zilongwang/ReadingBank huggingface dataset:
Text Overview Poetry is a rich, varied and imaginative form that allows students to explore and experiment with the power of the English language. By experiencing poetry on the topic of animals, students can work with a familiar context and build an appreciation for poetry as a creative, powerful and valuable way to express themselves. Glossary Figurative language Words or phrases used in a different way that differs from the expected or everyday use. Figurative language creates comparisons by linking the senses and the concrete to abstract ideas. Appropriation Taking an object or text from one context and using it in another context. Cross-Curriculum Priorities General Capabilities BOS other learning areas Grammar / Punctuation Phonological / Graphological Processing >Sustainability >Critical and creative thinking >Ethical understanding >Intercultural understanding >Literacy >Civics and citizenship >Difference and diversity Outcome Resources Teaching and Learning Activities (with adjustments) Teachers Notes and Register EN3-5B Mind map Wall or other space to create a word bank Brainstorm with the students “What is poetry?” Record answers in a class mind map. Save this for future reference and reflection. Begin to build a class word bank of terminology used when reading and writing poetry, clarifying what these mean. Revisit any poetic devices the students may already know. Invite students to share any poems they know or enjoy. This could be a whole class mind map or individual. EN3-2A, EN3-3A, EN3-5B, National Geographic Book of Children’s poetry For each poetic form, the same approach can be taken, thereby allowing students to build their knowledge and understanding of poetry and its forms. Read aloud the poem to the students as they follow along. Discuss what language It may be useful to create an anthology of the poems that will be used in the unit so the students have them readily accessible.
R: Yes, yes I became engaged then, 1934, he was an Anti-Nazi. All the time we drove all our friends from one part of the city to an other. We had just learned that they weren't allowed to use 1llwi•jS the tram anymore. I was~kind of afraid because if we would have -2-
APPENDIX F Laboratory Safety/Supply Checklist The presence/availability of items marked *** is required in all areas of laboratory use of hazardous chemicals. Supervisors must determine which of the others are required. ___ Fire extinguisher ___ Safety showerand eyewash ___ Fire blanket ___ Splash-proof goggles ___ Fire alarm ___ Specialty goggles U.V., IR, Laser, etc.) ___ Dust pan and broom*** ___ Face shield (8" minimum) ___ Safety cans for chemical storage ___ Gloves appropriate for material(s) being used (see Table 1)*** ___ Acid/corrosive storage cabinet ___ Lab coat*** ___ Bottle carrier(s) (rubber, polyethylene) ___ Dust masks ___ Hazard Assessments documented and posted ___ Other PPE (list) ___ Flammable storage cabinets ___ Respirators with appropriate cartridges* ___ Spill control trays ___ Hearing protection (i.e., ear plugs) ___ ___ ___ ___ ___ ___ Spill clean-up media for: Acid Base Solvent Oil Mercury Radioactivity ___ ___ ___ Emergency procedures for: Fire*** Tornado*** Chemical spill or explosion*** ___ ___ ___ Biosafety supplies: a. Sharps containers b. Autoclave bags c. Biohazard warning labels ___ Laboratory hoods (fan operational, adequate face velocity, no broken glass, clean and orderly) ___ Chemical Hygiene Plan*** ___ Standard Operating Procedures*** ___ Material Safety Data Sheets ___ Labeled Containers*** * Cartridge respirators may only be worn by employees enrolled in the Purdue Respiratory Protection Program. Contact the REM Industrial Hygiene Section for more information.
Wilkes Community College Horticulture Technology/Management - Associate Degree Program Articulation Agreement – Course Outline (Agricultural Professional Service Track) The following outline displays how the Associate Degree in Horticulture Technology will transfer into the Bachelor of Science Program in Agricultural Education at NC . To maximize the amount of credits transferable to NC A&T State University all students in the online agricultural education program will have 18 hours of their horticulture courses counted as their second major concentration under the plant and soil science option. The remaining courses will be articulated on a course by course basis. Transfer Course (One for One) NC Community College Courses Credit From CC NC Courses NC A&T Credit HOR 162 - Applied Plant Science 3 NARS 110 - Natural Resources 3 HOR 168 - Plant Propagation 3 HORT 334 - Plant Propagation 3 ENG 111 - Expository Writing 3 ENGL 100 – Ideas and Their Expression I 3 ENG 114 – Professional Research/Reporting 3 ENGL 101 - Ideas and Their Expression II 3 HUM Elective 3 ENGL 200 – Survey of Humanities I 3 HOR 166 – Soils & Fertilizers 3 SLSC 517 – Soil Fertility 3 SOC/Behavioral Science Elective 3 PSYC 320 – General Psychology 3 Agricultural Science/Free Electives 6 Agricultural Science/Free Electives 6 Remaining Coursework **Courses in bold must be taken at NC University.** NC Courses NC Course Credit ENGL 201 – Survey of Humanities II 3 SPCH 250 – Speech Fundamentals 3 BIOL 100 – Biological Science 4 MATH 101 – Fundamentals of Algebra and Trigonometry I 3 MATH 102 - Fundamentals of Algebra and Trigonometry II 3 Social Science Elective 3 Social Science Elective 3 PHED 200 – Personal Health 2 CHEM 104 & 114 – General Chemistry IV and Lab 4 MATH 224 - Introduction to Probability and Statistics 3 POLI 200 – American Government and Politics 3 SOCI 100 - Principles of Sociology 3 ENGL 331 – Writing for Science and Technology 3 ANSC 211 – Animal and Laboratory Animal Sciences 3 BIOE 114 – Home and Farm 3
Maintenance AGED 101 – Introduction to Agriscience Education 3 AGED 401 – Leadership Theory and Youth Program Development 3 AGED 402 – History and Philosophy of Agriscience Education In The System 3 AGED 403 – Adult Education in Agriscience and Extension Education 3 AGED 501 – Materials and Methods of Teaching Agricultural Education and Extension 3 AGED 503 – Program Planning and Evaluation 3 AGED 504 – Internship in Extension, Government, or Agribusiness 6 AGED 520 – Special Problems in Agricultural Education and Extension 6 AGED 607 – Environmental Education 3 AGED 608 – Agricultural Extension Organization and Methods 3 Second Major Concentration (18 hour) – Plant and Soil Science NC Community College Courses NC Course Equivalent Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3) Horticulture Course (3) Horticulture Elective (3)
2006: Red Dot Product Design Award, Designzentrum Nordrhein-Westfalen, Essen 2006: The best of the best, Focus Gold “Energy”, international design price Baden-Württemberg, Design Centre Stuttgart 2007: iF product design award in Gold, Hanover Wilkhahn reserves the right to make technical changes to the information provided. Revised December 2015
Mettlewsky, Gerald (b/n parents in the middle) Mettlewsky, Martin Leopold Mettlewsky, Trevor (burried with dad Bernie) Mettlewsky, Veronica Olga Michelman, Gerd Michelman, Gustaue Michelman, Johanna Lena Mielczerek, Laura (at foot end with Harry Wilson) Mielson, Mildred Miko, Theodore Miller, Anna Miller, Clifford Miller, Donald Miller, Edward (cremains in center (Theresa)) Miller, Emma Miller, Freda Miller, Gottfred Miller, Harold Miller, Harry (ashes head end) Miller, Jean (Cremains) Miller, Katherina Miller, Katherine (Bryan Campbell ashes too) Miller, Lambert Miller, Lisle Miller, Margaret K. Miller, Mrs. Caroline Miller, Pauline ( ashes at middle) Miller, Robert (cremation at head end) Miller, Theresa (cremains in center(Edward)) Miller, William Miller, William Mitzel, Andrew Mitzel, Caroline Moar, George Moberg, E.E Moffitt, Jane Moon, Baby Moon, Dora (with husband) Moon, Kenneth Moon, Kenneth Sylvan Moore, Brian Moore, Claude Moore, George
Wald, Mr. John Wald, Monica(2 urns in one vault-head end) Wald, Nelson (2 urns in one vault-head end) Wald, Ruth Waldner, Grace (ashes at head) Walker, Hazel Wallace, Edith Irene Wallace, Gladys Wallace, Glen Elmer Wallace, Henry (buried in Sherwood family block ) Wallace, John Wallace, J. Edgar Wallace, Mary Ellen (buried in Sherwood family block ) Wallinder, August W. Wandler, Adam Wandler, Domonic Thomas Wandler, Frank W. (Infant) Wandler, Irene Wandler, Jacob Wandler, Jean Wandler, Joseph Wandler, Katherine Wandler, Mrs. Magdlena Wandler, Sebastian Wangler, Clara (buried at 12 feet) Wangler, Eldon Wangler, Gabriel Warburton, Lily ann Ward, Henry Ward, Selina Warner, Jas. (?) Warren, Anne Freda Warren, Wm George - Re- Burried Wasmann, Barbara Wasmann, Bernard Wasmann, Helen (ashes at head end) Wasmann, Leonard Wasmann, Peter Wasmann, Ursula Wasmuth, Annie Barbara Wasmuth, August A. Wasmuth, Augusta Wasmuth, Baby
In England, academy schools are state funded schools which are directly funded by, and accountable to, central government. Academy schools are independent of direct control by the local authority. References Araújo M (2007) Modernising the comprehensive principle’: selection, setting and the institutionalisation of educational failure. British Journal of Sociology of Education 28(2): 241-257. Ball S (1981) Beachside Comprehensive: a case-study of secondary schooling. Cambridge: Cambridge University Press. Benjamin S (2003) What counts as success? Hierarchical discourses in a girls’ comprehensive school. Discourse: Studies in the Cultural Politics of Education 24(1): 105-118. Boaler J (1997a) Setting, social class and survival of the quickest. British Educational Research Journal 23(5): 575-595. Boaler J (1997b) When even the winners are losers: evaluating the experiences of top set students. Journal of Curriculum Studies 29(2): 165-182. Boaler J, Wiliam D and Brown M (2000) Students’ experiences of ability grouping – disaffection, polarisation and the construction of failure. British Educational Research Journal 26(5): 631–648. Carbonaro M, Bainbridge J and Wolodko B (2002) Using internet surveys to gather data from teachers: trials and tribulations. Australian Journal of Educational Technology 18(3): 275-292. Check J and Schutt RK (2012) Research methods in education. London: SAGE. Conservative Party (2007) Raising the bar, closing the gap. London: Author. Conservative Party (2010) The Conservative manifesto 2010. London: Author. Conservative Party (2015) The Conservative manifesto 2015. London: Author. DfEE (1997) Excellence in schools. London: HMSO. DfEE (2000) Specialist Schools Programme: Sports Colleges applications. London: Author. DfES (2005) Higher standards, better schools for all. London: HMSO. Dix KL and Anderson J (2000) Distance no longer a barrier: using the internet as a survey tool in educational research. International Education Journal 1(2): 83-93.
Will [Squints, removes glasses to peer at fireman] It’s no good; these are my reading glasses. Hang on a minute while I go and fetch my other pair. [Will returns to table leaving fireman in ‘hall’.] Grace Who is it, Will? Will He says he’s a fireman. Grace Well is he? Will I don’t know, I can’t see him properly; I’ve only got my reading glasses on. Grace You are hopeless. What do you think he wants? Will [He is groping around on the table searching for reading glasses] I don’t know. He probably wants a contribution towards the Firemen’s benevolent Fund or something. Grace [Brandishing her rolling pin] I’ll give him a contribution all right. Waking people in the middle of the night. Will [Finally having put on ‘distance’ glasses.] Ah, that’s better. Grace Be careful, Will, don’t let him con you out of any money. Will I wasn’t born yesterday. [Returns to ‘hall’] Grace No, more’s the pity. [To self] If only I could trade him in for a newer model….. I wonder if Brad Pitt’s got bored of that Jennifer Aniseed yet…(Will need updating!!) Will [To fireman] Sorry about that. Oh, yes, I can see quite clearly now – you are a fireman. Fireman Yes, sir, and I’ve come to rescue you. Will Rescue me? What are you talking about? Fireman The next door house is on fire – and you are in great danger. Will Great danger? Fireman Yes, hadn’t you noticed the smoke? Will Well, I did smell something – but the wife’s not a great cook, and our extractor fan’s broken, so I didn’t like to mention it. [He turns to look at Grace, who is still wielding her rolling pin, and fireman follows his gaze]
No. 77 Letter dated 27/9/1845 from Elizabeth Benn to the Inspector of Wills, Admiralty, enclosing the Will of John Shooks, Captain of the Main Top on board HMS Albion, together with Answers, asking if it is now correct. No. 78 Envelope Post marked 28&29/9/1845, addressed to The Secretary of the Admiralty, London – Same as No. 174. No. 79 The Will of John Shooks, Captain of the Main Top, aboard HMS Albion, dated 25/9/1845. Beneficiary & Executrix of this Will being none other than Elizabeth Benn, ‘my Friend’, wife of John Benn, a Caulker at HMS Dockyard, Devonport. The “Mark” of John Shooks witnessed by Captain, Nicholas Lockyer , HMS Albion. No. 80 Illegible paper marked No. 365 No. 81 Letter dated 30/9/1845 – R Hardy, writing to Mr Pinhorn, asking for the signature of Captain Lockyer on the Will of John Shooks to be compared to ‘the books of the HMS Albion’. (This letter was probably sent to the Admiralty - Clay) A note on this letter seems to say “It does”, someone’s initials, “JP”? – (Mr Pinhorn maybe?) ?? 1 October” Second letter on Doc. No 81, written by R Hardy, dated 2/10/1845, stating that the Will appears to be made in accordance with regulations prescribed by the Act of 11 Geo 4 Cap 20 Sec 48, and submits that the Will be registered and a Check issued to the Executrix. No. 82 File Record – Will No 365 – Check issued 4/10/1845 NB – A point of interest. Captain Nicholas Lockyer, Captain of HMS Albion, died at 7 p.m. on Saturday evening 27th February 1847, on board HMS Albion, of bronchitis, aged 65 years. He was buried on 3rd March 1847. He entered the Navy in 1796, received his Lieutenant's commission on 17th December 1803, and was made a
error in finding a witness unavailable on the basis of a doctor’s letter “that stated that the witness was too ill to testify either in court or at home” where the “contestant moved for a continuance for the purpose of summonsing the doctor to determine if the witness was indeed ‘unavailable’ and to inquire into the witness’ competency at the time of execution.” Id., p. 128 - 129. Thus, the contestant may require the executor to prove with testimony the unavailability of a subscribing witness. As in any bench trial, the judge has wide discretion in the admission of evidence. Generally, witnesses will be permitted to testify to observations concerning the testator’s capacity and susceptibility to influence. Hardy v. Merrill, 56 N.H. 227 (1875) (non-subscribing lay witnesses may testify to observations regarding competency of testator); Patten v. Cilley, 67 N.H. 520 (1893) (witnesses may testify to testator’s susceptibility to influence). Under Rule 804(b)(5) of the New Hampshire Rules of Evidence, a hearsay statement by the testator shall be admissible so long as the court finds that the “statement was made by [testator], and that it was made in good faith and on [testator’s] personal knowledge.” Customarily, both sides call witnesses who recount many testator statements.
“One thing I love about Will is his lack of fear – he’s a fearless guy, willing and open to learning anything, and he’s so unabashed in his performance, honing his skills right out in front everybody,” Morgan said. “And that’s a true mark of someone who’s going to go far, someone with that kind of bravery.” Morgan, who called the Newmans “the most interesting people I know,” pointed to Steve and Wendy’s unfailing support of their son’s endeavors, for example Steve schlepping Will’s gear around to late-night gigs even during his less healthy moments. “Will’s got a huge heart, loves his family so much, and is doing this thing for his dad – they’re just a great, great family,” Morgan said. “His parents are supportive of him so that he’s able to accomplish what he’s done, and he’s giving that back to his family – it’s just a beautiful circle.” Anthony Paul Donelson, known in the New York City music world as “Tony D.,” met the Newmans a couple of years ago when they were in New York shopping for hardware and software that would allow Will to record at home. They went to Sam Ash Music, which takes up almost an entire block in the heart of the theater district, and someone said, “You need to talk to Tony D.,” who handles professional sales for Sam Ash. While the parents spoke with Tony, Will wandered off and began playing a keyboard. “Tony was immediately aware of Will’s playing, and walked over and started talking to him,” Wendy said. “For the next hour, Steve and I were totally ignored – Will and Tony just completely connected.”
Music remains his constant ally. “When I’m playing piano and guitar and other instruments, that’s my escape from the world,” he said. “It can be very hard for me to cope with some things going on in the world, but when I sit down at the piano, it allows me to go into this amazing world of aesthetic creation, as I call it.” And, finally, that gift of creation now has a tangible as well as aesthetic purpose – raising money for research to cure a terrible disease that is hurting his father. “When I went to Houston, it was just amazing to see all these doctors and the work they do all for this one cause, to see that much charity and grace in one place, and it inspired me to want to help them out,” Will said. “To be able to do this for a cause that will help out my family, and to do it through one of my passions – what an honor.” (I’ll have a box with info on the CD, Will’s website and the CLLGlobal website)
Where is the original held? Did you make an Enduring Power of Attorney before October 2007? Yes No Yes No Have you made a Lasting Power of Attorney in relation to: your property and affairs? Yes No Yes No your personal welfare? Yes No Yes No What is your reason for making a new will? (e.g. current will have never made a will before; wish to add/remove beneficiaries; marriage/divorce) Is there any particular urgency? (e.g. illness; hospital stay; marriage; travel) Yes No Yes No Brief details Is adequate provision for your spouse/civil partner of primary importance to you? Yes No Yes No Is the tax efficiency of your will very important to you? Yes No Yes No Are you concerned to provide for young or vulnerable members of your family? Yes No Yes No Any other factors? I understand that Russell-Cooke’s advice will be given on the basis of the information disclosed in this will questionnaire, and I agree to notify them of any significant changes before I sign my will. Signed …………………………............ ………………………..................... Date …………………………............ ………………………..................... (If remitting the will questionnaire by e-mail, a hard copy may be signed at the meeting)
Willard Canal Intake Modification RFQ Shortlist for Bidders General Contractors: 1. Gerber Construction, Inc. 815 East 675 South Lehi, Utah 84043 Contact Person: David Gerber Telephone No.: 801-407-2000 Email: mn@1gerber.com 2. Whitaker Construction Co. 1050 West 44 South Brigham City, Utah 84302 Contact Person: Judd Hamson Telephone No.: 435-723-2921 Email: juddh@whitcon.com 3. W.W. Clyde & Co. 1375 N. Main Street P.O. Box 350 Springville, Utah 84663 Contact Person: Chris Glasser Telephone No.: 801-802-6800 Email: cglasser@wwclyde.com
Table 5.9.70.A—Willawong neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change Willawong neighbourhood plan code Table 5.9.70.B—Willawong neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Willawong neighbourhood plan code Table 5.9.70.C—Willawong neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Willawong neighbourhood plan code Table 5.9.70.D—Willawong neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Willawong neighbourhood plan code
Novice C, Girls (Aluenoviisit) born 2001 or later Skater’s Name Date of birth Debs A, Girls (Debytantit) born 1.7.2002 or later Skater’s Name Date of birth Springs A, Girls (Silmut A) born 2004 or later Skater’s Name Date of birth Finnish star evaluation Debs B, Girls (Aluedebytantit) born 2003 or later Skater’s Name Date of birth Springs B, Girls (Silmut B) born 2004 or later Skater’s Name Date of birth Springs C, Girls (Aluesilmut) born 2004 or later Skater’s Name Date of birth Cubs, Girls (Minit) born 2006 or later Skater’s Name Date of birth
Pre-Young I, Girls (Taitajat) born 1999-2003 Skater’s Name Date of birth Pre-Young I, Girls (Taitajat) born 2004 or later Skater’s Name Date of birth Pre-Young II, Girls (Taitajat, Axel) born 1999-2003 Skater’s Name Date of birth Pre-Young II, Girls (Taitajat, Axel) born 2004 or later Skater’s Name Date of birth Chicks, Girls (Tintit) born 2007 Skater’s Name Date of birth Pre-Chicks Girls (Tintit) born 2008 and younger Skater’s Name Date of birth Contact information Coach First name Last name Phone Email Team Leader First name Last name Phone Email
3214 Middlemore 3215 3216 Waitakere 3250 Manukau SuperClinic 3260 3311 Whakatane 3411 Gisborne 3611 Napier 3612 Memorial 3811 Wairau 3911 Nelson 4011 4013 Burwood 4014 Womens 4111 4112 Kaitaia 4113 Dargaville 4114 4211 4212 Wakari 4311 Palmerston North 4313 Horowhenua 4411 Timaru 4511 Southland 4711 Taranaki Base 4712 Hawera 4811 Taumarunui 4911 Tauranga 5011 5311 5312 Rotorua 5313 Te Kuiti 5323 Tokoroa 5329 Taupo General 5511 Wairarapa – previously Masterton 5711 Wanganui 5811 5812 Hutt 5814 Porirua 5816 Kenepuru 5818 Paraparaumu 5819 Puketiro 5820 Te Whare O Rangituhi 5911 8024 Surgical Centre 8206 Southern 8218 Southern Cross Brightside
nursing/ward costs was made. 2002/03 ICD-10-AM 2nd Edition AR-DRG 4.2 WIES 8b 2003/04 ICD-10-AM 2nd Edition AR-DRG 4.2 WIES 8c 2004/05 ICD-10-AM 3rd Edition AR-DRG 4.2, coding to ICD 2nd Edition. WIES 8c as for 2003/04 2005/06, 2006/07, and 2007/08 ICD-10-AM 3rd Edition AR-DRG 5.0 WIES 11, with NZ LOS profile, NZ costs for blood and clinics, also for some costs where jurisdictional differences were identified – mainly pharmaceutical costs and stent / implant / prostheses utilisation. Other costs from Victorian data were those associated to the NZ morbidity profile. 2008/09 ICD-10-AM 6th Edition AR-DRG 5.0, as modified for use in , coding to 3rd Edition. WIESNZ08, which uses Victoria’s WIES model for the weight development, but only New Zealand data elements, in particular NZ-only cost data. 2009/10 ICD-10-AM 6th Edition AR-DRG 5.0 as modified for use in , coding back mapped to 3rd Edition. WIESNZ09 2010/11 ICD-10-AM 6th Edition AR-DRG 5.0 as modified for use in , coding back mapped to 3rd Edition. WIESNZ10, same as WIESNZ09 except that F42A and F42B weights have been adjusted downwards to accommodate the EPS co-payment. 2011/12 ICD-10-AM 6th Edition AR-DRG 6.0 WIESNZ11 Note that the above table states the official Australian DRG set used as the basis for the Victorian implementation. ’s implementation preserved the Victorian adjustments
needs for the trials. This would ultimately deter officers from corruption and misconduct because they would not be believed just because they have a badge. The camera cannot lie. On the other side, if the officer was right in his actions the video camera will show this. One of the biggest problems that promoted these scandals was lack of managerial oversight. This is something that still needs to be improved but body cameras would be a step in the right direction. Departments like the LAPD and CPD are so big it is difficult to oversee everything they do. A body camera takes this burden off of those who police the police. It is now not just the police officer’s or department’s word but video evidence. This should make it easier for oversight to see both sides of the story rather than always favoring the police. Body cameras would have had a huge impact on how the Rampart Scandal would have played out along with the actions of the CPD. V. Discussion Yes, police corruption is a major conflict, but there are many departments and many cops that are not corrupt at all. We tend to pay attention to the bad ones because they often get more attention than the good ones. This may lead to a lack of numbers on police corruption, simply because it does not exist as much as people like believe it does. While making this point I would like to say I believe there are more good cops than bad, and all of our nation's law enforcement is not crooked or corrupt, but in fact, a good fraction of it is a just and fair structure. Nonetheless, the phenomenon of what causes police corruption is still intriguing and it is important to explore. I hypothesized that there are several leading causes of police corruption. I suspected that the hiring, and training process of new cops is not thorough enough, and that cops are not trained well enough for certain situations. One other important factor I believe that leads to police
Governor John Sevier’s First Address to the General Assembly Transcribed by Daniel Smith Standards: 4.34, 8.39 Often called the "Father of Tennessee, John Sevier was born in Virginia in 1745, he eventually moved to Washington County, TN and became Tennessee's first governor. He became a hero after he led an army of settlers at the Battle of Kings Mountain. In his first address to the General Assembly, Sevier informs them that Tennessee has been admitted to the Union, but will have one less representative than previously thought. Knoxville 30th July 1796 Gentlemen of the Senate and of the House of Representatives. The Short time in which I conceived it was necessarily my duty to convene the Legislature, compelled me to call you together on so short a notice: In the first instance, it was necessary to give all the time the emergency of the occasion would admit of, and in the second from a circumstance, that the election to be held for Representatives was approaching so near at hand, made it necessary as I conceived for the Assembly to have it in their power, by a timely meeting should they in their wisdom deem it proper, to make an alteration in the act directing the mode of electing Representatives to represent this State in the Congress of the United States, before the of election should arrive as directed in the aforesaid Act, otherwise it might be attended with disputes and contentions of a disagreeable nature, for by a late act congress the intended number of our Representatives is diminished, of course it proportionally lessens our number of electors for President and Vice President of the United States; Thus such derangement will necessarily require an alteration in our acts passed for such purposes. Our Senators not being recognized in the Senate of the United States, is another matter for your consideration and attention, and for your more ample information, the several acts and communications accompanying this address, will elucidate unto you, the propriety of my calling the Assembly together at this time. I hope I may be permitted to observe, that it is of importance and conducive to public happiness to arrange our public acts conformably with those of Congress, so far as they shall respect this State.
Driving Do you have a full current driving licence? Y/N If Yes, type of licence? Do you have a vehicle available for work purposes? Y/N Previous Employment Please list all of your previous jobs including any with your present employer. Include all local government and related service. Start with the most recent. Reference may be sought from your previous employers. Job title: Employer’s name: Address: Postcode: Reason for leaving: Date started: Date left: Brief outline of duties: Job title: Employer’s name: Address: Postcode: Reason for leaving: Date started: Date left: Brief outline of duties: Job title: Employer’s name: Address: Postcode: Reason for leaving: Date started: Date left: Brief outline of duties: Job title: Date started:
William Kamkwamba Timeline 2001: A severe famine forced William to drop out of school 2002: William built a windmill made from wood, an old bicycle frame, PVC pipes and other nondescript objects salvaged from a scrapyard 2006: Journalists and bloggers started to write about William’s windmill 2007: William’s first TED (Technology, Entertainment and Design) conference in Arusha, Tanzania 2007: Enrolled at the African Bible College in Lilongwe, Malawi 2008: 1) Studied Immersion English at Regents Language Institute in Cambridge, UK 2) First year at the African Leadership Academy in Johannesburg, South Africa 2009: 1) Interviewed on the Daily Show by Jon Stewart 2) The Boy Who Harnessed the Wind: Creating Currents of Electricity and Hope first published in the US by Harper Collins Publishers. Memoir co-authored by Bryan Mealer 3) Gave speeches at the following venues: -International CES (Consumer Electronics Show) - Africa Economic Forum at Columbia University - The Aspen Ideas Festival - TED Global conference in Oxford, UK 2010: Graduated from the African Leadership Academy and enrolled at Dartmouth College in the US 2013: William and the Windmill won the Documentary Feature Grand Jury Award at the SXSW (South by Southwest) Film Festival in the US 2014: William graduated from Dartmouth College in the US
system. Session Control (for using Hong Kong Education City account authentication only) Allow one device or multiple devices to connect based on user group (student, teachers). Other requirements. WLAN system access control No access control No MAC address filtering Use pre-shared key mechanism. Use MAC address filtering list for access control. The lists of filtering and filtered MAC addresses are to be monitored by the Contractor or the School. Internet Content Filtering Service Use content filtering profile commonly adopted by most schools and managed by the contractor. To be specified by School. Internet access to internal resources True IP addresses for public access to internal resources. DNS record update. Firewall
configuration Monitoring of WiFi network Managed service model, provide end-to-end service including configuration, provisioning of service, proactive monitoring, maintenance and regular reporting. Managed service model with partial monitoring by school. To be specified by School. Availability and Redundancy 99.7% availability Higher availability or redundancy required. To be specified by School. Recovery Support four-hour response time and service recovery Reduced time for service recovery. To be specified by School. Support hours Support hours from Mon to Sat 8:00 am to 6:00 pm Extended support hours, say to start at 7am to match the need of the school. To be specified by School. Reporting Provide monthly monitoring reports Other reporting schedule. To
“Writing Down My Family” Using oral histories as research for autobiographical poems Lesson Two Robin Scialabba Robin Scialabba, Success Alternative High School: Woodburn School District 103. July/August, 2009. Unit Plan: House of Words: William Stafford Fellowship: Lewis and Clark College Unit Question: Where do oral family histories and autobiographical poetry meet? Unit Goals: Students will… • Gain familiarity with the questioning and answering process. • Engage members of their families in an interview to obtain information that will help them construct meaning- ful autobiographical poems. • Use William Stafford’s style, organization, and word choice in seven poems to create their own original poetry. Objectives: Students will… • Interview parent(s) to find more information about their families. • Use interview responses and questions to infuse creative writing with relevant information, stories, and family anecdotes. • Define and use active verbs, lively adjectives, and interesting nouns in autobiographical poetry. • Analyze and discuss major themes in poems by William Stafford. • Brainstorm, write, and revise original, autobiographical poetry. Standards: • Increase word knowledge through systematic vocabulary development; determinethe meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use thosenew words accurately across the subject areas. • Listen critically and respond appropriately across the subject areas. EL.HS.LI.02
STANDARDS ADDRESSED OR‐ Oregon Standards Subject: English/Language Arts Content Strand: WRITING • Use writing as a tool to learn, reflect, and communicate for a variety of audiences and purposes. • Communicate knowledge of the topic, including relevant examples, facts, anecdotes, and details. Common Curriculum Goals: • Express ideas in an engaging and credible way appropriate to audience and purpose. • Communicate knowledge of the topic, including relevant examples, facts, anecdotes, and details appropriate to topic, audience, and purpose. Subject: Science Content Strand: EARTH AND SPACE SCIENCE • Understand physical properties of the Earth, how those properties change, and the Earth’s relationship to other celestial bodies. • Identify the structure of the Earth system and the availability and use of the materials that make up that system. • Describe how the importance and use of resources has changed over time with changes in economic and technological systems. Common Curriculum Goals: THE DYNAMIC EARTH: Understand the properties and limited availability of the materials which make up the Earth. If you have any questions about this lesson or want to share your thoughts, please email the author, Stacy Erickson at
Aguinis, H., Joo, H. and Gottfredson, R. (2011), ‘Why we hate performance management - And why we should love it’. Business Horizons, 54(6): 503-507. Armstrong M (2012), Armstrong’s Handbook of Reward Management Practice: Improving Performance through Reward (4th Edition), London: Kogan Page. Barnes, H., D. Smeaton and R. Taylor (2009), An Ageing Workforce: The Employer’s Perspective: Brighton: Institute for Employment Rights. Beck, V. (2013), ‘Employers’ use of older workers in the recession’. Employee Relations, 35(3): 257-271. Beck, V. and G. Williams (2015), ‘The (performance) management of retirement and the limits of individual choice’, Work, Employment and Society, 29(2): 267-277. Carter, B., A. Danford, D. Howcroft, H. Richardson, A. Smith and P. Taylor (2012), ‘“Nothing gets done and no one knows why”’: PCS and workplace control of Lean in HM Revenue and Customs’, Industrial Relations Journal, 43(5): 416-432. Casselden, B., Pickard, A. and McLeod, J. (2015), ‘The challenges facing public libraries in the Big Society’, Journal of Librarianship and Information Science 47(3): 187-203. Chubb, C., Reilly, P. and Brown, D. (2011), Performance management: literature review, Brighton: Institute for Employment Studies. CIPD (2011), ‘Employers need to train and performance manage older workers better or risk falling foul of the law when Default Retirement Age is phased out, show’s CIPD survey’, Press Release, CIPD:
Identifying late born small fawns to their dams so dams can be culled Adding terminal sires into the breeding programme Improved weaner growth rates Use of crops for R1 deer in particular Developing a firm long term direction- venison and/or velvet? Grant, George and Matt: Improving velvet production through DNA or use of a spotting scope- cost/benefit and use of data John, Marie and Daniel: Completed AP on-farm meeting 22 October Loss of weight for velvet stags over rut Drought and the effect on lactating hinds Pasture persistence- grass grub, drought and persistence in general Utilisation of recorded information for selection and sale- how much is too much? Irrigation possibilities and future farming policy Selection of outside genetics . Currently using Deer Improvement semen for AI. What are appropriate genetics to build on current performance and will they perform? Matt and Paula: Completed AP on-farm meeting 4 September Feeding two year olds at pinch periods and effects on lifetime performance Improving velvet production through DNA or use of a spotting scope- cost/benefit and use of data Weight loss in stags over autumn- management (feed, space) or science Karen: Completed AP on-farm meeting 31 July Better lactation performance from hinds- wean better weaners Improve weaner weight gain in autumn Start a velvet stag herd Karen and Richard: Completed AP on-farm meeting 22 October Improved weaner weights and continually improved velvet production Riparian retirement- costs and practicalities Evan and Linda: Completed AP on-farm meeting 2 July 2014 “Blank canvas”- any input on development plans welcome Want to hold hind numbers but develop a plan to utilise the extra deer fenced area- velvet, improved feeding Do things “better”- feeding, genetics source and pairing up hinds/fawns
19 MLK Holiday – School closed 22 School Board Mtg @ 5:30 pm 26-30 Open Enrollment February 2-6 Open Enrollment 4 School Counselors Appreciation 12 Paraprofessionals Appreciation 13 Students out 16 Parent Teacher Conference 7:30-3:00 26 School Board Meeting @ 5:30 pm March 2-6 National School Breakfast 7 Computer Power Day/Parent Academy for Student Success- Henderson 9 PARCC Performance Assessment Begins (3rd-5th) 10 LRSD PTA Council Mtg. @ 11:30 am 16 ELDA Assessment 19 School Board Meeting @5:30 19 End of 3rd Quarter 20 Students Out 23-27 Spring Break – School closed April 3 School Custodian Appreciation Day 8-9 ITBS 1ST-2ND grade 10 PARCC Performance Assessment Ends 14-15 5th Grade Benchmark Science Exam 13 Report Cards Sent Home/Available Online 12-18 National Library Week 12-18 National Volunteer Week 14 Media Appreciation Day 16 Artistry in the Rock 21 LRSD PTA Council @ 11:30 pm 21 VIPS - Evening with the Stars Event @ 5:30 pm 22 Administrative Assistant Appreciation Day 23 School Board Mtg @ 5:30 pm 27 PARCC End of the Year Assessments Begin (Grades 3-5) 27 Crystal awards Banquet May 4-8 Teacher Appreciation Week 4-8 Children’s Book Week 4-8 School Nutrition Employee Week 5 National Teacher Day 6 School Nurse Day 7 Child Nutrition Employee Appreciation Day 8 Spring Carnival (Rain Date May 15th) 13 Transportation Employee Appreciation Day 22 PARCC End of the Year Assessments End (Grades 3-5) 28 School Board Mtg @ 5:30 pm 25 Memorial Day Holiday – School Closed 28 PTA General Meeting June 4Students Last Day 5 Last Day for Teachers 7 17 Elementary Report Cards 25 School Board Meeting @ 5:30 pm Additional dates may be added as needed
Louisville Researchers Closing in on Printing 3-D Hearts USA Today February 2013 Louisville doctors developing bioficial heart. CNN News, Atlanta, GA Louisville doctors developing bioficial heart. WDRB News, Louisville Kentucky 2012 January 2012 “A Beacon in Higher Education.” The Lane Report’s Research Kentucky 2012 2011 June 2011 “Using Fat in New Way.” Courier-Journal, Louisville, Kentucky 2010 November 2010 “Stem Cells in Fat May Help Repair Damaged Hearts.” Washington Post, Washington, DC June 2010 “Business First: 2 Cents.” Business First, Louisville, Kentucky 2009 September 2009 “Kentucky’s Bucks for Brains is Paying Off at UofL and UK.” Courier-Journal, Louisville, Kentucky September 2009 “Cardiovascular Innovations.” Courier-Journal, Louisville, Kentucky
March 2009 “Positive Flow.” Business First, Louisville, Kentucky “Business First: 2009 Partners in Healthcare.” Business First, Louisville, Kentucky December 2009 Winter UL Medicine 2009 “$1.25 Million Grant Funds Diabetes Research at CII.” Louisville, Kentucky 2008 December 2008 “Cutting-edge Work Drew Medical Researchers to Louisville.” Business First, Louisville, Kentucky July 2008 “Stem Cell Therapy: The New Frontier in Veterinary Medicine.” Meeting Reporter New Orleans, Louisiana March 2008 “Gaining Definition.” Business First, Louisville, Kentucky Summer 2008 “NIH Grant to Fund Diabetes Research.” Press Release, Louisville, Kentucky 2007 March 2007 “Gaining Definition: Cardiovascular Innovation Institute Makes Strides in First Year of Operation.” Business First, Louisville, Kentucky May 2007 “New Heart Institute Sets Business Plan.” Business First, Louisville, Kentucky December 2007
“Scientists Receive 2 Mil. Grant for Tissue Technology.” Business First, Louisville, Kentucky 2006 April 2006 “Stem Cells Sans Discord.” Arizona Daily Star 2005 December 2005 “Smart Textiles.” The Desert Leaf, Tucson, Arizona 2004 March 2004 Arizona’s Bioscience Roadmap Media Workshop participant, Flinn Foundation, Phoenix, Arizona 2003 September 2003 “Entrepreneur in Action.” Tucson Citizen, Tucson, Arizona June 2003 “Spare Parts.” Report on Research: A Journal of Creative Activity at the University of Arizona 2002 January 2002 Artificial Body Parts KGUN-TV, Tucson, Arizona
Multiple Choice Score AP Score Scaled Score Example 2 70-73 3 74-79 4 80-89 5 90-100 # Correct x 1.3043 30 Correct X 1.3043 = 39 80% 0-26 27-38 39-51 52-65 0-10 = 70 11-15 = 71 16-20 = 72 21-26 = 73 27-28 =74 30-31 =75 32-33 = 76 34-35 = 77 36-37 = 78 38 = 79 39 = 80 40 = 81 42 = 82 43 = 83 44 = 84 45 = 85 46 = 86 47 = 87 48-49 = 88 49-51 = 89 52 = 90 53 = 91 54 = 92 55 = 93 56 = 94 57 = 95 58 = 96 59 = 97 60-61 = 98 62-63 = 99 64-65 = 100
Table 1: Program Access and Reimbursement Category Findings Certification and Benefit Issuance NO FINDINGS Details: Verification NO FINDINGS Details: Meal Counting and Claiming NO FINDINGS Details: Table 2: Meal Patterns and Nutritional Quality Category Findings Meal Components and Quantities FINDINGS IDENTIFIED Details: All lunch meals observed on the day of review and counted for reimbursement did not contain all of the required meal components. Offer versus Serve NO FINDINGS Details: Dietary Specifications and Nutrient Analysis NO FINDINGS Details: Table 3: School Nutrition Environment and Civil Rights Category Findings Food Safety NO FINDINGS Details: Local School Wellness Policy FINDINGS IDENTIFIED Details: The division has not implemented a local wellness policy in accordance with the USDA Final Rule, Local Wellness Policy Implementation under HHFKA of 2010.
Thursday 9/4 Progress Reports go home!! *Evaluating Written Expressions HW: Order of Operation W/S *DOS (Daily Oral Science) **Matter Pre-Test & Work on Science Tools Project **Study for ALL Quizzes **DOG (Daily Oral Geography) **Project given to students Study Civil War Vocabulary! *Work on Daily Grammar Review **Daily Grammar Worksheet Due ** “Steal Away Home” **12nights until AR#3 #3 TEST on 9/16 **Study for Vocabulary Quiz Fri., 9/5 Friday 9/5 *Quiz ~ Written Expressions *DOS Quiz *Quiz~7 Steps to Scientific Method * *Quiz~ Lab Safety & Inquiry Skills **DOG (Daily Oral Geography) ** Work on Project Study Civil War Vocabulary! *Work on Daily Grammar Review **11nights until AR#3 TEST on 9/16 ** Vocabulary Quiz: “Steal Away Home”
William Shakespeare & Julius Caesar Resources Websites: Folger Shakespeare Library - Digital Text of Plays (online & PDF) - *SparkNotes – No Fear Shakespeare - Books: Folger Shakespeare Library Edition – ISBN 978-074348745 ($4.99) The Sourcebooks Shakespeare Julius Caesar – ISBN 978-1402206870 ($14.95) *SparkNotes No Fear Shakespeare Edition – ISBN 978-1586638474 ($5.95) *SparkNotes 101 Shakespeare Edition – ISBN 978-1411400276 ($5.99) iPhone Apps *SparkNotes Film/Movie Version BBC Shakespeare Tragedies Julius Caesar (Amazon Instant Video, Tragedy Box Set - Amazon) *Since we will be focusing on language of Julius Caesar and not plot, characters, figurative language, or theme, SparkNotes will not be of too much use for you. I REALLY warn you against using No Fear Shakespeare because having the “modern translation” may actually hinder your study of Shakespeare’s language. However, I have listed the books here in the event you are so confused or feel you need to double check your understanding of the play. Remember: I know they exist too; you aren’t fooling me. I know they’re free online. And you won’t be able to use it in place of reading Shakespeare’s language because you will not pass the test.
CMS Lesson Plan Template Teacher: Lewis Course/Level: 8 ELA Week of: Monday 3/9 Tuesday 3/10 Wednesday 3/11 Focused Standard/Element(s) ELACC8RL1 – cite text (explicit and inferences) ELACC8RL1 – cite text (explicit and inferences) ELACC8RL2 – analyze characters and summarize Essential Question(s) What words and phrases did the author use to clarify claims and support relationships? What words and phrases did the author use to clarify claims and support relationships? How can an author use language to establish or define a character? Opening (5-10 min) What's worth the effort? Explain what things in your life are worth the effort you put into them. Write no less than 10 sentences. What's worth the effort? Explain what things in your life are worth the effort you put into them. Write no less than 10 sentences. Vocabulary from Raymond's Run. Work-Time Activities (40 min) Guided Reading of Raymond's Run. Guided Reading of Raymond's Run. Close reading of Raymond's Run. Focusing on summarizing and characterization. Closure Activity (10 min) Describe the story Raymond's Run. Graphic Organizer Describe the story Raymond's Run. Graphic Organizer Review and evaluate Raymond's Run.
Closure Activity (10 min) What are three descriptive words that define the main characters? Students will self evaluate using a rubric. Differentiation Strategies (targeting student growth) Student led discussion. Student generated questions. Students write about their own personal experiences, and support their answers based on their choice of text evidence.
Willis Towers Watson appoints head of Workplace Risk More capability added in strategic people risk advice to public and private companies MELBOURNE, 22 September, 2016 — Willis Towers Watson is pleased to announce the appointment of Darren Oliver as National Manager – Workplace Risk. Oliver is well known throughout the corporate market for his extensive expertise in providing strategic workplace advice to both public and private companies. Commenting on the appointment, Chris Nelson, Head of Client and Industry Australasia said: “Darren has an exceptional reputation in the Australasian market. His knowledge and experience will bring considerable benefit to our clients and will allow us to maintain and grow the already strong market presence held by our Workplace Risk team.” Oliver comes to Willis Towers Watson from people insurance and employee benefit specialist company Thomas James International where he was the Founder and Managing Director. Prior to that he was Head of Practice at Aon, providing strategic workers’ compensation and work health and safety solutions. He said Willis Towers Watson is uniquely placed to create visionary opportunities for clients. “With the integration of the two organisations earlier this year, we have an unparalleled combination of analytics and benchmarking to offer our clients, as well as innovations in client accessibility. I’m excited to be offering these strategies to the market.” Oliver commented that he is excited to be working with an enthusiastic and experienced team. “Ultimately, the workplace risk team members have one common goal, and that is ensuring we achieve a positive financial and cultural outcome for our internal and external clients."