zilongwang/ReadingBank huggingface dataset:
Our people, our culture, and our [food/natural beauty/sports team/other source of local pride] make [destination] a place that residents are proud to call home. But they also make [destination] a place that others want to come and visit, bringing dollars that grow our tax base and create jobs. Travelers directly support [] supports [] in [our state] alone. These dollars fuel our local businesses and vital public services, improving the quality of life for residents. Strong public investment in marketing [destination]’s brand is what makes all of these benefits possible. However, some of our lawmakers are questioning the value of this travel promotion, and making moves to [cut, eliminate, alter] the resources available for this vital function. Many of our citizens are well aware of the power of travel in [state], [destination], or even their communities and neighborhoods. But they deserve to know what kind of return they get when our [local/state] government invests in travel and tourism promotion. To start, let’s look at what happens when a destination decides to invest more in promoting themselves both domestically and internationally. Nashville, TN, has long been a mecca for music lovers worldwide, but did you know that its “Music City” moniker is a fairly recent development? Just over ten years ago, the city made a commitment to building a strong, authentic and identifiable “Music City” brand through consistent investment in travel promotion. The move has yielded significant results. Promotion of sites like the new Music City Center has helped attract more than $1 billion in new development to Nashville’s SoBro (South of Broadway) neighborhood, plus $5 billion in annual visitor spending, and directly supported 58,000 jobs, according to the Nashville Convention and Visitors Corporation. It’s not just major cities that benefit from effective destination marketing, either. The “Lake Erie Love” campaign has driven an economic revival in the Lake Erie Shores & Islands region of Michigan, generating $151 million in visitor spending, according to a Longwood’s International study. Today, the area welcomes more than nine million visitors each year, making the region one of the most popular in the Midwest. On the flip side, there are immediate and severe consequences for states and regions that cut their tourism marketing budgets. In Connecticut, travel revenue growth slowed to just half the pace it achieved during the deep recession years of 2009-2010 after the state eliminated its tourism office. Even Connecticut’s
At the request of Counsel Assisting me at the inquest, Ms Kate Hodder, an assessment of the care provided to Ms Potter prior to her death was carried out by Professor R D Goldney. Professor Goldney has had extensive experience in academic and clinical psychiatry in general and mental hospital and private practice settings for many years. He is a part-time Professor of Psychiatry at the University of Adelaide. The detention order Professor Goldney said that Dr Lawry’s initial assessment of Ms Potter, in particular her Mental State Examination was ‘good and well documented’ (T153). He said that it was to her credit that Dr Lawry was prepared to act on the collateral history presented to her by the Community Mental Health Workers, and that she detained Ms Potter for further assessment even though her mental state on presentation was not markedly abnormal. He agreed with Dr Lawry’s decision to detain her (T154). Open or closed ward? Following Dr Lawry’s assessment, she placed Ms Potter on the waiting list for a bed in an open psychiatric ward, rather than what is now known as an ‘intensive care’ bed in Brentwood South Ward, on the basis of her presentation. Professor Goldney described this as a ‘reasonable conclusion’ (T155). Confirmation review Professor Goldney accepted that Dr Marmanidis’ decision to confirm the detention order was appropriate. He noted that she was an independent consultant who had not treated Ms Potter previously. He said that it was in the nature of such reviews that it is a ‘fairly quick process’, and that the order was confirmed on the basis that Ms Potter’s condition had not changed markedly since Dr Lawry’s original order (T159). Order to transfer It was common ground that Dr Beckwith signed the Form 8, certifying that it was appropriate to transfer Ms Potter, without seeing her or assessing her mental state. In particular, Dr Beckwith was unaware that, if we disregard Dr Marmanidis’ review, she had not been properly assessed by a psychiatrist since Dr Lawry’s original assessment on 5 March 2003. Professor Goldney was critical of this process. He said that in the acute stage of a psychiatric illness, it is necessary that a patient should be properly assessed every day,
SHOW SCHEDULE 2017 For enquiries contact any committee member Chairman Sheila Woods, 40 The Paddocks, Potton, SG19 2QD (Telephone – 01767 261047) Secretary Jean Ashdown, 6 Fair Way, Great Barford, Beds., (Telephone - 01234 870421) Website Email: pottonflowervegshow@gmail.com The Committee Pat Thwaites 01767 261016 Ralph Parsons Jane Le Sueur 01767 261406 01767 260193 John & Jan May 01767 260413 Robert & Jane Leonard 01767 260293 Ken Small 01767 260758 Gill Massey 01767 261343 Lilian Jones Heather Curry 01767 262145 01767 262350 ENTRIES TO: Potton Post Office, Market Square, Potton SG19 2QS or: 40 The Paddocks, Potton. SG19 2QD BY NO LATER THAN 5PM ON THURSDAY 7 SEPTEMBER Or handed in at St Mary’s Church Hall, Potton. SG19 2RP on the evening of Thursday 7 September between 7pm & 9pm (Contact number 07734 297868 for queries/telephone entries) Please note that entries cannot be accepted later than these times. CUPS - The 'T. E. Housden Cup' for the Overall Winner will be awarded for the highest number of points gained by any one exhibitor throughout the Show. Cups are also awarded for the highest number of points gained by any one exhibitor in each of the sections 2. VOUCHERS - Vouchers will be awarded for the highest number of points gained by any one exhibitor in each of the sections. 3 PRIZE AWARDS - These will be awarded for 1st, 2nd and 3rd placed exhibits in each class, with cash prizes of £1.00, 70p and 50p respectively. With the exception of classes 1, 2 & 32 where the prize money will be £5, £3 & £1.50 IMPORTANT: THE EXHIBITORS ARE RESPECTFULLY ADVISED TO PAY PARTICULAR ATTENTION TO THE NOTES AT EACH SECTION, WHERE APPLICABLE, AND TO THE RULES FOUND AT THE END OF THE SCHEDULE. The ENTRY FORM is in the centre of the Schedule. Entry forms, schedules & colouring sheets can also be downloaded from our website: www.pottonshow.org.uk
EO’s Define the term evidence Identify the Classification of Evidence Demonstrate effective evidence preservation Define “Chain of Evidence” as given in GDC SOP Reason for Learning As a staff member working inside of a Correctional Facility it is more than likely that at some point you will come in contact with evidence that may be used in an investigation. Oftentimes this evidence comes in the form of what we call Contraband. It may be a shank (homemade weapon) used in an assault on another inmate or staff. It may also be in the form of drugs or other contraband that a visitor or staff member is attempting to smuggle in to the institution. How this evidence is collected, handled, and documented will make all the difference when an investigation is being conducted. If the evidence has been compromised or mishandled it may result in the evidence being disqualified or not valid in a court of law. Therefore, it is vitally important that we as law enforcement and correctional staff follow the proper protocol for the collection and handling of evidence.
INVESTOR AWARENESS PROGRAMMES INDEX SL. NO. CONTENTS PAGE NO. 1 OBJECTIVES………………………………………………………………. 3 2 OUTCOMES………………………………………………………………… 5 3. GUIDELINES………………………………………………………………… 6 4. ILLUSTRATITIVE TOPICS……………………………………………………………………….. 11 5. PROGRAMME STRUCTURE……………………………………………… 13 6. E DOCUMENTS TO BE SUBMITTED………………………………………. 15 7. UTILIZATON CERTIFICATE……………………………………………… 16 8.
Total Entry Fee Cost $ Total Premiums Won $ Project Financial Summary One goal of the poultry project is to teach budgeting, marketing and money management skills. The following chart will help you evaluate the financial status of your project. Income Totals Egg Sales (pg. 13) Miscellaneous Income (pg. 15)
Show Premiums (pg. 16) Total Income $ Expenses Totals Purchased Animals (pg. 4) Equipment Expenses (pg. 6) Feed Expenses (total of all pg. 7 records) Health Expenses ((total of all pg. 9 records)) Miscellaneous Expenses (pg. 14) Show Expenses (pg. 16) Total Expenses $ Financial Summary (Total Income – Total Expenses = ) Profit/Loss (circle one) Was the cost of keeping your project what you expected? What (if anything) will you do differently next year?
Declaration for non-organic pullets raised to vet and feed standards If a pullet rearer is supplying you with non-organic pullets you will need to complete this form to cover batches brought in during the period of the derogation request. Please fill in the supplier details and ask the supplier to sign the declaration. Non-organically reared pullets for egg production of not more than 18 weeks of age may be brought into an organic livestock unit under derogation when organically reared pullets are not available and provided that the birds have been reared to veterinary and feed standards detailed in sections 10.8-10.10 and 10.13 of the . Supplier details Name Address Total number of birds supplied Supplier declaration Please sign to confirm that the pullets have been reared to Soil Association veterinary and feed standards from 3 days old. Signed: Date:
to participate in that same CDE for the next year (chapters may appeal to the State FFA Board of Directors). Teams that do not compete at the National Convention will be required to pay back the $500 travel award. References 1. USDA Egg Grading Manual, Agricultural Handbook #75. 2. USDA Poultry Grading Manual, Agricultural Handbook #31. 3. 4H Poultry Judging: Manual, contact your agricultural extension agent or the NC State Extension Service. 4. Hubbard Leghorn Management Guide 5. Management Guide for Hubbard Broilers 6. For more information see the National FFA Career Development Events Handbook 7. Poultry Science Manual for National FFA Career Development Events
Producer: January February March April May June July August September October November December Day # of Flats Processed # Dozen Jumbo # Dozen Extra Large # Dozen Large # Dozen Medium # Cracked Best By Date Buyer Invoice # Total $ Sales 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
January February March April May June July August September October November December Day # of Flats Processed # Dozen Jumbo # Dozen Extra Large # Dozen Large # Dozen Medium # Cracked Best By Date Buyer Invoice # Total $ Sales 20 21 22 23 24 25 26 27 28 29 30 31 ADDITIONAL NOTES:
COSC 6335 in Fall 2013—Course Project Grades ID P1 P2 P3 P4 Project Number Grade 8956 36 28.5 72.8 43 83.6 6975 31 13 72.8 38 73.0 0171 31 18 72.8 38 75.8 4157 31 22 81.1 51 84.3 3370 44 35.5 81.1 51 93.9 9065 44 38 81.1 51 95.4 6945 44 37 81.1 51 94.8 2756 43 29 74.7 49 87.4 2877 43 33 74.7 49 89.5 4387 43 35.5 74.7 45 89.4 6049 36 28.5 73.1 48 85.0 0395 36 16 73.1 48 79.5 3875 36 22 73.1 50 83.0 1445 35 30.5 74.7 45 85.3 9459 35 16 73.1 41 76.8 1213 35 30 71.9 50 85.8 5815 40 17 71.9 50 81.1 7797 40 16 71.9 43 78.2 1696 40 26.5 71.9 43 83.2 9748 31 25 74.4 36 79.4 9967 31 22 74.4 36 77.8 8281 31 15 74.4 35 73.6 0279 34 34.5 74.4 35 83.9 1506 34 18 73.6 31 74.2 0553 34 31 73.6 53 87.6 1505 38 10 73.6 46 76.2 9957 38 33.5 73.6 46 87.3 7681 38 30 78.6 41 85.4 6941 38 40 78.6 50 93.9
Church Registers R. St M. Pmb. – St Mary’s Catholic Church, Pmb. R. St S. Pmb. – St Saviour’s Anglican Church, Pmb. R. Wes. Dbn – Wesleyan Church Dbn. R. Wes. G. – Wesleyan Church Greytown. Newspapers NCPA – Natal Courier & Pietermaritzburg Advertiser NM – Natal Mercury NW – Natal Witness T of N – Times of Natal Official Documents CSO – Colonial Secretary’s Office DGR – Durban Govt Register. Births/Deaths GMR – Greytown Municipal Register. Burials HGR – Himeville Govt Register PGR – Pinetown Govt Register. Deaths MSC – Master of the Supreme Court. Wills. (In the MSC’s office – now Master of the High Court) MSCE – Master of the Supreme Court. Estates. (In the Pmb. Archives Repository) RSC – Registrar of the Supreme Court Personal Communication Lumley, Ros Povall, H Alan
Individual-Level Summarized by Household: Demographic Survey Census Survey Mean of Household Sum Survey Mean of Household Mean Survey Mean of Household Max Survey Mean of Household Sum Survey Mean of Household Mean Survey Mean of Household Max Married and Live Together 1.30 0.46 0.59 1.33 0.47 0.60 Married and Live Separately 0.02 0.01 0.01 0.04 0.02 0.04 Widow/er 0.32 0.20 0.31 0.29 0.17 0.28 Divorced 0.13 0.08 0.12 0.12 0.07 0.11 Consensual Union 0.11 0.04 0.06 0.09 0.03 0.05 Serbian Nationality 2.87 1.00 1.00 2.86 0.99 1.00 Foreign Nationality 0.01 0.01 0.01 0.02 0.01 0.01 No Citizenship 0.00 0.00 0.00 0.00 0.00 0.00 Not Married/Union 0.70 0.26 0.48 0.69 0.26 0.48 Male 1.40 0.47 0.82 1.40 0.47 0.83 Female 1.48 0.53 0.90 1.48 0.53 0.90 Age 0-6 0.17 0.04 0.13 0.16 0.04 0.13 Age 1-14 0.39 0.09 0.25 0.41 0.09 0.26 Age 15-24 0.35 0.09 0.25 0.34 0.09 0.24 Age 25-64 1.64 0.56 0.80 1.63 0.56 0.81 Age 65+ 0.58 0.29 0.44 0.50 0.25 0.39
“High school or More”= Percentage of people, in each municipality, that selected high school or higher school/faculty/academy as highest school competed during the Census. Note: “Water Supply System Does Not Exist” = *Percentage of households in each municipality that selected “water supply: dos not exist” in the installation in the dwelling question during the Census. “Toilet with Flush” = Percentage of households in each municipality that selected “toilet with flush” in the toilet in the dwelling question during the Census. Annex G – Variable Overlap Variable Description Census SILC HH size List of persons (4, 10) HL3 – HL7, HL12 – HL13, IA1, IA2 Dependency Ratio Pg1 – V3 (Ind) ID12, HL3 – HL7 Share male/Female Pg1 – V2 (Ind) HL3, ID12 Enrollment by age Pg1 – V3, Pg2 – V26 (Ind) OP4, OP5, D14.3 Educational attainment Pg2 – V24, Pg2 – V25 (Ind) OP7 Consensual union Pg2 – V18 (Ind) OP9 Marital status Pg2 – V 17 (Ind) OP8 Citizenship Pg2 – V 16 (Ind) OP11 Employed Pg3 – 30–35 (Ind) L1.1 – L1.11, OP12 Occupation (may differ) Pg3 – 36 (Ind) L2.1 Industry Pg3 – 38 (Ind) L2.2 Absence (may differ) Pg3 – 31 (Ind) L1.6, L1.7, L1.9, L1.11 Job search Pg3 – 32 (Ind) L3.2 Ever worked (ref. per. Different) Pg3 – 34 (Ind) L3.6 Inactivity type Pg3 – 35 (Ind) L3.14 Employment category Pg3 – 37 (Ind) L1.1 – L1.11, OP12, L2.4, L3.13
Sources of livelihood Pg4– 40 (Ind) L5.1, L6.1, L6.11, L6.13, L6.17, L7.1, L7.2, L9.1, D7.1, D8.1, D9.2 Number of rooms (may not match) Pg4 – 5 (Ind) D1.2 Utilities (may not match) Pg4 – 9 (Ind) D6.1 Agricultural goods Pg1 – V5, Pg1 – V6 (HH) D12–D13 Type of housing unit Pg2 – V15 (HH) D1.1 Computer Pg1 – V3 (HH) D1.6 Dwelling ownership Pg1 – V2 (HH) D1.9, PD10 Agricultural production Pg1 – V5, Pg1 – V10 (HH) D12.1 Bathroom Pg2 – V7 (HH) D1.5 Toilet Pg2 – V8 (HH) D1.5
The rural population, notwithstanding the clear improvements achieved, still appears to be prone to shocks, and a bad harvest or a particularly dry growing season could easily push a vast majority of rural households back into poverty. Urban households look less vulnerable: only 40 percent are living below the 180 percent line, and about 20 percent are living below the 140 percent line. Figures 2.8 and 2.9 plot the growth incidence curves for 2005–12. At the national level, the upper percentiles clearly benefitted from a greater growth in consumption than the rest of the distribution. At the top of the distribution (the 98th percentile), one may detect a decline, but the standard deviation is too high and the confidence interval too broad to consider this conclusive evidence. Below the 70th percentile, the rate of growth is rather homogenous at around 20–22 percent. In the lower part of the distribution, there is a little peak, but the standard deviation is again too high for this to be considered conclusive. Figure 2.8 Growth Incidence Curves, 2005–12 Source: Calculations based on GLSS 5–6. Figure 2.9 Growth Incidence Curves, by region, 2005–12 Source: Calculations based on GLSS 5–6. Consumption grew much more quickly in Greater Accra than in the rest of the country; there, overall consumption increased more than the national average (figure 2.8, top-right quadrant). The hump we detect in the nationwide curve is partially generated by households in
Area 1 pt – does not meet standard 2 pts – progressing, needs work 3 pts – Proficient, meets requirements 4 pts. – Exemplary, advanced work Intro Slide Attempted Lacks completeness Good introduction: ___topic ___ Student’s name ___ Draws our attention. Good color selection, creative cover for presentation. Requirements on middle slides Attempted Less than 3 requirements met, does not demonstrate knowledge of topic. 4 required elements: ___3 facts about topic ___ Why famous (famous sport person, or association with holiday, sport, etc.) ___ vitals, history, origin ___ information of choice ___ where from, where game is played, where event celebrated All five areas covered. Organized, Slides complete, has a complete understanding of topic Pictures / clipart No picture 1 picture of topic 1 clip art 2 or more pictures of topic, 2 or more clip arts Animation No animation Minimal animation or too much Some animation of slides and information. Student has a nice balance of animation and progress. Not overly done, but enough to emphasize points of interest. Summary /Ending slide No conclusion Not complete Has a summary slide with most interesting fact about your topic and your reasons for doing this topic Nice and complete conclusion, summarizing understood. Style Attempted Not complete Style of slides: Readable, flow together, organized, neat, nice color selection, etc. Has an above understanding of making an exciting, neat presentation. Text Placement Attempted – Whole paragraphs Text all in one corner of slide, not balanced. Slide is balanced. Not typed in whole paragraphs. Possible bulleting is used Appropriate size Not cluttered. Great balance, readable, all text is appropriately placed on slides. Presentation Attempted Good presentation to class: ___didn’t read from slides ___tells a story ___good voice ___good eye contact with audience ___uses good body language. ___Turned in hard copy to teacher. ___Not longer than 2 minutes Dressed nice, mature manner in presentation, knows material presenting. Total Score: Name __________________________Score: __________/ 32 = ____________________
12 When Vitality Sags, Try This Health Formula 157 vitality sag below par 158 indignant sullen bluntly strictest confidence 159 organic 160 simmering stamina malignancy impulsive vex placid curb scrupulous self-analysis 161 physiological diagnostician rheumatoid arthritis 162 peeved at 164 antidote 165 conjure vehemence abashed inconsequential consolidate 166 vestige malice 13. Inflow of New Thoughts Can Remake You 167 reticence 169 apprisal
POWER STANDARDS: World History 1500-Present STANDARD # STANDARD/DESCRIPTION EXAMPLE/RIGOR COMMON ASSESSMENT WHEN TAUGHT? History 4 Understand the role of individuals and groups within a society as promoters of change or the status quo. What makes a good society? How is the capitalist system good for people when it works properly? Behavioral Sciences 2 Understand the influences on individual and group behavior and group decision-making. What is human nature? Why did the Spanish want to establish colonies in the New World? History 1 Understand historical patterns, periods of time, and the relationships among these elements. When is war justified? How did the French Revolution and Napoleon change Europe? History Understand the effects of geographic factors on historical events How does geography make history? How did areas History Understand cause and effect relationships and other historical thinking skills in order to interpret events issues. Can we know the truth? During the Cold War was it acceptable for the U.S. to secretly overthrow foreign governments without the knowledge of the American people? History 2 Understand how and why people create, maintain, or change systems of power, authority, and governance. How does human choice make history? Why is President Truman criticized for dropping atom bombs on Japan? History Understand the role of innovation on the development and interaction of societies. Why did European kings always need the latest in
computer source Power View on SP1 DS3 Report Data source Test connection Fails because a double-hop is involved. Trace reveals that user attempting the connection appears as NT AUTHORITY\ANONYMOUS LOGON. To resolve: Use stored credentials Use Set Execution Context option Configure Kerberos Report Fails if user connecting with one of the three options listed does not have permission to read the data in the Analysis Services tabular instance. Power View on SP2 DS3 Report Data source Test connection same as above Report same as above Power View on SP1 DS3 BISM Test connection If you set up Kerberos, succeeds when RS impersonates BI\BIAdmin and queries data from DS3. If you have not set up Kerberos, succeeds because RS sets the EffectiveUserName property to a value of BI\BIAdmin when it connects as BI\BIService, its identity. This tactic succeeds because BI\BIAdmin has permission on the cube. Note: To make the <EffectiveUserName> connection string property work, the user making the connection to Analysis Services must be a member of the Server Administrator role in Analysis Services. If the service accounts for AS and RS did not match, you would have to add the identity of the RS service application to the Server Administrator role on DS3. Report A blank Power View report appears with an open connection to DS3. The connection is made by BI\BIService on behalf of the logged in user. Power View on SP2 DS3 BISM Test connection same as above Report same as above In short, if a double-hop is involved, you can use stored credentials or use the EffectiveUserName property, assuming the accounts on the Reporting Services and Analysis
EXPERIMENTAL INVESTIGATION: The experimental investigation is performed by placing the speed breaker arrangement in a pit with a depth of 75 Cm. Vehicles move over the speed breaker arrangement and the voltage generated is measured by a millimeters and the various readings are plotted in a graph. The graphs are drawn for various parameters as shown below Voltage generated (Vs) Trial no Voltage generated (Vs) speed of vehicle Voltage generated (Vs) Load Voltage generated (vs.) Trial READINGS: LOAD = 270 Kg (Vehicle load + man weight) Trial no. Voltage Generated(volts) 1 11.26 2 11.81 3 10.26 4 9.76 5 10.1 Voltage generated (Vs) speed of vehicle
Authority (NEPA)/Power Holding Company of Nigeria (PHCN). NERC’s primary duty is protect the interests of consumers, issue licenses to operators/investors, set and review electricity tariffs and where possible promote competition. The Commission's main objective is to protect existing and future consumers' interests in relation to electricity generated and that conveyed by distribution or transmission systems. Consumers' interests are their interests taken as a whole, including their interests in affordable tariffs and safe, reliable and available electricity supply, and the reduction of greenhouse gases to them. Structure of NERC The Nigerian Electricity Regulatory Commission is governed by a tenured Board of Commissioners, headed by a Chairman. The nominates one nominee Commissioner to represent his/her geopolitical zone in the country for a fixed tenure of 4years, renewable once only. The Chairman/CEO, however has a period of 5years, also renewable once only. The nominees are duly screened by the Senate of the . The Board of Commission of NERC issues orders on electricity matters in Nigeria. It make regulatory decisions and issues final license to investors/operators. It also settles industrial disputes through its ADR mechanism in an open hearing. NERC is divided into seven Divisions: Office of the Chairman/CEO, Engineering, Standards and Safety Division, Finance and Management Services Division, Government and Consumer Affairs Division, Legal Licensing and Enforcement Division, Market Competition and Rates Division, and the Renewable Energy/Research and Development Division The Legal Support and Licensing Division is charged with the primary responsibility of: Overseeing the processing of license applications, including issuance, amendment, renewal, suspension, or cancellation of licenses Advising the Commission on legal matters and provision of legal input in the drafting of licenses, regulations, contracts etc. Facilitating the establishment of participatory Dispute Resolution Panels/Committees with responsibility for formalized mediation, arbitration and resolution of disputes Articulating the Commission's response on legal questions and disputes including representation before other judicial bodies. Out of all these responsibilities, the most challenging so far has been the establishment of an effective and transparent licensing framework that will attract potential investors on the one hand while also ensuring that best practices in industry standards and codes are enshrined to protect the interest of consumers and other stakeholders. Licensing Framework of NERC Under the EPSR Act, NERC is empowered to license all industry participants involved in the following activities:
When You Believe Whitney Houston - The Prince Of Egypt Lyrics Many nights we've prayed With no proof anyone could hear In our hearts a hopeful song We barely understood Now we are not afraid Although we know there's much to fear We were moving mountains Long before we knew we could There can be miracles When you believe Though hope is frail It's hard to kill Who knows what miracles You can achieve When you believe Somehow you will You will when you believe In this time of fear When prayer so often proves in vain Hope seemed like the summer birds Too swiftly flown away Yet now I'm standing here My heart's so full I can't explain Seeking faith and speaking words I never thought I'd say There can be miracles When you believe Though hope is frail It's hard to kill Who knows what miracles You can achieve When you believe Somehow you will You will when you believe They don't always happen when you ask And it's easy to give in to your fear But when you're blinded by your pain Can't see your way safe through the rain Thought of a still resilient voice Says love is very near There can be miracles When you believe Though hope is frail It's hard to kill Who knows what miracles You can achieve When you believe Somehow you will Now you will You will when you believe You will when you believe Just believe Gotta believe You will when you believe
9. Troubleshooting Symptoms Possible Cause Correction Special Notes System Inoperative Dead or Low Load test battery Charge or replace battery Poor Ground Ground battery directly to DC motor Use jumper cables to jump ground only Dirty Contacts in Hand Control Clean contact in hand control with eraser Cleaning contacts with abrasive will cause frequent failure Corrosion on Terminals Inspect battery cables & clean battery terminals Use of dielectric grease will prevent corrosion buildup Start Solenoid Failure Jump Start Solenoid Replace Solenoid Rust in DC Motor Bypass Start Solenoid If motor doesn't run after bypassing start solenoid, remove rear cover of motor for quick inspection.
Symptoms Possible Cause Correction Special Notes Reservoir Overflows When Lowering Low fluid level Add fluid to reservoir when cylinder is fully retracted Before running power unit insure all air bubbles have dissipated to prevent further aeration of fluid Loose Inlet Remove reservoir & tighten or replace inlet tube on pump Reservoir too small for hydraulic system Consult equipment manufacturer for correct reservoir size Symptoms Possible Cause Correction Special Notes Unit Struggles to Lift Load Dead or Low Load test battery Charge or replace battery Poor Ground Ground battery directly to DC motor Use jumper cables to jump ground only Directional valve not completely shifting** Check for bent valve stem Replace valve if stem is bent Check cross drilled holes between o-rings of valve for debris Replace valve if spool is not shifting (for most directional valves the spool will cover half of the cross drilled holes when valve is at its at rest or activated positions) Ensure valve is shifting (use dipstick push on valve spool to shift valve. Look through cross drilled holes between o-rings insuring valve is shifting) Debris in screen of load holding valve Remove load holding valve. Inspect screen & valve for debris. (DO NOT REMOVE VALVE FOR INSPECTION IF SYSTEM IS UNDER PRESSURE) Use dipstick on power unit to manually shift the valve. This is accomplished by inserting the dipstick in the nose of the valve and applying pressure. Replace valve if it doesn't shift. Rust in Motor Bypass Start Solenoid If motor doesn't run at a higher RPM after bypassing start solenoid, remove rear cover of motor for quick inspection. Worn seals in cylinder Packing on piston of cylinder could be bad and be wedged against bore of cylinder. Have cylinder tested by certified technician
Plan of the Week Mar. 28 – Apr. 3 Monday, Mar. 28th: Watch – E/F Companies 1930-2100: SGA meeting (MAC) Tuesday, Mar. 29th: Watch – A/B Companies Wednesday, Mar. 30th: Watch – C/D Companies 1500: Regimental Activity (to be announced via email blast) 1630-1730: Sushi making class (SER) 1900: Bridge Familiarization Training Interest Meeting ( 1/C on SST ’16) in Fort B04 Thursday, Mar. 31st: Watch – E/F Companies 1930-2100: CLIA presentation (MAC), see future email blast for more details Friday, Apr. 1st: Watch – A/B Companies Saturday, Apr. 2nd: Watch – A/B Companies Sunday, Apr. 3rd: Watch – A/B Companies 2000: Catholic Mass (Chapel) Regimental Policy of the Week (Unauthorized Guests) Guest is defined as a person who is not a resident of SUNY Maritime and who does not have a signed Housing Contract (for that term), and/or who has not officially checked-in and/or not received his/her room key. No student shall at any time allow any guest (including residents not assigned to that room) to sleep in his or her room for any reason. Uniform Note of the Week (Rank/Rate and Insignia) CHAPTER 4 – RANK/RATE AND INSIGNIA SECTION 2: INSIGNIA SUB-SECTION 4201.2 Paragraph a. a. and centered, 1/4” above the left breast pocket. The practice of wearing academic stars in an arc, or rainbow display, is not authorized. A maximum of five stars will be worn per row. If a sixth star is awarded, it will be place 1/4” above the third star of the row beneath it. Additional stars will be spaced equidistant until the row is completed by a fifth star.
Power Elements for Inclusive Practice—Massachusetts Model System School-Level Administrator Rubric Standard Indicator Element Description (Proficiency Level) Standard I: Instructional Leadership Curriculum (I-A) Lesson Development Support (I-A-2) Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, technologies, and grouping. Standard I: Instructional Leadership Instruction (I-B) Diverse Learners’ Needs (I-B-3) While observing practice and reviewing unit plans, looks for and identifies a variety of teaching strategies and practices that are effective with diverse learners. Standard I: Instructional Leadership Assessment (I-C) Variety of Assessments (I-C-1) Supports educator teams to use a variety of formal and informal methods and assessments, including common interim assessments that are aligned across grade levels and subject areas. Standard II: Management and Operations Environment (II-A) Student Safety, Health, and Social and Emotional Needs (II-A-3) Demonstrates high expectations for student behavior and provides appropriate training for staff to uphold these expectations. Establishes schoolwide routines and consequences, including policies and systems to prevent and address bullying and other behaviors that threaten students’ social and emotional well-being. Standard II: Management and Operations Scheduling & Management Information Systems (II-C) Time for Teaching and Learning (II-C-1) Creates a master schedule and related systems to maximize blocks of uninterrupted instructional time and eliminate unnecessary interruptions to instruction. Standard III: Family & Community Engagement Sharing Responsibility (III-B) Student Support (III-B-1) Supports educators to identify each student’s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with families to address student needs, utilizing resources within and outside of the school. Standard III: Family & Community Engagement Sharing Responsibility (III-B) Family Collaboration (III-B-2) Sets clear expectations for and supports educators to regularly engage families in supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Standard IV: Professional Culture Shared Vision (IV-E) Shared Vision Development (IV-E-1) At all grade levels, continuously engages staff, students, families, and community members in developing a vision focused on student preparation for college and career readiness, civic engagement, and community contributions.
Power Enterprise Pools – Change Request Form (page 1 of 1) COMPANY NAME: ________________________________________ REQUESTOR NAME: _____________________________________ DATE: ___________ AUTHORIZED MACHINES AND ENTERPRISE POOLS: POOL ID: COUNTRY: SEQ # Designated Pool Name MACHINE TYPE MACHINE SERIAL ADD/REMOVE POOL ID: COUNTRY: SEQ # Designated Pool Name MACHINE TYPE MACHINE SERIAL ADD/REMOVE
MATERIALS LIST A bullet list of materials. The materials need to be specific and include quantities Computer TCIPG Web page Brainpop video: Electric Circuits Youtube: Energy 101: Electricity Generation Circuit grid stand Conductor dough Insulator dough AA batteries AA battery holders LED jumbo lights 9-Volt batteries RESOURCES Should Include: A bullet list of any links to videos, names of worksheets, names of projects, names of PowerPoints, links to online articles, links to interactive websites, names of reading materials, etc (All worksheets, PowerPoints, projects, and reading materials should be attached to the back of the lesson plan). Specify whether they will be used before, during, or after the lesson. ACTIVATING STRATEGY Motivator / Hook An Essential Question encourages students to put forth more effort when faced with complex, open-ended, challenging, meaningful and authentic questions. What is your favorite thing to watch on the television? How does the electricity get to your house so you can watch that favorite show? Where does the electricity come from? Today we are going to look closer at the power grid and how it works. INSTRUCTION Step-By-Step Procedures – Sequence Discover / Explain – Direct Instruction Modeling Expectations – “I Do” Questioning / Encourages Higher Order Thinking Grouping Strategies
Consequence - Evaluate the consequences of a risk occurring according to the ratings in the top row 3. Risk level - Calculate the level of risk by finding the intersection between the likelihood and the consequences Likelihood - Evaluate the likelihood of an incident occurring according to the ratings in the left hand column 4. Risk Level/Rating and Actions
~ December 2014 ~ Sun Mon Tue Wed Thu Fri Sat 1 Practice Girls 5:30 Boys 6:30 2 3 Practice Girls 5:30 Boys 6:30 4 5 Practice Girls 5:30 Boys 6:30 6 7 8 Practice Girls 5:30 Boys 6:30 9 10 Practice Girls 5:30 Boys 6:30 11 12 Practice Girls 5:30 Boys 6:30 13 14 15 Practice Girls 5:30 Boys 6:30 16 17 Practice Girls 5:30 Boys 6:30 18 19 Practice Girls 5:30 Boys 6:30 20 21 22 Christmas Break 23 24 25 26 27 28 29 30 31 Notes: “Insanity: doing the same thing over and over again and expecting different results.” -Albert Einstein
~ January 2015 ~ Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 Practice Girls 5:30 Boys 6:30 6 7 Practice Girls 5:30 Boys 6:30 8 9 Practice Girls 5:30 Boys 6:30 10 11 12 Practice Girls 5:30 Boys 6:30 13 14 Practice Girls 5:30 Boys 6:30 15 16 Practice Girls 5:30 Boys 6:30 17 18 19 MLK Lift at home 20 21 Practice Girls 5:30 Boys 6:30 22 23 Practice Girls 5:30 Boys 6:30 24 25 26 Practice Girls 5:30 Boys 6:30 27 28 Practice Girls 5:30 Boys 6:30 29 30 Practice Girls 5:30 Boys 6:30 31 Notes: “” -
~ February 2015 ~ ► Sun Mon Tue Wed Thu Fri Sat 1 2 Practice Girls 5:30 Boys 6:30 3 4 Practice Girls 5:30 Boys 6:30 5 6 Practice Girls 5:30 Boys 6:30 7 8 9 District Meets can begin. Practice Girls 5:30 Boys 6:30 10 11 Practice Girls 5:30 Boys 6:30 12 13 Practice Girls 5:30 Boys 6:30 14 15 16 Practice Girls 5:30 Boys 6:30 17 18 Practice Girls 5:30 Boys 6:30 19 20 Practice Girls 5:30 Boys 6:30 21 22 23 Practice Girls 5:30 Boys 6:30 24 25 Practice Girls 5:30 Boys 6:30 26 27 Practice Girls 5:30 Boys 6:30 28 Notes: “Every Journey begins with a single step.” -Maya Angelou
~ March 2015 ~ Sun Mon Tue Wed Thu Fri Sat 1 2 Practice Girls 5:30 Boys 6:30 3 4 Practice Girls 5:30 Boys 6:30 5 6 Practice Girls 5:30 Boys 6:30 7 North Half Competitions can begin 8 9 Practice Girls 5:30 Boys 6:30 10 11 Practice Girls 5:30 Boys 6:30 12 13 Practice Girls 5:30 Boys 6:30 14 15 16 Practice Girls 5:30 Boys 6:30 17 18 Practice Girls 5:30 Boys 6:30 19 20 Practice Girls 5:30 Boys 6:30 21 22 23 Practice Girls 5:30 Boys 6:30 24 25 Practice Girls 5:30 Boys 6:30 26 27 Practice Girls 5:30 Boys 6:30 28 29 30 Practice Girls 5:30 Boys 6:30 31 Notes: “It’s the start that stops most people” -Anonymous
~ April 2015 ~ Sun Mon Tue Wed Thu Fri Sat 1 Practice Girls 5:30 Boys 6:30 2 3 Practice Girls 5:30 Boys 6:30 4 5 6 Practice Girls 5:30 Boys 6:30 7 8 Practice Girls 5:30 Boys 6:30 9 10 Practice Girls 5:30 Boys 6:30 11 12 13 Practice Girls 5:30 Boys 6:30 14 15 Final Practice Girls 5:30 Boys 6:30 16 17 18 State Meet 19 20 21 22 23 24 25 26 27 28 29 30 Notes: “” Sample Log Sheet Last, First Name: ,
Category Cost Share Revenue (AARR) to be recovered from each service ($) Exit service 16.2% 405,609 Entry service 4.1% 102,453 TUOS service 78.0% 1,952,741 Common service 1.7% 43,631 Total 100.0% 2,504,434 Clause 6A.29A.2(a)(1) then requires 50% of the ASRR for prescribed TUOS services to be calculated. Table D.4 Calculation of pre-adjusted locational component Category Asset Value ($) 50% of TUOS service 976,371 Step 3 – Adjustment for settlement residue auction proceeds For this example the SRA proceeds and other adjustments are assumed to be zero. Step 4 – Standard CRNP Calculation An electrical model of the Queensland transmission network is set up including all transmission elements. The TPRICE software is used to calculate the allocation of costs based on a proportionate use of transmission system assets. The total allocation to each connection point to another region is then determined. Table D.5 Standard CRNP allocation and I/C cost share Connection Point CRNP ORC Allocation ($k) Cost Share QNI 400 1% Total for I/C connection points 400 1% Total for all connection points 33,566,667 Step 5 – Modified load export charge to be recovered The revenue to be recovered is pro-rated using the adjusted AARR from Step 2. Table D.6
9. One 12 ounce can of Mountain Dew is 170 Calories or 710,600 Joules of energy. If your body does not require the additional energy from the soda it will store it as fat. Use your power rating found in question 3 to calculate how much time you would have to climb stairs, like in the activity, to “burn off” the additional Calories from the can of Mountain Dew. Hint: use your personal power rating calculated in question 3.
analyses that would not previously have been possible from a single analytical tool. This is something uniquely available in Microsoft Excel and PowerPivot. Select Chart and Table (Vertical). Now let’s look at the ways Richard can use all this combined data to visualize comparisons that may not have been apparent or easily drawn before. Richard is going to use Excel to organize the data in a chart and table that will make it easier to visualize relationships between all these different sources. Since we’re working in Excel, the functions we use and the actions we take are all familiar. We can create a traditional PivotTable by adding values, rows, and columns. Select Existing Worksheet. Click OK. In the Gemini Task Pane, expand the FactSales node. The difference is that the fields we’re drawing from are coming from the model we just created. Select SalesAmount. We’ll start building this PivotTable by adding Sales Amount.
Switch to the Home tab. Click on the Conditional Formatting button. Let’s add a few visualizations to this report to make it easy for end-users to understand the numbers. We’ll start with Conditional Formatting, a native feature of Excel. Then add Data bars to the annual numbers for each category. Select Data Bars. Select the Green Gradient Fill. Sparklines Click Instructions Presenter Script Switch to the Insert tab. Excel 2010 includes new formatting and visualization features that further enhance the way complex data can be visualized to improve understanding and help business users like Richard’s boss make better decisions. Click on the Line sparkline type. The new Sparklines feature works like a mini-line chart to give you a quick, historical or series visualization. This makes it easier to draw comparisons
____ 23. Provides a cushion of space between text and the top, bottom, left, and right sides of a placeholder. ____ 24. The amount of space above and below a paragraph. ____ 25. The last character of each line is even with the last character of each line above or below it. ____ 26. Long lists of items can be divided into several of these. ____ 27. Basic sustenance, safety, belonging, ego-status, and self-actualization. ____ 28. Each line is positioned evenly between the left and right placeholder edges. ____ 29. The amount of vertical space between the lines of text in a paragraph. ____ 30. You can change the default to position the paragraph lines centered vertically between the top and bottom placeholder edges.
502.3.7 Hierarchical Relationships. Any hierarchical (parent-child) relationship that a component has as a container for, or being contained by, another component shall be programmatically determinable. Supported 502.3.8 Text. The content of text objects, text attributes, and the boundary of text rendered to the screen, shall be programmatically determinable. Supported With Exceptions Assistive technologies can access equations and provide descriptive text output but may omit some information about equation font formatting or the existence of comments. Some advanced features of AT may be impacted while accessing equations, such as verbosity controls or output to Braille. 502.3.9 Modification of Text. Text that can be set by the user shall be capable of being set programmatically, including through assistive technology. Supported 502.3.10 List of Actions. A list of all actions that can be executed on an object shall be programmatically determinable. Supported 502.3.11 Actions on Objects. Applications shall allow assistive technology to programmatically execute available actions on objects. Supported 502.3.12 Focus Cursor. Applications shall expose information and mechanisms necessary to track focus, text insertion point, and selection attributes of user interface components. Supported 502.3.13 Modification of Focus Cursor. Focus, text insertion point, and selection attributes that can be set by the user shall be capable of being set programmatically, including through the use of assistive technology. Supported
Class PowerPoint I Subject Powerpoint Reference 356 Delivered 5/4/2016 Grade Adult Lesson PowerPoint I Week 1 Description Introduce the course, survey the students, describe the file system, review the PowerPoint GUI, and Google Drive basics. Objective: Introduce the course, survey the students, describe the file system, review the PowerPoint GUI, and Google Drive basics. Resources: Class handouts, Survey document, Student Presentation Outline Opening: Detail Step Activity Time 1 Distribute the Survey 5 2 Introduce the course - highlight student presentation and Google Drive 10 3 Review the File System and folders being used. 5 4 Introduce Google Drive 5 5 Assign Google Account and Logon 20 6 Pin PowerPoint to the start menu 3 7 Complete Exercises 1A - 1D 42 Total 90 Closing: Homework: Assessment: Comments:
Class PowerPoint I Subject Powerpoint Reference 360 Delivered 6/1/2016 Grade Adult Lesson PowerPoint I Week 5 Description Continue preparation for Student Presentation, Introduce slide show design. Objective: Continue preparation for Student Presentation, Introduce slide show design. Resources: PRC Week 5 handout. Opening: Detail Step Activity Time 1 Answer questions 5 2 Review progress on Student presentations 10 3 Complete exercises A - D 75 Total 90 Closing: Homework: Assessment: Comments:
Save template as Your Name Top Tool Bar – Overview of Top Taps of PowerPoint Home – Basic design of Design, Font and shapes Insert – Add Pictures, Clip art, and sounds Design- Slide color and design Transitions – Moving from Slide to Slide Animations – Adds movement to word
Reset: Undo to default slide design Sections – Organize your slides into sections. Font: Font Style: Change style of letters Font Size: Change size of letters Bold: Make letters bold Italicize; Italicize the letters Font color: Changes letter color Paragraph: Bullets: Add numbers or Bullet style to a list Align text Left: Move words to left of box Align Text Center: Move words center of box Align Text Right: Move words right of box
Configure and present slideshows 0 Totally got this 1 I’ll figure it out 2 Needs review 3 No clue create custom slideshows configure slideshow options rehearse timing configure slideshow resolution use Presenter View navigate within slideshows annotate slideshows Total score ______ x 4 = __________ minutes needed to review Insert and format shapes and slides Insert and format slides 0 Totally got this 1 I’ll figure it out 2 Needs review 3 No clue add slide layouts duplicate existing slides hide slides delete slides modify slide backgrounds apply styles to slides Insert and format shapes 0 Totally got this 1 I’ll figure it out 2 Needs review 3 No clue modify shape backgrounds apply borders to shapes resize shapes insert shapes create custom shapes apply styles to shapes Order and group shapes and slides 0 Totally got this 1 I’ll figure it out 2 Needs review 3 No clue insert section headers modify slide order align and group shapes display gridlines Total score ______ x 4 = __________ minutes needed to review Create slide content Insert and format text 0 Totally got this 1 I’ll figure it out 2 Needs review 3 No clue change text to WordArt create multiple columns in a single shape insert hyperlinks apply formatting and styles to text create bulleted and numbered lists Insert and format tables 0 Totally got this 1 I’ll figure it out 2 Needs review 3 No clue create new tables modify number of rows and columns apply table styles
b) Chemical Digestion: _______ of gastric juices are secreted by the stomach lining per day ________ breaks down _________ tissues and kills ______________ ___________ protects lining of the stomach from _________________ ____________ (enzyme) begins ______________ digestion 3. Small Intestine a) physical digestion bile produced in the liver ______________ fats bile is stored in the ______________ and enters the ___________ b) Chemical Digestion Secretions of ___________________ from the pancreas neutralize the acidic " " _________________ from the _______________ digest carbohydrates, lipids and proteins Enzymes are made in the _____________________ as well.