zilongwang/ReadingBank huggingface dataset:
For more information about business resources or relocating your company, contact SEDF Staff. - 405.273.7490 131 N. Bell, Suite 208 Shawnee, OK 74801 2016 DIRECTORY OF MANUFACTURERS POTTAWATOMIE COUNTY SHAWNEE, OKLAHOMA Revised: 02-2016 102 Iron Works 17501 Highway 102 Shawnee, OK 74801 Phone: 405.878.8704 Fax: 405.878.8734 E-Mail: N/A Website: www.102ironworks.com Contact 1: Robert Pearson Contact 2: Pearson Product: Trailers Parent Company: N/A Year Established: 1997 (Retail Sales) 2005 (Manufacturing) NAICS Code: 336212 Import: No Export: No Number of Employees: 10-15 How To Apply: In Person Affordable pre-cast 437 S. Lincoln Shawnee, OK 74801 Phone: 405.273.7610 Fax: 405.964.6420 E-Mail: affpre@yahoo.com Website: www.affordableprecast.com Contact 1: Max Knowlton Product: Pre-cast Concrete Products Parent Company: N/A Year Established: NAICS Code: 327390 Import: NO Export: NO Number of Employees: 10+/- How To Apply: In Person ARCHER TECHNOLOGIES INT’L, INC. 45308 Hardesty Road Shawnee, OK Phone: 405.306.3220 Fax: NONE E-Mail 1: E-Mail 2: Website: Contact 1: Jeffery Buttram, Co-Founder, President/ Operations Contact 2: Bret Wyont, Co-Founder, President/Business Development Product: Defense Contracting Parent Company: NONE Year Established: October, 2001 NAICS Code: 332322/332510/332710/335931/+ Import: NO Export: NO Number of Employees: 4 How To In Person AUSTIN ATHLETIC MANUFACTURING CO. 1005 E. 39th St. Shawnee, OK 74804 405.273.8681 Fax: 405.275.5859 E-Mail: austin.lokcup@gmail.com Website: Contact 1: Craig Ansel Product: Sports Equipment Repair & Maintenance Parent Company: Year Established: 2000 NAICS Code: 811490 Import: NO
For more information about business resources or relocating your company, contact SEDF Staff. - 405.273.7490 131 N. Bell, 208 Shawnee, OK 74801 2016 DIRECTORY OF MANUFACTURERS POTTAWATOMIE COUNTY SHAWNEE, OKLAHOMA Revised: 02-2016 102 Iron Works 17501 Highway 102 Shawnee, OK 74801 Phone: 405.878.8704 Fax: 405.878.8734 E-Mail: N/A Website: www.102ironworks.com Contact 1: Robert Pearson Contact 2: Janie Pearson Product: Trailers Parent Company: N/A Year Established: 1997 (Retail Sales) 2005 (Manufacturing) NAICS Code: 336212 Import: No Export: No Number of Employees: 10-15 How To Apply: In Person Affordable pre-cast 437 S. Lincoln Shawnee, OK 74801 Phone: 405.273.7610 Fax: 405.964.6420 E-Mail: affpre@yahoo.com Website: www.affordableprecast.com Contact 1: Max Knowlton Product: Pre-cast Concrete Products Parent Company: N/A Year Established: Code: 327390 Import: NO Export: NO Number of Employees: 10+/- How To Apply: In Person ARCHER TECHNOLOGIES INT’L, INC. 45308 Hardesty Road Shawnee, OK 74801 Phone: 405.306.3220 Fax: NONE E-Mail 1: E-Mail 2: Website: Contact 1: Jeffery Buttram, Co-Founder, President/ Operations Contact 2: Bret Wyont, Co-Founder, President/Business Development Product: Defense Contracting Parent Company: NONE Year Established: October, 2001 NAICS Code: 332322/332510/332710/335931/+ Import: NO Export: NO Number of Employees: 4 How To Apply: In Person AUSTIN ATHLETIC MANUFACTURING CO. 1005 E. 39th St. Shawnee, OK 74804 Phone: 405.273.8681 Fax: 405.275.5859 E-Mail: austin.lokcup@gmail.com Website: Contact 1: Craig Ansel Product: Sports Equipment Repair & Maintenance Parent Company: Year Established: 2000 NAICS Code: 811490 Import: NO
Location of project: please include a location description below and attach a map, aerial photograph or GPS coordinates. Part 5c. RRAP Grant Project Budget This table must be filled to qualify for project grant funding. Item Quantity/Type Funding requested In-kind cash contribution In-kind labour contribution EXAMPLE Stock fencing (protection of revegetation) 2 kms of 7 plain wire fencing 2 kms @ $5.00/m = $10,000 Vehicle 30 hrs x $50/hr = $1,500 Tractor 30 hrs x $70/hr = $2,100 150 hrs x $30/hr = $4,500 TOTALS Do not include GST in project budgets. All costs should be exclusive of GST. Part 7. Group or Network Declaration On behalf of the individual/group who is the applicant for this project proposal, I/we declare: The proposed individual/group project meets the eligibility criteria set out in the 2016-2017 RRAP Grant Guidelines; All appropriate internal approvals are in place for submission of this application; The group/network supports this application and will, if successful, enter into a funding agreement with the East Gippsland Catchment Management Authority to deliver the project and administer the project’s funding. Project Manager signature:
Rural Municipal Administrators’ Association September 09, 2016 7:30 a.m. Breakfast – Sponsored by the County of Grande Prairie Session Chair Cindy Vizzutti 8:30 am – 10:30 am Round table discussion with Municipal Affairs . 10:30 am – 11:00 am AUMA/AMSC – TBA Session Rod Hawken 11:00 am – 11:30 am Annual General Meeting Adoption of Minutes: September Business Meeting September Annual General Meeting Financial Report December 31, 2015 President’s Report – Rod Hawken Municipal Health & Safety Association New Business & Discussions Approval of the 2016 to 2020 Strategic Plan
Age of Child Days Monthly Tuition Plan Bi-Monthly (Due on the 1st & 15th) Deposit Navigators 6 weeks to 12 Mths. 5 Days $895 $460 $425 Adventurers TODDLERS 12 – 18 months 5 Days $760 $390 $180 3 Days $525 $275 $125 2 Days $360 $185 $85 Discoverers TODDLERS 17 – 30 months 5 Days $700 $360 $165 3 Days $480 $255 $115 2 Days $330 $175 $80 Seekers & Explorers TWO YEAR OLDS 2 as of September 1, 2016 5 Days $590 $310 $145 3 Days $430 $220 $105 2 Days $310 $160 $75 Voyagers Pathfinders 3 YEAR OLDS 3 as of September 1, 2016 5 Days $570 $300 $140 3 Days $415 $215 $100 2 Days $285 $150 $70 Hikers PRE-KINDERGARTEN 4 as of Sept. 1st 5 Days $545 $285 $130 3 Days $390 $205 $95 2 Days $270 $140 $65 **Tuition is prorated to include all holidays and closures. No credit will be applied for closures, holidays or absences. **Tuition is based on both students’ classroom assignment and meeting the above age group requirements. **The above rates may change at any time. Enrolled families will be notified within 45 days of Tuition or Fee changes.
Year Date Day Closed For May 30th Monday Memorial Day July 4th Monday Independence Day August 19th Friday Staff Development Day September 5th Monday Labor Day November 23rd-24th-25th Wednesday Thursday Friday Thanksgiving Holiday December 23rd & 26th Friday Monday Christmas Holiday 2017 January 2nd Monday New Year’s Day (observed) January 16th Monday MLK Day February 20th Monday Presidents Day: Staff Dev. Day 14th Friday Good Friday May 29th Monday Memorial Day July 4th Tuesday Independence Day Child’s Name Date of Birth
HRG Community Resource Guide (Photo-Thanksgiving 2015 at “Church on the Green’s River Mission & Community Help Center”) NEW YEAR 2016 EDITION “Photo of the Year” (Jan-April) Traditionally we have “Person of the Year Edition” but this year we decided to use a photo that made an impact on all of us! (Other choice pictures are on Page 4 along with their stories) JOIN US ON FACE BOOK-: www.facebook.com/hrg.homeless.nj OUR MAIN ONLINE NEWS PAPER: with free resources link & our Blog: Call: 206-350-7769 Email address: VER.: JA-2016JA-EML.Ver NEW **Tuesdays- CHURCH ON THE “The River Homeless Mission”; 42 Court Street, Hackensack NJ 07601 (across from courthouse)
The crop and feed inventory includes on the farm as of the balance sheet date that will be sold or used as feed in the coming year. Future production or purchases should not be included. Purchased feed stuffs such as premixes, vitamins, minerals, milk replacer, etc. should be entered as prepaid expenses and supplies on Schedule B on page 13. Crop and Feed Inventory Crop Quantity Unit: bu, ton, cwt Value Per Unit Value Used as feed? Y/N Crops Under Government Loan are crops that secure a government CCC loan. Crops Under Government Loan Crop Quantity Loan Rate Interest Rate Month Entered Year Entered Market Value Per Unit Value Loan or income?
Items Accepted for ECycle: Batteries Cable CD’s Cell Phones Circuit Boards Computers Consumer Electronics Game Consoles Ink & Toner Cartridges IT Equipment Keyboards Laptops Mice Modems Monitors * MP3 Players Systems Printers Routers Satellite Boxes Servers Speakers Switches Telecom Equipment TV’s – Plasma and LCD ** UPS Units Video Games Wire * Computer monitors with tubing - $5 disposal fee ** NO tube-style TV’s
€50,001 - €60,000 €9,000 Over €60,000 No payable The test also allows for the following deductions from gross income: Less €5,000 for each 18 years or younger. Less €5,000 for each child aged between 18 to 23 years in full time education or on a FAS apprenticeship. Less €5,000 if you are for by a relative on a full-time basis. Any payment of Domiciliary Care Allowance, Child Benefit, Carers Allowance/Benefit, Carer’s Support Grant and Family Income Supplement are not regarded as means. To get the grant you need to apply to your Local Authority Housing Department (county or city council). To apply you will need to complete an application form, including a GP medical report, information about your tax payments and provide evidence of household income. 6.2 Mobility Aids Grant This grant aims to fast track funding to cover minor works to address mobility problems. Eligibility for the grant is subject to a means test. Works such as level access showers, ramps, grab rails and stair lifts are covered. The grant is means tested. The maximum grant is €6,000. To apply you need to complete an application form. Application forms are available from your Local Authority Housing Department (county or city council). You will also be asked to include additional information such as: a GP medical report, evidence of household income and a quote detailing the cost of the proposed works.
2016 AUSTRALIAN SENIOR/YOUTH CHAMPIONSHIPS INFORMATION BULLETIN This bulletin is for players considering making themselves available for selection in the Australian team for the 2016 Australian Senior/Youth Championships. All players will be expected to adhere to all the conditions set out in the attached EXPRESSION OF INTEREST form (and the DECLARATION form they will be required to sign if they are subsequently selected in the team). VENUE: The 2016 Championships are being conducted by the Seagulls Table Tennis Club, Tweed Heads from the 24 September until 1 October 2016. COST: Each player will be responsible for their own costs. TRAINING: A training schedule consisting of 6 (six) sessions will be provided once teams have been selected with these training sessions compulsory. COACH: Mr Sujay Ghorpade has been appointed as Head Coach. Sujay is a qualified coach and has represented India on numerous occasions including 2 Olympic Games. UNIFORMS: Players selected to represent South Australia are required to be outfitted in team uniforms. If a player requires a full uniform, this is likely to cost approximately $275.00. If you have any questions please let Ann Percy or myself know. ACTION REQUIRED: Please complete the attached Expression of Interest and return to Paul (with a copy to Ann) by 31 July 2016. Paul Langley Performance
30 UK: Spring Bank Holiday 31 June 2016 Jul 2016 ► Mon Tue Wed Thu Fri Sat Sun 1 2 Italy: Republic Day (Festa della Repubblica) 3 4 5 Denmark: Constitution Day of Denmark (Danmark Grundlovsdag) 6 Ireland: June Holiday (Lá Saoire i mí Mheitheamh) 7 Malta: 7th of June (Sette Giugno) 8 9 10 Portugal: Portugal Day (Dia de Portugal) 11 12 13 14 Blood Donor Day 15 16 17 18 19 20 21 22 Croatia: Anti-Fascist Struggle Day (Dan antifašističke borbe) 23 Luxembourg: National Holiday / Sovereign's birthday 24 Latvia: Midsummer Day (Jāņi) 25 Croatia: Statehood Day (Dan državnosti) 26 27 28 29 Malta: Feast of St Peter & St Paul 30 July 2016 Aug 2016 ► Mon Tue Wed Thu Fri Sat Sun 1 2 3 4 5 6 Czech Rep: Jan Hus Day (Upálení mistra Jana Husa) 7 8 9 10 11 12 N. Ireland: Batlle of Boyne / Orangemen's Day 13 14 France: Bastille Day (Fête Nationale / Le quatorze juillet) 15 16 17
Friday July 1 ENTRIES CLOSE for 2016 Industry Awards Tuesday July 12 4:00pm – 8:00pm Business Planning for Growth Workshop – Session 1 Landscaping Victoria LV Office Thursday July 17 From 6:30pm July Industry Night Landscaping Victoria Pavers Plus Ringwood Showroom Tuesday July 19 4:00pm – 8:00pm Business Planning for Growth Workshop – Session 2 Landscaping Victoria LV Office Tuesday July 26 4:00pm – 8:00pm Business Planning for Growth Workshop – Session 3 Landscaping Victoria LV Office Friday July 29 9:30am – 3:30pm MBAV / LV RBP Training MBAV MBAV Training Facility AUGUST Tuesday August 2 4:00pm – 8:00pm Business Planning for Growth Workshop – Session 4 Landscaping Victoria LV Office Tuesday August 9 9:30am – 11:30am Pricing for Maximum Profit Workshop Landscaping Victoria LV Office Friday August 26 9:30am – 3:30pm MBAV / LV RBP Training MBAV MBAV Training Facility SEPTEMBER Tuesday September 6 9:30am – 1:00pm Develop Your Online Strategy Workshop Landscaping Victoria LV Office Thursday September 8 TBA Annual General Meeting Landscaping Victoria TBA OCTOBER Saturday October 15 From 6:30pm Landscaping Victoria Industry Awards Landscaping Victoria Pullman Melbourne Albert Park NOVEMBER Tuesday November 8 9:30am – 11:30am Effective Business Networking Workshop Landscaping Victoria LV Office DECEMBER
TC’s Initials Requirements Review LEP report and compare all program information to original information in student folders. Any discrepancies or errors are immediately corrected in at the campus level. Periodically run LEP rosters and throughout assessment window to ensure all LEP students are correctly identified in PEIMS. Ensure all newly enrolled LEP students are assessed and accounted for in TELPAS. Ensure and verify “Years in US Schools” is entered and correct in iTTCs screen shot window WST 1175. Who is responsible for ensuring, verifying and making corrections to all data components for all LEP students in PEIMS? Verifiers and Raters How many students will be holistically rated (remember to include all LEP student K-12 and parent denials)? How will you communicate the online training requirements to your identified Verifiers and Raters? How will you verify that training has been completed? What will be the procedure for Calibration on your campus (Calibration Sets must be completed in a monitored environment)? If a rater needs another teacher to assist in rating because they failed the second calibration set, what is the procedure to inform the teachers and verify that it has been completed? RATERS *Raters can only rate LEP students currently assigned in their class. List holistic raters below: RATERS Back Up RATERS (PE, Music, Another Teacher of Record)
Projects Submit in Canvas LMS MODULE CLASSIFICATION TOPICS ASSIGNMENTS POINTS 1 Sept 5-11 BACKGROUNDS Syllabus Intertestamental Political History Religions and Philosophies First Century Judaism Class Introductions Discussion Forum (DF) 1 DF Responses Read Chapters 1-2 Open Book Quiz 5 50 25 10 2 Sept 12-18 GOSPELS / HISTORY Matthew-Mark-John The Synoptic Gospels John DF 2 DF Responses Read Chapters 3-5, 7 Open Book Quiz 50 25 10 3 Sept 19-25 GOSPELS / HISTORY Luke-Acts Luke Acts DF 3 DF Responses Read Chapters 6, 8 Open Book Quiz Background Paper Due 50 25 10 400 4 Sept 26-Oct 2 PAUL AND HIS LETTERS Paul, Apostle and Theologian Galatians Thessalonians DF 4 DF Responses Read Chapters 9-11 Open Book Quiz 50 25 10 5 Oct 3-9 PAUL AND HIS LETTERS Corinthians Romans Prison Epistles Pastoral Epistles DF 5 DF Responses Read Chapters 12-15 Open Book Quiz 50 25 10
COLORADO Mile High Medical Society Johnny E. Johnson, Jr., M.D. President City: Denver E-mail: CONNECTICUT IMHOTEP M. Natalie Achong, M.D. President City: Hartford E-mail: DISTRICT OF COLUMBIA Medico-Chirurgical Society of DC Melvin W. Williams, M.D. President City: Washington, DC E-mail: DELAWARE First State Chapter Cedric Barnes, D.O. President City: Dover E-mail: FLORIDA Florida Medical Association Cheryl Holder, M.D. President
FORM D ENA COURSE PAYMENT FORM COURSE NUMBER COURSE DIRECTOR CONTACT PHONE NUMBER ENA Fees submitted with this filing: ___ participants x $____.___ $ Manual Fees submitted with this filing: ___ manuals x $____.____ $ Miscellaneous Fees Detail: $ CREDITS Total Payment (USD) $ PAYMENT INFORMATION Cheque Included: Credit Card Number: _________________________________________ Expiry Date: _________________________________________ Name On Card: _________________________________________ Signature: _________________________________________ Send Payment To: Cheques/Money Orders (US Funds) Emergency Nurses Association Course Operations PO Box 83314
Click on the blue title of the curriculum you wish to complete. Click the “Register” button Click on “Complete Enrollment” To go to the courses, click on either “Current Learning” in the left column under the shadow of the head or go to the bottom of the page and click there. on the Title for the course. They are done in numerical order. Click on the “Launch” button. Lesson will be loaded.
Under Agent Broker Resources, click on “Print your Registration Completion Certificate”. To print your certificate, click on the “Actions” link (below and to the right), and then click “Print Certificate" Click on “Print Certificate” in Actions caption box. Certification is complete
Have you submitted any previous TUE application(s)? Yes □ No For which substance or method? ____________________________________________________________________ To whom? _____________________________When? ________________________ Decision: Approved □ Not approved □ 7. Athlete’s declaration
Firefly SW Championships 2016 28–30 May Organising Authority – Restronguet Sailing Club. Mylor Harbour, near Falmouth, Cornwall, England NOTICE OF RACE 1 1.1 The regatta will be governed by the as defined in The Racing Rules of Sailing, the prescriptions of the RYA, the Sailing Instructions, the notice of race and the Firefly Class Rules. 2 2.1 All competitors must be a member of the Firefly Association. 3 3.1 fee for 6 -race series + single handed championship is £45 if entered and paid through ’Webcollect’ before 21 May 16, therafter the entry fee will be £60. For helms under 18 (on 28 May 16) the entr fee is reduced to £15 before 21 May 16, £20 thereafter. Entries may be submitted through the Restronguet SC web collect website (http://www.restronguetsc.org/index.php/events) Competitors may also enter on Sat 28 May at the RSC registration office between 1000hrs and 1200hrs, for which cash or a cheque will be required. (Note the full £60 entry fee will then be required). 4 4.1 Registration: Saturday 28 May from 0930hrs to 1130hrs. 4.2 will be a briefing for Competitors on Saturday 28 May at 1130. Other meetings may be scheduled as required. 4.3 Schedule of racing: Race No. Warning Signal Saturday 28 May 1 1255 Saturday 28 May 2 ASAP after previous race Saturday 28 May National Single-Handed Championship race 1555 (Not part of the series) Sunday 29 May 3 1055 Sunday 29 May 4 ASAP after previous race Sunday 29 May Club Racing (not part of series) Visitors welcome to join in. 1400 Monday 30 May 5 1055 Monday 30 May 6 ASAP after previous race 4.4 Scheduled times will be subject to amendment if conditions dictate. 5 5.1 may be asked to produce a valid measurement certificate. Measurement and inspection may be carried out at the discretion of, and organised by the National Firefly Association. 6 6.1 The Sailing Instructions will be available at registration and prior to the event on the Restronguet Sailing Club website (http://www.restronguetsc.org/index.php/events). INSTRUCTIONS
2016 Generous Associates Campaign Firm Contributions Cover Sheet Please include with any packet of contributions sent to Legal Aid. List only donations that are included in packet – do not include previously submitted donations or online donations. Firm Coordinator(s): ___________________________________________________ Firm: _______________________________________________________________ The following contributions are enclosed: Donor Name Firm Position* Contribution Amount If cash, check here (X) Cash Subtotal Check/CC Subtotal Total Contributions
How does your project incorporate the ‘Move your Body’ messaging and promote strength/balance in addition to Fuel Your Body? Why is there a need for the project in your community and who is it targeting? Is your project ‘innovative’ or different to other projects running in your community? How? Is your project inclusive of diverse groups (e.g. CaLD, ATSI, remote, socially isolated or disability)?
7:00 9:00 Breakfast: Piedmont Dining Room 9:15 10:45 Longleaf D&E Keynote: Valorie Burton Get Unstuck ~ Be Unstoppable 10:45 11:00 Break 11:00 Noon Longleaf D&E Keynote: Mojdeh Henderson Systematic Coaching Framework Noon 1:15 Lunch: Piedmont Dining Room 1:15 2:15 Mojdeh Henderson Systematic Coaching Framework Sourwood 2&3 Valorie Burton Get Unstuck ~ Be Unstoppable Sourwood 4&5 Annette Maclin What SAM is This? Longleaf A&B 2:15 2:30 Closing 2:00 close Enjoy Callaway Gardens
soil. At the start, I want to get the kids thinking about the importance of soil, not only in the Midwest, but anywhere on the planet. In many countries, when poor farming practices (human activity) occur simultaneously with drought (natural process), the result is a serious depletion of a valuable natural resource, topsoil. The picture [Figure 3-12] I’ll use to illustrate this concurrence is a Depression-era Dust Bowl photograph from the National Archives. projecting the picture on screen, I begin to model the strategy. I begin with an introduction, saying, “OK, everyone, to get us ready to read Chapter Five, The Midwest, I’m going to show you a strategy called You can use this strategy when you read your social studies book or when you read your science book. In fact, you can use it when you read any book with photographs or pictures in it. Today I will model the strategy. Later, you will practice it. And after you have practiced it a few times, you will be able to use it on you own whenever you encounter a picture in your textbook. You will want to use this strategy on your own because when you use it prior to reading, you understand the text more deeply when you read it.” Next I model the strategy. To do this, I use the think aloud method, in which I tell my students what thoughts are occurring in my mind as see the picture, think about the picture, and wonder about the picture. First up is I See. I write down what I see, and as I look and write, I say things like, “I see cars. I see men and women. I see hats on some of the men…” These observations are specific. At this point, I am only writing down what I see. For example, I See… A huge cloud A guy in coveralls A landscape that looks like a desert Dried up bushes and grasses, maybe a tumbleweed Looking a little closer, I think I see somebody sitting in the back of the last car. Wonder.
Vishnu Purana. Ancient Indian classic. Emerson, Ralph Waldo. "Hamatreya." Poem. 1846. (from Vishnu Purana). Other Puranas. Classical Indian texts. Vetalapanchavimsati (= 25 Tales by a Vampire). Sanskrit narrative.
Leckie Education Campus 4201 AVE SW, Washington, D.C. 20032 (p) 202.645.3330 6TH GRADE SUPPLY LIST 12 – 12-PACK NO. 2 PENCILS 2 –GLUE STICKS 1 – WHITE GLUE 2 – PINK ERASERS 1 – 12 PACK MARKERS 1 – BLUNT FISCAR SCISSORS 1- PENCIL CASE 6 – POCKET FOLDERS 2 – WIDE PAPER 1 – COPY PAPER 4 – COMPOSITION NOTEBOOKS 2 – PACK OF BLUE PENS 1 – PACK OF RED PENS 1 – RULER 1 – PACKAGE OF COLORED PENCILS 2 – 1’ BINDERS 1 – PACK OF DIVIDERS 1 – SCIENTIFIC CALCULATOR 1 – POCKET DICTIONARY 1 – PENCIL SHARPENER 3 – HIGHLIGHTERS
Maintenance Schedule 60 Days 180 Days 1.1 Before each ride, check whether tyre pressure is appropriate. Normally, the pressure is 125KPa for front wheel and 175KPa for the rear wheel. 1.2 Any cracking or abnormal wear on the tyres. 1.3 Any nails, stones or glass stuck inside the tyres. / / 2. Brakes work normally?   3. Any damage on the charger and power cable? 4. and rear hub nut tightened? Throttle and turning mechanism parts loose or worn? / / 5. Brake pads worn?   6. For folding E-Bikes, check locking mechanism is secured. 7. Chain drive mechanism.   8. Crank arm worn out? Smooth rotation? / / 9. Wheel spokes loose or broken? / / = Check  = Adjust/Replace  = Lubricating Troubleshooting Problem No. Analysis Solution No power after turning the power key including no lights etc 1 Electric lock is damaged Replace multifunction throttle 2 Line conductor is broken Repair or replace line 3 Battery problem Check battery with voltmeter and ensure battery is charged. If no power from battery replace. No motor power after turning the key but lights etc are still working. 1 Battery under voltage protection level Charge the battery 2 Throttle is broken/line conductor is abnormal Replace throttle / repair line conductor 3 and left brake is broken Replace right and left brake
Date UN Number Not applicable. Dangerous Class and Subsidiary Risk Not applicable. HAZCHEM Code 3 [Z] Transportation Emergency Phone No. ACOHS (Australia) 1800 638 556, ACOHS (New Zealand) 0800 154 666 Statement of Hazardous Nature Hazardous according to criteria of Worksafe Australia. Poisons Schedule Number None Allocated MSDS No. 21664953-1601240-513220-811103 Composition/Information on Ingredients Hazardous Ingredients Comp Percentage (by wt.) Symbol(s) Risk Phrase(s) CAS No. Calcium alkaryl substituted ethanoate From 50 to 59.9 percent Xi R38 Confidential. Hazards Identification
Upper Flammable Limit Not determined. Lower Flammable Limit Not determined. Autoignition Point Not determined. Explosion Data Material does not have explosive properties. Vapor Pressure Not determined. pH Not determined. Specific Gravity 1.01 (15.6 Deg C) Water Solubility Insoluble. Percent Volatile Unknown. Percent VOC Not determined. Density Not determined. Evaporation Rate Not determined. Odor Mild Appearance Dark amber liquid. Viscosity 700 Centistokes (40 Deg C) 35 Centistokes (100 Deg C) Odor Threshold Unknown.
Number Not Registered Ukraine Number Not Registered This product requires notification in China. China Number Not Registered Signal Word Hazardous Labelling Information R38 -- Irritating to skin. S37 -- Wear suitable gloves. Other Information US NFPA Codes HMIS Codes Precautionary Labels CAUTION. MAY CAUSE SKIN IRRITATION. Revision Indicators Section: 12 ACCUMULATION Changed: 05 October 2002
Cimini et al. (2009) N = 685 (31%); 38% F; 83% W 17.85 MI BASICS# GRP FTF 1 120 16.84 Peer Theater NA GRP FTF 1 120 15.92 AE NA GRP FTF 1 120 DiFulvio, Linowski, Mazziotti, & Puleo (2012) Data stratified by gender N = 2713 (30%); 41% F; 90% W; 20 yrs 15.60 BASICS BASICS IND FTF 2 120 Doumas, McKinley, & Book (2009) N = 76 (12%); 28% F; 86% W; 19 yrs 8.16 WPF CYD IND CDI 1 15 7.04 WE JE IND CDI Doumas, Workman, Navarro, & Smith (2011) N = 60 (38%); 39% F; 88% W; 19 yrs 13.31 CPF e-CHUG IND FTF, CDI 1 30 5.55 WPF e-CHUG IND CDI 1 20 Doumas, Workman, Smith, and Navarro (2011) N = 135 (61%); 30% F; 84% W; 19 yrs 11.81 CWF e-CHUG IND FTF, CDI 1 30 8.94 SWF e-CHUG IND CDI 1 30 Fischer Potts (2002) Data stratified by gender N = 475 (46%); 57% F; 96% W; 19 yrs NR ASTP ASTP GRP FTF 2 180 Flynn & Brown (1991) N = 62 (89%); 16% F; 20 yrs NR AE NA GRP FTF 1 450 Fromme & Corbin (2004) N = 124 (15%); 24% F; 75% W; 19 yrs 18.63 Professional LMC NA GRP FTF 2 240 18.60 Peer LMC NA GRP FTF 2 240 Keillor, Perkins, & Horan (1999) N = 31 (19%); 0% F; 19 yrs 8.96 EC NA GRP FTF 2 180 12.54 INFO NA GRP FTF 2 180
some thoughts of repetition in the moment is enough to create much of the satiating effects of choosing. In contrast, asking participants to rate clarity each time had no effect on satiation. The underlying mechanism here seems specific to the notion of reflection on the repetition of the experience itself, and not the repetition of asking the same question again and again. That is, the potential annoyance of answering a question each time did not increase satiation the same as making repetition salient did, and this account does not explain our findings. Beyond showing thoughts of repetition as an underlying process, this study also helped rule out some alternative explanations. It could be argued that the mediation in Study 2 did not fully capture thoughts of repetition in the moment because the measure could be taken only after the experience. Thoughts of repetition were instead directly manipulated in the present study to further establish causality and the role of this theoretical construct of ongoing reflections during the experience. This study also showed that the underlying process was exclusive to thoughts about repetition (as thoughts of clarity had no effect). The specificity of this result rules out the explanation that asking about thoughts of repetition became boring, acted as a marker of consumption (Wansink, 2004), or depleted regulatory resources (Vohs et al., 2008). We also performed additional analyses that ruled out decision time and stimuli mix as explanations (see Web Appendix). As well, we tested for any differences in attrition rates (Zhou & Fishbach, 2016). Consistent with our other studies, the overall attrition rate was low (11.34%), and did not differ by conditions (see Web Appendix). Choosing increased satiation because it triggered reflections on the overall repetitiveness inherent in the ongoing experience. Study 5
*Hawkes, A. J., & Duck, J. (2010, August). Leadership aspirations: The role of personality, transformational leadership, and empowerment. Paper presented at the meeting of the Academy of Management, Montreal, Quebec, Canada. **Hechanova, M., Alampay, R., & Beehr, T. A. (2001). Empowerment, span of control, and safety performance in work. Journal of Occupational Health Psychology, 6, 275–283. *Hechanova, M., Alampay, R., & Franco, E. (2006). Psychological empowerment, job satisfaction and performance among Filipino service workers. Asian Journal of Social Psychology, 9, 72–78. **Hempel, P. S., Zhang, Z., & Han, Y. (in press). Team empowerment and the organizational context: Decentralization and the contrasting effects of formalization. Journal of Management. *Hepworth, W., & Towler, A. (2004). The effects of individual differences and charismatic leadership on workplace aggression. Journal of Occupational Health Psychology, 9, 176–185. *Hochwalder, J. (2008). A longitudinal study of the relationship between empowerment and burnout among registered and assistant nurses. Work: A Journal of Prevention, Assessment, and Rehabilitation, 30, 343–352. *Holdsworth, L., & Cartwright, S. (2003). Empowerment, stress, and satisfaction: An exploratory of a call centre. Leadership and Organization Development Journal, 24, 131–140.
summarize validity coefficients across jobs (Ghiselli & Barthol, 1953, was among the earliest), research on meta-analysis extended these prior attempts in important ways by identifying a number of statistical artifacts, sample characteristics, and design issues that could affect the magnitude of validity coefficients. And because there were now a sufficient number of primary validity studies involving workers in different occupations, it was possible to make relative comparisons of the validity of different predictors across jobs through meta-analysis (Hunter & Hunter, 1984; Schmidt & Hunter, 1998). Within the context of the 1991 Rights Act and emerging meta-analysis research, personality testing was ripe for resurgence (Barrick & Mount, 1991). Research on other predictors that were also “lost” during earlier decades (e.g., situational judgment tests) was similarly reinvigorated (e.g., Motowidlo, Dunnette, & Carter, 1990). An additional stimulus to this research was the U.S. Army Project A, a large scale selection and classification project that included alternatives to cognitive ability and broadened the performance domain. The examination of validity, diversity, adverse impact, and predictors that were non-cognitive (e.g., personality) defined selection research in the 1990s. One noteworthy change that reflected shifting business dynamics was a growing emphasis on recruitment. By the 1970s, the U.S. was transitioning from an industrial economy to a knowledge and information economy. The nature of work increasingly required advanced or highly specialized skills and education, which in turn heightened the need to find the right person to do this work. At the same time, large numbers of the Baby Boom generation began entering the work force, the assumptions of the implicit contract between employer and employee started to erode, and the loyalty to one employer began to diminish, resulting in greater employee mobility. Adding to these societal trends was a shift in employee demographics. The workforce
did emerge showed that children were more generous with the self in Study 2—allocating more rewarding jobs or fewer aversive jobs—than they were with fictional students in Study 1. The group showed the largest number of cross-study differences that favored the self, but their allocations in Study 2 were firmly equality-focused and did not indicate a desire to hoard rewarding jobs and avoid aversive jobs. The 6–7-year-olds did not make allocations that, relative to Study 1, favored the self. Although there were a small number of cross-study differences in the group, these children showed a preference for equity in Study 2 that was similar to that seen in Study 1. Children's judgments about the fairness of an authority figure's allocations of rewards and punishments, made in the context of the Self Good and Self Bad conditions, did not differ from those observed in Study 1. In analyses that focused on differences in Study 2 only (i.e., not cross-study differences), there were no effects of condition where Self Good vs. Self Bad was concerned. The intrastudy differences that did emerge were between the 4–5- and 8–10-year-olds, wherein the youngest group was firmly equality-focused and the oldest group was firmly equity-focused. These differences replicate the main findings from Study 1. As noted in the discussion section for the main study (referred to as Study 1 here), an important next step in this line of research will be to assess how children and adults prefer to allocate rewards and punishments when the self truly stands to benefit or suffer. The lower-stakes hypothetical scenarios used here do not allow for confident conclusions to be drawn about behavioral differences in first- vs. third-party distributive and retributive justice tasks. One intriguing finding in Study 2 involves the responses of the 6–7-year-old group in the Allocation Phase of the study. Where there were differences across the first- and third-party tasks in this age group, the children were more generous to the other children in the third-party context than they were to themselves in Study 2's first-party Self Good condition. There is no readily available
SENIOR PROJECT RESEARCH PAPER - Controversial Topics Adoption Advertising Affirmative Action AIDS Airplane Security / Regulations Alcoholism Animal Experimentation Animal Rights Antiwar Movement Antiterrorism Protections Arms Control Assisted Suicide - Euthanasia Athletes & Steroid Abuse Attention Deficit Disorder Bilingual Education Bioethics Biological Weapons Birth Control Body Image Body Piercings / Tattoos Bullying / School Harassment Campaign Reform Capital Punishment Censorship Character Education Charter Schools Chemical Weapons Child Abuse Child Custody & Support Labor Civil Rights Class System Inequities Cloning Continuation Schools 35. Copyright Laws Corporal Punishment Cosmetic Surgery Creationism vs. Evolution Crime Cults Cybercrime Defense Spending Disaster Relief Divorce Driving / Vehicle Laws DNA Testing Domestic Abuse Drug / Substance Abuse Drug Testing in Schools Drug Testing in Workplace Drug Trafficking Eating Disorders Education Reform Emigration / Immigration Endangered Species Environmental Policy Ethics in Education Ethics in Politics Ethnic Profiling Ethnic Relations Family Relations Federal Budget Feminism Flag Burning Free Speech Gambling Gangs Genetic Engineering Genocide Global Relations Global Warming Green Building / Design Gun Control Hate Crimes Hazing Health Care Reform Health Insurance Holistic Medicine Homeland Security Home Schooling Homeless People Homophobia Homosexuality Homosexuals in Military Human Rights Human Trafficking Identity Illiteracy Immunizations Incarceration / Rehabilitation Income Tax Reform Intellectual Property Intelligence Tests Internet Safety Interracial Relationships Juvenile Offenders Labor Unions / Strikes Learning Disabilities Legalization of Marijuana 100. Licenses - Businesses - Provisional Drivers / Female Roles Ethics 104. Media Piracy Rating Systems Violence Care / Alternatives Illness / Health Recruiters / Schools Wage / Helmet Laws Security
Energy / Weapons in America Schools Crime - Rights & Issues Act Pressure of Allegiance / Schools Brutality Action Committees Correctness Corruption Growth in Schools & Public Schools Overmedicating Use in Public - Media’s Use Assistance School Reform Relations Profiling TV Energy - Gov’t. Atrocities of Privacy of Students of Minors Tax Marriage 152. SAT Tests Banning Phones / PDFs Dress Codes Uniforms of Church and State Education Harassment Security Injuries Safety Equipment - Title IX Rights Cell Research Pregnancy Election System of Crime Game Violence in Rap Lyrics Rights / Responsibilities Crimes Reform in Military 179. Women:Workplace Harassment 180. Xenophobia
If you don’t have a Google Account, tap New, then follow the on- screen instructions to create a new one. Set up a Gmail account If you want to add an existing account, tap Existing, enter your email address and password, and then select Next, when you are finished setting up the email account, the email messages are downloaded to your device. View email messages When you open the email account, the amount of unread email messages is displayed at the title bar and the unread email messages are displayed in bold. Create and send an email Tap . In To field, enter the recipient’s email addresses manually and separate them with a comma Add more recipients by tapping Cc/Bcc. To insert attachments, tap the option button at the upper right and select Attach file. Enter the subject and the text. Tap SEND to send the email.
Verify your Plan with Action Use your plan to solve the problem. Show all of your work. Examine your results ☐ Is your answer accurate? ☐Explain your thinking using math language and tell all the steps you took. ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Application for Employment WHAT IS THE PURPOSE OF THIS FORM To assist a government department in selecting a person for an advertised post. This form may be used to identify candidates to be interviewed. Since all applicants cannot be interviewed, you need to fill in this form completely, accurately and legibly. This will help to process your application fairly. WHO SHOULD COMPLETE THIS FORM Only persons wishing to for an advertised position in a government department. ADDITIONAL INFORMATION This form requires information. Candidates who are selected for interviews will be requested to furnish additional certified information that may be required to make a final selection. SPECIAL NOTES 1 – All information will be treated with the strictest confidentiality and will not be disclosed or used for any purpose than to assess the suitability of a person, except in so far as it may be required and permitted by law. Your personal details must correspond with the details in your ID or passport. 2 – Passport number in the case of non-South Africans. 3 – This information is required to enable the department to comply with the Employment Equity Act, 1998. 4 – This information will only be taken into account if it directly relates to the requirements of the position. 5 – Applicants with substantial qualifications or work experience must attach a CV. A. THE ADVERTISED POST Position for which you are applying (as advertised) Department where the position was advertised Reference number (as stated in the advert) If you are offered the position, when can you start OR how much notice must you serve with your current employer? B. PERSONAL INFORMATION Surname First Names Date of Birth ID number 2 Race 3 African White Coloured Indian Gender 3 FEMALE MALE Do you have a disability? 3 YES NO Are you a South African Citizen? YES NO If no, what is your Nationality And do you have a valid work Permit? YES NO Have you ever been convicted of a criminal offence or been dismissed from employment? 4 YES NO If your profession or occupation requires or official registration, provide date and particulars of registration. C. HOW DE WE CONTACT YOU Preferred language for correspondence? Telephone number during office hours ( ) Preferred method for correspondence Post E-mail Fax Correspondence contact details (in terms of above)
Fitnessgram (25%) Overall fitness improvement from trimester to trimester will be awarded extra credit. Made up of five components: BMI, Flexibility, Curl Ups, Push Ups and Pacer Test Class Requirements PE Dress Code Classes will be held outside year round. Be prepared to dress accordingly. Girls-Shorts, skorts or shorts under their skirt. Boys- Shorts preferred Sweatshirts if weather is cold Socks and tennis shoes properly worn and tied Athletic shoes. Please no mary janes, slip ons or hard soled shoes. Student Responsibilities No student may leave the class area without permission from the teacher. Misuse or destruction of physical education equipment will not be tolerated. Students will only use equipment with teacher permission. Equipment should only be used for its intended purpose. Appropriate language is expected at all times. HORSEPLAY and PUTDOWNS WILL NOT BE TOLERATED. Students will respect each other and keep hands and feet to themselves. Play fair and display good sportsmanship. Be courteous to other students and teachers. for your teacher to stop activity and dismiss you to the classroom. All assignments and blank templates will be posted on my class website. If you have any questions or concerns, please email me at I look forward to a year! Jenn Nieto
W.8.8 are met when students gather, integrate, and present their information, in an original way. Using diverse media and formats (including music, graphics, voice-overs, etc.) to present and clarify information is definitely a part of this project, so SL.8.2 and SL.8.5 are also fulfilled. 8 Social Studies Standard(s) L.8.4c, SL.8.2, SL.8.5, RH.6-8.7, W.8.2a, W.8.6, WHST.6-8.6, WHST.6-8.8, and WHST.6-8.2a Lesson GREAT DEPRESSION Students work in teams to come up with a plan to prevent the Great Depression. An intriguing idea is to make teams of four, with each
Graph ellipses not centered at the origin Solve applied problems involving ellipses Locate a hyperbola’s vertices and foci Write equations of hyperbolas in standard form Graph hyperbolas centered at the origin hyperbolas not centered at the origin Solve applied problems involving hyperbolas parabolas with vertices at the origin Write equations of parabolas in standard form Graph parabolas with vertices not at the origin 1.3 Systems of Equations (matches up with section 8-4 of the textbook) 6.1 Lines (matches up with section 2-3 and 8-4 of the textbook) 6.2 Idea of Conic Sections (matches up with sections 2-8, 10-1, 10-2 and 10-3 of the textbook) 6.3 Circles (matches up with section 2-8 of the textbook) 6.4 Ellipses (matches up with section 10-1 of the textbook) 6.5 Parabolas (matches up with section 10-3 of the textbook) 6.6 Hyperbolas (matches up with section 10-2 of the textbook) 24% P.A.C.A.1 / P.A.C.A.3 20% P.A.REI.A.4 12% P.F.IF.A.5 4% P.N.CN.A.5
in both finite and infinite settings. P.A.S.A.3 Derive and use the formulas for the general term and summation of finite or infinite arithmetic and geometric series, if they exist. a. Determine whether a given arithmetic or geometric series converges or diverges. b. Find the sum of a given geometric series (both infinite and finite). c. Find the sum of a finite arithmetic series. P.A.S.A.4 Understand that series represent the approximation of a number when truncated; estimate truncation error in specific examples. P.A.S.A.5KnowandapplytheBinomialTheoremfortheexpansionof(x+y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle. P.F.IF.A.8 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n - 1) for n ≥ 1. Use recursion formulas Use summation notation Find the common difference for an arithmetic sequence Write terms of an arithmetic sequence Use the formula for the general term of an arithmetic sequence Use the formula for the sum of the first n terms of an arithmetic sequence Find the common ratio of a geometric sequence terms of a geometric sequence Use the formula for the general term of a geometric sequence Use the formula for the sum of the first n terms of a geometric sequence Modern States “College Algebra” CLEP preparation Modules 4.3 Sequences and series (matches up with sections 11-1, 11-2 and 11-3 of the textbook) 4.4 Factorials and Binomial Theorem (matches up with section 11-5 of the textbook) breakdown of standards: 35% P.A.S.A.3 20% P.A.S.A.1 / P.F.IF.A.8 20% P.A.S.A.4 15% P.A.S.A.2 10% P.A.S.A.5
trigonometric functions of real numbers Recognize the domain and range of sine and cosine functions Use even and odd trigonometric functions Use periodic properties based upon the following breakdown of standards: 40% P.G.AT.A.1 35% P.F.TF.A.3 15% P.F.TF.A.1 5% P.G.AT.A.4 5% P.F.TF.A.2
Changes in reported participation in physical activity Reports of participation in PA over the 12 months post-surgery varied and encompassed descriptions of increased, no change or decreased PA. Regardless of whether any changes in participation in PA were reported, most participants described not engaging in PA during the first 3 to 6 months (Table 2). Changes in perceived ability to participate in physical activity When compared to pre-surgery perceptions, participants reported an increase in their ability to participate in PA, mostly described as a result of the reduction in obesity-related physical barriers to PA (Table 2). Changes in perceived barriers to physical activity At 12 months post-surgery, most participants reported reductions in obesity-related barriers to PA, such as bodily pain and self-presentational concerns (Table 3). Residual perceived barriers to physical activity Despite reports of reductions in obesity-related physical barriers to PA, several participants reported that some of the obesity-related barriers to PA reported in the pre-surgery interview remained at 12 months post-surgery. In addition, for some participants there was a shift in focus regarding concerns, from excess weight to excess skin. For most participants, many of the related barriers to PA identified in the pre-surgery interview were still present at 12 months post-surgery (Table 3). Residual perceived facilitators to physical activity Facilitators to PA were the same in both pre- and post-surgery interviews (Table 4). surgery obesity trial