zilongwang/ReadingBank huggingface dataset:
Volunteer, Peer Mentor Coordinators, Themed leads and Managers please use the table below as guidance Roles Peer Mentor whilst in training Peer Mentor once completed Diploma 1:1’s No Yes - on completion of role assessment and competency Facilitate group work No Yes Assist delivery structured sessions Yes - on completion of role assessment and competency Yes - on completion of role assessment and competency Support Reception with Meet & Greet No Yes - on completion of role assessment and competency Auditing Dependant on audit requirements Yes - on completion of role assessment and competency Buddying to Appointments No –but can accompany worker Yes - on completion of role assessment and competency Supporting Recovery/ Care Plan Goals No –but can support worker Yes - on completion of role assessment and competency Attending client treatment appointments No Yes - on completion of role assessment and competency Buddying to mutual aid groups Yes Yes Act as Recovery Champion/ Coach Yes Yes Positive role model Yes Yes Advocating on behalf of Service Users Yes - on completion of role assessment and competency Yes - on completion of role assessment and competency Shadowing workers to fulfil role and responsibilities of Peer Mentor No Yes - on completion of role assessment and competency NB All above roles are decided through a process of assessment and skills identified. Other influencing factors that need to be considered are confidentiality, risk assessment and relevant policies to the specific role. These roles are decided by Themed Lead, Coordinator or Manager. If in doubt guidance must be obtained from National Volunteer Management Team. This post is subject to a DBS check.
[page 58] Chart 2. Basic Pattern of the Korean Kinship System [page 59] Degrees of relationship do not change whether those involved are male of female. However, in the case of a female, her relationship to her husband’s relatives is determined solely by the position of her spouse. It should be made clear that even though the kinship system is basically patrilineal, there is more than one set of relatives for each individual. In addition to descent from the father, every individual is related to members of his mother’s patrilineal lineage; and each male is related to his wife’s natal consanguine family. These two are temporary, and differ therefore from the patrilineal lineage group which is permanent and the most important of all. Accordingly, as shown in the Chart 2,ego’s relationship to members of his generation are of the second, fourth, sixth, eighth and tenth degrees. His relationship to his father’s generation is of the first, third, fifth,seventh and ninth degrees. The former set of relationship degrees, except the second, exists between ego and the members of his grandfather’s generation, and the latter set, except the first, exists between ego ad members of his son’s generation.
published by the Extension office. The news releases would go with a byline as a Georgia Extension Master Gardener Volunteer. Articles to be developed should be timely and, where applicable, have the Extension recommendations for the locality where the article is to appear. Articles can include many topics, such as a "how to" or new plant variety, a warning of a pest problem and how to manage it, a regular feature column on MG Volunteers at work in the local county, where to find MG plant clinics and demonstrations, or publicity for a gardening activity or program in which readers might want to participate. Reporting time and duration: At the discretion of the volunteer, but at an agreed upon time. The nature of the article and the use to be made of the article should be approved by an Extension staff prior to submission for publication. Expected results: Readers will have gardening information relevant to the area and local MG activities. Volunteers will increase knowledge of gardening and ability to write news articles. Additional training needed: Orientation in media coverage techniques and exposure to Extension's media resources. Use of computer and office word processing software. Resources: Computer and Georgia horticulture and entomology information on the World Wide Web (http://www.ces.uga.edu) University of Georgia Cooperative Extension publications. JOB TITLE: GARDEN SPEAKER Location: Community Duties: • Prepare and present programs on a wide variety of horticultural topics to gardening clientele groups such as garden clubs, civic clubs, homeowners and children’s groups. • Complete and submit Master Gardener Educational Activity Report by the end of the month in
af. Yi T’oegye 李退溪 ag. Wang Yang-ming 王陽明 ah. I/Li-Ki/Ch’i 理-氣 ai. I-Ki chi myo 理氣之妙 aj. Sik chi/Shi shi ji 識 知 ak. Toksong chi ji/dao de shih 德性之知 al. Chasongmong 自誠明 am. Chamyongsong 自明誠 an. Ponsim, Tosim 本心, 道心 ao. Totoksim/dao de xin 道德心 ap. Yangsim/liang zhi 良心 aq. Sadan Ch’ilchong 四端七情 ar. Song 誠 as. Silsim 實心 at. Silli 實理 au. Ingan Songch’ui 人間成就 av. Insim-Tosim 人心-道心 aw. Ipchi 立志 ax. Ch’ung-So 忠-恕 ay. Yongso 容恕 az. Saek-kong 色空
f. I Ching 易經 g. Chasong nok 自省錄 h. Zhuangzi (Chuang-tzu) 莊子 i. Liezi (Lie-tzu) 列子 j. Li Bai 李白 k. Du Fu 杜甫 1. Han Yu 韓愈 m. Su Shi (DongPo) 蘇軾 (東坡) n. Tot’ong 道統 o. Kong Fuzi/Confucius 孔子 p. Mengzi/Mencius 孟子 q. Zhou Dounyi 周敦頣 r. Ch’eng I 程頣 s. Ch’eng Hao 程顥 t. Zhu Xi (Chu Hsi) 朱熹 u. Great Commentary 繁辭 v. Doctrine of the Mean 中庸 w. Yoksu ch’aek 易數策 x. bon 本 y. Taebon 大本 z. sin/shen 神 aa. T’aeguk/Taiji 太極 ab. Shangdi/Sangche 上帝 ac. Ch’on 天 ad. I/Li 理 ae. Ki/Qi 氣 af. human mind and Tao mind 人心道心 ag. Song/sheng 誠 ah. Songhak/Chengxue 聖學 ai. Konghyo 功效 [page 77]
Nervik, Ms. Rut Ruscansky, Mrs. Pat Wood, Ms. Colleen R. Nilsen, Mr. Robert A. Russell, Mr. & Mrs. James Yale University Orczeck, Ms. Laura W. Sayers, Dr. Robert H. Yee, Mr. & Mrs. Ward Orlof, Mr. Walter Schaffer, Ms. Patti Yirchott, Mr. & Mrs. Chuck R. Ormes, Mr. & Mrs. Ashton H. Scoggins, Mr. & Mrs. Glenn York, Philip/Karen Dahl Painter, Mary Sharrer, Dr. & Mrs. John H. Young, Mr. & Mrs. R.W. Park, Dr. Inok Shields, Mr. Steven L. Pattee Library, Serials Record Shin, Mr. & Mrs. Fred S. Pederson, Mr. & Mrs. John Shoemaker, Dr. David J. Perkins, Prof. Dwight H. Simbirtseva, Ms. Tatiana Perrin, Mr. Serge Soh, Prof. Chunghee Sarah Pflugbeil, Mr. Wolf Dietrich Sohn, Mrs. Soja Phillips, Mr. Leo H. Song, Dr.Young-Dahl Pickens, Mr. & Mrs. Richard H. Spence, Mrs. Marilyn Platzer, Rev. Josef Stapleton, Mr. Michael D. Pore, Mr. William F. Stewart, Dr. Ruth G. Porter, Mr. Jack W. Stewart, Mr Todd Princeton University Library Stickler, Mr & Mrs. John C. Pritchard, Mr. Dayid A. Stiller, Ms. Kerstin Prorok, Dr. Carolyn Sung, Mr & Mrs. Province, Prof. & Mrs. Robert C. Swartout, Mr. & Mrs. Robert Jr. Ralston, Mr. Michael Swenty, Dr.Vinita/Mr. Mike Swenty Reckel, Dr. Johannes Reedman, Mr. C Warren Tenri Central Library Repp, Dr. Martin Thorpe, Mr. & Mrs. Norman K.
Reynolds, Ms. Shirley Todd, Mr. Philip Rice University Tomasko, Mrs. Frances W. Rice, Dr. Roberta Tracy, Mr. Wesley S. Riemer, Rev. & Mrs. Hilbert W. Trover, Ms. Stephanie L. Roberts, Ms. Daphne M. Tutsch, Mr. Martin Robinson, Dr. & Mrs. Thomas W. Underwood, Dr. Elizabeth Roesch-Rhomberg, Ms. Inge University of Sheffield Rom, Ms. Sandra J. University of Washington Romero-Castilla, Prof. Alfredo Libraries Rosenzweig, Dr. Daphne Urquhart, Ms. Betty Roth, Dr. Robert F. Van Weddingen, Mr. Paul G. Royal Asiatic Society, VanWieren, Ms. Kuria Great Britain & Ireland VanZile, Prof. Judy A. Royal Asiatic Society, Vermeersch, Mr. Sem Hong Kong Branch VonFalkenhausen, Dr. Lothar A.
Dr. Wayne K. Patterson April 11 “The Tradition of Korean Classical Poetry” Prof. Kevin O’Rourke April 25 “Modern Manifestations of Musok (Shamanism)” Dr. Anne Hilty May 9 “Homer B. Hulbert, Mentor and Advocate of Korea” Mr. Dong Jin Kim May 23 “Xu Jing: A 12th Century Visitor to Korea” Professor Edward J. Shultz June 13 “Sacred Aspects and Assets of Taebaek-san” Professor David A. Mason June 27 “The Formation of the Early Japanese State and Korean-Japanese Relations” Ambassador Lars Vargo [page 137] August 22 “Confucian Influence on Korean Life” Prof. Yonung Kwon September 12 “Uncertain Journey: North Korean Refugees in China and Beyond” Mr. Peter Beck September 26 “Korea: The California and Klondike of Asia” Mr Robert Neff October 10 “Birds of Korea” Mr. Nial Moores October 24 “Circulating Korea: Alternative Nationalism and the Emerging Cosmopolitan” Prof. Samuel Collins November 14 “Rewriting Korean History” Prof. In-ho Lee November 28 “Possible Selves: Differing Conceptions of Bicultural Identity” Prof. Ruth H. Chung December 12 “The Korean Yangban and the British Gentleman Compared” Prof. Ji-moon Suh The RAS gratefully acknowledges the support of Somerset Palace, Seoul, which beginning in February 2006 granted free use of its residents’ lounge as the Society’s new lecture venue. [page 138] 2006 RAS-KB Tours Date Destination Attendance Leader Jan. 7 Inwang-san Hike 11 S. J. Bae Jan. 14 Sujong-sa Tour 9 S. J. Bae Feb. 4 Sobaek-san Tour 7 S. J. Bae Feb. 11-12 Inner Sorak-san Tour 8 S. J. Bae Feb. 18 Kiln Tour 16 S. J. Bae Feb. 19 Yoju Tour 9 S. J. Bae Feb. 25 Embroidery Tour 16 S. J. Bae Mar. 4-5 Land of Exile Tour 14 S. J. Bae Mar. 12 Choson Seoul Walking Tour 35 P. Bartholomew Mar. 19 Suwon Tour 24 P. Bartholomew Mar. 19 KTX Train Tour to Busan 9 S. J. Bae
chinsa 進士 chinwisa 進慰使 cho 條 Ch’oe Ch’iwon 崔致遠 Choson 朝鮮 Choson wangjo sillok 朝鮮實錄 Ch’unghye Wang 忠惠王 Chungjong 中宗 Dai Co Viet 大[瞿] 越 Dai Viet 大越 datong 大同 dutongshi si 都統使司 Dong Kinh 東京 Giao chi (Jiao Zhi) 交趾 Guangdong 廣東 Guangxi 廣西 Guilin 貴林 Han 漢 Ho 胡 Ho Qui Ly 胡季犛 Iwamura Shigemitsu (?) 石村成允 Jiangxi 江西 Jiao Zhi (Giao chi) 交趾 Koryosa 高歷史 kwon 卷 Le 黎 Lelang 樂浪 li 里 Ly 李 Ma Yuan Mac 莫 Mac Mau Hop 莫茂洽 Me Linh 梅嶺
Ming 明 [page 24] Nguyen 阮 nyon 年 Phung Khac Khoan 馮克寬 ren 仁 Ryukyu (Islands) 琉球 (島) Sam Han 三韓 Shenzong (Wanli) 神宗 (萬曆) Sinmi 辛未 Sirhak 實學 Songgyun’gwan 成均館 Sonjo 宣祖 T’aejong 太示 The Tong 世宗 Thi tap loai ban 詩集類本 tien si 進士 Tran 陳 Trinh 鄭 Trirng 徵 tu t’ung (dutong) 都統 Viet 越 Viet thuong 越裳 Wanli (Shenzong) 萬曆 (神宗) wol cho 月條 Yi Hwang 李湟 Yi I 李琪 (Yulgok) Yi Sugwang 李睟光 Yuheguan 玉河舘 Yuheqiao 玉河橋 Yunnan 雲南 Zhejiang 浙江 Zhou 周 [page 25]
Obituaries Gianluigi Agostini “John” Boscolo William Amaroli 3/13/25 – 2/26/14 Gerald George Arnold 1923-2014 Elizabeth Baer (Betty) Bachrach 8/1/19 – 2/22/14 Lorraine Barsotti 4/1/1924 – 3/30/14 Sebastian (Seb) Basilico, 6/3/31 – 2/13/14 Christina Bishop 1927 – 2014 Maryjane Carlson 9/10/21 – 12/10/13 Mario Castagnola 1921 – 2014 Florence Echeverria 9/29/12 – 12/28/13 Carl Foorman Jr. 2/26/2014 Reno & Mildred Franceschi 10 days apart - Lola Gambucci. Al Guittard 4/8/30 – 3/7/14 Rhonda Corliene Hawley 12/12/51 – 10/19/13 Clifton Jacobs Jr. 6/8/44 – 4/8/14 Jane Quilter Kennedy 6/29/38 – 3/30/14 Michael John Klimo 2/23/47 – 2/10/14 Louis Musso 3/5/14 – 95 years old Marian Davis McCosker 5/19/16 – 12/26/13 Andrew Pilara 1/26/14 Age 95 years old Victoria Raffo 11/17/23 – 3/9/14
Al Gragnani Dorothy Hawkes Lance Hughston Alvin Joe Barbara LaRocca Steve W. Larson Gretchen Lipow Dave Lippi Leon Manalo London Morrow Joel M. Napp Mary Peruzzo Frank Quadrelli Joel Redmon Seb Saia Laverne Schultz Barbara & Lorin Scola Jean Giovannoni Shelley Vaughn Spurlin Bevelry Delosa Thomey Robert Vaccarezza Guido Venezia Donald Vidal Lynette Wong Victoria Wong Jim Yee $1,000.00 $300.00 - $999.99 $100.00 - $299.99 Helen Amoroso Wayne Beasley (1977) Robert W. “Bobby” Brown J Milton Seropan $26.00 – $99.99 Diane Cowart Sisvan Der Harootunian Yola Ferralis Charlene Fachner Mori (1965) Joe Scafidi Lorin & Barbara Scola Cordy Surdyka Gloria Tornay $1.00 - $25.00 Toni Alessandra John Alioto Doreen Bertani Irma Ferro Lance R. Hughston Estelle Landi Barbara LaRocca Frank Quandrelli Seb Saia Thomas Savnik Vaughn Spurlin (1960) Victoria Wong GALILEO ALUMNI ASSOCIATION FUNDRAISING BECAUSE OF CUT BACKS AND THE ECONOMY, GALILEO NO LONGER RECEIVES FUNDS FOR MOST OF THEIR ACTIVITIES AND FUNCTIONS. THEY DEPEND ON FUND RAISERS AND DONATIONS. I’M SURE YOU REMEMBER DOING CAR WASHES, BAKE SALES WHATEVER YOU
These completion instructions relate to the use of EASA Volcanic Ash Report for the ing of technical occurrences. 1 REFERENCE INFORMATION This block contains reference rmation on the ing organisation or person to facilitate the general conditions and aircraft involved. 1.1 Operator – Name of aircraft operator. 1.2 Aircraft Manufacturer and Type/Model – The name of the aircraft manufacturer and type designation in full as defined in the type-certificate. 1.3 Aircraft Registration. – Nationality and registration marks assigned to the aircraft. 1.4 Flight number – The alphanumeric number of the undertaken flight as stated in the flight plan. 1.5 Date of occurrence – day, month and year when the encounter occurred, e.g. 09.11.2006. 1.6 ICAO code of airport from which the flight departed. 1.7 – ICAO code of airport to which the flight intended to arrive. 2 CONDITIONS OF ENCOUNTER This block contains rmation on the general conditions during which the encounter with volcanic ash occurred. 2.1 Flight level or altitude – The flight level or altitude at which the first encounter occurred. 2.2 Geographic Position – The geographic coordinates where the first encounter occurred. 2.3 Meteorological Conditions – Mark the box corresponding to the predominant meteorological conditions when the encounter occurred. 2.4 Light Conditions – Mark the box best corresponding to the light conditions when the encounter occurred. 3 ASH DESCRIPTION AND ENCOUNTER PHASE This block contains rmation on the potentially visible ash cloud and the phase of flight at which the encounter first occurred. 3.1 Ash cloud visible – Mark the box as appropriate. 3.2 Colour of ash cloud – If the ash cloud was visible, mark the box corresponding best to the colour of the cloud. 3.3 Density of ash cloud – Mark the box corresponding best to the perceived density of the cloud. 3.4 Encounter phase – Mark the appropriate box indicating during which phase the encounter with volcanic ash occurred. 3.5 Estimated duration of encounter – Estimated duration of volcanic ash encounter in hours and minutes e.g. 01:35 4 SEVERITY OF ENCOUNTER Mark the boxes describing best the events prior, during or following the encounter with volcanic ash. Multiple boxes may be marked, as appropriate.
https://www.unavco.org/instrumentation/networks/status/pbo/overview/AV24 Station AV25 (https://www.unavco.org/instrumentation/networks/status/pbo/photos/AV25) Refer to the graphs on the next page to make the following calculations. Use a ruler or straight edge to help you read the graph correctly. Duration of the record _____________ years Find the changes in positions. Remember: Change = Final position - starting position (so you could have negative answers) Change in NORTH _____________ mm Change in EAST _____________ mm Determine the velocities: NORTH _______________ mm/yr EAST _______________ mm/yr Use Pythagorean theorem to find total horizontal velocity _______________ mm/yr Finally draw all 3 velocity vectors (arrows) on the map to show your findings. https://www.unavco.org/instrumentation/networks/status/pbo/overview/AV25 Station AV26 (https://www.unavco.org/instrumentation/networks/status/pbo/photos/AV26) Refer to the graphs on the next page to make the following calculations. Use a ruler or straight edge to help you read the graph correctly. Duration of the record _____________ years Find the changes in positions. Remember: Change = Final position - starting position (so you could have negative answers) Change in NORTH _____________ mm Change in EAST _____________ mm Determine the velocities: NORTH _______________ mm/yr EAST _______________ mm/yr Use Pythagorean theorem to find total horizontal velocity _______________ mm/yr
Highland High School Expository Reading and Writing Assignment Template Title: Earth Science Standard 3ef, Volcanoes Text: Glencoe: Earth Science, Geology, the Environment and the Universe ©2013 (alternative 2005 edition) Professional Learning Team: ___Earth Science__ PLC Team Members: __Mike Coburn, Mudah Mele, Karen Blount ___ Reading Rhetorically Prereading – Developing vocabulary, Building and assessing background knowledge Vocabulary Strategies: Concept map Cubing/Frayer Model Self-Assessment charts Semantic Maps Webs, Spiders Vocabulary notebooks/logs Word trees Pre-reading Strategies: Quickwrites SQP2RS Preteach vocabulary: Students fill out a self-assessment chart Students define and draw vocabulary words: lava, magma, Andesite, basalt, composite volcano, shield volcano, silica content, dissolved gases, viscosity, Reading – Chunking the text, Discussion of the text, Reflection, Questioning the text Reading Strategies Annotating/Highlighting the text Chunking Cornell notes Descriptive Outline Graphic Organizers PAPA Squares Questioning Reciprocal Teaching Rhetorical Precis Say, Mean, Matter Selective Reading Guide SQP2RS Preview the text, read the titles of the sections and discuss the photos diagrams. (© 2013 has essential questions) Chunk the text into sections: Pg 508 -509 (© 2005 pg 471-473,475) Read aloud one section (blue/ red titles) at a time, Discuss Take Cornell notes in interactive notebook Present lecture notes on magma formation and viscosity. Students annotate their notes, Extension: viscosity activity/ lab Pg 510 Read paragraph: types of magma and Basaltic magma (© 2005 pg 473, pg 474 paragraph on Basaltic magma) Pg 507 read paragraphs types of volcanoes and shield volcanoes (© 2005, pg 481, 482) Discuss Take Cornell notes in interactive notebook Present lecture on shield volcanoes, students annotate their notes, view video of Kilauea’s eruption
1 The learner will know about the terminology related to volcanoes and earthquakes The learner must know: Assessment Requirements Evidence Location 1.a What an earthquake is Learners should state what an earthquake is The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b What a volcano is Learners should state what a volcano is 1.c Different key terminology related to volcanoes and earthquakes Learners should identify different key terminology related to volcanoes and earthquakes Further information for Tutors/Assessors 1.c Identify: learners should be able to match different terminology to the correct definition.
Volcanoes of the World River Height in feet Country Location Number of people affected if it erupted Type of Volcano (stratovolcano, cone, cinder) Mount Vesuvius Krakatoa Mount St. Helens Mount Tambora Mauna Loa Eyjafjallalokull Mount Pelée Thera Nevado del Ruiz Mount Pinatubo
Volcanoes Directions: Label this diagram by writing the correct term from the word bank in each space below. cinder cone volcano composite volcano convergent boundaries divergent boundaries hot spots shield volcano supervolcano volcanic eruptions Features: large, steep-sided basaltic lava flow eruptions of basalt extremely explosive forms a large depression large, with gentle slopes explosive volcanic ash small, steep-sided
Volcano slides 1-2 (25 pts) Student is detailed and scientific in the introduction of volcanoes. Uses the resources available to them to explain what a volcano is and the associated features of a volcanic eruption 25 Student describes the volcano and its features well with scientific definitions and use the majority of the classroom and internet resources. 20 Student has completed this section with some detail and use of resources, missing scientific detail and explanations. 15 Student has attempted to complete this section, however is missing components listed on each slide and scientific detail 10 Student has missed the opportunity to complete this section of the project with detail and the use of any scientific information found in the available resources. 5 Volcanic Eruption (famous) (40 pts) Student is detailed and scientific in the description of the volcanic eruption. Uses the resources available to them to explain what a event and its impact. All associated features of a volcanic eruption are scientifically noted. 40 Student describes the volcano’s eruption and its features well with scientific definitions and use the majority of the classroom and internet resources. 34 Student has completed this section with some detail and use of resources, missing scientific detail and explanations. 28 Student has attempted to complete this section, however is missing components listed on each slide and scientific detail 20 Student has missed the opportunity to complete this section of the project with detail and the use of any scientific information found in the available resources. 12 Google slides (25 pts) Students presentation is between mins in length, Student gives a which is lacking Student’s presentation did not meet the standards Student displays a lack of effort in this presentation The presentation is clearly not prepared, or finished.
reflect basic facts some factual inaccuracies present basic facts accurate with additional information provided included with complete attention to detail Completion Major elements of report and poster missing; lack of attention to major points Some elements missing; lack of attention to details Report and poster include all elements required Required elements present with additional information Required and extended elements present and detailed. Presentation Poor, difficult to read poster or report; messy presentation Somewhat difficult to read or poorly presented Acceptable presentation on poster and report Excellent clarity and some visual aides to assist in understanding Excellent workmanship on basic and extended elements
Be creative in the materials you use, but stay within a theme Include pictures of your volcano/earthquake Include a cut a way of the structure of the volcano/earthquake with parts labelled (may also be used in your presentation) Include information from your presentation (Name of Volcano/Earthquake, description of type, dates of major events, etc.) Use correct writing conventions Your Poster MUST include and hand drawn and labelled diagram of your volcano/the fault lines causing the earthquake Option 2: Model Format Requirements: You may NOT purchase a model kit Your model should be a replica of your volcano/earthquake, which means it should be correct in shape/correctly display the quake’s fault lines (including any side effects like tsunamis). Be creative in your materials and construction You should create a cut-a-way of the structure of the volcano/earthquake. You can do this by including a small drawing or you can make one side of your model flat and paint the cut a way directly on it. The parts of the volcano/earthquake should be labelled correctly. You should have your information bulleted on index cards or in outline form to help you during your presentation. You may have your volcano erupt using baking soda and vinegar. No other chemicals of any kind are allowed. Use correct writing conventions on any text included on your model. Part C: Resources of Information You will need to find 5 unique Internet resources. **Plagiarism will result in a failing grade** Documentation of Sources: Websites- Identify the following in order: (Separate each part with a period and 1 space) Title of the webpage The copyright date The exact web address Here are two examples: KidsHealth. (1995-2006). Checklist/ Grade Sheet for Volcano and Earthquake Research Project I have included all of the components in my Presentation: Student Teacher Your name (1 point) ________ ________ Slides: (2 pts each) ________ ________
22. What type of fault is the San Andreas Fault in California? 23. What are vibrations caused by earthquakes? 24. What type of waves move along the Earth’s surface, not through its interior? 25. What type of waves are the fastest waves that are the first to reach any particular location after an earthquake? 26. These waves travel at the same time as P-waves but at about half the speed. Therefore they are the second waves to arrive at a particular location? 27. What is an instrument that constantly records ground movement? 28. How does earthquake energy travel? 29. What are 2 ways volcanoes are constructive? 30. What are 2 ways volcanoes are destructive? 31. What is the scientific belief that Earth’s surface is broken into a number of shifting slabs or plates? 32. What is the hypothetical supercontinent that included all of the land masses on Earth? 33. How are primary and secondary waves similar and different? 34. Why might an earthquake’s primary waves, but not secondary waves, reach a location on the other side of the world from the epicenter? 35. Explain how divergent, convergent, and transform boundaries occur and illustrate each. 36. How do hot spots occur?
Name:_______________________________________Date:_________________________Volcanoes, Earthquakes, & Tsunamis STUDY GUIDE Question Answer 1. What is the difference between lava and magma? Lava is erupted magma; Magma is molten rock beneath the surface 2. What are 3 things that can trigger tsunamis? Earthquakes, volcanoes, landslides 3. What is a mountain that forms when molten rock is forced to the Earth’s surface? volcano 4. How did the “Ring of Fire” get its name? It encircles the Pacific plate where plate boundaries meet 5. What is the outpouring of lava without significant explosive eruption? Effusive eruption 6. What is a gas-driven explosion that propels magma and small fragments of material? Explosive eruption 7. What causes a volcano to have an effusive eruption? High silica content 8. What causes a volcano to have an explosive eruption? High water content 9. What is the most dangerous type of eruption because they are very hot and travel very fast? Pyroclastic flow 10. Identify the volcano: Shield volcano 11. Identify the volcano: Cinder cone volcano 12. Identify the volcano: Composite volcano 13. How does a shield volcano erupt? Effusive eruption 14. How does a shield volcano form? Layer after layer of effusive lava flows 15. How does a cinder cone volcano erupt? Explosive eruption 16. How does a cinder cone volcano form? Explosive fragments and cinders fall and accumulate around the vent of the volcano 17. How does a composite volcano erupt? Effusive and explosive eruption 18. How does a composite volcano erupt? Alternating layers of effusive lava flows and tephra 19. What is a shaking of the ground caused by sudden movement of large blocks of rock along the fault? Earthquake 20. What is the most well-known and active fault in the U.S.? San Andreas Fault 21. Where do most earthquakes occur? On plate boundaries 22. What is the point on the Earth’s surface that is directly above the focus? epicenter 23. What is a fracture or break in the Earth’s lithosphere where blocks of rock move past each other? Fault
29) ___________ __________ the largest of the Hawaiian volcanos. It is about 30)_________ miles long and 31) ________ miles wide. Select “Inside a Volcano” from left and fill in the blanks for the diagram below. Select “Global Perspective” from left menu. Then click “Ring of Fire” form lower right corner. Answer questions below. What is the Ring of Fire? 37) __________________________________ ___________________________________________________________ What is the name of the Island in the center of the Ring of Fire? 38) __________________________ **Next select the “Build your own volcano and watch it erupt” from left side menu. **Select “viscosity info” from the bottom of page and fill in blanks below from the pop up window. Close window when done. The magma’s viscosity or 39)________________ is usually an indicator of the amount of 40) _______________ it contains. Thick lava’s have
Kak O 覺 悟 각 오 Kak Choo 覺 珠 간 쥬 Kak Chi 覺 持 각 지 Kang Keum Kang 姜 金 剛 강 금 강 Kang Heui Maing 姜 希 孟 강 희 맹 Kang Wol Hun 江 月 軒 강 월 헌 Koryu 高 麗 고 려 Ko Kuryu 高 句 麗 고 구 려 Koo Tam 九 潭 구담 Koo Ryong San 九 寵 山 구 룡 산 Koo Wol San 九 月 山 구 월 산 Kim Pil Moon 金 弼 文 긴 필 문 Kim Soo Poo 金 水 副 김 수 부 Kim Soo On 金 水 溫 긴 수 온 Kim Syun 金 仙 김 선 Keui Ok 歸 玉 귀 옥 Kwan Eum 觀 音 관 음 Kwan Eum Tai Sa 觀昔大師 관음대사 Nyo Dong 遼 東 뇨 동 Na Ong 瀬 翁 나 응 Youk Chwa 陸 佐 륙 좌 Tan Chyung 坦 淸 탄 경 Tuk Hak Yul 德 學 悅 덕 화 열 Tai Kwan Hun 大 觀 軒 대 관 헌 Tong Yo 同 僚 동 뇨 Tong Chyong 東 從 동 죵 Tong Han 東 漢 동 한 Youn Kong 蓮 公 련 공 Yi Kok 李 穀 리 곡 Yi Sak 李 穡 리 색 Yi Eung Chon Cha 李雄尊者 리웅존자 Yong Moon San 龍 門 山 룡 문 산 Yun San Poo 延 山 府 연 산 부 Yo Hyun 曉 玄 요 현 Moo Kal [page 44] Myo Hyang San 妙 香 山 묘 향 산
照 蓮 2 Chyun Heung Hyun Chong 1st yr. 1010 915 Whang Keui 天 興 1010-1032 顯 宗 皇祀 1670 3 Pook Sa Hyun Chong 1010-1032 17th yr. 1027 898 Whang Keui 北 寺 顯 宗 皇紀 1686 Seung Nak 勝 樂 4 Hak Man 鎮 滿 Hyun Chong 21st yr. 1030 895 Whang Keui 1010-1032 顯 宗 皇祀 1690 5 Won Syung Tuk Chong 1032 1035 德 宗 1st yr. 1032 893 Whang Keui 園 城 皇祀 1692 6 Seung Chyun Moon Chong 19th yr. 1066 859 Whang Keui 承 天 1047-1083 文 宗 皇祀 1725 7 Tai San Myung Chong 26th yr. 1197 718 Whang Keui 大 山 1171-1198 明 宗 皇祀 1856 8 Nam Poo Ka Heui Chong 1205-1212 2nd yr. 1207 725 Whang Keui 南 部 家 熙 宗 皇祀 1866 9 Yun Pok Choong Mok 1345-1349 忠 穆 2nd yr. 1346 579 Whang Keui 演 福 皇祀 2006 Sin Neuk 神 勒 Sin (Jo 1375-1389 辛 稱 5th yr. 1380 545 Whang Keui 皇祀 2430 An Sim Sin Oo 1375-1389 10th yr. 1385 640 Whang Keui 安 心 辛 碼 皇祀 2414 Sa Ra Sin Uo 1375-389 12th yr. 1387 538 Whang Keui 舍 那 辛 稱 皇祀 2416 Whoi Chin (?) (?) (?) (?) (?) Whang Keui 廻 眞 皇祀 (?) Chyun Ryun 天 倫 CHOSEN KINGDOM 1 2 3
Heung Chyun Sey Cho 1457-1469 7th yr. 1464 461 Whang Keui 興 天 世 祖 皇祀 2422 Po Sin Kak Sey Cho 1457-1469 13th yr. 1469 456 Whang Keui 普 信 閣 世 紐 皇祀 2128 Nak San Yea Chong 1469-1488 容 宗 1st yr. 1469 456 Whang Keui 山 洛 皇祀 2129 4 Pong Syun Yea Chong 1469-1488 審 宗 “ “ “ Whang Keui 泰 先 皇祀 2129 5 Pyo Hoon Yea Chong 146J-1488 容 宗 “ “ “ Whang Keui 表 訓 皇祀 2129 6 Po Hyun In Cho 1623-1650 10th yr. 1633 292 Whang Keui 普 賢 仁 祖 皇祀 2292 7 11 Kwang In Cho 1623-1650 12th yr. 1636 290 Whang Keui 日 光 仁 祖 皇祀 2302 8 Kap Sa bun Cho 1660-1675 宣 祖 1st yr. 1660 265 Whang Keui 鉀 寺 皇祀 2244 9 Chang An Sook Cnong 1675-1721 34th yr. 1709 216 Whang Keui 長 安 肅 宗 皇祀 2368 Young Chong 2nd yr. 1727 214 Whang Keui 平 壤 1725-1777 英 宗 皇祀 2386 Name of Temple Province Magistracy Myun Village or place SILLA KINGDOM Saner Won Sa Kangwon Pyung Chang Chin Poo Tong 上 院 寺 江 原 平 昌 玲 富 面 東 山 里 KyungJu Chon Sin Kak 慶 州 N. Kvungsang Kyung Ju Poo Nai No 慶 倚 北 道 度 州 府 內 面 路 東 里 Yun Chi Sa S. Kvune Sang Chin Ju Matsubara 速 池 寺 度 尙 南 道 晋 州 松 原 村 Fukui Tsuruga 福 井 縣 敦 賀 郡 KORYU KINGDOM 918-1392
KOYRU KINGDOM 918 A. D.-1392 1 Syu Won Kwang Chong 950-976 14th yr 964 1061 Whang Keui 西 院 光 宗 皇祀 1629 Chyo Yun 照 蓮 2 Chyun Heung Hyun Chong 1st yr. 1010 915 Whang Keui 天 興 1010-1032 顯 宗 皇祀 1670 3 Pook Sa Hyun Chong 1010-1032 17th yr. 1027 898 Whang Keui 北 寺 顯 宗 皇紀 1686 Seung Nak 勝 樂 4 Hak Man 鎮 滿 Hyun Chong 21st yr. 1030 895 Whang Keui 1010-1032 顯 宗 皇祀 1690 5 Won Syung Tuk Chong 1032 1035 德 宗 1st yr. 1032 893 Whang Keui 園 城 皇祀 1692 6 Seung Chyun Moon Chong 19th yr. 1066 859 Whang Keui 承 天 1047-1083 文 宗 皇祀 1725 7 Tai San Myung Chong 26th yr. 1197 718 Whang Keui 大 山 1171-1198 明 宗 皇祀 1856 8 Nam Poo Ka Heui Chong 1205-1212 2nd yr. 1207 725 Whang Keui 南 部 家 熙 宗 皇祀 1866 9 Yun Pok Choong Mok 1345-1349 忠 穆 2nd yr. 1346 579 Whang Keui 演 福 皇祀 2006 Sin Neuk 神 勒 Sin (Jo 1375-1389 辛 稱 5th yr. 1380 545 Whang Keui 皇祀 2430
An Sim Sin Oo 1375-1389 10th yr. 1385 640 Whang Keui 安 心 辛 碼 皇祀 2414 Sa Ra Sin Uo 1375-389 12th yr. 1387 538 Whang Keui 舍 那 辛 稱 皇祀 2416 Whoi Chin (?) (?) (?) (?) (?) Whang Keui 廻 眞 皇祀 (?) Chyun Ryun 天 倫 CHOSEN KINGDOM 1 Heung Chyun Sey Cho 1457-1469 7th yr. 1464 461 Whang Keui 興 天 世 祖 皇祀 2422 2 Po Sin Kak Sey Cho 1457-1469 13th yr. 1469 456 Whang Keui 普 信 閣 世 紐 皇祀 2128 3 Nak San Yea Chong 1469-1488 容 宗 1st yr. 1469 456 Whang Keui 山 洛 皇祀 2129 4 Pong Syun Yea Chong 1469-1488 審 宗 “ “ “ Whang Keui 泰 先 皇祀 2129 5 Pyo Hoon Yea Chong 146J-1488 容 宗 “ “ “ Whang Keui 表 訓 皇祀 2129 6 Po Hyun In Cho 1623-1650 10th yr. 1633 292 Whang Keui 普 賢 仁 祖 皇祀 2292 7 11 Kwang In Cho 1623-1650 12th yr. 1636 290 Whang Keui 日 光 仁 祖 皇祀 2302 8 Kap Sa bun Cho 1660-1675 宣 祖 1st yr. 1660 265 Whang Keui 鉀 寺 皇祀 2244 9 Chang An Sook Cnong 1675-1721 34th yr. 1709 216 Whang Keui 長 安 肅 宗 皇祀 2368 Young Chong 2nd yr. 1727 214 Whang Keui
backcourt at the Defending Zone) It also has six substitutes and six substitutions in each set. A substituted player may re-enter the court again, but only to its previous position in the formation LÍBERO replacements do not count as substitutions The LÍBERO is a defensive specialist, but cannot serve, block or spike The LÍBERO can only play defensive positions (1, 6 and 5) = ZAGUEROS A player may not hit a ball that is higher than the net height if the previous play was hit by a LÍBERO in the front zone ROTATION There six positions on the court; each one, occupied by a player at the moment of the service. ROTATION: Every time a team RECOVERS the service, each player must move position “clockwise”. (en el sentido de las agujas reloj) Serving area ABOUT SERVING: The service must be made by the player on the right of the defending zone. (The one in position 1) from behind the BASELINE of the court. There’s only one serve (there is never a second chance). When serving, each player must stand at his place, according to the rotation. Then, they can move to another position. The ball can touch the net when is crossing to the opponent´s court The other team can’t block the serve or make a spike directly MOST COMMON FOULS: Four hits (blocking does not compute as a hit) Double contact (a player hits the ball two times consecutively) Contact with the net by a player, if it interferes with the play A player’s foot (feet) penetrates completely into the opponent's court Catch and throw the ball Players are not correctly positioned on the court at the moment of the service. (For example, player number 6 must be between 5 and 1 and behind 3). After the service, they can change their positions.
Volleyball Athletic Team Information Athlete Name Birthdate Address Mother’s Name Mother’s Phone Number Father’s Name Father’s Phone Number Preferred email address Emergency Contact Emergency Contact Number Medical concerns that affect participation Do you carry an inhaler? Circle answer YES NO You must have a doctor’s note on file with the school nurse if you carry an inhaler. You cannot practice without the note. 1st Period teacher 8th Period teacher
your legs and extend upward without bending your arms. to bend your knees, toss the ball in the air in front of you, and hit the ball across the net which is an illegal hit! Guided Practice (follow me) Walk around each group and observe each group making sure to demonstrate proper techniques if needed Walk around each group and observe each group making sure to demonstrate proper techniques if needed Walk around each group and observe each group making sure to demonstrate proper techniques if needed Walk around each group and observe each group making sure to demonstrate proper techniques if needed Walk around each group and observe each group making sure to demonstrate proper techniques if needed Check for Understanding (CFU) Ask questions and observe to see that the students are performing each skill correctly. Have each student perform the skill for you! Ask questions and observe to see that the students are performing each skill correctly. Have each student perform the skill for you! Ask questions and observe to see that the students are performing each skill correctly. Have each student perform the skill for you! Ask questions and observe to see that the students are performing each skill correctly. Have each student perform the skill for you! Ask questions and observe to see that the students are performing each skill correctly. Have each student perform the skill for you! Independent Practice Allow adequate time for students to practice within groups. Allow adequate time for students to practice within groups. Allow adequate time for students to practice within groups. Allow adequate time for students to practice within groups. Allow adequate time for students to practice within groups. Closure Bring students back together as a whole class and review the skill that was introduced. Make sure students are able to name skill as well as execute is properly. Bring students back together as a whole class and review the skill that was introduced. Make sure students are able to name skill as well as execute is properly. Bring students back together as a whole class and review the skill that was introduced. Make sure students are able to name skill as well as execute is properly. Bring students back together as a whole class and review the skill that was introduced. Make sure students are able to name skill as well as execute is properly. Bring students back together as a whole class and review the skill that was introduced. Make sure students are able to name skill as well as execute is properly.
DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 2 Students will- participate in stations, where they will learn the how to combine basic locomotors/ manipulative skills together for Volleyball related activities. Bump Set Serve Block Spike 2 stations S I posters/ handouts cones balls nets Formative- Thumbs up/down Summative- Volleyball test 1 Students will- demonstrate defensive skills and concepts during Volleyball 2 Play-practice-play Small sided games W S poster/handouts cones balls nets Formative- observation Summative- Volleyball test 1 Students will- apply offensive strategies and skills to Volleyball 2,3 Reciprocal Practice Small sided games S I poster/handouts cones balls nets Formative- exit slip Summative- Volleyball test 1 Students will- demonstrate offensive, and defensive skills/ concepts in a small sided game. 2 Small sided games S poster/handouts cones balls nets Formative- peer evaluation Summative- Volleyball test
2019 Volleyball BC Waiver Form Declaration Club Name Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature Team Name Coach Signature
September 2017 1 2 3 4 5 6 7 8 9 Labor Day No School OFF V/JV 4-6 p.m. V/JV 4-6 p.m. 5:30-6:30 Volleyball vs. Matanzas V/JV 4-6 p.m. 10 11 12 13 14 15 16 V/JV 4-6 p.m. 5:30-6:30 Volleyball @ Palatka V/JV 4-6 p.m. V/JV 4-6 p.m. JJVA Tournament Volleyball-TBA JJVA Tournament Volleyball-TBA 17 18 19 20 21 22 23 V/JV 4-6 p.m. 5:30-6:30 Volleyball @ Ponte Vedra V/JV 4-6 p.m. 5:30-6:30 Volleyball @ St. Joe V/JV 4-6 p.m. 24 25 26 27 28 29 30 V/JV 4-6 p.m. 5:30-6:30 Volleyball @ Clay V/JV 4-6 p.m. 5:30-6:30 Volleyball @ Matanzas V/JV 4-6 p.m.
October 2017 1 2 3 4 5 6 7 V/JV 4-6 p.m. 5:30-6:30 Volleyball vs. Clay V/JV 4-6 p.m. 5:30-6:30 Volleyball @ SAHS V/JV 4-6 p.m. TBA Conference Volleyball tournament @ JJVA 8 9 10 11 12 13 14 V/JV 4-6 p.m. 5:30-6:30 Volleyball @ Flagler Palm Coast V/JV 4-6 p.m. 5:30-6:30 Volleyball vs. SAHS V 4-6 p.m. 15 16 17 18 19 20 21 V 4-6 p.m. Teacher Planning Optional V 4-6 p.m. V 4-6 p.m. V 4-6 p.m. V 4-6 p.m. 22 23 24 25 26 27 28 V 4-6 p.m. Regional Tournament Quarterfinals V 4-6 p.m. V 4-6 p.m. Regional Tournament Semifinals 29 30 V 4-6 p.m. 31 Regional Tournament Finals 1 V 4-6 p.m. 2 V 4-6 p.m. 3 V 4-6 p.m. 4 FL HS State Semis State Championship (1 week later)
Girls Entering Grades 8-9 9am- 12pm Girls Entering Grades 10-12 1pm- 4pm Girls Entering Grades 4-7 5pm- 7pm Camper’s Name: Last First Please Circle: Grade as of next fall 2018: 4th 5th 6th 7th 8th 9th 10th 11th 12th T-shirt size: (choose one) Youth: S M L Adult: S M L The undersigned parent / guardian of a participant in the Bengal Volleyball Camp acknowledges that there are certain dangers inherent in any athletic activity and that bodily injury could occur while participating in any activity at volleyball camp. The undersigned agrees that the undersigned’s child listed above will hold the Bengal Volleyball Camp, it’s directors and staff free from any and all liability for any and all accidents or injuries occurring of the participant as a result of participation in the camp, and hereby release the Bengal Volleyball Camp, directors and staff from any and all such liability. Parent/Guardian: ________________________________ Date: ______ Address: __________________________________________________ Medical Insurance: ________________________ Policy No.: _______ Emergency Contact: _______________________ Phone: __________ Please Send Registrations and Checks payable to: Lindsey Day 3470 Orchid Drive Helena, MT 59602
8th GRADE Date Opponent Site Time BUSSES Friday, August 24, 2018 Season 1 Practice Starts PVJH 3:15 PM Monday, September 10, 2018 8th vs. Clinton:White vs. Red; Blue vs. Black PVJH 4:00 PM Thursday, September 13, 2018 8th @ NS: White vs Red, Blue vs Gray North Scott JH 4:00 PM 2:55 Monday, September 17, 2018 8th vs Davenport: White vs Wood, Blue vs Williams PVJH 4:00 PM Thursday, September 20, 2018 8th @ Muscatine: White vs Central, Blue vs West Central/West 4:00 PM 2:25 Monday, September 24, 2018 8th vs Bettendorf; White vs Black; Blue vs. Gold PVJH 4:00 PM Tuesday, October 2, 2018 8th @ Clinton: White vs Black, Blue vs Red Clinton MS 4:15 PM 2:45 Monday, October 1, 2018 8th vs. North Scott: White vs Gray, Blue vs Red PVJH 4:00 PM Thursday, October 4, 2018 8th @Davenport; White vs. Williams, Blue vs Wood Williams/Wood 4:30 PM 3:05 Monday, October 8, 2018 8th vs Musc: White vs West, Blue vs Central PVJH 4:00 PM
Know the order of the agenda. Keep the meeting moving in the desired direction. Be firm but tactful when members deviate from the issue under discussion. Try to be impartial – be there for the benefit of the meeting. Listen attentively and keep a concise summary of proceedings. Attempt to get all members to contribute to the meeting. Ensure that there is fair discussion on each issue and that all points are expressed before the meeting is called upon to vote. Direct the order of speaking – mover first, then others, alternating between speakers for and against a motion. Rule on points of order. Be enthusiastic. Zest instils enthusiasm into the members. Attempt to keep the meeting moving, don’t have any awkward breaks. Arise and leave the chair at the end of the meeting or the beginning of any recess. A chairperson should have the following phrases on the tip of his or her tongue: “Will someone please move a motion?” “A seconder for the motion, please?” “Will members please vote?” “All in favour please say ‘aye’.” “All against please say ‘no’.” “I think the ‘ayes’ have it.” “I think the ‘nos’ have it.” “Members, what is your wish?” “I suggest ...” (here suggest a motion, amendment or course of action). “I rule the amendment out of order” (or such other ruling as is necessary). “Thank you, members.”
(Club name) MISSION: Why our Club exists! Objectives Increase our membership to 3 teams Compete in the Regional and National Carnivals Run a Fundraiser to but new nets. Train 4 new Coaches and 2 umpires Hold our Annual General Meeting Actions: What needs to be done? Who is responsible? When will each task start and finish? What help or resources are required? Evaluation: How well are we are going in achieving each objective? Communicating with Members: Starting a Volleyball Club Newsletter
78 스포도새 266 큰유리새 92 (95) 멧새 272 쇠솔새 97 붉은뺌멧새 286 희파람새 112 뿔종달이 302 개개비 115 (116) 듕종달이 340 황티티 123 힝둥새 341 게똥티티 127 붉은가슴밧종달이 345 바다직박구리 131 알낙할미새 357 딱새 133 368 울새 135 노란할미새 379 쥐새 139 물네새 388 재비 154 나무발발이 391 귀재비 162 동고비 399 칼 새 167 박새 403 쏙독새 181 407 청도 182 울도끈줄백이 409 물새 [page 69] 410 물새 625 가마우지. 물매 413 청호반새 669 냥비닭이. 바우비닭기 414 호반새 676 비닭이 417 청뎌구리 701 청다리도요 463 뻑국이 703 됫뿌리도요 467 뻑국새 706 472 수리부헝이 708 알낙꼬리마도요 477 큰솟작새 709 듕부리도요 516 겁독수리 715 민물도요 520 큰말똥가리 716 좀도요 536 조롱이 737 게꿩 538 소리개. 솔개미 742 왕눈도요 556 왜가리. 왁새 743 알도요 566 물가마귀 747 알도요 584 9 768 쇠갈메기 585 큰기럭이 777 갈메기 593 778 갈매기 594 뒹오티 805 두루미. 백두루미 598 쇠오리. 발구지 825 뜸북이
parts. The tail is much shorter. [page 68] 9 가마귀 193 11 198 오목눈이 12 갈가마귀 204 상모솔새 14 까치 208 15 물까치 212 23 어 치 215 재게고마리 38 꾀꼬리 217 대깨라미 45 콩새 219 황여새 51 방울새 220 홍여새 55 검은방울새 227 직박구리 74 되새. 몬티새 240 77 참새 253 재딱비새 87 노랑턱멧새 259 황금새 78 스포도새 266 큰유리새 92 (95) 멧새 272 쇠솔새 97 붉은뺌멧새 286 희파람새 112 뿔종달이 302 개개비 115 (116) 듕종달이 340 황티티 123 힝둥새 341 게똥티티 127 붉은가슴밧종달이 345 바다직박구리 131 알낙할미새 357 딱새 133 368 울새 135 노란할미새 379 쥐새 139 물네새 388 재비 154 나무발발이 391 귀재비 162 동고비 399 칼 새 167 박새 403 쏙독새 181 407 청도 182 울도끈줄백이 409 물새 [page 69] 410 물새 625 가마우지. 물매 413 청호반새 669 냥비닭이. 바우비닭기 414 호반새 676 비닭이 417 청뎌구리 701 청다리도요 463 뻑국이 703 됫뿌리도요 467 뻑국새 706
are of such imposing caliber that the new Tchaikovsky fascinated the audience and gained many enthusiasts. Gazette Poland Inspired, temperamental and brilliant playing of Vynnytsky pointed to the high level of his mastery and artistic accomplishment, fluent command of the various means of expression and a rich palette of sonorities. He manifested a true interpretational talent, refined understanding of musical style and the ability to transcend into a specifically envisioned and emotional world of various composers and periods. and Life, No.34 Ukraine Volodymyr Vynnytsky is the poet – dreamer. The Woodstock Times Vynnytsky’s piano is medium for composer’s message. He executes Mozart (Sonata in B Flat Major) with the clarity of elf bells, in a state of attentive serenity as thought the music surely comes from somewhere else, possibly the composer. Similarly, he was Beethoven’s medium in the Sonata No.18 in E Flat Major releasing an earthy gaiety, revealing the Titan’s force as an organic element. The fireof the Presto con fuoco seems to come from the piano – Vynnytsky just releases it. Zipper runs, lucid articulation that can dissolve to sheer liquid – these marvels of sound effect pass unnoticed as means of the rainbow, the apparent, otherworldly source of his musical illuminations. Vynnytsky’s search of Yacymenko’s Sonata Fantastique … was a revelation of a beautiful cosmos that seemed uniquely compatible to some dreams of his own. Then passed the dream world of Chopin – equally his universe. Kitty Montgomery, Daily Freeman The phenomenon in concert is a rare one… Mystically powerful pianist… Freeman Harmonious talent, excellent mastery, independence of creative thought brought success to Vynnytsky in performance of difficult musical pieces, such as Mozart’s B major Sonata, Beethoven’s A Major Sonata Op. 101 and Chopin’s B Minor Sonata. His artistic personality is very romantic and exhibits an excellent taste. Soviet Music Moscow, Russia (USSR) Volodymyr Vynnytsky is a very talented musician with outstanding virtuoso abilities and distinctive personality. Genuine artistry makes him one of the most outstanding representatives of the Ukrainian piano school.
SATURDAY, October 18 9:00-11:00 Policies, markets and economic crises Chair: P. Korliras Backhaus, J. G. (University of Erfurt) “The context between the European bank policy on interest rates and the Greek dilemma.” Sambracos, E. (University of Piraeus) “Shipping market financing: Special features and the impact of Basel III.” Bitros, G. C. (Athens University of Economics and Business) “Thinking ahead of the next big crash.” 11:00 - 11:30 Coffee break 11:30-13:00 Views on “social justice” Chair: C. Perrotta Korliras, P. (Athens University of Economics and Business) “Leon Walras on Social justice.” Baloglou, Ch. (OTE SA.) “Dialogue between Greek and biblical economic philosophy.” 13:00-14:30 End of conference lunch