zilongwang/ReadingBank huggingface dataset:
Membership of SSC Shadow, or individuals associated with such Membership, shall not engage themselves in a SSC Shadow position or function in an effort to secure an advantage for another organization or for their personal or business gain. Any potential conflict of interest shall be declared in a disclosure statement to the Board, either voluntarily or upon the request of the Board. If a conflict of interest is evident, the Board shall request the withdrawal of the person or recommend an investigation. Voting Members The Voting Members of SSC Shadow shall consist of the following: (a) Currently registered SSC Shadow players, parents and/or legal guardians of current players, parents and/or legal guardians of current players-the parent and/or legal guardian of a player who signs the parental authorization/registration forms shall be the voting member for that player; and (b) Members of the of Directors of the corporation; and (c) Officers. Each Voting Member have one vote in any matter for which Voting Members may vote, except that a parent or guardian shall have one vote for each player currently registered in a SSC Shadow program, but no additional vote if that parent also qualifies as a Voting Member by virtue of being on the Board of Directors. Voting Members must be in good standing, as defined by bylaws and the SSC Shadow Policies and Procedures, in order to enjoy the rights, privileges and responsibilities of a Voting Member in SSC Shadow. A Voting Member who is not in good standing may not vote. No Voting Member in financial arrears to SSC Shadow or suspended shall have these rights. 3.3 Affiliated Clubs Affiliated shall consist of organizations or clubs that are engaged in youth soccer within the geographic area designated in Section 2.1, and which agree to be bound by the bylaws, procedures and rules of Washington Youth Soccer and SSC Shadow, and which shall be admitted to membership in accordance with the bylaws of SSC Shadow. Affiliated Clubs shall be involved with youth soccer and not subject to suspension under the bylaws of the Washington Youth Soccer or under the bylaws of the USSF. Jurisdiction. SSC Shadow shall have jurisdiction over its Membership, as well as associated individuals and teams; however, Affiliated Clubs shall be independently operated corporations.
Job Date ....................... ACCEPTANCE I …………………………………….. confirm that I have read, understood and accept the attached Contract of Appointment for Training with the Trust. Signed: ....................................................... Date ..........................................
The following pages provide a summary of pertinent information needed by observers to complete their orientation requirements as set forth by the Joint Commission. THIS IS A REFERENCE GUIDE ONLY. For a complete and accurate version of any policy or procedure please see your program advisor or preceptor. This booklet is divided into themed sections: First is Our Call to Serve with Excellence, covering the Bon Secours Mission, Vision, Values and service guidelines for providing world class service. Second is our section on Safety Awareness, reviewing the various emergency procedures, infection control policies and other safety protocols that you should follow as a student. Finally, the third section, frequently asked questions (FAQ), will provide you with basic information about dress code, etc. After reading this material please feel free to ask questions for clarification of any issue you may not understand. Section 1: OUR CALL TO SERVE WITH EXCELLENCE
DIETETIC SHADOWING EXPERIENCE /VISIT TO DIETETIC DEPARTMENT This form is to be completed by a Dietitian. The applicant is required to present the completed form at interview. I confirm that (name of candidate) ………………………………………………………………………………………………………………………….. visited (dietetic department) …………………………………………………………………………………on (date) ………………………………… Please provide a brief summary of how the student spent their time at the department and give your impression of the candidate (e.g. interest, punctuality, neat appearance, asked relevant questions, etc.): Dietitian signature: ………………………………………………………………… Print name: ……………………………………………….………… Date: ……………………………… Telephone: ……………………………...... email: ……………………………………………………………….…. Thank you for spending time with this candidate. Your support in recruiting to the profession is greatly appreciated.
discovering the power to influence tone, mood, style, voice, and meaning Standard: L.11-12.3; L. 11-12: 4 L.11-12.5; R. 11-12.4; R. 11-12.6; R. 11-12.9 To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. (CCSS, 51) Featured Skill: Students will examine sentence structure, organizational style, point of view and use of details to determine the effect on the author’s tone and purpose. Grade Level: AP Language and Composition (English III) Lesson Summary: Students will examine specific language choices to determine how the author conveys his tone and purpose. Featured Text Theme and/or Essential Question Primary Text: Essay by 19th century environmentalist John Muir from his book The Mountains of California. Secondary Text: Excerpts titled “Nature” from On Nature by Ralph Waldo Emerson. Excerpt from Walden by Henry David Thoreau describing Walden Pond. How does an author’s use of language influence or the reader’s interpretation of a passage? What is the effect of a distinct narrator voice on a reader and how does an author create this effect through use of specific selection of details, diction or syntax? What can a reader learn about a narrator based on his/her observation of place/ sitting? How does an author create a setting? How does an author use details and imagery to create tone?
8 Data Analysis Describe qualitative observations Account for any calculations Analyze the collected data Infer any reasoning to the data collected Interpret data in a graph Raw data have been analyzed and presented in a table and/or graph. General statements regarding the data are supported with reference to data. Description of qualitative observations included. Data analysis is thorough. Data tables and graphs are appropriate for the data and totally accurate. Patterns or trends in data are noted. Calculations are accurate and clearly communicated. Each figure or table is and includes explanations of numbers used, replicates, units of measurement, etc. The results are evident without reference to the rest of the report. Analysis extends beyond examining averages where applicable 12 Conclusion Summary Explain your experiment and discuss what your findings are. What relationships between the variables did you see? What answers did you get to your original question? Data and content to support your findings. Hypothesis Accept or Reject Support with data and reasoning. Give specific evidence to support your accept/reject Evaluation: Identify any errors or weak sections of the investigation Explain you reasons for weaknesses Discuss how reliable and valid you investigation is Develop Suggested different aspects that can be change or adjusted to improve errors/weaknesses Explain your reasoning to the changes suggested A response to both the question and hypothesis is provided. Some errors referenced with developments Data gathered are referenced and justify (support) the conclusions drawn. Limitations of the data are recognized and addressed. Reliability and validity of lab are stated. Developments of the lab are clearly stated with reasonable next steps. The response to both the question and hypothesis are clear, complete and consistent with the data. Errors are relevant and accurately explained and clear and precise next steps are developed Reliability of the data has been explained. The procedures validity has been identified with some detail. If relevant, outliers in the data have been identified and explained. Alternative interpretations of the results have been provided and analyzed. The reliability of the results is supported by numerous amounts of evidence from the lab and outside sources. The procedures validity was supported with evidence from the lab and other sources Errors well explain lead to unresolved questions and problems that are listed and/or questions for further study are developed. 4 Language Used Grade level appropriated Used in proper context Spelled correctly Written in past tense Proper scientific vocabulary Scientific vocabulary has been used. All scientific vocabulary is relevant. The lab was written in Vocabulary is used appropriately and suggests an accurate understanding of their meaning as well as the science involved. All are spelled correctly, used in appropriate contexts, and indicate a thorough understanding of the science involved. 57 Total
of London’s imported food provisions was stored in this riverside area, which was a maze of narrow streets packed with rows of workers’ houses alongside larger and grander houses for merchants and dock officials. The docks continued to be successful through the 20th century and had a period of intense use during the Second World War. From the 1960s, however, the Pool of London (which extended from London Bridge to Cherry Garden Pier, including the Shad Thames area) lost its competiveness. With containerisation, goods were transported in vast boxes from ships to trucks, and the 19th century docks could not cope with the large vessels. In addition, the closed-in and narrow streets could not handle the increased road transport needed. By 1972 the area was in decline and the wharf and warehouse complexes were closed. Some buildings were let out for individual storage and light industrial use, and a diverse community of artists also took up spaces on short-term leases. By the late 1970s there was increasing interest in regenerating the area and Sir Terence Conran became involved. In 1981 the London Docklands Development Corporation (LDDC) was formed and undertook site clearance and archaeological work in partnership with Southwark Council and private developers. Conran and Partners acted as master planners of the Butler’s Wharf estate (a significant portion of the area) between 1985 and 1997. Courage’s Anchor Brewery The other significant business in the district was Courage’s Anchor Brewery. It was the original brewery of the firm in London and was founded here in 1787, with the site only being sold in 1982. 1894 Opening of Bridge The foundation stone was laid in 1881 and construction started in 1886. The original architect was Sir Horace Jones, although he died before construction began. It was opened with great ceremony by the Prince of Wales in 1894. River Stairs The area has had sets of river stairs: Horselydown Old Stairs, George Stairs and Horselydown New Stairs. These were used by Thames watermen, who carried passengers in their skiffs. Horselydown Old Stairs can still be reached from Shad Thames, just east of Tower Bridge. There are steps and then a hard causeway to reach the water at low tide. Horselydown New Stairs mark the place of an extensive drainage system going back to Tudor days. Its successor was the London County Council’s storm water pumping station on Maguire Street (built 1906-8) which is now the Shad Thames Pumping Station run by Thames Water.
SHAEA PROPOSAL SHEET Institution Title/Name Legal status Public Private Institutional Address Street Address City Country Webpage Head of Institution Head of Leadership Component Name Position/Title Tel. # Proposed Deputy Head of Leadership Component Name Position/Title Tel. # Email Proposed Academic Head Head of Academic Component Name Position/Title Tel. # Email Proposed Deputy Academic Head Name Position/Title Tel. # Email Does the university have existing PhD programs? Yes No If no, when is such programs expected to be operational? Please indicate here: If the university have PhD programs one of the six key knowledge gap areas would it like to run a leading PhD program within? Priority Mark your top three priorities 1 - 3 Only one mark per priority Agribusiness and Entrepreneurship Agri-food Systems and Nutrition Rural Innovation and Agriculture Extension Agricultural Risk Management and Climate Change Proofing Agriculture Policy Analysis Statistical Analysis, Foresight and Data Management 1 2 3 Which two of the six key knowledge gap areas would you like to run master programs within? Mark minimum 2 programs Agribusiness and Entrepreneurship Agri-food Systems and Nutrition Rural Innovation and Agriculture Extension Agricultural Risk Management and Climate Change Proofing Agriculture Policy Analysis Statistical Analysis, Foresight and Data Management II. INSTITUTIONAL INFORMATION trial
4= Advanced 3= Proficient 1=Below Basic Topic Sentence(blue) ______ TS gives a broad view of the topic. It relates directly to the THESIS (if applicable) and sets up the commentary elegantly TS starts the paragraph. It has some connection to the thesis (if applicable) and sets up the commentary nicely. TS is there. It is vaguely connected to the thesis (if applicable) and doesn’t give the paragraph much of a start or a place to go. TS is missing Concrete Details (red) #1 ____ #2 ____ CD brings solid evidence to the paragraph (form the literature) and supports the TS excellently. CD brings evidence to the paragraph but it only loosely supports the TS. CD is not evidence and does nothing to support the TS. CD is missing or not a CD. Transitions #1 ____ #2 ____ #3 ____ The transition words used at the beginning of the CD and CS help the reader to make connections. The transition words used at the beginning of the CD and CS are adequate but don’t add understanding. The transition words used at the beginning of the CD and CS are misleading and confuse the reader. The transition words are missing. CoMmentary #1 ____ #2 ____ #3 ____ #4 ____ CM explains and clarifies the connection of the CD to the TS with sophistication and flow. CM explains the connection of the CD to the TS but lacks the sophistication and is not as easy to read. CM really help connect the CD to the TS and is stiff or flat in its wording. CM does not exist or is not a CM. Concluding Sentence(blue) ________ CS makes the final point of the paragraph by drawing on the larger world and pointing to the broader ideas of the paragraph/essay. CS makes the final point of the paragraph but the scope of its information is not as universal. It doesn’t really bring the entire paragraph together. CS attempts to pull the paragraph together but is stiff or flat. It does nothing to connect the ideas to the larger world. CS is missing. Editor’s Comments:
Investment in field industrial undertaking – Clause (86). At present source of investment made in green field Industrial Undertaking is exempt from tax if investment is made between 01.01.2014 to 30.06.2017, Now the period of exemption to investment in green field Industrial Undertaking has been extended to 30.06.2019. IT Services – Clause (94) Exemption available to development services has been extended to “IT Services” and “IT enabled services”. A new proviso has been inserted by virtue of which exemption is linked with the condition that taxpayers for tax year 2017, shall give undertaking that accounts shall be presented to the Commissioner by November 2016.
I-NOTE NO. NAME DELIVERY ADDRESS 55 Tehsildar Shahjahanpur NIC Computer Center,C/o District Magistrate,Room No.21, Collectorate, NIC 264 Jalalabad Tehsil Office , JalalabadTehsil, Dist -Shahjahanpur. 265 Puvaya Tehsil Office , PuvayaTehsil, Dist -Shahjahanpur .- 266 Tilhar Tehsil Office , TilharTehsil, Dist -Shahjahanpur , Pin Code- 477 Jalalabad Tehsil Office , JalalabadTehsil, Dist -Shahjahanpur. 478 Puvaya Tehsil Office , PuvayaTehsil, Dist -Shahjahanpur .- 479 Tilhar Tehsil Office , TilharTehsil, Dist -Shahjahanpur , Pin Code- 947 Kalan BDO ,Kalan Block, JalalabadTehsil, Dist , Pin Code- 948 Mirzapur BDO ,Mirzapur Block, JalalabadTehsil, Dist 949 Banda BDO ,Banda Block, PuvayaTehsil, Dist , 950 Khutar BDO ,Khutar Block, PuvayaTehsil, Dist - Shahjahanpur Shahjahanpur Shahjahanpur
I-NOTE NO. NAME DELIVERY ADDRESS Shahjahanpur 951 Sindhauli BDO ,Sindhauli Block, PuvayaTehsil, Dist 952 Bhawalkhera BDO ,Bhawalkhera Block, Shahjahanpur SadarTehsil, Dist -Shahjahanpur. 953 Dadraul BDO ,Dadraul Block, Shahjahanpur SadarTehsil, Dist -Shahjahanpur. 954 Kanth BDO ,Kanth Block, SadarTehsil, Dist -Shahjahanpur. 955 Madnapur BDO ,Madnapur Block, SadarTehsil, Dist -Shahjahanpur 956 Jaitipur BDO ,Jaitipur Block, TilharTehsil, Dist 957 Khudaganj BDO ,Khudaganj Block, TilharTehsil, Dist 958 Nigohi BDO ,Nigohi Block, TilharTehsil, Dist 1019 Zila Viklang Kalyan Adhikari Vikas Bhawan,Room Sri.Shakil Ahmad 1092 District Employment officer, jali Kothi, Sitapur Eye Hospital Smt.Aasha Araya
for purchasing the DePinna building on , New York, at the time in 1975 valued at $14.5 million. Such investment in a foreign market by the Pahlavi foundation gained media attention because in order to do such foreign investment the foundation had to register as an American charitable foundation with the declared aim of using the rental to pay for Iranian students studying in America. The advantage of such charitable status was that the U.S. authorities could not investigate the books of the Pahlavi Foundation in Iran. Mohammad Reza Shah Pahlavi was also known for his interest in cars and had a personal collection of 140 and s including a coupe, one of only six ever made.
1. One member of the group should serve as the timer, another should operate the table, another should record the results, and the fourth member is responsible for placing the structures on the table. 2. Start the table at speed # 2 and continue for 20 seconds. Increase the speed to # 3 for 20 seconds and continue with 20 second periods at higher speeds until the house falls. 3. The recorder should write as many observations in the table as possible. 4. Record the total number of seconds at the time the house falls or is broken. See the data table on the next pages. 5. For each house plot the time for destruction on the horizontal axis and speed on the vertical axis. Use a different symbol for each plot. Collect data from the entire class and plot on the graph. Safety TOUCHING THE MOTOR OR MODULATOR WITH WET HANDS. Type of House Speed Time (sec.) or Sand? Damage Description
No visible prototype failure noted. Prototype Description component. Design Critique Articulates specific areas for both prototype’s design improvement(s) and design success. Articulates multiple considerations for implementing full-scale design. Represents ideas for improvement and full-scale design considerations graphically. Articulates specific areas for both prototype’s design improvement(s) and design successes. Articulates multiple considerations for implementing full-scale design. Articulates specific for prototype design improvement(s). Articulates multiple considerations for implementing full-scale design. Articulates areas for prototype design improvement(s). Articulates multiple considerations for implementing full-scale design. Omissions in details are evident. Appendix E: Design Proposal Presentation Rubric: Individual Name _____________________________ Team _____________________________ Presentation Rubric: Individual Responsibilities 4 3 2 1 Presentation Deliberately chooses language, content, and media to clearly deliver a logical and insightful presentation that engages stakeholders. Demonstrates knowledge of appropriate presentation strategies by including visual displays to clarify information. Deliberately chooses language, content, and media to clearly deliver a logical and insightful presentation that engages stakeholders. Utilizes adequate language, content, and media to deliver a logical presentation that engages stakeholders. Utilizes adequate language, content, and to deliver a logical presentation. Persuasive Solution Persuasively presents information, findings, and supporting evidence to stakeholders in a logical sequence; including specific ways in which the team’s solution will benefit the clients. It is noticeably evident the team researched needs. Persuasively presents information, findings, and supporting evidence to stakeholders in a logical sequence; including specific ways in which the team’s solution will benefit the clients. Persuasively presents information, findings, and supporting evidence to stakeholders in a logical sequence. Presents information, findings, and supporting evidence to stakeholders in a logical sequence.
Maximum Occupancy Room Size 16 896 14 12 10 8 Appendix O: Analyzing Our Building Scale & Occupancy KEY Name _____________________________ Measure and record the height, and length of the model building in centimeters. Use the scale factor 1:48 to calculate the actual to calculate the height, width, and length of the actual building. Model Building (cm) Actual Building (m) height 25 12 25 12 length 40 19.2
Surface Action (How were the waves created on the “Earth”) iSeismometer Data Greatest intensity recorded before failure Description of Damage Results Need Modifications Appendix CC: Prototype Analysis & Reflection Name _____________________________ Team Name _____________________________ Based on the results of your testing, identify two areas of success in your team’s prototype design. Why were these areas successful? Explain. Based on the results of your testing, identify two areas of failure in your prototype design. What caused the failure? Explain.
This job description is to be carried out in accordance with the current School Teacher’s Pay and Conditions document and within the range of duties set out in that document so far as relevant to the postholder’s title and salary grade. The post is otherwise subject to the conditions of service for School Teachers in England and Wales and to locally agreed conditions of employment to the extent they are incorporated in the postholder’s individual contract of employment.
Piscataway Middle Schools AESOP Program Shakespeare theatre of nj Conackamack Middle School Congratulations on being interested in the Middle School Shakespeare Theatre of NJ Program. Confirmation of your acceptance into the program is contingent upon receipt of the completed rehearsal contract. Space in the program is limited. Workshops will take place on weekday afternoons for ten sessions. Workshops will be held in your school, and they will run from approximately 2:30 PM to 4:00 PM. Late buses will be available for transportation home. WORKSHOP SCHEDULE: 10/3 (W) 10/4 (Th) 10/5 (F) 10/8 (M) 10/9 (T) 10/10 (W) 10/11 (Th) 10/15 (M) 10/16 (T) 10/17 (W) Workshop and Performance Information Students will work with trained actors on language, acting and performance of Shakespeare’s work. At the end of the sessions, students will present a performance to a select audience. Please fill out the attached form and return it to your Language Arts teacher by Monday October 1st, 2018. Keep this paper for your information. I am looking forward to an exciting experience! If you have any questions please feel free to contact me. Robert J. Coleman, Piscataway Township Schools 732-572-2289, ext. 2589 Piscataway Middle Schools aesop opportunity SHAKESPEARE THEATRE OF NJ Workshop Contract Due date – Monday October 1st, 2018 (Return contract to your language arts teacher)
You will begin building your diorama. It should be about the size of a shoebox You will use primarily recycled materials in your diorama You will take photographs of your progress and bring them in for the director to review You will remember to include a backdrop, props, and characters in your diorama You will provide photographic evidence of your progress for review on 14th May 2018 ___________ COMPLETE You will your diorama for review on 11th June 2018 ___________ COMPLETE Examples from and Juliet Act Two, Scene Two Act One, Five Act Three, Scene One
Reilly imitated the Godfather strategy by modernizing Macbeth as the mafioso B-movie, Men of Respect (1991). Mel Gibson’s highly emotional medieval Hamlet (1990) cast him as Mad Max (1979-1985) against Close as Gertrude, reprising her role as Alex Forest in Fatal Attraction (1987). Peter Greenway made a phantasmagoric Tempest, Prospero’s Books (1991), starring the daring and beautiful Helen Mirren. elen Mirren In 1996 Trevor Nunn filmed a stagey Twelfth Night (1996) with Helena Bonham Carter as a lush and pouty Olivia and Ben Kingsley as a weather-beaten Feste. But the real gender-bender shocker had been Neil Jordan’s The Crying Game (1992), a film that took transvestitism to the edge of the Renaissance one-sex system to argue for love crossing both gender and terrorist/nationalistic divides. Kenneth Branagh continued his project to out-Olivier Laurence Olivier by following his successes with his smart, ironic Henry V (1989) and his warm, deliberately diverse Much Ado About Nothing (1993), with his handsome but overblown full-text four-hour Hamlet (1996). And in 1996 he also starred as Iago opposite a leonine Laurence Fishburne in Oliver Parker’s cinematically beautiful Othello. Meanwhile, the release of Tim Blake Nelson’s southern prep school basketball Othello, O, was held back from 1999 to 2001 by the Columbine massacre. Gay director Gus van Sant updated and spliced a Pacific Northwest grunge aesthetic on to Orson Welles masterful 1966 take on the Henriad, Chimes at Midnight, with his achingly poignant My Own Private Idaho (1996). In 1996 Baz Luhmann played characteristic smack-down with Franco Zeffirelli’s classic 1969 Romeo and Juliet, updating it with his post-modern, MTV-inflected Romeo + Juliet, starring a deliberately plain and edgy Claire Danes, just coming off of the quirky TV series My So Called Life, and a gorgeous Leonard Di Caprio about to skyrocket into superstardom with Titanic (1998). That same year Al Pacino filmed a “making-of” movie called Looking for Richard in which he sought an American style of acting to reach the
This is the list of historical plays he wrote: King John Richard II Henry IV, part 1 Henry IV, part 2 Henry V VI, part 1 Henry VI, part 2 Henry VI, part 3 Richard III VIII This is the list of sonnets he wrote: Venus and Adonis The Rape of Lucrece The Passionate Pilgrim The Phoenix and the Turtle A Lover's Complaint Appendix 2. The monument of W. Shakespeare in Stratford.
NAME: DATE: PERIOD: Shakespearean Monologue Project Rubric Part 1: Text-Based Character Analysis (30 points) Find, cite, and analyze quotations relating to your character. Component Points Possible Points Earned character’s speech Quotation: 5 MLA Citation: Analysis: character’s thoughts Quotation: 5 MLA Citation: Analysis: character’s effect on others Quotation: 5 MLA Citation: Analysis: character’s actions Quotation: 5 MLA Citation: Analysis: character’s appearance Quotation: 5 MLA Citation: Analysis: character’s conflict Quotation: 5 MLA Citation: Analysis:
logger-headed - stupid lubberly - crude malapert - rude malkin - slut maltworm - heavy drinker mickle - great minikin - dainty minx - saucy wench mome - blockhead noddle - slang term for head noddy - simpleton nuthook - sheriff's deputy onion-eyed - tending to weep oppugnancy - utter chaos ouph - elf paraquito - small parrot periwig-pated - bewigged pestiferous - noxious pickthank - an informer pignut - peanut pismire - ant poop - infect with venereal disease prig - thief puttock - small hawk puzzel - slut questris - seeker rampallion - ruffian reechy - grimy relume - relight rudesby - rude fellow 'Sdeath - by God's death 'Sfoot - by God's foot - sneaky fellow shog - to get going skains-mate - criminal skimble-skamble - nonsensical slubber - to do hastily and carelessly slug-a-bed - sleepyhead smatch - smilet - little smile sneaping - nipping stigmatical - deformed swoopstake - indiscriminately thought-sick - distressed thrasonical - boastful thwack - drive away tittle-tattle - gossip twire - to peep ungrown - immature unhaired - beardless vendible - marketable welkin - sky whirligig - a top wittol - cuckold ycleped - named zounds - by God's wounds zwaggered - bullied
Voltage measurement card 701260 - - - UL1_J14 / 100/sqrt(3) / 100/3 => 200 N/A Ch9 UL2_J14 / 100/sqrt(3) / 100/3 => 200 N/A Ch10 UL3_J14 20000/sqrt(3) / 100/sqrt(3) / 100/3 => 200 N/A Ch11 U0_J14 / 100/sqrt(3) / 100/3 => 115.47 N/A Ch13 UL1_J14s / 2 => 10000 5412002240 Ch14 UL2_J14s / 2 => 10000 5412002244 Ch15 UL3_J14s 20000 / 2 => 10000 5412002235 Ch16 Logic probe n/a Table 6. Measurement equipment Yokogawa ScopeCorder DL750 at substation Masala bay 14, Tolls Scaling in the table above for DL750 channels takes into account the whole chain from primary to the signal into the measuring card. Scaling (0,1ohm) Channel Sampling frequency 100kHz - - - Current measurement card 701251 / 701260 (Ch7) - - - IL1 80A / / 150mV*) => 533.33 N/A Ch1 IL2 80A / 150mV / 150mV*) => 533.33 N/A Ch2 IL3 80A / 150mV / 150mV*) => 533.33 N/A Ch7 I0 100A / 1A / *) => 666.67 N/A Ch3 Voltage measurement card 701251 - - - UL1 20000V / 2V / 2V => 10000 N/A Ch4 UL2 20000V / 2V / 2V => 10000 N/A Ch5 UL3 20000V / 2V / 2V => 10000 N/A Ch6
Lost and Found by Oliver Jeffers Oi Frog! and Oi Dog! by Kes Gray and Jim Field Open Very Carefully by Nick Bromley Puffin Peter by Petr Horacek The Crocodile Who Didn’t Like Water by Gemma Merino A Friend for Little Bear by Harry Horse Character studies Drama and role-play adventures. Or a new story starring a character they have met in a book. Extra pages- writing additional pages for books (for example, extra animals for Oi Frog!- ‘armadillos sit on pillows’ etc.). Diary- a character’s diary telling the story from their point of view (e.g. Little Bear or the penguin from Lost and Found). Describe: Detailed description of a character from the story- George or Puffin Peter. Poetry (3 x 1 week) A broad range of different types of poems from: Michael Rosen’s A-Z of Children’s Poetry by Michael Rosen 101 Poems for Children by Carol Anne Duffy The Nation’s Favourite Children’s Poems iF Poems (as a book or app) Different types of poems, including: Personal response / book review Performance of poem Entertain: Write own poems based on existing poems (e.g. a poem about water or mud based on Sand by John Foster or based on a poem with a clear setting Down Behind the Dustbins by Michael Rosen).
Acrostic poems Calligrams/shape poems Poetry (1 week) Children’s own choice of poem Performance of poem Hand-written version of poem for anthology Persuade: Short comment to accompany chosen poem explaining why everyone should read it. Non-Fiction (3 x 2 weeks) Range of high quality (both books and online/apps) linked to wider topic/foundation subjects Book reviews or personal responses Summary of facts learnt Inform: Pages of non-fiction books linked to topic studied and based on books that have been read. Instructions (2 x 1 week) Recipes or instructions from real life or drawn from a text (e.g. Mr Wolf’s Pancakes by Jan Fernley) Oral instructions and directions Instruct: Writing instructions linked to real life experiences or from situation in a book. Instruct: Directions using map of local area or from a book. Recounts (On-going) Linked to educational visits and visitors to school/workshops or from imaginative work in drama Inform: Recounts from real experiences or imagined worlds of drama.
She’s the Man When her brother decides to for a couple weeks in London, Viola heads over to his elite boarding school, disguises herself as him, and proceeds to fall for one of her soccer teammates. Little does she realize she's not the only one with romantic troubles, as she, as he, gets in the middle of a series of intermingled love affairs.
• How did you usually go about solving problems? Ex. Physical, emotional, educational, and occupational. Family of origin: • Who in your family do you most admire? • Describe the makeup of your family. Who is represented? How large? • What was the role of grandparents in your family? • How frequently do you have contact with your family? Current family: • Describe any major differences between your current family and your family of origin. Are there significant role differences? • Describe a normal day in your current family life when things are going well. • Is the expression of emotion handled differently in your current family? Community of origin: • Tell me about your home community. Rural? Urban? • What do people of your age group do for fun? • What was school like? • Was education universally available? Current community: • Tell me about your current community. • Describe the interactions you usually have with members of the host (or dominant) culture. • Do you experience any strong barriers of interaction? Spiritual: • What types of things do you consider of highest importance? •In what ways do you experience the greatest level of meaning in your life? • What kinds of things help you to feel that you’re living your life to the fullest? • Do you anticipate these things changing, as you grow older?
SEGMENT:Pre-schools Name of pre-school Area Number Of Students Number Of Teachers JAYAMINA Attidiya Mt. Lavinia 29 2 PUBUDU Roxy Wellawatte 13 2 SHANTI Vihara Lane Wellawatte 14 2 VASANA Stafford Road Pamankade 5 2 SINGITHI Siddhartha Road Kirulapone 29 2 VIDUMINA Kalinga Place Polhengoda 15 2 TOTAL 105 Pre-school coordinator: Mrs. Arunika Swarnawo Priyangani The year started with a workshop for our preschool teachers a few creations!
Avurudu confectionery AVURUDU KUMURA KUMARIYO Merlyn - SOMAWATHIE – Hemalatha DILINI SITHUM – DILINI – KAVISHKA – PATHUM THARUSHI ANN IRESHA KASUNIKA DEVINDI KASUNIKA – ANN – THARUSHI KASUNIKA – ANN – THARUSHI – DILINI WOMEN & MOTHERS – MEDICAL CAMP – ELDERS
@ Rathanarama, Kalinga Mawatha, Polhengoda, Colombo 5 Doctors in attendance Kariyawasam, Suranga Adikari,W. Pathmasiri & Thanuja Gunawardena Praying for God’s inspiration on the doctors & the healing of the people led the Venerable Dhamma Siddha Lighting of the traditional oil lamp The doctors rendered yeomen service Women & Mothers – Elders & Priests DANSALA The Poson Poya Dansala Festival is observed annually by Sri Lankan Buddhists & is celebrated on the full moon day in June. Banners and handbills announce the location. Many hands join in putting up a little bamboo-framed shed. Later, Buddhist flags and tissue frills appear, adorning the roof made with coconut palms ortakaran. Dansala derives from the term daana sala, meaning almsgiving hall. The SHANTI DANSALA of boiled tapioca, lunumiris & coconut sambol was inaugurated with the the lighting of lanterns to the sound of firecrackers. The SHANTI’s multi ethnic & religious family joined together in this act of compassion & generosity. The philosophy of the Lord Buddha goes hand in hand with the concept of giving and sharing. Lord Buddha has preached on the blessings one can gain in giving and fulfilling the of the poor. Giving a dansala is an act of compassion. Good things can happen to a person who performs such good deeds. The Jataka stories of Sumedha, God Sakra & the Vessanthara & Illisa explicitates this idea.
106/3, Sri Saranankara Road, Kalubowila, Dehiwela, Sri Telephone: 00 94 11 2727941 shanticty@yahoo.com Registration #: L-142801 24.01.2011 ::Voluntary Social Services Organization [Registration & Supervision] Act No. 31 of 1980 & Act No. 8 of 1998 Ministry of Defense, Sethsiripaya, Battaramulla Sri Lanka SEGMENT:Pre-schools Name of pre-school Area Number Of Students Number Of Teachers PRESCHOOLS COORDINATOR 1 JAYAMINA Attidiya Mt. Lavinia 23 2 PUBUDU Roxy Wellawatte 13 2 SHANTI Vihara Lane Wellawatte 11 2 SINGITHI Siddhartha Road Kirulapone 29 3 VIDUMINA Kalinga Place Polhengoda 17 2 93 12 Pre-school coordinator: Ms. D.M. Swarnathilaka Priyadarshani
organization to provide some humanitarian assistance to the victims of the tragedy.Many thanks to the friends of Shanti for their generosity. Fr. Leonard Michael, sj conveys the thanks & gratitude of the Koslanda victims. “Generosity is not giving me that which I need that you do, but it is giving me that which you need more that I do.” Joint celebrations SHANTI ushered in with the boiling of milk which overflowed signifying prosperity, abundance & love. The overflowing of the milk symbolized acts of loving kindness & service to humanity. The milk overflowed quenching the flames of hatred & jealousy. The dawning of the New Year called for the lighting of the traditional oil lamp symbolizing the dispelling of the darkness of enmity & strife. The light signifying the living in harmony & peace. Arunika stressed commitment, harmonious living & loving service to the poor Refreshments Shanti ELDERS, & STUDENTS go on an Edu-Culture EXCURSION It was 4 am when they left Shanti & they prayed @ the Aluthgama Kande Viharaya Martin Wickramasinghe, (29 May 1890 – 23 July 1976) was a . His have been translated into several languages. The search for roots is a central theme in Wickramasinghe’s writings on the culture and life of the people of Sri Lanka. His work explored and applied modern knowledge in natural and social sciences, , linguistics, the arts, philosophy, education, and and comparative religion to reach beyond the superficial emotionalism of vulgar nationalism, and guide Sri Lankan readers to the
Shape Final Assignment Choose one of the four practice drawings you did in phase one of the assignment and Fade and Shade each shape. Put a one inch border on the final paper like we did for the Line project. Redraw your choice of practice drawing on the final paper. With color pencil, fade and/or Shade each shape as described below. An example of Fade and Shade is on the next page. Fade and Shade Fade means to gradually change from one color to another. Put the lightest color first Put the darker color over the lighter color creating a gradual fade from one color to the other Shade means to transition one color from dark to light. Put a light coat of color in the shape first Color the one side of the shape darker and gradually fade it to the lighter color Remember be neat and clean fill the entire picture plane no lines that do not create shapes All shapes must be defined by the shapes around them all shapes must touch one another No floating shapes NO OUTLINING
Adult focus sheet- Blind fold- directions Week beg: CL, PSE Adult: Learning Intention: To follow and give positional instructions Success Criteria: *To use everyday language to talk position. * To be able to listen clearly to two-part instructions. Differentiation: To work in mixed ability pairs. LA- make a simplified track, tapping on their shoulder for left and right. Activity: Recap direction e.g. forwards, backwards, right, left and around. Can they show you by stepping forward? Backwards? Draw a simple track on the floor outside using chalk or masking tape. Explain that in partners we will take turns to walk along the track, but with a twist! They must be blindfolded and listen to their partners instructions. Can they reach the finish line? Blindfold whilst the other child gives instructions e.g. one step forward (demonstrate first by modelling the language). KEY NOTES: Make sure to give the children an example of making clear instructions e.g. 2 steps left. RESOURCES: Draw a large track outside Blindfold Children ( * achieved / support) Evaluation: Next step:
Shape of LIfe:“Life on the Move” (Cnidarians) NAME________________ PRE-Video :Basic Questions 1) In what way are cnidarians more complex than sponges? What characteristics did they add? 2) What do these additions allow cnidarians to do? 3) Name and describe the two different versions of the cnidarian body plan. 4) What are nematocysts? What do they do? Video Questions- Video Link- What were the first group of animals to exist on the ocean floor? How do tentacles give a cnidarian an advantage? What allows cnidarians the ability to bend in different directions? How fast are nematocysts deployed? What do coral polyps eat? CIRCLE ONE. Is Praya a(n): a)medusa b)polyp c)both Advanced Questions 1) How do animals without brains perform and control activities? 2) What kind of a skeleton does an anemone have, and how does it work? How is it different from the human skeleton? 3) What is “symmetry”? What kind of symmetry do cnidarians have? How is it different from the symmetry of your own body?
Maths- Shape, space and measure ELG- Emerging ELG-Expected ELG- Exceeding Level descriptors Children use everyday language to talk size, position and distance. Beginning to use mathematical names for 2D and 3D shapes. Selects particular named shape. Children use everyday language to talk about size, weight, capacity, position, distance, time and money. Begin to compare measures (size, weight, capacity) to solve problems. Can recognise 2D shapes and their properties. Begins to recognise 3D shapes and their properties. Children use everyday language to talk about, compare and recognise size, weight, capacity, position, distance, time and money. Can recognise most 3D shapes and their properties. Can use mathematical language to describe 3D shapes. Can recognise number problems in everyday life.
Progression from 3- to 6-Years-Old (End of Kindergarten) The lines between columns are intentionally fuzzy because the age is approximate. This progression is not to be used as an assessment or checklist, or to judge whether a child is ready to transition to Kindergarten. They represent expectations for children, but each child will reach these indicators at their own pace and their own way. These are meant to help you know what to expect; what learning may come first and what learning may come next for most children. @3 old @4 years old @5 years old @6 old (end of Kindergarten) Naming Shapes Names typical 2D shapes (circles, squares, triangles, rectangles) and describes familiar 2D shapes (circle, square, triangle, rectangle). Begins to recognize less typical examples (i.e. a long skinny triangle is still a triangle because it has 3 sides) Names and describes most 2D shapes regardless of orientation and size (e.g., familiar shapes plus rhombuses, trapezoids, hexagons) Correctly and describes 2D shapes regardless of orientation or size (e.g. familiar shapes plus more such as octagons, parallelograms, convex/concave figures) Shape Attributes Notices shapes have sides and corners Begins to describe shapes by number of sides and corners and sides of same or different length Describes shapes by specifying number of sides and corners and by indicating whether sides are of same or different length Compares shapes, describing similarities, differences, and parts using language such as number of sides and corners, and sides of same or different length Read and write numerals Identifies numerals as being different than letters and identifies some, such as 3 Reads numerals 1-5 Reads numerals 1-10, begins to write some, such as 1, 3, 7 Reads and writes numerals 0-20 (K.CC.A.3)
Polygons Classwork Match each polygon with the correct number of sides. Triangle Pentagon Hexagon Heptagon Nonagon Quadrilateral Dodecagon Octagon Decagon 4 sides 6 sides 7 sides 9 sides 10 sides 12 sides 5 sides 8 sides 3 sides How many sides does a quadrilateral have? Name a real life example. How many sides does an octagon have? Name a real life example. How many sides does a triangle have? Name a real life example. Name _________________ Polygons
16 inches Area Classwork 25 36 7 ft 7 units 18 64 18 100 Homework 8 1296 9 units 5 cm 25 45 16 8 Area Classwork 15 12 27 9 units by 8 units, 8 units by 9 units, 72 units by 1 unit, 1 unit by 72 units, 34 units by 2 units, 2 units by 34 units, 24 units by 3 units, 3 units by 24 units, 18 units by 4 units, 4 units by 18 units 72 Homework 18 90 10 cm 1 unit by 84 units, 84 units by 1 unit, 42 units by 2 units, 2 units by 42 units, 28 units by 3 units, 3 units by 28 units, 21 units by 4 units, 4 units by 21 units, 14 units by 6 units, 6 units by 14 units, 12 units by 7 units, 7 units by 12 units 152 Perimeter Classwork 12 in 16 in 14 units 18 ft Homework 15 in 60 m 16 units 20 in Perimeter Classwork 300 ft 52 ft 200 ft 10 m 4,600 ft Homework 84 ft 46 m 70 ft 1,210 ft 11 ft Perimeter Classwork 10 ft
30 in 8 ft 16 ft Answers will vary Homework 10 m 45 in 21 cm Answers will vary 6 in Lines, Rays, and Line Segments Classwork ray line line segment line line line segment ray ray Homework line ray line line segment line segment line ray ray
Polygons Classwork i g b c d a f h e 4. Real life examples will vary 8. Real life examples will vary 3. Real life examples will vary Homework Pentagon Decagon Octagon Heptagon Nonagon Hexagon Nonagon Decagon Quadrilateral Pentagon Quadrilaterals Classwork Rectangle Trapezoid Rhombus Parallelogram Square Trapezoid Parallelogram, square, rectangle, rhombus Rhombus, parallelogram, trapezoid Homework Trapezoid Rhombus Rectangle Square Parallelogram Square, rectangle Rhombus, square Parallelogram Quadrilaterals Classwork Answers may include: no right angles, all sides are equal, or opposite sides are parallel Answers may include: opposite sides have equal length, opposite sides are parallel, 4 right angles Answers may include: opposite sides are parallel, opposite sides are equal length, no right angles True False False Homework Exactly one pair of parallel sides
WANTED! Agent 2D, your Mission: to uncover these shapes m.i.a. ID picture: Name: Spotted: Description: __ sides __ corners Special features: WANTED! Agent 2D, your Mission: to uncover these shapes m.i.a. ID picture: Name: Spotted: Description: __ sides __ corners Special features:
A number of possible ministries are listed on the next page. If you have a heart for any of these ministries or issues, please put an “X” in the box beside that ministry. CHECKLIST Abuse/Family Violence Addiction Recovery At-Risk Children Ministries Bereavement/Grief Children College Community Issues Crisis Counseling Disabilities Disaster Relief Discipleship Education Elementary Environment Financial Management Greeting/Welcoming Health/Fitness High School History Homeless Hospitality Hospitalized Infants Library/Media Center Middle School Missions: Global Missions: Missions: Regional Mobilizing for Ministry Music: Vocal Music: Instrumental Organization Outreach Picnics/Social Events Preschool Prison Ministry Publicity Sanctity of Life Senior Adults Serving/Helping Shut-Ins Teaching Toddlers Ushers Visitation Wedding Coordinator Widows/Widowers Women’s Ministry Worship Young Adults Young Couples Youth
Audio/Visual Bookkeeping Cake Decorating Catering Computer Computers/Technology Cooking Data Entry Decorating Desktop Publishing Drawing Electrical Work Electronics Facilities Management Finance Floral Arranging Food Preparation Graphic Design Insurance Landscaping Library Science Maintenance/Repairs Musical: Vocal Musician: Instrumental Painting Performing Arts/Drama Personnel Management Photography Planning Trips or Events Plumbing PowerPoint Programming Public Speaking Puppets Scenery Production Secretary/Office Support Set-up/Tear-down Sewing Sound System Strategic Planning Van/Bus Driver Vehicle Maintenance Videography Volunteers Web Design Word Processing Writing Do you have a skill or skills that you don’t see listed? If so, please list those here: PERSONALITY One common way of describing personality is to plot ourselves on four scales. Please read the short descriptions that follow and then mark where you see yourself on these scales: