zilongwang/ReadingBank huggingface dataset:
0.2 Both ‘Futility’ and ‘Who’s for the Game?’ are about war and soldiers fighting. What are the similarities and differences in the way they present their feelings towards war? [8 marks] In ‘Island Man’, how does the poet present the speakers feelings about places? [24 marks] Island Man Morning and island man wakes up to the sound of blue surf in his head the steady breaking and wombing wild seabirds and fishermen pushing out to sea the sun surfacing defiantly from the east of his small emerald island he always comes back groggily groggily Comes back to sands of a grey metallic soar to surge of wheels to dull North Circular roar muffling muffling his crumpled pillow waves island man heaves himself Another London day 0.2 Both ‘Island Man’ and ‘The Vision’ describe places. What are the similarities and differences in the way they present their ideas about these places? [8 marks] The Vision
HOW TO ROCK BRACES AND GLASSES By Meg Haston LOUISIANA YOUNG READERS’ CHOICE NOMINEE 2014 GRADE 6-8 Study Guide and Discussion Questions Submitted by: Melodie Franklin, Youth Services Librarian, Lafayette Public Library, Lafayette, LA Title: How to Rock Braces and Glasses Author: Meg Haston Publisher: Little Brown and Company Pages: 324 SUMMARY Things couldn’t be better for Kacey Simon. It’s her last year in middle school and she couldn’t be more popular, cute or more on the cutting edge of style, fashion and just everything! She’s the star of “Simon Says,” a weekly hard-hitting advice segment put on by Marquette Middle School’s TV station. She’s landed a lead part in the school’s spring musical, “Guys and Dolls,” opposite her crush Quinn Wilder, who she gets to kiss in the play! She has the most supportive, (or so it seems) group of besties a girl could ask for. Then the unimaginable happens…she ends up with coke bottle glasses and a set of bright metal braces that in turn cause her to lisp! How’d that happen? More importantly, how will she survive!? This book is a page turner that will bring you through the harsh realities of life in middle school…catty boys, cattier girls and the rollercoaster ride from being a total hot and wanted babe to being the complete anti-societal geek you once shunned. See how this journey makes Kacey stronger, more compassionate and a better person and friend for having seen both sides of the social spectrum. AUTHOR’S BIOGRAPHY Meg Haston calls Jacksonville, Florida home since that’s where she endured 7th through 12th grades where, yes, she rocked glasses and braces! She traveled much before settling in Jacksonville and since she’s graduated from high school, she’s traveled much since but continues to call Jacksonville her true home. She aspired to be many things like an astronaut, glitzy movie star, cultural anthropologist and sassy ice dancer but found her calling in writing and therapy. Find out more about her at . OTHER TITLES BY AUTHOR How to Rock Break-ups and Make-ups (2012)
RELATED TITLES Girls Acting Catty by Leslie Margolis, Bloomsbury, 2009. 179p Smile by Raina Telgemeier, Graphix, 2012. 224p, Winner of Boston Globe-Horn Book Honor 2010, Eisner Award 2011. The Allegra Biscotti Collection by Olivia Bennett, Sourcebooks, 2010. 256p. Reel Life Starring Us by Lisa Greenwald, Abrams, 2011, 304p. CLASSROOM CONNECTIONS English/Language Arts—Drama Kacey is the star of “Simon Says”. Put on a production of a TV news show. Create a broadcast news package BBC School News Report—Teacher resources PBS NewsHour Special—Lesson plans Digital Wish—Lesson plans History/Political Science One of Kacey’s friends, Paige is running for student government president…Put on a mock run for a political office. 2012 Presidential election overview unit Final Week before elections unit Several lesson plans and classroom activities involving elections Election activities
Jobs: How to say what you did Receptionist Politely answered phones Multi-tasked in a environment Performed various office tasks Landscaper Moved and placed sod Served on part of a team Managed customer service Home Minder Checked mail on a daily basis Ensured security of the property Lifeguard Monitored activities of swimmers Provided assistance to swimmers Administered first aid Monitored pool conditions Perform well under stress Work well with a variety of people Gas Station Attendant Pumped gas (if full-serve) Worked effectively with little supervision Responsible for cash, debit and credit transactions Maintained a clean and organized station Focused on customer service Stonemason Constructed walls, chimneys and driveways out of brick and stone Paid attention to detail Used a range of tools and maneuvered heavy materials Drove company truck Cashier Communicated articulately with the public Handled cash,debit and credit transactions quickly and with accuracy Demonstrated the ability to work independently or as part of small teams Operated cash register Answered customer questions Stocked shelves and set up displays Waiter/Waitress Understood information and communicated it to customers Solved problems Increased food and beverage sales Worked as part of a team Operated computer to place customer orders Used basic math skills Multi-tasked Child-Care Provider Demonstrated the ability to solve problems Developed activities to engage children Performed basic first aid Provided a safe environment Prepared and served meals Confronted problem behaviour Taught new skills Lawn Maintenance Operated various power equipment Followed landscaping plans House Painter Paid attention to detail Followed work orders Worked as part of a team Used various types of equipment Office Worker Used computer to complete tasks Responded to customers communicated thoughts, ideas and information in writing and orally Learned new tasks and accepted challenges.
STEP 4: JMIS – INPUT NEW EXPERIENCE PART III ***Part III is the most important part of the submission; you must decide which sections of the definition of Joint Matters your experience supported. The Joint Executive Summary (JES) in section 17 is likely the only document that will be read by the Review Panel to determine whether or not joint credit will be awarded for your experience. This section must clearly and concisely articulate how your experience met the definition of joint matters, and be able to stand on its own.*** You must meet at least one category with the experience from the preponderance your duties, however, historically most approvals have completed at least THREE categories. When you click the corresponding block a narrative block will open up for you to state your case. It is not necessary to write a novel, but you must provide more than a One-Liner answer. This is not a secure form so do not include any details beyond what was on your UNCLASS FITREP or Award. This will be presented to the Review Panel so make sure the description is clear and concise. Your submission should be (grammar and spelling count) and clearly tie your experience to joint matters (operational and strategic, NOT tactical), not just “joint.” STEP 5: JMIS – INPUT NEW EXPERIENCE PART IV Part IV is very simple. If you received Hostile Fire/Imminent Danger pay for only a portion of your experience, you will need to have multiple submissions. Call us and we will help you organize your submissions. **REMEMBER TO ATTACH REQUIRED DOCUMENTATION (DFAS ADJUDICATED TRAVEL VOUCHER SUMMARIES) FOR COMBAT INTENSITY FACTOR CREDIT** If you are satisfied with your answers/explanation then you can click “Submit to Service POC”. If you are not sure, then you can click “Save” to come back later and revise. It will ask you if you are sure you are ready to submit. If you are satisfied, then click “Submit”! This will bring you back to the page with your profile information box. Your submission will appear in a box and you will be able to “View” and “Attach Files”. Thank you for taking to the time to prepare your submission. This will make the process quicker and less frustrating on both ends. Thanks and good luck!
We began with a question concerning the crucial role of the episodic buffer in binding together information from separate streams. The initial version of the revised model had only one route to the buffer, via the central executive. We proposed to test this using dual task methods to systematically disrupt each of the components of working memory, while studying the capacity to bind together otherwise disparate sources of information. Such a binding process was widely assumed to be a major function of conscious awareness (see Baars, 1997). We chose to study the role of binding in both perception and language. In the case of perception for example, it is assumed to be necessary for combining separate features such as shape and colour that are processed through different physiological channels into a single integrated percept, for instance redness and triangularity into a red triangle. Similarly in prose comprehension we assumed that information from heard or seen words will be bound into a coherent phrase via the contribution of syntax and semantics from long-term memory.. In the interests of breadth and generality we chose to investigate binding using both visual and verbal material. In the visual case, we studied the capacity to bind colour and shape information into integrated objects such as a red triangle, fully expecting that the central executive would play a crucial role. Our hypothesis was consistently rejected over an extended series of experiments. As expected, requiring a concurrent executively demanding task impaired overall performance, but it did so to an equivalent extent for material that involved binding such as coloured shapes, as it did to memory of the unbound components (Allen, Baddeley & Hitch, 2006). A separate series of studies examined the role of working memory in binding words into coherent sentences. We found a clear advantage to immediate recall of sentence-based sequences
How to Transfer Stock to the Peninsula Community Foundation of Virginia THREE EASY STEPS The Peninsula Community Foundation of Virginia currently has an account at the Newport News, Virginia, office of Merrill Lynch and receives all stock through that account for immediate liquidation. If your stock is held at another financial institution, you need to authorize your financial institution to transfer that stock to Merrill Lynch. Here's how: Write a short "authorization letter" addressed to the financial institution or stockbroker that is holding your stock. Your financial institution will not transfer stock without your written authorization. The letter needs to contain the following: A list of the names and numbers of the specific stocks you want to transfer Where you want the stocks transferred to: Merrill Lynch, DTC #8862 What account at Merrill Lynch you want credited: The Peninsula Community Foundation of Virginia, Account #708-04015 Your signature Fax or mail letter to your financial institution, and confirm that they have received the letter. Contact the Peninsula Community Foundation of Virginia at 757.327.0862 (phone) or 757.327.0865 (FAX), to let them know that your stock is being transferred. The Foundation will contact Merrill Lynch to alert them to expect the transfer. Merrill Lynch will notify the Foundation when the stock has been transferred. The Foundation will authorize the broker to sell the stock, and the proceeds from the sale minus the commission will be placed in your fund at the Foundation. You will receive a gift acknowledgement from the Foundation confirming this stock gift. Example Kathryn Smith decides to donate 500 shares of her Microsoft stock to The Peninsula Community Foundation of Virginia to start up her Smith Scholarship Fund. She writes the following letter to her brokerage house: Dear Brokerage House: Please transfer 500 shares of my Microsoft stock #1200 to #1699 to Merrill Lynch, DTC #8862 and credit The Peninsula Community Foundation of Virginia account Thank you. Kathryn Smith (Signed) Kathryn faxes her letter to her financial institution, and then calls them to make sure they will do the transfer as she requested. She then calls the Foundation to tell them
How to Tweet Your MoCs on Twitter These are simple instructions to get you started if you have not used Twitter. 1. Open a Twitter account: twitter.com 2. Watch this 6 minute YouTube tutorial – it will give you the basics. 3. Go to Denny's page . Follow Denny, which is over on the top-right. 4. Below his picture there is a link where you can tweet directly to Denny. Tell him you are from District 10. 5. Scroll down his Twitter feed and like (heart) his tweets and/or comment on them. 6. Cantwell and Murray have pages that are basically the same - just search for them and repeat what you did with Denny. This is everything you need to start interacting with your MoCs on Twitter. You can get fancier from here if you want, but this will get you started.
GUIDE TO ADMISSIONSPLUS Introduction In order to offer online enrolment to students whose applications are not processed via ADMIT, student data needs to be held on the University’s central records system. AdmissionsPlus is the software we use to process these records. AdmissionsPlus is modelled on an actual application process: There are two main steps to the process: enter student data; enter offer/acceptance data and transfer record to central records system (Quercus).
Owner/Operator/Executive Officer: Select Concrete Batch Plants Sign-view, create, delete, modify, pay, sign, and submit Consultant/ Delegated Preparer: Select Concrete Batch Plants Preparer- view, create, delete, modify, pay, and submit Select your relationship to the facility: Owner/Operator/Executive Officer: Select “My employer is the facility…” Delegated Preparer: Select “My employer is the facility…” Consultant: Select “My employer is not the facility…” Select who is authorizing the account: Consultant/ Delegated Preparer: Select “I, [Your Name], am applying for read, edit, or preparer role…” Owner/Operator/Executive Officer: Select “I, [Your Name], am applying for a signatory role…” Click Add Access Once the information has been updated, you will received the following pop-up “Your EPR_TXG11 access has been updated. You can make additional changes or press cancel to return to Account Information.” If you agree to the information provided, click Cancel Verify that your account information is accurate. The Account Status will show PROBATION until you sign the STEERS Participation Agreement (SPA). At the top of the page, select eSign SPA or Paper SPA eSign SPA – If you have a valid Class C Texas Driver’s License, you can eSign the SPA. Simply enter your personal information and your Texas Driver’s License number, click both check boxes, then click eSign SPA. Paper SPA – This allows you to print out the SPA, sign it and mail it to the address shown on the SPA. Once your paperwork is processed, you will receive an email notification that your probationary status was removed and you will have full access to STEERS. NOTE: Signing the SPA only activates the user account; it does not renew or provide a permit. Check your email for the Welcome to STEERS Account Creation email. Follow the instructions in the email to set up your account password. Use your STEERS account number and password to renew your permit. Instructions on how to renew your permit are on the next page. How to Submit a Permit Application Online A STEERS account is required in order to use the ePermitting system.
How to use the editable PDF: (Note: you do not need to access the “edit pdf” menu in order to edit this) • Switching out benefits: Simply click on the benefit you’d like to replace and a prompt will appear to select a file. Then browse the Benefit Library for your preferred blurb. • Switching out logos: Simply click the Colorado NAHRO logo at the bottom of either the front or the back and a prompt will appear to select a file. Then browse your machine to find your preferred logo. Logos will scale to fit the space and update both logo boxes automatically.
argument being made. A special session for MATTS students on the “translation with commentary” dissertation will form part of the Introduction to Research Methods seminar series in Term 1. How to write a translation commentary Choosing the text for translation Choose the text for translation wisely, i.e. not at random. Your text should serve to illustrate a particular argument: in other words, there must be a reason for using the text in question to say whatever you want to say in the dissertation, and that reason must be clear. The basics Why are you translating or re-translating this text? The answer to this question should be informed by the answers to the following questions, and should be less subjective than “I liked it” … Where does the text come from and where is it going? Who are you addressing? Do you, as Spivak argues should be the case, have “a tough sense of the specific terrain of the original” (1993:188)? In other words, do you have sense of where this text slots into its source culture? Of its position in the home literature? Have you, as Venuti argues should be the case, engaged with “the cultural conditions of the translating” (2011:247)? Have you thought about what it means to transplant this text at this moment? Or what it means to this text at this particular time? Who will its audience be? How will it shape the target culture’s perception of the source culture and its literature? When addressing the reader, please bear in mind that your readers may include people with and without knowledge of your source language. You should have a sense of how this will affect your approach.
Some useful sentence starters in this section are: I can see from my results that ………………………….. When I changed ………………….., ………………….. changed by………………….. From the graph I can see that ……………………………………………. Conclusions and Evaluation of Results For this section you need to answer some of the following questions in your written report. Do your results answer the question you were asking at the start? Were the results what you were expecting? Is there a trend in your results or did anything unusual happen? If you got an unusual result why do you think this happened? If you drew a graph did you get a straight line or a curve – what does this show? Some useful sentence starters in this section are: My results show that ………………………………………………. My graph was a straight line through the origin which shows that ………………… is proportional to …………………………….. My graph is not a straight line through the origin, I would have expected to get a straight line and possibly a source of error is …………………………………….. Comments For this section your report should include answers to the following points: Refer back to the question you were asking in your introduction and say whether your findings answer the answer to what you were trying to find out. Say whether you are surprised by these results or whether they are what you would have predicted. Identify any other things you think may have affected your results, maybe something unexpected emerged when you were doing the experiment. Were there variables you could not control? Are there any changes you would make if you were doing the experiment again? Can you think of a way to make your experiment more accurate? Can you think of anything interesting you could do to find out more about the topic you are investigating? Can you think how what you found out affects the real world? For example if copper is a better conductor of heat would you use it in cooking?
How to use Google search tips? Use the following tips (highlighted in bold red) to improve your search results with Google: SEARCH TERM and OPERATORS MEANING vacation hawaii the words vacation and Hawaii Maui OR Hawaii either the word Maui or the word Hawaii "To each his own" the exact phrase to each his own virus –computer the word virus but NOT the word computer Star Wars Episode +I this movie title, including the roman numeral I ~auto loan loan info for both the word auto and its synonyms: truck, car, etc define:computer definitions of the word computer from around the Web red * blue the words red and blue separated by one or more words ADVANCED OPERATORS MEANING WHAT TO TYPE INTO SEARCH BOX (& DESCRIPTION OF RESULTS) site: Search only one website or domain Courses site:www.uts.edu.au or site:.edu.au (Search University of Technology site for course info or only educational sites in Australia) intitle: Term immediately adjacent must be in title intitle: childcare policy First term ‘childcare’ must appear in title. Second term can be anywhere in text allintitle: Every term must be in title allintitle: childcare policy Both terms ‘childcare’ and ‘policy’ must appear in the title date: Search only a range of months Olympics date: 3 (Search for Olympics references within past 3 months; 6 and 12-month
degrees and using diverse frameworks. Example 4: Evidence of the impact of information and advice – e.g. early resolution of issues, reduction in repeat referrals or unnecessary referrals to council and NHS services. Example 5: Other desirable indicators or measures – e.g. improved take-up of independent financial advice, etc. It is a good idea to identify foreseeable risks and plan how these will be mitigated. If you decide to do this, you can sum up your conclusions here. Risk Framework Key Risk Severity (probability/ impact) Mitigating action Responsible officer Example 1 Because of overcrowded agendas, the implementation of this strategy might not be prioritised by the officers of the council and other partners. Medium/High - Ensure that the strategy continues to be owned and prioritised by X - Ensure that the designated Lead Member and senior officer continue to champion the importance of this strategy. - Ensure that monitoring of this strategy is planned into the future agendas of the Health and Wellbeing Board. DASS Example 2 Because of the difficulty in measuring benefits and outcomes, it may be particularly difficult to demonstrate the impact of this strategy. Medium/Medium - Engage with co-production group about how to measure success. - Prioritise the establishment of a multi-agency working group to developing new monitoring processes - Focus on early, demonstrable improvements in customer satisfaction. Project Lead (name)
18 31 HPC to evaluate suggestions for community measures (see text of report) and facilitate solutions. DONE apart from teenager’s needs? 2 6 HPC to lobby planning authority to achieve the provision of more family homes and small houses. ON GOING 4 11 HPC to consider the matter with the Preschool Committee. DONE 6 13 HPC to investigate the viability of adult education classes. DONE 7 14 HPC to consider how to progress environmental suggestions (see text of report). DONE apart from Dog bins & village tidy days ON GOING 13 26 HPC to liaise with County Council to investigate improvements in bus services. DONE 15 29 HPC to advise hospital transport and police services of results of survey, and work with them for improvements. DONE 21 36 HPC to investigate difficulties of those over 75 in accessing medical services. DONE 22 39 HPC to lobby to achieve the outcome that second-home owners pay the same council tax as residents. ON GOING Planning issues 24 46 HPC to contact volunteers to facilitate setting up of new clubs. DONE 9 17 HPC to contact volunteers for environmental projects with aim of establishing new community groups. DONE 14 28 HPC to investigate whether car sharing scheme could be established. DONE As you can see many of the 24 top items have been resolved or completed.
Horse of The Year Show - Qualifying Shows 2016 Qualifying Show. Champion Show Exhibitor Champion Show Horse Qualifying HOYS Exhibitor Qualifying HOYS Horse National Shire Horse Show. Stallions Mr J Worthington, Lancashire Leverton Leon Mr J Worthington, Lancashire Leverton Leon National Shire Horse Show. Females W A King, Cheshire Cotebrook Loch Anna W A King, Cheshire Cotebrook Loch Anna Devon County Show Miss M Langley, Kent Grovemere Annie Miss M Langley, Kent Grovemere Annie Cheshire County Show Mr J Williamson Cheshire Snelson Suranne Mr R Bedford, Yorkshire Hartciff Rhianna Lincolnshire Show Mr T J Yates, Derbyshire Sheepwash Derbyshires Eventide Mr T J Yates, Derbyshire Sheepwash Derbyshires Eventide Derbyshire County Show (Cancelled) trans. to Derby N/A N/A N/A N/A Royal Norfolk Show Mr T J Yates, Derbyshire Cowerslane Lady Helen Mr T J Yates, Derbyshire Cowerslane Lady Helen Newport Show Mr T J Yates, Derbyshire Sheepwash Derbyshires Eventide Mr L M Fountain, Derbyshire Woodhouse Miss Dymanite Great Yorkshire Show Mr L M Fountain, Derbyshire Woodhouse Calendar Girl Mr L M Fountain, Derbyshire Woodhouse Calendar Girl Great Eccleston Show Mrs J Pleavin-Edge Wrexham Manor Mac Beth Mrs E Oliver, North Yorkshire Fellthorpe Esther Jane Nantwich Show W A & M G King, Cheshire Cotebrook Loch Anna S J Pleavin, Wrexham Shordley Olympic Lady South Wales Show Mrs J Pleavin-Edge Wrexham Manor Mac Beth Mrs J Pleavin-Edge Wrexham Manor Mac Beth Derbyshire Shire Horse Association’s Show (Replaced Derbyshire County Show) F W Richardson & Son, Yorkshire Bewholme Britannia Mr R Bedford, Yorkshire Rookhills Leapley Lad Essex Show Mr B D Banham, Norfolk Acle Wilhemina Mr B D Banham, Norfolk Acle Wilhemina Anglesey Show Mr T J Yates, Derbyshire Sheepwash Derbyshires Eventide Mr P Bedford, Yorkshire Snelson Diamond Storm
Level 1 Referrals (Pattern Over Time) Failure to Be Prepared (pencil, paper, book, planner, binder) Refusal to Participate Unexcused Tardiness Violation of Classroom Rules Cheating/Plagiarism General Misbehavior (Horseplay, Excessive Noise, Off-Task, etc…) General Profanity Candy/Food/Drink Continual Use of Electronics Continual Disruptions Disrespect to Staff and Student Level 2 Referrals Repeated Level 1 Violations Leaving without Permission Possession of Flammable Materials (Fireworks, Lighters, Matches, etc…) Vandalism Threats of Harm and/or Posturing Level 3 Referrals (Immediate Call to the Office) Physical Fighting Possession of Weapon (Gun, Ammunition, Knife, etc...) Harassment Possession of Drugs, Alcohol, or Paraphernalia Profanity Towards Staff
April Volume 1, Number 1 Welcome to the first Employee Newsletter for employees of Bell Orchid Hotel in Honolulu! We hope you will enjoy reading this newsletter each month, and that you will contribute to it. Please let us know what types of pieces you would like to see included in the newsletter, and if you have anything you would like to include, please send it to Jamie Bernard, Human Resources Department. Keep in mind that we are a newsletter directed to all employees; articles included should have as broad a base of interest as possible. You can also reach Jamie at Extension 515, or you can him at . Title Shawna Davis, Director of Sales and Marketing announced yesterday that Window on Honolulu will be holding its Annual Conference at the Hotel in May! It is anticipated that over three hundred people will attend the conference, which will be held in the Hotel’s Pacific Room. “This is quite an achievement,” says Shawna. “We have been working with representatives of Window on Honolulu since the hotel opened early this year, and provided three familiarity trips to representatives of the organization. Now they have chosen the Bell Orchid, we are hoping they will be pleased enough to use our facilities every year from now on!” Title All employees are invited to attend a seminar that will be given by the Engineering Department on April 16 at 10. The seminar, entitled “Safety and Security in the Hotel Business,” will give everyone an opportunity to become more aware of the importance of safety and security matters for guests and employees. If you plan to attend this seminar, please be at the small conference room on the 1st floor at , ready to visit different locations throughout the Hotel where safety issues will be covered. Tim James, Assistant Engineer, will present the seminar. Title Operations hired three new Front Desk Clerks this month: Rita Benjamin, Juan Mendoza, Peter Johnson. This will be Rita’s first job with a full-service hotel. Juan has experience with a hotel in , and Peter comes to us from another hotel right here in Honolulu. They will be working various different shifts at the front desk, so when you have a chance, drop by and say Hello to them! EMPLOYEE BENEFITS Employees of the Hotel presently have a choice of three medical plans. To be eligible for medical coverage, you must work be a full-time employee of the Hotel and have been employed for two months. If you are interested in being added to the medical plan, please contact Teresa Mallow at extension 522 for information. Costs to employees are listed below:
After login into the website with their user id and password DD can view this page, to register the hostel DD can choose Register Hostel submenu in the Registration menu. To view the total registered hostels in the district click on Hostels Registered submenu in the Reports menu. District wise boarders report form will appears, to view each district information click on District Name. Registered hostels list will appears, to view the each hostel information click on the Hostel Name. It is the detailed information about the hostel. It is the detailed information about the staff in the hostel. It is the list of students living in the hostel, to view the each student information click on the Student Id number. This form will consisting of detailed information about each student. It will be in the Boarders in the hostel form which is in the no. of boarder’s attribute of hostels registered form. To view this fair price shop details of each hostel click on the number in Fair price shop attribute in hostels registered form. To view the complete list of queries, click on View All Queries submenu in the Reports menu. It is the list of all queries, to view the each query information click on the Reference no in Request status list.
The total displacement that the block moves is given by y. Each spring contributes to this displacement. Imagine that the springs were magically made into the one effective spring and write down Hooke’s Law with this same total displacement. What force does each of the springs experience? (Note, we consider each spring to be massless since their mass is much less than the attached weight). Write Hooke’s Law for each displacement, now with this common effective force from above. Rewrite the expressions to give you y1 and y2 and add them together yielding the total y. Simply the expression. Rearrange the expression to match your original expression for Hooke’s Law for the system in the right hand side box above. What is k effective equal to? Experimental Work #2
vegetation as well as being a danger to kids, walkers, dogs and cyclists Please access your properties only via the road. Should you see vehicles off the bitumen, please remind drivers to respect our parklands Special General Meeting To discuss The Fire Management Plan will be held on February 22nd at 10.00 am at the Hamilton Park BBQ area. An updated copy of The Integrated Fire Management Plan will be delivered to all residents. Australia Day Celebrations As well as the Christmas Gathering and the Fishing Competition advertised in the last Newsletter the Social Committee is organizing The Australia Day Breakfast to be held at the Hamilton Park BBQ area on January 26th. Social Notes…. A warm welcome to Paul and Gillian Derezyckyj who moved into Orchard Drive a month ago. Gillian wrote to the Social Committee saying… “Last week I was enjoying my garden early morning and spotted a Regent Honeyeater in a grevillea. On reporting the sighting to the Regent Honeyeater project, I got an amazing response, with the head of the project driving from Melbourne to photograph the 2 birds which had been part of the recent captive breeding release program”. For more information on the Regent Honeyeater download the flyer on the Website. CHRISTMAS HAMPER! Get your loose change ready….The Social Club will have the Christmas Hamper ready to sell tickets this week $2 each or 3 for $5 HAMPER DONATIONS Call Nicole on 57 66 2194 or Melanie 0421118126 we can pick them up! XMAS PARTY this Saturday 6.30pm Don’t miss the Hamilton Park Christmas Party! Kids, the movie selected is Santa Clause…bring your bean bags, sleeping bags and pillows. PARENTS – From 6.30pm kids can enjoy a sausage and a can of soft drink for $2.50 at the Christmas Party. Adults BYO food and drinks for a BBQ. SANTA ARRIVES 7.30pm with Lolly Bags and Icy poles! WRONG DATE! The fishing competition said in the Social Newsletter it was on the 9th January…It is Saturday 11th of January The Hamilton Park Garden Club end of year gathering was held at the
CCHC LESSON PLAN FOR CHILDREN’S HEALTH PROMOTION Presentation Title: An Apple A Day/”A” is for Apple Submitted by (LPHA name or DHSS): Monroe and Chariton Counties Date submitted: Dec 2016 Learning Objective(s): Children will: Recognize apples as a healthy food choice and part of MyPlate. E Explore two different types of apples. Name three other colorful fruits Say why they should eat fruits every day Name one new fruit they are willing to try Presentation Outline (not to exceed 30 minutes): Importance of eating a healthy diet including Fruits & Vegetables Ten Core Facts About Apples/What do we know about apples/color, size, shape and where they grow Varieties of Apples: Red apple vs. Yellow apple vs. Green apple Apple Tasting Discussions on taste and texture "I Tried 3 Kinds of Apples" handout Evaluation "Why are colorful fruits important?" "Why should we eat fruits every day?" Resources used (story books, video, props): NOTE: VIDEO PORTION MUST NOT EXCEED MORE THAN HALF OF TOTAL TIME OF PRESENTATION Suggested activities: Read the book: Apples, Apples, Apples by Nancy Elizabeth Wallace Taste Test: Provide each child with a slice from at least two different varieties of apples. Discuss the important nutrients and fiber in apples. Craft: Have pictures of a tree. Have students put their thumb down in a little red or yellow paint. Have them apply their apple fingerprints to their picture. Children’s Health Promotions are developed utilizing best practice references such as the “Kansas and Missouri Core Competencies for Early Childhood and Youth Professionals” (Content Area V: Health and Safety), and the National Health and Safety Performance Standards, “Caring for Our Children.” Consultants developing new lessons for children’s health promotions should use this template and submit to the CCHC Program Manager for approval. Health Promotion Lesson Plans already approved by the CCHC Program Manager are approved for use by any contracting LPHA. Approved lesson plans are reviewed by the CCHC Program Manager at a minimum of every three years, and are therefore considered approved if in circulation until otherwise instructed by the CCHC Program Manager.
Name Thursday 2nd February Wand Making Downstairs Indoor Archery in the Conference Room Downstairs Preston Park Museum Crafts Downstairs Potion Making At 4pm, 4.30pm, 5pm, 5.30pm, 6pm & 6.30pm Downstairs Magician At 4pm, 5pm & 6pm Downstairs Meet Animals from Kirkleatham Owl Centre Upstairs Face Painting Upstairs Make a Harry Potter Badge Upstairs
Multi-stakeholder partnerships that support the sector strategy with resources and expertise Passive engagement by stakeholders The sector strategy builds strong partnerships with employers, employer organizations, educators, workforce developers, labor and other stakeholders that address the skills needs of critical industries. Applies appropriate geographic focus Applies a top-down statewide strategy The sector strategy is regional in nature, as supported by the data and stakeholder partnerships. It can be statewide, if supported by the data and stakeholder partnerships. Multi-level leadership team, i.e., led by a Project Champion and supported by a project facilitator and strategic partners Missing one or more elements of a leadership team The sector strategy is led by a Champion, and includes a project facilitator and strategic partners to coordinate stakeholders and dialogue, support strategic development, identify and combine funding sources and support the development of customized workforce development solutions. Builds sustainable and responsive career pathways Builds isolated training classes outside of a career pathway approach. The sector strategy builds training programs within a ‘stackable credential’ model that create sustainable career pathways. Best Practice Practice to Avoid Description of Best Practice Promotes employment and career advancement through committed and engaged industry participation Employers fail to participate in training programs and/or demonstrate lackluster interest and support. The sector strategy facilitates career onramps through employers who support and endorse the workforce strategy. As applicable, this may also include employers agreeing to first source hiring from workers who participate in sector strategy trainings. Includes measureable outcomes Includes outcomes which can’t be measured or are vague. The sector strategy can be shown to support the achievement of energy mandates.
Additional reading Foundation for the Accreditation of Cellular Therapy and the Joint Accreditation Committee (FACT and JACIE) — International Society for Cellular Therapy (ISCT) and the European Group for Blood & Marrow Transplantation (EMBT), Cellular Therapy Accreditation Manual, Version 5.3, JACIE Secretariat, Barcelona, Spain, 2012, viewed 6 August 2014, < > Therapeutic Goods Administration , Australian Code of Good Manufacturing Practice for human blood and blood components, human tissues and human cellular therapy products, TGA, Woden, Australia, 2013, viewed 6 August 2014, < > Further information Other NPAAC documents are available from: NPAAC Secretariat Primary Care and Pathology Branch Department of Health GPO Box 9848 (MDP 951) CANBERRA ACT 2601 Phone: (02) 6289 4017 Fax: (02) 6289 4028 Email: npaac@health.gov.au Website: www.health.gov.au/npaac
Grave space number Picture or sketch of memorial (attach a separate sketch if preferred) – please note that kerbs and chippings are not permitted Full details of inscription, including wording and arrangement Full details of lettering (size, type, method of inscription) Name and address of person or firm to whom this permission should be given: Return completed form to: Clerk to Harwell Parish Council Address Village Hall, High Street, Harwell, Oxon OX11 0EX Tel 01235 820006 Fees – for current fees please see Council’s List of Fees Total enclosed: Approved on behalf of Harwell Parish Council: Date: HARWELL PARISH COUNCIL REGULATIONS FOR THE MANAGEMENT OF HARWELL PARISH CEMETERY ANNEX D DIMENSIONS AND SPACING OF GRAVES & POSITIONING OF MEMORIALS (Regulations to be followed when digging new graves and erecting memorials) GRAVES 1. If markers exist, they must be followed. 2. All new graves must be laid out so they conform to the Cemetery Plan, a copy of which may be inspected by arrangement with the Clerk. 3. All graves must have the same nominal dimensions at the surface and be in line both along and across the rows.
To enable all organizations involved in the response to monitor, evaluate and review the impact and relevance of their programmes and objectives on the basis of sound information. What needs to be done? To produce HNOs, agencies and organisations involved in the response need to: Select indicators for measuring humanitarian and protection needs. Agree parameters for collecting, analysing and sharing information. Involve affected populations in identifying and understanding their needs. Identify and resolve information gaps. Collect and analyse information. Disseminate the outcomes of the HNO and apply them to policy and programming. Who does what? HNOs are initiated by the HC and HCT and may be initiated by national authorities. Every organization involved in a response should participate in collection of data for HNOs, and apply HNO findings to their policies and programmes. Who is the audience? The HC and HCT. Humanitarian agencies and organisations involved in the response Government, local authorities and national actors. IASC, headquarters staff and international organizations. Donors. People affected by the crisis, including vulnerable groups and individuals. Guidance Consult for additional guidance on: (Template and Guidance). (Guidance package). The . The . Assessment Registry Template. . . The OCHA Coordinated Assessment Support Section may be contacted at or STRATEGIC RESPONSE PLAN When The Strategic Response Plan is completed on the basis of an in-depth needs analysis, based on a sectoral assessment and a review of secondary data. (See Needs Assessment.)
AUSTRALIAN FOOTBALL LEAGUE ABN: 31 035 246 919 APPLICATION FOR INVITATION TO ATTEND THE 2017 HIGH PERFORMANCE (Level 3) COACHING COURSE. Venue: Crest Room - Etihad Stadium Dates: First Segment – Monday 2nd to Thursday 5th October 2017 Second Segment – 2018 (dates to be confirmed) Costs: $1650.00 (including GST - Course Levy to be paid when invited to attend) NB: Does not include travel to and from Melbourne, which is the responsibility of the participant or their sponsor (course subsidies may be available in certain circumstances). PERSONAL DETAILS: LAST NAME: FIRST NAME: ADDRESS (Private): STATE: P/C: TELEPHONE: MOBILE: WORK: EMAIL: DATE OF BIRTH: / / CURRENT OCCUPATION: CURRENT COACHING POSITION: LEAGUE: CLUB: TEAM: POSITION: CURRENT ACCREDITATION: COACHING HISTORY (see over page) I have read and fully understand the attached selection process and criteria. Signed: Date: Please complete the above details and RETURN NO LATER THAN THURSDAY 13th JULY 2017 TO: AFL Coaching Development Manager Please copy (cc) your relevant State Coaching Manager to the submission of application See contact list in attached Selection Criteria document or visit the
DEADWOOD HISTORIC PRESERVATION COMMISSION Wednesday, May 11, 2016 ~ 5:00 p.m. City Hall, 108 Sherman Street, Deadwood, South Dakota Call meeting to Order Approval of HPC Meeting Minutes – April 27, 2016 Voucher Approval Old or General Business 2016 Scholarship Program Award Presentation – Cameron Enright & Miranda Gallagher Request for partnership on a portable Visitor Information Center – Chamber of Commerce – Exhibit A Loan approval to Deadwood History, Inc. for Relic Firearms from Chinatown Collection – Exhibit B Staff request for procedure change in review of Roofing Projects – Kevin Kuchenbecker – Exhibit C Amendment to contract with KLJ for Phase VI St. Ambrose Cemetery Design Services – Exhibit D New Matters before the Deadwood Historic District Commission New Matters before the Deadwood Historic Preservation Commission a. PA - Case H16016–Storm Doors/Porch Railing & Flooring–23 & 25 Lincoln-James & Linda Grothe - Exhibit E Revolving Loan Fund & HP Programs Update HP Program Applications -- Exhibit F Tim Conrad – 138 & 140 Sherman St. – Façade Program Ken & Nancy Motzko – 51 Pleasant St. – Windows & Doors Program Revolving Loan Program – Exhibit L Retaining Wall Program Disbursements Items from Citizens not on agenda (Items considered but no action will be taken at this time.) Staff Report (Items considered but no action will be taken at this time.) Committee Reports (Items will be considered but no action will be taken at this time.) Other Business Adjournment Executive Session for Legal Matters per South Dakota Codified Law 1-25-1 (3) *All Applications MUST arrive at the City of Deadwood Historic Preservation Office by 5:00 p.m. MST on the 1st or 3rd Wednesday of every month in order to be considered at the next Historic Preservation Commission Meeting. City of Deadwood HISTORIC PRESERVATION COMMISSION Wednesday, May 11, 2016 Present Historic Preservation Commission: Laura Floyd, Michael Johnson, Lyman Toews, Thomas Blair, Lynn Namminga and Chuck Williams were present. Absent: Dale Berg and Ms. Terri Williams, City Attorney, was absent. Present City Commission: Chuck Turbiville and Dave Ruth, Jr. were present. Mr. Kevin Kuchenbecker, Historic Preservation Officer, Joy McCracken of NeighborWorks-Dakota Home Services and Bonny Fitch, Recording Secretary, were all present. All motions passed unanimously unless otherwise stated.
FORWARD PLANNING DOCUMENT AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION General Capabilities: Literacy Numeracy ICT Critical and creative thinking Ethical Understanding Personal and social Competence Intercultural Understanding Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability WEEK/ LESSON AUSTRALIAN CURRICULUM LINKS Personal, Movement & Social & Physical Activity Community Health SPECIFIC LESSON OBJECTIVE ASSESSMENT (what & how) TEACHING & LEARNING EXPERIENCES (include learner diversity) KEY QUESTIONS RESOURCES
Year 10 Health and Physical Education Assessment Overview Complete the table below to show details of the planned tasks. Use numbers to show where students will have the opportunity to provide evidence for each of the specific features for all assessment design criteria. Assessment Type and Weighting Task and Weighting Details of assessment Assessment Design Criteria Assessment conditions (e.g. task type, word length, time allocated, supervision) KU PSA IC AE Health 50 % Group Activity Issues Response Optional Practical Physical Education 50 % Practical Practical Integrated or Supervised task OR Investigation
Specification Sheets Brochures Document # Description Bard Company Brochure 11EER Next Generation Wall-MountTM Cooling Solutions Building Information Modeling (BIM) Brochure Bard ISO Certification Document 14 IPLV Efficiency Rating Document # Tonnage Description 2.5 – 5.0 T30S1-T60S1 Series Step-Capacity Specification 2.5 – 5.0 T30S1D-T60S1D Series Dehumidification Performance Data 2.5 – 5.0 T30S1-T60S1 Series Engineering Specification Guide () C24H-C60H Series For Use In Western Region Applications 2.0 – 5.0 C24H1 – C60H1 Quiet-Climate Flex Series Specification 11 EER Efficiency Rating Document # Tonnage Description 2.0 – 5.0 T24H1-T60H1 Series Specification 2.0 – 5.0 T24H1D-T60H1D Series Dehumidification Performance Data 2.5 – 5.0 T24H1-T60H1 Series Engineering Specification Guide () 10 EER Efficiency Rating Document # Tonnage Description 1.5 – 5.0 W18HA-W60HA Series Specification 2.0 – 5.0 W24HAD-W60HAD Series Dehumidification Performance Data 1.5 – 5.0 W18HA-W60HA Series Engineering Specification Guide () 9 EER Efficiency Rating Document # Tonnage Description 1.5 – 5.0 W18H2-W60H2 Series Specification 1.5 – 5.0 W18H2-W60H2 Series Engineering Specification Guide () 2.0 – 5.0 W24H2D-W60H2D Series Dehumidification Performance Data Obsolete Products – No Longer Produced Document # Tonnage Description 2.0 – 5.0 S26H1-S61H1 Series Specification (R-410A) S26H1D-S61H1D Dehumidification Performance Data (R-410A) 2.0 – 5.0 SH261-SH612 Series Specification (R-22) SH261D-SH612D Dehumidification Performance Data (R-22)
T48S1-C 911-0567 T60S1-A 911-0567 T60S1-B 911-0567 T60S1-C 911-0567 T**S Low Voltage Control Circuit Wiring T**S1D Dehumidification Series Wall-MountTM H/PUnits – 14 IPLV Model Literature Assembly Installation Manual Parts Manual Wiring Diagram T30S1DA 911-0570 T30S1DB 911-0570 T30S1DC 911-0570 T36S1DA 911-0567 T36S1DB 911-0567 T36S1DC 911-0567 T42S1DA 911-0567 T42S1DB 911-0567 T42S1DC 911-0567 T48S1DA 911-0567 T48S1DB 911-0567 T48S1DC 911-0567 T60S1DA 911-0567 T60S1DB 911-0567 T60S1DC 911-0567 T**S*D Low Voltage Control Circuit Wiring T**H1 Series Wall-MountTM Heat Pump Units – 11 EER Model Literature Assembly Installation Manual Parts Manual Wiring Diagram T24H1-A 911-0551 T24H1-B 911-0551 T24H1-C 911-0551 T30H1-A 911-0551 T30H1-B 911-0551 T30H1-C 911-0551