zilongwang/ReadingBank huggingface dataset:
WHAT IS THE TIME?(WORKSHEET) A)Saatlerin içine yelkovan ve akrebi yerleştir ve İngilizce cümle şeklinde saati yaz 1) 06:00 ______________________ 2) 07:15 _______________________ 3) 08:30 _______________________ 4) 09:45 _______________________ 5) 10:05 ______________________ 6) 11:20 ______________________ 7) 12:40 _____________________ 8) 14:55 _______________________ 9) 15:10 ______________________ 10) 16:50 _____________________ B)AŞAĞIDAKİ SAATLERİ 12 LİK SAAT SİSTEMİNE ÇEVİRİN VE YANLARINA a.m (öğleden önce)ya da p.m(öğleden sonra) YAZIN.(örnekteki gibi) 13:00 01:00 p.m 14:30 09:15 10:50 15:45 19:00 21:55 18:05 06:00 20:20 22:18
Wynnum Baptist Church is seeking two pastors as follows: Full-time Families Pastor to disciple and equip families in the church to reach out into our community. Part-time Seniors Pastor to minister to and support the seniors in our church. Wynnum Baptist Church is a dynamic and growing congregation on the south side of Brisbane whose mission is Showing the Way. The Families Pastor and Seniors Pastor will work alongside the Senior Pastor, Youth Pastor, and other church staff to support the work of the church as we live, share, and know the Way. We are seeking people who are (or are eligible to be) registered with Queensland Baptists. For a full position description and application information, visit .
PO22 Development provides long term infrastructure for the parks network to meet the recreational needs of residents and workers. AO22 Development protects land for the provision of a park in the general location specified in Figure c and in accordance with the Long term infrastructure plans. 7.2.23.6.3.B—Maximum building height Development Maximum building height (number of ) Maximum (m) Minimum floor to floor heights Maximum podium height If in the Wynnum central precinct (Wynnum—Manly neighbourhood plan/NPP-003) Development of a site in the Wynnum CBD northern frame sub-precinct neighbourhood plan/NPP-003a) 8 25 Residential – 2.9m Not specified Development of a site in the Parkside residential sub-precinct (Wynnum—Manly neighbourhood plan/NPP-003b) 8 25 Residential – 2.9m Not specified Development of a site in the Western residential sub-precinct (Wynnum—Manly neighbourhood plan/NPP-003c) 5 16 Residential – 2.9m Ground storey – 4.3m 2nd of podium – 3.5m Not specified Development of a site in the Wynnum central business district sub-precinct (Wynnum—Manly neighbourhood plan/NPP-003d) 8 28 Residential – 2.9m Ground storey – 4.3m 2nd of podium – 3.5m 2 Development of a site in the Bay Terrace sub-precinct (Wynnum—Manly neighbourhood plan/NPP-003e) 5 18 Residential – 2.9m Ground storey – 4.3m 2nd of podium – 3.5m 2 Development of a site in the Wynnum central business district southern frame (Wynnum—Manly neighbourhood plan/NPP-003f) 5 16 Residential – 2.9m Not specified
Colour: CCS ‘Voodoo’ Driveways Broom finished: Standard Portland Grey concrete Turf strip adjacent kerb – minimum width As per Table 5.3.23.2.3.1B Street Trees Street trees: All trees minimum of 750mm from nominal face of kerb. Distance between trees and edges of pavement varies depending on turf width in accordance with Table 5.3.23.2.3.1B. Mix of tree species laid out in an informal manner with clusters of Medium and small crown trees to be planted at minimum 2m spacing, if within garden beds, or minimum 6m spacing outside of garden beds; Large crown feature trees to be planted at minimum 10m centres. Layout: Street trees are a mix of species, in a single row at the rear of kerb. Trees to be planted as singles and in pairs or clusters. planted in: Mulched tree planting area in turf. Tree planting beds – minimum widths: 1.2m where turf width permits; to turf width where less than 1.2m. Furniture None. Table 5.3.23.2.3.1B—Streetscape width exceptions Verge widths (from nominal face of kerb) Pavement width Turf strip adjacent kerb – minimum width Turf at rear of verge Street Distance between tree and edge of pavement Less than 2.1m Full width No turf None No N/A 2.1m – 2.49m 1.2m – 1.14m None No N/A 2.50m – 3.14m 1.2m 1.15m – 1.79m None Yes 550mm – 1.19m 3.15m – 3.74m 1.8m 1.2m – 1.69m None Yes 600mm – 1.09m 3.75m 1.8m 1.3m 0.5m Yes 600mm Note—Dimensions are indicative only. Footway layout will be assessed on a site by site basis at the discretion of Council’s Development Assessment Officer.
Low density residential zone If a reconfigured lot is less than The planning scheme including: neighbourhood plan code Subdivision code Low density residential zone code Prescribed secondary code Table 5.9.72.C—Wynnum—Manly neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change neighbourhood plan code Table 5.9.72.D—Wynnum—Manly neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Wynnum—Manly neighbourhood plan code
Table 5.9.73.A—Wynnum West neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change Wynnum West neighbourhood plan code Table 5.9.73.B—Wynnum West neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Wynnum West neighbourhood plan code 5.9.73.C—Wynnum West neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Wynnum West neighbourhood plan code Table 5.9.73.D—Wynnum West neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Wynnum West neighbourhood plan code
HONORS AND AWARDS 2017 Keynote Address, Copernicus Festival 2017: Emotions, Krakow 2012 Plenary Speaker, Human Behavior and Evolution Society Annual Conference, Albuquerque 2009 Visiting Distinguished SAGE Fellow, SAGE Center for the Study of Mind, UCSB (Distinguished Lecture Series of 4 lectures) 2006 Keynote Address, NEMCIS Conference on Infant Studies, Amherst 2005 - Fellow, Association for Psychological Science 2002 Invited Address, International Conference on Infant Studies, Toronto 2001 Troland Research Award, National Academy of Sciences Award given “to recognize unusual achievement” by researchers 40 years of age or younger. Given in recognition of “pioneering research on the foundations of quantitative and mathematical thinking in infants and young children.” 2000 Distinguished Scientific Award for Early Career Contribution to Psychology (area of Developmental Psychology), American Psychological Association 2000 Center for Advanced Study in the Behavioral Sciences Senior Research Fellowship Award, Stanford University (postponed) 1997-98 James McKeen Cattell Foundation Sabbatical Award 1994 University of Arizona Social and Behavioral Sciences Research Institute (SBSRI) Professorship (competitive award of teaching release) 1993 University of Arizona Award for Best Journal Article of 1992 1992 University of Arizona SBSRI Grant Proposal Competition, competitive award of summer salary 1991 Harris Visiting Professor, Harris Center for Developmental Studies, University of Chicago 1987-90 National Science Foundation Graduate Fellowship 1984-85 James McGill Scholarship (undergraduate) GRANTS 2015-18 Sir John Templeton Foundation “Developmental Insights into the Psychology of Us and Them” Role: Principle Investigator $1,453,000 (co-investigators: Yarrow Dunham and Laurie Santos)
Section 9-2-1017 and subsection (b)(xii) of this section seem to indicate that the insurance was to be bought not for the state or municipality but for the individual police officers, perhaps as a fringe benefit to encourage the acquisition of persons willing to become law enforcement officers. Town of Jackson v. Shaw, 569 P.2d 1246, 1977 Wyo. LEXIS 288 (Wyo. 1977). Prospective low bidder must substantially comply with statutory requirements. -- The fact that the low bidder could establish itself as qualified to do the work on a state project in the judgment of the court on the basis of post-award court proceedings was immaterial, given its lack of response or noncompliance with the prescribed requirements of the proposal forms. Bids for public contracts must substantially comply with the requirements of the specifications for bidding and the directions to prospective bidders. The determination as to whether these requirements are satisfied and the awarding of a contract are acts of discretion which will be enjoined only if done illegally, arbitrarily, capriciously or unreasonably. State v. Weisz & Sons, 713 P.2d 176, 1986 Wyo. LEXIS 458 (Wyo. 1986). Law reviews. -- For article, "Governmental Immunity from Damage Actions in Wyoming -- Part II," see 7 Land & Water L. Rev. 617 (1972). Am. Jur. 2d, ALR and C.J.S. references. -- Standing of disappointed bidder on public contract to seek damages under 42 USC § 1983 for public authorities' alleged violation of bidding procedures, 86 ALR Fed 904.
game is that Tom doesn’t like? (Tom hangi oyunu sevmez?) A)hide and seek B) chess C) football D)marbles 22.What can he do? (O, ne yapabilir?) A) He can play violin and do puzzle. B) He can play the piano and do puzzle. C)He can play the guitar and do crossword. D)He can play the guitar and do puzzle. 23.Which sentence is False (F) about Tom? (hangi cümle yanlıştır?) A) He doesn’t like playing football. B) He likes playing basketball. C)He can play backgommon. D)He can play the guitar. 24.(24.ve 25.soruları tabloya göre yapınız.) Name Matthew Age 16 Country The USA Nationality American Language English and German Favourite Lesson and Science Which sentence is false? (F) A) He is sixteen years old. B) He is American. C) He is from England. D) He speaks English and German. 25.Which sentence is true (T)? Hangi cümle doğrudur?) A)He is six years old. B) He is from Germany. C)He is Italian. D) He likes Maths and Science. SEVDA SERİN ENGLISH TEACHER *Her doğru cevap 4 puandır.Sınav süresi 40 dakikadır. A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D
3.6 Planning Studies 3.6.1 Introduction Planning studies were undertaken by Council to enable development of an Environmental Study, Local Environmental Plan, Development Control Plan and this Contributions Plan. 3.6.2 Area of Scheme studies are specific to the Mardi Urban Release Area. 3.6.3 Scheme Details The studies include: Traffic (Pak-Poy and Kneebone, 1990); Roadworks Design and Costing (Wyong Shire Council, 1991); Urban Capability Survey (Soil Conservation Service of New South Wales, 1991); Aesthetics (Land Systems EBC Pty Ltd, 1991); and Valuation (Robertson and Robertson, 1993). 3.6.4 Appointment of Costs The studies relate to the full development of Urban Release Area and as all development within the Area will contribute on a proportional basis. 3.6.5 Program of All studies have been completed. 3.6.6 Contribution Rate The contribution rate will be calculated by dividing the total estimated costs as shown in Table P1 by the estimated net developable area (NDA). Contribution Rate = $37,000 ÷ 52.86ha NDA = $700 per ha NDA (June 1992) = $771 (indexed June 2002)
2015-2016 EDUCATION YEAR SECONDARY SCHOOL 6th GRADE 1st TERM 4th ÜNİT EXAMINATION Name-Surname: Number: Exam Score: ...................... Aşağıdaki haritada verilen şehir isimlerini uygun cümledeki boşluklara yazınız.(7*3=21) B. Match the words with the pictures below.(6*5=30) SCARED – SLEEPY – TIRED – ANGRY – ENERGITIC – BORED – ANXIOUS – MOODY – RELAXED – HAPPY – SAD – EXCITED
WHO WHAT WHEN WHERE WHY HOW Explain the name ‘Wyrie Swamp’ comes from. Describe what was discovered in Wyrie Swamp. Explain how it managed to survive so long. Explain why, in your opinion, this discovery is so important. In Pairs or Threes, you must create an accurately scaled timeline which can encompass the following dates: Australian Aboriginals arrive in Australia from Africa (via Asia) Before 50,000 c.BCE
Effective Project Management Wysocki – Management, PSO (Project Support Office) Management *Project Support Office (PSO) – Form, Function, Value, Management *Continuous Process Improvement Model (CPIM)–Process Improvement & Maturity Models Project Support Office (PSO) Project & Programs Continuous Process Improvement Model (CPIM) Wysocki, Chapters 15 Project Support Office (PSO) 1. Definition – What is it? 2. Justification – Why do we need it? 3. Operation – How do we use it? Project Support Office (PSO): Definition – What is it? Definition: A Project Support Office (PSO) is an organizational unit that provides services to support the project management of project portfolios. “The PSO is a business unit.” Organizational Unit Portfolio of Services Portfolio of Projects -Temporary (e.g., Program) -Permanent (e.g., Enterprise) -Project Support. -Consulting and Mentoring. -Methods and Standards. -Software -Goals and Purposes -Organizational Unit -Budget
Effective Project Management Wysocki – Introduction, Chapters 1-8 Fundamentals (PMBoK) Effective PM (Wysocki) Fundamentals (PMBoK) >Process Groups >Knowledge Areas >ITTO (Inputs, Techniques, Outputs) 1. Introduction 2. PMBoK-1: Integration-Scope-HR-Communication-Stakeholder 3. Time-Cost-Quality-Risk-Procurement Effective PM (Wysocki) >Project Management Life Models (PMLC Models) >Management and the Project Support Office >Strategies incorporating Project, Program, Portfolio, and Enterprise Management 4. Models. [Part III, Chapters 9-12] – [Traditional, Agile, Extreme] 5. Management. [Part IV, Chapters 13-16] – [Project Support Office & PSO] 6. Strategies. [Part V, Chapters 17-18] – [Portfolio Management & EPPM] Wysocki – Models Project Management Life Cycle Models (PMLC Models) . Wysocki – Management *Project Support Office (PSO) – Form, Function, Value, Management *Continuous Process Improvement Model (CPIM)–Process Improvement & Maturity Models
Familiarity with Campus Cruiser La University (Philadelphia, PA) 2011 - 2016 Adjunct Professor 2014 - 2016 Instructor 2013 - 2014 Adjunct Professor 2011 - 2013 Courses: Preparation for Practice, Global Issues in Social Work, Human Behavior in the Social Environment I & II, Social Welfare Policy, Research Methods, Generalist Social Work Practice I & III, Field Practicum Seminar I & II Course delivery experience in 15 week format, 6 week summer format, 5 session accelerated format and hybrid models Experience with traditional and non-traditional undergraduate students Familiarity with Blackboard and Canvas Community College of Philadelphia (Philadelphia, PA) 2012 - 2013 Adjunct Professor Course: Introduction to Sociology SCHOLARLY ACTIVITIES “Transitional Justice in the US and Abroad: Group Processes and Travel Uncertainty,” Oral Presentation, International Consortium for Social Development, July 2017 “Comparing the Attitudes of Africans Pre- and Post-Transitional Justice with Those of White Americans and Black Americans,” Oral Presentation, International Consortium for Social Development, July 2017 “Confidence in Public Institutions: A Comparison Study of Attitudes in South Africa and the United States by Race 1982-2006,” Oral Presentation, 6th Annual National Association for Community and Restorative Justice Conference, June 2017 “Transitional Justice in the US and Abroad: Group Processes in Travel Study,” Oral Presentation, International Association for Social Work with Groups Symposium, June 2017 “Transitional Justice in the US and Abroad: A Collaborative Travel Study,” Oral Presentation, Council on Social Work Education Annual Program Meeting, November 2016 “Transitional Justice: A Framework for Addressing Communities in Crisis,” Oral Presentation, Society for the Study of Social Problems Annual Meeting, August 2016 “Enhancing Community Engagement with Research Advisory Groups,” Oral Presentation, Widener University Graduate Student Research Symposium, April 2016 “ISM and IST: Confronting the Demons You Never Knew You Had,” Workshop Presentation, The Association of Baccalaureate Program Directors Annual Conference, March 2015 “Attitudinal Awareness: Does the ISM and IST Activity Work?,” Paper Presenation, The Association of Baccalaureate Program Directors Annual Conference, March 2015
[71] In the result, I make the following order: 1. The application is dismissed. 2. There shall be no order of costs against both the applicant in his capacity as an heir and the third respondent, 3. As for the applicant in his capacity as an executor and the first and second respondents, each party shall bear their own costs. 4.The Registrar of this court is directed to forward a copy of this judgment to the Minister of Lands in view of the finding in this judgment that the parties to the association agreement of Laconia CC which owns an agricultural commercial land, namely Farm Laconia No 141 situated in Otjiwarongo district, contravened the provisions Section 58 of the Agricultural (Commercial) Land Reform Act, 1995 (Act No 6 of 1995 and for the Minister to take action which the law might requires him to take in the event of the contravention of the provisions of the Land Reform Act such as in this instant matter. --------------------------------- H Angula Deputy Judge President APPEARANCES APPLICANTS: Mr Barnard Instructed by Mueller Legal Practitioners 1st, 2nd & 3rd RESPONDENTS: Mr Corbett Instructed by Shilengudwa Inc.
interest. Clause 5.3 of the association agreement provided that upon the death of a member ‘his shares shall be bequeathed according to the testamentary dispositions made by the deceased member’. Legal representatives of the respondents wrote a letter to the agent of the executor to inform the executor that they exercised their right in the association agreement to purchase the interest of the deceased in Laconia CC. They further indicated that they would object to a liquidation and distribution account transferring the membership interest of the deceased to any person other than the respondents. In this regard, the respondents referred to section 35 of the Close Corporation Act, 26 of 1988 (the Act) in terms whereof their consent would be necessary to transfer the deceased’s interest in the corporation to someone else. As Thomas Wyss (in both his capacities) insisted that he is entitled to the membership of the deceased member’s interest, the matter ended up in the High Court. Thomas Wyss in both his capacities brought an application in that court to declare the requirement contained in s 35 of the Act referred to above unconstitutional, declaring that he personally is entitled ‘to be the full and unfettered owner’ of the deceased’s interest in the corporation and directing that the deceased’s interest be transferred to him and that this position be reflected in the liquidation and distribution account of the estate. The respondents’ stance in opposition to the relief claimed was that they will abide to the order of the court in respect of the question of the constitutionality of s 35 of the Act, but until it was declared to be unconstitutional they would rely on it. They also maintained the prayer to be transferred the ‘full and unfettered ownership’ of the membership was misconceived as the membership does not confer such benefit but only
02 Does your establishment havedocumented Business Continuity arrangements in place? Yes/No If so:- Do these arrangements identify critical activities? Do these arrangements identify contingency arrangements? Are these arrangements reviewed (at least every 12 months) plus following activation and/or implementation? Have these arrangements been tested/exercised in the last 12 months? Yes/No 03 Does your establishment have specific documented Evacuation arrangements in Yes/No If so:- Do these arrangements include on-site evacuation point(s)? Do these arrangements include off-site evacuation point(s)? Do these arrangements include activation where the fire alarm cannot be sounded? Are these arrangements regularly reviewed (at least every 12 months) plus following activation and/or implementations? Are these arrangements regularly tested/exercised (at least 2/3 times per annum)? Yes/No 04 Does your establishment have specific documented Bomb Threat and Suspicious Package procedures in place? Yes/No If so:- Are these arrangements regularly reviewed (at least every 12 months) plus following activation and/or implementations?? Have these arrangements been tested/exercised in the last 12 months? Yes/No 05 Does your establishment have specific documented Invacuation (aka Shelter-in-Situ) arrangements in place and do these incorporate lockdown? Yes/No If so:- Do these arrangements include designated safety zones/lockdown rooms? Do these arrangements include details of the signals for activation (invacuation and lockdown) and all clear? Are arrangements regularly reviewed (at least every 12 months) plus following activation and/or implementations? Are these arrangements regularly tested/exercised (at least 2/3 times per annum)? Yes/No 06 Does your establishment have communication methods in place to support the above plans/arrangement? Yes/No If so:- Are these arrangements regularly reviewed (at least every 12 months) plus following activation and/or implementations? Have these arrangements been tested/exercised in the last 12 months? Yes/No 07 Does your establishment have a Grab Bag(s)to support the activation of the above plans/arrangements? Yes/No If so:- Are the contents regularly checked? And appropriate items charged (e.g. mobile phones)? Are the contents checked following use? Yes/No
Tell the name and location of your settlement. Tell you reason for settlement and explain why you chose to settle in your location. Persuade the audience to move to your settlement. Explain your visual. We will have some time to work on this during class on the writing portion, but your visual is to be completed at home. Use your class time wisely, and have fun creating a new settlement! Settlement Report Rubric Report Visual Presentation Participation 4- Student followed guidelines for report exactly. Student’s report has all components for settlement. Few to no spelling/grammar errors in written report. 4- Visual is neat and outlines the settlement’s culture, location, trading goods, and reason for settlement. 4- In the presentation, student outlines all key components listed in Oral Presentation Guideline. Student makes eye contact with the audience and speaks clearly. 4- Student used class time wisely and followed the directions 3- Student somewhat followed guidelines for report. All three components are there, but not in paragraph form, or paragraph is too short/doesn’t have clear detail. Few grammar/spelling errors 3- Visual has most components necessary. Outlines most of the key details required. 3- Most of the key components are addressed in presentation. Student often has eye contact with the audience. 3- Student sometimes used class time wisely and sometimes followed directions 2- Student report has 1-2 paragraphs and describes with few details the components of the settlement. Grammar/spelling errors. 2- Visual has some necessary components, but is missing pieces. 2- Student sometimes gives eye contact and is sometimes clear in their speaking. Some key components are addressed. 2- Student frequently off task during class time. 1- Student did not follow guidelines. Many grammar/spelling errors. 1- Visual is not neat, minimal effort is shown, does not have all key components. 1- No eye contact given and difficult to understand. Few key components are addressed. 1- Student did not use class time wisely.
PWS NAME AND ID#: _________________________________________________________________ CHANGES IN WATER SOURCES* Add or Remove Surface Water or Ground Water Type of Water Source Name of Water Source Date to be Online, Inactivated, or Abandoned Contact Type Definitions Surface Sources – stream, river, reservoir, lake, pond, etc. Ground Water Sources – well, spring, infiltration gallery, etc. Date to be Online – date the source became or will become active. Date to be Inactivated – the last day this water source will be used for drinking water. Date to be abandoned – date the source will be backfilled with bentonite mud, concrete, dirt, etc. Please briefly describe the method of abandonment:
Recovery is being seen in the area that had been subject to poaching Julia Percy Island SMU Above limit. At the 2018 limit. Non- significant Non- significant Not much diving has occurred here but good catches have been taken on the days fished Lots of small abalone in the shallow waters increasing in size at depth 5.0 5.0 Warrnambool SMU Above limit and just below the 2020 target. Above 2018 limit. Significant positive since 2011/12 Non- significant Significant positive since 2009 Fishing is consistent here with some areas fishing better than last year Good catches being taken and variety of sizes of fish are present Some areas are under fished and some can be patchy 11.6 12.2
WHO DO YOU CALL? LAUSD Athletics Office – 213-241-5847 CIF Section Office - TBD Eligibility Rosters LAUSD Playoff organization meetings CIF Advisory Committees CIF New LAUSD Schools LAUSD Seeding Meetings CIF Charter Schools CIF Event Management Both Fingerprinting LAUSD CIF Sports CIF Fundraising Both Athletic Passes CIF Corporate Sponsors Both Critical Games Risk Mgmt Both Hall of Fame CIF Media Relations Both Coaching Requirements LAUSD IAC Issues CIF School email communication Both All League/All City Selection CIF League Commissioners CIF Assist New AD’s Both Games Wanted Both Officials Assignment CIF Tournament Paperwork Both Forfeits Both Orangebook CIF Athletic Director Meetings Both Posting Schedules Both Playoffs CIF Insurance LAUSD Coaches’ Meetings Both Realignment CIF Playoff ticket sales CIF Calendar Both Records Both Rule Interpretation Both Officials’ Assignment CIF Rule Waivers CIF Incidents at Contests LAUSD Schedule Changes Both Scheduling Both Bus Transportation LAUSD Coaches’ Stipends LAUSD Section Governance CIF MS Intramurals LAUSD Website Mgmt Both Seeding Meetings CIF Fingerprinting LAUSD History and Records Both Sport Awards CIF School Police LAUSD Volunteer Coaches LAUSD Tournament Paperwork Both Critical Games LAUSD
Weekly Bulletin for: October 16 – 21 Monday. October 16 CELDT Re-test Window Open. World History & US History Interim Assessment #1 Classroom Announcements via ELA – 11th grade. East LA College – Intro to Engineering 3:30pm. Location: M111 East LA College – Administrative of Justice. 3:30pm. Location: M105 Reed PD 2c. 3:30pm. Location: T102 After School Programs City Year. 3:15pm. Location: Tutoring/Study Hall. 3:15pm. Location: Resource Room Marching Band. 3:30pm. Location: G205 Weightlifting Club. 3:30pm. Location: Weight Room SRLA. 3:30pm. Location: Meet in of College Center Administrator closes campus: Mr. Simmons Tuesday. October 17 Banked Tuesday -- PD Schedule By Department. 1:45pm. Location: Classrooms Period 1 8:00 – 8:41 Announcement 8:45 – 8:50 Period 2 8:50 – 9:31 BIC 9:31 – 9:38 Break 9:38 – 9:58 Period 3 10:02 – 10:43 Period 4 10:47 – 11:28 Lunch 11:28 – 12:03 Period 5 12:07 – 12:48 Period 6 12:52 – 1:33 Social Studies & ELA Interim Assessment #1 Pull Out. All day. Location: Library Classroom Announcements via ELA – 9th grade. Know your rights workshop (DACA). 8:40am. Location: MPR Private School Application workshop. 1:30pm. Location: College Center After School Programs City Year ELT. 1:33pm. Location: College Reading Club. 3:15pm. Location: College Center Rock Band and Guitar Lessons. 3:30pm. Location: M103 Marching Band. 3:30pm. Location: G205 Weightlifting Club. 3:30pm. Location: Weight Room YMCA: Achiever Program. 3:30pm. Location: T105 Cyber Patriots. 3:30pm. Location: M209 Administrator closes campus: Mr. Bautista
2018-20 Organizing Schools Wrestling: Conference 5A and 6A 5A El Paso ISD Fabens Amarillo ISD Lubbock ISD Grapevine Godley Dallas ISD Frisco ISD Princeton Pflugerville New Waverly La Marque Lampasas Somerset Corpus Christi ISD Sharyland Pioneer 6A El Paso Socorro ISD Weatherford Duncanville Lewisville ISD Richardson ISD ISD Leander ISD Conroe ISD Richmond George Ranch Langham Humble ISD Dickinson Austin ISD Schertz Clemens Donna North La Joya
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__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Teacher Pages Sample Graphic Organizer (Students may add additional evidence.) FOCUSING QUESTION: How does Tucker Mouse help Chester to adjust to his new home? POSSIBLE STATEMENT: Tucker does many things to make Chester feel comfortable in New York City. Evidence What Tucker Mouse does Page Elaboration / explanation How this helps Chester adjust to NYC Used in your piece?
--------------------------------------------------------- Quote bull becomes “ as playful as a kitten” incredible personal power, to tame whole herd of cows, all cowboys would envy this Example lassoes clouds -squeezes rain out tames two tornadoes by singing --------------------------------------------------------- does two astonishing things – changes and weather, something ordinary people can’t do – Rose is very powerful POSSIBLE STATEMENTS: All the hyperbole in the tall tale, “Thunder Rose, “create an extraordinary character OR Thunder Rose becomes a larger-than- life heroine through the use of a technique called hyperbole.
Now, think about this question: “What lesson about imagination does the king learn?” Your teacher will lead a discussion to help you improve and expand your conclusion. When you are ready, add a few sentences to your conclusion that show your thinking about this. With a pencil in your hand, read your piece aloud to a partner. Revise and edit as you read. Name: Date: Title of story: “Wings For the King” Writing Draft
Teacher Pages Sample Graphic Organizer (Students may add additional evidence.) Evidence What the king does and says Page Elaboration / explanation What this shows about how the king feels Check when used Example tells wife – life lacks adventure -------------------------------------------------- Quote “My darling, my life lacks adventure. I want to have more fun. To put it simply, I am bored. I need a change. It even depresses me to look out the window.” 268 bored, unhappy with his life – nothing is fun for him Example sees a bird, wants to fly -------------------------------------------------- “His lovely, feathery wings…I want to fly.” 269 wants to fly like a bird away from his boring life Example gets different inventors to try making him wings, sends them off in failure -------------------------------------------------- “Take this imposer away to the dungeon” 272 is angry that these wings are not working, life is still going to be boring Example tries Isaac Summerville’s books (“wings”), looks at the pictures -------------------------------------------------- Quote 277 Realizes the books are acting like wings, are taking him to new places
Suppliers, vendors (freelance writers, designers, printers, etc.) – arrange “contracts” with vendors (RFPs, quotes, etc.), act as liaison between University clients (including departments, offices and M&C) and suppliers on various projects, etc. General public – indirect contact through development of stories and messages for press releases, website stories and text, etc.; occasionally respond to direct inquiries from the public Prospective students and applicants – through printed materials and social media interaction communicate with prospective students and their families and influencers, including guidance counsellors, etc. Associations – COU, Universities Canada, etc. VIPs – honorary degree recipients, Chancellor Government representatives – work with government reps through Manager Communications, conferences and University events, news releases, etc. Counterparts or contacts at other universities or academic institutions – consult on best practices; work with them on various events and/or announcements (especially local institutions/Fleming College), etc. Representatives from various external organizations – includes community organizations (around events, press releases, etc.) – direct contact with members of the media, back-up to Media Relations & Communications Officer for media calls/inquires, etc. Sensory Skills There is a requirement for some level of precision in motor or sensory skills, with some tolerance allowed. Job duties include keyboarding throughout the day and require dexterity involving speed and accuracy. Attention to visual detail is also required (reviewing/providing direction on designed materials, etc.). Sight is also an important factor in regards to photography. Skills: Skill Type Job Requiring Working at work station throughout the day, responding to telephone calls, large volumes of e-mails Keyboarding – require dexterity involing speed and accuracy Handwriting – required to capture from interviews (in person or on the phone) quickly and accurately Verbal – excellent verbal communication skills; engaged in extensive verbal communication in media and public relations role; pick-up on verbal cues in interviews (in person, on phone or through e-mail); communicate effectively with all audiences Visual – attention to fine detail and overall presentation of professional-looking materials; fit with Trent brand and identity; photography and videography best angles/lighting/set-up for various purposes Effort Physical Effort: Description Job Tasks Required
Department of Human Resources EXEMPT Job Description Job Title: Communications and External Events Officer (Trent University Durham) Job Number: X-343 NOC: 1123 Band: 5 Department: Trent University Durham Supervisor Title: Jointly shared between Manager, Student Affairs Manager, Communications & Community Relations Last Reviewed: May 10, 2017 Job Purpose Jointly reporting to the Manager Student Affairs and the Manager Communications & Community Relations at Trent University Durham-GTA, and working closely with the Marketing & Communications Office, the Communications &External Events Coordinator is responsible for the consistent and creative delivery of communications to internal and external audiences including potential and current students, University stakeholders, alumni, staff, faculty and partners in education, with a focus on managing and maintaining Trent’s reputation. With a view to timely delivery of relevant information through multiple communication channels toward greater student recruitment, retention and supporting the strategic direction and reputation of the University, the Communications and External Events Coordinator manages workflow and project timelines to deliver print and digital material in a timely fashion; seeks new opportunities to story tell, contextualizes and provides voice to the student experience, is responsible for the day-to-day supervision of the Student Creative Team and management of assigned projects to that team. The Communications and External Events Coordinator will also take the lead on all external events that take place at the Durham Campus, managing the planning, facilitation and execution of all “non-Trent” external events that take place on campus. Key Activities Communication Strategy (50%): Prepare written materials directed at both internal and external audiences, consistent with the University's mission, vision and strategic directions, enrollment (recruitment and retention) and objectives set by the Manager of Communications and Community Relations and in consultation with the Head Trent University Durham and Marketing & Communications and Recruitment & Admissions Office. Materials include, but are not limited to: academic program web content and brochures,
Department of Human Resources EXEMPT Job Description Job Title: Clinical Learning Facilitator Job Number: X-344 NOC: 1223 Band: 6 Department: Trent/Fleming School of Nursing Supervisor Title: Dean, Trent/Fleming School of Nursing Last Reviewed: May 10, 2017 Job Purpose The Clinical Learning Facilitator works closely with Program Coordinators, Clinical Course Coordinators, Clinical Instructors, Clinical Learning Centre Coordinator and Demonstrators and Placement Coordinators to promote excellence in clinical teaching at the Trent/Fleming School of Nursing. The facilitator, acting in alignment with the curriculum philosophy, framework and strategic priorities of the School of Nursing, collaborates with clinical course and program coordinators to advance the teaching of clinical instructors and preceptors. Key Activities Indirect Instructional activities (80%) Acts as mentor for clinical instructors and preceptors Provides support to instructors as they engage in teaching/learning activities specific to course outcomes Works with clinical instructors and preceptors at practice sites to interpret program outcomes and student learning objectives Responds to requests for advice from the clinical instructor related to issues of teaching and learning, consulting with the course coordinator as necessary Observes clinical teaching and gives collegial feedback to the instructor Provides formal and informal teaching related to nursing pedagogy to support students in bridging the theory/practice gap. Collaborates with course coordinators to provide instructor orientation to clinical courses Collaborates with clinical course coordinators, clinical instructors, program coordinators and placement coordinators to ensure high quality student learning experience Identifies and advises clinical course coordinators about opportunities for enriched student learning in the clinical setting Works with course coordinators and Clinical Learning Centre to ensure continuity of learning opportunities across and between the CLC and clinical practice sites
Results Sample # Weight of cup (g) Weight of sample + cup (g) Weight of sample (g) 1 2 3 [HCl]= Weight of sample (g) Volume of HCl (mL) Moles of HCl Moles of carbonate of Na2CO3 % Na2CO3 in sample What is the average % sodium carbonate in your unknown sample? What is the standard deviation of your results? Were your results precise? Explain. Student Name________________________________________________
ordinance exist and to audit the results of the required survey (R309.105.12 of the Utah Administrative Code). 3.1.3 Whenever the public water purveyor deems a service connection’s water usage contributes a sufficient hazard to the water supply, and approved backflow prevention assembly shall be installed on the service line of the identified consumer’s water system, at or near the property line or immediately inside the building being served; but, in all cases, before the first branch line leading off the service line. 3.1.4 The type of protective assembly required under subsection 3.1.3, shall depend upon the degree of hazard which exist at the point of cross connection (whether direct or indirect), applicable to local and state requirements or resulting from the required survey. 3.1.5 All presently installed backflow prevention assemblies do not meet the requirements of this section but were approved assemblies for the purposes described herein at the time of installation and which have been properly maintained, shall except for the inspection and maintenance requirements under subsection 3.1.6, be excluded from the requirements of these rules so long as the water purveyor is assured that they will satisfactorily protect the public water system. Whenever the existing is moved from the present location or, requires more than minimum maintenance or, when the water purveyor finds that the operation or of this assembly constitutes a hazard to health, the unit shall be replaced by an approved backflow prevention assembly meeting all local and state requirements. 3.1.6 It shall be the responsibility of the consumer at any premises where backflow prevention assemblies are installed to have certified surveys; inspections, and operational test made at least once per year at the consumer’s expense. In those instances where the Public Water Purveyor deems the hazard to be great, he may require certified surveys/inspections and test at a more frequent interval. It shall be the duty of the purveyor to see that thee test are made according to the standards set forth by the State Department of Environmental Quality, Division of Drinking Water. 3.1.7 All backflow prevention assemblies shall be tested within ten (10) working days of installation.
Question(s): Meeting, date: Study Group: Working Intended type of document (R-C-TD): Cxxx Source: Aetna Title: x.te Recommendation Contact: Abbie Barbir Aetna USA Tel: Fax: Email: abarbir@live.ca Please do not change the structure of this table, just insert the necessary information. This contribution is from the editor to advance x.te to be consented during the March meeting of SG 17. The contribution is based on an input Liaison statement for OASIS in TD 762. Recommendation ITU-T X.te Authentication Step-Up Protocol and Metadata Version 1.0 Summary Electronic Identity Credential Trust Elevation Methods are used to increase assurance in entity identification using authentication events and related entity information for the purpose of risk mitigation when making access control policy decisions. The goals of this Recommendation are: • To propose simple Trust Elevation architectural patterns demonstrating the use of Trust Elevation in modern Access Control architectures. • To describe a common metadata set mechanisms and protocol elements for Trust Elevation information exchanges. • To promote the use of Trust Elevation elements to facilitate standardization among the many technologies and approaches currently in use for credential & authentication risk mitigation
Informal Practice Log (Soften, Soothe, Allow) – Week 5 What was the situation? What was happening inside? (body, mind, emotions) What was the strongest emotion you were feeling? (e.g. anger, sadness, grief, impatience, confusion, fear, shame, longing, despair?) Where in your body were you feeling this the most? (e.g. tightness in chest, queasiness in stomach, ache in heart, headache) How did you “do” Soften-Soothe-Allow? What did you notice while you were doing this? What did you notice you did the process? (body-mind-emotion-action) EXAMPLE My boss harshly reprimanded me in an email. I went through all the things I could say in my defense. My shoulders were tense, my jaw clenched , stomach tight. At first, I was shocked, then felt like I had been kicked in the stomach, I felt vulnerable and angry, but mostly I felt hurt about how unfair he had been. There was a sinking feeling in my stomach, and a tightness because I really thought I had done a good job in the document he wrote to me about. I softened around my stomach, noticed I could relax my shoulders, To this part of me that felt hurt, I offered a silent “of course you feel that way – you wanted praise and you got corrections instead”. It was strange – even though it was me comforting me, I felt understood and less vulnerable. I was able to compose myself and think constructively about how to respond to my boss.
Across 1. Phase of matter with no definite shape or volume. 3. Type of property that requires the material to react with something else. 6. Type of where the temperature increases. 7. Two things physically combined. 9. Type of graph where temperature decreases. 10. An example of this phase is the Sun. 12. Two or more elements chemically combined. 14. Smallest part of a compound. 15. Smallest part of an element. 16. Type of change that does not alter the composition. 17. What is needed for something to change phases? Down 2. Mixture that has to be shaken or stirred because particles settle. 4. Word meaning not evenly can see the different parts. 5. Word meaning the same. 8. Phase with definite volume but no definite shape. 11. Gas to a liquid. 13. Phase with definite shape and volume. Directions: Matter can be identified as an element, a compound, or a mixture. Identify the materials below by placing an “E” in front of an element, a “C” in front of a compound, and an “M” in front of a mixture. Iron Dirt Sodium chloride Silver Fertilizer Milk Uranium Gold Neon Bronze Seven-bean soup Baking soda Bird’s nest Baking powder water Aluminum Stanch Paint Gasoline Sugar Detergent Ink Phosphorus Air Calcium carbonate water Powdered drink mix Calcium Concrete
ÖRMOS GRAMVOÜSA @ 35°35'.9N 23°34'.7E AKTI 35O28'.8N 23°34'.1E A small and mostly shallow harbour tucked into the S corner of Ormos Koutris. The approaches are rock-bound and it is best to reconnoitre first by dinghy. The mole is lit Fl.G.3s3M. CAUTION All along the S coast there are severe gusts off the high mountains with westerly and northerly winds. Care must be taken under these conditions as the squalls can be of exceptional violence. If a yacht is making a longish passage along the coast it is worthwhile standing off about 5 miles, as suggested by the Admiralty Pilot. PALAIOKHORA (Palaeohora) BA 1707 G37 Palaiokhora. The new harbour looking S Patten An anchorage lying near the SW tip of Crete. A prominent headland with a fort on it is easily recognised. Go alongside or stern or bows-to in the new harbour on the E side of the rocky headland. Alternatively anchor on either side of the headland according to the wind direction. Note When entering the harbour do so from the E and keep close to the S mole in the entrance to avoid the underwater rocks off the end of the stubby N mole. Work is in progress on the harbour at an intermittent rate so keep an eye open for any changes to the harbour plan. The quay and anchorage on the S side of Nisis Gramvousa looking SSE Nigel Patten PALAIOKHORA @ 35°13'.3N 23°40'.3E (N. Skhistö light)
This section sets out the social care needs that have been identified for the child/young person in relation to their special educational needs. Social Care Section E Set out a list of the outcomes sought for the child/young person Educational Outcomes Desired educational outcomes Support needed to achieve outcome (e.g. group, class, 1:1) When it will be received and who will review Who will provide this support person / people and agency) Resources needed Health Outcomes Desired health outcomes Support needed to achieve outcome (e.g. group, class, 1:1) When it will be received and who will review Who will provide this support (named person / people and agency) Resources needed
The Action “accesses” is “constrainedBy” zero or more “Access Policies.” Below is an example of such a concept instance – “Teller” business role: { "@context": "http://iamschema.org", "@graph": { "@id": "556430000", "@type": "Business Role", "name": "Teller", "consistsOf": { "tasks": [ { "@id": "51587300", "@type": "Task", "name": "Set up Account", "permforms": { "@id": "54387300", "@type": "Action", "name": "Open", "accesses": { "business resources": [ { "@id": "58687300", "@type": "Business Resource", "name": "Checking Account" } ] }, "constrainedBy": { "access policies": [ { "@id": "58647300", "@type": "Access Policy", "name": "Multi-Factor Authentication Access Policy" }, { "@id": "58647321", "@type": "Access Policy", "name": "Segregation of Duties Check Access Policy" }
HSW Commitment HSW-EL03 Operational Risk Management HSW-PR09 Risk Management HSW-PR07 Health and Safety Consultation Procedure HSW-PR04 Records Management Procedure HSW-PR31-TM01 First Aid Risk Assessment HSW-PR10 Incident Management & Investigation Compliance Code – First Aid in the Workplace Occupational Health and Safety Act 2004 (VIC) Occupational Health and Safety Regulations 2007 (VIC) OHSAS 18001:2007 Occupational Health and Safety Management Revision Rev No. Issue Date Nature of Amendment Page No(s) Author Department 1.0 18 June 2009 New Document HSW Team HSW Team 2.0 Full Revision 9 HSW Team HSW Team