's soon entangled in her trickiest case yet. Dr Learner is reputed to have invented an invisibility suit, but is whacky science really to blame for his vanishing? With the unlikely help of erstwhile nemesis Kevin, Alice solves the puzzle - only to face another. Should she reveal the truth, or protect her most devoted friend? First book in the Alice Jones series.
Mystery stories From the mixed-up files of Mrs Basil E. Frankweiler Wildfell reading guides - Nina Crone Library By E.L. Konigsburg F KON Claudia Kincaid runs away to live in the New York City Metropolitan Museum of Art. Knowing that her younger brother, Jamie, has money and thus can help her with her cash flow problem she invites him along. Once settled into the museum, Claudia and Jamie, find themselves caught up in the mystery of an angel statue. The statue is possibly an early work of the Renaissance master Michelangelo, and therefore worth millions. Is it? Or isn't it? Claudia is determined to find out. Mystery stories The London Eye mystery Wildfell reading guides - Nina Crone Library By Siobahn Dowd F DOW Ted and Kat watched their cousin Salim board the London Eye, but after half an hour it landed, and everyone trooped Salim. Where could he have gone? How on earth could he have disappeared into thin air? Ted and his older sister, Kat, become sleuthing partners, since the police are having no luck. Despite their prickly relationship, they overcome their differences to follow a trail of clues across London in a desperate bid to find their cousin.
Mystery stories Title Wildfell reading guides - Nina Crone Library By Author F ABC Blurb First book in the SERIES series. Mystery stories Dead Man’s Cove Wildfell reading guides - Nina Crone Library By Lauren St John F STJ When orphaned Laura Marlin moves from to her uncle’s spooky house in Cornwall, England . . . Why does her uncle, Calvin Redfern, forbid her to go to Dead Man’s Cove? What’s the truth about Tariq, the silent Indian boy who lives with the flamboyant Mukthars. Who is J? Who has left the message in a bottle for Laura to discover Mysteries abound and who better to solve them than Laura Marlin, ace detective Accompanied by her trusty companion, Skye, a three-legged husky, the dog she’s always wanted. First book in the Laura Marlin series.
(quote, text evidence, example…) Apply Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning Use context to identify word meanings Obtain and interpret information using text features Use concepts to solve non-routine problems Devise an approach among many alternatives to research a novel problem Analyze Identify the kind of information contained in a graphic, table, visual, etc. Compare literary elements, facts, terms, events Analyze format, organization, & text structures Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text Analyze multiple sources or texts Analyze complex/ abstract themes Evaluate Cite evidence and develop a logical argument for conjectures based on one text or problem Evaluate relevancy, accuracy, & completeness of information across texts/ sources Create Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept Generate conjectures or hypotheses based on observations or prior knowledge and experience Develop a complex model for a given situation Develop an alternative solution Synthesize information across multiple sources or texts Articulate a new voice, alternate theme, new knowledge or perspective
Name: ___________________________ Defense Notes Period: _______ BONE # Scientific Name Common Name A B C D E F J K L M N O P Q R S T U V Scientific BONE I.D. Cranium Vertebrae Sternum Ribs Coccyx Pelvic Bone Clavicle Humerus Ulna Radius Carpus Metacarpal Phalanges Femur Patella Tibia Fibula Tarsus Metatarsus The Skeletal System: Main functions: 1. 2. 3. 4. 5. I. Evolution of the Skeletal/Muscular Systems: Skeleton Hydrostatic___ Exoskeleton_ _Endoskeleton Type of support Have muscles surrounding a fluid-filled cavity. When contracted, they push against the fluid and cause the body to change shape. A hard external skeleton, made of ________ and is continually shed as the organism grows - _________. Have a well developed Endoskeleton or _________ _____ made of calcified plates. Picture of system Examples Annelids (worms) and Jellyfish (Insects) and Crustaceans chordates
Biopsychology – Paper 2 The divisions of the nervous system: central and peripheral Core Knowledge 1 – The Central Nervous System: Fill in the boxes and give relevant information about the main function. Use notes, books and go online to help you. The division of the Nervous System:
The endocrine system What’s in a name? - The word endocrine derives from the Greek words "endo," meaning within, and "crinis," meaning to secrete, Introduction to the endocrine system: Core knowledge 1 Watch the video above and answer these questions – you’ll need to pause quite a bit The endocrine system co-ordinates homeostasis. What does this mean in the context of our bodies? What role does the endocrine system perform? What does the endocrine system primary consist of? What do these constituents do? What are hormones? Where do they travel and to where? Give examples of the actions that hormones help regulate or control How do hormones work?
Flip 3: Treatments of Schizophrenia Drug therapy Fill out the first part of the table below using your information pack (DO NOT complete the last 3 boxes- research, side effects, relapse) ANTIPSYCHOTICS How can they be administered? How long are they taken for? Typical (around since ______) Atypical (around since ______) Example How do they work? Act as _________________ in the ______________ system. They block dopamine __________ This reduces the ________ of the neurotransmitter This ________ the positive symptoms e.g. ___________ These drugs act by binding to dopamine ____________. Also act on ___________ and ___________ receptors. This can increase _________ And decrease ________ and ________. Draw a small diagram of the synapse and what these drugs are doing to the receptors. Research support Side effects Relapse rates
Unit 1: Memory For this homework, you need to learn to describe (AO1), apply (AO2) and evaluate (AO3) three broad concepts. Two models of memory. Atkinson and Shiffrin’s (1968) Multi-store model of Memory and Baddeley and Hitch’s (1974) Working memory model The nature of memory (linked to the MSM); that is information about the sensory register, short-term memory and long-term memory. Additionally, features of each store: coding, capacity and duration The types of Long-Term memory; Episodic, semantic, procedural Be ready for: Lesson 1 on memory- pages 2-10 below: The nature of memory, The multistore model of memory, the working memory model and the types of long term memory. This lesson will just look at the description of these topics. There will be no evaluation in lesson 1 Lesson 2 on memory: the evidence supporting the nature of memory, evaluation and application of the multi-store model Lesson 3 on memory: the evaluation and application of the working memory model, the evidence supporting the types of memory Homework for lesson 1: read the five pages of information below, highlighting key terms and researching concepts that you find challenging. Make revision materials and do some test and retest. Then complete the four tasks attached to the end NB: you may have some confusion until all three lessons have been completed. Then if there is any further confusion, please come to the subject extensions on Monday or Wednesday lunch times for further help. Just remember that A levels are designed to be challenging.
2018 FUTURE STARS STATE ENTRY FORM CHECKS PAYABLE: Florida Men’s Gymnastics Club: Coach #1: Club USAG #: Coach USAG#: Club Address: Coach Email: Coach: Club Phone: Coach USAG #: Club Email: Coach Email: FORM MUST BE TYPED AND FILLED OUT COMPLETELY. Gymnast Last Name Gymnast First Name USAG # Birthdate Future Stars Age Group Tech Sequence Age Group FUTURE STARS # x $50 each = TECH SEQUENCE # x $50 each = TOTAL:
assignments also. Tests missed due to absence from class must be taken during the next class meeting. Failure to do so will result in a grade of zero (0) for that test. Consistent class attendance is a necessity for success in this course. A maximum of three (3) absences will be allowed without affecting the student's final grade. For each additional absence, the student's final grade will be reduced by one (1) percentage point. IX. COURSE OUTLINE: Lesson 6 A. Vocabulary – clothing and shopping, purchasing, and colors B. Pronunciation – the consonants d and t C. Fotonovela DVD – conversational dramatization D. Cultural reading – open-air markets E. Structure – saber and conocer, indirect object pronouns, the preterite tense of regular verbs, demonstrative adjectives and pronouns F. Panorama reading and DVD – Cuba Lesson 7 A. Vocabulary – daily routine, personal hygiene, and time expressions B. Pronunciation – the consonants r and rr C. Fotonovela DVD – conversational dramatization D. Cultural reading – the siesta; tapas E. Structure – reflexive verbs, indefinite and negative words Lesson 8 A. Vocabulary – food and meals B. Pronunciation – the consonants ll, n,c, and z C. Fotonovela DVD – conversational dramatization D. Cultural reading – fruit and vegetables of the Americas E. Structure – the preterite of stem-changing verbs, double object pronouns, comparisons of equality and inequality, and superlatives F. Panorama reading and DVD – Guatemala Lesson 9 A. Vocabulary – parties and celebrations, relationships, and stages of life B. Pronunciation – the consonants h, j and g C. Fotonovela DVD – conversational dramatization D. Structure – irregular preterite verbs, verbs that change meaning in the preterite, que vs. cual, and pronouns after prepositions. E. Panorama reading and DVD – Chile
1. Unsatisfactory 4. Exceeds Expectations 2. Needs Improvement 5. Exemplary 3. Fully Meets Expectations COMMENTS: Initiative: Demonstrates self-motivation, self-reliance; is a self-starter. 1. Unsatisfactory 4. Exceeds Expectations 2. Needs Improvement 5. Exemplary 3. Fully Meets Expectations COMMENTS: Adaptability/Flexibility: Demonstrates an ability to accept and meet changing conditions. Accepts constructive criticism and suggestions and uses them to advantage. Deals with anger, frustration, and disappointment in an appropriate manner. 1. Unsatisfactory 4. Exceeds Expectations 2. Needs Improvement 5. Exemplary 3. Fully Meets Expectations COMMENTS: Attendance/Punctuality: Maintains assigned work schedules without unapproved absences. Reports to work on time and begins work promptly. 1. Unsatisfactory 4. Exceeds Expectations 2. Needs Improvement 5. Exemplary 3. Fully Meets Expectations COMMENTS: POINT SUMMARY FACTOR POINTS Quality of Work Quantity of Work Cooperation/Teamwork
11. Primary Language Arabic Bengali British Sign Language Chinese Cantonese Chinese Mandarin English Farsi French Kurdish Other Pashto Polish Punjabi Romanian Slovak Somali Spanish Urdu 12. Nationality Category UK National (Skip Section 13) UK National: Returning to UK EEA- Czech Republic EEA- Estonia EEA- Hungary EEA- Lithuania EEA- Poland EEA- Slovakia EEA- Bulgaria Non EEA Croatia Other: Specify Below 13. Immigration Status Limited leave to remain Temporary Visa Spouse Visa Student Visa Work Visa Other: Specify Below 14. Referral Agency (If applicable) Adult Social Care Archer Project Catch 22 Children & Young People Social Care Community Mental Health Teams Disc Domestic Abuse Advice Line Hospital Discharge Facilitator Police Probation Service Shelter Advice Line Tenancy Relations Officer Turning Point Rough Sleepers Other: Specify Below
15. Employment Status Full Time (24 Hours or more per week) Part Time (23 Hours or less per week) Self Employed Full Time Student Government Training or Work Programme Long Term Sickness or Disabled Unemployed: Seeking Work Unemployed: Not Seeking Work Retired Other: Please Specify 16. Unemployment Period (If Stated in Section 15.) 1 – 3 Months 3 – 6 Months 6 – 12 Months 1 – 2 Years 2- 5 Years Over 5 Years 17. Income Range £0 - £6000 £6000 - £12,000 £12,000 - £20,000 £20,000 - £30,000 £30,000+ Over £300 Per Week 18. Housing Status Not Known Any other Temporary Accommodation Approved Probation Hostel Bed & Breakfast Children’s Home or Foster Care Direct Access Health Foyer Home Office Asylum Support Hospital Housing Association: General Needs Housing Association: Tenancy Housing for Older People Living With Family Living With Friends Local Authority General Needs Tenancy Mobile Home or Caravan Other Owner Occupation Owner Occupation: Low Cost Home Placed Prison Private Sector: Leasing Private Sector: Tenancy Residential Care Home Rough Sleeper Short Life Housing Supported Housing Tied Housing or Rented with Job Women’s Refuge 19. Household Type One Person- Female Applicant One Person- Male Applicant Couple with Dependent Children One Person- (M) With Dependent Children One Person- (F) With Dependent Children All Other Households
Have you ever been convicted of an offence Arson AREA OF RISK CURRENT RISK? HISTORIC RISK? If yes please give further detail of any current management plan in place, any additional evidence, source of risk information. Are you required to notify the police in accordance with the Sex Offenders Act 1997 Vulnerability/Abuse Additional risk areas: E.g. Failure to keep appointments Falls & Trips Inappropriate social behaviour Medication Visitors/Acquaintances Other agencies or individuals you are working with e.g. Social Worker, CPN: NAME AGENCY OR RELATIONSHIP ADDRESS/ TEL NO CAN WE CONTACT FOR FURTHER
Qualifications and Experience Rating Application Form Interview Appropriate professional qualification: NVQ / Diploma level 3 in Management / Health & Social Care / Mental health or professional equivalent. Essential Some experience of staff management Desirable Direct experience of working in housing and/or social care or similar services Essential Experience of working with ethnically diverse groups of service users Desirable Experience of working with complex needs Service Users Essential Experience of working within a multi-disciplinary capacity Desirable Experience of the challenges which front line support staff undertake Essential Experience of successful management of referrals and waiting lists Desirable Knowledge A good understanding of the needs of vulnerable households, both families and single individuals Desirable Knowledge and practical application of key legislation - Equality and Diversity, Mental Health, Criminal Justice, Social Care and Housing and H&S Essential Knowledge and understanding of the practical requirements of the Care Standards Act 2014 Essential A good understanding of the principles of staff development and management, e.g. supervision, appraisal & training Desirable Skills and abilities Proven ability to provide clear management to a team Desirable Ability to reflect and look at self Essential Ability to assess information quickly and make sound judgments Essential Good PC skills Desirable Able to influence and form strong relationships with colleagues and external partners Essential An effective communicator Essential Strong planning and organisational skills Essential A Desirable Competences Deputy Manager, Floating Support Services
Is the applicant at risk of homelessness? Yes No Reason for leaving last accommodation? Does the applicant live alone? Yes No If no, please detail Contact details Applicant home telephone Applicant mobile telephone Applicant email address Preferred method of contact OR alternative contact details Other details Does the applicant have any communication issues? Are there any cultural issues we should be aware of? Please list any other type of support or services that are in place Indicate issues of the applicant (please tick all that are relevant): 1. Domestic Abuse (Men, Women & Families) 11. Chronic Illness (inc HIV & AIDS) 2. Learning Disability 12. Young Care Leavers 3. Mental Health 13. Young People (16 to 24 years) 4. Alcohol 14. Single Parent Families 5. Substance Misuse 15. Families 6. Criminal Offending History 16. Single People (25 to 54 years) 7. Refugee Status 17. People aged 55+ 8. Physical/Sensory Disabilities 18. Memory Loss/Dementia 9. Developmental Disorder 19. Generic 10. Dual Diagnosis 20. Multiple/Complex Needs From the above list please select the main support need (number): Type of Support Needed – please tick if relevant Setting up / maintaining home & tenancy None A little Some A lot Finance and budgeting None A little Some A lot Dealing with correspondence None A little Some A lot Maintaining the safety and security of the home None A little Some A lot Living skills None A little Some A lot Access to training and employment None A little Some A lot Accessing the community None A little Some A lot Managing relationships None A little Some A lot Physical / mental health and wellbeing None A little Some A lot
Commitment & Customer Focus Committed to and focused on the views and needs of customers and other stakeholders. Ensures that customer needs are at the core of Brighter Futures service provision and take a non-judgemental approach to issues. Remains resilient and positive in seeing things through. Relationships & Team Working Develops and maintains positive relationships with a variety of people. Appropriately networks internally and externally for the benefit of Brighter Futures, its services and customers. Displays self-awareness, respect and integrity in all relationships. Respect, Integrity & Open Mindedness Understands and works within Brighter Futures commitment to equality and diversity. Respects and values the diversity of colleagues, customers and the wider operational environment. Understands and respects other people’s points of view. Demonstrates commitment to enhancing and developing Brighter Futures services in line with principles of equality and diversity. Accountability, & Development Takes ownership, meets responsibilities and honours commitments. Is open and committed to continuous development. Applies new information and learns from experiences. Shares knowledge and learning and recognises own strengths and areas for development. Is open to receiving feedback about own performance. Can identify and discuss own mistakes and failings and takes steps to rectify them to improve performance. Presents a calm, competent and professional image to customers and other employees. Engaging with and supporting Change Is proactive, responsive and adaptable. Inspires others to positively engage with changes. Constructively and appropriately challenges change appreciating Brighter Futures need to remain flexible and break from tradition for the benefit of the customers and the mission of the organisation. Remains resilient and sees things through and is able to remain effective under pressure. Coaching and Supporting Others (Senior Practitioners Only) Supports, inspires and engages staff to own and deliver on Brighter Futures vision and goals. Sets a strong example for other staff to follow. Understands and is able to interpret/communicate clear performance goals, standards and expectations to support and encourage colleagues to meet them. Identifies and produces reliable factual evidence and feedback of progress against these when required. Gives regular feedback, coaches and supports others to develop to their full potential. Efficiently identifies and resolves conflicts within relationships to prevent disagreements from arising.
Floating Disks Learning Goals Student Learning Goals: Students will understand the basic process of photosynthesis. Students will understand the role of environmental factors in photosynthetic rate. Student Learning Objectives: Students will articulate the function of photosynthesis and identify the reactants and products of this reaction. Students will measure the effect of light and other factors on photosynthesis. Scientific Inquiry Skills: Students will pose questions and form hypotheses. Students will design and conduct scientific investigations. Students will make measurements and record data. Students will use mathematical operations to analyze and interpret data. Students will generate tables and graphs to present their data. Students will use experimental data to make conclusions about the initial question and to support or refute the stated hypothesis. Students will follow laboratory safety rules and regulations. Laboratory Technical Skills: Students will demonstrate proper use of micropipettors.
4.2 Breeding procedures Do you use laparoscopic artificial insemination? If yes, please indicate who carries out the procedure, and provide details of pain relief. 4.3 Lambing Give the planned time of lambing. 5. BIOSECURITY MEASURES Biosecurity
1 The application is filled out via tsl.se by the terminating company, the union or the outplacement company and gets a TSL number. 2 TSL checks that the terminating company has joined the insurance scheme. 3 The outplacement company contacts the terminating company and the union to get the details about the individuals that will participate. 8 At the second individual meeting the person who has been dismissed will decide whether to participate in the outplacement program and will then sign the individual statement. '\ 7 t The persons who have been dismissed have their first individual meetings with the coach and are informed about the requirements for the program. 6 A decision is sent by e-mail to the terminating company, the union and the outplacement company. 9 The outplacement company scans and e-mails the individual statement to TSL. '\ 10 Once TSL has received the individual statement the outplacement company can determine a start date for the dismissed. '\ 11 The outplacement company enters the start date in TSL's extranet and may subsequently send the first invoice. 12 The outplacement program is then implemented. 13 No later than 12 months after the last day of employment, the outplacement company will report to TSL on the progress of the dismissed person. 4 The outplacement company makes a list of participants. After being signed by the terminating company and the union it is sent to TSL. 5 t processes and makes decisions based on the list of participants.
Salt and water logging tolerant varieties and crops are recommended for the area especially rice and barely could be the choice crops in the area. Since the area does not have drainage system and the flood water remained standing for more than 30 days in area, so installation of surface and subsurface drainage is highly needed to reduce the salinity and water logging problems in the area. 6. COMBATING FLOODS IN FUTURE COMMENT Prof (Rt.) Dr. Riaz A. Khattak KPK Agricultural University, Peshawar Floods like this are uncommon and come once in 50 or 100 years not in KPK and Pakistan but in many parts of the world including North America, Central America, some parts of Europe, China and Africa. No matter how developed and technologically advanced the country may be, it is impossible to be fully prepared to cope with floods of this scale as far as management, help and assistance to the affected people is concerned. However, the degree and extent of damage certainly would vary from region to region depending upon several complex set of factors. The most important factors which determine the scale of losses include the nature of watershed in relation to its physical and biological conditions. In other words, how poor or how well the watershed, also called catchment area, is managed. The recent studies
If you plan to move to another unit on the property, please contact <Staff Member Name> for availability immediately. <phone number> Space is very limited. Resources List: FEMA- Disaster Recovery Registration 1-800-621-3362 IRS- sometimes this type of loss can be written off on your taxes, Publication 2194 is a Disaster Kit. 1-800-829-3676
Date Fund Name Organization United Way of the Kalamazoo & Battle Creek Region Amount $ Contact Person Chris Sargent Address 709 S. Westnedge Avenue City/State/Zip Kalamazoo, Michigan 49007 Purpose of Grant Kalamazoo Flood Relief Fund Special Instructions Organization Amount $ Contact Person Address City/State/Zip Purpose of Grant Special Instructions Organization Amount $ Contact Person Address City/State/Zip Purpose of Grant Special Instructions Donor Signature
15 Project objective. Specify what you plan to achieve with this project. 16 Project outcomes Briefly outline the result, impact or benefits of the project. Note: if your application is successful you will need to report against these outcomes in your final report. 17 Project outputs Provide measures of the project activities. These should be tangible and quantifiable. Note: If successful you will need to report against these in your milestone and final reports. 18 How does the project meet the Floodplain Management Program’s objectives and priorities? Refer to the Guidelines for the list of program objectives. 19 a Floodplain risk management plan Is the project stage part of a recommended action in a floodplain risk management plan? Yes or No If yes, please provide details of plan and the relative priority of action or recommendation. 19 b Has the floodplain risk management plan been formally adopted by council? Yes or No
necessary flood protection, vital decisions must be made about the direction of longer term flood risk management before further significant investment can be justified. While the current flood risk management strategies all need updating, the interrelationship between them suggests that a single overarching strategy would be the best way forward. We need to know what needs investigating and evaluating before an informed, evidence based FCRM strategy can be developed. This work should proceed as soon as possible. Funding has changed in recent years, and new and possibly significant sources of funding will have to be found to help to maintain and replace flood defences in the future. We should be prepared to challenge current assumptions and flood defence approaches, and consider a wider range of options for managing flood risk in the future. We may also need to accept that maintaining things the way they are now may not be an option. We need to involve the wide and diverse range of stakeholders – including residents, local businesses and visitors - who will be interested in, or affected by, flood management decisions for the area. This means working together to develop shared expectations and goals for flood management that are both realistic and achievable. To see the full report and more information, visit or contact Simon Hooton, Head of Strategy and Projects, Broads Authority, 62-64 Thorpe Road, Norwich NR1 1RY; tel. 0163 610734; email broadscommunity@broads-authority.gov.uk October 2016
ANATOMY OF THE HOMEDEPOT.CA PRODUCT INFORMATION PAGE (PIP) Helping our customers get more out of their home improvement projects is what The Home Depot Canada is about. It’s only natural to express that helpfulness with a genuine and friendly voice. We don’t talk at customers. We talk to them. We strive to remain Best in Class and our wish is that your items uphold the same standards. As you create the marketing components associated with your product information, use the perfect SKU example below to ensure your products are picture-perfect, optimizing the customers shopping experience.
REF "a" TOTAL HEIGHT QUANTITY REQUIRED UNIT PRICE a289 1.2m £204.00 a290 75cm P/m £155.00 a291 2.8m POA a292 2.2m £125.00 a293 45cm *P/m £92.00 a294 60cm £75.00 a295 2.5m £330.00 a296 1.7m £205.00 a297 1.2m £190.00 a298 1.7m £205.00 a299 70cm, *P/m £110.00 a300 2.8m £210.00 a301 1.30m £130.00 a302 60cm P/m £144.00
3. PREVIOUS EMPLOYMENT OR OUT OF WORK ACTIVITIES Start with the most recent first. Include work/voluntary/home parenting experience and any periods of unemployment. DO NOT LEAVE ANY GAPS – account for all months since leaving school/college. FOR TEACHERS: STATE WHICH YEAR GROUPS YOU HAVE TAUGHT AND FOR HOW LONG. Employer name & address Job title/ Activity if not working Salary/income Full or part-time (if part-time, give hours) Dates (month/year) Reason for leaving From To 4. EDUCATION, TRAINING & QUALIFICATIONS English and Maths GCSEs / A Levels / NVQ / Degree / Post Graduate – give grades. Secondary School/College/University Dates Qualifications gained (state level) Grade/class of degree Date From To OTHER RELEVANT TRAINING COURSES ATTENDED Organising Body Course title Length of course MEMBERSHIP OF PROFESSIONAL BODIES
CHAPTER 2.0 UNDERSTANDING AND SELLING PRODUCTS 2.1 UNDERSTANDING SKIN AND DEFINING SKIN TYPES Skin Physiology The skin is the largest living organ of the body. It is elastic, made up of flexible tissues that have specific work to do in three specialized cell layers designed specifically for those functions.
Do you have blackheads? Few or none Few in T-zone Frequently What do your pores look like? Nearly invisible Visible in T-Zone Enlarged How does your skin look one hour after cleansing? Dry and tight Slightly tight for first 1/2 hour; some oil in T-zone by end of hour Shiny Do you have facial lines? Showing signs around eyes, lips and forehead A few around eyes Rarely Does your foundation melt away during the day? Hardly By mid-day/early afternoon Within a few hours of application 2.2 DEMONSTRATING AND SELLING SKINCARE Introduction Great skin begins with the skin being properly cared for. Flori Roberts has some of the best skincare products in the industry. You will want to discover the products that work best for you personally and begin using them. By doing so,
skin is prone to occasional blemishes and feels oily to the touch. Daytime protective moisturizer with gels and/or lotions. Botanicals and antiseptic products. Questions to Define Skin Types Use these questions in addition to your observation of your customer's skin to define her skin type. Your customer will usually be able to quickly guide you to her skin type. QUESTION DRY NORMAL/COMBINATION OILY Do you break out? Rarely Occasionally Frequently Do you have blackheads? Few or none Few in T-zone Frequently What do your pores look like? Nearly invisible Visible in T-Zone Enlarged How does your skin look one hour after cleansing? Dry and tight Slightly tight for first 1/2 hour; some oil in T-zone by end of hour Shiny Do you have facial lines? Showing signs around eyes, lips and forehead A few around eyes Rarely Does your foundation melt away during the day? Hardly By mid-day/early afternoon Within a few hours of application
BEING REWARDED FOR DEVELOPING YOUR TEAM 4.1 CAREER PLAN OVERVIEW This overview is presented to provide an at-a-glance reference for the Color Me Beautiful Career Plan. Please refer to the details of this chapter for a complete understanding of all requirements and stipulations for commission payouts. CON SR CON EX CON MGR SR MGR EX MGR REQUIREMENTS: *All Consultants must be Active. Personal Volume n/a $200 $200 $400 $400 $400 Group Volume (cv = 50% of Retail) n/a $1,000 $2,000 $3,000 # Personally Enrolled Consultants* 0 1 3 5 7 10 # Group Consultants* n/a n/a # 1st Tier Directors n/a n/a # 2nd Tier Directors n/a n/a # 3rd Tier Directors n/a n/a Bonuses: Personally Enrolled % n/a 4% 5% 5% 6% 7% Group Commission % n/a 0% 3% 3% 4% 4% Developmental Bonus (Personal Consultants sell minimum of $500 their first full month) n/a $50 $50 $50
Do you break out? Rarely Occasionally Frequently Do you have blackheads? Few or none Few in T-zone Frequently What do your pores look like? Nearly invisible Visible in T-Zone Enlarged How does your skin look one hour after cleansing? Dry and tight Slightly tight for first 1/2 hour; some oil in T-zone by end of hour Shiny Do you have facial lines? Showing signs around eyes, lips and forehead A few around eyes Rarely Does your foundation melt away during the day? Hardly By mid-day/early afternoon Within a few hours of application 2.2 DEMONSTRATING AND SELLING SKINCARE Introduction Great skin begins with the skin being properly cared for. Flori Roberts has some of the best skincare products in the industry. You will want to discover the
13 The Cold War SS.912.A.6.10 SS.912.A.6.13 From World War to Cold War: Part 1: From World War to Cold War: Part 2: The Cold War Turns Hot: Remembering the Korean War Cold War at Home: McCarthyism and the Red Scare: 14 Post-War Prosperity and Civil Rights Movement SS.912.A.7.1 SS.912.A.7.6 SS.912.A.7.8 The Supreme Court in Action: 15 The 1960s & Vietnam SS.912.A.6.13 SS.912.A.7.4 Three Presidencies: Kennedy, Johnson, and Nixon America and the Vietnam War: 16 U.S. Foreign Policy Since 1972 SS.912.A.7.11 n/a 17 Late 20th-Early 21st Century Issues SS.912.A.7.12 n/a *updated 8/15/2017
Florida Supplement to the 2012 IPC ICC EDIT VERSION Note 1: Throughout the document, change International Building Code to Florida Building Code, Building; change the International Energy Conservation Code to the Florida Building Code, Energy Conservation; change the International Existing Building Code to Florida Building Code, Existing Building; change the International Fire code to Florida Fire Prevention Code; change International Fuel Gas Code to Florida Building Code, Fuel Gas; change the International Mechanical Code to Florida Building Code, Mechanical; change the International Plumbing Code to Florida Building Code, Plumbing; change the International Residential Code to Florida Building Code, Residential. Note 2: Criteria blocked in yellow indicate Florida specific language from the 2010 FBC. PREFACE Introduction Development History The State of Florida first mandated statewide building codes during the 1970s at the beginning of the modern construction boom. The first law required all municipalities and counties to adopt and enforce one of the four state-recognized model codes known as the “state minimum building codes.” During the early 1990s a series of natural disasters, together with the increasing complexity of building construction regulation in vastly changed markets, led to a comprehensive review of the state building code system. The study revealed that building code adoption and enforcement was inconsistent throughout the state and those local codes thought to be the strongest proved inadequate when tested by major hurricane events. The consequences of the building codes system failure were devastation to lives and economies and a statewide property insurance crisis. The response was a reform of the state building construction regulatory system that placed emphasis on uniformity and accountability. The 1998 Florida Legislature amended Chapter 553, Florida Statutes (FS), Building Construction Standards, to create a single state building code that is enforced by local governments. As of March 1, 2002, the Florida Building Code, which is developed and maintained by the Florida Building Commission, supersedes all local building codes. The Florida Building Code is updated every three years and may be amended annually to incorporate interpretations and clarifications. Scope The Florida Building Code is based on national model building codes and national consensus standards which are amended where necessary for Florida’s specific needs. However, code requirements that address snow loads and earthquake protection are pervasive; they are left in place but should not be utilized or enforced because Florida has no snow load or earthquake
706.8 When a roof covering on an existing site-built-single-family residential structure is removed and replaced on a building that is located in the wind-borne debris region as defined in the Florida Building Code, Building and that has an insured value of $300,000 or more or, if the building is uninsured or for which documentation of insured value is not presented, has a just valuation for the structure for purposes of ad valorem taxation of $300,000 or more: (a) Roof to wall connections shall be improved as required by Section 706.8.1 (b) Mandated retrofits of the roof-to-wall connection shall not be required beyond a 15 percent increase in the cost of re-roofing. Exception: Single-family residential structures permitted subject to the Florida Building Code are not required to comply with this section. 706.8.1 Roof-to-wall connections for site-built single-family residential structures. Where required by Section 706.8, the intersection of roof framing with the wall below shall provide sufficient resistance to meet the uplift loads specified in Table 706.8.1 either because of existing conditions or through retrofit measures. As an alternative to an engineered design, the prescriptive retrofit solutions provided in Sections 706.8.1.1 through 706.8.1.7 shall be accepted as meeting the mandated roof-to-wall retrofit requirements. Exceptions: 1. Where it can be demonstrated (by code adoption date documentation and permit issuance date) that roof-to-wall connections and/or roof-to-foundation continuous load path requirements were required at the time of original construction. 2. Roof-to-wall connections shall not be required unless evaluation and installation of connections at gable ends or all corners can be completed for 15 percent of the cost of roof replacement. TABLE 706.8.1 REQUIRED UPLIFT CAPACITIES FOR ROOF-TO-WALL CONNECTIONSa, b (POUNDS PER LINEAR FOOT)
The following work is highlighted to indicate that it represents the particularly complex technical or design aspects of rehabilitation projects and should only be considered after the preservation concerns listed above have been addressed. Recommended Design for the Replacement of Missing Historic Features Designing and constructing a new storefront when the historic storefront is completely missing. It may be an accurate restoration using historical, pictorial, and physical documentation; or be a new design that is compatible with the size, scale, material, and color of the historic building. Such new design should generally be flush with the facade; and the treatment of secondary design elements, such as awnings or signs, kept as simple as possible. For example, new signs should fit flush with the existing features of the facade, such as the fascia board or cornice. Not Recommended Creating a false historical appearance because the replaced storefront is based on insufficient historical, pictorial, and physical documentation. Introducing a new design that is incompatible in scale, material, and color. Using new illuminated signs; inappropriately scaled signs and logos; signs that project over the sidewalk unless they were a characteristic feature of the historic building; other types of signs that obscure, damage, or destroy remaining character-defining features of the historic building.
ABS Pipe. Acrylonitrile-butadiene-styrene black, semi-rigid, plastic pipe extruded to IPS. ABS pipe is in limited use in present day irrigation systems. Solvent weld fittings are used with this pipe (see ASTM D 1788). Air Release Valve. A valve which will automatically release to the atmosphere accumulated small pockets of air from a pressurized pipeline. A small orifice is used to release air at low flow rates. Air release valves are normally required at all summits of mainline and submain pipelines in an irrigation system. Anti-Siphon Device. A safety device used to prevent back-flow of irrigation water to the water source by back-siphonage. Application Rate. The average rate at which water is applied by an irrigation system, sometimes also called precipitation rate. Units are typically inches/hr or mm/hr. Application Uniformity. Irrigation application uniformity (also known as distribution uniformity) describes how evenly water is distributed within an irrigation zone. Arc. The angle of coverage of a sprinkler in degrees from one side of throw to the other. A arc would be a quarter-circle sprinkler. Atmospheric Vacuum Breaker. An anti-siphon device which uses a floating seat to direct water flow. Water draining back from irrigation lines is directed to the atmosphere to protect the potable water supply. Automatic Control Valve. A valve in a sprinkler system which is activated by an automatic controller by way of hydraulic or electrical control lines and controls a single device or multiple devices. Automatic System. An irrigation system which operates following a preset program entered into an automatic controller. Backflow Prevention Device. An approved safety device used to prevent pollution or contamination of the irrigation water supply due to backflow from the irrigation system. Belled (Pipe). Pipe which is enlarged at one end so that the spigot end of another length of pipe can be inserted into it during the assembly of a pipeline. Block (of sprinklers). A group of sprinklers controlled by one valve. Also called zones or subunits. Block System. An irrigation system in which several groups of sprinklers are controlled by one valve for each group.
Appendix A American Society for Testing and Materials. (1994). Annual Book of ASTM Standards. (Vol. 02 Concrete and Aggregates). Philadelphia, PA. ASCE Author’s Guide to Journals, Books and Reference Publications. Beer, Ferdinand P. (2006). Mechanics of Materials. 5th ed. McGraw Hill, Boston, MA. Callister Jr., William D. (2007). Materials Science and Engineering. 7th edition. Quebecor Versailles, York, PA. Hammond, Patrick. (2014) The Giant Killer 2014 Concrete Canoe, Florida Institute of Technology, Melbourne, FL. Hibbeler, R.C. (2007). Engineering Mechanics: Statics. 11th edition. Prentice Hall, Upper Saddle River, NJ. Kosmatka, Steven H., Beatrix Kerkhoff, and William C. Panarese. (2003). Design and Control of Concrete Mixtures. 14th edition. Portland Cement Association, Skokie, Illinois. pg 125. Oryell, Sabrina L. (2000) Tropical Storm 2000 Concrete Canoe, Florida Institute of Technology, Melbourne, FL. “Safety Documents or Plans.” Florida Institute of Technology Department of Environmental and Regulatory Compliance.<http://www.fit.edu/safety/docs.php> (12 September 2011). “Solids and Metals – Specific Gravities.” The Engineering ToolBox. <> (19 October 2011). “VCAS White Pozzolans.” VitroMinerals: Sustainable Glass Powders. <http://www.vitrominerals.com> (20 October 2011). Walsh, Matthew. (2012) The Nautilus 2012 Concrete Canoe, Florida Institute of Technology, Melbourne, FL. 2015 American Society of Civil Engineers National Concrete Canoe Competition Rules and Regulations. Appendix B Mixture ID: The Pink Panther Design Proportions (Non SSD) Actual Batched Proportions Yielded Proportions YD Design Batch Size (ft3): 2.67
Apply for State Financial Aid (including Bright Futures Scholarships)! Here’s how… GO TO the web site: Click on “State Grants. Scholarships & Applications” Click on “Student Application” After reading the information in boxes 1- 7, CLICK “PROCEED TO APPLICATION” FILL OUT THE APPLICATION…The sections in RED are mandatory. #1 – Enter your Social Security Number #2 – Enter your Date of Birth (2 digits for month/2 digits for day/4 digits for year) example: 03 08 1995 #3-5 – Enter your name (skip# 4 if you do not have a middle name) #6 – SELECT “YES” or “NO,” then SELECT “YES” or “NO” again!, then SELECT your race #7 – SELECT your Gender #8 – Enter your Phone Numbers #9-14 –Enter your Mailing Address (you do not need to fill in the 2nd box for #14) #15 – Enter your E-mail Address (HIGHLY RECOMMENDED), then Re-Enter your E-Mail Address (or CLICK ON “I DO NOT HAVE AN E-MAIL ADDRESS”) #16 – SELECT “YES” then READ the information in the pop-up box and “OK” #17– SELECT “ CITIZEN” #18– SELECT “YES” #19– SELECT “PUBLIC” #20– SELECT “VOLUSIA” #21– SELECT “MAINLAND HIGH SCHOOL” #22 – Enter “05 31 2015” #23 – SELECT “FRESHMAN (FIRST TIME IN COLLEGE)” - #24 – SELECT “”, SELECT a school you would like to attend #25 – SKIP this question #26 – Enter your UNWEIGHTED GPA (If you do not know it, you may estimate.) #28 – SKIP this question #29 – SELECT all boxes that apply to you. #30 – READ carefully and ANSWER if this applies to you #31 – READ carefully and ANSWER if this applies to you #32 – READ carefully and ANSWER if this applies to you #33 – SELECT “YES” #34 – READ carefully and ANSWER CLICK the YELLOW “SUBMIT/PRINT MY APPLICATION” button. CANCEL the print job request WAIT for the “SAVED RESULTS” confirmation message to appear. SAVE your user id and password. Class of 2015