zilongwang/ReadingBank huggingface dataset:
Washington State Department of Health Division of Environmental Public Health – Zoonotic Disease Program PUBLICATIONS REQUEST NOTE: This is your Shipping Label – Use complete street address (UPS does not deliver to a P.O. Box). Name/Requestor Telephone Date Name of Organization E-mail Address Shipping Address City State Zip This order form is only for Division of Environmental Public Health publications. Publication Number Title Quantity Requested Back 1 333-049 Mosquito Problems Start at Home – Poster (English) 2 333-053 Do You Know What’s Biting You? – Flyer (English) 3 333-053 SP Do You Know What’s Biting You? – Flyer (Spanish) 4 333-170 Repellent: Choose It. Use It. – Bookmark (English) 5 6 7 8 9 10 INSTRUCTIONS: Please put the publications you are requesting in numerical order by the publication number. Include publication number, title, and quantity. Your order will be filled to the nearest packaged amount. (Allow weeks for your order to arrive). Requestor’s name and phone number must be filled in (in case we have questions about your order). You may orders by sending this completed form in one of three ways: Email: anne.duffy@doh.wa.gov Fax: 360-236-2261 FOR OFFICE USE ONLY Account Number Date Received Mail: ATTN Anne - Zoonotic Disease Program Washington Department of Health PO Box 47825 Olympia, WA 98504-7825 If you have any questions, please contact the Anne Duffy of the Zoonotic Disease Program at 360-236-3372.
removed all radiation labels and stickers from benches, sinks, hoods, etc. (don’t remove caution - radioactive material sign from entry door). checked all shared for radioactive materials/waste. Chemicals Liquid, Gas) label chemical containers with contents (full chemical name(s) close all containers securely to prevent leaks or spills segregate incompatible materials store flammable liquid containers in flammable storage cabinets until removal Compressed identified compressed gas cylinders and ensured they are labeled removed pressure regulators on cylinders and replaced protective valve caps return cylinders to the gas supplier (do not leave in lab.) Controlled Substances contact the Narcotic Control Officer to arrange proper disposal and documentation of destruction. Equipment, Lab Furniture, General Safety/Security contact Safety officer for information regarding contaminated equipment decontaminated equipment or furniture to be left in lab, including fume hoods, bench tops, and shelves. arranged for transfer of ownership and removal of equipment to remain arranged for removal of unwanted, broken, or obsolete equipment checked all shared areas, freezers, incubators, and cold rooms for hazardous materials/waste. returned keys to departmental business office returned computers, peripherals, software, data disks to chair/dean or facility manager. Hazardous Waste identify, label, and dispose of hazardous waste through standard disposal service. collected and containerized all sharps, needles, razor blades, surgical blades, and glass for disposal.
Space Centre () has more than 2,000 similar requests for support each year and they can only accommodate a limited number of applications from not-for-profit charities such as ourselves. But on this occasion, to support vulnerable children and young people across Bedfordshire, they have agreed to open their doors to two adults and two children for a very special visit valid until December 13th this year (2016). You won’t get another chance like this – so get ready for our final bidding to experience yet another wonderful opportunity this evening. Thankyou! Our thanks go to Charles Ross Auctioneers & Valuers for providing the venue and tour for this evening’s auction, to all the individuals, retailers and organisations that have donated lots and especially to you for coming along and bidding! On behalf of the children and young people of Bedfordshire and Luton who you will have helped to support, we are truly grateful.
NATIONAL RESULTS - ADDITIONAL INCOME FROM THE WORKING ON COUNTRY PROGRAM Direct Additional Income ($m) Type I Additional Income ($m) Type II Additional Income ($m) 8 14.8 27.4 Source: Allen Consulting Group, 2011 The national results in Table 4.3 indicate that there is a significant increase in income attributable to labour that arises from the Working on Country program. In the Type I case income rises in aggregate terms by $14.8 million throughout the economy. In the Type II case, the aggregate impact is $27.4 million. State and Territory Results The state benefits are a more complex matter. To determine these impacts, effectively the multipliers benefit is to be pro-rated across states. To do this, we need to consider the impacts of where the increased income generated by the Working on Country program spurs production. There are three key issues that are involved in this analysis. A proportion of the income in the first round will be spent locally. Although the areas concerned for the Working on Country programs do not have a large industrial base, there are some multiplier benefits that arise from spending on local industry – particularly service industries like retail. are pronounced state effects. Whilst production of goods is concentrated in the larger economies of New South Wales and Victoria, there are home state biases in expenditure – regional areas tend to import from closer to home where possible. There are national production effects. The industrial base is not spread uniformly. So although New South Wales and Victoria have a limited involvement in the Working on Country program, these states still see a disproportionally large share of the overall benefit. Table 4.4 show the benefits of the Working on Country program by State and Territory, and further classifies these benefits into Type I or Type II effects. Intuitively, direct benefits and Type I effects could be expected to be strongly linked to the geographic region where the program is located, whereas Type II effects are concentrated in the larger centres of industrial production. AGGREGATE BENEFITS BY STATE AND TERRITORY 2009-10 State Direct Benefit ($’000s) % of Direct benefit Type I Benefit (includes direct) ($ ‘000s) % of Type I aggregate Type II Benefit (includes direct) ($ ‘000s) % share of Type II aggregate
Outputs/activities Project design and delivery involves traditional owners and respects Indigenous governance regimes and land management accountabilities Involvement by traditional land owners in the development and design of projects Source: Existing reporting by project managers (SEWPaC) Suggested additional data collection: What governance arrangements have been established to facilitate involvement and decision-making by traditional owners and Indigenous communities? (land management steering committees, mentors, activities managed/undertaken by elders/traditional owners) Planning and delivery involves partnership building and stakeholder consultation Stakeholder involvement and project partnerships Source: Existing reporting by project managers (SEWPaC) Existing data collected includes: To what extend does your project use local business for goods and services? Has your project been involved in any commercial activities? Has your project had partnerships with any of the following organisations? Has your project been involved with the local school?
WOCMAT 2018 Conference Program December 7th, Saturday, 2018 Program Chair Place Time Registration Front Desk, International Conference Center B1/Library 08:30- 09:00 Opening Ceremony Mau-Chung Frank Chang, President of NCTU. Stone Cheng (conf.chair) Yu-Chung Tseng (conf.co-chair) International Conference Center(ICC) Opening Music Concert Prof. Hsing-Chwen Hsin ICC 09:20- 09:50 Keynote Speech 1 Christian Eloy Mixed music, what type of trialogue ? “suite SM“ a tribute to Luc Ferrari, a mixed music as an instance Prof. Stone Cheng ICC Front Desk, ICC 10:50- 11:00 Invited Speech 1 Lin-Ni Liao Curiosity in Organizing Sound - Four Electroacoustic Works around Erhu Prof. Mei-Fang Lin ICC Invited Speech 2 Mizuno Mikako Remoteness and Compensation --- tele-performance through the network Prof. Yu Chung ICC Lunch (Buffet) CHSS Building no3.Room: 201 Acousmatic Music Concert I Prof. Mei-Fang Lin ICC Break Front Desk, ICC Paper Presentation 1 Music Data Processing Prof. Chih-Fang ICC Paper Presentation 2 Multimedia Interactions Prof. Stone Cheng ICC Dinner (Dinner box) Prof. Cheng CHSS Building no3.Room: 201
Evening Music Concert 1 Prof. Chao-Ming ZyXEL Lecture Hall, B1, Engineering Building 4 Evening Music Concert 2 Prof. Chao-Ming Tung ZyXEL Lecture Hall December 8th, Saturday, 2018 Program Chair Place Time Keynote Speech 2 Speaker : Prof. Franz Martin Olbrisch The medial aspects of contemporary music in the context of digital, media Prof. Chao-Ming Tung ICC Invited Speech 3 Speaker : Prof. Xiao Hu The composition and design analysis of Fantasy Music Theatre Prof. Wan-Chin Li ICC Invited Speech 4 Speaker : Prof. Georg Hajdu Composing for a Tunnel Prof. Shing-Kwei ICC Break Front Desk, ICC Acousmatic Music Concert II Prof. ICC Lunch CHSS Building no3.Room: 201 Paper Presentation III Audio Signal Processing Prof.Hsin-Ming Lin ICC Break Desk, ICC Awards Ceremony Conference Chair & Prof. Eloy, Prof. Olbrisch ZyXEL Lecture Hall Closing Concert Prof. Yu Chung Tseng ZyXEL Lecture Hall Farewell Farewell Farewell 16:20 Sound Gallery Exhibition Prof. Yu Chung Tseng CHSS Building no3.Room: 101 12/7-08)
a child breaks a school rule. This is to ensure a safe and effective learning environment in which positive, happy, healthy relationships flourish. We have a series of consequences if someone breaks a rule: If a child has 3 or more time outs in a week then the teacher will inform the parents verbally. Serious misbehaviour (e.g. disrespect to staff, property or cultures, swearing, fighting) is very rare at West Oxford. Such behaviour would mean warnings are automatically by-passed and children are sent straight to headteacher. Similarly, any pattern in warnings or consistent warnings means parents are contacted. We contact parents to keep them in the picture and to discuss ways to respond and gain a consistent message between home and school. We do recognise that there are occasionally overriding factors or circumstances, but these are rare and so variation from the warnings system is rare. This is to maintain their effect and impersonal nature i.e. we aim to remove the personal judgement so children understand and accept the school rules. We allow for differentiation of sanctions where appropriate and these will be outlined in an Individual Behaviour Plan in consultation with the parent and Behaviour Support Services. This is to reflect different levels of culpability (or fault) while maintaining consistency and fairness of the treatment of pupils. The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.
WOC APPLICANT NAME: Without Compensation (WOC) Appointment To begin the application process, please visit: APPLICATION PACKET INDEX DOCUMENT FORMAT WHO MUST SIGN? N/A N/A (NOT OPTIONAL) WOC (NOT OPTIONAL) (Required only if you are a Physician) OR (Required only if you are a Nurse) AND/OR (Required for any other type of license) WOC WOC WOC WOC /Copy of Résumé WOC Copy of Professional License (If Applicable) (If Applicable) Photocopy N/A (To be completed by PI) WOC Valid Visa & I-20/Work ID. (Please include any related Non-Citizen documentation.) PI Original N/A PI – Human or Animal (Including details of required computer access) WOC & PI (Required only if you will be accessing the Computerized Patient Record System) WOC & PI WOC & PI
SCHEDULE TO CLAUSE 66.04 Referral of permit applications under local provisions Clause Kind of application Referral authority Type of referral authority Clause 37.02 – Schedule 1 An application to approve a Precinct Plan or permit application under Schedule 1 of the Comprehensive Development Zone Places Victoria Determining referral authority
Wipe Out Enterprises Inc. Work Instructions Document # WOEI-0009 – Independent Front Suspension (IFS) Installation Originator: Thomas Ludwig Approved Date: August 27th, 2015 (DAW) Revision Level: “A” Show A-Arms Angled Up 8° to 10° “B” Changed Upper Shock Mount from 15” to 17” Revision “A” Approval Date/ Revisers Initials: DAW 12/31/17 Revision “B” Approval Date/Revisers Initial: DAW 1/5/18 PURPOSE: IFS Installation Instructions TOOLS: Welding Equipment - (Welder, Welding Helmet, Cutting Wheel, etc.) Tape Measure Tubing Notcher – Jegs Part #049-ALL10411 IFS Kit – (See Picture “A”) A1 – Upper Shock Mount – Qty (2) A2 – Wheel Hub – Qty (2) A3 – Outer Tie Rod – Qty (2) A4- Spindle Steering Knuckle Assembly – Qty (2) A5- “A”-Arm Frame Mount Structure - Qty (2) A6 – Spindle Pivot – Qty (2) A7 – Upper “A”-Arm – Qty (2) A8 – Lower “A”-Arm – Qty (2)
A9 – Steering Cylinder (Optional) – Qty (1) A10 – Coil-Over Shocks – Qty (4) A11 – Springs – Qty (4) A12 – Steering Cylinder Bracket (Optional) – Qty (2) A13 – Ski Plate – Qty (2) Picture “A” IFS Installation Instructions: Notes: ***Measurements in these instructions are based on a 32” Diameter Tire (Size 11L-15SI @ 35PSI) and frame width of 22” across the top, if you have different tires diameters and frame width please contact Wipe Out Enterprises Inc. for additional information.***
Post Title: West of England Works – North Bristol Mentor ESSENTIAL DESIRABLE EVIDENCE Qualifications Educated to a minimum of level 3 (E.g. A levels, NVQ3) Relevant health or wellbeing related qualification Trained in Motivational Interviewing Relevant development, training, employment qualification Application Form Experience Demonstrable experience of working with adults on a 1:1 basis Experience of delivering wellbeing and /or employability workshops Experience of adopting a person centred approach in order to meet the needs of clients and of empowering people to make informed choices and be pro-active in their own wellbeing bearing in mind the options available to them Experience of creating support plans and completing risk assessments Supporting people into work, training or placements Proven track record of working successfully with a range of statutory and voluntary partners Experience of using ‘appreciative enquiry’ or other such motivational techniques Experience of developing new income streams including submissions of successful funding bids and tender responses for community based activities Experience on social media Application Form Interview
ANNUAL PERFORMANCE REPORT TEMPLATE (Period: April 20xx – March 20xx) MINISTRY: National Goal: National Outcome: Medium Term Policy Framework (2015 – 2018) Sector Strategy(ies) (if applicable): Sustainable Development Goal (SDG) No & Target: Government Priority(ies): [Programme Name] Description: Context: Programme Goal: Key Policy, Project, Initiative (2016- 2017) Budget ($) Expenditure to Date ($/%) End-of-Year Target Achievement to Date End-of-Year Outcome 1. 2. Explanation of Variance Mitigating Strategies/ Proposed Schedule Changes
Interviews Index 1 THE SELECTION PANEL The Panel Responsibilities of the Chairperson Responsibilities of the Panel Resources 2 SHORTLISTING APPLICANTS FOR INTERVIEW Shortlisting Shortlisting Considerations The shortlisting Process Resources 3 THE INTERVIEW Introduce the Session Ask the Questions Close the Interview Note-Taking Evaluation Resources
Selection Options Index 1 INTRODUCTION 2 THINGS TO CONSIDER 3 WHAT MAKES AN EFFECTIVE SELECTION OPTION? 4 STRUCTURED BEHAVIOURAL INTERVIEWS 5 WORK SAMPLE TEST Information on when to use a work sample test. 6 REFEREE CHECKS Information on when to use a referee check. 7 ASSESSMENT CENTRES Information on when to use assessment centres. 8 ABILITY TESTS Information on when to use an ability test. 9 BEHAVIOURAL SYTLE QUESTIONNAIRES Information on when to use behavioural style questionnaires. 10 RESPONSIBILITIES 11 RELEVANT DOCUMENTATION This guide should be used in conjunction with the Right Job, Right Person! Recruitment and Selection Framework, in particular . STEP-B
social, religious and political changes that brought about in places as far off as Western Europe and North Africa and heralded the beginning of the enlightenment. Construct an evidence-based argument that integrates multiple perspectives on an issue . A good example of this is looking at economic arguments for the persistence of the institution of chattel slavery, and the struggle of the abolitionist movement to counter those arguments. This is an ideal opportunity to examine one of the most important debates of the late 18t and 19th century and to examine the early growth of what today we would describe as anthropology, a tool utilized by abolitionist to explain non-western cultures to westerners. Consider different perspectives on a problem or controversy. In this class we will not shy away from controversial voices or debates. Towards the end of our course we will touch on one of the most hot button issues of our time by looking at the idea of a “Clash of Civilizations” popularized by Samuel Huntington and which on face value at least seems to be occurring between the Muslim world and the West. This is an ideal way to debate a global vision of the future. Instructor: Saad AbiHamad, Department of History Office: DM 388B [email@fiu.edu] Office Hours: Monday and Wed 2:00pm – 3:00 pm, You are encouraged to visit the instructor during office hours and please feel free to email instructor should you have any pertinent questions that can reasonably be answered via email. Required Materials: Worlds Together, Worlds Apart (concise edition vol 2) by Robert Tignor, Jeremy Adelman, Stephen Aron, et … Supplemental Readings: 1-“Three Days in October of 1630: Detailed Examination of Mortality during an Early Modern Plague Epidemic in Venice “ , Reviews of Infectious Diseases, Vol. 11, No. 1 (Jan. - Feb., 1989), pp. 128-139 2-“William Wilberforce on the Idea of Negro Inferiority” by William Baker, Journal of the History of Ideas, Vol. 31, No. 3 (Jul. - Sep., 1970), pp. 433-440 3-“Explaining Imperialism: The State of the Art as Reflected in Three Theories,” Rajan Menon and John R. Oneal, , Vol. 19, No. 2 (Winter, 1986), pp. 169-193 4- Samuel Huntington "The Clash of Civilizations?." Foreign Affairs. 72. no. 3 (1993)
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Perspective: Students will learn to conduct a analysis of local, global, international, and intercultural problems Assessment Activity/Artifact: 2 papers plus final COMPARITIVE paper. Analyses of 4 films depicting indigenous peoples in 4 different global context. Evaluation Process: Students will be writing two shorter and one longer final paper. A rubric will be used to evaluate the global perspective aspect of student papers. Minimum Criteria for Success: 75 percent of students will reach a grade of 75% or higher for the final paper. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will be able to conduct a analysis of local, global, international, and intercultural problems based on evidence from both indigenous and imperial sources. Use of Results for Improving Student Learning To be entered after each time course is taught
we create our seasonal menus, depending on the market offer Soups of the season Daily soup fresh cooked „as long as it’s available Fr. 11.50 Cold melon soup refined with white Port wine and yogurt, served with raw ham skewer Fr. 14.50 Starters of the season Ceviche de Crevette Tomaten et framboise Marinated prawns with strawberry marinade with cherry tomatoes, cucumber and avocados, refined with lemon-melissa Fr. 18.90 Tiramisu de Chanterelles et Jambon fumé du Pays Homemade Tiramisu of chanterelles, refined with garden herbs and mascarpone, served with smoked ham Fr. 22.00 Woks of the season Deluxe Wok Sausage pan with bacon, green beans, red onions and fried potatoes, served with a sour cream-dipp sauce Fr. 34.50 Kadashi Wok Fried tiger prawns in a spicy mango-wasabi sauce with Pack Choi and chilli, served with Jasmine rice and prawn crackers Fr. 42.00 Jambalaya Wok A classic dish of the Creole cuisin! With fried slices of chicken leg, green beans, chilli, onions, garlic and Chorizos, served with orecchiette Fr. 35.00 Chanterelles Wok Trofiette with sauteed chanterelles, cherry tomatoes, spring onions, green beans, garlic and garden refined with cubes of fresh cheese Fr. 28.50 All dishes with this sign can be ordered in small versions (Reduction of CHF 6.00 / dish, starters CHF 3.00) The classics Ther classic WOKs
Positive impact? Negative impact? No specific impact What will the impact be? If the impact is negative how can it be mitigated? (action) THIS SECTION NEEDS TO BE COMPLETED AS EVIDENCE OF WHAT THE POSITIVE IMPACT IS OR WHAT ACTIONS ARE BEING TAKEN TO MITIGATE ANY NEGATIVE IMPACTS Eliminate Advance equality Good relations Disability Physical √ Sensory √ Learning Difficulties √ Mental Health √ Sexual Orientation Lesbian, gay men, bisexual √ Age people (50+) √ Younger people (16 - 25) √ Religion or Belief Faith Groups √ Pregnancy & maternity √ Marriage & Civil Partnership √ Socio-economic Background √ The purpose of the Equality Impact Assessment is to improve the work of the Council by making sure it does not discriminate against any individual or group and that, where possible, it promotes equality. The assessment is quick and straightforward to undertake but it is an
Wolf Reintroduction Changes Ecosystem Yellowstone wolves are causing a trophic cascade of ecological change, including helping to increase beaver populations and bring back aspen, and vegetation. On a spring morning, a resounding "Slap!" reverberates through the air above a remote stream leading to Lake Yellowstone. Over much of the past century, it has been a rarely heard noise in the soundscape that is Yellowstone National Park, but today is growing more common-the sound of a beaver slapping its tail on the water as a warning to other beavers. When the grey wolf was , there was only one beaver colony in the park, said Doug Smith, a wildlife biologist in charge of the Yellowstone Wolf Project. Today, the park is home to nine beaver colonies, with the promise of more to come, as the reintroduction of wolves continues to astonish biologists with a ripple of direct and indirect consequences throughout the ecosystem. A flourishing beaver population is just one of those consequences, said Smith. A Yellowstone Beaver's Tale of Elk What happened, said Smith, is that the presence of wolves triggered a still-unfolding cascade effect among animals and plants-one that will take decades of research to understand. "It is like kicking a pebble down a mountain slope where conditions were just right that a falling pebble could trigger an avalanche of change," Smith mused. So how did this avalanche of change work out for the beaver?
This questionnaire acts as an aid to firms conducting due diligence and should not be relied on exclusively or excessively. Firms may use this questionnaire alongside their own policies and procedures in order to provide a basis for conducting client due diligence in a manner consistent with the risk profile presented by the client. The responsibility for ensuring adequate due diligence, which may include independent verification or follow up of the answers and documents provided, remains the responsibility of the firm using this questionnaire. Anti-Money Laundering Questionnaire If you answer “no” to any question, additional information can be supplied at the end of the questionnaire. I. General AML Policies, Practices and Procedures: Yes No 1. Is the AML compliance program approved by the FI’s board or a senior committee? Y  N  2. Does the FI have a and regulatory compliance program that includes a designated officer that is responsible for coordinating and overseeing the AML framework? Y  N  3. Has the FI developed written policies documenting the processes that they have in place to prevent, detect and report suspicious transactions? Y  N  4. In addition to inspections by the government supervisors/regulators, does the FI client have an internal function or other independent third party that assesses AML policies and practices on a regular basis? Y  N  5. Does the FI have a policy prohibiting accounts/relationships with shell banks? (A shell bank is defined as a bank incorporated in a jurisdiction in which it has no physical presence and which is unaffiliated with a regulated financial group.) Y  N  6. Does the FI have policies to reasonably ensure that they will not conduct transactions with or on behalf of shell banks through any of its accounts or products? Y  N  7. Does the FI have policies covering relationships with Politically Exposed Persons (PEP’s), their family and close associates? Y  N  8. Does the FI have record retention procedures that comply with applicable law? Y  N  9. Are the FI’s AML policies and practices being applied to all branches and subsidiaries of the FI both in the home country and in locations outside of that jurisdiction? Y  N 
WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Lindsay Wolfson Date 22 2014 Length of Lesson 5 daysContent Area Chemistry Edline was updated this week: My Class website was updated this week: STAGE I – DESIRED RESULTS LESSON TOPIC:States of Matter BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) UNDERSTANDING GOALS (CONCEPTS): Students will understand: Kinetic molecular theory and how KMT to apply to solids, liquids, and gases in terms of particle behavior. 2. Phase diagrams and the information that it gives. ESSENTIAL QUESTIONS: How are changes in matter are accompanied by changes in energy. VOCABULARY: Kinetic molecular theory, expansion, fluidity, compressibility, diffusion, effusion, fluid, ideal gas, surface tension, capillary action, evaporation, boiling, melting, freezing, condensing, sublimation, deposition, crystalline, amorphous, melting point, freezing point, boiling point, ionic crystal, covalent molecular crystal, metallic crystal, covalent network crystal, phase diagram. STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to: state and describe terminology, properties and characteristics of solids, liquids and gases - explain the behavior of Gases in terms of KMT - understand and identify the different types of intermolecular forces - relate the physical properties (vapor pressure, freezing point, surface tension) to the interplay of the intermolecular forces and energy of the molecules - describe and give examples of the phase changes - interpet pressure vs. temperature phase diagrams STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK:Classwork Homework Tests/Quizzes Labs Warm-ups/Exit Slips Formative assessments FORMATIVE ASSESSMENTS: #1. #2. #3. Others: Graphic organizer poster of phase changes STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: Active Engagements used: #1. #2. Others: Graphic Organizers Describe Presentation, discussion, pre-lab, laboratory experiments, MATERIALS AND RESOURCES: Overhead/Board/Promethean board Lab material/equipment Modern Chemistry by Holt CONTENT AREA READING: SpaceFreeze INTERVENTIONS: Preferential seating Cooperative work Guided Modified tests ASSIGNMENTS: Classwork Homework Labs Warm-ups/Exit Slips Formative assessments
come basis until there unworkable numbers to properly set up teams. Players deemed not yet ready for the level of play, will be recommended to continue in the hockey skills classes. Wolf Pack teams play against primarily teams in the Chicagoland area. Most teams try to play in one or two tournaments a year. Some may be out of town. Teams average 3 x per week ice time which includes team practice, skills and home and away games. NIHL COMPETITIVE TRAVEL TEAM PLAY- Travel hockey is suited for the passionate competitive player that strives to be the best they can be. More ice time , demanding training and a greater focus on success makes this an ideal level for the player that has graduated through all the previous phases to now competing against other travel programs primarily in the Chicagoland area. Teams average at least 4 ice times per week which includes team practice, skills and home and away games. HOCKEY SEASONS Although it is recommended that young athletes play various sports, hockey training is available 12 months of the year. Lesson programs happen every (4) season. Winter, Spring, Summer and Fall Team Fall/Winter Play season runs from September to February and possibly March Spring team season runs from until the end of May Summer include many camps and specialty off and on ice training sessions EQUIPMENT EQUIPMENT TIPS SKATING ELEMENTS “SUMO” 4 OTHER MAJOR SKILLS WANT TO BE A GOALIE?
Bookworms Sheila Roper Centre Lenton Abbey 1pm - 2.30pm Stories, rhymes and activities for under 5’s Midwife Wollaton Childrens Centre AM Appointment only Family Support Clinic 1pm-3pm (Appointment Only) Wollaton Children’s Centre Please 0115 876 1320 to book an appointment to talk with one of our family support workers if you are struggling with behaviour management, sleep routine and fussy eating. Family Support Clinic 1pm-2.30pm (Appointment Only) Dunkirk Children’s Centre Please phone 0115 876 1320 to book an appointment to talk with one of our family support workers if you are struggling with behaviour management, sleep routine and fussy eating. Midwife Wollaton Childrens Centre AM Appointment only
Monday 22/10/18 Tuesday 23/10/18 Wednesday 24/10/18 Thursday 25/10/18 Friday 26/10/18 Family Support Clinic @ Meadows Children’s Centre 9:30-12:30pm We offer support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 1320 Child Health Clinic @Meadows Children’s Centre 10:00-12:00 noon Drop in session – have your baby weighed and discuss your child’s health and development with a Health Visitor Family Support Clinic @ Clifton Children’s Centre 9:30-12:30pm We offer support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 2625 Sheila Roper Family Session @Sheila Roper Community Centre 11:00-2:00pm Family Fun Day Free Session Fun activities including arts and crafts, autumn activities, mushy peas, baby play, table top activities, activities for all the family Autumn Crafts @ AMC Gardens 1:00-3:00pm. Come join us at AMC Gardens for some Autumnal crafts and activities.
Monday 29/10/18 Tuesday 30/10/18 Wednesday 31/10/18 Thursday 01/11//18 Friday 02/11/18 Family Support Clinic @ Meadows Children’s Centre 9:30-12:30pm We offer support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 1320 Child Health Clinic @Meadows Children’s Centre 10:00-12:00pm Drop in session – have your baby weighed and discuss your child’s health and development with a Health Visitor Family Support Clinic @ Clifton Children’s Centre 9:30-12:30pm We support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 2625 Clifton Family Session @Clifton Young People’s Centre 11:00-2:00pm Family Fun Day Free Session Fun activities including arts and crafts, autumn activities, mushy peas, baby play, table top activities, activities for all the family Spooky Family Fun @ Meadows Children’s Centre 11:00am-2:00pm. Come along to Meadows Children’s Centre for our spooky themed session including, arts and crafts, play activities and enjoy us for some soup at lunchtime .
2018 Junior State Cup Coach: Dave Turner/Janine Neden Division: 14 Girls Mb: 0402 393 668 (Dave) – 0402 162 476 (Janine) Manager: Congratulations to the following players selected for 2018 Junior State Cup Important Information… PLEASE CONFIRM ACCEPTANCE OF YOUR POSITION ASAP BY TEXT TO YOUR COACH • If you are wearing a uniform from last year, please inform your coach of your playing number ASAP. The 2018 Junior State Cup tournament is being held from Friday 9th February – 11th February at C.Ex International Stadium, COFFS HARBOUR. Players are to arrange their own transport and Accommodation Tournament & uniform (if needed) must be paid at your first training session. Failure to finalise payment & order a uniform may result in you being removed from the team. Zarah ANDRAOS Ebony BOOTH Dannika CREATI Neave FERGUSON KENDON Lily LECERF – DELIFIORI Sarah MANDALIDIA Mackenzie MILLER Sienna MORGAN NICHOLLS Tully PHILLIPS Bronte POETZEL Kimberley SMITH Indy SPALETA Tarryn TOWLE Ebony TURNER Shadows Mackenzie OXENBRIDGE Kyra TURNER Ellie REH
C.6] Initiative in critical areas taken by you - Please provide information on- Key initiatives taken by you in various critical areas for overall business development How has it helped you in the specific business area? Names of relevant documents/certifications/financial information attached Below indicators are only for your reference and are only illustrative. Please do not restrict yourself to these illustrations and please feel free to provide as much relevant information as possible and make your own case. (Please be as descriptive as possible by attaching additional and relevant documents) Area Examples of Initiatives Information to be provided in separate sheet/documents to be attached Details provided in separate sheet/attached documents (Please mention Yes/No) Operational Excellence Improving operational efficiency, capacity utilization, cost optimization etc. Production details, technology agreements, quality certificates, awards won etc. and Marketing Marketing strategy, details of marketing campaign, impact on income/profit/clients etc. Product brochure, company brochure, marketing collaterals, customer feedback, awards won etc. Product / Service – Quality & Innovation New product developed or new service offered, quality improvement exercise undertaken, new technology adopted etc. Quality certification, customer feedback or testimonials, patents, awards won etc. Digital Adoption Digital marketing, digitization of documents etc. Online presence, e-commerce, social media etc. Resource Management Lower attrition, improved productivity, highly engaged workforce etc. Employee welfare schemes, employee satisfaction surveys etc. Customer Service & Excellence Initiatives for customer retention, increase in sales, acquisition of new customers etc. Customer feedback or testimonials, awards won etc.
C.A. (2001), ""If you only knew": lessons learned from successful black entrepreneurs", Journal for Pedagogy, Pluralism & Practice, No. 5, pp. 18-36. Sullivan, D.M. and Meek, W.R. (2012), “Gender and entrepreneurship: A review and process model”, Journal of Managerial Psychology, Vol. 27, No. 5, pp. 428-458. Tominc, P. and Rebernik, M. (2007), "Gender differences in early-stage entrepreneurship in three European post-socialist countries", Drustvena Istrazivanja, Vol. 3, No. 89, pp. Tonderai, N., Mapetere, D., Mavhiki, S. and Canacio, D. (2012), “Financial management: Case study of Gweru women entrepreneurs”, International Journal of Business and Social Science, Vol. 3, No. 18. Tony Fu-Lai Yu (2011), "Entrepreneurial alertness and spontaneous learning in the market process: the case of mama moon in China", Journal of Women's Entrepreneurship and Education, No. 3, pp. 29-44. Torraco, R. J. (2005), “Writing integrative literature reviews: Guidelines and examples”, Human Resource Development Review, Vol. 4, No. 3, pp. 356-367. Treanor, L. and Ashe, F. (2011), “Situating the subject: Gender and entrepreneurship in international contexts", International Journal of Gender and Entrepreneurship, Vol. 3, No. 3, pp. 185-199. Vaccarino, F. and Tremaine, M. (2014), "Chinese female immigrant entrepreneurs in New Zealand: two brief case studies”, International Journal of Teaching and Case Studies, Vol. 5, No. 2, pp. 107-119.
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early 20th century and the first woman board member of the Astronomical Society of the Pacific). Goss, Miller Making The Story of Ruby Payne-Scott: Australian Pioneer Radio Astronomer. 2013, Springer. Eshleman, Adams “Mercedes Richards: Stellar Detective” (Penn State University news story 2009): Weaver, Kimberly: Alumni Spotlight:
How would you compare the importance of a “goal” established in faith among a small group of believers with few resources, and a "goal" established in faith by a large congregation with many resources at their disposal? Endnotes “My Spiritual Gifts: How They Can Be Developed, Identified, and Used” Seminar by Birthe Kendal
I ruminate on what Karen has told me she likes to do. And what she’s done lately. When I recall her story about a walk with a niece, the answer hits me. “You want to walk around the lake. There’s no direct path, but I know how to do it.” A walk presents a multitude of possibilities. She might stumble, and I would be there to catch her. Our hands or bodies might brush together. Our solitude within nature might lead her to become overwhelmed by passion. “No, I’ve done that with Jerry many times.” I really hate Jerry. And I can’t squander more guesses. “Can I have a clue?” “Think about the tour of the house you took.” What is she getting at? The beauty of the house? Its contents? Its karma? I replay the tour in my head as best I can. And then a text comes in from Stacey along with a picture of her in a new pair of shoes. “I’m wearing them to camp today, Daddy!” As I text out, “That’s wonderful Sweetie!” the reminder of Stacey having been here provides me the answer. “You want to learn to play the piano,” I blurt out. “Stacey’s playing made you realize that.”
“I think the saddest phrase in the English language might be, ‘If only.’” Karen covers my hand with hers, relaying a womb-like warmth that nonetheless chills me with anticipation. “I’ve been lying to you since the day we first met.” “How so?” “I have no husband anymore. died in late February. Sudden massive heart attack.” I glance at her left hand to see that the wedding ring is gone. “It happened at work,” she continues, carefully enunciating each word. “I kissed him goodbye that morning, not realizing I would never see him again. I lost so many of the years with him I was promised.” How hard it must be to divulge one’s lies after creating the perfect cameo. To release the buried light. Karen’s upper frame becomes wracked with sobbing. I remove the cigar from her hand, encircle her with my arms, and kiss her forehead. “I’m so sorry.” When she quiets, she searches through her purse for a pack of tissues. Then Karen rests her head on my chest. She smells of a fruity perfume. “I want him back. For one last embrace.” is a quiet that even the trilling of the tree frogs can’t shatter. “You asked me the other day what Jerry was like,” Karen says softly. As she struggles to speak further, her cheeks rise, producing an inverted ‘U’ wrinkle on the sides of her nose. “He was kind. Generous. Caring. We had no children. He meant the world to me.” The savagery
office (Paxton, 1997), hence no bias attributable to gender. Second, gender political quotas have the guarantee that a certain proportion of women will be appointed members of parliament (Tripp & Kang, 2008). We, therefore, expect both proportional representation and political quotas to have a positive impact on the number of female members of parliament. Proportional representation equals one for each year in which candidates were elected using a proportional representation system; equals zero otherwise; averaged for the years 1975-2000. This historical data, taken from Beck, Clarke, Groff, Keefer, &Walsh (2001), cannot be changed by voting choices of the period 2007-2013, the sample period of this study. Fractionalization measures are based on the probability that two randomly drawn individuals (from a country) are not from the same group (ethnic) or do not speak the same language (linguistic). Both ethnic (ethnicfrac) and linguistic (linguifrac) fractionalization variables are drawn from Alesina, Devleeschauer, Easterly, Kurlat & Wacziarg (2003), and refer to the situation in the late 1980s and early 1990s. Scholars argue that highly fragmented countries are more likely to affect the composition and strength of political institutions such as parliament and government (Boubakri, Mansi & Safar, 2013). We argue that countries that are highly fractionalized, both from an ethnic and linguistic points of view, have over the years learnt to accept and to handle diversity. Such countries would, therefore, be more accepting of yet another form of diversity: gender. We, therefore, expect a positive association between ethnic and linguistic fractionalization on one side and the proportion of female members of parliament on the other. Having been collected in the 1980s -1990s and the fact that the fragmentation of societies on the basis of
Notes: **p < .05; *p < 0.1 Abbreviated variables: women on the board (womboard), women in parliament (womparly), logarithm of gross domestic product (lngdp), religiosity (relig), masculinity (mascul) Table 3: OLS and 2SLS regression results: Dependent variable- proportion of women on the board 1 OLS Model 2 (1st stage) womparly Model 3 (1st stage) lngdp Model 4 (1st stage) religiosity Model 5 2nd Stage 2SLS Shea’s Adj R2 Intercept 14.40** (9.78) 9.67 (9.34) 6.84*** (.96) 124.62*** (25.55) 26.74** (13.53) womparly .26*** (.09) .42*** .36 (.12) lngdp -.20 (.88) -1.67 .35 (1.20) relig -.07** (.03) -.12** .27 (.05) mascul -.09** (.04) -.04 (.08) -.00 (.01) -.24 (.22) -.07 (.04)
Lütfi DEMİR, District Governor, International Rotary, D. 2440 – Rotarian Greetings Aziz KOCAOĞLU, Mayor of Izmir - Video presentation of the City Franca – President of the IW Club Napoli Luisa Bruni Deniz TEZELMAN – IIW District Chairman, D.242, Türkiye Nur ÜSTAŞ, National Representative IIW Türkiye Kapila GUPTA, International Inner Wheel President 11:30 Coffee Break 12:00 PLENARY SESSION I:"IZMİR WELCOMES IMMIGRATION AND INTEGRATION THROUGHOUT HISTORY” Burçin Cepkenli ÖNDER Jewish Immigration and its Cultural Impact – BORA Exchange of populations between Greece and Türkiye and its Cultural Impact - Nedim ATİLLA Songs From Both Sides of the Aegean - Berrak TARANÇ and Atakent , Ege, Girne and Lefkoşa Clubs İzmir: A City of Migration and its Recent Experience of Hosting Migrants and Refugees - Ayselin YILDIZ 13:15 LUNCH 14:15 PLENARY SESSION II: “VOLUNTARY WORK ON SUPPORTING FAMILIES AS EDUCATING COMMUNITIES” Sema PEKDAŞ, Mayor of Konak District of Izmir Maria Vittoria MAILLER– A Displacement Story from North Africa Sara PARDO, Immediate Past Chairman, D. 244 – IW Voluntary work “SMYRNA PROJECT” on supporting schools to include displaced children to better integrate to their new host country Belkıs ÜNVER, President, Dalyan IW Club – A Project with displaced women in Istanbul Esat KARDIÇALI, Past District Governor, ROTARY I. D. 2440 -Teaching Adult Women to Read and Write by Rotary International’s CLE (Concentrated Language Encounter) Method Gülgün DOLUNAY, Immediate Past National Representative, Türkiye – IW Voluntary work focusing on Skill Teaching to displaced women as Economic Support and Cultural Development Oya BAYSAL, IW Club and ÇYDD Member - Latest Wave: ÇYDD Voluntary work in Çukurova 16:15 Coffee Break
2017-18 MINNESOTA TIMBERWOLVES FASTBREAK FOUNDATION GIVING INITIATIVE During each home game during the 2017-18 season, the Minnesota Timberwolves FastBreak Foundation will award a $5,000 donation to organizations that make our Minnesota community a great place to work, live and play. Organizations whose programming fall in-line with the Foundation’s mission are encouraged to fill out the application. All applications must be postmarked by Friday, December 29th. The FastBreak Foundation’s mission is to support organizations that make our community a great place to work, live and play. Please answer each of the following items within the space provided. Organization Name Address Contact Name Phone Fax Email Social Security/Tax ID # BACKGROUND Mission Statement Program History
DISCUSSION QUESTIONS: Spend a few minutes examining the photograph on the front. 1. Describe this image. What are the women doing? Why are there only women in this image? 2. How is “place” important in this image? What do you think were the benefits of picketing in front of the White House? What costs might this strategy have had for the National Woman’s Party? Would the meaning of this image be the same if these women were protesting somewhere else? 3. What does the legible sign say and what does it mean? What are they waiting for the President to do? 4. The words are not visible on the second banner from the left. What might you have written on a protest sign? 5. What was the point of including slogans on picketers’ banners? Why might these slogans provoke onlookers? 6. Do you think is a violent or non-violent form of protest? 7. Do you think these women are wealthy or poor? What clues are provided in this image?
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY VISIT TIMES to 2:15pm C PC Visits 1:00pm to 2:00pm NO VISITS PC Visits 1:00pm to 2:00pm NO VISITS PC Visits 1:00pm to 2:00pm D 5:30pm to 7:00pm E&F C NO VISITS E&F NO VISITS D E&F 7:15pm to 8:45pm A&B D NO VISITS NO VISITS A&B C A&B
Sharon Eubank 1st Counselor Relief Society General Presidency Jean B. Bingham President Relief Society General Presidency Reyna I. Aburto 2nd Counselor Relief Society General Presidency Michelle D. Craig 1st Counselor Young Women General Presidency Bonnie H. Cordon President Young Women General Presidency Becky Craven 2nd Counselor Young Women General Presidency Lisa L. Harkness 1st Counselor Primary General Presidency Joy D. Jones President Primary General Presidency Cristina B. Franco 2nd Counselor Primary General Presidency
Visually Impaired Regional Tournament Points 2018 Women’s Doubles First name Surname Total Points LBO BMH NEW BRI CAM YRK LND Nationals Sarah Fortescue 1020 200 200 90 140 50 140 200 Gill Currie 720 200 200 90 140 90 Joanna Turnbull 655 140 90 50 200 35 140 Amanda Large 540 140 200 200 Rosine Pybus 500 90 90 90 90 90 50 Frankie Rohan 450 90 90 90 90 90 Lydia Wrightson 370 140 140 90 Minerva Ainsworth 340 140 200 Jan Reynolds 340 200 140 Christine Laurence 340 90 50 200 Andrea 320 90 140 90 Odette Battarel 315 50 140 35 90 Samantha Murray 250 50 200 Susan Whelan 240 90 50 50 50 Janette Donnelly 190 90 50 50 Wendy Glasper 190 50 90 50 Amanda Green 140 50 90 Brenda Cassell 100 50 50
Visually Impaired Regional Tournament Points 2018 Women’s Doubles First name Surname Total Points LBO BMH NEW BRI CAM YRK LND Nationals Sarah Fortescue 1020 200 200 90 140 50 140 200 Gill Currie 720 200 200 90 140 90 Joanna Turnbull 655 140 90 50 200 35 140 Amanda 540 140 200 200 Rosine Pybus 500 90 90 90 90 90 50 Frankie Rohan 450 90 90 90 90 90 Lydia Wrightson 370 140 140 90 Minerva Ainsworth 340 140 200 Jan Reynolds 340 200 140 Christine Laurence 340 90 50 200 Andrea Logan 320 90 140 90 Odette Battarel 315 50 140 35 90 Samantha Murray 250 50 200 Susan Whelan 240 90 50 50 50 Janette Donnelly 190 90 50 50 Glasper 190 50 90 50 Brenda Cassell 150 50 50 50 Amanda 140 50 90
Visually Impaired Regional Tournament Points 2018 Player Rankings Table – Women’s Doubles First name Surname Total Points LBO BMH NEW BRI CAM YRK LND Nationals Sarah Fortescue 630 200 200 90 140 Gill Currie 490 200 200 90 Joanna Turnbull 480 140 90 50 200 Rosine Pybus 360 90 90 90 90 Frankie Rohan 360 90 90 90 90 Minerva Ainsworth 340 140 200 Amanda Large 340 140 200 Lydia Wrightson 280 140 140 Andrea Logan 230 90 140 Jan Reynolds 200 200 Janette Donnelly 190 90 50 50 Susan Whelan 190 90 50 50 Odette Battarel 190 50 140 Wendy Glasper 140 50 90 Masuma Ali 100 100 Christine Laurence 90 90 Brenda Cassell 50 50 Samantha Murray 50 50
Visually Impaired Regional Tournament Points 2018 Player Rankings Table – Women’s Doubles First name Surname Total Points LBO BMH NEW BRI CAM YRK LND Nationals Gillian Currie 200 200 Sarah Fortescue 200 200 Joanna Turnbull 140 140 Lydia Wrightson 140 140 Masuma Ali 100 100 Janette Donnelly 90 90 Rosine Pybus 90 90 Frankie 90 90 Susan Whelan 90 90 Bianka Graeming 15 15 Shamaila Kauser 15 15