zilongwang/ReadingBank huggingface dataset:
Company Name Address City State Zip Code Contact Name E-mail Address Phone Number MAKE CHECKS PAYABLE TO: WWIC&JJ; if you like this to be tax deductible, make check payable to CPOF and in the memo line of your check write “WWICJJ” – Submit no later than July 30, 2018 Mail to: California Committee (WWICJJ) C/o Correctional Peace Officers Foundation Attention: Rachel Lee 1346 N. Market Blvd. Sacramento, CA 95834
Hazardous Chemical Communication Chemical Hazard Communication – Helpful information for employers http://www.lni.wa.gov/ipub/413-012-000.pdf Hazard Communication Standard (Effective June 2014) Globally Harmonized System of Classification and Labeling of Chemicals (GHS) http://www.lni.wa.gov/WISHA/Rules/901
____________________________________________________________ CAUTION: Return the operating controls to the safe, neutral, or off position, after verifying the equipment is isolated from its energy sources. THE MACHINE OR EQUIPMENT IS NOW LOCKED OUT Restore the machine or equipment to service the service or maintenance is completed and the machine or equipment is ready to return to its normal operating condition by doing the following steps: (For additional information, see WAC 296-803-50035, in this chapter) Step 1: the machine or equipment and the immediate area around it to make sure all nonessential items have been removed and that the machine or equipment is in operating condition and ready to energize. Step 2: Make sure all employees are safely positioned for starting or energizing the machine or equipment. Step 3: Verify that the controls are in neutral. Step 4: Remove the lockout devices and reenergize the machine or equipment. Note: Some forms of blocking may require re-energization of the machine before they can be safely removed. Step 5: Notify affected employees that the servicing or maintenance is completed and the machine or equipment is ready to use.
5. Separate downloadable documents are provided at the following links and under the Winery Safety tab at : Developing Emergency Response Core Rules Requirements for portable fire extinguishers Requirements for emergency exits Requirements for maintaining a workplace free from hazards Emergency Response; hazardous or uncontrolled release
Rubric: Category 20-25 Points 10-20 Points 0-10 Points Total Points Earned Topic: _________________ The topic is clearly identified on the poster. The topic is clear and well-focused. The topic is evident on the poster, but is not clearly identified. No topic is identifiable on the poster. Poster Details The poster includes relevant and historically accurate details to support the poster’s message. The poster clearly communicates a persuasive message. The poster includes supporting details, but some details are lacking in historical accuracy or relevancy. The poster communicates a persuasive message. The poster does not include historically accurate or relevant details in support of the poster’s message. Little or no persuasion is evident on the poster. Grammar and Spelling The student makes no errors in grammar or spelling that distract the reader from the content of the poster. The student makes a number of grammatical and spelling errors that minimally distract the reader from the poster’s content. The student makes many grammatical and spelling errors that distract the reader from the poster’s content. Neatness The poster uses color, visual images and words to clearly communicate the poster’s intended message. The poster is neat and cleanly presented. The poster makes some use of color, visual images and words to communicate the poster’s intended message. The poster is lacking in overall neatness and presentation. The poster does not use visual images, or words to communicate the poster’s intended message. The poster is messy and poorly presented. Sources: Galligan, Martin., What are the Elements of Propaganda?, Library of Congress: Teaching with Primary Sources, Spring 2013. Propaganda and Disinformation, University of California, Berkeley Media Resources Center, Moffitt Library, 2014.
This clip is an excerpt from Akiko Kurose's oral history interview conducted July 17, 1997 To see the complete interview, visit the Densho Digital Archive (). 1: K.: Well, I'd just come home from church. And then we kept hearing, "Pearl Harbor was bombed, Pearl Harbor was bombed." I had no idea where Pearl Harbor was. My geography was not that sophisticated. I had no idea, and my father said, "Uh-oh, there's going to be trouble." And I said, "Well, how come?" He said, "Well, Japan just bombed Pearl Harbor." And, he says, "We're at war with Japan." But, I thought, "Why should it bother me?" You know, "I'm an American." And then he said, "You know, we are aliens." My parents... "We don't have the citizenship, so they're gonna' do something, we'll probably get taken away." But at that time, my parents had no feeling that we would be removed because-so they were saying my brother would have to take on the responsibility to keep the family together, because they may be removed or put into camp or whatever. And, then when I went back to school that following morning, you know, December 8th, one of the teachers said, "You people bombed Pearl Harbor." And I'm going, "My people?" All of a sudden my Japaneseness became very aware to me. I no longer felt I'm an equal American, that I felt kind of threatened and nervous about it. WCPS (U.S. II 2: Japanese Relocation, U.S. Office of War Information, 1943. Retrieved from http://www.archive.org/details/Japanese1943
Unit 6 Exam -- World War II The economic crisis called _______________________ led millions of people to lose faith in democratic governments: The Gigantic Loss Black Tuesday The Great Depression Kristallnacht Which of these was NOT a hardship or challenge German leaders faced after World War I? Germans were angry and humiliated that they had to take full responsibility for the first world war Germany gained too much land, leading the government to lose control of parts of the country The Germans were severely limited in how large their military could be The government printed too much money, drastically decreasing its value _______________ was a new, militant political movement in the 1930s that emphasized loyalty to the state and obedience to its leader. anti-Semitism monarchism fascism communism One reason that Britain and France agreed to appease Hitler at the Munich Conference was to prevent the start of another world war stop the Nazis from invading the Soviet Union obey an from the League of Nations they wanted to spy on him What was one reason Nazi ideas of the early 1930s attracted many people in Germany? The people were frustrated with their current economic and political situation Germany was not allowed to be a member of a secret club of countries The Germans feared taken over by the British and French They were ready to celebrate racial and cultural differences of the following treaties ended the First World War and eventually contributed to the Second World War? Treaty of Treaty of Versailles Treaty of Appeasement Treaty of League of Nations Which totalitarian leader took charge of Germany in the years leading up to World War II? Stalin Hitler Lenin Mussolini Pick the letter below of the description that does NOT match Adolph Hitler: Supported the Treaty of Versailles Leader of the Nazi party Wanted a “master race” that did not include Jews and some other ethnic groups Wanted to expand Germany’s territory military Which list correctly identifies the major Axis powers and Allied powers, as of the end of WW2? Allied Powers Axis Powers A. Italy, US, Germany, France Japan, Soviet Union, Spain B. Britain, Soviet Union, Italy, Germany France, US, Japan
The Informed Consent regulations direct that discussions regarding any questions clients may have regarding medical options , treatment plans, diagnosis, or medications must be between client and the DVM. UWSVM/State VDL The Legislature will soon be voting on a budget for the UW System. The Badger partnership as proposed by the UWSVM provides one plausible option that will help continue provide vital funding for the UWSVM and WVDL. Further information regarding this may be found at: Please feel free to provide your opinion or feedback. Information about the new Badger Partnership/Public Authority is available at: . A side-by-side comparison of the New Badger Partnership/Public Authority and the UW System proposal is available at: Future Presidential candidates for WVMA. If you know of someone who is a great candidate for the position of President of the WVMA please feel free to pass along the information to the WVMA. The nomination committee has in the past internally developed such nominations but the Executive Board has elected to make this process an open one in the future. Public Relations Advocacy: Recently all member clinics were informed about the NBC co-sponsorship initiative for developing public awareness of the value of veterinary medicine to the public. There was little or no interest for a cooperative effort in any particular market to develop a WVMA sponsored public awareness campaign. The WVMA had hoped to support a consistent unified marketing effort that would be shared amongst colleagues in a particular market. Due to lack of interest this initiative will need to be tables, perhaps to be revisited again in the future. AVMA has a nice coloring books, available on their website that may be a nice addition to your office. The WVMA is working on developing one at the current time. Their book will incorporate veterinary technicians as characters. There is a travelling display that is available for use by local associations, however it is currently being updated. There is a client e-newsletter that WVMA has developed and updated, and this is available to include with your social media links or to tap into as a resource for your own newsletters. Please contact Sarah at the WVMA for further information. The Veterinary Examining Board has received nominations for new members but there remains an opening for the addition of a public member. If you have someone in mind they could apply through Gov. Walker’s webpage. There are several area informational meetings that will educate the membership on regulations regarding dog licensing and inspection. A meeting in the Pewaukee area
WWII Portion of the Exam Concepts to Know: The Dictators: Adolf Hitler Benito Mussolini Joseph Stalin Hideki Tojo War at Home: Neutrality Acts Lend-Lease Act FDR Women’s Roles the Riveter The War (Europe): African Americans Women’s Roles Africa Campaign Battle of Sicily & Italy Battle of Stalingrad D-Day Invasion Liberation of France Battle of the Bulge The War Cont’d: Hitler Suicide VE Day Dwight D. Eisenhower George Patton Winston Churchill The War (Pacific): Rape of Nanking Pearl Harbor Doolittle The Philippines Bataan March The Battle of Midway Island-Hopping Battle of Iwo Jima Battle of Okinawa Manhattan Project Hiroshima Nagasaki VJ Day Douglas McArthur Chester Nimitz Kamikazes Other: Internment of Japanese Yalta Conference Nuremberg Trials
Priority #2 Transitioning to TNREADY, we will ensure 100% of our teachers have access to high quality TNREADY strategies Strategic Plan Links Goal 1: Guarantee excellence in teaching and learning Goal 1: Strengthen students’ academic foundations Goal 2: Build and support our Community of Leaders Goal 2: Build capacity of our staff through high quality, tailored, and relevant professional development Actions Timing Owner Resources Measures Provide Professional Development to Support Transition to TNREADY Utilize Learning Leaders during Vertical Meetings and PLCs Use GT Coach in Honors sections Involve TPaCK Coach to incorporate technology Ongoing Ongoing Ongoing Administration Learning Leaders Department Chairs TN Standards TNREADY Learning Leader TPaCK Coach GT Coach Benchmarks TNREADY Data TVAAS 2. Mimic Common Assessments with New Test Format Rewrite Common Assessments to reflect new testing format Utilize programs with new testing format Ongoing Ongoing PLC Teams TNREADY Study Island IXL MICA Edcite Canvas Quiz Assessment Data TNREADY Data 3. Progress Monitor Through 1:1 Devices Implement STAR benchmarks Implement common assessments to progress monitor Setup schedule to progress monitor/benchmark Progress Monitor with Common Assessment every 2 weeks Administer benchmark assessment every 8 weeks Administer STAR benchmark 3 times per year Completed Completed Completed Ongoing Ongoing Ongoing Rich Fulford Content Area Teachers PLE Committee TNREADY STAR Study Island IXL MICA Edcite Assessment Data TNREADY Data Progress Monitor Data Benchmark Data STAR Data Priority #3 Reducing the Variation in the Quality of Instruction: 100% of teachers will have an effectiveness level of 3, 4, or 5 Strategic Plan Links Goal 1: Guarantee excellence in teaching and learning Goal 1: Strengthen students’ academic foundations
Names: Grade: ____________/25 pts WWII Prominent Battles Video Evaluation Rubric A (22.5-25) B (22-20) C (19.5-17.5) D (17-15) F (14 - ) Quality of Information Thoroughly covers the major and minor details of the event. Viewers have a good understanding of the event and its significance. Displays most of the event’s details in a clear manner. Viewers have a good understanding of the and its significance. Displays some of the event’s major details in a clear manner. Viewers have a limited understanding of the and its significance. Displays some of the events major details. Unclear at parts. Viewers have a weak understanding of the event and its significance. Did not meet expectations. Event details unclear or missing. Presentation and Organization Presentation is organized in a clear, logical sequence. Information is displayed and presented clearly for viewers. Film demonstrates excellent planning and a strong sense of purpose. Presentation is organized in a sequence that demonstrates considerable planning and purpose. Content is presented clearly for viewers. Content is presented in a sequence that demonstrates some planning and purpose. Some information is unclear or parts of the film are confusing to viewers. Content is presented in a sequence that demonstrates poor planning and little purpose. Information is confusing or unclear to viewers. Did not meet expectations. Creativity and Visual Presentation Incorporates a high degree of style and imagination. Develops ideas fully to reflect a deep understanding. Entertaining, engaging, and imaginative. Incorporates a degree of style and imagination to develop ideas with some complexity, showing understanding. Overall entertaining and effective. Incorporates some imagination and style, showing a degree of understanding. Entertaining and effective in places. Incorporates limited imagination and style. Ideas are underdeveloped and show limited understanding. Did not meet expectations. Video Requirements -Nuts and Bolts Students have met all of the video requirements, including: intro, audio, primary resources, map, still and motion pictures, and timing. Students have met most of the video requirements, including: intro, audio, primary resources, map, still and motion pictures, and timing. Students have met some of the requirements, including: intro, audio, primary resources, map, still and motion pictures, and timing. Students have met few of the video requirements, including: intro, audio, primary resources, map, still and motion pictures, and timing. Students did not meet the major requirements of the video.
Causes of World War I Document Based Question (Adapted from Document-Based Assessment for Global History, Walch Education) Historical Context: At the turn of the twentieth century, Europe seemed to enjoy a period of peace and progress. Yet below the surface, several forces were at work that would lead Europe into the “Great War.” One of these forces was nationalism, and it had an explosive effect in the Balkans. However, nationalism was only one of the many causes of World War I. Historians and eyewitnesses have described 4 “M.A.I.N.” causes of World War I (M.A.I.N. = Militarism, Imperialism, Nationalism, Alliances) and have tried to assess the responsibility for it. Prompt: Of the 4 M.A.I.N. reasons for the cause of WWI, which factor contributed most to the outbreak of WWI? Directions: The prompt is based on the accompanying documents. As you analyze the documents, take into account both the source of the document and the author’s point of view. Be sure to: 1. Carefully read the document based question(s). 2. Answer the questions that accompany the documents using information found in the documents. 3. Based on the information found in the documents, formulate a thesis that directly answers the prompt. 4. Organize supportive and relevant information into a brief outline. 5. Write a well organized essay proving your thesis. The essay should be logically presented and should include information from all of the documents. 6. Use the rubric as a guide as you draft and revise your essay to make sure that you meet all the specified criteria by which your essay will be assessed.
3UإX ¹ء&CJش–à¬cVمّcBm\êں8+ڈJ P( پ@ P( پ@ P(مٍہ‏ً4÷ًû?ذهش•‡ گ،´[ظ4Bl‎I2‹ں±k6 وھH¼kز‚مèPX=ظh¨çè# ƒ¸ْ‎•(«†|Gص‏6²¸ًï“¢_ڈي_ û :ëس” FA6ہ B ^$‎س¥“/ت´{Qh5.،´ë7îعءëy¸6‡ق³“19.8ëâز·â<+¨ûbعmL‘}V‚إ›Eف'1ب¶فY76yكï ®2جˆ&يd8¨ء!ه”ژ ّ"DUAع´>إ¹® Q´J[Dk”'%>vثپ+¨0¦6~&ض’œ&ـنَdگ ‰ mJ يJ(+@ P( پ@ P( پ@ P( 8ü°?¼ =ü>دô9u%aبےMbة-زھ%£÷ •cز¢·ں ُ › 'ً ¦ˆ~ـ…ن^‹رنôï[ق1إٍâ‎ُ¤t¾jضA@ ù^د_إJ»r×»_ذطwxMVِس<لِŒص0ُv”fe®|4t0Jqطخہ P( پ@ P( پ@ P( پ@ P( LK¸1¨mدأ€"نç†cd ¥DUhٍ©َ»p»{×ت,U^1LïM1=ثz<×ƒ…)‹
’ P( پ@ P( پ@ P( پAٍ½ر>4b~¶شvغ|›آ_"ث7ك؟اfشL5ک£ljkŒ>„¹P< œخ‹؟رqگ؛شٌY¼غeHp/ ¶-‘¹رY)‰.ل؟|‘چفGâ6طَ±e·ز€|Hش·†¶Qژـç‚ز P|ںغٹ ‡جSaQ2عڈl®( _?ہ¶کHھمھ*"=…آ¯^ةPDٹصة چ–?µ¹ Gm ّ!ig”–Y¸CpT6€’9 و>è‚¸"QŒغ”U_œ$û;ر®™زWکSt¤i6f »¥رےhj!u¢+ڈ1ƒevˆ|êّ‡ wœ‰‚›»ذYحذ:”î“¯–ِ#³w„Wy67Œٍ œ×€†<پOع¤´ٹ'ّ‹‚N¨”ْoI]ى« ف)y؛ه¦Oµœu’^ voھs•ئ 9«±ع»؛¨ù¨1؟ش؟UDسP`ٍ½£$l ک7l&ڑO P( پ@ P( پ@ P( پAً~”ـُ ”¶»>[عv<[‹’.Qµ#L،ّX-ïHyحˆ®¶ّ ں P( ½ثF›3~›p´ڑ¯Kjk¤}`فـ}¸ùZ { بl; KnLو `’\^j!‚©nNٹ‰éDdz¶ججV4ôFmïةرگ$9ي‹LqسQ&‹گDسyqضءهةç® ٹ BJ •) r…ءہيUء|h2IًIî_aZmïَIô#‰ KأUپ4·:.8q•ئm‡ P( پ@ P( پ@ P( پ@ P(
Examining Images According to the Greek philosopher, Aristotle, people use three different strategies to persuade audience Ethos Pathos Logos An argument based on the credibility of a character or authority An argument based on emotions: fear, desire, sympathy, anger, etc. An argument based on logic: facts and figures British/American German Theme What method of persuasion is used? 1 Pathos or ethos Describe aspects of the poster that support this. Presents the enemy as an evil dragon Perhaps makes use of St George and the dragon imagery—knight What method of persuasion is used? 2 Pathos or ethos Describe aspects of the poster that support this. Presents the as an wild lion Perhaps makes use of Hercules’ feats. Both make use of a mythical conflict between good and evil What method of persuasion is used? 3 Pathos Describe aspects of the poster that support this. Appeal to the traditional role of fathers as protector What method of persuasion is used? 4 Pathos Describe aspects of the poster that support this. Appeal to the traditional role of fathers as protector Family responsibility was used to convince men to fight. What method of persuasion is used? 5 Ethos Describe aspects of the poster that support this. Kitchner, a war hero, calls men to action What method of persuasion is used? 6 Ethos Describe aspects of the poster that support this. Von Hindenberg, a war hero, calls men to action War heroes are used to convince people What method of persuasion is used? 7 Pathos or logos Describe aspects of the poster that support this. Germany is presented as a frightening, King-Kong like figure, which depicts German militarism What method of persuasion is used? 8 Pathos or logos Describe aspects of the poster that support this. British imperialism is depicted as a spider taking over the world While there was some truth to the accusation, the propaganda used frightening images to exaggerate the enemy’s problems. What patterns do you see in the way governments mobilized their people for war? Generally, the propaganda appealed to the emotions and particularly the emotion of fear. What persuasive strategy did they use the least? Why? The propaganda made little to no appeal to logos, probably because people are better persuaded by emotional appeals or the examples of social heroes.
(25th Brigade, 8th Division). Source: trenches are at the top left. The vertical line to the left of center indicates the course of a pre-war road or track. Source: Voices of Soldiers “We have been in camp near the wood at Écurie for some days now and a more miserable existence it would be hard to imagine. There is nothing but unrest and uncertainty and everyone here is absolutely fed up to the teeth.”
Mustard gas was the most deadly biological weapon that was used in the trenches. It was odourless and took 12 hours to take effect! It was also powerful, only small amounts needed to be added to shells to be effective and it remained active for several weeks when it landed in the soil! The nastiest thing about mustard gas is that it made the skin blister, the eyes sore and the victim would start to vomit. It would cause internal and external bleeding, and would target the lungs. It could take up to 5 weeks to die! War Machines The Zeppelin was an airship used during the early part of the war in bombing raids by the Germans. These airships weighed 12 tonnes and contained over 400,000 cubic feet of hydrogen. They were propelled along by 2 Daimler engines, which enabled the craft to travel at speeds of up to 136mph and heights of 4250 metres! They usually carried machine guns and around 4,400lb of bombs! They carried out many raids and were eventually abandoned as they were easy targets for artillery and enemy airplanes. Tanks also started to be used in warfare in this war, since armoured cars could not cope with the terrain. The first tank was nicknamed “Little Willie”, it had a Daimler engine, a caterpillar track and needed a crew of 3. Its maximum speed was 3mph and it was unable to cross trenches. Not an immediate success for the Triple Alliance! This war also had another first: planes started to be used to deliver bombs. Planes became fighter aircraft armed with machine guns, bombs, and even cannons. They were even used for reconnaissance work. Pilots were even known to fight enemy aircraft in the air, in “dogfights” to protect the men on the ground. Information That You Are Responsible For: As we work our way through the PowerPoint, use the discussion notes, board notes, and your own research to answer the following: 1) Make notes about the main types of weapons used in WWI. 2) What is artillery? 3) Why do you think that the bayonet became an old-fashioned weapon during this war? 4) Why do you that machine-gunner crews were more likely to be killed by the enemy than ‘ordinary’ foot soldiers, if they were captured?
Name JOHN ISMAY ATKINSON Birth 1895 Earsdon Northumberland Enlistment/Occupation Unknown Death, date, location 29/06/1916 Killed in action (Posted to France 09/09/1915(medal rolls)) Age 21 Unit, rank, service no: Lieutenant Northumberland Fusiliers 13th Bn THE LONDON GAZETTE, 15 DECEMBER, 1914. The under mentioned Cadets and ex~ Cadets of the Officers Training Corps to be Temporary Second Lieutenants. Dated 14th December, 1914: — John Atkinson Family acknowledgement CWGC Son of John Ismay Atkinson and Ada Margaret Atkinson, of 38, St. George's Terrace, (CWGC) Family The name ‘John Ismay’ had been used for several generations of sons in the Atkinson family. John Ismay Atkinson (1895-1916) who was killed in action at Fricourt, France in World War I was the only son of John Ismay Atkinson (1864-1906) of Ovingham and Ada Margaret Maddison who married in 1893. He was also grandson of Dr. John Ismay Atkinson (1816-1883) who was village doctor for the Wylam locality and his wife Hannah (nee Armstrong 1826-1908) of Heddon on the Wall. Dr.Atkinson and his wife Hannah are recorded in the 1851 census living at West House, Ovingham Road, Wylam Dr. Atkinson and his wife had nine children of whom John Ismay (1864-1906) was the sixth. He has been traced in the 1871 census as a 7 year old staying on his maternal grandmother’s farm at
Wednesday – Word Sort Cut out the spelling words from the bottom of this page. Use the spelling words and sorting categories to sort the words. Use glue stick or tape to secure words in the correct category. Long “e” Short “e” “ee” “ea” (letter sounds like “eh”) neck kept green wheel mean team reach vest yet teeth creep beach steam
Name:_____________________________________________ Spelling Week 8 WWP: Long “o” Patterns Spelling Words broke phone moan loaf know throw stone coach flow close toast blow bone soak bow Homework Schedule “A” day Write Words 3 Times Each “B” day Word Sentences or Story “C” day Word Sort “D” day Alphabetical Order/Word Hunt “E” day Practice Test and Study “F” day Test Day!
Name of applicant and job title Name: Job title: Name of applicant base of work Work base title: Name of applicant line manager, job title and contact details Name: Job title: E-mail: Mobile no: Work base postal address Work base address: Work contact phone numbers Landline: Mobile: Personal contact phone number Personal mobile or landline no: Work e-mail address and Personal e-mail address Work e-mail: Personal e-mail:
If Yes, please copy and paste and complete the comments section as before. Comment 15 Please indicate the document and specific page, section or policy and paragraph you are commenting on: x Draft Local Plan: Strategy and Sites ☐ Sustainability Appraisal Page number/s:* 110, 111 Section/Policy number:* BE3 Paragraph: 371 Do you support, oppose or have general comments about this part of the document?* ☐ Support ☐ Oppose x Comment Please provide your comments below: * Sustainable Water Use Page 110 Policy BE3. WVPS supports the requirement to be placed by building regulation of a water consumption standard of 110 litres per person per day. Para 371 should recognise that current demand within the Loddon Catchment means that of the “water available for licensing”, at times currently 50% of the Loddon flow is treated effluent with its consequential impact upon the river ecology. Abstraction from the chalk aquifers at Greywell is also deemed to be having a detrimental impact upon the SSSI at Greywell Fen and this source may have to close. Low water levels are also due to the abstraction of 500 million gallons per annum from the aquifers that feed the river. Whilst the plan appears to support these valuable resources, any unnecessary increase in housing numbers will increase the environmental damage in this water stressed area. The plan should make sure that financial contributions arising from developments near to the river should in part be directed towards mitigating the detrimental impact of such developments. Do you wish to comment on another part of the consultation? * x Yes ☐ No If Yes, please copy and paste and complete the comments section as before.
Impervious Footprint, and Conserve Natural Areas (See WQMP Section 3.5.1.3) Conserve natural areas by incorporating the goals of the Habitat Conservation Plan or other natural resource plans. Preserve natural drainage features and natural depressional storage on the site. Maximize canopy interception and water conservation by preserving existing native trees and shrubs, and planting additional native or drought tolerant trees and large shrubs. Use natural drainage systems. Where applicable, incorporate Self-Treating Areas Where applicable, incorporate Self-Retaining Areas Increase the building floor to area ratio (i.e., number of stories above or below ground). Construct streets, sidewalks and parking lot aisles to minimum widths necessary, provided that public safety and a walkable environment for pedestrians are not compromised. Reduce widths of streets where off-street parking is available. Minimize the use of impervious surfaces, such as decorative concrete, in the landscape design. comparable and equally effective Site Design BMP concept(s) as approved by the local land use authority (Note: Additional narrative required to describe BMP and how it addresses site design concept). Table 3. Site Design BMP Concepts (continued) Included Reason for Each BMP Indicated as No or N/A Design Concept Technique Specific BMP Yes No N/A 2 Design residential and commercial sites to contain and infiltrate roof runoff, or direct roof runoff to landscaped swales or buffer areas.
Project-Specific WQMP Summary Data Form Applicant Information Name and Company Email Project Information Project Name (as on project application/project-specific WQMP) Street Address Nearest Cross Streets Municipality (City or Unincorporated County) Zip Code Number(s) and/or Assessor Parcel Number(s) Other (other information to help identify location of project) Indicate type of project. Priority Development Projects (Use an "X" in cell preceding project type): SF hillside residence; impervious area ≥ 10,000 sq. ft.; Slope ≥ 25% SF hillside residence; impervious area ≥ 10,000 sq. ft.; Slope ≥ 10% & erosive soils Commercial or Industrial ≥ 100,000 sq. ft. Automotive repair shop Retail Gasoline Outlet disturbing > 5,000 sq. ft. Restaurant disturbing > 5,000 sq. ft. Home subdivision ≥ 10 housing units Parking lot ≥ 5,000 sq. ft. or ≥ 25 parking spaces Date Project-Specific WQMP Submitted Size of Project Area (nearest 0.1 acre) Will the project replace more than 50% of the impervious surfaces on an existing developed site? Project Area managed with LID/Site Design BMPs (nearest 0.1 acre) Are Treatment Control BMPs required? Is the project subject to onsite retention by ordinance or policy? Did the project meet the 100% LID/Site Design Measurable Goal? Name of the entity that will implement, operate, and maintain the post-construction BMPs Contact Name Street or Mailing Address City Zip Code Space Below for Use by City/County Staff Only Preceding Information Verified by (consistent with information in project-specific WQMP) Name: Date: Date Project-Specific WQMP Approved: Data Entered by Name: Date: Other Comments
Olivier Blanchard and Justin Wolfers. 2000. “The Role of Shocks and Institutions in the Rise of European Unemployment: the Aggregate Evidence,” Economic Journal 110 (March) 1-33. Boix, Carles. 1998. Political Parties, Growth and Equality. Cambridge University Press. Chapter 2. Peter Lindert. 2004. Growing Public. Social Spending and Economic Growth Since the Eighteenth Century. : Press. Chapters 10-11 10. Twentieth-century Inequality. (December 7) Required reading Thomas Piketty and Saez, Emmanuel. 2006. “The Evolution of Top Incomes: A Historical and International Perspective,” American Economic Review 96 (2): 200—205. Kenneth Scheve and David Stasavage. 2010. “Political Institutions and Income Inequality, 1900-2000.” World Politics. Nolan McCarty, Keith T. Poole and Howard Rosenthal. 2006. Polarized : The Dance of Ideology and Unequal Riches. : The MIT Press. Chapter TBA. Further Reading Debraj Ray. 1998. Development Economics. Princeton University Press. Chapter 6. Simon Kuznets. 1955. “Economic Growth and Income Inequality,” American Economic Review 45 March): 1-28. Branko Milanovic, Peter H. Lindert and Jeffrey G. Williamson. 2007. “Measuring Ancient Inequality,” NBER Working Papers # 13550. Lindert, Peter H. 2000. “Three Centuries of Inequality in and .” In A.B. Atkinson & F. Bourguignon, eds. Handbook of Income Distribution. . Chapter 3. Bourguignon, François and Morrisson, Christian.2002. “Inequality Among World Citizens: 1820-1992,” American Economic Review 92: 727—744. Branko Milanovic. 2007. Worlds Measuring International and Global Inequality. Princeton University Press. Sala-i-Martin, Xavier. 2006. “The World Distribution of Income: Falling Poverty and...Convergence, Period,” Quarterly Journal of Economics 121: 351-397. Peter Gottschalk; Timothy M. Smeeding. 1997. “Cross-National Comparisons of Earnings and Income Inequality ,” Journal of Economic Literature, Vol. 35 (2): 633-687.
8th ENGLISH- WHITEBARD DIRECTIONS Wednesday, January 10, 2018 1. TAKE OUT YOUR HOMEWORK- Leave it on your desk. 2. TAKE OUT A SHEET OF PAPER. Write your Heading (upper right-hand corner – each color is one line: FIRST NAME, LAST NAME, ENGLISH 8__, PERIOD, TODAYS DATE) 3: Copy the Agenda- ALL THE WAY DOWN THROUGH HOMEWORK ITEMS 4. (Skip 1 line) Copy and Complete: Journal Topic # 2 *** 8A ONLY- MUST WRITE 6-8 SENTENCES FOR EACH PARAGRAPH**** Journal topics Directions: 3 paragraphs (paragraph is 5-7 sentences) CORRECTLY CIRCLED, HIGHLIGHTED, & UNDERLINED. Describe 3 goals you hope to have accomplished five years from now? 1ST PARAGRAPH- INTRODUCTION PARAGRAPH- DESCRIPTION sentence EACH GOAL & (BECAUSE) THESIS STATEMENT (LABEL AND HIGHLIGHT), 2ND BODY PARAGRAPH that Starts with a transition (highlighted orange), Topic Sentence, 3 Supporting Sentences(pink, blue, green),, and Clincher Format (underlined black) THAT IS CORRECTLY CIRCLED, HIGHLIGHTED, & UNDERLINED: Explain why you chose each GOAL. CONCLUDING PARAGRAPH- Starts with concluding Transition, restatement of EACH REASON (1 sentence each) (pink, blue, CLINCHER sentence (underlined black)- that ties back into the THESIS STATEMENT.
Friday, Februry 2, 2018 1. TAKE OUT YOUR HOMEWORK- it on your desk. 2. TAKE OUT A SHEET OF PAPER. Write your Heading (upper corner – each color is one line: FIRST NAME, LAST NAME, ENGLISH 8__, PERIOD, TODAYS DATE) 3: Copy the Agenda- ALL THE WAY DOWN THROUGH HOMEWORK ITEMS 4. (Skip 1 line) Copy and Complete: Journal Topic #14 *** 8A ONLY- MUST 6-8 SENTENCES FOR EACH PARAGRAPH**** Journal topics Directions: Write 3 paragraphs (paragraph is 5-7 sentences) Do you prefer to spend or save money? ~1ST PARAGRAPH- INTRODUCTION PARAGRAPH- STATE YOUR POSITION then be sure to EXPLAIN YOUR 3 REASONS WHY YOU FEEL the way you feel & USE BECAUSE IN THE THESIS STATEMENT PART OF THE SENTENCE) (LABEL AND HIGHLIGHT Yellow & Orange), ~2ND BODY PARAGRAPH that Starts with a Transition (circled red), and Topic Sentence (highlighted yellow& orange), 3 Supporting Sentences (pink, blue, green),, and Clincher Format (underlined black) THAT IS CORRECTLY CIRCLED, HIGHLIGHTED, & UNDERLINED: Explain in detail your 3 REASONS WHY YOU PICKED THE 3 REASONS YOU CHOSE. ~CONCLUDING PARAGRAPH- Starts with concluding Transition(circled red) , restatement of EACH REASON (1 sentence each) (pink, blue, green), CLINCHER sentence (underlined black)- that ties back into the THESIS STATEMENT 8th Grade ENGLISH- WHITEBARD DIRECTIONS
~ ALL ASSIGNMENTS IN THE TEXTBOOK MUST BE COMPLETED FOLLOWING THE INSTRUCTONS GIVEN DURING CLASS ~ REWRITTEN LEARNING TARGETS ~ ~ ALL ACTIVITIES COMPLETED W/ CORRECTIONS if needed COMPLETED ON A SEPARATE SHEET OF PAPER ~ Expository WRITING PROMPT pg.74 – All directions followed 8th Grade ENGLISH- WHITEBOARD DIRECTIONS Tuesday, February 20, 2018 EARLY DISMISSAL DAY 1. TAKE OUT YOUR HOMEWORK- Leave it on your desk. 2. TAKE OUT A SHEET OF PAPER. Write your Heading (upper right-hand corner – each color is one line: FIRST NAME, LAST NAME, ENGLISH 8__, PERIOD, TODAYS DATE) 3: Copy the Agenda- ALL THE WAY DOWN THROUGH HOMEWORK ITEMS
SOLE MAN CONTRACT 2017 participation agreement Thank you for supporting <insert charity name> during the Wine Women & Shoes event. Your participation enables us to <insert mission>. As our representative during the event, we count on your friendly and courteous conduct in helping us welcome our guests and set the tone for the occasion. It is especially appreciated, because male support for gender violence issues is key to making positive social change. You are helping change the world for the better! By providing the information below, we can assist you in the set-up for your fundraising page. You will receive a copy of all information prior to posting. have emailed a high resolution photo of myself for use on PR materials to <insert contact email>. Name: ____________________________________ Affiliation: ____________________________________ Title: _____________________________________ Email Address: _________________________________ Phone Number: __________________________ What would you like to tell us about yourself; family, hobbies, work, etc? How are you connected to or involved with <insert charity name>? Why is the issue of <insert charity’s key issue> important to you?
N/A HSS/UNIT/10 Hub Site Synchronization (HSS) Unit to connect 8 collocated ODUs and two additional HSS Units 1 N/A 100 Cable between the ODU and IDU 6 IDU N/A POE device for the AIRMUX 6 N/A AIRMUX- LIGHTNING- Protection AIRMUX Lightning protection units 2 per Radio 12 Side A Name Side B Name Distance Service RW Family Tower, 1401&apos; LHWT 12.16 miles Link Service A/B: 56/56 Mbps Airmux400 Family CBW Distance Polar Service Availability Frequency RFP
Development report – Pablo Arrouays presented his report describing the amount of work that had gone into developing new juniors and adaptive waveski surfers. Consideration of inclusion of new position – Adaptive waveski, access and equity. This position of unanimously received Presentation of proposals to host the 2018 WWSA Titles – to be voted on – see above dot point 3 – Pantin Spain successful. business - nil Completion of duties for the current WWSA committee Reimbursement of early entry competitor fees (raffle) – determined on the final dinner night with the following competitors having their entry fee reimbursed – Meabh Lynch, Hodei Crurejas, Adam Harvey Meeting and Association over by Returning Officer – Steve Gibbs NZ Nominations for the new WWSA committee. President – two nominations Jackie Dillon and Gus Presa Successful – Gus Presa Secretary – nomination Doug Copeland no other nomination Successful – Doug Copeland Treasurer – Stephen Farthing nominated Stephen Farthing declined Confirmed later that Ian MacLeod would be treasurer Vice Presidents – winning host nation Ivan Pena – accepted nomination Luis Abreu – declined nomination, referred to Portuguese Canoe Federation Ian MacLeod International Technical Contest Director Virgile Humbert and Clement Guilbert nominated and both accepted Development, Marketing Pablo Arrouays nominated and accepted to be assisted on projects by Adam Harvey, Denise Laserescu and Savannah Campbell Web page management to be confirmed There being no other business, retiring members from the WWSA were thanked for their time and new committee welcomed.
7 APPENDIX 7.1 Survey methodology Study Area Elmdon Ward = 498ha Rural area = approx. 250ha Hedgehog Survey period May – September Population 12,067 people Population density 24.2 per ha Habitat surveys: Phase 1 and hedgerow surveys, linked to barrier / connectivity assessments. Badger sett surveys: Desktop and surveys where required. Community surveys: Social surveys capturing trends in attitudes, habits and perceptions. Hedgehog surveys: Distribution and population surveys, see below: Survey specification Presence/absence surveys Abundance surveys Survey objectives - To measure hedgehog distribution and monitor changes over time. - To measure hedgehog population density and monitor changes over time. - To further understand the dynamic of the population through mark and recapture. Survey method Mammal footprint tunnels / Community sightings / camera traps Field searching (using torches) License required? No Yes Administered by Hedgehog Officer and volunteers Hedgehog Officer and volunteers Survey design Tunnels placed in residential gardens in urban area and edge habitats in rural area. (Using national hedgehog survey protocols for rural area and a higher density of tunnels for urban area). / and camera trap sightings submitted to us from the community. 50 distributed evenly across the urban-rural gradient with an initial intense survey period of 1 month followed by subsequent recapture monitoring (see attached detailed survey methodology) Sampling strategy Citizen science surveys Capture-mark-recapture methods including citizen science surveys Timing May – September / any time May – September Data collection Submission of footprint sheets Specific recording sheets This hedgehog survey methodology has been produced in consultation with Reading University’s School of Biological Sciences. Opportunities for facilitation of research projects in the HIA also exist with Reading University.
Call Dennis Hermatz (734)748-6259 BRAND NEW COVER FOR 1964-66 T-BIRD: Asking $200 or best Also have a pair of used rear tail light lenses for 64 T bird asking $75 for both. Call Ken at (734)536-3715 Fun at the Route 66 Program 2018 Schedule of Events Jan 20 (Sat) – Presentation by Rick Thomas – Iconic 66, Pizza Buffet 1:00 - Angelo Brothers, 33550 Ford Rd., Westland Feb 18 (Sun) – Pewabic Pottery Tour and Lunch at Sinbads March 24 (Sat) - Motor City Solutions Tour – Eleanor & Edsel Ford House Date and lunch to be determined May 19 (Sat) – Tour Piquette Plant – Lunch to be determined June – Gilmore Museum Tour To be determined June 16-17 – Motor Muster (nonsanctioned) July 22 (Sun) – Annual Picnic Aug 12 (Sun) – Pre-Dream Cruise Aug 26 (Sun) – Hines Park Cruise
Slide 37 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 38 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Jeffrey Brannon, Cipriani & Warner, PLLC James “Mac” Heslep, Jenkins Fenstermaker, PLLC 3:45-4:00 p.m. Conference Closing, Door Prize Drawing & Adjournment Janice F. Bowen, Conference Facilitator
4/30/18 6/18-19/17 Spring Conference & Awards Leadership Retreat Members Castaways Ventura Marriott Charter Membership Promotional Activity Date Activity (Breakfast, Dinner, etc.) Speaker/ Attendance/ Responsible Topic Location Budget 10/14/17 2/6/18 Spring Superintendents’ Breakfast FutGolf Tournament WSGVAA Cabinet WSGVAA Cabinet State of Districts, Calendar and Membership Scholarship Fundraiser PDC EMUHSD Arcadia Golf Course $700.00 $700.00 Charter Activities Date 10/14/17 12/7/17 4/12/18 5/24/18 Activity (Breakfast, Dinner, etc.) Superintendents’ Breakfast Wine Pairing Para Professional Luncheon WSGVAA Golden Apple Dinner Speaker/ Attendance/ Responsible WSGVAA Cabinet WSGVAA Cabinet WSGVAA Cabinet WSGVAA Cabinet Topic State of Districts, Calendar and Membership Scholarships, Calendar We Love Our Paras! Retirees and Parent Volunteer Recognition Introduce new Cabinet Location PDC EMUHSD El Tezon TBD American Legion Duarte Budget $700.00 $500.00 $300.00 $300.00 2 Charters should have at least four membership meetings per year (monthly meetings are best). 8/7/17 and Monthly thereafter Calendar, Budget, Scholarship, Membership Cabinet and District Representatives Annia’s Airport Restaurant $0.00 Maintain Charter Section of acsaregionxv.com Quarterly Membership and President Updated Activities
(Ft.) 568 A pathway for pedestrian, equestrian, bicycle, other off-road modes of recreation travel, construction/maintenance access and small walk behind equipment. This practice may be applied as part of a resource management system to support one or more of the following purposes: Provide travel ways for recreational activities such as walking, horseback riding, bicycling, cross country skiing, and hiking. Provide access to recreation areas. Provide safe, environmentally friendly pedestrian access for planting, cultivation and harvest operations. Provide worker access for construction and maintenance operations. On recreational, agricultural and lands where prepared paths, trails and walkways are needed for safe, effective and environmentally friendly movement of people or small walk behind equipment. General Criteria Applicable to All Purposes All planned work shall comply with Federal, State, local and tribal laws and regulations. Federal, State and Local Laws and Permits Design and construction activities shall comply with all federal, state, and local laws, rules, and regulations governing activities in or along streams and pollution abatement, health, utility and safety activities. The owner or operator is responsible for securing all required permits or approvals and for performing all planned work in accordance with such laws and regulations. NRCS employees are not to assume responsibility for procuring these permits, rights, or approvals, or for enforcing laws and regulations. NRCS may provide the landowner or operator with technical information needed to obtain the required rights or approvals to construct, operate, and maintain the practice. Permits may be required from the following agencies when obstruction removal is performed within the boundaries of a stream or floodplain or if burning is required: US Army Corps of Engineers (USACE) WV Department of Environmental Protection (Air, Land, Water and Waste, Permitting, other) Division of Natural Resources Office of Land and Streams US Fish and Wildlife Service WV Division of Forestry
24 JR 10.20 7 25 Ciriello, ​ SR 10.22 5 25​ Steiner,​ Sydney 11 10.22 3 27 King, JR 10.28 5 28 Iannuzzi, JR 10.29 2 28 Moran, Kayley ​ FR 10.29 3 28 ​ SR Villa 10.29 7 31 Haley, Ava ​ SO 10.32 4 32​ Ticknor, Emma JR 10.33 7 32 11 10.33 4 34 JR Hanover Park 10.34 8 35 ​ SR Villa 10.37 8 36 Miller, ​ FR 10.43 5 37 Brooke ​ FR 10.47 5 38 Molan, JR 10.51 1 39 Pampin, Michaela ​ SO​ 10.52 6 40 Mannino,​ Danielle JR 10.57 7 41 Boylan, JR Villa 10.59 8 42 Larkin, ​ SR 10.62 2 42 Herrera, Nicole JR 10.62 6 44 Grace ​ SR Villa 10.66 6 45 Kapp, McKenzie JR 10.75 8 46​ ​ FR 10.76 5 47 JR 10.77 6 47 Libby ​ SR 10.77 5 49​ Jacquelyn JR 10.84 9 50 Chan,​ Sarah JR 10.98 9 51 Tina ​ SO 11.01 9 52​ Nina JR 11.14 6 53​ Shaw, Veronica ​ SR 11.19 8 53 Hope JR 11.19 7
55​ Turok, ​ SO Whippany Park 11.27 9 56 ​ SO 11.35 7 57 9 11.43 10 58 Alicia ​ FR 11.51 7 59 Chin, JR Whippany Park 11.53 9 60​ Kelly 12 11.54 10 61 Huelbig, ​ FR 11.89 10 62 Olivia 11 12.39 10 63 Ray, Nina ​ SR 12.51 9 64 Conklin, Hailey ​ FR 14.07 10 -- Brianna ​ SR ​ FS 8 -- Cozzarelli,​ Danielle ​ SR Whippany Park ​ DNF 1 -- JR ​ DQ 8 16 400 Dash ---------------------------------------------------------------------------- % 1:00.99 1/5/2013 Name Year​ School ​ ​ H# ---------------------------------------------------------------------------- 1​ JR 1:03.07 1 2 Haye, JR 1:04.38 2 3 Tatiana JR 1:04.73 1 4 Lazur, JR Hanover Park 1:05.04 1 5​ Emma ​ SO 1:05.16 1 6 Pai, Anjali ​ SO 1:05.18 1 7 Rec, Abby JR 1:05.68 1 8 Julia ​ SO Whippany Park 1:06.39 1 9 Riley JR Hanover Park 1:06.45 1 10 ​ SO 1:06.56 2 11 Loeken, 10 1:06.59 3 12 Neha ​ SR 1:06.63 1
13 ​ SO 1:06.85 2 14 ​ SO 1:06.87 2 15 Tymia JR 1:06.91 3 16​ DiSalvio, Julia ​ SR 1:06.94 2 17 JR 1:07.36 2 18 ​ FR 1:07.77 2 19 Lang,​ Djanelle ​ SR 1:07.84 2 20 Moran, Kayley ​ FR 1:07.90 3 21 Emily JR 1:08.14 3 22 Zuriel ​ SO 1:08.36 3 23 ​ SO Olive 1:08.93 2 24 Miller,​ Shannon ​ SO 1:09.09 3 25 Barry, JR 1:09.47 3 26 Skylar ​ SO 1:10.81 3 27 Kobza, ​ SR 1:14.94 3 28 Cheng,​ Daphne 9 1:14.98 3
14) …………… the potatoes,tomatoes and onions. …………… them into thin pieces. …………... them in the oven. …………… of the oven after 25 minutes. a) peel/chop/fry/put c) chop/slice/roast/take out d) out 15) A:………………………………………………? B:Lamb,potatoes,carrots,onions,parsley,spicies and a) What is the ingredients of Stew? b) What is the recipe of Stew? c) How can I cook Stew? d) Would you like to try Irish Stew? 16) ……………….…,mix the inside of the potatoes with cheese,butter,salt and pepper. ………………….,put the stuffed potatoes back in the oven and cook for fifteen minutes.Bon Apetité! ………………….,clean the potatoes well.Put them in the oven and cook 190©. ………………….,grate the cheese and prepare the other ingredients. a)First/Next/Finally/Later b)Next/Finally/First/Later c)Finally/First/Later/Next d)First/Next/Later/Finally 18) My father………………… chocolate factory two years ago because he ……………chocolate too much. a)bought/liked b)buyed/liking c)buyied/likes d)bought/likes 19) How long do you roast the cihcken? a)It took two b)Two hours ago c)For two d) Two hours a day 17) Mom: Chritiaannn! Help your dad …………… the table.Because your aunt is going to come round ………………….. us. Christian: OK Mom. a) set/ see b)setting/seeing c)to set/see c)set/to see 17) Mom: Chritiaannn! Help your dad …………… the your aunt is to come round ………………….. us. Christian: OK Mom. a) set/ see b)setting/seeing c)to set/see d)set/to see