zilongwang/ReadingBank huggingface dataset:
the grade level book suggestions to choose new books to explore! Read a book and create a song about the story. Sing the song to a friend of family member. Read a recipe with a parent and make dinner or dessert together. Read a biography. Read a Historical Fiction story. Read a book about the future. Read a book that was turned into a movie. Read a book about geology, rocks, gems, or the environment. Read a Fantasy story. Read in your swimsuit. Read a Newberry or Caldecott Award Book Winner. Read a magazine in a new place. Read about a place that you have never visited. Read a book about the past. Read with your pet and take a picture. Read a Graphic Novel. Read a book outside. Read a book on myON. Listen to an audio book. Read a book from the year that you were born. Read a book in a new series. Get Outside and Have Fun! Complete three activities from this grid. This summer, we want you to get outside, try new things, and have fun! Place a sticker on each activity you complete. Play at a playground. Screen Free Challenge! Turn off all electronics for a whole day and get outside! Explore a new park near your house with a family member. Play a board game with a friend. Attend a community event at the library with a friend. Read directions and then make slime. Lego Challenge: Design and build your dream bedroom, or another creative structure. Make musical instruments out of recycled materials. Build a fort with friends outside.
SIMILE METAPHOR HYPERBOLE PERSONIFICATION A color will be perched on my shoulder. Pg. 3 The author is personifying colors. Colors are not alive and they cannot perch but by comparing them to something they can. The author makes a clear visual of color being there with him when he meets someone. SIMILE METAPHOR HYPERBOLE PERSONIFICATION SIMILE METAPHOR HYPERBOLE PERSONIFICATION SIMILE METAPHOR HYPERBOLE PERSONIFICATION When you speak to someone your voice conveys tone. Your voice may express that you are happy, sad, angry, confused, peaceful, and desperate and so on. Just like you convey tone with your voice an author conveys tone with their word choices. Authors are very deliberate with their word choice. Those choices give you insight into the story. Reanalyze one of your figurative language choices from above for its impact on the tone of the story. Describe how the tone it sets effects the entire story. Example from Text How does this figurative language impact tone? What effect does the tone have on the story?
DWIGHT SCHOOL TIMOTHY HOUSE SUMMER READING 2017 First Grade into Second Grade Reading over the summer reinforces language arts skills and encourages children to become life-long learners. Please assist your child with his/her summer reading and summer reading activities. Dear Parents: Please use the attached list to choose some “just right” books for your child. Some books will be appropriate for students to read independently. However, we encourage the majority of summer reading to be shared with family members in an effort to support comprehension, and most importantly the love of reading. Have fun reading with your child this summer! Best,
Application Form ESPP Urban Environment Summer Fellowship Environmental Science and Policy Program Student name: _________________________________________PID:_____________________ Email: _____________________________ Phone Number: _______________________ Department/School: _______________________________________________________ GPA (of graduate courses):___________ Expected Graduation Date: ___________________ Major Professor writing a letter of support: __________________________________________ Title of summer research project: _________________________________________________________________________ Abstract (100 words or less):
I never truly notice nothing God make. Not a blade of corn (how it do that?) not the color purple (where it come from?). Not the little wildflowers. Nothing” (Walker 197). personal relationship with God/Allah/any other divine being? Celie has always had a difficult relationship with God because her vision of Him was a representation of everything that she feared: a dominant white man. This is why she often used God as a scapegoat and resented Him for not protecting her. However, Shug’s definition of God, as an “it” rather than a “he”, is softer, lighter, and can manifest itself in gentle ways, not like the domineering God that Celie had always believed in. This new version of God revives Celie’s faith and contributes to her self-empowerment. “Well, say Grady, trying to bring light. A woman can’t get a man if peoples talk. Shug look at me and us giggle. Then us laugh sure nuff. Then Squeak start to laugh. Then Sofia. All us laugh and laugh” (Walker 201). THEME This quote truly encompasses the theme of the power of strong female relationships; Grady naively tries to put females back in their “place”, but Shug, Sofia, Squeak, and Celie all laugh at him, mocking his assumption that the prime goal of all women is to snatch a man. Especially in the context of their difficult
struggles, Shug being labeled a tramp, Celie raped and abused, Sofia thrown in jail, and Squeak emotionally abused and raped, the idea of living to get a man seems silly. “I’m pore, I’m black, I may be ugly and can’t cook, a voice say to everything listening. But I’m here” (Walker 207). THEME Part of truly loving and accepting yourself means accepting your flaws, and in this quote, Celie is proclaiming that she openly accepts these flaws, and that despite them, she’s not going anywhere. In this climactic scene, Celie finally has the strength and confidence to place the traits that once plagued her on the back burner to make room for her self. “I sit in the dining room making pants after pants. I got pants now in every color and size under the sun. Since us started making pants down home, I ain’t been able to stop. I change the cloth, I change the print, I change the waist, I change the pocket. I change the hem, I change the fullness of the leg. I make so many pants Shug tease me” (Walker 211). SYMBOLISM In this novel, sewing/quilting is symbolic of bringing people and things together. In this case, Celie is bringing her life together. She is fully realizing that as an empowered woman, just as she can change anything she wants about the pants, she can be the stimulus for change in her own life. By starting up her own pants company, she is taking advantage of all
learn from Malala’s story? Write a response (minimum of 2 typed pages/double spaced) using facts you have learned. Say Mean Matter Chart Template: I Am Malala Say: select a quote/significant passage from the text. Identify the chapter; type out the quote with “” marks and include (p.#). Mean: Paraphrase in your own words what that passage means by rewording. Matter: Express your understanding of the significance of this quote. What does it show? What connections did you make? How is this quote relevant? Why is this quote Part One Example: A Daughter is Born: “________” (#). 1. 2. 3. 4. 5. 6. 7. 8. Part Two 9. 10. 11. 12. 13. 14. 15.
4, 2016 Monday Tuesday 4 5 6:oo Independence Day 6:oo ¾ Highland 1 vs. Highland 2 Jeff and Joni Degenhardt Jen Kosharek 7:30 7:30 5/6 Highland 1 vs. Lancaster 3 5/6 Highland 2 at Fennimore 2 Ed and Lorilee Kraisinger Jamey and Michelle Shemak Wednesday Thursday 6 7 6:oo 5/6 Highland 2 vs. Richland Center 2 6:oo 5/6 Highland 1 vs. Highland 2 ¾ Highland at Richland Center 1 5/6 Highland 1 at Plain Brad Tucker Jake and Maggie Snachez Josh and Tina Aloisi Barb Hying 7:30 7/8 Highland at Dodgeville 1 7:30 HELP NEEDED
Class Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 FSE380 – Fire and Explosion Scene Analysis Sunday July 6: Travel Fire Investigation Academy Practical Skills – Fire Scene Investigation 1 Practical Skills – Fire Scene Investigation 2 Review IED Exam; IED Lecture & Component Identification; IED Component Identification Practical Exercise IED Component Identification Exam Monday July 14: Travel FSE450 – Advanced Explosion and Bombing Investigation Discussion & Review of lessons 1-10 Practical Exercises #’s 1 & 2 In-class Presentation of Results from Practical Exercise #2 Begin Practical Exercise #3 Continue Practical Exercise #3 Walk Through of Car Bomb PBI Practical; Lecture of Major Post Blast Scenes; Written Exam Cookout Cookout
and with the point ( 0, 3) contains the point (0,2) with m= Is horizontal and contains the point the line perpendicular to passing through the point . the line parallel to passing through the point (-2, 5) Graph the given equation. Label at least 3 points with their coordinates Write the equation in point-slope form of the graph below. Solve the following systems by graphing method. Solve the following systems by substitution method. Solve the following systems by elimination method.
(Confidential) SUMMER SCHEME VOLUNTEER (JUNIOR) REGISTRATION FORM Community Development Section Personal Details (TO BE COMPLETED BY YOUNG PERSON) NAME ADDRESS POSTCODE PHONE NUMBER MOBILE NUMBER E MAIL ADDRESS Where would you like to volunteer? (please circle) Redburn Community Centre, Holywood Kilcooley Community Centre, Bangor George Green Community Centre, Bangor Glen Community Centre, Newtownards West Winds Community Centre Newtownards Portaferry Sports Centre, Portaferry What skills, knowledge or experience can you bring to a Voluntary Role with Ards and North Down Borough Council’s (ANDBC) Community Summer Schemes? Why did you apply to ANDBC for a Volunteer Role in our Summer Schemes?
West Sussex Public Health Team Smoking and NHS Health Check Update Forum Key Notes of Forum Held 20th June 2018 June saw the Public Health Smoking Cessation & Health Check Forum returning to Field Place in Worthing for the second time and this year the Forum focussed on show-casing some of the lifestyle support services available in West Sussex. Workshops running this year were: An introduction to E-Cigarettes and Liquid Delivered by; Karl Lever from Totally Wicked, Member of the Independent British Vape Trade Association (IBVTA) The workshop provided information on how devices work and what is in The workshop was put on in response to requests from delegates at last year’s Forum who wanted more information for their patients/clients who were using E-Cigs to support ceasing tobacco use. One You Campaigns Delivered by: Ruth Dale - Public Health England PHE provided a presentation on the information, campaigns and self-help resources available to health professionals and the public on the One You website. Running A Successful Targetted Campaign Delivered by: Nicky Gale and Roddy Crockett, Healthy Lifestyles Team, Public Health West Sussex The workshop encouraged delegates to think about target types within their registered population and to consider different, more tailored approaches to encourage uptake of health checks.
Feet together hamstring stretch Right over left hamstring stretch Left over right hamstring stretch Groin stretch to the middle Groin stretch to the right Groin stretch to the left Hip series left leg: forward lunge ducked stretch earth pose Hip series right leg: forward lunge ducked stretch earth pose Calf stretch right Calf stretch left Down dog stretch Saigon squat Left leg crossover stretch Right leg crossover stretch Right arm across Left arm across Arm circles (10 seconds forward, 10 seconds backwards) Strength Training: Lunge Walks Squat Jumps Split Lunge Jumps Knee Jumps Push-Ups: Shoulder Width (Normal) Wide (Arms Spread) Diamond (Close together) Dips Pull-Ups (All Dead Hang) Wide (Hands far apart) Close Grip/Narrow (Hands in close) Shoulder (Hands Normal) NEGATIVES Mountain Climbers Sidewinders Backwards Lunge Chin-Ups: Wide (Hands far apart) Narrow (Hands in close) Shoulder (Hands Normal) NEGATIVES Skiers (lateral side jump) Ankle Flips Frog Jumps
05 15 06 06 06 45 07 05 07 15 07 45 05 26 06 16 06 55 07 15 07 25 07 55 Macclesfield 05 39 06 29 07 08 07 38 08 08 05 54 06 45 07 24 07 54 08 24 06 12 07 41 08 11 Euston 08 07 08 26 09 06 09 11 09 50 10 08 A train leaves at 06 45 (a) (i) At what time should this train get to London Euston? 09 06 (ii) How long should it take to travel between and ? Manchester Stoke-on-Trent 06 45 07 08 15 min 07 00 8 min 15 + 8 = 23 min (b) Work out how long it should take the 07 05 train from Manchester to get to London Euston. Give your answer in hours and minutes. Manchester London Euston 07 05 09 11 55 min 08 00 1 h 11 min 55 + 1h 11 = 2h 6 min Questions 1. Here is part of a train timetable from Crewe to . Station Time of Leaving 08 00 08 40
20. 21. 22. 23. Determine whether the function is even, odd or neither. Do 5 of the problems graphically and the remaining 5 problems analytically (using algebra!). 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. In exercises 34 – 38, (a) draw the graph of the function, find the (b) domain and (c) the range. 34. 35. 36. 37. 38. In exercises 39 – 42, use the vertical line test to determine whether the curve is the graph of a function. 39. 40. 41. 42. In exercises 43 – 46, write a piecewise formula for the function. Your answers should look like problems 36 – 38 from this section. 43. 44. 45. 46. In exercises 47 and 48, find (a) (b) (c) (d) (e) (f)
13. 14. 15. 16. or Determine whether the function has an inverse function. (Use the same test you used in problems 11 – 16!) 17. 18. 18. 20. 21. 22. For problems 23-28, find the inverse of f , denoted. Verify for #23-25 that . Verify for that. 23. 24. 25. 26. 27. 28. 29. The domain is all real numbers in problems 23, 24 and 28. The domain is restricted in problems 25, 26 and 27 as indicated by the inequality given as part of those problems. Explain why the restriction is necessary. Section 1.6 Convert from radians to degrees or degrees to radians. 1. 2. –2.5 3. 4. 45° Solve the equation graphically in the given interval. (RADIAN mode!) 5. 6. 7. 8. Show analytically that is an even function. Explain why its graph is symmetric with respect to (wrt) the y-axis. 9. Show analytically that is an odd function. Explain why its graph is symmetric with respect to (wrt) the origin. In exercises 10 – 13, the angle lies at the center of a circle and subtends an arc of the circle. Find the missing angle measure, circle radius or arc length. Angle Radius Arc Length 10. 2 x 11. 175° y 10 12. z 14 7 13. w 6 In exercises 14 – 19, choose an appropriate viewing window to display two complete periods of each trigonometric function (RADIAN mode!) 14. 15. 16. 17. 18. 19. In exercises 20 – 23, give the measure of the angle (RADIAN mode!). Give exact answers when possible. (i.e. if the given measure is on your unit circle, you should give the angle in terms of .) 20. 21. 22. 23. In exercises 24 – 29, specify the (a) period, (b) amplitude and (c) the viewing window that is shown. The graphs are from a TI-84+ with a ZSTD screen. Press CLEAR to remove the menu from your screen. 24. 25. 26. 27. 28. 29.
SUMMER EXAMINATIONS - BALLYFERMOT COLLEGE OF FURTHER EDUCATION 2018 d4 Date and Time Anna Brett Hall TV and Film Studio Weds 2ndh May 9.30am 1.00pm Creative skills Mental Health/Disability Bookkeeping Room 24 Bookkeeping Room 25 Media Law Psychology SHND2 SHND1 BSCA BSCB BAMPM SPN Safety and Health at Work Tourism P & P Media Analysis Media Analysis Media Analysis Media Analysis Media analysis Room 104 SNC RHB MJC IPC PMC ITC IFC Thursday 3rdh May 9.30am 1.00pm Social care practice Social Care Procedures Bookkeeping Room 24 Cultural Studies Social Studies SHND2 SHND1 BOS BAMPM SCH Business Admin. Care provision & practice Financial Accounting APS Lighting BSC SPN BHND 1 RHB IFC
SUMMER EXAMINATIONS - BALLYFERMOT COLLEGE OF FURTHER EDUCATION Date and Time Anna Brett Hall TV and Film Studio Wednesday 9th May 9.30am 1.00pm Psychology for Social Care Music Technology Spreadsheet Room 24 Spreadsheet Room 24 Human Resources Anatomy & Physiology SHND1 PMC BSC BOS BAMPM SPN GDS Psychology RHB SCH Thursday 10th May 9.30am Intro to Ac. St Human Growth & Development SHND1 SNC Human Growth & Development Human Growth and Development SCH SPN
Thursday 30 May HALF TERM Friday 31 May HALF TERM AM Session (9.00 am) PM Session (1.00 pm) Monday 3 June History Unit 1 (1hr) Tuesday 4 June English Language Unit 2 (2hr) Music Unit 3 (1hr) Wednesday 5 June Spanish Unit 4 H/F (1hr 15min/1hr 30min) Construction (1hr) Geography Unit 2 (1hr 30min) Thursday 6 June Maths Paper 2 F/i/H (1hr 30min/ 1hr 45mins) History Unit 2 (1hr) Friday 7 June English Language Unit 3 (2hr) Biology Unit 1 (1hr 45min) Science Double Award Unit 1 (1hr 15min) Monday 10 June Health & Social Care Unit 2 (1hr 15min) Tuesday 11 June History Unit 3 (1hr 15min) Wednesday 12 June Chemistry Unit 1 (1hr 45min) Science Double Award Unit 2 (1hr 15min) Thursday 13 June German Listening H/F (45min/35min) German Reading H/F (1hr/1hr 15 min) Friday 14 June Physics 1 Unit 1 H/F (1hr 45min) Science Double Award Unit 3 (1hr 15min) Year 11 Celebration Assembly Monday 17 June German Unit 4 Writing F/H (1hr 15min/1hr 30min Tuesday 18 June Additional Maths (2hr 30min) Statistics (1hr 45min) Hospitality & Catering Unit 1 (1hr 30min) Wednesday 19 June Thursday 20 June Friday 21 June
2 Day Exhibitor Only Registration – No Sessions/Events – Meals Only $175 $275 $225 $325 Not Available Not Available Spouse Registration $200 $250 $200 $250 $250 $300 Professional Development Workshop – Wednesday, September 27, 2017 9:00 am – 12:00 pm: Creating a Reliable and Sustainable System for Quality Assurance Programs – An Interactive Workshop PRE-REGISTRATION REQUIRED – SPACE LIMITED Target Audience: Administrators, Directors, Managers and Trainers Conducted by: Michael Davis, Project Manager, Colorado Motorcycle Safety Program and Motorcycle Safety Foundation Y / N Summit Activities: 2017 Members Annual Business Meeting Wednesday September 27, 2017 1:00 p.m. – 5:00 p.m. Y / N SMSA Newcomers Meeting (for all new/first-time SMSA attendees) Thursday September 28, 2017 7:15 a.m. Y / N Total Control Training, Inc. - Advanced Riding Clinic – Sunday, October 1, 2017 PRE-REGISTRATION REQUIRED – SPACE LIMITED Registration fee is $350.00 Coordinated and Conducted by: Total Control Training, Inc. Y / N Join SMSA and save on your Summit Registration.
Session plan – three hour consultation meeting We appreciate how tight for time you are and so we’ve designed a programme around the four questions to feedback. This session could be used to both consult on the next strategic plan and motivate volunteers/young people about the future of Scouting. Important tip: Read the proposed plan before the meeting! To make the meeting as effective as possible, it’s important that those attending the meeting have had the opportunity to read the proposed strategic plan as preparation before they attend. It would also be useful to encourage people to read the consultation and research briefings if they would like more context. Aim of the session That every volunteer, Network member and Explorer in the District has the opportunity to discuss the proposed strategic plan and feedback their views. Outcomes of the session Attendees feedback whether they think the proposed strategy identifies the right priorities for young people, volunteers and wider society and to what extent they support the plan. Attendees will discuss what they think will be most exciting for Scouting to deliver and indicate their top three initiatives. Attendees will discuss what they think is most important to deliver first and indicate which top three initiatives should be prioritised. Attendees will discuss their views on the proposed strategic plan which could include feedback that supports the proposals or that raises a concern/challenge or something that needs to be considered as part of the plan’s delivery. Programme Agenda item Activity suggestion Time Opening video Present the Summit17 opening video 5 minutes Welcome and review of the last plan Present a summary review of Scouting for all 2014-2018 15 minutes What we’ve learnt so far Present a summary of some of the research and consultation 15 minutes The role of Scouting in society today Facilitate a discussion on the role of Scouting in society today – in small groups 10 minutes Introduction to the strategic plan Present an overview of the proposed strategy 10 minutes Break Graffiti Wall – allow people to fill in during the break 15 minutes The right priorities Line up or voting cards 20 minutes The proposed initiatives Present an overview of the 17 initiatives being proposed 10 minutes What is most exciting? Voting dots or favourite pizza 15 minutes What needs to be prioritised first? Ladder or rucksack 15 minutes
provide advice regarding outreach to the rest of the state projects Molly McLaughlin (NM) Emma Nelson (VT) Emily Taylor-Snell (FL) Everyone’s feedback is important. Develop preliminary publicly available document (e.g., pdf with links to resources and examples that can be posted on the web) NCDB staff time and resources 09/15 Collaborate with other workgroups to determine evaluation strategies to be incorporated NCDB staff time Other Summit workgroups:, data collection and futures planning 09/15 Webinar for all SDBPs to learn more about the guide and ask questions NCDB staff time and resources SDBP workgroup time 12/15 Develop web-based interface to replace preliminary document NCDB staff time TBD Discuss possibility of creating a product describing “usable interventions” that could accompany the framework NCDB staff time SDBP workgroup time TBD
Thursday September 8 7:30 – 8:30 Continental Breakfast 8:30 - 8:45 Navigators Address to Summit Participants 8:45 - 9:00 Introduction by Dr. Nancy A. Bagranoff, Dean, Robins School of Business, University of Richmond, NIDILRR Grantee 9:00 – 9:30 Ruth Brannon, Director, Office of Research Sciences, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) – “NIDILRR, Employment and Vocational Rehabilitation” 9:30 – 10:45 General Session - “Issues of National Importance/ROI” Hugh Berry, (Moderator) NIDILRR Douglas Klayman, President, Social Dynamics, Employment First Bob Schmidt Principal Investigator, VR-ROI Project: The VR-ROI Project Paul O’Leary Office of Retirement and Disability Policy, SSA: Partnership Plus and Ticket to Work 10:45 – 11:00 Break 11:00 – 12:00 AM - Breakout Sessions (4) Panelists Expand on their Research/Projects 12:00 – 1:15 Working Lunch/Networking (Boxed Lunches provided) 1:15 – 2:45 Breakout Sessions (4) 3:00 – 3:45 Closing General Session – PEQA: Overview of new technical assistance center on program evaluation. Cayte Anderson – UW Stout, Don Bunuan, RSA, US Department of Education VR ROI Project Co-PI’s: Robert Schmidt (UR) and Joe Ashley (VA DARS) Wrap-Up of Summit 2016
the Camden area formula projected a 10 percent set-aside (plus a modest boost from job creation) over a 10-year period. 11 Edward Zigler and Sally J. Styfco, Epilogue, in Norman F. Watt et al., eds. THE CRISIS IN YOUTH MENTAL HEALTH: CRITICAL ISSUES AND EFFECTIVE PROGRAMS: VOL. 4: EARLY INTERVENTION PROGRAMS AND POLICIES. Praeger (2006), commenting on my chapter Housing Policy Is School Policy (pp. 53-80).
percent slopes | | | | | | | | | | |Toddspan | 6 | Flood plains | Yes | 2 | | | | | _________________________________|_______________________|________|_________________|__________|____________ Explanation of hydric criteria codes: 1. All Histels except for Folistels, and Histosols except for Folists. 2. Soils in Aquic suborders, great groups, or subgroups, Albolls suborder, Historthels great group, Histoturbels great group, or Andic, Cumulic, Pachic, or Vitrandic subgroups that: A. are somewhat poorly drained and have a water table at the surface (0.0 feet) during the growing season, or B. are poorly drained or very poorly drained and have either: 1.) a water table at the surface (0.0 feet) during the growing season if textures are coarse sand, sand, or fine sand in all layers within a depth of 20 inches, or 2.) a water table at a depth of 0.5 foot or less during the growing season if permeability is equal to or greater than 6.0 in/hr in all layers within a depth of 20 inches, or 3.) a water table at a depth of 1.0 foot or less during the growing season if permeability is less than 6.0 in/hr in any layer within a depth of 20 inches. 3. Soils that are frequently ponded for long or very long duration during the growing season. 4. Soils that are frequently flooded for long or very long duration during the growing season.
CREDENTIALS LIST User Name Password Description Workspacelab\Ctxadmin Citrix@Pass! Domain administrator (workspacelab.com) Ctxadmin Citrix@Pass! Local (non-domain) user Citrix Citrix@Pass! Local (non-domain) user Workspacelab\HR1 Citrix@Pass! HR user Workspacelab\Engineer1 Citrix@Pass! Engineering user Workspacelab\Marketing1 Citrix@Pass! Domain User Workspacelab\XDAdmin Citrix@Pass! XenDesktop Admin Workspacelab\HDAdmin Citrix@Pass! License administrator Ctxadmin Citrix@Pass! NetScaler superuser The credentials required to connect to the environment and complete the lab exercises are shown within the step-by-step instructions. LAB ACCESS Once connected to the Student Desktop, you will be using 3 different management consoles: The Remote Desktop Connection Manager, the Azure Resource Manager and the Citrix Cloud portal as shown in the example below. The icon to launch the Remote Desktop Connection manager is named CXD-251.rdg and is placed on the desktop of the Student Desktop. You will primarily use the Remote Desktop Connection Manager to login and interact with your virtual lab machines. You will primarily use the Azure console to configure and deploy new resources and control your virtual machine’s power state. Remote Desktop Connection Manager is pre-configured with the credentials required for this lab. To select the credentials you wish to use as shown in the example below, right-click the machine and select Connect server as. Module 1: XenApp and XenDesktop on Azure Overview Exercise 1-1: Create a Resource Group in Azure Scenario: You are a Citrix administrator at WW Labs and you have been tasked with creating a new Azure Resource Group in the East US region. The Resource Group will be used to host Master VDA virtual machines in a later module. Your architect informs you that while MCS can create Resource Groups automatically, in some cases it may be useful to pre-create Resource Groups. Step Action
Some participants found the filters appealing and engaging (e.g., “Hey, it’s like eBay!”) Near real-time filtering provides a sense of immediacy and control (dynamic manipulation) No apparent order or structure to the list of items, making it hard to understand (participants didn’t pick up on sorting the list by # of items retrieved) Similar-sounding content types can be confusing (“journal” vs. “journal article”) Can be confusing to see a different set of options for each query, especially when expecting a particular option such as “book” to be present Participants expected to be able to filter by author/title/journal name Subject terms Strengths Weaknesses Participants expressed desire to control search parameters beyond the content type, suggesting control of subject or topic could have value Summon can return results from many different fields/disciplines, which subject terms can help to disambiguate Somewhat overwhelming number of terms presented in a very long list Large variety of terms from different fields and disciplines, without structure or grouping to facilitate understanding Default sorting (by # of items) is difficult to scan, and participants did not use the alphabetical sort function Date Strengths Weaknesses Slider widget is engaging and easy to understand We observed little interest in or need for this filter, across all participants Dropdown menus for choosing a specific date are opaque and hard to interpret at first
cat. In western cultures, household pets are placed on a pedestal above farm animals, and we would never entertain the idea of eating our beloved pets. However, other cultures would eat a dog or cat before eating a pig. In my house, my mother has a portrait of our dog hanging up but she does not have one of me – can you tell I am a little bitter? My mother cannot even yell at our dog without feeling bad, but she can easily cook us pork tenderloin for dinner without feeling any remorse. I believe that the majority of people choose to ignore the truth that the animals we slaughter are sentient beings and can feel pain just so that they do not have to change the routines they are so accustomed to. Ignorance does not make consuming animal products ethical though. My second premise focuses on the nutritional aspects of both meat-based and plant-based diets. I believe that the slaughtering that farm animals go through is unnecessary because humans are able to survive and thrive off of a plant-based diet. Humans who participate in a meat-based diet consume approximately 40% fat (when the recommended daily value is less than 30%) and 25% protein (when the recommended daily value is 10%) (Engel, 878). Consumers of meat are more likely to suffer from heart disease, hypertension, stroke, and obesity than consumers of plant-based diets. In a study lead by Dr. William Castelli, researchers found that “the vegetarian societies have the best diet and they outlive [people who consume meat] by at least seven years” (Engel, 874). When I was a senior in high school, my grandfather had to undergo a triple bypass heart surgery that took a heavy toll on his health. Once he was released from the hospital, doctors recommended that he drastically change his diet in order to decrease his blood pressure and his chances of having to go through another surgery or suffer from a heart attack. Although my grandfather had a very difficult time doing so and was very
Developed by SummitSkills Version number 1 Date approved March 2014 Indicative review date April 2018 Validity Current Status Original Originating organisation SummitSkills Original URN M7; M8; M9; M10; M25 Relevant occupations Plumbing; Plumbers; Advanced Plumber Suite Plumbing and Domestic Heating Key words Plumbing; Heating; Install; Installing; Test
the working environment manufacturers’ instructions the methods and techniques for replacing/repairing the appliances, components and accessories in accordance with: the domestic plumbing and heating system’s design the working environment manufacturers’ instructions the organisational procedures for confirming with the relevant people the appropriate actions to be taken to ensure that any variations to the planned programme of work will not introduce a hazard and have minimum negative impact on the installation work to be undertaken the methods for the safe transport and/or disposal of waste materials, substances and liquids in accordance with suppliers’ and manufacturers’ instructions how to complete relevant documentation in accordance with organisational procedures
Scope related to knowledge and understanding The contexts and circumstances below identify where and when the NOS could apply. Working Environment (Internal and/or External) light commercial domestic agricultural horticultural leisure and entertainment residential medical and care facilities public services establishments pre 1919 traditional/historic buildings Domestic plumbing and heating systems 2.1 cold water – direct and indirect 2.2 hot water – direct and indirect 2.3 unvented domestic hot water storage systems 2.4 hot water heating systems 2.5 above ground discharge 2.6 below ground drainage Site 3.1 new build construction – building or structure 3.2 existing building or structure Site services and system supply 4.1 electricity 4.2 water 4.3 gas 4.4 oil 4.5 solid fuel 4.6 solar thermal 4.7 heat pumps 4.8 water harvesting
Developed by SummitSkills Version number 1 Date approved March 2014 Indicative review date April 2018 Validity Current Status Original Originating organisation SummitSkills Original URN N/A Relevant occupations Plumbing; Plumbers; Advanced Plumber Suite Plumbing and Domestic Heating Key words Plumbing; Sheet Weathering; Chimneys; Lead Flashing; Damp Proof
Are All Penetrations Into The Sump In Good Condition?2 Check to ensure all areas where electrical wires, conduits, and piping enter the sump are sealed. Cracked or loose seals around the penetrations can allow liquids to enter the sump and can allow fuel to be released into the surrounding soils if a release occurs inside the sump. Are The Test Boots Positioned Correctly And In Good Condition? A test boot is found on secondarily-contained piping and is a flexible sleeve usually made of rubber with a valve located either at the entry to the sump or on the piping in the sump. It is used to test the space between the inner and outer piping walls for tightness. Check to ensure the test boots are in good condition, not cracked or torn, and positioned correctly in the sump. To ensure a leak can be detected by your leak detection equipment, test boots should be positioned so they allow product to enter your sump if a leak from the primary piping occurs. There are a variety of different configurations for test boots. If you are unsure of the appropriate configuration, check with your contractor. Is The Piping And Other Equipment In Good Condition? Sumps may contain various types of piping and equipment such as leak detection equipment, turbine motors, line leak detectors, sensors, conduits, and flex connectors.
EMPOWERING CLINICAL LEADERSHIP We will work hand in hand with clinicians to improve the care experience and quality of care Care to Increase Access & Enable Adoption of the Quality Standard Implement the revised ‘End of Life Medications in LTC’ protocol Implement the WWACP Sustainability Plan, including the development and trial of the Carrot App and ACP CoP F - Building Provider Competencies in Hospice Palliative Care #2, #3, #4 Develop and execute annual ‘WWIHPC Regional Program Education Plan’ including a regional, CME accredited continuing education plan for primary care providers IGNITING INNOVATION AND CREATIVITY We will ignite innovation and creativity to exponentially impact the patient experience. C - Enabling Early Identification of Patients Who Would Benefit from Hospice Palliative Care E - Identifying and Connecting Hospice Palliative Care Providers Complete Value for Money Audit of WW Palliative Pain and Symptom Management Consultant Service Advance a ‘Compassionate Communities Approach’ within each Sub-Region #3 and #4 Implement ‘Early Identification EMR Tool’ in primary care #1, #2, #3, #4 Implement Transitional Care Model at GRH and CMH - enhance hospitalists capability to deliver a palliative approach to care to patients including early identification of patients who would benefit from a palliative care and improved integration with the community palliative care team #2 and #4 Implement WWLHIN MAID Care Coordination Service to support equitable access to Medical Assistance in Dying (MAID) for all WW residents #2, #3, #4 Implement an 'Integrated Palliative Support Line' to ensure consistent 24/7 hospice palliative care support for all WW patients / caregivers (incl. integration with EMS) OPCN Action Plan ‘Action Area’ G - Measuring and Reporting on our Progress - Each RPCN will submit to Executive Oversight, and regularly report on an annual work plan. The work plan will be aligned with the Action Plan to guide the regional implementation activities, ensure alignment with other regional and provincial work, and ensure engagement of the appropriate populations in planning and implementation (Q4 of each FY)
English 10 (Grade 10) 10:25–12:50 $300 $320 116 Algebra 2 8:00–10:25 $300 $320 118 English 11 (Grade 11) 10:25–12:50 $300 $320 116 Middle School Science (7) 9:15–10:27 $240 $260 123 English 12 (Grade 12) 10:25–12:50 $300 $320 116 Middle School Science (8) 9:15–10:27 $240 $260 123 World Geography (Grade 7) 11:45–12:57 $240 $260 111 Studies in Science 10:25–12:50 $300 $320 123 US History (Grade 8) 11:45–12:57 $240 $260 111 Biology 10:25–12:50 $300 $320 123 US History Survey 8:00–10:25 $300 $320 111 Elementary Language Arts 8:30–11:00 $300 $320 122 Civics 8:00–10:25 $300 $320 111 Elementary Math 11:15–12:45 $240 $260 122 World Studies 8:00–10:25 $300 $320 111 SAT Prep Critical Reading/Writing July 18 - 27 10:30–1:00 $135 $135 108 Driver Education (July 5 – 20) 8:00–10:30 $130 $130 114 SAT PREP MATH July 5 - 14 10:30–1:00 $135 $135 108 DO NOT REGISTER FOR CLASS UNLESS YOU CAN ATTEND FROM: June 27-July 27, 2016 CREDIT MAKE UP PROGRAM ENGLISH Language Arts (grade 5/6) This class will focus on providing support to your child in becoming a stronger reader and writer. Emphasis will be placed on basic reading skills, reading comprehension, non-fiction reading and writing, writing essays, and other genres of writing based on student needs. Language Arts – (Grade 7 and 8) 1 hr. 12 min/day An emphasis on persuasive and expository writing, including a review of grammar, is interwoven with the study of literary forms. Students are challenged according to their level. Students do extensive writing and reading. Persuasive and expository writing, fluency, writer’s purpose and
Day One Day Three Day Five Day Seven Day Nine 8:30 All Flutes Kyle M. Madilyn S. Autumn A. Tyler G. Logan T. Alto Sax Drew B. Kelly K. Kaylee G. Eli H. Ella J. Trumpet Everett S. Karl R. Kendall T. S Bone Brady N. Evan B. Xenia B. S Baritone 8:45 All Saxes Allison T. Cece L. Kathryn F. Lindley J. Alto Sax Sawyer L. Brooke T. Davon C. Isaiah C. Adam W. Trumpet Sarah H. Mason V. Austin G. Percussion Kayla H. Salma M. Josie S. Trustin O. Clarinet 9:00 All Low Brass Andrew R. Charlie T. Alyson L. Bone Anna C. Samuel L. Tyler S. Bone Marshal M. Easton R. Sydney H. Percussion Jillian F. Tenor Sax 10:10 All Percussion Casey M. Alex F. French Horn Caroline G. Abby M. Mya V. Jasmine G. Flute Alexis S. Ryan B. Henry P. Percussion Kieley N. Scott C. Aaliyah N. Tuba 10:25 All Trumpets French Horns Sophia K. Tatum G. Erik L. Madison L. Flute Isabelle C. Emma J. Holly K. Jaelyn A. Flute 10:40 All Clarinets
SEPTEMBER 17 Classes Start/Registration 17 BUILT ON A ROCK CONCERT in DULUTH 24 CLASS OCTOBER 1 CLASS 8 CLASS 15 CLASS 22 NO SUNDAY SCHOOL: MEA Wknd 29 CLASS NOVEMBER 5 CLASS 12 CLASS 19 CLASS 26 NO SUNDAY SCHOOL: Thanksgiving Break DECEMBER 3 CLASS 9 (Sat) 1st Reconciliation 10 CLASS 17 CLASS 24 NO SUNDAY SCHOOL: Christmas Break 31 NO SUNDAY SCHOOL: Christmas Break JANUARY 7 CLASS 14 CLASS 21 CLASS 28 CLASS FEBRUARY 4 CLASS 11 CLASS 18 CLASS 25 CLASS MARCH 4 CLASS 11 CLASS 28 CLASS 25 NO SUNDAY SCHOOL: Palm Sunday APRIL 1 NO SUNDAY SCHOOL: Easter 8 CLASS 15 CLASS 22 CLASS 28 (Sat) 1st Communion Retreat 29 CLASS MAY 6 LAST CLASS 12(Sat) 1st Communion Practice 13 1st Communion
RESOURCE LINKS Building Science Concepts Book 31 – Water and Weather: The Water Cycle and the Atmosphere Book 50 – Storms: Extreme Weather Connected “Watching the Weather”, Connected 3, 2012 and TSM Making Better Sense of Planet Earth and Beyond, “Weather” pages 63–90 Science Learning Hub Observing clouds and weather: Student activity exploring cloud formation: Other sources Traditional Māori weather and climate forecasting poster: Collection of weather sayings Weather Wiz Kids Weather: Weather forecasting: Weather instruments: Clouds: Science Kids Rain gauge: Wind speed: Wind direction: Air pressure: Exploring weather Exploring weather: Clouds: Forecasting: Ducksters: Science projects and experiments for kids (weather experiments): Non-instrument weather forecasting: (teacher) Make a barometer to predict weather: Study Jams Weather instruments (slide show): Clouds and precipitation (slide show): More on clouds Droplets: The Kiwi Kid’s Cloud Identification Guide (eBook): Cloud identification guide: TED-Ed: How did clouds get their names? (YouTube animation): Metservice How to read weather maps: Weather Study Unit – Taranaki Regional Council Activity 9: Weather maps:
Thank you for your interest in Sun Van’s services for individuals with disabilities. This packet includes information and forms you need to apply for paratransit eligibility for Sun Van. As part of the requirements of the Americans with Disabilities Act (ADA) of 1990, paratransit service is provided by all public transportation systems. This special type of public transportation service is limited to persons who are unable to independently use regular public transit (the bus, or ABQ RIDE), some or all of the time, due to a disability or health related condition. Under the ADA, transit agencies operating a bus service must provide a comparable service for people with disabilities who cannot use the bus. Eligibility is based on “functional” criteria. Eligibility is not based on type of disability, mobility aid(s) used, or age. Overall eligibility is based on the individual’s most limiting conditions and if there are barriers that prevent them from using the bus. Paratransit is a “shared-ride” service that operates at the same times and in the same areas as the fixed-route buses. In order to use ADA paratransit service, you must be certified as eligible. Eligibility is determined on a case-by-case basis. According to ADA regulations, eligibility is strictly limited to those who have specific limitations that prevent them from using accessible public transportation. Individuals are eligible based on any one of the following 3 categories: The Americans with Disabilities Act (ADA) identifies three categories of individuals who are eligible for complementary paratransit service. Individuals are ADA paratransit eligible if their disability prevents them from: Getting to and from bus stops or train stations within the service area. Using the fixed-route system because the bus route or rail station is not accessible. Independently navigating the system. Your application may be approved for full eligibility (unconditional) or on a conditional basis, for some of your trips. If you are found to be capable of using regular bus for all trips, without the help of another person, you will not be eligible for paratransit. To help us determine your eligibility for ADA Paratransit Service, please fill out the enclosed application as completely and thoroughly as possible. If there are
Event Date Evening Activity Things To Take Likely Costing 13th October Casino Concession Card $35 27th October Karaoke at John Green Centre Concession Card $35 10th November Fremantle Concession Card $35 24th November E-Shed Markets Concession Card $35 8th December Disco Concession Card $35 16th December EXTRA OUTING Christmas Get Together TBC Concession Card $35 22nd December Trots Concession Card $35 13th October to 22nd December 2017 Likely Costing amount is at clients own expense (NOTE: Outings are subject to change)
013 Support the development of a Major Town Centre which provides sub regional retail, community and commercial services, and complements the continuing primary role of the Sunbury Town Centre as the key service centre in the region. 014 Provide for local retail and convenience employment opportunities to meet the needs of existing and future residents, ensuring that all new neighbourhoods have strong access to local services. 015 Recognise the existing and planned town centre network immediately outside the precinct, and ensure that town centres planning within the precinct support and complement this network. 016 Support the early provision of local community infrastructure, including convenience retail, to meet the daily needs of residents within the precinct. Open Space, Natural Systems & Community Facilities 017 Build upon the regional open space function of the Jacksons Creek (including the Holden Flora Reserve) and Emu Creek corridors, including important habitat for Growling Grass Frogs and other native fauna, and path network connections to existing open space to the south and beyond. 018 Support the creation of a regional destination-based parkland at Redstone Hill that is developed sympathetically to its landscape significance and provides for strong physical and visual connections to both the Major Town Centre,the Jacksons Creek regional park, and surrounding hill tops 019 Support the development of a local park network to provide local amenity to each part of the precinct to complement the unique open space opportunities presented by the twin creek corridors and other conservation areas. 020 Deliver a high quality landscaped interface between nature conservation areas and surrounding development and enable appropriately managed community access which provides for interpretation of the values but provides sufficient protection of important conservation values. 021 Ensure strong connections are provided to community facilities and open space networks within the surrounding neighbourhoods. 022 Ensure that waterway protection measures are considered for Jackson Creek, Emu Creek and their tributaries in the layout, staging and design of development and the local street network. Biodiversity, Threatened Species & Bushfire Management 023 Ensure that bushfire protection measures are considered in the layout, staging and design of development and the local street network. 024 Contribute to the long term conservation of significant flora and fauna species and vegetation communities through protection of habitat, particularly along the two creek corridors (Conservation Area 21 and Holden Flora Reserve). Transport & Movement 025 Provide for strong, multi-modal connectivity across the Jacksons Creek, including logical road connectivity between Sunbury Road, the Major Town Centre, and a future Sunbury South Station.
Research management and administrative experience Membership of scientific editorial boards Reviewing of articles; the names of the journals, Membership of evaluation committees (assessment of applicants for academic posts); (please state type, year, institution), Membership of evaluation committees (assessment of academic dissertations (e.g. MD, PhD) (type, year, institution), Membership of research councils, scientific fund committees and the like (supply dates), Other. Research financing and innovation Large fund awards (> DKK 50.000) from public and private foundations (during the last five years), Participation in international research programs, Existing commercial collaboration contracts and activities covered by external funds (> DKK 50.000), Other innovation activities (inclusive of patents and patent application) Research plan Research plan, focus, originality and relevance Potential to develop the field Teaching experience/teaching portfolio Formal educational training Administrative tasks relating to education Experience concerning study programs, supervision and examinations Educational development and applied research in university teaching, including educational awards Reflection on own teaching practice and future development, including student evaluations Methods, materials and tools Other merits with relevance for the scientific position
God for ever and ever. Amen. LITURGY OF THE WORD First Reading Ezekiel 34: 11 – 12, 15 – 17 Responsorial Psalm The Lord is my shepherd; there is nothing I shall want. Fresh and green are the pastures where he gives me repose. Near restful waters he leads me, to revive my drooping spirit. He guides me along the right path; he is true to his name. You have prepared a banquet for me in the sight of my foes. My head you have anointed with oil; my cup is overflowing. Surely goodness and kindness shall follow me all the days of my life. In the Lord’s own house shall I dwell for ever and ever. Second Reading 1 Corinthians 15: 20 – 26. 28 Gospel Acclamation Alleluia, alleluia! Blessings on he who comes in the name of the Lord! Blessings on the coming kingdom of our father David Alleluia! Gospel Matthew 25: 31 – 46 HOMILY **BAPTISM WELCOME – SEE LAST PAGE ** FIRST COLLECTION – To support our Parish in its ministry