zilongwang/ReadingBank huggingface dataset:
ROCIS modules, depending on your ROCIS privileges. Please select ‘Agenda/Regs’ to use the EO Reg Review facility. Exactly what screen you will see next depends upon the role that you have been assigned in ROCIS. If you have been given the role of Executive Order Regulatory Contact (EORC) (see Appendix A for complete list of roles), your default screen is ‘Request New RIN’. Requesting a new RIN is actually an agenda function, and details on how to use this screen may be found in the Agenda User’s Manual. Figure 1.1: Initial Screen for EORC User If you have been given the role of Regulatory Review Processer (RRP), your initial screen will be the ‘EO Search’ screen. Figure 1.2: Initial Screen for RRP User Regardless of your default screen, you will be able to navigate throughout the EO Reg Review module via tabs which will be discussed in more detail later in this manual. 2. HOW TO Change Your Password Whenever your password is set to rocis123 or your password has expired, the system will force you to change your password when you log in. On this ‘Change Password’ screen, you will need to enter your new password twice. Be sure that your new password conforms to all of the rules given for password formation. Click the ‘Change Password’ button. You will receive a confirmation message from the system indicating that your password has been changed. Figure 2.1: Change Password Screen for New Account Your ROCIS password is good for 90 days; then, it will need to be reset. About two weeks before the password expires, ROCIS will give you a warning whenever you log in that your password is expiring in XX days.
To change your password, choose ‘Admin’ from the tab row: Figure 2.2: Admin Tab on Tab Row Screen This will take you to the administrative functions of ROCIS. The system will default to placing you in your ‘User Profile’ screen. From there, choose the ‘Change Password’ Option on the secondary tab row. Figure 2.3: ‘Change Password’ Tab on User Detail Screen You will need to enter your old password, your new password (must be at least 8 characters, must have one number and one special character—like oira@1234) in both boxes as indicated. Click the ‘Change Password’ button. When you get the confirmation screen, click ‘OK’. Please do not share your password with anyone—this would be a violation of the Security Agreement that you signed and could result in the loss of your access to ROCIS. Figure 2.4: Change Password Screen for Expiring Password 3. HOW TO Review and Change Your User Profile Your ‘User Profile’ tab is adjacent to the ‘Change Password’ tab on the Admin tab line (refer to figure 2.3 above). Select the User Profile tab to update your ROCIS information. Figure 3.1: Admin Tab to Change User Profile Upon initial entry, please verify and make appropriate changes to any information, paying particular attention to your telephone number and email. Then, be sure to save your information. The ‘Save’ button is located at the bottom of the screen.
Look at the Rock Classification Key. Each step of the key has two statements. with Step 1 of the key. Choose the statement that best describes your rock sample. Look at the end of the statement. Go to the step number it shows. 4. Classify the rock sample. Look at the next pair of statements. Examine the rock sample. Choose the statement that best describes your sample. Go to the next step number it shows. Work through the key. Your choices should lead you to a classification that fits your rock. 5. Repeat Steps 2-5 for each rock sample. 6. Use the data table below to record your data. Data Table Sample # (Ex: 1, 2, 3, etc.) Description of Visible Properties (Ex: color, weight, minerals, layers, shiny, crystals, etc) Rock Type (Igneous, Sedimentary, Metamorphic) *BONUS* Rock Name OBSERVE AND ANALYZE 1. Interpret Use the Rock Classification Key and the information in the table to find the rock type. Write the type of each rock in the "Rock Type" column.
<1/256 mm quartz, clay minerals Claystone Chemical silica (quartz) Chert dolomite Dolostone calcite Limestone halite Rock Salt gypsum Rock Gypsum Biologic silica (quartz) Chert loosely compacted organic material and plant fragments Peat densely compacted organic material and plant fragments Bituminous Coal calcite Limestone calcite, fragments Chalk calcite, almost entirely shell and skeletal fragments Coquina calcite with some shell and skeletal fragments Fossiliferous Limestone dolomite with some shell and skeletal fragments Fossiliferous Dolostone
Students should learn to climb like friggin’ monkeys, or at least how to become that way Core curriculum for Performance Rock Students in the Performance Rock Climbing should be exposed to the following material. Additional material may be added once the core curriculum has been completed. Lindseth Wall safety policies and emergency procedures Warming up – Why, when, and how Stretching for climbing – Why, when and how Motor muscle learning - Engrams Basic movements – high step, foot match, hand match, outside edging, dead point, small foothold footwork, etc. Strength and Conditioning – What, why, when, how Mental tactics for improved performance Sequencing Periodization of climbing workouts Optional curriculum Bouldering competition Field trip to the Kay2 Bouldering Wall Performance Rock sample course outline The following outline is an example of a Performance Rock Climbing class in which all core curriculum is covered as well as a few optional topics. General structure of each day 1) Lecture 2) Warm up 3) Engram practice 4) Activities for the day Special activities and topics 1) Video tape 2) Competition 3) Climbing at Kay 2 4) Figuring out bouldering problems – hints and tips Class 1 1) class with a radical climbing video on. Assess student’s reaction. Familiar? 2) Intro to Instructors 3) Intro to Students – Ask: Why taking course/ experience/ goals? 4) Intro to Course – Tell: What it is (lecture, warm up, technique, daily practice) 5) Intro to Course – Tell: What it is not (your main workout time) 6) Paperwork/Video 7) First Lecture: Weakest Link, Learning Climbing Technique 8) Warm up – Floor bouldering 9) Basic Motions for the Day – Foot match, High step 10) problems – Tactics for Discovering Sequences (use sequencing BP from manual) 11) Sequencing exercise – How to be an Expert Climber in 20 minutes
If you stand outside and look around you, you will see land. Land is made out of rocks and soil. A lot of the rocks are down under the soil. Rocks are solid things made out of one or more minerals. Minerals are tiny solids found in nature that have never been alive. The rock cycle describes how rocks are formed, how they break apart, and how they are reformed into other kinds of rocks. When water, wind, chemicals, or growing plants cause rocks to break into smaller pieces, it is called weathering. Water causes most of the weathering of rocks. Many rocks have small cracks that can let in water. The cracks get bigger if the water freezes and then melts again, especially if it keeps on happening. The cracks finally get so big that the rock breaks into smaller pieces. Layering is one way new rocks form. Tiny bits of rock and soil build up in layers over long periods of time. The more layers there are, the heavier they are. The top layers push down on the lower layers, and the bits of rock and soil cement together. Diagram Pre – reading activity:
position. In the NT, localized extinctions of populations in the southern (arid and semi-arid) parts of the range appear to be occurring (Woinarski et al. 2008). Populations that may be important to the long-term survival of this species have not yet been identified. Habitat The geographic range suggests this species has wide habitat preferences (Menkhorst and Knight 2004). It has been recorded on a range of geological surfaces including sandstone, quartzite, limestone, granite and “Carson Volcanics” comprising basalts and dolerites (Kitchener et al. 1981, Eldridge and Telfer 2008). Landforms include areas of continuous cliff lines, gorges, rocky hills and isolated boulder piles (Lundie-Jenkins and Findlay 1997). The vegetation in and around its rocky haunts includes savannah woodland, monsoon rainforest, acacia shrubland, sandstone heath and spinifex grassland (Eldridge and Telfer 2008). Habitat features may be critical to the survival of this species include rocky substrates with well-developed caves and crevices that provide shelter from predators and hot daytime temperatures. Biology and ecology P. brachyotis shelters in caves, crevices in boulder piles and in cliff collapses during the day; emerging at dusk to forage in nearby vegetation. Their shelters possess a range of vertical and horizontal crevices, but there is no preference for aspect (Telfer and Griffiths 2006), contrasting with temperate rock wallabies that often prefer north-facing shelters. They display strong fidelity to refuge resulting in relatively small recorded home ranges of about 18ha during the dry season (Eldridge and Telfer 2008). Dietary items include grasses, browse, fruit, seeds and yams. Recorded predators include eagles, pythons and dingoes (Eldridge and Telfer 2008). Threats Potential threats include: Introduced predators - Fox predation may occur at the southern edge of its range, although there is no evidence of this yet. Feral cats may also potentially prey on juveniles and sub-adults. Dingoes/dogs may accelerate the disappearance of small populations. Habitat degradation due to the activities of cattle. Altered fire regimes resulting in changes to food plants and shelter from predators. Conservation actions Survey of the distribution and conservation status across its range in northern Australia. Prepare and distribute biosecurity protocols for islands with P. brachyotis to reduce the risk of introduction of exotic species especially predators. Monitor changes in regional and local rock wallaby distribution.
Programs in Term 3 Fitness Sessions Move your body in brisk rhythm and get fit in these wonderful sessions! Sundowner Caravan Park, Western Hwy, Rockbank Friday 20 July &17 Aug 12pm - 12.45pm Free Article Writing Competition 11-16 years 17-25 years Send up to 750 word article on a topic of your choice! The winner will be given a prize and article published. Email: Starting 16 July to 16 Aug Winner announced by Oct. Sundowner Community Garden Group The Garden Group meets to look after the gardens, swap produce and share gardening tips. Sundowner Caravan Park, Western Hwy, Rockbank Friday (Fortnightly ongoing) 11am - 12pm Free Pre-school Parents & Kids Fun Group Come along to a creative fun arts class to sing, dance, and craft. Pavilion Room, Frontier park, Frontier Avenue Aintree Monday 23 July-10 Sept $25 for 8 sessions Creative Characters Workshop (5 – 12 years) School Holiday Program Learn the elements that make a story, create characters, craft a story and present it to the group. Pavilion Room, Frontier Park, Frontier Avenue, Aintree Wednesday 4 July 10.30am - 12pm Free Choosing the Right Builder Workshop! Learn from Consumer Affairs what to be aware of when signing a contract with a domestic builder and what to do if you are not happy with your builder! Pavilion Room, Frontier park, Frontier Avenue Aintree Wednesday 22 August Free Cartoon making workshop 8-15yrs School Holiday Program Learn the basics of cartooning in this workshop. Body parts, facial expressions and more… Pavilion Room, Frontier park, Frontier Avenue, Aintree. Wednesday 11 July Managing Diabetes through Diet to count your carbs, understand about plate and portions sizes, treating hypos & Glycaemic Index Pavilion Room, Frontier park, Frontier Avenue, Aintree. Friday 17 Aug 6.30pm- 7.30pm Enrolments & Bookings: Book online via meltonlearning.com.au. For more information or to join our mailing list please call Inderdeep 0439 327 716 / 9747 7200 or email Inderdeept@melton.vic.gov.au
Modeling the Rock Cycle Background Summary National Science Education Standards Ocean Literacy Essential Principles Target Audience Grades 9-12 Time Required Approximately 90 minutes. Contents and/or Materials Starburst candies, heat source, aluminum foil and/or pans, rock samples, hand lenses and/or dissecting microscopes
Grading Rubric for Short Essay Outline 4 3 2 1 Content Content is thoroughly explained in complete sentences. Content is well explained in large phrases. Content is partially explained in short phrases. Content is not adequately explained (only 1-2 words per line). Organization All information is clearly and logically organized in appropriate paragraphs. Information is logically organized in appropriate paragraphs. Some information needs to be moved into different paragraphs. No or very little organization of information. Mechanics All grammar, spelling, and punctuation errors have been fixed. Most grammar, spelling, and punctuation errors have been fixed. (Errors do not interfere with meaning.) Grammar, spelling, and punctuation errors are present. (Errors distract from meaning.) Grammar, spelling, and punctuation errors are present, making outline difficult to read. Work Habits Submitted early (Monday) and with exceptional neatness. Submitted on time (Tuesday) with acceptable neatness. Submitted one day late (Wednesday); handwriting is somewhat difficult to read. Submitted more than one day late; handwriting is illegible.
Problem Stated clearly and correctly Stated correctly but missing up to two items Stated incorrectly and missing more than two items Did not include the question Variables Correctly identified and clearly defined which variables were going to be changed and which were going to be measured. Listed controlled variables. Correctly identified and defined either the independent or the dependent variable. Identified the wrong independent variable and dependent variable Did not identify the variables Hypothesis Stated clearly in the If/then/because format and relevant to the purpose of the laboratory experiment Stated correctly but is not in the if/then/because format. Missing the connection to the purpose Stated incorrectly and is not connected to the purpose of the laboratory experiment Missing a hypothesis Procedure (Only included if not given to students) All Procedures included in the laboratory report. They are clear and easy to follow. Missing one or two key procedures making it difficult to duplicate Missing more than two key procedures making impossible to duplicate Did not include procedures Data Tables The student organized the information in a table with an average calculated. Measurements were taken in the metric system. 3 trials were preformed. Data is difficult to decipher and is missing one or two key components. Data table is not clear and does not contain valid data. (averaged wrong) Did not include a data table. Graphs Graphs are representative of the data tables. They are clearly composed and include all of the correct labels and informative title. (not the title of the lab) Graphs are representative of the data tables. They are not easy to decipher and are missing one or two key components. Wrong Graph was used to represent the data. No graph was included. Analysis The student analyzed the data for patterns or relationships. Used data in a different way to support the patterns. The student clearly summarized the results of the trials. The student summarized the results of the trials, however left out some information. Did not include an analysis Conclusion (x2) the connection between science content and the laboratory experiment. All components are well developed and correct. Makes the connection between science content and the laboratory experiment. One or two components are missing or incorrect. Does not make the connection between science content and the laboratory experiment. Three or more components are missing or incorrect. Missing a conclusion. Research Researched the appropriate and applied it in the appropriate way Researched the appropriate topic and summarized the research Researched the key terms only Missing Points will be subtracted for spelling and or grammatical errors. Total Grade:
What are rockets used for? Why do they have the shape that they do? What is the purpose of each main part of the rocket? What are some similarities of the deflated balloon and the rocket? What are some similarities of the inflated balloon and the rocket? Draw a diagram of the forces acting upon the inflated balloon.
Forces Force during the Burn: Fb = _________ N Due to Gravity: Fg = _________ N Force of Drag: Fd = _________ N Force Applied to Rocket: Ft = _________ N G-Force: G = _________ Mass Average Total Mass: Mavg = __________ kg Burn Time: tb = _________ s Coasting Time: tc = _________ s Distances Height Gained during the Burn: db = _________ m Height Gained during Coast: dc = _________ m Total Predicted Height: dtp = _________ m Total Actual Height: dta = _________ m Velocities Maximum Velocity during the Burn: vb = _________ Average Velocity during the Burn: vavg = _________ Upward Velocity: vu = _________ Accelerations Acceleration during the Burn: ab = _________ Work & Energy Potential Energy at Total Predicted Height: PEt = _________ J Potential Energy at Total Actual Height: PEta = _________ J Work Done on Rocket by Motor: W = _________ J Power Power Output: P = _________ = _________ W
Rocketry Range Scavenger Hunt! Look around the rocket for these items and check them off when you find them: Parachute Nose cone Rocket Ball Cap Battery Igniter clips Masking tape Firing panel Blast deflector Recovery Wadding NAR Membership License Camera
4. Teaching and Other Relevant Experience For all the following sections please start with the most recent and work backwards and leave no gaps in 4.1. 4.1 Employment: Please indicate whether the position was wholetime (w) or part-time (p). Dates From Dates To Position & W or P School or other Institution Responsibilities 4.2 Post (s) of Responsibility or Equivalent: Please indicate also if the post was Department paid (DES) school paid (SP) or voluntary (V). Dates From Dates To Position P, DP, AP, SD, PC, DES, SP or V* School or other Institution Responsibilities
9. Vetting Declaration: If this section is not completed, your application will not be considered for processing. 9.1 Have you been investigated by the Gardaí, HSE, or your employer in relation to substantiated complaints made concerning your treatment of children? YES NO 9.2 Were you the subject of any allegation of criminal conduct or wrongdoing towards a minor? YES NO 9.3 Are you aware of any material circumstance in respect of your own conduct which touched/touches on the welfare of a minor? YES NO In the event of your being recommended for appointment to this position the Board of Management is obliged to comply with the terms of current DES Circular Letters. The Board of Management’s policy is that all new personnel recommended for appointment will be vetted and that the outcome of the vetting will be considered having regard to the school’s vetting policy. This applies in respect of all recommendations for appointment to teaching, Principal, Deputy Principal and support staff positions where the person recommended for appointment is not currently an employee of the school and applies irrespective of whether the person has been previously vetted or not. Please note that appointment to the position is subject to the outcome of the vetting process and the Board of Management’s determination of suitability for employment in the position having regard to the vetting information received. No appointment will be confirmed until the aforementioned steps have been completed. In the event of any delay in the vetting process, the Board of Management will require the recommended person to confirm in writing his/her acceptance of the aforementioned conditions of appointment to the position. Further note that it is essential that you make appropriate and full disclosure in response to the questions at 9.1, 9.2 and 9.3 above. In the event of an offer of employment being made to you by the board of management, this personal declaration will constitute a fundamental term of the contract of employment. If, at any time, it is subsequently established that you have made an incomplete and/or inaccurate disclosure in this declaration, you may face disciplinary action, up to and including dismissal.
The 29th Annual Rock & Roll Hall of Fame Induction Ceremony Barclays Center: Brooklyn, New York April 10, 2014 PROGRAM PETER GABRIEL Digging in the Dirt Peter Gabriel Chris Martin Inducts Peter Gabriel Peter Gabriel Acceptance Speech Washing of the Water Peter Gabriel with Chris Martin In Your Eyes Peter Gabriel with Youssou N’Dour CAT STEVENS Art Garfunkel Inducts Cat Stevens Cat Stevens Acceptance Speech Father & Son Cat Stevens with Paul Shaffer and the Hall of Fame Orchestra Wild World Cat Stevens with Paul Shaffer and the Hall of Fame Orchestra Peace Train Cat Stevens with Paul Shaffer and the Hall of Fame Orchestra RONSTADT Glenn Frey Inducts and Accepts on Behalf of Linda Ronstadt Different Drum Carrie Underwood and Paul Shaffer and the Hall of Fame Orchestra Blue Bayou Emmylou Harris, Bonnie Raitt, Carrie Underwood and Paul Shaffer and the Hall of Fame Orchestra You’re No Good Sheryl Crow, Glenn Frey, Emmylou Harris, Bonnie Raitt, Carrie Underwood and Paul Shaffer and the Hall of Fame Orchestra It’s So Easy Stevie Nicks, Sheryl Crow, Glenn Frey, Emmylou Harris, Bonnie Raitt, Carrie Underwood and Paul Shaffer and the Hall of Fame Orchestra When Will I Be Loved Sheryl Crow, Emmylou Harris, Stevie Nicks, Bonnie Raitt, Carrie Underwood and Paul Shaffer and the Hall of Fame Orchestra E STREET BAND Award for Musical Excellence Bruce Springsteen Inducts the E Street Band Acceptance Speech: Roy Bittan, Victoria Clemons on Behalf of Clarence Clemons, Jason Federici on Behalf of Danny Federici, Nils Lofgren, Vini Lopez, David Sancious, Patti Scialfa, Garry Tallent, Max Weinberg and Steven Van Zandt The E Street Shuffle Bruce Springsteen and the E Street Band NIRVANA Michael Stipe Inducts Nirvana Acceptance Speech: Dave Grohl, Krist Novoselic, and Courtney Love and Wendy O’Connor on Behalf of Kurt Cobain Smells Like Teen Spirit Dave Grohl and Krist Novoselic with Joan Jett and Pat Smear Aneurysm Dave Grohl and Krist Novoselic with Kim Gordon and Pat Smear Lithium Dave Grohl and Krist Novoselic with Annie Clark and Pat Smear All Apologies Dave Grohl and Krist Novoselic with Annie Clark, Kim Gordon, Joan Jett, Lorde and Pat Smear The 30th Annual Rock & Roll Hall of Fame Induction Ceremony Public Hall: Cleveland, Ohio April 18, 2015 PROGRAM
Teachers can feel free to vary up the song choices. “Rosalita” and “My Hometown” would be good choices for Bruce Springsteen. “December 1963” by The Four Seasons also has a good Jersey vibe. Perhaps Lesley Gore could be used instead of Connie Francis, as both represent the experience of being young, privileged, white, and female in 1960s New Jersey. Since there are so many popular rock bands from New Jersey today, like Titus Andronicus or Lifetime, students may even be able to choose some of their own listening material. The Gaslight Anthem is probably the least esoteric and most explicit example, though: “the Diamond Street Church Choir”, “The Navesink Banks”, “The Patient Ferris Wheel”, and “We Came to Dance” all specifically reference lead singer Brian Fallon’s upbringing in Central Jersey. A final topic to explore would be the extent to which local artists have influenced each other’s sound over time. Being raised in New Jersey means exposure to “Jersey music”; how might that aspect of one’s regional identity go on to shape a career? Students can read one of many articles that speculate as to whether The Gaslight Anthem is Springsteen’s “heir”: Song Analysis Handout 1: Musicians (1950s & 1960s) Song and Artist What is the tone/mood of the song? How would you describe the sound? Provide evidence from the lyrics that this artist has experienced NJ life. Explain your reasoning. How does the song reflect or relate to its time? What values or ideals does it convey? Frankie Valli & The Four Seasons, “Big Man in Town”, 1965 Dionne Warwick, “I Say a Little Prayer”, 1965 Ricky Nelson, “That Warm Summer
Song Analysis Handout 3: Local Musicians (1990s - Present) Song and Artist What is the tone/mood of the song? How would you describe the sound? Provide evidence from the lyrics that this artist has experienced NJ life. Explain your reasoning. How does the song reflect or relate to its time? What values or ideals does it convey? The Gaslight Anthem, “Blue Jeans and White T-Shirts”, 2008 Lauryn Hill, Ghetto, Every City”, 1998 Real Estate, “Suburban Dogs”, 2009 Promise Ring, “Jersey Shore”, 1999
ROCKING AROUND THE CHRISTMAS TREE AT THE CHRISTMAS PARTY HOP MISTLETOE HUNG WHERE YOU CAN SEE EV'RY COUPLE TRIES TO STOP ROCKING AROUND THE CHRISTMAS TREE LET THE CHRISTMAS SPIRIT RING LATER WE'LL HAVE SOME PUMPKIN PIE AND WE'LL DO SOME CAROLING SOLO OR ENSEMBLE ROCKING AROUND THE CHRISTMAS TREE HAVE A HAPPY HOLIDAY EVERYONE'S DANCING MERRILY IN A NEW OLD FASHIONED WAY YOU WILL GET A SENTIMENTAL FEELING WHEN YOU HEAR VOICES SINGING LET'S BE JOLLY DECK THE HALLS WITH BOUGHS OF HOLLY ROCKING AROUND THE CHRISTMAS TREE HAVE A HOLIDAY EVERYONE'S DANCING MERRILY IN A NEW OLD FASHIONED WAY DANCE SEQUENCE YOU WILL GET A SENTIMENTAL FEELING WHEN YOU HEAR VOICES SINGING LET'S BE JOLLY DECK THE HALLS WITH BOUGHS OF HOLLY ROCKING AROUND THE CHRISTMAS TREE HAVE A HAPPY HOLIDAY EVERYONE'S DANCING MERRILY IN A NEW OLD FASHIONED WAY
Sunday Monday Tuesday Wednesday Thursday Friday Saturday Breakfast: Cereal of choice Cinnamon rolls Stewed apples Juice/milk/coffee Breakfast: Biscuits and sausage gravy Scrambled eggs Sliced peaches Juice/milk/coffee Breakfast: Oatmeal Toast Assorted fruit Juice/milk/coffee Breakfast: Pancakes Sausage links Applesauce Juice/milk/coffee Breakfast: Scrambled eggs with ham and cheese Hashbrowns Toast and jam Juice/milk/coffee Breakfast: Pecan waffles with butter pecan syrup Bacon or sausage Assorted fruit Juice/milk/coffee Breakfast: Biscuits and bacon gravy Scrambled eggs Hashbrowns Assorted jam/jelly Juice/milk/coffee Lunch: Fried chicken Mashed potatoes and gravy beans Pickled beets Hot rolls Hummingbird cake Lunch: Pork cutlets Loaded baked potatoes Stewed tomatoes Crescent rolls Watergate Meatloaf AuGraten Potatoes Creamed Peas Sliced tomatoes Hot Rolls Banana pudding Lunch: Ham and beans Fried potatoes Cornbread Sliced tomatoes and onions Jell-O parfaits Lunch: Beef pot roast Potatoes and carrots Scalloped corn Biscuits Cherry fluff Lunch: Salmon patties Oven fried potatoes Harvard beets Chocolate cake Lunch: Pork spare ribs Macaroni and cheese Cole slaw Deviled eggs Relish plate Watermelon
Dinner: Turkey sandwich Deviled eggs Potato chips Cole slaw Ice cream sundaes Dinner: Homemade pizza Caesar salad Breadsticks Apple pie Dinner: Chicken and dumplings Mashed potatoes Broccoli with cheese Lemon cream pie Dinner: Meatloaf sandwiches Potato salad Cole slaw Key lime pie Dinner: Hamburgers French fries Garden salad Sliced tomatoes German chocolate cake Dinner: Ham and potato chowder Garden salad Gingerbread with lemon sauce Dinner: Grilled ham and cheese sandwiches Hashbrown casserole Glazed carrots Cherry pie a la mode
vocabulary compacted Pressed together to form something solid. a fossil The shape of a bone, shell, animal or plant that has been preserved in rock over a long time. floodplain An area of flat land near a river that becomes flooded. offshore Away from or at a distance from the coast. a tile A thin piece of stone which is used for covering walls, floors, etc.
c h e m i c a l Mainly fossils shells, fragments or microfossils and calcite crystals Effervesces in HCl Mostly very fine grained to microcrystalline calcite and/or microfossils Limestone Micritic limestone Porous, poorly cemented mass of shells and shell fragments Coquina Mostly very fined grained, earthy, chalky, light-colored mass of microfossils Chalk I n o r g a n i c Spherical grains like tiny beads with concentric laminations Oolitic limestone Mostly medium to coarse crystals of calcite Crystalline limestone Mainly dolomite CaMg(CO3)2 Effervesces in HCl if powdered Dolostone Mainly varieties of silica Conchoidal fracture scratches Chert Mainly gypsum CaSO4·2H2O Crystals formed as inorganic chemical precipitation Can be scratched with your fingernail Rock Gypsum Crystalline limestone is composed of tight interlocking calcite crystals that are large enough to see with the naked eye. Crystalline limestone is commonly formed in shallow seas.
Worksheet Q1: Complete the following 1-Geologic time is ……………………………………………………………………………………… ............................................................................. 2- Scientists use ………………………… to know the age of the earth. ........................ 3- The geologic time began when the earth was formed and goes on until …………….. Q2: How many geologic eras make up the geologic time ……………………………………………………………………………………………………………………. Q3: List 2 things that the geologic time outlines? Q4: What is the largest unit of the geological time scale? How it is divided? ………………………………………………………………………………………………………………………………….
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Windows Embedded Drives Productivity and Performance The factory of the future is becoming a reality today. Rockwell Automation, the world’s largest company dedicated to industrial automation and information, is teaming with Microsoft to develop information solutions that help make production lines smarter and more efficient. The Windows Embedded family of operating systems provides Rockwell Automation with a rock-solid, high-performance software platform for running a broad range of connected, smart devices and applications. Together, Rockwell Automation and Microsoft are helping manufacturers compete in the global economy with more productive operations. “Our industrial automation customers ‘tasted the sugar’ of Windows Embedded and decided they wanted the best of both worlds – high performance computers with protected operating systems, long term support commitments, and low IT support costs.” Shoshana Wodzisz, business manager, Industrial Computers and Monitors, Rockwell Automation Overview Country or Region: Industry: Industrial Automation Customer Profile Rockwell Automation is the largest company dedicated to industrial automation and information. Business Situation Manufacturing plants require smart devices with excellent reliability, performance, and end-to-end enterprise connectivity. Solution Rockwell Automation uses Windows Embedded operating systems to run a wide variety of industrial automation devices and applications. Benefits Stability and reliability Real-time performance Factory to datacenter connectivity Product innovation
Principle Investigator: Date: Surgeon: Protocol Number: Species: Animal ID Number: Body Weight: Protocol Surgical Procedure Name: Anesthetic Drugs Administered Drug Dose Administered (mg/kg) Volume used for cocktail (mL) Volume of Cocktail Administered Drug Stock Concentration (mg/mL) Route of Administration Time Given Ketamine (30-50% supplemental dose, if needed) Dose 1_______ Dose 2, if needed______ Dose 1_______ Dose 2_______ Dose 1_______ Dose 2_______ Dose 1_______ Dose 2_______ Dose 1_______ Dose 2_______ Dose 1_______ Dose 2_______ Dexmedetomidine Xylazine Isoflurane Bupivacaine Lidocaine (if bupivacaine is not available) Atipamezole (Dexmeditomidine reversal) Analgesic Drugs Administered *choose one and one Narcotic Buprenorphine Meloxicam Ketoprofen Carprofen Surgery Notes and Observations Time Surgery Started: Time Surgery Ended: Surgical area shaved or hair removed Surgical site cleaned with betadine/iodine & alcohol, 3 alterations Ophthalmic ointment applied Heat source provided Bi-Pedal reflex (toe pinch) checked Intubated Surgeon - head cover, gown, mask, Surgeon - hands washed/alcohol hand rub, sterile surgical gloves Describe any anesthetic, surgical, or post‐operative complications:  Extubated Fluids provided (if necessary); volume ________________ Controlled drugs put away and locked Recovery pad and nestlet in cage Temperature Monitoring Parameters (from protocol) 0 min 15 min 30 min 45 min 60 min 75 min Toe Pinch (withdrawal reflex) Respiratory Rate – subjective assessment
Time Dose 2____ Ruffled Fur Coat Other Day 3 NSAID (am only) Time____ Buprenorphine (am and pm) Time Dose 1____ Time Dose 2____ BAR Ambulating Normally BCS_____ Hunched posture Ruffled Fur Coat Other
May Date Location Booking Contact Last Booking Date Saturday 5th Mounted Games Area Wetherby Race Course Alma Monday 14th 6.30pm Un-Mounted Vaulting Demonstration Rally £5 Woodnook Louise Tuesday 15th 6.30pm Dressage Rally £8 Horbury Lagoons Louise Sunday 27th Junior SJ Series & Senior Speedibeet Competition Duncombe Park Helmsley Dawn Sunday 27th Teddies Rally Overton Ann/Charlotte
Sunday 22nd Mounted Games Zone Lutterworth Alma Sunday 29th July Until Thursday 2nd August Senior Camp Speetley Equestrian Centre Ann (More details to follow) August Date Location Booking Contact Last Booking Date Friday 3rd Area Dressage Woodlands Farm, Stillington, York, YO611LU Sharon Monday 6th Until Tuesday 7th Teddies Camp Hazel Brow Farm, Gunthwaite Ann (more details to follow) Wednesday 8th Until Friday 10th Junior Camp Upper House Farm, Cawthorne Ann (more details to follow)
October Date Event Location Booking Contact Last Booking Date *Saturday 13th 10am till 1pm Show Jumping Rally Woodnook £8 Louise Sunday 21st Countryside Ramble The Coxley Walk Ann November Date Event Location Booking Contact Last Booking Date *Saturday 10th 10.30am till 12.30pm Formation Ridding TBC £8 Louise
Sunday 11th RHPC Team Show Jumping Woodnook Dawn *Saturday 24th 10.30am till 12.30pm Arena Showcross Rally Woodnook Louise Friday 30th Christmas Party and Presentation Evening £2 Denby Dale Pie Hall Stef December Date Event Location Booking Contact Last Booking Date Sunday 9th 10am Combined Mounted Games and Polocrosse Rally £8 Woodnook Louise
RVHS reserves the right not to award the contract to the lowest or any Tenderer, reserving also the right to accept the same in whole or in part. Any acceptance of a tender by RVHS shall be in writing and shall be communicated to the Tenderer following a standstill period (from the date of the notification of proposal to award is sent to all Tenderers) of not less than 10 days. Upon acceptance the contract shall thereby be constituted and become binding on both parties notwithstanding which the Tenderer shall, upon request of RVHS, forthwith execute a formal contract. Qualitative Evaluation The qualitative evaluation is worth a total of 70% of the overall score. Tenderers are invited to submit a qualitative submission against each of the headings set out in the table below. RVHS will assess Tenderers responses to each heading against the criteria set out in the table below and will award points up to the maximum shown against each heading. The maximum total points available for each section are: Category Component Maximum Score Per Component Weighting Points Available Question 1 Basic Details Of Your Organisation N/A N/A N/A Question 2 Financial Information Pass/fail Pass/fail N/A Question 3 Insurance Pass/fail Pass/fail N/A Question 4 Professional and Business Standing Pass/fail Pass/fail N/A Question 5 Business Summary Three questions: Maximum 15 Points Available. None 15 Points Question 6 Relevant Experience / Operations Three questions: Maximum 15 Points Available. None 15 Points
Product insurance. Confirm insurance cover level. Professional Indemnity insurance. Confirm insurance cover level. Professional and Business Standing Do any of the following apply to your organisation, or to (any of) the director(s) / partners / proprietor(s)? ID Question Answer Is in a of bankruptcy, insolvency, compulsory winding up, receivership, composition with creditors, or subject to relevant proceedings. Yes / No Has been convicted of a criminal offence related to business or professional conduct. Yes / No Has committed an act of grave misconduct in the course of business. Yes / No Has not fulfilled obligations related to payment of social security contributions. Yes / No Has not fulfilled obligations related to payment of taxes. Yes / No Is guilty of serious misrepresentation in supplying information. Yes / No Has not been in possession of relevant licences or not been a member of an appropriate organisation, where required by law. Yes / No If the answer to any of these is ‘Yes’ please give brief details, including what remedial action has been taken.
Look at the illustrations on 4 and 5. What do you notice? What does that tell you about the father? Reread page 6 What do the father’s actions on this page tell you about him? Reread page 7 What do the people mean by, “If you think people are going to buy that junk, you’ve got rocks in your head”? (Teacher will chart responses to reveal how the meaning of the phrase changes throughout the text.) Reread page 8 and 9 What’s keeping the father so busy? How do you know that the father is interested in rocks? How do people feel about the father’s interest in rocks? How do you know? The shelves holding the filling station supplies and car parts look cluttered and unorganized. The shelves holding the rocks are neat and organized. The rocks are also labeled. This tells us that rocks are very important to the father. The father is smart and can figure out ways to do things. He taught himself to fix a Model T by taking it apart and putting it back together again. He found some parts he could use for free in junkyards. The people think that the father is crazy if he thinks anyone will buy items from that pile of Model T parts. He’s pumping gas, changing tires, and fixing Model T cars. When customers come to the filling station, he talks about rocks, he has the rocks on his shelves labeled, and he has them in his pocket. They are interested. They’re asking questions, looking at the rock collection, and trading rocks with the father.
that are required to correctly perform the action, i.e. the making of the omelette. His ‘know how’ to make an omelette entails knowing the answers to the ‘Why?’ questions involved in making an omelette, i.e. knowing why it is necessary to stir the eggs; knowing why there needs to be a knob of butter in the pan; knowing why the pan needs to be hot before you pour in the stirred eggs, and so on. He also needs to know ‘why’ people make omelettes and the good-making characteristics of omelettes, i.e. that they are nutritious, delicious, and a quick and easy meal to make, etc. The cook presents the chain of reasons but the final end that unifies the series of actions is advanced by the agent who actually performs the action. It might be that the answer to the question ‘why?’ is obvious in many circumstances due to the internal rationality of the activity or social practice, but perhaps in other circumstances it is required in order to explain ‘why’ certain actions should follow others. The final end of ‘why’ the participant aims to learn to make omelettes can be various, e.g. for nutritional reasons, for reasons of practicality or expense, but this final end provides unity to the action when the participant executes the set of actions in order to make an omelette. Let us imagine that the participant goes home and starts to make an omelette as instructed; he will ‘know how’ because he knows ‘why’ certain actions follow other actions. In response to the final question ‘Why are you making an omelette?’ he might reply in different ways, but always providing the end as a good-making characteristic, e.g. ‘because it is practical and easy’, ‘because it is nutritious’, ‘because it is delicious’. If he responds’ I do not know’ we will probably suspect that his action is not intentional. I am not asserting that he constantly reminds himself of ‘why’ he is making an omelette, but if the action is intentional he certainly knows ‘why’ he is making it. In order to succeed in his action he is only looking forward; thinking about the next step
Araus, JL., Serret, MP., Edmeades, GO. 2012. Phenotyping maize for adaptation to drought. Frontiers in Physiology. 3:20-39 Calviño, P., Monzon, J.P. 2009 Farming systems of Argentina: constraints and risk management. In: Crop Physiology. Applications for genetic improvement and agronomy Eds. Victor O Sadras and Daniel F Calderini. Ac Press Elsevier, Amsterdam. Pp. 55-97 Dimes J, Rodriguez D, Potgieter A. 2015 Raising productivity of maize based cropping systems in eastern and soughern Africa: Step-wise intensification options. In Sadras VO and Calderini D (Eds) Crop physiology. Applications for Genetic Improvement and Agronomy Second Edition, pp 94-110 Echarte L, Luque S, Andrade FH, Sadras VO, Cirilo A, Otegui ME, Vega CRC 2000 Response of maize kernel number to plant density in Argentinean hybrids released between 1965 and 1995. Field Crops Res 68, 1-8. Eyre, J., Rodriguez, D. 2016. Conference Presentation. Australian Summer Grains Conference. Gold Coast. FAO (2013). FAO country programming framework: Mozambique 2012-2015. Maputo: FAO. FAOSTAT (2013). FAO. . Accessed 3 April 2014. Ferrante, A, Eyre, J., George-Jaeggli, B., McLean, J., Chenu, K., deVoil P., McLean, G., Rodriguez, D. 2015. Maize yield determination in the Northern Region: Hybrid by environment by management interactions Proceedings of the 17th ASA Conference, 20 – 24 September 2015, Hobart, Australia. Website . Fischer, T., Byerlee, D., & Edmeades, G. O. (2014). Crop yields and global food security: will yield increase continue to feed the world. ACIAR Monograph. Canberra: Australian Centre for International Agricultural Research. Giller, K.E., Andersson, J.A., Corbeels, M., Kirkegaard, J., Mortensen, D., Erenstein, O., Vanlauwe, B., 2015. Beyond conservation agriculture. Front. Plant Sci. 6, doi:10.3389/fpls.2015.00870
L. Roediger, III Curriculum Vitae May 2018 Washington University in St. Louis Department of Psychological & Brain Sciences, CB 1125 One Brookings Drive Saint Louis, MO 63130 (314) 935-4307 Personal (314) 935-8731 Laboratory Education B.A., Washington & Lee University, 1969 cum laude) Ph.D., Yale University, 1973 Dissertation: “Inhibition in recall from cueing with recall targets.” Committee: Robert G. Crowder J. R. Anderson, E. Tulving, F. R. Sheffield, A. R Wagner Professional Experience James S. McDonnell Distinguished University Professor of Psychology 1998-present Dean of Academic Planning in Arts & Sciences – Washington University in St. 2004-2010; 2013-2015 Faculty Fellow – Provost’s Office 2011-2013 John Glynn Visiting Professor – Washington & Lee University 2009 Chair of Psychology – Washington University in St. Louis 1996-2004 Lynette S. Autrey Professor of Psychology – Rice University 1988-1996 Professor – Purdue University 1982-1988 Visiting Associate Professor – University of Toronto 1981-1982 Associate Professor – Purdue University 1978-1982 Visiting Assistant Professor – University of Toronto 1976-1978 Assistant Professor – Purdue University 1973-1976 Yale University Fellow – Yale University 1972-1973 National Science Foundation Traineeship – Yale University 1969-1972 National Science Foundation Undergraduate Research Fellow – Washington & Lee University 1967-1969 Elections, Honors, and Awards President – Midwestern Psychological Association 1992-1993 President – Division 3 (Experimental) of the American Psychological Association 1999-2000 President – Association for Psychological Science 2003-2004 Chair of the Governing Board – Psychonomic Society 1989-1990 Chair – Society of Experimental Psychologists 2002-2003 Chair – Psychology Section (J) of the American Association for the Advancement of Science 2017-2020 John Guggenheim Fellowship 1994-1995 Doctor of Social Sciences, honoris causa – Purdue University 2004 Howard Crosby Warren Medal – Society of Experimental Psychologists 2008
Roehampton University - Improving the degree attainment of and minority ethnic students Julie Hall, Jo Peat, Lourdes Melcion, Gemma Kelly, Sandra Craig The team aims to gather narrative and visual accounts from Black and Minority Ethnic students across 4 academic programmes to gain a better understanding of those factors which have contributed to their success. Results will feed into changes in teaching, student support arrangements and assessment. Using an appreciative enquiry approach, a team representing academic staff, central services and the students' union will gather narrative and visual accounts from those Black and Minority Ethnic students who have done particularly well academically across undergraduate programmes in computing, history, psychology and education. Action research will also review good practice from the school and FE sector, analyse university data and will result in joint work with students and programme leaders to celebrate and highlight achievement and key issues during the life of the project. The project builds upon a year of collaborative projects between the Learning Teaching and Enhancement Unit and students. At Roehampton University, BME students make up over 30% of the student population yet these students are less likely to get a first or 2:1. The project aims to understand why this might be so and feed findings into a teaching enhancement project linked to the University's new Learning Teaching and Assessment Strategy. An alumnus of the University, Sandra Craig, has been appointed as project officer to coordinate this work. The project will report to the University Learning Teaching Quality committee and Student Experience Committee in February 2010 and will contribute to activities planned during Black History Month with the Roehampton University Students' Union.
dependent on the facts surrounding the particular procurement situation; however, the Center will come to an independent estimate prior to receiving bids or proposals 2 CFR § 200.323(a). The cost analysis or price analysis, as appropriate for the particular situation, will be documented in the procurement files. Accordingly, the Center performs a cost or price analysis in connection with every ederal procurement action in excess of $150,000, including contract modifications, as follows: Cost Analysis Non-competitive Contracts: A cost analysis involves a review of proposed costs by expense category, and the ederal cost principles apply, which includes an analysis of whether the costs are allowable, allocable, reasonable, and necessary to carry out the contracted services. In general, A cost analysis must be used for all non-competitive contracts, including sole source contracts. The ederal cost principles apply. All non-competitive contracts must also be awarded and paid on a basis, and not on a fixed-price basis. In a cost-reimbursement contract, the contractor is reimbursed for reasonable actual costs incurred to carry out the contract. Profit must be negotiated as a separate element of the price in all cases where there is no competition. When performing a cost analysis, the program director, with assistance from the negotiates profit as a separate element of the To establish a fair and reasonable profit, consideration is given to the complexity of the work to be performed, the risk borne by the contractor, the contractor’s investment, the amount of subcontracting, the quality of its record of past performance, and industry profit rates in the surrounding geographical area for similar work 2 CFR § 200.323(b). Analysis Competitive Contracts: A price analysis determines if the lump sum price is fair and reasonable based on current market value for comparable products or services. In general, A price analysis can only be used with competitive contracts and is usually used with fixed-price contracts. It cannot be used with non-competitive contracts. Compliance with the ederal cost principles is not required for fixed-price contracts, but total costs must be reasonable in comparison to current market value for comparable products or services.
Rocky’s Big City Sports Bar and Grill is conveniently located in the Eastern Hills Mall at 4545 Transit Rd, Williamsville, NY 14221 (716) 204-8004. Party Hotline: (716) 204-8105 Big City Sports Bar and Grill is conveniently located in the Eastern Hills Mall at 4545 Transit Rd, Williamsville, NY 14221 (716) 204-8004. Party Hotline: (716) 204-8105