zilongwang/ReadingBank huggingface dataset:
Where to Discard on SJSU Campus Item Use How to get rid of it Notes iService Request () Mailing (ex. 0010) Other Batteries Recycle Yes Yes Various locations on campus (see table below) All battery types. Cardboard Recycle Yes No Cardboard boxes should be flattened and left next to a paper recycling container in your office area, where they will be picked up by the custodians for recycling. Computers Recycle Yes No Fill out and submit a to the Property Coordinator, Extended Zip 0042. For pick-up, contact Recycling/Moving Services via iService. Erase information before discarding. Food Waste Compost No No CCCAC garden has a compost area where students can take their food waste during volunteer hours (Wed 10-1pm or Fri Off campus, canned food donation (NOT expired): Second Harvest Food Bank 750 Curtner Ave, San Jose, CA 95125 (408)266-8866 Contact CCCAC garden for more information. *More info to come Fall ‘18 semester Lightbulbs Recycle Yes No All lightbulb types. Mixed Paper Recycle Yes No FD&O provides all campus faculty and general fund staff with a cardboard deskside recycling container for the collection of mixed office paper. Large paper recycling containers are also provided for departmental mail and copy rooms.
Activity 4: Cardinal Directions Timeframe: 30 minutes Take your students out into an open area in your school’s playground. Point out the directions of North, East, South and West and relate them to landmarks around the playground that the students can see (e.g. ‘North’ is the school canteen, ‘South’ is the oval). Go through each direction several times to reinforce the direction and the landmark to which it is related. Once students are familiar with these associations, you can initiate a game of “Captain’s Coming” using cardinal directions instead of ship directions. Ask students to turn their bodies toward the appropriate landmark. Continue to shout out directions to assess whether students have understood this concept. Geography / Key Stage 1 / Geographical skills and fieldwork English / Key Stage 1 / Listening ACTIVITY RESOURCES OBJECTIVE
Activity 5: Unlocking Maps with Keys Timeframe: 1 hour Issue a copy of the map presented in the Where Am I? Miniclip to each student. Ask students to identify the following features: trees, mountains, cities, houses, farms, roads, paths. Ask students to explain how they were able to identify these features and discuss the use of symbols in maps. Discuss the purpose of a “key” or “legend” in a map and ask students to draw a key for their map. You might want them to do to this on a post-it note, so that students can easily attach it to their map. Extension Students can create their own map based on the key they created earlier in this activity. Unlocking Maps with Keys – Map Post-it notes Geography / Key Stage 1 / Geographical skills and fieldwork Geography / Key Stage 1 / Human and physical geography
Facilitation Plan When What How Tools/Handouts Who 15 minutes Opening Round of Introductions Agenda PSAC Harassment Policy Intro suggestions on flip chart agenda on flip chart Anti-Harassment Statement 20 minutes What’s Health and Safety? What is Health? Safety? The role of Stewards with Health and Safety? flipchart paper and markers 1 hour The Legal Framework Source of rights roving flip charts for rights and responsibilities JOSH cmttee Link Local and JOSH facilitator resources for legislation, ICRP and Right to Refuse roving flip chart stations handout “Health and Safety Rights and Responsibilities“ handout “JOSH Committees” 15 minutes BREAK 40 minutes Exercising Our Rights discuss scenarios and the role of the steward Facilitator Resource “Exercising Our Rights” scenario headers posted around the room 20 minutes The Steward’s Role with Health and Safety complete action plan useful links and resources handout “Steward’s Action Plan for Health and Safety” handout “Useful Links and Resources” 10 minutes Closing closing activity
McCormick Park Pavilion Depot Museum display case Public Park improvements Entrance signs for the city Williamston Township Park sign A defibrillator for the Community Senior Center A defibrillator for the Webberville Fire Department Oxygen equipment for the Williamston Fire Department Park gazebo planting and maintenance The ongoing Red Cedar cleanup project Printing of the cookbook sold by the Senior Center Woldumar Nature Center Williamston Area Service Organization Student Life Leadership Camp Community Education Program fees for needy students Community Pool Splash Bus YMCA Camp Pa-Wa-Pi Scholarships Quarterly Student Recognition Program for the Williamston and Webberville high schools Community Education Program High School Model United Nations Webberville Community Schools Music Program Williamston High School Alcohol-Free Prom Party Williamston Police and Kids Program McCormick Park playground equipment maintenance McCormick Park tornado-damaged tree replacement McCormick Park Tree Carving Festival Sponsor Community Pool Splash Bus Donations to the Williamston Theatre Donations to the Community Library Foundation Donation to the “Save The Sun Theatre” Fund Williamston Food Bank Williamston Area Beautification Fund cheffel Scheffel Holiday Toy Project Boy Scout Troop 63 Historical Plaza Project Dansville Library Partner Programs: Ingham County Crime Victims’ Advocate Program Williamston Schools Foundation Delta Rho Habitat for Humanity Children’s Miracle Network Williamston Community Schools Williamston All Sports Boosters Williamston Football Boosters Williamston Firemen’s Association Williamston Community Schools – Kid’s Corner The Williamston Sunrise Rotary has also donated over $25,000.00 to national and international projects over the last ten years. These include: Katrina Relief A grant to the country of Fiji to help establish a waste disposal program A grant to Afghanistan to provide solar ovens A grant to Nicaragua to remove land mines Grants to Rotary International to support the global eradication of polio Medical equipment for the country of Malawi A grant to Eritrea to support AEFM Water for People – Pacifica, Ecuador
Faculty time providing in-house call and home call Activities COM-Tucson: Clinical Service: Call Clinical Service: Call was developed to capture the amount of time faculty members serve providing call both in-house and home call. Skip this section if you do not take call. If you take call at any time through the year, please indicate how many week nights and weekend days/holidays for In-House and Home call you provide. Administrative and leadership roles in a clinical setting Activities COM-Tucson: Clinical Service: Administrative and Leadership Roles This section captures data about administrative and leadership roles that serve the clinical mission but do not generate RVUs. Medical directorships, leadership positions on tumor boards or other multidisciplinary conferences, and division chief are some examples of roles you may enter in this section. Quality improvement projects for Banner. Activities COM-Tucson: Quality Improvement Projects Use this section to document your involvement with quality improvement projects and committees for the hospital. Faculty mentoring activities Activities Service: Faculty Mentoring This section is intended to allow faculty mentoring activities, either as a mentor or as a mentee. Use this section only for faculty mentoring.
SchoolsNet Public facing website containing general information freely available to all. Perspective Lite Secure transfer of documents between DCC and Schools (can be accessed via the Secure Portal link on SchoolsNet) Derbyshire Services for Schools Online sales platform for all Derbyshire County Council Services and Training courses. Links to Secure Area (Perspective Lite), S4S and other DCC websites. General information covering the following areas: Administration Children’s Support Services Keeping Children Safe (Safeguarding) Performance Information SEND Teaching, Learning & School Governance Latest News and Updates Events eBulletin Alerts / Reminders SAP in Schools Documents from DCC containing personal or school related information Reports that are for your school only or a particular group of schools Pupil identifiable information HR/finance reports Documents transferred from schools to DCC securely Documents that are not relating to traded services but are not suitable for public viewing View information about the range of services available to schools and academies Purchase annual packages and services Download school specific reports e.g. purchase history and training records Contact Service provider teams News and Updates related to traded services Download documents and additional information related to annual packages e.g. HR policies & guidance Health & Safety policies Governor support Insurance certificates School finance guidance
Where we are now Sl. No. Name of Department Result sharing workshop to be held on/by Draft SAR completion by External peer review (EPR) by Proposed EPR team Comments (preparation, documentation, assistance needed) 1 Department of Accounting & Finance Thursday, June 8, 2017 June 2017 By July 2017 1. Foreign EPR: Dr. Chitra Ranjanie 2. Local EPR: Prof. Dr. Devi Narayan Rudra Paul 3. Subject Expert: Prof. Jahangir Alam, Finance, Chittagong University 2 Department of Management Thursday, May 25, 2017 (Demo presentation, final presentation date not announced yet) June 2017 By July 2017 Subject expert name by June 4, 2017 3 Department of Electrical and Computer Engineering N/A June 2017 By July 2017 Subject expert name by June 4, 2017 4 Department of Bio Chemistry and Microbiology Wednesday, April 19, 2017 June 2017 By July 2017 Subject expert name by June 4, 2017 5 Department of Political Science and Sociology 3rd week of June 2017 June 2017 By July 2017 Subject expert name by June 4, 2017 6 Department of Pharmaceutical Sciences Thursday, June 15, 2017 June 2017 By July 2017 Subject expert name by June 4, 2017
OPEN ENDED TEST QUESTION SCORING RUBRIC EXEMPLARY 4 PROFICIENT 3 NEEDS IMPROVEMENT 1 NOT ACCEPTABLE 0 LANGUAGE Very few errors in grammar, punctuation, and spelling Some errors in grammar, punctuation, and spelling Several errors in grammar, punctuation, and spelling Contains serious errors in the English language ORGANIZATION Clear organization with opening & closing to inform reader about topic; summary paraphrases main idea Fairly well organized but missing either opening or closing Little organization with no opening or closing Confusing & not clear EVIDENCE AND SUPPORT Specific details explain and elaborate topic. Effectively integrates textual evidence. Details adequately explain topic with some elaboration. Competently integrates textual evidence Provides details but does not explain topic. Ineffectively integrates textual evidence. No details. Does not use textual evidence ANALYSIS Information is completely accurate Most information is accurate Some errors in information Too many errors FOCUS Response provided to each part of question Most of response answers question Some part of question answered Did not respond to question TOTALS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Retired physio, John, from Stranraer has been an integral part of Visibility’s Support Group in the town. When a planned speaker for the group fell through, John offered up his services to provide a talk to members on keeping fit in older age… 0141 332 4632 visibility.org.uk After inspiring fellow members with his first hand experiences about going to the Royal Blind School in Edinburgh, traversing the country for work in Perth, Scunthorpe, London and Stranraer, John’s talk on keeping fit was interesting and informative, and peppered with humorous anecdotes. John was then asked if he would like to deliver talks to some of Visibility’s other groups in Dumfries & Galloway, and was more than happy to oblige. John, 90, added: “I discovered recently that for most of my life I have been suffering from glossophobia, fear of speaking in public, now it doesn’t bother me at all, certainly on an informal basis. Thank you very much for a great day, I really enjoyed myself!” He also explained how after decades of confidently navigating around the town and his workplace without sight, it was when he started to lose his hearing in his mid-60s that stunted his ability to be independent and mobile: “You rely on your hearing more for getting your bearings and getting around when you can’t see. When my hearing began to go, I just didn’t trust my instincts anymore, so I retired a year or two early. I was given a hearing aid at the time, although to be honest it sat in a drawer for the first while. It’s not
A: _______________________________________________________________________
Services Fitness Smart Connection Peter Evans Strategies 4 Excellence Taryn Hodges Training Sense Victoria Nicole Brincat Hairdressing Pivot Point Academy Simone Reinhardt Hospitality The Service Crew Boris Duka WPC Group Andrew Sezonov Library Swinburne University Sandra Christakakis Retail Selmar Insitute Jessica O’Donnell Sport and Recreation Smart Connection Peter Evans Training Sense Victoria Nicole Brincat Transport & Warehousing Reece Plumbing Caitlyn Crowe
Healthy psychological development and adjustment depend on “owning” all of your behaviour. In this way you are exercising free will, and are able to reach your full potential. In addition to this, the humanistic approach stresses the responsibility each of us has for our own actions. Rather than seeking explanations for our behaviour in terms of other influences, each of us must accept the moral responsibility for our actions. This is a fundamental issue for questions of adult legal responsibilities.
“Rats. . . . Don’t matter, really. Goes faster if you don’t know the time, anyhow.” “Sure.” “What’s your name, buddy?” “Paul.” “Nice to meet ya,” he said, and in the dark beside the path, they shook hands. “Mine’s Toby. Everybody calls me Buffalo, though.” The soldier’s hand was strangely warm and soft. But it was a very big hand. “Sometimes they just call me Buff,” he said. And again they were quiet. They lay in the grass and waited. The moon was very high now and very bright, and they were waiting for cloud cover. The soldier suddenly snorted. “What is it?” “Nothin’, ” he said, but then he snorted again. “A bloody heart attack!” the soldier said. “Can’t get over it—old Billy Boy croaking from a lousy heart attack. . . . A heart attack—can you believe it?” Literary Focus Characterization What do you learn about Buffalo from this dialogue? The idea of it made Private First Class Paul Berlin smile. He couldn’t help it. “Ever hear of such a thing?” “Not till now,” said Private First Class Paul Berlin, still smiling. “Me neither,” said the soldier in the dark. “Gawd, dying of a heart attack. Didn’t know him, did you.” “No.” “Tough as nails.” “Yeah.” “And what happens? A heart attack. Can you imagine it?” “Yes,” said Private First Class Paul Berlin. He wanted to laugh. “I can imagine it.” And he imagined it clearly. He giggled—he couldn’t help it. He imagined Billy’s father opening the telegram: SORRY TO INFORM YOU THAT YOUR SON BILLY BOY WAS YESTERDAY SCARED TO DEATH IN ACTION IN THE REPUBLIC OF VIETNAM, SUCCUMBING TO A HEART ATTACK SUFFERED WHILE UNDER ENORMOUS STRESS, AND IT IS WITH GREATEST SYMPATHY THAT . . . He giggled again. He rolled onto his belly and pressed his face into his arms. His body was shaking with giggles.
1.The first paragraph contains which of the following? I. periodic sentence II. Compound sentence III. Cumulative sentence a. I only b. II only c. III only d. I and III only e. II and III only 2. In context, “dear” (par. 1) means a. fond b. precious c. cheap d. salutary e. safe 3. Thoreau develops an antithesis in each of the following pairs from paragraph 1 except a. “front only the essential facts of life” and “practice resignation” b. “if it proved to be mean” and “if it were sublime” c. “of the devil” and “or of God” d. “suck out all the marrow” and “rout all that was not life” e. “genuine meanness” and “strange uncertainty” 4. Paragraphs 1 and 2 contain each of the following except a(n) a. simile b. oxymoron c. allusion d. paradox e. extended metaphor 5. By “my next excursion” (par. 1) Thoreau suggests his a. movement to a spiritual afterlife b. next hike in the Concord woods c. writing of his next book d. taking up a new profession e. upcoming trip into town 6. In the second paragraph, Thoreau employs a play on words with which of the following? a. frittered b. quicksand c. sleepers d. dishes e. gang 7. Paragraph 3 contains each of the following except a. paradox b. rhetorical question c. hyperbole d. analogy e. simile 8. The speaker of the passage would most likely agree with which of the following statements? a. Clarity of purpose and a determined approach will bring success in life. b. The full meaning of life is only to be discovered in the afterlife. c. To understand life, it is essential fore one to keep up with current events. d. Success in life is predicated by active measurement and calculation. e. The nation improves with the increased complexity of its interrationships. 9. What is the antecedent of “it” in “It lives too fast” (par. 2)? a. “our life” b. “German Confederacy” c. “rigid economy” d. “heedless expense” e. “nation itself”
Lesson #3: Wild Thing Sorting Materials: -Large photocopied pictures of the “wild things”. -Magnets or masking tape Estimated Time: 20-30 minutes Procedure: Photocopy several pictures of “wild things” from the book or using pictures from the internet. Enlarge the pictures so they can be seen throughout the classroom or from the front board. As a class count and sort/group the wild things according to their appearance. As a class we will group the wild things by color, ones with tails, ones with claws, ones with stripes, patterns etc… Cross Curricular Connection: This lesson integrates art with math. In grade primary a math outcome is learning how to sort or group sets of objects. This activity requires the students to not only sort the pictures but it also requires them to sort using colors and patterns. **The following are a few examples of matching picture cards that can be used to sort or group. Lesson # 4: Where the Wild Things Live… An Island Activity Materials: -PowerPoint or pictures of various islands Estimated Time: 20-30 minutes Procedure:
Where to Look for Lost Library Books! First things first, try to remember what the book(s) looked like. How big was it? What color was it? Was it thick or thin? What do you remember about the cover? (If you’re not sure, ask the librarian or look in the online catalog.) Also, keep in mind that all library books have spine labels and barcode labels so they should stand out. Around Town Could you have left it around town? At the doctor's or dentist's office At a restaurant At the local public library At your friend's house At the church/temple/mosque library At the babysitter's house At your daycare/after-school care facility At a relative’s house At your other parent’s house Where Mom or Dad work At another relative’s work place On the bus Wherever you went on errands recently (bank, grocery store, etc.) And Finally Last but not least, think about the last time your parents told you to clean your room. Now, think about the various places you shoved piles of things, so that they would think you’d actually cleaned it. ;-) Make sure you check all of those places, too. Under the bed Under a chair cushion On top of the refrigerator Under the car seat In the toy box Inside another book On a book shelf On top of the TV In an old backpack On the table In the closet Behind the refrigerator Under the couch In the car trunk Behind the washer In a drawer On the porch In the yard (YIKES!) In my classroom In my desk In the stroller Under the dirty clothes In the Library—ask the librarian to look on the library shelves! Good luck! It’s much more fun to return a book than to pay for it.
## WHETHAN “GOOD NIGHTS” NORTH AMERICAN TOUR DATES (PLUS ADDITIONAL FESTIVAL DATES) Sept 14 – Los Angeles, CA @ El Rey Theatre ^* Sept 15 – San Francisco, CA @ Regency Ballroom ^* Sept 16 – Santa Cruz, CA @ The Catalyst ^* Sept 17 – San Luis Obispo @ The Graduate ^* Sept 20 – Portland, OR @ Wonder Ballroom ^* Sept 22 – Vancouver, BC @ VENUE ^* ***Sept 23 – Las Vegas, NV @ Life Is Beautiful Festival*** Sept 26 – Eugene, OR @ WOW Hall ^* Sept 27 – Reno, NV @ Cargo ^* Sept 28 – Salt Lake City, UT @ The Complex ^* Sept 29 – Fort Collins, CO @ Aggie Theatre ^* ***Sept 30 – Morrison, CO @ Big Gigantic Rowdytown VI (Red Rocks Amphitheatre)*** Oct 3 – Lincoln, NE @ Bourbon Theatre ^* Oct 4 – Lawrence, KS @ Bottleneck ^* Oct 5 – Fayetteville, AR @ George’s Majestic Lounge ^* Oct 6 – Nashville, TN @ Exit In +SAINT WKND and Opia Oct 7 – Atlanta, GA @ Terminal West ^* Oct 10 – New Orleans, TN @ Republic ^* Oct 12 – Orlando, FL @ Venue 578 ^* Oct 13 – Fort Lauderdale, FL @ Revolution Live ^* Oct 14 – Tampa, FL @ The Ritz Ybor ^* Oct 18 – Charleston, SC @ Music Farm – Charleston ^* Oct 19 – Asheville, NC @ Orange Peel ^* Oct 20 – Morgantown, WV @ Mainstage Morgantown ^* Oct 21 – Baltimore, MD @Soundstage * Oct 24 – Philadelphia, PA @ Trocadero +~ Oct 25 – New York, NY @ Bowery Ballroom +~ Oct 26 – Brooklyn, NY @ Music Hall of Williamsburg +~ Oct 27 – Cambridge, MA @ The Sinclair +~ Oct 28 – Montreal, QC @ Belmont +~ Oct 29 – Toronto, ON @ Velvet Underground Toronto +~ Oct 30 – Syracuse, NY @ Westcott Theatre +~ Oct 31 – Columbus, OH @ Skully’s +~ Nov 2 – Detroit, MI @ Magic Stick +~ Nov 3 – Milwaukee, WI @Miramar Theatre +~ Nov 4 – Minneapolis, MN @Skyway Theatre +~ Nov 7 – Columbia, MO @ The Blue Note +~ Nov 8 – Urbana, IL @ Canopy Club +~
Willow Hill Farm Horse Show Sunday November 18, 2018 8:30 a.m. Start 2018-19 Year End Points Western Hudson Valley PHA M&S League Princeton Equestrian League Manager/Course Design Annette Mohr Judge TBA Secretary Kristen Eagleston EMT Gillian B. 621 State Route 211 Montgomery NY 12549 (845) 457 1414 PRE - Entries Please TEXT Picture to (845) 542 9995 All Regular Classes $30 M&S Classes $40 Overnight & Day Stalls Available Ring Open for Schooling for all 2’ Prior to 8:30a.m. 1-3. Schooling Hunter 4-6. Pre Ch/Ad Hunter 7-9. Pre Ch/Ad Equitation 10-12. Ch/Ad Hunter 2’ 13-15. Ch/Ad Equitation 2’ 200-202. Jumper 2’ Pony Schooling 100. M&S Medal 16-19. Child Pony Hunter Sm/Md/Lg 101. M&S Hunter Classic Schooling Break for Classes 41-56. 41-43. Pleasure 44-47. Mini Stirrup 48-51. Beginner Rider 52-56. Short Stirrup Division 2’6” Schooling Break 20-22. Low Hunter 102. Bit O Straw 103. M&S Ch/Ad Medal 2’6” 23-25. Ch/Ad Hunter 2’6” 26-28. Ch/Ad Equitation 2’6” 200-202. Jumpers 2’6” 300. PEL Derby 2’6” 3’ Schooling Break 29-31. High Hunter 3’ 32-35. Ch/Ad Hunter 36-38. Ch/Adult Equitation 100. M&S Medal 101. M&S Hunter Classic 200-202. Jumpers 3’ 300. PEL Derby Trainer Horse Name Horse PHA # Owner Name Owner PHA # Rider Name Rider PHA # Rider Address Rider Parent Contact Number Email Address Hunter Classes Equitation Classes M&S Classes Please know you must fill out an entry form in order to obtain a back number the day of the show. PLEASE REMEMBER IF YOU HAVE NOT ALREADY YOU MUST RENEW YOUR MEMBERSHIPS FOR ALL ORGANIZATIONS THAT YOU WISH TO ACCUMULATE YEAR END POINTS WHVPHA, M&S & PEL Membership forms will be available at the secretary if needed.
29. x + y = 1 31. x2 + y2 = 1 43. x2 + (y – 4)2 = 16 49. r cos = 7 53. r2 = 4 p.763 graph with calculator – cardioid, symmetric about the y-axis Assignment #104, 105 Answers are on the worksheets Assignment #106 1. E 2. A 3. B 4. D 5. B 6. Area of semicircle = π r2 = π 2 = y2 So, V = = = Assignment #106.5, 107 Answers are on the worksheet
Classwork = (5 – 75 points) Class work includes any activity completed, collected and graded during class. Class work assignments can be made up only if the student is absent the day it was assigned. If you are absent, it is your responsibility to come and see me for work that you missed while you were out of class. Participation will be an important part of your class work grade – it is to your benefit to stay awake and pay attention in class. Homework = (10 – 100 points) Homework will be assigned with due dates. You must complete the work and turn it on the assigned due date, or you may not receive credit for it. All late homework assignments will lose 25% per day late. If you are absent it is your responsibility to check for any assignments you might have missed. Quizzes = (10 – 100 points) Quizzes will be announced and unannounced. Homework may be checked by a short quiz at the beginning of any class period. If you are absent the day of a quiz, it is your responsibility to come see me to make it up. Tests = (100-200 points) Tests will be given at the conclusion of each unit. Most tests will be a combination of multiple choice, matching, short answers, and essays. If you are absent on the day of a test, it must be made up within ONE WEEK of when you return from your absence, or it will be entered as a 0 in the grade book. Projects/Essay = (100-200 points) Each term projects, or essays, may be assigned to accompany a unit. More information will be provided when a project is assigned. Long term assignments will lose 10% on the first day, and 5% on each subsequent day. At the end of each term I will determine the total number of points for all assignments and calculate your grade. For example, at the end of a term the total possible number of points for all assignments is 750 and a student has accumulated 660 points: 660750 = 88. The student would receive a grade of 88% for the first term. COURSE METHODOLOGY Unit 1: World Religions Hinduism Judaism Buddhism Christianity Unit 2: China Topic Outline
19. If independent contractors: Certificates of Insurance obtained? Yes No 20. Applicant named as an additional insured with hold harmless on security’s policy? Yes No 21. Have there been any previous incidents of physical or sexual assault? Yes No If “Yes,” please explain: MAINTENANCE 22. Building Maintenance/Inspection Program? Yes No 23. Parking Lot Maintenance/Inspection Program? Yes No Maintenance is performed by: Employees Subcontractors If outside contractors: Certificates of Insurance are obtained Applicant is named as an additional insured with hold harmless on subcontractor’s policy 24. Snow/Ice Removal is performed by: Employees Subcontractors If outside contractors: Certificates of Insurance are obtained Applicant is named as an additional insured with hold harmless on subcontractor’s policy CONTRACTUAL INFORMATION 25. Is the landlord/tenant agreement a Triple Net Lease? Yes No 26. Certificates of Insurance required from tenants? Yes No 27. Tenants’ limits required to be equal to or greater than applicant’s? Yes No 28. Applicant named as additional insured on Tenants’ policies? Yes No 29. Hold harmless agreement in place with tenants in favor of applicant? Yes No This application does not bind the applicant or the Company to an agreement. However, the information stated on the application shall be the basis of the contract should a policy be issued. The application does not provide coverage or limits and may reflect different coverage’s or limits than offered by the Company. FRAUD WARNINGS: Attach completed WHI APP-152, State Fraud Notification Compliance form. APPLICANT NAME: APPLICANT SIGNATURE: DATE: (Authorized owner, partner or executive officer) PRODUCER: DATE: Individual to contact for inspection/audit: Name: Phone Number:
notable amounts. A one-standard-deviation increase in transit use in 2000 reduces the predicted future poverty rate by almost a percentage point. The regression results in Table 2 are based on a data from all 100 MSAs, allowing for MSA-specific fixed effects. But there is much variation across MSAs in the socioeconomic characteristics of their populations, their housing characteristics, and public transit systems. 4 illustrates this variation for five major urban areas. In each case, the average value reported is the unweighted average across an MSA’s census tracts. As shown in the Table, there are differences in the averages for black and Hispanic residents, percentage of older housing units, and percentage of residents who take transit to work. Table 4 Average of census tract data from 2000 Chicago Houston Los Angeles New York City Phoenix Poverty Rate 11.6 13.9 16.3 14.0 11.7 Percentage non-Hispanic Black 21.6 18.0 8.5 20.9 4.0 Percentage Hispanic 16.0 27.8 40.6 19.0 24.5 Ratio rent to MSA median family income 12.9 13.9 19.6 18.1 17.5 Percentage non-multi-family rental units 16.0 13.4 20.9 18.8 11.2 Percentage housing units 22.9 23.5 28.7 32.4 17.4 Percentage housing units built from 1940 through 1969 40.8 29.2 50.3 47.7 18.8 Percentage housing units built pre-1940 22.3 3.9 10.7 28.0 1.6 Percentage housing units 5.6 7.5 4.0 5.3 9.7 Percentage workers who take transit to work 13.4 3.6 6.8 31.0 1.9 Such structural and demographic differences across cities make one wonder whether the pattern for the coefficients estimated using the data from the 100 urban areas as a group holds for individual urban areas. To test the stability of our estimates across a few large MSAs, we equation (2) separately for the five urban areas in Table 4: Chicago, Houston, Los New York City, and Phoenix. Of course, in these cases, there are no MSA fixed effects. As before, the dependent variable is the logit transformation of the 2010-14 census tract poverty rates and the data are weighted by the inverse of the standard error of the 2010-14 estimated poverty rate. Table 5 presents the results. Table 5
Tails? Tails? Tails? Tails? 1 9 17 25 2 10 18 26 3 11 19 27 4 12 20 28 5 13 21 29 6 14 22 30 7 15 23 31 8 16 24 32 Use the randomized differences in reaction distances in the table above to calculate the mean of the data. Recall that we said we needed to find all such rearrangements. We are going to find only three per group. Then we will pool all mean differences and count how many times we obtained means as extreme (farther from zero) as that of our original mean reaction distance. Run a re-randomization on your original differences two more times. Calculate and record the mean difference for each re-randomization. ID Heads or Tails? ND – D (cm) ID Heads or Tails? ND – D (cm) ID Heads or Tails? ND – D (cm) ID Heads or Tails? ND – D (cm) 1 9 17 25 2 10 18 26 3 11 19 27 4 12 20 28 5 13 21 29 6 14 22 30 7 15 23 31 8 16 24 32
Which food has most food miles? Which produces most CO2 from transport? Food Where it’s from Food miles Total CO2 per kilo of food: Apples; about a quarter of apples eaten in the UK are grown here. Apples can be stored in large fridges so they are easily imported from overseas growers. Typical imports from: South Africa by ship France by road. South Africa: 5,600 miles France: 213 miles S. Africa (sea): 106g CO2 France (road): 23g CO2 UK grown, for example: Kent. Kent: ___ miles Beef; cattle do well in the UK, for example the famous Aberdeen Angus cattle. But UK consumers still eat beef from overseas. Countries such as USA, Brazil and Argentina are big beef exporters. Typical imports from: Argentina, ship or air. Argentina: 6,900 miles UK grown, for example: Aberdeen, Scotland. Aberdeen ___ miles Potatoes grow well in the UK but we still import over 300,000 tonnes a year. This includes imports from France, even during the UK growing season. Typical imports from: France by road. France: 213 miles UK grown, for example: Pembrokeshire or Lincolnshire. Pembrokeshire ___ miles Lincolnshire ___ miles Tomatoes; the UK imports about 85% of vegetables from the EU all year round. Only a third of tomatoes eaten in the UK are grown here. Typical imports from: Netherlands, by road. Netherlands: 221 miles UK grown, for example: West Sussex. West Sussex ___ miles Green beans; French beans grow well in the UK in summer. They are also imported from places like Kenya. Typical imports from: Kenya by air Kenya:___ miles UK grown, for example: Worcestershire Worcestershire ___ miles Amount of CO2 produced by transporting each kilo of food: Air: 0.45 grams CO2 each food mile (or 0.73g per Km) Road: 0.07 grams CO2 each food mile (0.11g per Km) Sea: 0.01 grams CO2 each food mile (0.02g per Km).
Q9. Should a new long stay car park be built north of the river to cater for cars and coaches? There were 318 responses to this question Theme of comments Number of comments Distance to walk to and from car park a concern 12 Concerns about impact on Nature reserve 9 A Shuttle bus would be required 6 Depends on cost to construct 5 Concerns about Impact on nearby housing estates 5 Make it Low cost / Free to park 5 Concerns if it will impact on flood plains 3 Will it replace existing parking? 3 Other comments 14 44% of respondents said yes 26% of respondents said yes, with reservations 22% of respondents said no 8% did not know
Theme of comments Number of comments Do not allow cyclists on Butts and Rope Walk 35 Do not allow 2 way cycling on 1 way streets 24 Widen or Create a separate cycle path on Butts and Rope Walk 9 More cycle parking provision 6 Other comments 20 Q14. With redesign there is an opportunity to encourage cycling in Sandwich. Which of the following measures, if any, would you support? Q15. Anything else? Please add any further comments in the box below. There were 187 responses to this question Theme of comments Number of comments Leave Sandwich as it currently is 11 Ban lorries from the town 8 Focus on King Street 6 Disagree with project 4 Increase free parking 4
The content of the curriculum in order to encourage self-esteem and self-motivation The school ethos which promotes a positive, supportive and secure environment gives pupils a sense of being valued The school's behaviour policy which recognises the need to support vulnerable pupils in the school. All staff will agree on a consistent approach, which focuses on the behaviour of the pupil but does not damage the pupil's sense of self-worth. The school will endeavour to ensure that each pupil understands the difference between right and wrong. Raising the awareness of peer on peer abuse and making clear to pupils the signs of this abuse and the school’s response Work closely with the LA and appropriate agencies in responding appropriately to pupils who go missing from education. This is to identify and prevent the risk of abuse and neglect and reduce the risk of the pupil going missing in the future Liaising with other services which support the pupil such as the Youth Service, targeted support services, CYPS (Children’s and Young People’s Service), local Children’s Social Care teams etc Developing effective and supportive relationships with the pupil and their family/carers Training key staff to give them the knowledge and confidence to identify children at risk of being drawn into terrorism and challenge extremist ideas 4. Outside Agencies The school will ensure compliance with the Disclosure and Barring Service 2012 (previously Vetting and Barring Scheme 2009) and Keeping Children Safe in Education May 2016 The school will ensure that any disciplinary proceedings against staff relating to child protection matters are concluded in full even when the member of staff is no longer employed at the school and that notification of any concerns is made to the relevant authorities and professional bodies and included in references where applicable. For the procedures in place to deal with allegations relating to members of staff. See Disciplinary Policy The school will ensure that all staff and volunteers are aware of the need for maintaining appropriate and professional boundaries in their relationships with pupils and parents. See Code of Safe Practice The school will ensure that staff and volunteers are aware that sexual relationships with pupils are unlawful and will be referred to the Police and DO (Designated Officer) for investigation (Sexual Offences Act 2003) The school will promote an e-safety policy and when appropriate seek guidance and support from the Local Authority. See Acceptable User Policy The school will promote responsible use of social networking sites by education staff. See Acceptable User Policy Section 3: Code of Safe Practice The aims of this code are:
Americas Europe Africa Asia 10,000 BCE-1000 BCE Land bridge Pacific island hopping Neolitic Period, arts, cave painings Bronze Age Minoan Pottery Pyramids, Egyptians Agriculture Roads, Sumerians, earlistr alphabet Weaving Judaism, early monotheism China, science, stronomical, 1000 BCE-300 CE Civilzations Agriculture, vities and states Olmecs Mayans Nazca Trojan War Olympics Spartans, King Leondias TRome Christianity Alexander the Great Marius, Nero, Christianity Nubian Carthage Terra cotta warrirs Qin Assyrians, Persians, Babylonians, Christianity 300 CE-600 CE Vandals, Sui 600 CE-1500 CE Vikings Aztecs Incas Colonization Magna Carta Muslim Invasion Black Plague Byzantine Empire Feudalism War of the Roses King Edward, Alfred, Edward Crusades Vikings Renaissance Columbus Colonization Islam Crusades Benin Ghana Oyo Mali enslaemnt Islam Tang Mongols, Ghenghis Kahan China fireworks If you could travel anywhere in time and place before 1500 CE, where and when would it be? Why?
The Cold War Develops WHII.13a, WHII.13b Main Ideas The Cold War influenced the policies of the United States and the U.S.S.R. towards other nations and conflicts around the world. The presence of nuclear weapons has influenced patterns of conflict and cooperation since 1945. Communism failed as an economic system in the Soviet Union and elsewhere. NATO & Warsaw Pact Directions Color the members of NATO blue. Add a blue star on the left to represent the United States. Draw a yellow hammer and sickle on the Soviet Union. Color the members of the Warsaw Pact red. Then draw a black line to represent the “iron curtain.” Germany Divided Directions Color West Germany blue Color East Germany red Color Berlin yellow Questions Explain why the Soviet Union might want to control Berlin Explain why it might be difficult for the U.S., France and Britain to maintain control over their sectors of Berlin. Directions for the Chart Explain how the following events impacted both Germans and U.S.-Soviet relations during the Cold War. Year Event Impact 1945 Yalta Conference 1948 Berlin Blockade 1948 Berlin Airlift 1949 Creation of East Germany and
World Religions Chart (Key) Abrahamic Religions Eastern Religions Religion Judaism Christianity Islam Hinduism Buddhism Symbol Followers Jews Christians Muslims Hindus Buddhists Founder(s) Abraham & Moses Jesus of Nazareth Muhammad ? Siddhartha Gautama (Buddha) Place of Origin Egypt & Israel Israel & Roman Empire Arabia India India Year Circa 4000 B.C. 32 A.D. 622 A.D. circa 1500 B.C. circa 500 B.C. Present Location Israel, North America, Europe Europe, North & South America Middle East, North Africa, Asia India East and Southeast Asia # of Followers Today 14 million 2.1 billion 1.5 billion 900 million 400 million Monotheism or Polytheism? Monotheism Monotheism Monotheism Polytheism (many forms of one god) No gods, only enlightened Buddhas Name of Deity or Deities Jehovah, Yahweh or Elohim Jehovah Allah Brahma, Vishnu, Shiva n/a Sacred Texts Torah, Talmud Bible (Old Testament plus New Testament) Qur’an (Koran) Bhagavad Ghita, Upanishads Dhammapada
Place of Worship Synagogue Church Mosque Temple Temple Seeks to convert others? No Yes Yes No No Sects, Branches, Denominations 8% Orthodox 34% Conservative 23% Reformed 35% Secular 52% Catholic 17% Protestant 19% Orthodox 2% Anglican 83% Sunni 16% Shi’a 70% Vaishnaites 25% Shiavites 2% Neo-Hindu 56% Mahayana 38% Hinayana 6% Tantrayana Key Beliefs & Palace Keeping commandments Baptism, Communion Five Pillars of Islam Reincarnation, karma, yoga Four Noble Truths, Noble Eightfold Path to Enlightenment Holy Sites Jerusalem Jerusalem, Rome Mecca, Medina Varanasi, Utar Pradesh Lumbini (birthplace of Siddhartha) Holidays Rosh Hashanah, Yom Kippur, Hannukah Easter, Christmas Eid al-Fitr (end of Ramadan), Eid al-Adha Holi, Diwali New Year’s Day Scrambled Answer Key
French Revolution Vocabulary French Word or Phrase English Translation Definition Significance to the French Revolution Draw a Sketch “L’etat c’est moi” “I am the state.” Louis XIV was called the Sun King because he was an absolute monarch. Whatever he declared became law. Louis XIV’s grandson Louis XVI was a weaker monarch who was deposed and executed by French revolutionaries. L’Ancien Régime états généraux Bourgeoisie Bastille “Liberté, égalité, fraternité” émigrés Sans-culottes Jacobins “Qu'ils mangent de la brioche” Guillotine coup d'état
Paragraph 2: To what “quarter of the globe, with which we have so much intercourse” is Monroe referring? Paragraph 2: What events in the 1790s-1820s “caused the loss of so much blood and treasure” and changed the relationship of Spain/Portugal with that “quarter of the globe”? Paragraph 2: Explain in your own words the meaning of this sentence: “In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport with our policy to do so.” Paragraph 3: How do you think Latin American countries would feel about President Monroe’s proclamation in this paragraph? Support your answer. Explain in your own words the message of this cartoon: Do you think the Monroe Doctrine was a wise policy for the early United States to follow in foreign affairs? Support your answer. Roosevelt Corollary to the Monroe Doctrine Theodore Roosevelt, 1904 In treating of our foreign policy and of the attitude that this great Nation should assume in the world at large, it is absolutely necessary to consider the Army and the Navy… It is not merely unwise, it is contemptible, for a nation, as for an individual, to use high-sounding language to proclaim its purposes, or to take positions which are ridiculous if unsupported by potential force, and then to refuse to provide this force. If there is no intention of providing and keeping the force necessary to back up a strong attitude, then it is far better not to assume such an attitude.
What to bring to Boys’ Camp ** Please put your name on everything you bring to camp!! ** 1 pair of shoes that can get wet and muddy 1-2 more pairs of shoes 12+ pairs of socks 5 pairs of shorts 3 pairs of jeans Athletic clothing 7+ t-shirts Underwear for a full week, plus a few extra Sunscreen Insect repellent Flashlight Poncho Swimsuit Towel Toothbrush Tooth paste Soap Deodorant(!) Comb Bible Hat Long sleeve shirt Sweatshirt or jacket It is recommended that you bring a fan (or fans!). If you do, please bring a long extension cord and power strip. Pillow Sleeping Bag and/or blankets Medications **Must be turned in to the camp nurse upon arrival – even over the counter medciation** Water bottle(s) What NOT to bring to Boys’ Camp The following will be confiscated and returned at the end of the week Radios Electronic games/devices Mp3 players, cd players, laptops Cell phones 2-way radios Candy Pop Magazines Comics Food (bottled water is ok) Pocket knives Tobacco Paintball/Airsoft guns
Walker County Fair Walker County Fair Association March 30-April 8, 2017 “From Wagon Wheels to Ferris Wheels” Quilt Show Quilt Check-In – Friday, March 31, 2017 @ Fabric Carousel Hanging of the Quilts – Sunday, April 2, 2017 Judging – Monday, April 3, 2017 Quilt Pick-Up – Saturday, April 8, 2017 Forms and rules available at Fabric Carousel or contact me at . Sitters are needed. Airing News Airing General Store There are kits at the Fabric Carousel and we need help to make items for the General Store. The basket with the kits is on the couch in the classroom area. If you take something, please sign it out on the list in the basket. These need to be made and back to me by April 29th. I will have all the forms for member sales at the next meeting and they will also me at Fabric Carousel on the table just inside the door to Classroom. There are also instructions on procedures for sale. Pricing in increments of 25 cents, NO nickels, dimes or pennies. Call me if you have questions. Martha Wilson . Airing of the Quilts Silent Auction This year we are having other items besides the miniature quilts in the silent auction. We will have a couple of larger quilts and several baskets of sewing notions and supplies. If you have a unique item that you would like to donate, please bring it to the next meeting or leave it at Fabric Carousel. Airing of the Quilts is fast approaching. We need to have at least 50 miniature quilts for the Silent Auction. It has always been a terrific fund raiser. This year miniature quilts can be up to 24” x 24”. They must have a hanging sleeve and a label. Please turn in your entries at the next meeting or at Fabric Carousel. The deadline for miniature quilt turn in is April 29th. Your name will be entered in a drawing for a $25.00 gift certificate to Fabric Carousel for each entry. Miniature quilts are donated to Tall Pines Quilt Guild with all proceeds benefitting the guild. JUDY SPRINGER Sunshine and Shadows Our prayers go out to the family of Pat Roberson who passed away and also keep Ann Barker in your prayers. She is dealing with more health issues. Also our congrats go to Dorothy Wolverton she has a new grandson Ian Wolverton 7 lbs 4 oz .
 Applique, both machine and hand, will be allowed but designs should be soft, no stiff threads.  All finished blocks should be returned byOctober 26, 2017 to Fabric Carousel.  Most of all have fun with designing and constructing your challenge block. Questions - call Helen Belcher at or email at Treasurer’s Report Membership Updates Door Prizes Fun Exchange
Tall Pines Quilt Guild P.O. Box 7272 Huntsville, Texas 77342-7272 Tall Pines Quilt Guild Meeting You are invited to join us the first Monday of each month. The guild has a variety of programs, nationally known speakers, workshop and charity projects. We meet at the University Heights Baptist Church, 2400 Sycamore Ave. Park in the back lot off Palm Ave. Refreshments are served at 6:30PM and the meeting starts at 7 PM. www.fabriccarousel.com Guild Calendar Reminders Jan. 4, 6:30 PM GuildMeeting Jan. 19, Charity Bee @ Fabric Carousel: 9:30 AM Dec. 19,HandEmbroideryBee 2nd & 4th Friday @ 10 AM , Cut Ups Bee @ Fabric Carousel Meeting Reminders Bring Show and Tell Items Bring money for Food Bank Bring labels for Raffle tickets UPC labels from Hobbs Batting FQ bands from Fabric Carousel For Charity Bee. Visit the web site @ www.tallpinesquiltguild.com
When conducting an investigation, good administrative and internal investigation principles must be adhered to, specifically: the investigation must be conducted in a timely manner; any findings must be objectively determined; interviews and the collection of documents are handled in keeping with the principles of procedural fairness and natural justice; discretion is practiced when conducting the investigation; confidentiality is maintained to the degree possible in the circumstances; sensitive information is protected, especially where the investigation may lead to further legal or professional due process procedures; and, recommendations, including recommendations for action, are reasonable and practical in the context. Principles of procedural fairness and natural justice may be reviewed by linking to the Alberta Ombudsman’s site at: http://www.ombudsman.ab.ca/fairness-guidelines.php. Also, comprehensive overview of fairness and natural justice issues is: http://lawjournal.mcgill.ca/documents/27/2/mullan.pdf.
HEE KSS Trainee Whistleblowing Guidance Originator: Head of Human Resources Manager Dean Director Policy Number: Version Number: 1.0 Approving Body: KSS Operational Group Date Issued: 5 November 2010 Review Date: Reviewed: 5 November 2012 Updated: 16 February 2016 Status of Equality Impact Assessed: Assessed – no adverse impact Legal Advice Not required Master Location: K:\Genshare\Policies, Procedures & Guidance Publication Scheme: Publicly Available Document Whistleblowing Guidance for Trainees - Version 1.0 Page 1 of 4