zilongwang/ReadingBank huggingface dataset:
1 dose before age 12 mos 2 doses, ≥ 8 weeks apart 1 dose at ≥12 mos 1 dose, ≥ 8 after the most recent dose 2 2 or 3 doses before age 12 mos 1 dose, ≥ 8 after the most recent dose 2 4 doses of PCV7 or other complete PCV7 schedule 1 supplemental dose, ≥ 8 weeks after the most recent dose * Healthy children 24 months through 59 months Any incomplete schedule 1 dose, ≥ 8 weeks after the most recent dose 2 4 of PCV7 or other age-appropriate, complete PCV7 schedule 1 supplemental dose, ≥ 8 weeks after the most recent dose of PCV7 vaccine* TABLE 2. Recommended schedules for administering doses of PCV13 among children who have not previously received PCV7 or PCV13 and those incompletely vaccinated with PCV7 or PCV13 for age and supplemental PCV13 immunization ; updated with Age Vaccination history: total number of PCV7 and/or PCV13 doses received previously Recommended PCV13 Regimen1 Children 24 months through 71 months with underlying medical conditions as Any incomplete schedule of <2 doses 2 one ≥ 8 weeks after the most recent dose and another dose ≥ 8 weeks later Any incomplete schedule of 3 doses 1 dose, ≥ 8 weeks after the most recent dose
TABLE 3. Summary of recommended intervals, by risk and age groups, for persons with indications to receive PCV13 and PPSV23 sequence — Advisory Committee on Immunization Practices, United States, September 2015 Risk medical condition Intervals for sequence, by age group Intervals for sequence, by age group 24–71 ≥65 24–71 ≥65 No underlying chronic conditions NA NA NA ≥1 year NA NA NA ≥1 Immunocompetent persons Chronic disease Chronic lung disease Diabetes mellitus Alcoholism* Chronic disease, cirrhosis* Cigarette smoking* ≥8 weeks NA NA ≥1 year ≥8 weeks NA NA ≥1 Immunocompetent persons Cerebrospinal leak ≥8 weeks ≥8 ≥8 ≥8 ≥8 ≥8 ≥1 ≥1 64 18
Immunocompetent persons Chronic disease † X Chronic lung disease § X Diabetes mellitus X CSF leaks X X Cochlear implants X X Alcoholism X Chronic liver disease, cirrhosis X Cigarette smoking X Persons with functional or anatomic asplenia Sickle cell disease/other hemoglobinopathies X X X Congenital or acquired asplenia X X X Immunocompromised persons Congenital or acquired immunodeficiencies ¶ X X X HIV infection X X X Chronic renal failure X X X Nephrotic syndrome X X X Leukemia X X X Lymphoma X X X Hodgkin disease X X X Generalized malignancy X X X Iatrogenic immunosuppression ** X X X Solid organ transplant X X X Multiple myeloma X X X
Immunocompetent persons Chronic heart disease † X Chronic lung disease § X Diabetes mellitus X CSF leaks X X Cochlear implants X X Alcoholism X Chronic liver disease, cirrhosis X Cigarette smoking X Persons with functional or anatomic asplenia Sickle cell hemoglobinopathies X X X Congenital or acquired asplenia X X X Immunocompromised persons Congenital or acquired immunodeficiencies ¶ X X X HIV infection X X X Chronic renal failure X X X Nephrotic syndrome X X X Leukemia X X X Lymphoma X X X Hodgkin disease X X X Generalized malignancy X X X Iatrogenic immunosuppression ** X X X Solid organ transplant X X X Multiple myeloma X X X
i2(a-b)=2(b-a)π=2(b-a)π Let b=1, a=0==2(1-0)π=2π And 1-cos(2x)=1-[1-2sin2(x)]=2sin2(x). =π and = Eg. Evaluate . (Sol.) Poles: 1 and -1 (on the real axis), ==== ==== = =πi∙{+} =πi∙=π∙ =, = Case 4 or Choose C as a sector with angle enclosing only one pole at or a sector with angle enclosing no poles.
Cash fares Single, return and supplements offering finite numbers of journeys for a given price, if offered Yes (for boardings within the Principal only) Daily tickets Tickets offering unlimited journeys within a day Yes (for tickets purchased within the Principal only) Weekly tickets Tickets offering unlimited journeys within a week Yes (for tickets purchased within the Principal area only) Child tickets All tickets available only to children and people No Period tickets for longer than a week All No For operators who do not offer daily or weekly tickets but participate in the multi-operator ticketing scheme, the Executive shall use the latest price applicable to multi-operator daily and weekly tickets. For each of the first three ticket types, the operator is (without prejudice to its obligations to provide data specified elsewhere in the Arrangements) expected to provide the Executive with the following data on a quarterly basis: the total revenue obtained from sales of the ticket type, and in the case of cash fares, the number of journeys made by passengers using these tickets; in the case of tickets, the number of such tickets sold, the revenue from those sales, and the operator’s estimates of the journeys made using these tickets; in the case of weekly tickets, the number of such tickets sold, the revenue from sales, and the operator’s estimates of the journeys made using these tickets. This information will be used to estimate the average cash fare paid by commercial passengers for each journey, and the average price per ticket of daily and weekly tickets respectively. Calculation of the Discount Factor The four values derived will be input into a spreadsheet which draws on the data included in the DfT model or other local data if more applicable (“the Look-up table”) to populate the DfT Discount Factor calculation. The specific values in the Look-up table are locally derived from all smartcard concessionary journeys originating in the Principle Area over a representative time period.
2. Empower Professionals to Succeed Goals Initiatives/Business Owners Key Deliverables/ Milestones Year-End Chapter Status (Due: January 31, 2017) Chapter Governor Feedback 2.2 • Minimum of one chapter officer attends the Leadership Summit annually. 2.3 • Chapter operating plan is defined and submitted for 2016 no later than December 31, 2015. 3. Engage Future Generations of Leaders Goals Initiatives/Business Owners Key Deliverables/ Milestones Year-End Chapter Status (Due: January 31, 2017) Chapter Governor Feedback 3.1 • Minimum of two events per year are held. Examples include: • Networking events (e.g., conferment celebrations) • Chapter meetings • Chapter/interest group- partnered events 3.2 • Chapter website is current and accurate.
3. Engage Future Generations of Leaders Goals Initiatives/Business Owners Key Deliverables/ Milestones Year-End Chapter Status (Due: January 31, 2017) Chapter Governor Feedback 3.4 • Student member engagement plan is defined for chapters that have a Gamma Iota Sigma chapter linked to theirs and that have student members. 3.5 • A volunteer recognition plan is defined and implemented annually.
FGM Female Genital Mutilation suspected cases, of abuse Through Induction Whistleblowing Supporting pupils who have been abused in accordance with his/her agreed child protection plan. Through CAF (common assessment form) co-ordinator Social worker employed by the school All staff training School Counsellors and Inclusion team SEND Code of practice Send Offer Learning and teaching Attendance Education of looked after Children Establishing a safe environment in which children can learn and develop School Ethos and Values OFSTED Parent View Ofsted report 2016 Monitoring Anti-bullying, Behaviour, Health and Safety, E safety, and Whistleblowing policies. Single Equality policies, Capability, Community Cohesion, and Emotional Intelligence policies. Ofsted Common Inspection Framework September 2015 Table 1 Procedures We will follow the procedures set out by the Local Safeguarding Children Board (LSCB) 2016 and take account of guidance issued by the DfE (Keeping Children Safe in Education 2016 and Working together to Safeguard Children 2015), Tower Hamlets and the Family Well Being Model (Section 10 of the children’s act 2004) and TH Prevent Programme. In reporting concern or suspicion, all adults in school must follow these procedures. By doing this we protect the child to the best of our ability, avoid delay, provide consistency, protect all staff and allows other agencies to proceed without delay. See Table 2 Procedure Evidence Ensure we have a designated senior person/s for child protection who have received appropriate training and support for this role HT-Mandy Boutwood-May 2016 AH Gemma Caller 2014, AHT Matthew Warhurst 2015 FSCo Jackie Garner 2016 Governor-K Bennett-Richards-Feb 2016 Ensure we have a nominated governor responsible for protection Katy Bennett-Richards Safeguarding Courses completed & in date Ensure every member of staff (including temporary and supply staff and volunteers) and governing body has received training in child protection and knows the name of the designated senior person Termly heads report gives training updates Governor Development plan (and minutes),
6. PROJECT PLAN What are you proposing to achieve through implementing the project (outcomes)? Examples: re-establish native vegetation; improve groundcover and pasture species composition, raise community awareness What works or activities will you undertake? Examples: Plant & establish 500 trees; 2km fencing to exclude stock from stream; install 5 stock watering points, control 2ha of lantana & blackberry Completion date? (month & year) (Implementation of projects must be completed by 31 May 2017) What maintenance will you undertake to ensure project success in the long term? (Funded activities are generally required to be maintained for a minimum of 5 years - see funding conditions) 7. PROJECT BUDGET WORKSHEET Note: For estimate purposes landholders/community groups should cost their in kind labour component at $30/hour. All amounts on this page must exclude GST. Please see the LLS GST Fact Sheet for more advice on funding and the GST implications. A B C D E F G H Activity Cost Funding Proposal
Proposed Activity Examples of Activities: Purchase plant trees, erect electric fence Unit of Measure Quantity Unit Cost (excl. GST) Activity Cost (C x D) (excl. GST) LLS Funds Sought (excl. GST) Applicant’s Cash Contribution (excl. GST) Applicant’s In-Kind Contribution (excl. GST) Example 1 Purchase Trees each 100 $6.00 $600.00 $300.00 $300.00 $0.00 Example 2 Plant Trees hours 8 $30.00 $240.00 $240.00 Please input your proposed activities below TOTALS
the ways that unsanctioned consumption of parks threatened to upset the conceptual arrangement of the urban space and park space within a new economic imaginary. In sum, I argue that a range of practices—from the use of photographs as part of a didactic practice of public education to the physical policing of park spaces and the transgressive activities of park users—suggests that these sites have always been occupied, and cared for, by a wider range of constituents than typical histories would suggest. Further, paying close attention to the contested meanings and uses of urban “nature” in the nineteenth century helps to restore this sense of complex negotiation among individuals and groups (including nonhumans) whose aims and desires did not always conform to dominant narratives of industrial economic development. Hill The Lemon Hill estate, built in 1800 by a wealthy merchant named Henry Pratt, held and still holds special significance in narratives about the formation of urban parks in Philadelphia. The estate’s importance derives in large part from the way it symbolized the juxtaposition of unspoiled urban nature against the modern capitalist city. Those seeking to create a new park valued the Lemon Hill estate highly because of the views it offered of the burgeoning metropolis and the Schuylkill River, prompting its purchase by the city in 1844—the first such purchase in a twenty-five-year campaign to protect the urban water supply through land acquisitions. According to an anonymous antebellum journalist writing in 1854, “It only requires a glance at the map or a visit to the ground to convince any one how important it is to secure this piece of land, to make Lemon Hill as it should be—a most eligible and beautiful tract with boundaries free from objectionable features.” In the 1850s, however, to the dismay of many, the German tenants of the Lemon Hill property operated a popular beer-garden, a purpose that park
Assessable Elements Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding PART A: Comprehensive knowledge and understanding of concepts, facts and procedures of the elements of Dance, correct body posture and alignment, safe dance principles Thorough knowledge and understanding of concepts, facts and procedures of the elements of Dance, correct body posture and alignment, safe dance principles Satisfactory knowledge and understanding of concepts, facts and procedures of the elements of Dance, correct body posture and alignment, safe dance principles Variable knowledge and understanding of concepts, facts & procedures of the elements of Dance, correct body posture and alignment, safe dance principles Rudimentary knowledge and understanding of concepts, facts & procedures of the elements of Dance, correct body posture and alignment, safe dance principles /30 A+ 30-28 ½ A 28- 26 ½ A- 26- 24 ½ B+ 24- 22 ½ B 22- 20 ½ B- 20- 18 ½ C+ C 16- 14½ C- D+ D 10- 8 ½ D- 8- 6 ½ E+ 6- 4 ½ E 4- 2 ½ E- 2- 0
The student work has the following characteristics: Authoritative demonstration of knowledge and understanding through the integration of dance components and technical skills within various dance genres Sensitive interpretation of the choreographic intent through the sophisticated synthesis of dance components and expressive skills The student work has the following characteristics: Effective demonstration of knowledge and understanding through the dance components and technical skills within various dance genres Effective interpretation of the choreographic intent through the synthesis of dance components and expressive skills The student work has the following characteristics: Appropriate demonstration of the knowledge and understanding through the dance components and technical skills within various dance genres Interpretation of aspects of the choreographic intent through the synthesis of dance components and expressive skills The student work has the following characteristics: Demonstration of knowledge and understanding of aspects of components and technical skills within various dance genres Demonstration of aspects of the choreographic intent through the use of dance components and expressive skills The student work has the following characteristics: Demonstration of knowledge of aspects of dance components with variable technical skills within various dance genres Demonstration of aspects of dance components with variable expressive skills Teacher Feedback:
Emergency Loan Disaster Designations Calendar Year 2016 Designation Number Counties Affected Disaster Type Effective Date Deadline to Apply News Release Link N1249 Thurston, Dakota Excessive rain, flash flooding, hail, high winds 6/17/16 3/13/2017 S4002 Sioux Drought (Fast Track) 7/28/16 3/27/2017 S4039 Dawes, Sioux Drought (Fast Track) 9/15/16 5/15/2017 S4058 Adams, Buffalo, Franklin, Harlan, Kearney, Phelps & Webster Drought (Fast Track) 10/3/16 5/30/2017 M4287 Dundy, Furnas, Harlan Severe Storms/Flooding 10/24/16 6/20/2017 Banner, Kimball Hailstorms 10/31/16 6/26/2017 M4287 Amend 1 Franklin, Harlan Severe Storms/Flooding 11/15/16 7/17/2017
EMPLOYMENT HISTORY - PLEASE PROVIDE 7 YEARS OF EMPLOYMENT OR UP TO 4 EMPLOYERS (PLEASE PRINT OR TYPE) 2) Company Name City State Zip Code Company Phone Number Salary Supervisor Position / Title Start Date End Date 3) Company Name City State Zip Code Company Phone Number Salary Supervisor Position / Start Date End Date 4) Company Name City State Zip Code Company Phone Number Salary Supervisor Position / Title Start Date End Date PROFESSIONAL/PERSONAL REFERENCES - PLEASE LIST 3 (PLEASE PRINT OR TYPE) 1) Full Name of Reference Daytime Phone Evening Phone Title of Reference (if Professional) Relationship Email Address Is this reference Professional or Personal 2) Full Name of Reference Daytime Evening Phone Title of Reference (if Professional) Relationship Email Address Is this reference Professional or Personal 3) Full Name of Reference Daytime Phone Evening Phone of Reference (if Professional) Relationship Email Address Is this reference Professional or Personal PROFESSIONAL LICENSE OR CERTIFICATE (PLEASE PRINT OR TYPE) License or Certificate Number Expiration Date Type of License or Certificate LANDLORD REFERENCES – PLEASE LIST CURRENT AND PREVIOUS (PLEASE PRINT OR TYPE) 1 | Full Name of Reference Daytime Phone Evening Phone Company Name Business Phone *Is this reference Current or Previous 2 | Full Name of Reference Daytime Phone Evening Phone Company Name Business Phone *Is this reference Current or Previous BANK ACCOUNT VERIFICATION (PLEASE PRINT OR TYPE) Institution Name Branch Location Account Number Account Type Account Status
create a learning environment where the teacher has the same high academic expectations for her or his English Language Learner students as she or he does for her or his native English learners. consistently model and use academic language that can be understood by English Language Learner students at all proficiency levels so they can build their content knowledge. integrate language acquisition into content instruction so English Language Learner students as they build language skills. model the difference between social and academic language for English Language Learners. plan lessons that make language accessible to English Language Learner students while using tasks
Schedule 1 [A] Nondirect Care – Administration/Facility Job Title July/August Salary July/August HOURS PAID TOTAL (Must reconcile with Schedule 2, Line 1) The full-time equivalent (FTE) should be rounded to two decimal places (.00). The standard formula for calculating an employee’s FTE is as follows: Total Hours of Projected Employment Standard Work Week Hours X 52 Weeks [B] Direct Care – Instructional, Social Services, Related Services Job Title July/August Salary July/August HOURS PAID Number of half-hour sessions to be provided in July/August TOTAL (Must reconcile with Schedule 2, Line 1)
October 8, 2016 8:00 am – 10:00 am Drugs and the School Aged Child Janice Doyle, MSN, RN, NCSN, FNASN 10:00 am – 10:15 am Break 10:15 am – 12:00 pm Preparing for Emergencies in the School Setting Janice Doyle, MSN, RN, NCSN, FNASN 12:00 pm – 1:00 pm Lunch 1:00 pm – 2:30 pm Emergency Care in the School Setting Janice Doyle, MSN, RN, NCSN, FNASN 2:30 pm – 2:45 pm Break 2:45 pm – 4:00 pm Emergency Care in the School Setting Janice MSN, RN, NCSN, FNASN 4:00 pm – 4:30 pm Issues Janice MSN, RN, NCSN, FNASN October 22, 2016 8:00 am – 9:00 pm Documentation Janice Doyle, MSN, RN, NCSN, FNASN 9:00 am – 10:00 am Sexuality Janice Doyle, MSN, RN, NCSN, FNASN 10:00 am – 10:15 am Break 10:15 am – 12:00 pm School Nurse Issues 12:00 pm – 1:00 pm Lunch 1:00 pm – 2:00 pm Bloodborne Pathogens Janice Doyle, MSN, RN, NCSN, FNASN 2:00 pm – 2:15 pm Break 2:15 pm – 3:00 pm Health Education Janice Doyle, MSN, RN, NCSN, FNASN 3:00 pm – 4:30 pm Children with Special Needs Janice MSN, RN, NCSN, FNASN PACIFIC LUTHERAN UNIVERSITY
6th-Grade-1 Zhiming Si Mr. Si has been teaching multiple classes since 2007, include 6th grade Chinese, Math 5 and Math Count classes. He gives his student challenges but also encourages them at the same time. He also reinforces the students to memorize the Chinese poetries learned through out of the years. 7th-Grade-1 Lily Li A graduate of Zhengzhou University in China with a bachelor’s degree in Chinese literature and language. A radio station news announcer for 10 years and then a newspaper reporter for 10 years. Was recognized nationally by receiving the China News Award. Moved to the USA in 2010 and taught Chinese at the Las Vegas Chinese School. Shumei Liu . 9th-Grade-1 Ben Lai Mr. Lai is an AGWCS parent. He loves contributing to the Chinese community and served as a vice principal during 2008-09 school year. He has been teaching Chinese since 2009. He loves Chinese literacy and also taught Chinese Writing and Badminton before. Several of his students have won the different Chinese Writing competitions in the past. AP Chinese Zhen Wang Plymouth State University 5 9 Bilingual Chinese Classes (Kids 2:00 PM-4:00 PM) Class Teacher Brief Introduction Kids Level-1 Ping Wang 2010-2012 AIS After Kids Level-2 ,
107 74 Stephen Gravel 7.25 7.25 108 75 Leonard Claunan 7.0 7.00 109 75 Matthew 7 7.00 110 76 Neal 6.75 6.75 111 76 Merchant 6.75 6.75 112 76 Jeff Bryant 6.75 6.75 113 76 Robert Garner 6.75 6.75 114 76 Tron Foster 6.75 6.75 115 77 Brandi Merchant 5 5.00 116 77 Brian Upton 5 5.00 117 77 Chris Morrow 5 5.00 118 77 Fred Nagle 5 5.00 119 77 Harley Ross 5 5.00 120 77 Jeff Horton 5 5.00 121 77 Jessie Dill 5 5.00 122 77 Jimmy James 5 5.00 123 77 John Oconner 5 5.00 124 77 Joshua Groves 5 5.00 125 77 Tennyson 5 5.00 126 77 Allen 5 5.00 127 77 Parnell 5 5.00 128 77 Burrell 5 5.00 129 77 Landon Scruggs 5 5.00 130 77 Leo Claunan 5 5.00 131 77 Levi Marlowe 5 5.00 132 77 Mark Collins 5 5.00
D. Budget: Explain how your budget justifications will contribute to increased student success for your program. I explained this in detail above when I elaborated the need for better and more supplies, equipment, laboratory facilities, a farm budget, a larger supply budget for each area of agriculture, and above all a second new field trip bus. ALL THESE ITEMS WILL RESULT IN MORE AND BETTER EDUCATIONAL EXPERIENCES FOR OUR STUDENTS AND WILL RESULT IN THEM BEING BETTER PREPARED FOR THEIR CAREERS. VI. Conclusions and Findings: Present any conclusions and findings about the program. This is an opportunity to provide a brief abstract/synopsis of your program’s current circumstances and needs. Present any conclusions and findings about the program. The forestry program is very successful at preparing BC students for the myriad of careers that exist in forestry/natural resources/wildlife management/environmental science. Students with a certificate start in entry level or slightly above positions. The Forestry Certificate Of Achievement is badly needed for students desiring to get into the workforce quickly in an entry level or slightly higher position. Students with an AS degree start in mid-level positions, and students with an AA degree transfer to earn BS/MS/PhD degrees and enter professional series positions. The AS degree is badly needed for students wanting to go to work after graduating from BC . The AS students do more work in their major and less GE so they are more employable at BC graduation than an AA degree student would be at the time of graduation. The AA degree is badly needed for students desiring to transfer to a university. They do less in their major and have time to get all their GE done for transfer. Many BC students transfer to CSUB to the resource management program . Over half of their graduates started at BC. ALL their graduates do their lower division ag work at BC. Other students transfer to Cal Poly,SLO and CSU,Humboldt , an a very few to UC,Berkley—the only university forestry programs in California . We have a very dedicated faculty and staff who have a vision for the program. They are determined to continue to improve and innovate to create an educational program that will continue to grow and flourish for the next 100 years and serve our diversified students’ needs. Please reward these students with better supplies, equipment, facilities and a new second bus!!!
Table 2. Four Rivers Partnership chloride sampling sites, 2016 KOHLS Below CVMH on west branch of unnamed trib Unnamed Tributary to the Steven’s Branch 44.21979 / -72.56205 chloride CVMH-East Below CVMH on eastern branch of unnamed trib Unnamed Tributary to the Steven’s Branch / -72.55881 chloride WOODBR Below CVMH on western branch of unnamed trib Unnamed Tributary to the Steven’s Branch 44.22469 / chloride Macs10 Trib behind Unnamed Tributary to the Steven’s Branch 44.227861/ -72.550924 chloride
2015 Letter Winners Seniors Amber Bianco – Sprints/jumps Briana Simonis – Brea Yenter – Throws Jasmine Yenter – Sprints/hurdles/jumps Kaela Glodowski- Distance Olivia Ross- Throws Juniors Lexi Cordova – Mid-distance/distance Brittany – Mid-distance/distance Kenzie Glodowski – Throws Riley Walski – Mid-distance/distance Sophomores Jillian Filtz-Throws Isabelle Gemza- Throws Emerson Kedrowicz- Sprints Mariah Kluck- Sprints
There is no elevator to success, You have to take the stairs Down Under 1. You move 40% faster underwater because the water slips around you easier. 2. Push off the wall at a depth no greater that 20% of your height. 3. Minimize the angle from the push off the breaking the surface. 4. The farther you get from the wall, the tighter & faster the kick should be. 5. Keep the body in motion. 6. Work on the drills: A. Glide with balance B. Glide on your back and side C. Work with fins D. Improve the dolphin kick 7. the breaststroke recovery. Swimming Your Best 100 1. Stay long – Increase your distance per stroke. 2. Stay level – Streamline. 3. Stay Sane – Don’t kill yourself at the start. 4. Stay Calm – Maintain your speed off the block when breaking the surface to swim. 5. Stay in Sync – A strong kick is vital. 6. Stay Alive – Have a good breathing pattern. 7. Stay Smooth – The body core is the rhythmical area. The power is in the hands and feet. 8. Stay With It – Swim lots of 100’s and 125’s. 9. Stay Tough – Have a fierce competitiveness accelerate at the end of the race. Equipped with identical motors, a speedboat will always beat a - Streamline Going Long Use your head when swimming distance. 1. Save your stroke – the ‘longer’ you swim, the more energy you save. 2. Be consistent – maintain a moderately fast pace tirelessly for a long time. 3. Get rhythm – speed adjustments are made from the torso rolling, not in the arms. 4. Breathe bilaterally.
Emotional Rescue There are three levels of training & performance: 1. Physical – stroke mechanics, yardage, starts, dryland, weights, turns. 2. Mental – set goals, rehearse races, learn to concentrate, psych up. 3. Emotional – harnessing emotions and transforming their energy into intense A. Develop an emotionally compelling reason to push yourself every day. B. Dig Deep – hunt for emotions C. Cue in – think of a word, phrase, image, or physical action to link them. D. Repeat Regularly E. Accentuate the positive How Do You Think? Winners Think: Success is a result of ability. Failure is due to insufficient effort. Success is directly related to effort. Occasional failure is part of sport. Losers Think: Success is due to luck. Failure is due to lack of ability. Effort makes no difference -- “Why Try?” - Regular failure is part of sport – need a list of excuses handy…
Heat Text Assignment Scoring Guide 22-23 – 4 21 – 3.5 20 – 3 17-19 – 2.5 15-16 – 2 13-14 – 1.5 11-12 – 1 1-10 – .5 0 – 0
Help “Help” button is for you to re-check network connection or report problems when everything is set ready but failed to view the media. Selecting “Default” functions the same as stated in section “5 Network Test” to re-check the network connection. While you can also drag down and select the specific camera encountering viewing problem and click “Start” to test. Figure Select IPcam for Testing If you see test result message in green reads as below, that means you should have no trouble viewing your IP camera media. Figure Test Result – Success However, if you read test result in red, that your network might be encountering connection problem. You can choose to report the situation back for further assistance by clicking “Report” button. Figure Test Result – Problem The connection log message will be displayed when clicking “Report”. You then need to leave your information as required and situation statement in the feedback field, and then click “Submit Query”. Our technical support team will get back to you as soon as we can to help solve your problem. Figure Connection Log Menu Menu bar located on the bottom webpage where lists “Matrix” and “Setting”. Figure Menu
Step 8: Identify when you will revisit this template to update with actual spend, impact and sustainability next steps (greyed out columns E, G & H) Step 9: The greyed out columns will be useful when reviewing your school’s spend later in the year to confirm actual spend and impact to support further plans for the future and sustainability. Academic Year: / Total fund allocated: £8,925 Total planned spend: 8862 PE and Sport Premium Key Outcome Indicator School Focus/ planned Impact on pupils Actions to Achieve Planned Funding Actual Funding Evidence Actual Impact (following Review) on pupils Sustainability/ Next Manchester City coach to work with staff and pupils. This will lead to higher quality lesson delivery for pupils. Manchester City coach to work with a TA to develop before and To build upon previous upskilling of staff to focus on the Teaching Assistants and the PE Lead. To increase knowledge and understanding of topic areas. To support Level Three TA’s with PE planning, assessment and £2500 £400 (Staffing cost) PE days, planning documents, and discussions with PE specialist and staff involved.
Updating resources across the whole school Sports Day – providing the children opportunity for inter-school competition amongst year groups either onsite or at an external venue. Passport to sport for access to after school clubs for Key Stage Two – British values link, Individual Liberty, providing the children the opportunity to Ensure availability of all the resources needed to deliver sessions. To ensure access to school clubs Included in the above £300 £1900 Inventory of the PE cupboard. The number of pupils taking part and opportunities for the pupils to feedback on their experiences.
choose a new sport. Wood participation for Year Six Pupil leadership for playground pals. Link to British Values, Pupil Voice. To subsidise cost for outdoor activity days To focus on mentoring children and to take a lead in pupils safety. £100 £0 Feedback from pupils on their outdoor adventurous activities. Monitoring of Playground Pals by PE Lead and 3 TA Freddy Fit To enable whole school physical activity days which are linked to the whole school theme £790 Photographic evidence of the days and positive feedback from pupils
days, such as healthy living week Transport and cover staff Cybercoach For pupils to participate in off site events and competitions For cyber coach smart online virtual dance instructors to deliver fun dance sessions and energise children’s interest with a huge range of dance styles available. £1000 £372 372 Numbers of children taking part in competitions and their feedback on experience and enjoyment. Evidence from staff and children involved through feedback.
Bill No. /. Read the first time on . 1. ... Amendment of section 8A 2. Section 8A of the Income Tax Act (called in this Act the principal Act) is amended — (a) by deleting the words “section 65B(3)” in subsection (1)(a) and substituting the words “section 65B(3) or 105L(1)”; and (b) by deleting the words “and 45D(2A)” in subsection (3) and substituting the words “, 45D(2A) and 105L(1A)(c)”. Amendment of section 105I 3. Section 105I of the principal Act is amended by inserting immediately before the definition of “international tax compliance agreement”, the following definition — “ “competent authority agreement” a bilateral or multilateral agreement to improve international tax compliance based on the standard for automatic exchange of financial account information in tax matters developed by the Organisation for Economic and Development;”. Amendment of section 105K 4. Section 105K(1) of the principal Act is amended — (a) by inserting immediately after paragraph (a), the following paragraph — “(aa) a competent authority agreement between the Government and —
Activities that may have a significant adverse impact on Indigenous cultural heritage and which have not received approval through relevant state or territory legislative requirements Activities that involve planting of species (including native species) that are known to be, or could become, environmental or agricultural weeds in or near the project location Activities or elements of activities that are primarily for the purpose of beautifying or improving amenity, for example, landscaping, picnic tables, shelters and paving Activities that predominantly support applied research, tool building and/or development of modelling approaches except where an activity of this nature is demonstrably required to achieve outcomes in line with Programme objectives and outcomes Where to get assistance? LLS staff are available to assist you with developing your application, including providing advice on best practice management, design, costing, and developing a detailed project works map. All applications must be accompanied by a project works map showing the location and type of proposed management activities on your property. Applications Lower Hunter Lower Hunter Beef Industry Partnership and Sustainable Agriculture Program will need to complete a Land Management Grant Application Form. Contact details for your local office: Tony Blatch Phone: 02 4938 4937 Email: tony.blatch@lls.nsw.gov.au Rob Henderson 02 49301030 Email: rob.henderson@lls.nsw.gov.au Office: Hunter Local Land Services, 816 Tocal Road (Private Bag 2010) Paterson NSW 2421. Lodging Applications Applications can be lodged in two ways. Submit the original signed application to the LLS by 16 September 2016. Applications post marked this date will be accepted. Lower Hunter Beef Industry Partnership and Sustainable Agriculture Program Hunter Land Services Private Bag 2010 Paterson NSW 2421 Submit your application electronically by 16th September 2016 to Electronically lodged applications must come from the applicant’s e-mail account and must include a copy of the LLS produced map. The subject line should include the following information:
STEAM Clothing 1 – for beginner sewing members. Medium weight cotton or cotton blend woven fabric is recommended. Garment options are made without set-in sleeves, zipper, collar or button holes.  Exhibit Options: Pillowcase, Pillow, Top, Simple Bottom short, skirt, etc), Simple Dress STEAM Clothing 2 – for members with some sewing experience. Use any woven or knit fabric appropriate to the garment’s design. Demonstrate sewing skills beyond Unit 1. Include one or more of the following techniques: set-in sleeves, zippers, collars and button holes.  Exhibit Options: Top (shirt or vest), Bottom (pants or shorts), Skirt, Dress (not formal), Romper or Jumpsuit, Two-piece Outfit Sewing for Others – Unit 7 Exhibit is one garment or outfit made for another person demonstrating skills learned. Recycled Clothing – Unit 8 Exhibit is one garment or outfit made from an existing clothing or household textile item, and redesigned and sewn into a new garment or outfit which illustrates sewing skills learned. STEAM Clothing 3 – for Intermediates and Seniors with advanced sewing skills. Introduces youth to new technology and skills needed for more advanced patterns and garments like tailored coats, jackets and suits as well as couture sewing techniques to create distinctive garments and how to market them. Youth will learn how to work with wool, napped fabrics, leather and more. Exhibits may be any garment or outfit of a variety of different fibers/fabrics by fiber content. Garments should demonstrate sewing skills beyond STEAM 2, such as rolled hems, invisible zippers, tailoring techniques, etc. One Textile Experiment must be included.  Exhibit Options: Cotton or Cotton Blends, Synthetics or Rayon, Wool or Wool Blends, Silk or Silk-like fabrics or Specialty Fabrics (leather, fur, linen, ramie, hemp, sequined, beaded, etc.) Artistic Clothing – Decorate Your Duds, Creative Sewing, and Create Your Own have not changed. Buymanship Project – Unit 8 – for Intermediates and Seniors. Learn about flattering clothing styles and colors; selecting clothes and accessories that coordinate with your existing wardrobe; and clothing care and construction. Exhibit one complete outfit and two activities from the manual. Why Cowboys? The iconic cowboy represents the best of America — the courage, optimism and plain hard work. Cowboys are
2016-17 Hunter Estuary Land Management Grants Program Guidelines for Applicants Program Information Funding available in 2016/17 funding available is $123 160 $102 000 – Hunter Catchment Contribution $21 160 – National Landcare Programme - Australian Government. Applicants can for grants of more than $1500, up to $50,000 (excl GST). Applications open 1 August 2016 Closing date for applications 16 September 2016 date for completion of approved projects 31 May 2017 Eligibility Landholders and land managers of riparian and floodplain properties in the Priority see additional information on page 4 of these guidelines. Eligible activities See Page 3 Minimum outputs to be delivered by the Program 500m and 2ha sustainable agricultural, floodplain and riparian management on ground 0.5ha area improved for water values. Projects need to deliver on combined sustainable agricultural practices alongside sustainable riparian and floodplain management practices, per eligible activities listed on page 4. Priority will be given to projects that manage stock impacts on sensitive riparian and/or wetland areas. Priority Areas Area 1: Floodplain and riparian properties in the suburbs of Heatherbrae, Tarro, Tomago, Woodberry, Raymond Terrace, Nelsons Plains, Osterley and Millers Forest. See map on page 4. Area 2: Willai Creek Catchment in the suburbs of Elermore Vale and Glendale. Lodging applications Electronically: OR Written: Hunter Estuary Land Management Grant Program Hunter Local Land Services Private Bag 2010 Paterson NSW 2421
2016-17 Maitland, Dungog and Port Stephens Rivers & Biodiversity Grants Program Guidelines for Applicants Program Information Funding available in 2016/17 funding available is $318,791 $56,539 – National Landcare Program $81,314 – Hunter Catchment Contributions $180,938 – Catchment Action NSW Individual grants are available to a maximum of $50,000 Access to further funding may be available through a Hunter region-wide Landscape Connectivity and Biodiversity Program for eligible projects $146,475 – Australian Government Applications open 1 August 2016 Closing date for applications 16 September 2016 date for completion of approved projects 31 May 2017 (large projects may have a completion date of 31st December 2017 considered) Eligibility Landholders, land managers and community organisations in the Paterson, Allyn and Williams catchments Eligible activities See Page 3 Minimum outputs to be delivered by the Program 142 ha of terrestrial native vegetation enhanced/rehabilitated 142 ha protected under voluntary conservation agreements 142 ha pest animal control measures implemented 14 ha of pest plants controlled 1 ha increase in area of regionally significant species habitat 6 ha enhanced condition of threaten ecological communities Priority Priority areas are Paterson, Allyn and Williams Catchments Lodging applications Electronically: Written: Hunter Local Land Services Private Bag 2010 Paterson NSW 2421 Conditions of Funding Standard LLS funding terms and conditions apply (See Page 8 & 9) LLS on-ground works minimum standards apply (See Page 9 & 10) Where to get assistance? Rob Henderson: Phone: 02 4938 4934 or 0418 669 438
Objectives The objectives of Hunter Landcare Partnerships Program are: To support communities to manage landscapes to sustain long-term economic and social benefits from their environment. To facilitate community involvement in caring for their environment and protecting threatened species, ecological communities and natural assets. To support Landcare coordinators, networks and groups to increase and cultivate a diverse membership base with opportunities for youth and family engagement. To support land managers to improve management of the natural resource base. To strengthen community partnerships to facilitate adoption and innovation of NRM and sustainable agriculture. This program delivers on the following Hunter Local Strategic Plan regional priorities: Developing partnerships with a wide range of other service delivery organisations including industry groups and associations, local government, Landcare. Building the capacity of the community to engage in improving primary production and natural resource management and participate in decision making. responsive and accountable to a diverse range of customers, investors and stakeholders, including maintaining highly skilled and capable staff that are responsive to customers’ needs. Ensuring investment decision-making is transparent and objective. This program also delivers on the following Hunter Local Strategic Plan strategy and outcome: Strategy 4: Collaborate with Stakeholders Outcomes 4: By 2021, Hunter Land Services is working in effective partnerships with stakeholders with similar goals and priorities to add value to service delivery. Investors Hunter LLS is delivering National Landcare Programme (NLP) funding on behalf of the Australian Government. The NLP priorities that this program will deliver include: Maintain and improve ecosystem services through sustainable management of and regional landscapes. Increase the numbers of farmers and fishers adopting practices that improve the quality of the natural resource base, and the area of land over which those practices are applied. Increase engagement and participation of the community, including landcare, farmers and indigenous people in sustainable natural resource management. Increase restoration and rehabilitation of the natural environment, including protecting and conserving nationally and internationally significant species, ecosystems, ecological communities, places and values.
from the NSW National Parks and Wildlife Service to control weeds in Endangered Ecological Communities (EECs). Grazing Management Grazing must be excluded unless it is compatible with the proposed NRM actions and intended outcomes. Technical advice should be sought from LLS staff or other suitably qualified persons. Project activities and outcomes determine if projects involve sustainable grazing or strategic grazing. Sustainable grazing: Grazing management practices that increase pasture and productivity without high inputs, improve farm profitability, increase rainfall capture and enhance both on and resources. This requires a good understanding of pasture growth processes, managing stock feed demand against herbage mass availability, managing for land capability, maintaining high levels of groundcover and pasture litter and increasing pasture perenniality and species diversity. All activities for sustainable grazing incentives must be carried out and monitored with a sustainable grazing plan. Strategic Grazing: Grazing management practices used as a land management tool for outcomes such as bushfire fuel load reduction, weed control or increasing native plant diversity. It involves short grazes at limited strategic times and to an extent compatible with achieving NRM rather than production outcomes. It predominantly entails stock exclusion. Grazing must be excluded for projects that deliver native vegetation, riverine or biodiversity outcomes, unless it is compatible with a given vegetation community that is present (e.g. grassy woodland), its current condition, proposed future condition and proposed management actions. Where strategic grazing is appropriate, it should follow a minimum period of stock exclusion of 3 years to initiate and promote natural regeneration and to ensure any necessary revegetation plantings (groundcover, shrubs and or trees) are established. Strategic grazing thereafter should be limited to a maximum of 8 weeks in any one year, a maximum of 2 weeks grazing within any one grazing period and with grazing periods a minimum of 8 weeks apart. A minimum of 70% groundcover must be maintained, with stock excluded during declared droughts and immediately following heavy rainfall. Step point and photo point monitoring of groundcover at 6 monthly intervals must be undertaken. Fire Management The landholder must not carry out any burning for Native Vegetation or Riparian Protection or Regeneration, and for Revegetation of Highly Erodible Soils unless required to do so under the Rural Fires Act 1997, or in accordance with a LLS approved Fire Plan. Burning must involve an ecologically appropriate fire management regime that promotes biodiversity outcomes. Technical advice should be sought from LLS staff or other suitably qualified persons.
Jr MM to approve Crooks Rodeo/Matt 2nd it. Motion Carried. Courtney MM to approve Hartington Rodeo/Chelsea 2nd it. Motion Carried. Nest meeting date and time: Adjourn: All April 19th 2016 at 7:00 pm via conference call Lacey MM to adjourn the meeting/Morgen 2nd it. Motion Carried. Meeting adjourned at 7:56 pm.
Minutes from the last BOD meeting and February meeting were not available for this Flatwheel. Membership Bill and Billy Ferry, Membership Michael Bahntge Terrance Louis Falk Frank Foti Dennis Gamble Bryan Harko Philip Imka David Johnson Harry Lever Lawrence Madson Eric Newberry Ralph Peshek Paul (Bud) Spierling Donald Stettin Richard Ulmer One New Member (or Several, Actually) Pryor and Family! Losses Birthdays in March We regret to announce the passing of Phil Bartek and John Ritt. Phil had a beautiful and well attended service at Old Church several weeks ago. The service for John, who was a past Trustee of the Division, has not been arranged yet. Both of these gentlemen had many friends in the Division and will be missed.
Eg. Solve y”-2yy’=0. (Sol.) Set u=y’, Eg. Solve . (Sol.) Let u=x2, Another method: (Bernoulli’s equation) Given a solution y1(x) of y”+P(x)y’+Q(x)y=0, then a second solution y2(x)=v(x)y1(x) is obtained by the following method: . Set v’=u Eg. Solve if is given. (Sol.) Let , Eg. y(x)=x is a solution of y”-xy’+y=0, find the other solution.
Eg. Solve y’+ky=0 by series expansions. (Sol.) y=, , n=0, 1, 2, 3, … , Eg. Solve (x-1)y”-xy’+y=0. (Ans.) y(x)=c1ex+ c2x Eg. Solve (x+1)y”-(x+2)y’+y=0. (Ans.) y(x)= c1ex+ c2(x+2) Eg. Solve y”+k2y=0 by series expansions. (Sol.) y=, ; Eg. Solve y”-exy=0 by series expansions. (Sol.) y=, , , , , , … Eg. Solve y”-exy=sin(x)+1. 3-2 Method of Frobenius For P(x) y”+Q(x)y’+R(x)y=0. If and have a regular singular point at x0=0, and are analytical at x0=0, then y= is a solutionr2+Ar+B=0r=r1, r2 Case 1 r1≠r2 and r1-r2 is not an integer, then and Case 2 r1-r2 is a positive integer, then and , where A may be 0. Case 3 r1=r2, then and Eg. Solve 3xy”+y’-y=0. (Sol.) , and - have a regular singular point at 0, but and - are analytic at 0. , , ,
(Sol.) =, = ==, = -ω→x and a→b (simultaneously), and then u→ω =, Summary f(x) F(ω)= Examples f(x)= e-a|x| , , , , etc. =, =, =, etc. =, =, =, =, etc. 5-2 Fourier Series of a Periodical Function Video Example of Fourier Series of Periodical Rectangular Function: Example of Fourier Series of Periodical Sawtooth Function: Fourier series: f(x) is a periodical function with period= and defined on an interval: f(x+)=f(x), and then f(x)=, where , , and In case f(x) is Parseval’s Identity for Fourier series: Orthogonalities: and Eg. Expand f(x)=, f(x+4)=f(x) into Fourier series and (Sol.) , f(x+4)=f(x), , Even function, bn=0, =1
power is completely transferred into the other waveguide. But it is back after a distance of even multiple of the coupling lengths (2Lc, 4Lc, 6Lc, …, etc). If the waveguiding mode traverses a distance of odd multiple of the half coupling length (Lc/2, 3Lc/2, 5Lc/2, …, etc), the optical power is equally distributed in the two guides. 8-2 Matrix Solutions of Linear Systems Eg. Solve . (Sol.) det, λ=2, -1diagonalizable λ1=2, , λ2=-1, , Eg. Solve . (Sol.) det, λ=2, 2 dim(V)-Rank(A-2I)=12=Multiplicity of (λ-2)2not diagonalizable λ=2, Eg. Solve . (Sol.) f(λ)=-λ3+3λ+2=0, λ=2, -1, -1. For λ=-1, dim(V)-Rank(A+I)=2=Multiplicity of (λ+1)2diagonalizable λ=-1, or λ=2, Eg. . (Sol.) , λ=-1+i, , λ=-1-i, , Eg. Solve +. (Sol.) det=λ2+4λ+3=0, λ=-1, -3, λ1=-1 and λ2=-3, . Particular solution: Xp = TYp, Xp’=AXp+g(t)TYp’=ATYp+g(t)Yp’=T-1ATYp+ T(t) Choose T such that , , =