zilongwang/ReadingBank huggingface dataset:
WHS Spanish II Curriculum Overview Unit Title Overview Timeline ¿Adónde vas? (Where are you going?) Realidades 1 Capitulo 4A Students will learn vocabulary related to locations and activities around the community. They will be able to talk about where they go and with whom and ask questions. September-October ¿Quieres ir conmigo? (Do you want to go with me?) Realidades 1 Capitulo 4B Students will be able to continue talking about activities outside of school, extend, accept, decline invitations and discuss when evens are going to happen. October-December Una fiesta de cumpleaños (A birthday party) Realidades 1 Capitulo 5A Students will be able to describe their families, talk about family celebrations and discuss possessions. January-February ¡Vamos a un restaurant! (Let´s go to a restaurant!) Realidades 1 Capitulo 5B Students will continue to discuss families and celebrations and be able to order a meal in a restaurant. February-March ¿Cuánto cuesta? (How much does it cost?) Realidades 1 Capitulo 7A Students will discuss clothes, shopping, and prices. They will make plans about what to purchase. March-April ¡Qué regalo! (What a gift!) Realidades 1 Capitulo 7B Students will be able to talk about buying gifts and talk about events in the past. April-May ¿Cómo te preparas? (How do you get Realidades 2 Capitulo 2A Students will be able to describe daily routine in detail and discuss getting ready for a special event. May-June
KS4 Curriculum Outline Subject: Spanish 2017-18 Year 10 Year 11 Autumn 1 Theme 1: Identify and culture. Unit 1 – Me, my family and friends. Unit 1.1 – Relationships with family & friends. Unit 1.2 – Marriage and Partnership. Theme 2: Local, national, international and global areas of interest. Unit 7 – Travel and tourism. Unit 7.1 – Holidays and Travel. Unit 7.2 – Regions of Autumn 2 Theme 1: Identify and culture. Unit 2 – Technology in everyday life. Unit 2.1 – Social Media. Unit 2.2 – Mobile Technology. Theme 2: Local, national, international and global areas of interest. Unit 8 – Global issues Unit 8.1 – Environment Unit 8.2 – Poverty and homelessness Spring 1 Theme 1: Identify and culture. Unit 3 – free time activities. Unit 3.1 – Music, cinema and TV. Unit 3.2 – Food and eating out. Unit 3.3 – Sports. Theme 3: Current and future study and employment. Unit 9 – My studies. Unit 10 – Life at school and college. Unit 11 – Education Post-16. Spring 2 Theme 1: Identify and culture. Unit 4 – Customs and festivals. Unit 4.1 – and customs. Unit 4.2 – Festivals in Spain and Hispanic countries. Theme 3: Current and future study and employment. Unit 12 – Jobs, career choices and ambitions. Revision of all units & exam practice Summer 1 2: Local, national, international and global areas of interest. Unit 5 – Home, town, neighbourhood and region. Unit 5.1 – Home. Unit 5.2 – Where I live. Revision of all units & exam practice Summer 2 Theme 2: Local, national, international and global areas of interest. Unit 6 - Social issues Unit 6.1 – Charity & voluntary work. Unit 6.2 – Healthy and unhealthy living. Revision of all units & exam practice
Participants……………………………………………………………………… 9 Exercise Structure…………………………………………………………....... 10 Exercise Guidelines……………………………………………………………. 11 Assumptions and Information and Task Management…………..................………….. 12 Scenario Overview …………...................................………………….......... 12 Module A – Hour 2 - 10 …....…………....…………………………….......... 15 Module B – Day 3 ………………………..…………………………....…........ 21 Module C – Day 9 ………...……………………………................................. 27 Module D – Hotwash …….……………...............…………………………... 33
Part Number Description M-4-50P-75N Flowmeter – Waukee Dual Scale – Size 4 – 50 cfh Propane 75 cfh natural gas M-6-75P-100N Flowmeter – Waukee Dual Scale – Size 6 – 75 cfh Propane 100 cfh natural gas M-6-100P-150N Flowmeter – Waukee Dual Scale – Size 6 – 150 cfh Propane 150 cfh natural gas M-7-165P-250N Flowmeter – Waukee Dual Scale – Size 7 – 165 cfh Propane 250 cfh natural gas M-9-165P-350N Flowmeter – Waukee Dual Scale – Size 9 – 165 cfh Propane 350 cfh natural gas M-9-330P-500N Flowmeter – Waukee Dual Scale – Size 9 – 330 cfh Propane 500 cfh natural gas M-9-350P-535N Flowmeter – Waukee Dual Scale – Size 9 – 350 cfh Propane 535 cfh natural gas FA200P Flashback Arrestor - Gas FA100P AA220 Flashback Arrestor - Oxygen GS1015 Torch Fitting – F-M for 75910 Braze Tip GS1010 Torch Fitting – M-M for 75910 Braze Tip GS1011 Torch Fitting – F-M for 1390N Braze Tips 10AA25WM-15 Manometer U-type Scale “A” ASP-1BV 1/8” Breather Vent ASP-2BV 1/4” Breather Vent 1/8” Muffler 1A326 1/4” Muffler 1A327 3/8” Muffler 44-LP Mixer Body 44-10-J Jet #10 for 44-LP Mixer Body 44-10-S Sleeve #10 for 44-LP Body 64-LP Mixer Body – Size 64 64-12-J Jet #12 for 64-LP Body 64-12-S Sleeve #12 for 64-LP Mixer Body 84-LP Body 84-26-J Jet #26 for 84-LP Mixer Body 84-26-S Sleeve #26 for 84-LP Mixer Body * * * Other Jet and Sleeve Sizes Available
AB195 Torch Tip #1 – For Gas/Oxygen 1390N-2 AB196 Torch Tip #2 – For Gas/Oxygen 1390N-3 Torch Tip #3 – For Gas/Oxygen 1390N-4 AB198 Torch Tip #4 – For Gas/Oxygen AB199 Torch Tip #5 – For Gas/Oxygen 1390N-6 Torch Tip #6 – For Gas/Oxygen 1390N-7 AB201 Torch Tip #7 – For Gas/Oxygen 1390N-8 AB202 Torch Tip #8 – For Gas/Oxygen PES Part CTI Part Description CL0001 Clamp – SS ½ inch with ½ inch rod CL0002 AA159 Clamp – SS 90 degree – ¾ inch CL0004 AA155 Clamp – SS ½ inch – weld-on CL0005 Clamp – SS ¾ inch – 2-bolt weld-on CL0007 AA803 Clamp – SS ¾ inch parallel CL0008 AB039 Clamp – SS 90 degree ½ inch X ½ inch CL0009 Clamp – SS ½ inch parallel CL0010 AA804 Clamp – SS 1 inch parallel CL0013 Clamp – SS ¾ inch pivot CL0017 AA062 Clamp – SS 1 inch square CL0018 – SS 9/16 inch CL0019 Clamp – SS 9/16 with ½ inch rod for Wirefeed tip CL0021 – SS 90 degree 3/8 inch CL0027 Clamp – SS 9/16 inch with ½ X 6 inch rod CL0028 – SS for live center CL0029 – SS for live center CL0032 Clamp – SS ½ inch X ¾ inch CL0033 Clamp – SS ¾ inch with ¾ inch rod CL0034 Clamp – SS 90 degree – 1 inch X ½ inch PES Part CTI Part Description FGKIT-01 Seal Kit for AE100 Flux Gun Seal Kit for AE2000 Flux Gun
Title: Soil Fertility and Nutrient Management Project Leader: John Spargo Project Overview Vigorously growing plants require adequate, but not excessive, essential nutrients. These Nutrients must be provided in the right form, at the right time, and at the right place. Management of all nutrients sources (i.e., soil, commercial fertilizer, compost, and animal and green manure) within the production system is fundamental to both economic viability and environmental quality. Mismanagement of plant nutrients can lead to economic losses and environmental degradation of soil, air, and water quality. The overall objective of the Soil Fertility and Nutrient Management project is to develop and promote practical, innovative, and affordable solutions to existing and emergent issues related to soil fertility and nutrient management in the Commonwealth and beyond. This is accomplished through applied laboratory and field research used to support ongoing extension and outreach activities. The primary outreach vehicle for the project is the University of Massachusetts Soil and Plant Tissue Testing Laboratory which offers accurate and affordable analytical testing of soil, plant tissue, compost, and soilless greenhouse media. The lab promotes sustainable management practices by providing research-based interpretation of analytical results and fertilizer and lime recommendations. These services help clients manage soil and soil amendments more profitably while protecting environmental quality. Lab clientele include backyard gardeners, green industry professionals, and commercial growers, as well as engineers, crop consultants, and research scientists. Activity Summary - 2012 Accurate and affordable analytical testing of soil, compost and plant tissue samples for the horticultural industry, commercial growers and the general public (20,000) Disseminate practical and applied information through direct consultations (1,500) Disseminate practical and applied information through factsheets (1,500) Participate in analytical laboratory proficiency testing programs (1) Participate in and contribute to regional and national projects concerned with soil fertility and nutrient management related issues (3) peer- reviewed, scientific journal articles (8) Validate and develop innovative approaches to plant tissue analysis (1)
Computer Skills (1-2) Computer Skills (3-6) Cartooning (3-6) Art (K-2) Watercolor Magic (2-6) Art (3-6) Karate (K-6) Open Gym (1-3) Cheerleading (K-6) Karate (K-6) Fenway (2-6) Basketball (3-6) Karate (K-6) and Movement (2-6) Math Games (K-6) Yoga (K-3) Mini Sports Camp (2-6) Outdoor Sports (K-3) ELL (K-6) Inside Sports (2-6) Math (K-2) Math & More (3-6) Spanish (2-6) Developing Language Skills (K-2) Going Buggy (K-3) Reading (1-3) Under the Sea (K-2) Dino-Mites (K-2) Magic School Bus (1-3) Science Explorer (K-2) Cooking up the Alphabet (K-1) World Wanderers (2-6) Secret Gardening (K-6) Welcome to Seuss (K-2) Games, Games, Games (1-6) Cooking (2-6) Ready, Set, Listen & Puppets (K-2) Spark Mystery Club (3-6) Academic Support/Tutoring (3-6) Reptile Mania (K-3) Academic Support/Tutoring (K-2) Classy Animals (K-2) Science Beyond the Classroom (3-6) Mini-Course Academic Support/Tutoring (3-6) Academic Support/Tutoring (K-2) Drama (1-6) Mini-Course Digital Photography (gr.3-6) how to take pictures using a digital camera. You will create impressive slide shows. It’s one of the most creative classes
SELECTION CRITERIA The educational need is clearly defined, including the impact on the school. The project is fully described and a detailed timeline of activities is included. There is a clear link between the proposed strategy and how it impacts the educational need. A description of anticipated outcomes is included. Budget is cost efficient and clearly supports the project tasks. Plan can be replicated, if successful. Application is free of educational jargon so that business leaders can easily understand. ADDITIONAL INFORMATION SPARK offers a grant workshop in early fall. Although not a requirement to apply for funds, workshop attendance often increases the applicant’s success by providing clear submission guidelines. Please refer to the Communicator and the Leader or SPARK’s website, , for exact dates and times. Grant funds are released directly to a school or department, not to an individual(s). If the applicant(s) leaves the school or department after the grant has been awarded, the grant remains with the school or department. Materials and equipment purchased with grant funds are the property of the school or department, not the applicant(s). SPARK INNOVATIVE GRANTS CONTRIBUTORS SPARK is a joint effort of the School Division and the Prince William County business community. SPARK receives funding from many generous individuals and businesses. If you would like more information on SPARK or to see a list of partners, visit the SPARK website, .
Program prepares children, youth, and families for changes that impact relationships between program staff, children, and families. Program activities and environment support individual relationships and community building. Specific considerations for infant/toddler and preschool. Domain: Personnel Qualifications 3-Star Standard - Professional Development Planning: Personnel have a professional development plan and are taking the necessary actions to reach the qualifications for their role. 4-Star Standard - Progress on Professional Development Goals: Personnel demonstrate substantial progress on their professional development goals. 5-Star Standard - Highly Qualified Personnel: Personnel are highly qualified to support children’s learning and development. Description Personnel: Personnel is a term inclusive of program staff that are working directly with children and those in management roles. Personnel are no longer defined by licensing titles. Instead, programs are able to identify staff based on their roles and duties. Programs will report on personnel in 2 categories. Educators: Educators are those personnel who are primarily responsible for planning, implementing, and/or evaluating the program’s curriculum. Educators often hold titles such as provider, director, head teacher, teacher, education coordinator, and site supervisor. However, programs will identify Educators based on their unique program structure. Support Staff: Support Staff assist in the implementation of program curriculum. Support Staff often hold titles such as Aide, Assistant Teacher, and Assistant. However, programs will identify Support Staff based on their unique program structure. Qualifications: Years of experience, language abilities, ongoing professional growth and educational achievement are considered when determining personnel qualifications. Years of experience is defined as professional experience in the field of childhood care and education.
SPARK TESTER Technical Specification - Mains Frequency Spark Tester Self Standing Adjustable Model High Frequency Spark Tester Self Standing Adjustable Model High Frequency Tester Bench Model DC Spark Tester Model MFST-15 HFST-15 PST-15 DCST 15B Voltage Range 0.5 to 15KV 0.5 to 15KV 0.5 to 15KV 0.5 to 15KV Test Frequency 50 Hz (Same as supply Frequency) D.C Wave Form Sine Wave A.C.RMS Sine Wave A.C.RMS Sine Wave A.C.RMS D.C Wire Size 0.5 to 40mm O.D. (60mm on Demand) 0.5 to 15mm O.D. (30mm on Demand) 0.5 to 15mm (30mm on Demand) 0.5 To 15 mm Diameter Electrode Bead Chain housing Of 350mm long Bead Chain housing of 70mm long Bead Chain housing of 70mm long Bead Chain 70 mm Long Max Wire Speed 400 mts / min (MPM) 2500 mts / min (MPM) 2500 mts / min (MPM) 2500
Activator (Prior to showing the video presentation) Time: 5-10 minutes Create a K-W-L chart on Poster Paper. Elicit responses from students by asking the question – “What do you know about Antarctica? ( At this point, if students have no idea where it is, it may be necessary to show students where Antarctica is in the globe) Write the answers under the “K” column. Under the “W” column, write questions students might want to know about Antarctica. Allow students to group or categorize their answers according to: needs, challenges, problems, etc. “L” column – to be completed at the end of the lesson to determine what students learned about Antarctica. Problem/Motivation (Part I of video) Time: 2-5 minutes Show this segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing. Allow students to take notes on index cards. Problem Solving Activity (Describe process for identifying possible solution(s) to the problem presented) Time: 30 minutes Grouping: Independent Pairs Small groups (3-5) Whole group After watching the video, students must be arranged in groups of 3 or 4 only. Clarify any questions students may have, including vocabulary (“ecologically fragile”, limitations, constraints) about the problem. Explain how to complete the Spark 101 “Four Corners and a Diamond” template. Use the construction paper for this activity. Allow students to re-write the problem in their own words Allow students to write what they know about the problem Allow students to list the limitations/constraints shown in the video. Walk around the room and ask guiding questions to each Ask the students to clarify or defend their solutions/answers. What might be the advantages/disadvantages of pursuing that solution? What might be good examples of a limitation or constraint? How did you arrive at that solution? Can you explain why you chose that solution? Allow students to post their “Four Diamonds and a Corner” organizer and then complete a gallery walk. Students must use post-it notes to write their comments/observations about each group’s organizer. Discuss the comments/observations as a whole class activity.
Person Specification Post Title: Sparkle Session Supervisor Requirement Essential or Desirable How Tested Education/ Qualifications/Knowledge 1.1 5x GCSE’s A-C) or equivalent E Application Form 1.2 Epilepsy awareness D Application Form 1.3 First aid at work D Application Form 1.4 Level 3 Childcare/ Level 6 Youth work/ Sports Leader Award endorsed qualification or equivalent D Application Form 1.5 Knowledge and understanding of relevant policies and procedures (play and work) D Application Form/ Interview 1.6 Understand and the principles of confidentiality and data protection E Application Form/ Interview Experience 2.1 Experience of working with children/young people with a disability or developmental difficulty E Application Form/ Interview 2.2 Experience of curriculum planning E 2.3 Experience of supporting and supervising staff and volunteers E Application Form/ Interview 2.4 Experience of undertaking and reviewing care plans and risk assessments for children/ young people D Application Form/ Interview 2.5 Experience of risk assessments for facilities and activities D Application Form/ Interview Aptitudes and Skills 3.1 Excellent interpersonal skills and the ability to communicate effectively with children/ young people E Application Form/ Interview 3.2 Ability to interact with families and professionals E Application Form/ Interview 3.3 Ability to motivate and lead staff and volunteers E Application Form/ Interview 3.4 Excellent understanding of customer care E Application Form/ Interview 3.5 Ability to undertake dynamic decision making, ensuring the needs of the children/ young people and service are met at all times. D Application Form/ Interview 3.6 Ability to adapt quickly and flexibly to ensure the needs of the children/ young people and service are met at all times E Application Form/ Interview 3.7 Good administration skills D Application Form/ Interview 3.8 Ability to work as part of a team E Application Form/ Interview 3.9 Ability to be flexible and use a variety of methods to engage people E Application Form/ Interview
Personal Attributes 4.1 Genuine respect for children, young people and their families E Application Form/ Interview 4.2 Commitment to Sparkle’s values and a working style that reflects these E Interview 4.3 Passionate, self-motivated and committed to improving the opportunities for children/ young people with a disability or development difficulty E Interview 4.4 Friendly and welcoming approach E Interview 4.5 Excellent communication skills E Application Form/ Interview 4.6 Organised and extremely flexible E Application Form/ Interview 4.7 Good understanding of and commitment to embrace the principles of equality in the delivery of services E Interview
(Spoken) BOk everybody clap your hands, I'm a superstar and I'm coming out tonight! (Sung) EI've had a little makeF#mover and I'm Dall dressed up toAnight. A Echeeky a naughF#mty wink, We'll Dloosen up alright.A C#mStand up and put your Dshades on, 'Cause G#mI'm about to C#mshine. My Dblinding light will thrill you, 'Cause there's Bno starlight like Bmine. Ooh! Ooh! ESparkle and Ashine! F#m7Planets gather Bround. ESparkle and Ashine! F#m7Let's all make a Bdazzling sound. C#mHere's something you F#m7won't believe AIt's the first time Bever Christmas Eve! E F#m D A/C# I've Egot my light within F#mme, And it's Dcoming out for Ayou. I'm Edizzy with self-F#mconfidence, Hope Dyou can feel it Atoo.
I'm C#mlighting up the skies Dtonight So G#mcome on, join the C#mparty! DMake the moment last all night, And Bkeep the stars all Bstary! Ooh! Ooh! Ooh! Ooh! ESparkle and Ashine! F#m7Planets gather Bround. ESparkle and Ashine! F#m7Let's all make a Bdazzling sound. C#mHere's something you F#m7won't believe AIt's the first time Bever Christmas Eve! E
# - SPARK_SHUFFLE_OPTS, to set config properties only for the external shuffle service (e.g. # - SPARK_DAEMON_JAVA_OPTS, to set config properties for all daemons (e.g. "-Dx=y") # - SPARK_PUBLIC_DNS, to set the public dns name of the master or workers # Generic options for the daemons used in the standalone deploy mode # - SPARK_CONF_DIR Alternate conf dir. (Default: ${SPARK_HOME}/conf) export SPARK_LOG_DIR=/tmp/spark-ss # - SPARK_PID_DIR Where the pid file is stored. (Default: /tmp) # - SPARK_IDENT_STRING A string representing this instance of spark. (Default: $USER) # - SPARK_NICENESS The scheduling priority for daemons. (Default: 0) Create different python environments Run ‘conda list’ to list all installed packages and their version # Other packages essential are : conda install pandas conda install matplotlib conda install psycopg2 (This package is to connect to postgreSQL database) In order to install any packages behind the proxy, we need to create a hidden file ‘.condarc’ in user’s folder (C:\Users\f401569). And the file is a plain text file containing the following: # This is a sample .condarc file. It adds the r Anaconda.org channel and enables # the show_channel_urls option. # channel locations. override conda defaults, i.e., conda will # search *only* the channels listed here, in the order given. Use "defaults" to # automatically include all default channels. Non-url channels will be # interpreted as Anaconda.org usernames (this can be changed by modifying the # channel_alias key; see below). The default is just 'defaults'. channels: - r - defaults # Show channel URLs when displaying what is going to be downloaded and # in list'. The default is False. show_channel_urls: true # See for more information about this file
this great (yet stealth) epidemic of math phobia? The complex solution lies in a combination of three actions. ONE: Launch a public campaign to reduce math phobia. Educate families of the fact that mathematical ability is not genetically inherited, that are multiple ways to learn and use math, and that hard work impacts mathematical understanding and achievement. TWO: Create a balanced, national curriculum that focuses on what NCTM calls procedural fluency and the automatic recall of facts, and works to develop conceptual understanding. In other words, students should learn both the ‘how to’ and ‘why’ behind math concepts. Of course, creating a national curriculum will take, quite literally, an act of Congress, so I propose a recommended curriculum, one that is upon standards such as those put forth by the National Math Advisory Panel. Adoption of a streamlined curriculum would enable educational stakeholders (teachers, administrators, textbook publishers, assessors, etc.) to focus resources on developing a highly effective system that meets the needs of all learners. THREE: Require teachers, regardless of teaching level, to become proficient in math, especially in the “Critical Foundations of Algebra” as set recommended by the NMAP. Far too many early childhood and elementary teachers lack the conceptual understandings they need in order to adequately prepare their students. Worse yet, due to this lack of knowledge, they inadvertently teach concepts incorrectly (e.g. “You can’t subtract a larger number from a smaller one.”) thereby setting students up for misconceptions in upper grades with subsequent concepts. Once America adopts a moratorium on math phobia, recommends and supports a national curriculum, and adequately prepares its teachers, we will find our ability to compete globally significantly strengthened. After all, when students find success in math, they often find success in related fields like science, technology, and engineering, thereby proving Math Is POWER! THE TEACHING PROFESSION
(2-6) (3-6) Levels 1 & 2 (1-6) Elementary Math (K-6) Reading (K-2) Math (K-2) No Bake Cooking Activities and More (2-6) Going Buggy (K-3) Construction Zone (K-2) Inside Sports (2-6) Animals Around the World Drama Mini-Course (1-6) Cooking up the Alphabet (K-1) World Wanderers (2-6) I Spy (3-6) Mad Scientist (3-6) Science Explorer (K-2) Academic Support/Tutoring (K-2) Academic Support/Tutoring (3-6) Academic Support/Tutoring (K-2) Academic Support/Tutoring (3-6) Register for classes based on grade level completed in 2017-2018 school year
Parent/Guardian Signature Emergency Contact Person Telephone 4 week Courses for K-6 Period 1, 8:00-9:00 Course: Period 2, 9:00-10:00 Course: Period 3, 10:00-11:00 Course: Period 4, 11:00-12:00 Course: Drama Course Period 2 – 4, 9:00-12:00 Session 1 Session 2 Academic Support/Tutoring Please specify area of concern and session (s) Period 1, K-2 8:00-9:00 Session 1 Session 2 Period 2, Gr 3-6, 9:00-10:00 Session 1 Session 2 Period 3, K-2, 10:00-11:00 Session 1 Session 2 Period 4, Gr 3-6, 11:00-12:00 Session 1 Session 2 I enclose $ ______________for full registration Checks made payable to: Town of Braintree Return application, payment and medical information to: Hollis School Marilyn Connell, Spark Director 482 Washington Street Braintree, MA 02184 Questions – please email – If you are late picking up your student, a $5.00 late fee will be assessed for 15 minutes past the ending time of the student’s class. Medical Information Student Name Date of Address Please check all that apply to your child: Asthma, Inhaler used? Yes No Allergies (food, insects, medications, environment), Specify: Epi-Pen used? Yes No Benadryl used? Yes No Diabetes Condition Seizure Disorder
You can save any adjustment scenarios on your computer by selecting “Save Session” under the “s” tab. Save this current session as “will_50%_point_reduction”. You can load a saved session (and make any other adjustments) by selecting “Load Session” under the “Session” tab. The session files will have a “*.js” extension. Data You can export reach-specific predictions (including any adjustments) to a CSV, tab delimited, or Excel file. You have an option of exporting the results for the entire region (12,039 reaches) or just the reaches included in the current map view. For the current session we’re only interested in the Willamette River basin, so zoom out until the entire basin is in view. Export the results from the current session by selecting the “ Data” tab, choosing the Excel file format, and selecting “Only export reaches in view”. You can use this tool to map the amount of load from upstream catchments that is delivered to a downstream outlet reach. Select the “” tab. Select Downstream Reach(es). Identify a reach by selecting from the map or by selecting “Find stream reach by name” (see the “ a Reach” tool). Let’s select the most downstream reach of the Snake River (56733). Check the “Select?” box for reach 56733 (located at the far right in the row for this reach) and then click on the “Add Selected to Downstream Outlet Reaches (es)” button at the bottom of the window. Activate Downstream Outlet Reach(es).The reach now appears under the “Activate Downstream Outlet Reach(es)” section, meaning that has been selected as an outlet reach. Click the “Done” button at the bottom of the “Find a Reach” window. Return to the “Display Results” tab. The “Downstream Tracking” data series include four parameters that can be displayed on the map: Delivered Load: the total load associated with a stream reach that arrives at the end of an outlet reach; Incremental Delivered Load: the incremental load associated with a stream reach that arrives at the end of an outlet reach; Delivery Fraction: The proportion (from 0 to 1) of the load associated with a reach that arrives at the end of an outlet reach without any removal by
Notice of landowner deposits under section 31(6) of the Highways Act 1980 and section 15A(1) of the Commons Act 2006 Oxfordshire County Council An application to deposit a map and statement under section 31(6) Highways Act 1980 has been made in relation to the land (or lands) described below and shown edged red on the accompanying map. PLEASE NOTE: This deposit may affect rights over the land described below. Deposits made under section 31(6) of the Highways Act 1980 may prevent deemed dedication of public rights of way over such land under section 31(1) of that Act. Deposits made under section 15A(1) of the Commons Act 2006 may affect the ability to register such land as a town or village green under section 15 of that Act. Please see guidance at for further information. Description of the land(s) : Sparsholt Farms, Lodge Farm, Childrey OX12 9XA Name of the Parish, Ward or District in which the land(s) is situated: The Vale of White Horse District The deposit was submitted by Sir Adrian Swire, Lady Judith Swire and Merlin Swire Esq and was received by this authority on 4th January 2017. The authority maintains a register of maps, statements and declarations deposited under section 31A of the Highways Act 1980 and section 15B of the Commons Act 2006. This register can be accessed online at or can be inspected free of charge at the address at the times indicated: Oxfordshire County Council, Definitive Map & Commons, Signal Court, Old Station Way, Eynsham, Oxford, OX29 4TL between the hours of 9.00am to 4.30pm, Monday – Friday. Please call 01865 810808 to make an appointment. Please also contact this number if you have any queries relating to this Notice. Hugh Potter, Countryside & Records Manager Oxfordshire County Council Dated 6th January 2017
A chess tournament is a wonderful opportunity to test your brain power and chess talent against others in your age/grade or ability level. Games are played with chess clocks and players are required to write down their moves. You might be playing as an individual and/or as part of a team depending on the event. The entry fees for most tournaments are in the $25-35 range. The club carpools to events (except Nationals) and volunteer drivers are always welcome. To accommodate overworked parents, the club has the tradition of making a pit stop at the local Dunkin Donuts for an eye opener. Each of the five schools has its own club. The club season runs from late September through the end of April. During the meetings, your child will receive instruction, and have time to play against other students. Tom Murray is in charge of the programs at all Sparta schools, and Pope John and is assisted by board members and members of the SHS Varsity Team. Tom has a US Chess Federation rating. Tom has also completed the World Chess Federation’s 36 hour chess coach program. All instructors are volunteers. The weekly in-school club meetings are helpful, but individual instruction is encouraged to develop opening play and strategies necessary for tournament competition. Your child may receive individual or small group instruction by appointment. Please call Tom Murray at his office 973-726-9405 to schedule individual time during the week from 4-6 p.m. VOLUNTEERS ARE ALWAYS NEEDED TO MAKE THIS PROGRAM SUCCESSFUL!!! An elementary school parent/s from each school would be most helpful!! Come and learn with the kids…our parent players group grows every year! Sparta Chess Team
Code of Conduct All members of the Sparta Chess Club are expected to conduct themselves in a respectful manner at all events. Everyone must be considerate of others abilities and exhibit good sportsmanship at all times. Parents are responsible for the behavior of their children. Communications The club’s preferred method of communication is through e-mail. The subject line will always include Sparta Chess Club making the e-mail easy to identify. Please retain the front page of this handbook for tournament dates. Publicity The Sparta Chess Club throughout the season, will send stories and pictures to local newspapers. If you have any concerns, please call Tom at 973-726-9405.
TRIP TO FRANCE May 2nd – May 11th LP students leave for France on Friday May 2nd. We will travel to the Normandy coast to see the Juno Beach Memorial. Later, we will visit the Canadian and American cemeteries at Courseulles-sur-Mer. On Monday morning we will visit Mont St-Michel. The mount is best known for the medieval Benedictine Abbey and church that occupies most of the 1km diameter clump of rocks jutting out of the Waters of the English Channel. Next, we will enjoy a visit to two of the most famous châteaux, of the Loire Valley, the Château de Chenonceau, which stretches across the River Cher in a perfect harmony of water, greenery, gardens and trees in a stunning natural setting. Afterwards, we continue to the Château de Chambord, the largest of the Loire country châteaux, and a forerunner of Versailles, with no fewer than 440 rooms. It was built by François I from 1519 onward in an effort to display to the rest of Europe his wealth and power. Wednesday, we will leave the Loire Valley for the city of Paris with two en route stops. First we will travel to Chartres, to explore the famous Cathedral, and to have lunch. In the afternoon, we will have an unforgettable, guided visit to the Chateau de Versailles. We continue to Paris, City of Light, famous for its history, art and culture. For the next days we will tour Paris visiting the Louvre, Place de la Concorde, the Champs Elysées, Notre Dame, Sacre-Coeur, Montmartre, the iconic Eiffel Tower and a host of other sites. We return to Canada on May 11. This year's prom will be held on: Friday, June 6, 2014 6:00 p.m. Renaissance By The Creek 3045 Southcreek Road, Mississauga COMMENCEMENT This year’s commencement will be held on: Thursday, June 26, 2014 8:00 p.m. The Meeting House 2700 Bristol Circle Oakville
Information about student tutors and private tutors is available in binders in the Guidance Office. Special Education IEPs: IEPs (Individual Education Plans) for all Accommodated and Enhanced students were attached to the student’s October early progress report. Parents are reminded to review the IEP and sign and return the Parent/Student Consultation Form to counselling. An IEP open house was held on October 17th to give staff the opportunity to view and discuss the contents of the IEPs. Transition to Post Secondary for Accommodated Students Accessing Accommodations at College and University Every post-secondary institution has different requirements for the documentation required to access accommodations. Some will accept the most recent IEP and some will require a assessment that is no more than 3 years old. Everywhere is different! Each student applying to post secondary should be contacting the Disability Services department of each school to inquire about required documentation and minimum timelines required to ensure they will receive academic accommodations in the fall. Any parent/student wanting to discuss concerns regarding accommodations should feel free to contact the Special Education Department. The Special Education Department offers a variety of technology designed to assist students. Learn more about it and the department at: They want to take "There will be a Transition to Post-Secondary conference for Special Education Students held at the PDSB Central Board Office sometime in February, we will pass on details once they become available." MUSIC NOTES Saturday Music Retreat This fall has been very busy for the LP Music department. On Sat. Oct. 4, the grade 9 and 10 instrumental and vocal students were treated to a breakfast retreat by the Music Exec. games and a pancake brunch were followed by the Junior Band's spirited performance before the Junior Football game. Unfortunately, the referees did not show up, so the game was cancelled, but the music students played well and entertained the crowd while they waited! Music Trip On Wed. Oct. 15, the Vocal Music class travelled to the Ed Mirvish Theatre in Toronto to attend a performance of the Broadway smash hit "Wicked”. Students greatly enjoyed the performance and participated in a Q and A with members of the cast after the show. Bake Sale Congratulations to the Music class on their bake sale that raised over $500 to help fund the class field trip. Some money was also donated to Broadway Cares/Equity Fights Aids, a charity that we learned about from the cast of "Wicked." Special thanks to all parents, students and staff who supported us by baking or purchasing treats. educational
LPA ref- P/2014/0380 Date of decision -20.11.15 Proposals – outbuilding Greycliffe Manor Care Home, Lower Warberry Road, Torquay LPA ref- P/2014/0804 Date of decision -27.01.16 Proposals – 2nd storey extension Gleneagles Hotel, Torquay LPA ref- P/2014/1062 Date of decision -12.11.15 Proposals – Demolition and Redevelopment to form 36 retirement apartments for the elderly including communal facilities, access, car parking and landscaping. 27 Empire Road AndR/O 120A Forest Road, Torquay LPA ref- P/2014/1252 Date of decision -10.11.15 Proposals – 3 x Terraced 3 bed houses, plus a single 3 bed bungalow Meldon, Dartmouth Road, Brixham LPA ref- P/2014/1259 Date of decision -29.01.16 Proposals – Construction of 1 no. 2 bedroom bungalow, associated driveway, garden and amended access from Dartmouth Road Three Burrows, Preston Down Rd, Paignton LPA ref- P/2014/1312 Date of decision -12.10.15 Proposals – Demolition of existing detached pool building & hardstanding to form new dwelling with detached garage building Land Adjacent 86 Nut Bush Lane, Torquay LPA ref- P/2015/0054 Date of decision -19.01.16 Proposals – Proposed dwelling 6 Rowley Road, Torquay
Southern Pine Beetle (Cost Share Program) Restoration - “Right Tree in the Right Place” FORESTRY COMMISSION 2014 APPLICATION & CONTRACT Property (As listed on Tax Records): Mailing Address: City: State: Zip Code E-Mail: Home Phone: Cell Phone: Fax No: Land Location - County: Land Location - Description Practice Requested: Longleaf Pine Planting Slash Pine Planting acres White Pine Planting acres Loblolly Pine Planting acres Shortleaf Pine Planting acres Primary Contact (if different from above) Phone No.: NOTE: ALL COST DOCUMENTATION IS REQUIRED TO BE TURNED IN TO GFC WHEN PRACTICE IS COMPLETE Georgia Forestry Commission Official Use Only Acres Requested Component Name Organization # Acres Approved Rate $ / acre C / S Approved Acres Performed C / S Earned Slash, Loblolly, Shortleaf & White Pine Establishment Longleaf Pine Establishment 4203100235 Hardwood Establishment TOTALS** Tract Ranking: Select applicable boxes & enter multiplier Practice Rates Per Acre Date Practice to be Completed: Initial Needs Approval: GFC Forester Signature Date Performance Check Approval: GFC Forester Signature Date Explain any amendments approved by GFC Forester: Approved for Payment by: Administrative Representative Date Received I have read, understand and agree to all terms and conditions in this application and contract, as attested to by my below signature. Applicant Name (Print): _______________________________ Applicant Signature: _________________________________________ Witness Signature: ________________________________________ Date: ___________________________________ SPBPR-245 04/2014 An original, signed contract, a copy of the lawful presence affidavit and a completed request for payment form should be mailed to GFC Macon Management Department, Mandy Elliott, for payment once the performance check has been completed.
Standard Tender and Contract Documents x x x Panel Contracts Guideline x x x Market Approaches Guideline x x x Use of Established Government Facilities x x x Acquisition Planning (>$220,000) x x x Supplier Selection (>$220,000) x x x Contract Management (>$220,000) x x x Contract Register Policy x x x Probity and Ethical Procurement Guideline x x x Supplier Complaints Policy x x x Disposal Guideline x x x The details of the exceptions identified are presented in Section 2 of this report. The exceptions identified were discussed at a closing meeting held with XXX, PPG and XXX (the Lead Reviewer) on XX XX 201X. At this meeting, the exceptions identified during the Assurance Review were confirmed and an action plan was agreed to address them as presented in Section 2 of the report. We are satisfied that the action agreed with XXX management are appropriate and will address the exceptions within an acceptable period. We have also obtained written confirmation that the Principal Officer of XXX has reviewed this report, endorsed the findings and action plan, and has approved the issuing of this report. __________________________ Director, Procurement Policy and Governance Date: _____________________
Who initiated or wrote the policy? Who owns and who implements each element of the policy? Implementation factors Are any factors which could contribute to/detract from the intended aim/outcome of the policy/decision? YES NO N/A x If YES, are they Financial: YES (If YES, please detail) Legislative: Y / N (If YES, please detail) Other, please specify: Main stakeholders affected
Forester, J. (2006) “Policy analysis as critical listening,” In M. Moran, M. Rein and R. Goodin (eds) The Oxford Handbook of Public Policy, Oxford: Oxford University Press, pp. 124–151. Friedmann, J. (2011) Insurgencies: Essays in Planning Theory, London: Routledge. Gilbert, A. (2011) “Who sets the global urban agenda? The role of sectoral lobbies, local politicans and global institutions,” The Global Urbanist, 20 December, Available [Accessed 30 June 2016] Goodspeed, R. (2015) “Smart cities: Moving beyond urban cybernetics to tackle wicked problems,” Cambridge Journal of Regions, Economy and Society 8(1): 79–92. Gordon, I. and Buck, N. (2005) “Introduction: Cities in the New Conventional Wisdom,” In N. Buck, I. Gordon, A. Harding and I. Turok (eds.) Changing Cities: Rethinking Urban Competitiveness, Cohesion and Governance, Basingstoke: Palgrave Macmillan, pp. 1–21. Halpern, O, LeCavalier, J., Calvillo, N., Pietsch, W. (2013) “Test-bed urbanism,” Public Culture 25(2): 273–306. Harrison, T. (2000) “Urban policy: addressing wicked problems,” In H. Davies, S. Nutley, and P. Smith (eds) What Works? Evidence-based Policy and Practice in Public Services, Bristol: Policy Press, pp. 207-228.
Midterm 100 Audience Analysis Activity 25 Presentation Activity 25 Informative Speech Outline 75 Informative Speech Citations 25 Informative Speech 100 Informative Speech Peer Evaluation 25 Public Speaking Journal 25 Persuasive Speech Outline 75 Persuasive Speech Citations 25 Persuasive Speech 100 Persuasive Speech Peer Evaluation 25 Exam 100 FINAL 1000 A= 900-1000 B= 800-899 C= 700-799 D= 600-699 F= Less than 599 SCHEDULE Week Dates Monday Wednesday 1 May 7-13 Review Syllabus and Course Introduction to Comm. Syllabus Quiz Introduction Speech 2 May 14-20 Foundation Preparation 3 May 21-27 Organization Outline Activity Review If Speech Sign up for Topics Organization Videos 4 May 28- June 3 College Closed - May 28 College Closed Development & Citations 5 June 4-10 If Speech Outline Due Research Instruction If Speeches 6 June 11-17 If Speeches Midterm – Foundation, Preparation, Organization Development & Citations 7 June 18-24 Informative Speaking Review Informative Speech Audience Analysis Activity Presentation Presentation Activity 8 June 25-July 1 The King’s Speech The King’s Speech Informative Citations Due Informative Outline Due 9 July 2-8 College Closed – July 4 Informative Speeches Informative Peer Reviews College Closed 10 July 9-15 Informative Speeches Informative Peer Reviews Speaking Journal Due Persuasive Speaking
Review Persuasive Speech 11 July 16-22 Documentary Discussion Persuasive Citations Due Persuasive Speech Outline Due Persuasive Speeches Persuasive Peer Reviews 12 July 23-29 Persuasive Speeches Persuasive Peer Reviews Persuasive Speeches Persuasive Peer Reviews 13 July 30-31 Exam- Informative Speaking, Presentation, Persuasive Speaking, Contexts *Course Schedule, class activities, and assignments are subject to change. All changes will be announced in class.
Relational Database Management Systems Oracle 12c Enterprise and large-scale systems with high capacity, complex design and/or high volume transactional requirements. Data Warehousing and Reporting Database Access Oracle SQL Developer Toad for Oracle Document Management Oculus http://www.oculusnet.com/ Build Environment Maven 3 Jenkins GitLab 9 Source Control Git 1.8 Coding Standards Verification Checkstyle Integrated Development Environment (IDE) IntelliJ 2017 WebLogic 12c Infra Oracle SQL Developer TOAD for Oracle Oracle Forms Developer Oracle SQL Developer Data Modeler Crystal Reports Designer 2013 (SP5) Geographic Information System (GIS) and Web Mapping ArcGIS Desktop versions 10.3.1 or higher Department Standard for desktop GIS viewing and editing Data Miner Enterprise GIS Data browsing tool Written using ArcObjects SDK in C#; Back end web service written in Java, runs in middle tier
67/578469 68/578477 45 nos 45 nos 142.80/each 142.80/each DHS/SUS/21/B/K/2012 - 30.05.2011 01/456104 02/456235 03/456251 04/456269 05/456405 06/456421 08/456455 11/456706 13/456722 14/456811 16/456942 17/457003 18/457045 19/457118 20/457150 21/457168 23/457184 25/457249 26/457257 29/457320 30/457354 31/457370 32/457396 35/457558 36/457566 37/457710 42/457590 43/457613 44/457621 45/457655 46/457663 47/457809 Surgical Consumables 180 nos 540nos 96nos 72nos 36nos 144nos 336nos 2568nos 2532nos 1032nos 360nos 552nos 2496nos 996nos 2796nos 4668nos 2016nos 3048nos 1368nos 960nos 3132nos 360nos 5544nos 240nos 648nos 5952nos 432nos 1812nos 732nos 1332nos 1212nos B. Surgical S.A - Spain Euro 8.59/each 1.87/each 2.24/each 2.13/each 1.71/each 1.64/each 1.94/ each 1.22/each 1.20/each 1.25/each 1.35/each 1.98/each 1.67/each 1.35/each 1.74/each 1.25/each 1.23/each 1.98/each 1.26/each 1.98/each 1.53/each 1.51/each 1.63/each 1.45/each 1.57/each 1.88/each 1.45/each 2.08/each 1.80/each 2.13/each 1.45/each 1.67/each
DHS/RLS/009/2012 925072 IM Agglutination Assay Kit for Invitro Diagnostic 600 Tests ZenethImpex – Rajagiriya LKR 45,000 inclusive VAT DHS/RLS/009/2012 865971 Stained Proteus Suspension OXK 25ml Transmed International – Nugegoda 1st Lot - LKR 2210 + 12 VAT per 5ml 2nd Lot – LKR 2365 + 12% VAT per 5ml DHS/RLS/009/2012 877821 Stained BrucellaMelitensis Suspension 10ml Transmed International – Nugegoda 1st Lot – LKR 3410 + 12% VAT per 5ml 2nd Lot – LKR 3650 + 12% VAT per 5ml DHS/LWW/020/2012 878063 955572 Lab Items 1,000g 400g Analytical Instruments – Colombo LKR 422254.50 DHS/LWW/020/2012 877457 877465 877473 LyphochekImmuno Assay Plus Control level – 1,2,3 360ml 360ml 360ml EmarPharma – Dehiwala USD 3996.00 (with VAT) DHS/SUS/22R/12 of 30/05/11 468509 468533 468591 127 nos 249 nos 205 nos B.J.Z.H.F. Panther Medical Equipment co. ltd – china 109.30/each 77.22/each 124.74/each 468614 240 nos 72 nos 168 nos 3M Bathramulla 13.00/each 71/12 nos 82/12 nos 468630 100 nos 77.22/each