zilongwang/ReadingBank huggingface dataset:
us this way because he knows, first of all, that it’s just a better way to communicate some ideas. Secondly, it’s a better way to communicate with some people. But he also knows to communicate in this way is for our good. That it forces us to spend time thinking. That is, in the long run, you may say, “Well, I can’t remember all these things you have been talking about – parallelism, structures, and genre, I just can’t remember.” Okay, don’t worry about any of it. Just do this. Write out the poem on a sheet of paper with a blank line between every line, and then just look at it, read it out loud every day, two or three times a day for a month, or a week if you don’t have the patience. And then start making notes every time you see, “Oh, this word sounds like that word.” Use colored pencils, start drawing lines, start seeing connections, and what will happen is that you will see that the beauty of the text is the beauty also of its message. That’s the blessing, the great blessing, of being privileged to read and study, and seek to understand the word of God. Thank you. This is a poem that I have spent about three years reading on and off before I finally began to understand it, and actually only then when I had memorized it. I don’t have it in memory anymore. “The Second Coming,” by William Butler Yeats: Turning and turning in the widening gyre The falcon cannot hear the falconer; Things fall apart; the centre cannot hold; Mere anarchy is loosed upon the world, The blood-dimmed tide is loosed, and everywhere The ceremony of innocence is drowned; The best lack all conviction, while the worst Are full of passionate intensity. Surely some revelation is at hand; Surely the Second Coming is at hand. The Second Coming! Hardly are those words out When a vast image out of Spiritus Mundi
Mobility Completely Immobile Skin assessment and inspection q shift. Turn/reposition q 1-2 hours. Post turning schedule. Teach or do frequent small shifts of body weight. Elevate heels. Consider specialty bed. Very Limited Skin assessment and inspection q shift. Turn/reposition 1-2 hours. Post turning schedule. Teach or do frequent small shifts of body weight. Elevate heels. Consider specialty bed. Slightly Limited Check skin daily. Turn/reposition frequently. Teach frequent small shifts of body weigh. PT consult for strengthening/conditioning. Gait belt for assistance. No Limitations Check skin daily. Encourage ambulating outside the room at least bid. No interventions required. Nutrition Very Poor Nutrition consult. Skin assessment and inspection q shift. Offer nutrition supplements and water. Encourage family to bring favorite foods. Monitor nutritional intake. If NPO for > 24 hours, discuss plan with MD. Record dietary intake and I & O if appropriate. Probably Inadequate Nutrition consult. Offer nutrition supplements and water. Encourage family to bring favorite foods. Monitor nutritional intake. Small frequent meals. If NPO for > 24 hours, discuss plan with MD. Record dietary intake and I & O if appropriate. Adequate Monitor nutritional intake. If NPO for > 24 hours, discuss plan with MD. Record dietary intake and I&O if appropriate. Excellent Out of bed for all meals. Provide food choices. Offer nutrition supplements. If NPO for > 24 hours, discuss plan with MD. Record dietary intake. Friction and Shear Problem Skin assessment and inspection q shift. Minimum of 2 people + draw sheet to pull patient up in bed. Keep bed linens clean, dry, and wrinkle free. Apply elbow/heel protectors to intact skin over elbows and heels. Elevate head of bed 30 degrees or less. Potential Problem Keep bed linens clean, dry, and wrinkle free. Avoid massaging pressure points. Apply transparent dressing or elbow/heel protectors to intact skin over elbows and heels. No apparent problem Keep bed linens clean, dry, and wrinkle free.
The Ministry of Health looked into what residential care is like for Disabled people. The Ministry wanted to make sure Disabled people were safe and that their needs were being put first. A report was written about this. The report was called Putting People First. You can get this report in Easy Read from the Ministry’s website:
We make sure that people who work with Disabled people know the Ministry has policies. All the policies say no abuse of Disabled people is allowed. A policy is a set of rules. It tells the service how something should be done. We work with disabled people to see how their support people can help. The support people: help Disabled people to keep safe help Disabled people to speak out when they need to.
Training Sessions: Suggested Agenda and Activities Suggested Time: (6 - 10 hours) The full workshop is estimated to last 6 to 10 hours. Below is a suggested agenda and expected times which can be expanded or shortened, depending on the participants’ needs, conference time allotment, venue availability, etc. Trainers should tailor content and time to specific training needs. If time allows, a stretch break and/or Instant Recess exercise break can be embedded in the schedule. Interactive activity forms are listed within each session. Optional activities are marked with an asterisk. Reference handouts and blank copies of activity forms are also listed. Task Expected Time in Minutes Activity Forms Reference Handouts Registration & Pre-test Evaluation Form Completion (optional) Welcome & Introductions 25 Session 1: Defining Evidence 25 Session 2: Conducting Community Assessments 40 Community Assessment Worksheet Resource List Possible break Session 3: Planning for Evaluation 45 Planning for Evaluation Worksheet Session 4: Finding Evidence 60 Using the Community Guide and RTIPS- Activity handout Using the Community Guide and RTIPS Worksheet Resource List Using the Community Guide and RTIPS- Answer Key
Suggested Lunch Break Session 5: Selecting an Evidence-based Approach (EBA) with the Best Fit 30 Comparison Tool Activity with Nutrition Programs Methods Table EBA Comparison Tool - blank Possible break Session 6: Adapting an Evidence-based Approach (EBA) to Fit Your Community 30 StairWELL Program Description Adaptation Planning Tool- StairWELL Program Activity Smoke & Tobacco-free Policy Description* Smoke & Tobacco-free Policy Example* Adaptation Planning Tool- Smoke &Tobacco-free Policy Activity* Adaptation Planning Tool- blank Adaptation Planning Tool Instructions Session 7: Implementing and Evaluating Evidence-based Strategies 70 Body & Soul Implementation & Evaluation Work plan example Tobacco-free Policy Case Example Implementation & Evaluation Work Organizational Readiness Checklist Evaluation Designs Handout General Question & Answer Session (& Post-test Evaluation Form) 15 Closing & Evaluations 10 plans-
How many learners in your state receive adequate and sustained career advisement in K-8? High school? Postsecondary? What would it take to answer this question accurately? What tools or resources are available to learners at the K-12 and/or postsecondary level to explore career opportunities and options? How well are they utilized? Are there local practices of successful career advisement programs or efforts that can be scaled? How can the implementation of the Every Student Succeeds Act and/or the Workforce Innovation & Opportunity Act be leveraged to support meaningful career advisement? Provide all learners with authentic, real-world experiences linked to a career interest of their choice How does, or will, your state define work-based learning? What are the range of activities and experiences that fit within the full work-based learning continuum? How many learners in your state participate in meaningful experiential learning? What would it take to answer this question accurately?
Supplier Four Supplier Five Supplier Six Evaluation Criteria 2: specify Weighting for criteria = % Supplier Name Agreed Score Weighted Score Comments (reason for score) Supplier One Supplier Two Supplier Three Supplier Four Supplier Five Supplier Six Evaluation Criteria 3: specify Weighting for criteria = % Supplier Name Agreed Score Weighted Score Comments (reason for score) Supplier One Supplier Two Supplier Three Supplier Four Supplier Five Supplier Six Evaluation Criteria 4: specify Weighting for criteria = % Supplier Name Agreed Score Weighted Score Comments (reason for score) Supplier One
Chapter 8 Why are the German peasants the cruelest to the Russian prisoners, eating their food in front of the starving men? What sole aim has Paul “looking for as the only possibility of existence after this annihilation of all human feeling; this is a task that will make life afterward worthy of these hideous years”? (pg 194) How does Paul stereotype doctors in this chapter? Chapter 9 What do Himmelstoss and Kantorek have in common with the Kaiser? Why does Kat think the war is useful to the Kaiser? Support the following statement: Kentorek is a foil for Kat.
The Set-up for Observing and Measuring Parallax Data Table Levels of Independent Variable Number on Ruler that lines Up from Left Hoop Number on Ruler that lines Up from Right Hoop Difference or Measure of Shift (cm) Number of Steps from Near Object Distance from Near Object (inches) 4 91 11 14 3 7 170 17 14 3 11 274 18 19 1
(a) hold the Executive to account for its leadership of the University; (b) establish performance objectives for the Vice-Chancellor, conduct regular reviews of performance against those objectives and make recommendations to the Reward and Remuneration Committee accordingly; (c) undertake the functions outlined in the Constitution; (d) consider and approve the University’s strategy objectives and values and agree a road map with the Executive to monitor their implementation; (e) provide constructive challenge and support to the Executive in delivering the University's strategy; (f) monitor the University’s performance against its strategic objectives; (g) support the Executive in further enhancing the University's relationships with its stakeholders, particularly in Plymouth and the South-West, and with its regulators; (h) develop a succession plan for their role; and (i) support (or arrange Board support for) the process for the recruitment of Executive members; ensure that the Board reflects the appropriate mix of skills and experience effectively to fulfil its responsibilities, and is reflective of the communities in which it operates; and review the performance of individual Members of the Board to ensure that:- the proceedings of the Board are conducted in accordance with the principles of governance best practice and in as transparent a way as possible; there is a clear succession plan for Members of the Board; all Members of the Board receive a thorough induction when taking up office and are made aware of the responsibilities placed on them for the proper governance of the University; opportunities for further development for all Members of the Board are regularly offered in accordance with their individual needs, with appropriate financial provision being made for this support; and discharge formal tasks including the following:- acting as Chair of Board meetings; acting as Chair of the Nominations Committee;
17 Head of Quality Operations Quality Assurance Advisers The Quality Office contributes to strategic development of institutional policy relating to quality and standards (including translation of QAA requirements into institutional practice); development of institutional procedures related to review and approval and external examining; communication and provision of advice to wider university community and partners on these matters. Provides co-ordination of arrangements for periodic review, institutional review of partners and approval of provision with external partners at university level, and the arrangements for QAA Institutional Review. Co-ordinates responses to QAA consultation (and those of other external bodies, as appropriate). Has operational responsibility for the arrangements for approval of partnership programmes. Co-ordinates arrangements for NSS, SPQ and PTES and reporting of outcomes. Manages the formal appointment of external examiners and provides institutional oversight of their reports.
About the Pressure Injury Prevention Program Implementation Guide Purpose of the Guide This Pressure Injury Prevention Program Implementation Guide is for hospital leaders and others who want to launch a structured pressure injury prevention initiative based on quality improvement (QI) principles. It tells how to implement the Agency for Healthcare Research and Quality’s (AHRQ’s) Pressure Injury Prevention Program and the associated training curriculum. The Guide focuses on the tasks your hospital’s Implementation Team will perform during the initiative. How To Use This Guide Throughout this Guide, you’ll find strategies for using AHRQ’s training curriculum, along with links to webinars, tools, and other helpful resources. It has the following sections: To ensure that you understand the timeline and activities associated with AHRQ’s Pressure Injury Prevention Program, please read through the entire Guide before launching your hospital’s initiative. Revisit relevant sections as your Implementation Team carries out each phase. Overview
Module 1: Understanding Why Change Is Needed Module 2: How To Manage Change Module 3: Best Practices in Pressure Injury Prevention Module 4: How To Implement the Pressure Injury Prevention Program in Your Organization Module 5: How To Measure Pressure Injury Rates and Prevention Practices Each module includes participant slides. It also includes an instructor training guide with the following sections: Module Aim Module Goals Timing Learning Methodology Checklist Materials Checklist Additional Related Training Resources Instructor Preparation Script Supplementary Webinars These 12 recorded webinars (six training webinars and six Learning Network webinars) are intended to supplement the in-person training. Training participants should view them outside of the in-person training. It is strongly recommended that participants view all six training webinars during the Training Phase (see Pressure Injury Prevention Program Phases: Training Phase). The Learning Network webinars are intended for use by relevant staff on an as-needed basis. Appendix C describes the supplementary webinars in more detail. Alignment With Toolkit The training modules and supplementary webinars were designed to align with . Table 1 shows how they align. Table 1. Training Module and Webinar Alignment With Toolkit Toolkit Chapter Guiding Question Training Module Training Webinar Learning Network Webinar Chapter 1 Are we ready for this change? : Understanding Why Change Is Needed Chapter 2 How will we manage change? : How To Manage Change Chapter 3 What are the best : Best Practices in Pressure Injury
Qualifications, knowledge and experience Skill level equivalent to achievement of NVQ2, GCSE or City and Guilds, including English and Maths. IT Literate to GCSE level; Fully conversant with Microsoft Office (in particular MS Word, MS Excel and MS Outlook), web and databases. Experience in using databases for data entry/finding information. Experience in raising and solving data queries. Previous experience in a busy office environment, with customer service experience. Degree or equivalent qualification and/or experience in a related role. A basic knowledge of the health service research community; possibly through working in or with the NHS. Knowledge of medical terminology. Knowledge or experience of medical research methodology, statutory clinical trial regulations, GCP and research governance requirements. Knowledge or experience of quality systems and audit. IIA or ISO Auditor qualification. Application or interview Planning and organising Attention to detail including high standards of accuracy. High degree of organisation. Ability to be flexible, proactive and use initiative. Capability to manage and prioritise a busy workload, sometimes under pressure. Ability to adapt and refine own work practices. Ability to work with established and evolving processes and procedures. Application or interview Problem solving and initiative Ability to prioritise tasks. The knowledge and ability to understand and rationalise problems, determine actions and follow good practice and standard procedures. Able to identify and solve problems by applying initiative to tackle some situation in new ways and by developing improved work methods. Application and interview Management and teamwork Interpersonal and communication skills, verbal, listening and written, with internal and external stakeholders. Able to work with and across teams in a busy office environment, share information and constructively support others. Ability to liaise with individuals at all levels in different establishments. Application and interview Communicating and influencing To be able to communicate effectively in both spoken and written English. Professional telephone manner. Negotiating and interpersonal skills. Application and interview Other skills and behaviours Capacity to manage time effectively and a commitment to working to high standards of accuracy. Proven ability to multi-task. Application and interview
Subject code Subject title Credit points Teaching Period Year Location Signatures I, Title Candidate's name DD/MM/YYYY By typing your name and inserting the date, you indicate your approval of this document. Approvals I, Principal Supervisor confirm my support of this application. DD/MM/YYYY I, Course Coordinator confirm my support of this application. DD/MM/YYYY By typing your name and inserting the date, you indicate your approval of this document. GRS Office use Received at GRS: DD/MM/YYYY GRS actioned: DD/MM/YYYY
Skills-Based Training July – September October – December January – March April – June Total How Many FV Recipients Attended the In-Person Training How Many TV Recipients Attended the In-Person Training How Many Additional Staff Attended The In-Person Training networking monthly teleconference and/or webinar: Title of Training / Date: / Number of Attendees: Title of Training / Date: / Number of Attendees: Title of Training / Date: / Number of Attendees: Title of Training / Date: / Number of Attendees:
Any course(s) with a value of “K” OR “P” in the PSSA/Keystone Indicator field AND a value of “R” in the Subject Area field will be mapped to the applicable PSSA reading assessment. Any course(s) with a value of “K” OR “P” in the PSSA/Keystone Indicator field AND a value of “ELA” in the Subject Area field will be mapped to the applicable PSSA reading and writing assessments.
As at, or equivalent 7 Women Shoes size 6.5W. As at, or equivalent 1 8 Men's T-Shirt (large) As at, or equivalent 36 9 Men's T-Shirt (x-large) As at, or equivalent 30 10 T-Shirt (size: small) As at, or equivalent 4 11 T-Shirt (size: Medium) As at, or equivalent 12 12 T-Shirt (size: Large) As at, or equivalent 20 13 T-Shirt (size: XL) As at, or equivalent 20 14 T-Shirt (size: XXL) As at, 10
Express the following numbers in at least two other ways using expanded notation. 25 408 = 20 000 + 5 000 + 400 + 8 or 25 408 = (2 x 10 000) + (5 x 1000) + ( 4 x 100) + 8 6 357 250 = 6 000 000 + 300 000 + 50 000 + 7 000 + 200 + 50 or 6 357 250 = (6 x 1 000 000) + (3 x 100 000) + (5 x 10 000) + ( 7 x 1000) + (2 x 100) + (5 x 10) 92.5 = 90 + 2 + 0.5 or 92.5 = (9 x 10) + 2 + (5 x 10-1) or 92.5 = (9 x 101) + (2 x 100) + (5 x 10-1) 6.25 = 6 + (2 x 10-1) + (5 x 10-2) or 6.25 = (6 x 10) + (2 x 0.1) + (5 x 0.01)
PURCHASE ORDER FORM Use this form to confirm your order for goods or services from a supplier Date Submitted Club/Society Name Club/Society Account Balance What event does this relate to? Supplier Name Address Contact Email Quote Reference Contact Phone Contact Fax All purchase orders are emailed to suppliers unless requested otherwise Account Name Account Coding Account Cost Centre Dept Product Ref Product Description Quantity Unit Cost £ Price Delivery Address TOTAL ORDER Requisitioner (Club/Society Member making the request) Name Signature Position Email/Telephone Club/Society Authorisation (President or Treasurer – must be different to the Requisitioner) Name Signature Position Email/Telephone WSU Authorisation Sports/Socs Officer Notes / Additional Info Sports/Socs Mgmt Finance Office
Friday, April 07, 2017 Shared Governance Instructional divisions hold elections for appointment to standing committees and ad hoc committees (TENTATIVE DATE; actual date is no later than the last division meeting of the year). Friday, April 07, 2017 Textbook Selection Deadline for Fall Semester textbook selection. Friday, April 14, 2017 Local Funds/Auxiliary Enterprise VP/FAS submits budgets to President for approval. Friday, April 14, 2017 Awards & Recognitions Retirees, professor emeriti, Distinguished Service Award recipient, SCHEV OFA nominee, et al, are recognized at the spring Awards and Recognition Ceremony Friday, April 14, 2017 Localities Budget VP/FAS prepares final localities budget and submits to President's staff for approval. Monday, April 17, 2017 Working Calendar D/IRPIE reminds President's Executive Staff that items to be added to or revised in the working calendar are due in one month. Wednesday, April 19, 2017 Curriculum Advisory Committees President submits list of names for membership on the curriculum advisory committees for College Board's approval. Friday, April 21, 2017 Physical Inventory DUE DATE: Completed inventories submitted to Business Office. Monthly Calendar April 2017 (cont’d) DATE ACTIVITY
2018 PVMC CLUB TOURNAMENT ENTRY FORM Entry Deadline Sunday, October 14, 2018 2 Man 6/6/6 Saturday, October 20, 2018 PLAYER SUBMITTING ENTRY PLAYING PARTNER(S) SPECIAL REQUESTS YOUR PAID ENTRY MUST BE RECEIVED BY THE DEADLINE TO SECURE A SPOT IN THE TOURNAMENT TOURNAMENT ENTRY FEE $62 PER PLAYER Entry fee includes $1 entry into hole-in-one fund **There is a $2 service fee added for PayPal payments** CARTS MUST BE PAID FOR ON THE DAY OF THE TOURNAMENT CHOOSE PAYMENT TYPE: CASH ☐ CHECK ☐ PAYPAL ☐ ALL PAYMENTS (INCLUDING PayPal) MUST INCLUDE A COMPLETED ENTRY FORM Mail or drop entry form in the breezeway at the golf course PVMGC c/o Paradise Valley Golf Course 3950 Paradise Valley Dr. Fairfield, CA 94533 Make checks payable to “Paradise Valley Men’s Club” Returned checks are subject to a $20 NSF fee PLEASE DO NOT STAPLE CHECKS TO THE ENTRY FORM FORMAT Two man teams; 6 holes Scramble, 6 holes Best Ball, 6 holes Alternate Shot TEES White HANDICAP Based on October 15th index; see rules sheet RULES USGA and NCGA rules apply, local rules in effect; see rules sheet PAYOUT Pro Shop Credit; amounts based on number of entries
If you are shortlisted, may we approach them before interview? Yes No Driving Licence Details The post details will state whether a driving licence is required for the post. Do you hold a full, clean, current driving licence which enables you to drive in the UK? Yes No If yes, please state the type of licence: If you are successful you may be required to provide evidence of the licence prior to your appointment. DECLARATIONS Other interests If appointed, do you have any interests, carry out any work or hold any appointments that may conflict with this employment? Are you related to any member of staff, or governor or director of Paradigm Trust? Yes No Yes No If yes who, and in what capacity? Please provide details: Have you previously applied to any role in Paradigm Trust? If yes, please state which role/s? Yes No Criminal convictions Do you have any Criminal Conviction(s) or police caution(s)? Yes No
Statement to be signed by the applicant The Trust is committed to an anti-fraud culture and participates in statutory anti-fraud initiatives. I acknowledge that the Trust and its Academies are under a duty to protect the public funds it administers and to this end I agree they may use information provided on this form for the prevention and detection of crime and may share this information with other bodies solely for these purposes. I have read, and, if appointed, am prepared to accept the conditions set out in the conditions of employment and the job description. I hereby give consent to the collection, storage and processing of my personal data. Are you either on the Children Barred List (previously list 99 PoCA list), have ever been disqualified from working with children or been subject to any sanctions imposed by a regulatory body? Yes No Please note it is a criminal offence for barred individuals to seek or undertake work with children. If you have answered yes to the above you will be required to provide details. Please note: If you are returning this form by e-mail, you will be asked to sign your application upon being called for interview. I confirm that to the best of my knowledge, the information given in this application form is true and correct and gives a fair representation of my skills and work experience. I understand that giving false or misleading statements or withholding information may result in disciplinary action including dismissal from the Trust or withdrawal of an offer of employment. Signed: Date:
1:2 149.2±1.3b 139.3±2.1b 151 140 PVP-HPMCAS-PCM 3:1 1:1 1:2 105.5±2.0b 93.4±1.4b 83.4±1.3b 110 101 96 a Measured by MTDSC from raw materials b Measured by MTDSC using electrospun materials Table 2 ss-NMR results (T1 (1H) and T1ρ (1H)) of the raw materials and blend formulations with (25% w/w) and without paracetamol. Material T1(1H)(ms) T1ρ(1H)(ms) PVP 269 6.9 HPMCAS (LF) 214.0 3.0 Crystalline PCM 93000 N/A PVP:HPMCAS 3:1 165.0 1.4 ± 0.3 10 ± 2.0 PVP:HPMCAS 1:1 150.0 1.0 ± 0.3 5.9 ± 0.6 PVP:HPMCAS 1:2 175.0 1.0 ± 0.2 5.5 ± 0.4 PCM PVP:HPMCAS 3:1 277.0 0.32 ± 0.09 3.1 ± 0.3 PCM PVP:HPMCAS 1:1 293.0 0.2 ± 0.04 2.5 ± 0.1 PCM PVP:HPMCAS 1:2 299.0 1.51
Figure 8 MTDSC results of 25% PCM loaded single polymer fibre mats and PVP-HPMCAS blend fiber mats. (A) PCM-PVP, (B) PCM-HPMCAS, (C) PCM PVP-HPMCAS 1:2, (D) PCM PVP-HPMCAS 1:1, (E) PCM PVP-HPMCAS 3:1 and (F) PCM PVP-HPMCAS 1:1 core-shell electrospun fibres. Figure 9 Partial ATR-FTIR spectra of the wetted PCM loaded PVP-HPMCAS fibre mats with a translucent coating and an opaque centre as illustrated in the image inserted; A and C are the spectra taken from the translucent areas of the formulations with PVP-HPMCAS 1:1 and 1:2, respectively; B and D are their corresponding opaque central area. Dash boxes highlight a signature peak of PVP and HPMCAS at 1660 and 1072 cm-1, respectively. Figure 10 Partial ATR-FTIR spectra of PCM loaded PVP-HPMCAS blended fibre mats with polymer ratios of (A) 1:1 and (B) 1:2 when sampled at different time intervals during
***In determining the number of Junior Handlers defeated, count one for each participant in Novice Junior, Novice Senior, Open Junior, and Open Senior. EXAMPLE I: When the PVSSC Junior Handler is FIRST in Open Junior and there were 4 participating in Open Junior including the PVSSC Junior Handler, the PVSSC Junior Handler gets 4 points for each of the 4 handlers for a total of 16 points. EXAMPLE 2: When the PVSSC Junior Handler get Best Junior and there were 2 in Novice Junior, 2 in Novice Senior, 3 in Open Junior and 4 in Open senior, then the PVSSC Junior Handler has defeated II Junior Handlers for a total of 44 points. He must remember to count himself as one defeated. 4. The awards will be determined by points accumulated during the calendar year, January 1 to December 31, inclusive. 5. Only points accumulated at AKC point shows and verified will be allowed. 6. Only Junior Handlers who are in good standing with the AKC and have a Junior membership or whose parent/family holds a regular membership in the PVSSC are eligible to compete or receive the awards. If a Junior Handler becomes a member of the PVSSC during the year, only points accumulated after membership are allowed. 7. Only points for wins with a Standard Schnauzer are counted. 8. Application for award must be made by the Junior Handler to the Awards Committee on the Club's official form giving the point accumulation and the date where each win may be verified. OBEDIENCE STANDARD SCHNAUZER OF THE YEAR and OBEDIENCE STANDARD SCHNAUZER OF THE YEAR, OPPOSITE SEX 1. The PVSSC will award the title "PVSSC Obedience Standard Schnauzer of the Year" to the SS with the highest average score in obedience competition as determined according to the rules and eligibility requirements described below. 2. The PVSSC will award the title "PVSSC Obedience Standard Schnauzer of the Year, Opposite Sex" to the SS of the opposite sex to the Obedience SS of the Year who has the highest average score in obedience competition as described according to the rules and eligibility requirements described below. 3. The average score will be determined from the dog's three (3) highest scores in obedience competition in any of the obedience classes: Novice, Open, or Utility. Each of the three scores must be a qualifying score.
NADD DN/DNA/DNX/AN/ANA/ANX – any Novice level title -1 point NADD DJ/DJA/DJX/AJ/AJA/AJX – any Junior level title – 2 points NADD DS/DSA/DSX/AS/ASA/ASX - any Senior level title – 3 points NADD DM/DMA/DMX/AM/AMA/AMX- any Master level title – 4 points NADD DE/DEA/DEX/AE/AEA/AEX – any Elite level title – 5 points
Figure 45. Detailed bathymetry of Marengo Reefs Marine Sanctuary. The subtidal reef monitoring site shown is actually inside the MS, there are no intertidal monitoring sites Figure 46. Aerial view of Marengo Reefs Marine Sanctuary (Department of Sustainability and Environment, 1/11/04). From Ball and Blake (2007).
Marine mammals and reptiles There are no records of marine mammals and reptiles from Barwon Heads MS. Species distribution information An assessment of distribution, endemism and rarity of biota across the state found that no endemic or rare fauna or flora have been recorded in Barwon Bluff MS (O'Hara and Barmby 2000; O’Hara and Poore 2000; O'Hara 2002a). No biota have been recorded or presumed to be at their distributional limit in Barwon Bluff MS (O'Hara and Barmby 2000; O’Hara and Poore 2000; Plummer et al. 2003). The known distributional limits of the biota may reflect collection effort in this area rather than actual Victorian distributions. Many areas of the Victorian coast have never been sampled and therefore biota ranges may be much greater than those suggested. Figure 99. Old wife Enoplosus armatus on subtidal reef in Barwon Bluff Marine Sanctuary. Photo by Mark Rodrigue, Parks Victoria.
Critical Element What is the problem/issue/task to be addressed? Action Step/Activity Persons Responsible Follow-Up or Completion Date Family Involvement 1. 2. 3. 4. 5. 6. Program-Wide Expectations 1. 2. 3. 4. 5. 6.
Critical Element What is the problem/issue/task to be addressed? Action Step/Activity Persons Responsible Follow-Up or Completion Date Strategies for Teaching and Acknowledging the Expectations 1. 2. 3. 4. 5. 6. All Classrooms Demonstrate Implementation of the Pyramid Model 1. 2. 3. 4. 5. 6.
Contact Us IDEA Pharr 600 E. Las Milpas Rd. Pharr, TX 78577 (956) 283-1515 www.ideapublicschools.org Office Hours: 7:30 a.m. – 4:30 p.m. _____________________ Sonia Aguilar, Claudia Ash Principals Blanca Garza & Esmeralda Ortiz Assistant Principals of Instruction Claudia Martinez Assistant Principal of Operations Brenda García Academic Counselor Ernesto Campos Transportation Manager Uriel Medellín CNP Manager IMPORTANT ANNOUNCEMENTS We will NOT be having any afterschool activities Thursday, Dec. 17th due to the Christmas Festival. Mid-Year Award Assemblies will be on Thursday, December 17 for Pre-K – 2nd grade. PK (AM): 8:00-9:15 a.m. Kinder: 9:15-10:30 a.m. 1st: 10:45-12:00 p.m. 2nd: 12:15 p.m.-1:30 p.m. PK (PM): 1:45 p.m.-3:00 p.m. Christmas Break December 21, 2015 – January 5, 2016. Classes resume January 6, 2016. The Party Bash and Limo Ride for students that sold 10 and 25 items from the catalog is scheduled for Friday, Dec. 18th. WINTER FESTIVAL: IDEA Academy Pharr will be hosting its Winter Festival: Holiday Fiesta on Thursday, December 17, 2015. It will take place from 4:30-7:30 PM and all Home Rooms will be participating by sponsoring a game booth! All funds raised will go to the grade levels for student field lessons and incentives! We are excited and hope to count with your support to make this event a memorable success! 5:00 – Pre-Kinder 5:20 – Guitar Club 5:40 – Kinder 6:00 – Cheerleaders 6:20 – 1st Grade 6:40 – Folklorico 7:00 – 2nd Grade 7:20 – Mariachi Principal’s Message An IDEA Academy Pharr Event… 2015 Holiday Festival: Winter Fiesta Join us on Thursday, December 17 4:30-7:30 PM at the Pavilion Snacks, food, games, prizes, fun, live DJ, dance, performances, etc. Don’t’ miss out!!! All performances will be in the gym!
vacuum air water ethanol fused quartz glycerine Plexiglass 1.0000 1.0003 1.33 1.36 1.46 1.47 1.51 crown glass sodium chloride ruby flint glass zircon diamond 1.52 1.53 1.54 1.65 1.92 2.42
NOTE ON STAIRWAYS The rule in SANS 10400 – M of a minimum going of 250 mm and a maximum rise of 200 mm often leads to a disregard for two other rules, i.e, “the dimension of each step of the stairway shall be such that the sum of the going and twice the riser is not less than 570 mm and not more than 650 mm”, and “any stairway … shall have dimensions appropriate to its use” (NBR part M Stairways). A maximum rise of 180 and a minimum going of 280 is a more comfortable and safer proportion, and should be used in most public buildings. The full range of a more comfortable and safer proportion would be (rise/going): 180/280 mm; 170/280 – 320 mm; 150/280 – 350 mm; 120/280
22.27 Quality assurance Provide written proof that all stages of fabrication and installation of the following products have been executed with disciplined quality assurance in accordance with relevant part of SANS 9000: structural glazing ... 22.28 Design Responsibility The following design responsibilities rest with the manufacturer: skylights: for structural integrity of skylight system, including full description of forces exerted on supporting structure; manufacturer to liaise with competent person responsible for design of building structure, including fixing, tolerance and accessibility taking of exact measurements on site is required for aluminium windows, doors joinery aluminium windows, doors, curtain walling: manufacturer is responsible for taking height of product head above ground into account when selecting products of appropriate performance ... 22.29 Design improvement The following design improvements are allowed: metalwork (stainless steel, aluminium, bronze): suitable improvements in construction and design affecting neatness, strength, durability or efficient work may be introduced; tenderers are permitted to offer their own suitable sections; submit full particulars ... 22.30 Annexes Data sheets, completed returnable schedules, pro forma documents, particular specifications, drawings, sketches etc. which are referred to in this document: ...
20 / 30 / 60 / 90 / 120 / 180 / 240 See also note under 9.3. required airborne sound insulation grading dB: see drawings 30 / 35 / 40 / 45 / 50 For noise measurement and rating consult SANS 10103. See also note under 9.3. board type: plain / perforated / smoke-tight / impact-proof (e.g. ball) / removable / fold-down / drop-and-slide material: mineral fibre / gypsum / fibre cement / metal / vinyl clad / grid / flush plaster mineral fibre edge: square / revealed square / bevelled concealed / concealed size: see drawings colour: … texture: plain / fissured / perforated finish: … ceiling panels: removable and replaceable from below / fixed / as required for maintenance suspension fittings suspension system: patent / rational design installation grid pattern: see drawings access access: see drawings Access depends on hold-down system, panel removability, access requirements to above-ceiling services, weight of ceiling panels. Discuss with manufacturer/supplier. 9.3 Partitions, linings type: see drawings drywall / light weight internal wall / demountable / cubicle / operable performance required fire resistance in minutes: see drawings 20 / 30 / 60 / 90 / 120 / 180 / 240 Fire resistance: SANS 10400 Part T classifies the performance of materials in respect of fire resistance in categories of 20, 30, 60, 90, 120, 180 and 240 minutes. Architect/Competent Person to specify. Fire resistance is achieved by increasing layers of board. Deflection requirements are achieved by multiple studs reinforced with layers of board. Check with SABISA. required sound insulation grading dB: see drawings 30 / 35 / 40 / 45 / 50 30 (normal speech audible, but unintelligible), 35 ( loud speech understood), 40 (loud speech audible, but unintelligible), 45 (loud speech barely audible), 50 (shouting barely audible) Comparable constructions: 26 (solid wood door without seals), 32 (6 mm laminated glass), 42 (100 mm brick wall), 48 (230 mm hollow concrete wall). For noise measurement consult SANS 10103.
CHAPERONE SENIORS Josh 16 KIDS David A. Roger ZONIS Andres Mark Pablo BUS 2 Bobby Jaewon Jaspreet Thomson Alec Scott Andy Roman Arielle Perla CHAPERONE SENIORS Lyric 16 KIDS Ethan Jacqui Schieffer SLOANE Zeph Amy BUS 2 Brandon Bryanna Kaitlynn Fermin Hrag Darlene Aliyah Cande Matthew Kevin Lee Parminder CHAPERON SENIORS Diana A. 15 KIDS Sawani Cande’s Mom Glenna Daniel M BUS 2 Sarai M Melissa Camila R. Brittney Vanessa Stella Roselyn Xin Manfred Erynne Cynthia CHAPERON SOPHOMORES/MIXED Juan Flores 15 KIDS Anh Chloe Manuel Jackie Molina MRS. LEE Lizet Melanie BUS 1 Sopheana Andre Nayeli Briana Arianna Christy Vy (PER 4) Brian
PERSONAL REFERENCES: NAME AND OCCUPATION ADDRESS PHONE NO. 1. 2. 3. PRIOR WORK HISTORY (LIST IN ORDER, LAST OR PRESENT EMPLOYER FIRST. USE ADDITIONAL PAPER IF NECESSARY): DATES NAME AND ADDRESS OF EMPLOYER RATE OF PAY SUPERVISOR’S NAME & TITLE REASON FOR LEAVING FROM TO START FINISH PHONE ( ) - DESCRIBE IN DETAIL THE WORK THAT YOU PERFORMED: MAY WE CONTACT THIS EMPLOYER? YES NO DATES NAME AND ADDRESS OF EMPLOYER RATE OF PAY SUPERVISOR’S NAME & TITLE REASON FOR LEAVING FROM TO START FINISH PHONE ( ) - DESCRIBE IN DETAIL THE WORK THAT YOU PERFORMED: MAY WE CONTACT THIS EMPLOYER? YES NO DATES NAME AND ADDRESS OF EMPLOYER RATE OF PAY SUPERVISOR’S NAME & TITLE REASON FOR LEAVING FROM TO START FINISH PHONE ( ) - DESCRIBE IN DETAIL THE WORK THAT YOU PERFORMED: MAY WE CONTACT THIS EMPLOYER? YES NO
Accommodation – State the type of accommodation, which should be of a simple but reasonable standard, the number of nights, and whether the costs are estimates or firm quotations. £ P £ P £ P Maintenance – Describe the basis on which any application for maintenance is calculated £ P £ P £ P Course Fees – In case of attendance at courses, give the full course fee and state what is covered by it. £ P £ P £ P Other Expenses – This might include insurance, cost of access to libraries or museums, or transport within the area to be visited. Please note that the Committee does not normally grant assistance towards the cost of materials. £ P £ P £ P Financial Support – If you are a graduate student, please indicate the source of financial support (if any) for your studies £ P £ P £ P Statement from Student – Please complete in as much details as possible, preferably typed or in dark ink (this form will be photocopied).
A statement of the relief sought by the petitioner, stating precisely the action petitioner wishes the Department to take with respect to the Consent Order. The petition must be filed (received) at the Department's Office of General Counsel, 3900 Commonwealth Boulevard, MS# 35, Tallahassee, Florida 323993000 within 21 days of receipt of this notice. A copy of the petition must also be mailed at the time of filing to the District Office at . Failure to file a petition within the 21-day period constitutes a person’s waiver of the right to request an administrative hearing and to participate as a party to this proceeding under sections 120.569 and 120.57, Florida Statutes. Before the deadline for filing a petition, a person whose substantial interests are affected by this Consent Order may choose to pursue mediation as an alternative remedy under section 120.573, Florida Statutes. Choosing mediation will not adversely affect such person’s right to request an administrative hearing if mediation does not result in a settlement. Additional information about mediation is provided in section 120.573, Florida Statutes and Rule 62-110.106(12), Florida Administrative Code. 28. Rules referenced in this Order are available at . FOR THE RESPONDENT: ____________________________________ ______ DONE AND ORDERED this day of , , in , Florida. STATE OF FLORIDA DEPARTMENT OF ENVIRONMENTAL PROTECTION ____________________________________
between a critique and a summary: A summary restates what one just read in one’s own words, and presents only main details, and maintains an objective voice. A critique analyzes what was read, offers interpretations, judgments, and evidence for support. Students will explain ways that characterization in drama differs from that in other literary forms. Students will use a variety of reading strategies such as text annotation, QAR (Question-Answer Relationship), thinking aloud, etc. Close reading entails close observation of the analyze a case in which a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, irony, sarcasm, understatement). evaluate how asides, monologues, and soliloquies focus on single characters, giving insight into their thinking and providing the audience with a deeper understanding of the play. understand rhyme, rhythm, and sound elements. essays; and narrative nonfiction. explain similarities and differences among literary genres from different cultures, such as: haikus; sonnets; fables; myths; novels; graphic novels; and short stories. analyze the different functions that characters play in a literary text (e.g., antagonist, protagonist, foil, tragic hero). analyze how relationships among a character’s actions, dialogue, physical attributes, thoughts, feelings, and other characters reveal nuances of
text, including annotating, determining all word meanings including connotations, syntax, and structure. It also involves paying close attention to figures of speech, and other features that contribute to a writer’s style. Close reading also involves reflecting on deeper meanings of text including considering relationships to other texts or social or cultural history. A complete list of literary devices is included under SOL 9.4 Students will read and analyze poetry, focusing on rhyme, rhythm, and sound. Students will compare and contrast poetic elements that poets use to evoke an emotional response. understand techniques poets use to evoke emotion in the reader. demonstrate understanding of selected poems. character (e.g., beliefs, values, social class, and gender roles) and advance the plot. identify universal themes, such as: struggle with nature; survival of the fittest; coming of age; power of love; loss of innocence; struggle with self; disillusionment with life; the effects of progress; power of nature; alienation and isolation; honoring the historical past; good overcoming evil; tolerance of the atypical;
They have the same literal meaning (i.e., stubborn). Strong-willed connotes admiration for the level of someone's will, while connotes frustration in dealing with someone. Denotation is a dictionary definition of a word. Idiom is an expression peculiar to a particular language or group of people that means something different from the dictionary definition (e.g., blessing in disguise, chip on your shoulder). An allusion is an indirect reference to a person, place, event, or thing – real or fictional. J.D. Salinger's The Catcher in the Rye is an allusion to a poem by Robert Burns. Stephen Vincent Benet's story By the Waters of Babylon alludes to Psalm 137 in the Bible.
Students will read various types of fictional texts (e.g., children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth), and poetry. After reading, students should be able to demonstrate new understandings through writing, discussion, and graphic representations. Fluent readers read with automaticity, and they reread and self-correct as needed. To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. gain meaning before, during, and after reading by: asking and answering questions about what is read to clarify meaning; asking and answering questions to predict what will happen next; understanding that sometimes two or more pieces of information need to be put together to answer a question; understanding that some questions are answered directly in the text; understanding that the answers to some questions must be inferred from the reader’s background experiences and knowledge; and understanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures. apply knowledge of characterization by describing a character’s attributes (traits, motivations or feelings); using evidence from the text to support generalizations about the character; comparing and contrasting characters within a selection or between/among two or more selections; and explaining how the actions of characters contribute to the sequence of events. make generalizations about a character based on that character’s response to
how each is developed in a literacy selection. Students will then locate information in the text to support their predictions and conclusion. To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS): independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. instructional level – 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored. frustration level – less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor rhyme scheme), rhymed poetry, and patterned poetry. describe how an author’s choice of vocabulary contributes to the author’s style. identify and ask questions that clarify various points of view. identify main idea or theme. summarize supporting details from text. draw conclusions/make inferences from text. identify cause and effect relationships. make, confirm, or revise predictions. become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty). read familiar text with fluency, accuracy, and expression to support comprehension. recognize structural elements of poems (e.g., verse, rhythm) and drama (e.g., casts, dialogue).