zilongwang/ReadingBank huggingface dataset:
Nelson. J. H. cosmic pattern, their influence on man and his communications 1974 American federation of astrologers. Nelson J. H, RCA review, April 1951. Nelson JH, J. geocosmic research, summer 1974. Meteorology astrology (Astrometeorology) lewis. james. R, march 2003, astrology book 2003, p453. for ums.com/threads/astro-meteorology. Appendices: (Indian Weather Time Scale) Appendices: (Indian Monsoon Time Scale)
Using the PhET hydrogen atom simulation to test ideas from classical and quantum physics Scientists make observations of the world around them. Based on those observations, they often develop models of the phenomena they observe. In this activity, you will: develop characteristics of a model for the hydrogen atom. test different models, comparing them to your model and your observations. Go to . Click “Run Now”. Make sure the dial is set on “Experiment” and the Light Control set on “White”. The gun is used to shoot light photons (energy bundles). Each circle from the gun represents a photon corresponding to that color (with fuzzy purple representing UV). The box with a question mark represents a hydrogen atom. Predict what will happen to the photons as they pass through the hydrogen atom. Be sure to address what will happen to each different photon color. Give a justification for your prediction. Push the red “O” button on the gun and write down your observations of what happens as the photons pass through the box. Watch for at least two minutes. Be specific, covering everything you observe. List each photon color separately. Do your observations match your prediction from question 2c? What conclusions can you make about the structure of the hydrogen atom? Your conclusion should address as many of your observations as possible. Once you have made your conclusion, you will use them to formulate a model of the hydrogen atom. Based on what you observed, what characteristics must the hydrogen atom have? Justify each component by addressing which of the above observations this characteristic addresses. For example, if no photons passed through the box, then you would infer that the hydrogen atom must have a rigid wall around it. Now move the switch in the upper right corner to “Prediction”. The simulation has gives you six possible models of the hydrogen atom. Fire the gun at each of the models. What observations can you make about the photons or the hydrogen atom? Specific atomic model tested Observations How do these observations support the experimental results in the first part? How do these observations support your model in question 5?
Scoops and transfers chemicals Seals the openings of glass containers Has a wide stable base and sloping slides; used to mix or heat chemicals that could boil over Moves and holds hot test tubes Used for crushing, grinding ,and mixing substances Small glass container used to hold chemicals Accurately measures the volume of liquids in mL “Lobster-claw” end used to hold and move hot beakers Used for stirring Stand that supports other equipment when heating Used to heat substances without an open flame Heats with a hot flame Curved glass piece used to cover glassware or hold small amounts of chemical Supports beaker when heating, and spreads flame for even heating Measures mass to the nearest tenth of a gram Measures temperature to the nearest 0.5 degree Celsius Cleans test tubes Used to protect eyes from splashing chemicals Used to separate solids and liquids (2 pieces of equipment are used together) Used for evaporation/crystallizing salts
Starter Main teaching Including key questions, key teaching points, models and resources Notes Including Support and Extension Consolidation/Plenary Including key questions and homework 2 Solving Quadratics and Proof Lead students through the proof with structure if necessary. Is there a different way to order the cards and still have a convincing argument? Can use a structured sheet where fill in the blanks to make it more accessible. Reflect upon: How could you prove the result using slightly different steps? Summarise 3 learning points from the two most recent lessons. Homework: Routine practise from old resources or Integral section 1 level 1 exercise 3 & 4 working on computers or with graphical calculator Sketching and Turning Points What are the key features of a quadratic? Which questions gave you a lot of information? Did you make the most of the information you were given? Could you have avoided asking any of your questions? in groups of 4 working in two pairs students will need to have access to Geogebra app or Geogebra on a computer Students could challenge each other by giving their own examples of quadratics, including some where the equations are not in completed square form. Students should think carefully about the advantages of the different forms of the equations. Students could use Desmos to check their solutions. Which of these approaches would work best for cubic polynomials? Explain your thinking. Can any of these approaches be generalised for other polynomials? Use a diagram to help with this one Homework: Routine practise from old resources or Integral section 1 level 2 exercise Starter Main teaching Notes Consolidation/Plenary
two young men found themselves in the grass. （364 words） Reading Task 1 (1) ～ (5) (a) PLEASE PUT CREAM ON YOUR FACE AND HANDS. (b) PLEASE LEAVE YOUR GUNS. (c) PLEASE SPLASH SOME PERFUME OVER YOUR HEAD. (d) PLEASE TAKE OFF YOUR HATS, OVERCOATS, AND BOOTS. (e) THERE ARE A LOT OF ORDERS, BUT WE HOPE YOU WILL BE PATIENT. 2 次の質問に答えましょう。 「注文の多いレストラン」では，誰が誰に「注文」していますか。 このレストランは何を料理するレストランですか。 gun 鉄砲 notice 掲示，張り紙 wild cat 山猫 no one 誰も～ない formal 格式のある hat 帽子 overcoat コート boot 長靴 cream クリーム splash ふりかける perfume 香水 smell においがする vinegar 酢 upon 目の前に salt 塩 rub こする horrify ぞっとさせる serve 出す keyhole かぎ穴 oh, dear ひええ gentlemen （男性に対し）みなさん salt 塩をふりかける arrange 並べる，配膳する weep 泣く suddenly 突然 woof （犬の）うなり声 meowing ニャーという鳴き声 darkness 暗やみ vanish 消える themselves 自分たち 【解答例】 1 ( 1 ) e ( 2 ) b ( 4 ) d ( 1 ) a ( 3 ) c 2 (1) レストランが客に注文している。 (2) 人間（客）を料理するレストラン。 【訳例】 注文の多い料理店
「たくさんの注文をして申し訳ありません。これ以上はありません」 「塩を少し取って，全身によくすり込んでください」
I’m afraid of the deep-fried manju, too. Gen-san eats a lot of the manju in a short time. All the men find they were taken in. Aniki: Hey, you’ve already eaten about ten of them. What are you really scared of ? Gen-san: Now I’m scared of ! (393 words) Reading Task 英文の内容に合うように，表の空欄を埋めましょう。 怖いもの 理由 Chota ヘビ 長いから Hachi Kuma 次の質問に日本語で答えましょう。 good 文章の最後の に入る落語のオチにふさわしい言葉を，下から選んで書き入れましょう。 [ nothing you manju green tea snakes ] scary 怖い，恐ろしい bean cake まんじゅう be afraid of~ ~を恐れる scare おびえさせる snake ヘビ eel ウナギ frog カエル wide 大きく spider クモ thread 糸 sewing machine ミシン laugh 笑う bean 豆 round 丸い filled with ～でいっぱいの jam ジャム buckwheat そば huh? ～だね deep-fried 揚げた meat 肉 have a good icdea よい考えを思いつく
）に番号を書きましょう。 ( ) She took off from Canada. ( ) She landed the plane in a field in Ireland. ( ) She continued to fly near the water. ( ) She found that her altimeter didn’t work. ( ) She found that the gas tank was leaking. ( ) She met a terrible storm. Kansas カンザス州 medicine 医学 appeal 引きつける the Wright Brothers ライト兄弟 progress 進歩 year by year 年々 pilot パイロット success 成功 Charles Lindberg チャールズ・リンドバーグ the Atlantic Ocean 大西洋 by himself 一人で take off 離陸する appear 現れる altimeter 高度計 even worse 雲 above ～より上に ice 氷 wing つばさ suddenly 突然 below ～の下に slowly ゆっくり control(s) 操縦装置，操縦かん for hour and hour 何時間も smell 臭いをかぐ gasoline ガソリン gas tank ガソリンタンク leak 漏れる say to herself 自分に言い聞かせる give up あきらめる at last ついに land 陸地 manage to land どうにか着陸させる field in Ireland アイルランドの草原 record 記録 one after another 次々と set off 出発する California カリフォルニア Miami マイアミ Brazil ブラジル Middle East 中東 Indonesia インドネシア New Guinea ニューギニア the Pacific 太平洋（の） radio message 無線連絡 no one 誰も～ない for sure 確実に fail 失敗する failure 失敗 must be ～にちがいない
give our best performance 最高の演奏をする John Lennon sing of～ ～について歌う he has been dead for a long time 彼が亡くなってから長い時間が過ぎた spirit 精神，たましい take over ～ ～を引き継ぐ 【解答例】 (1) ① rock ② singer ③ two ④ the ⑤ world ⑥ in ⑦ English ⑧ who ⑨ decided (2) I think so, too. When I listen to music, I feel happy. Everyone can be happy if they listen to good music. 【訳例】 私の将来の夢 私は将来，ロック歌手になりたいのです。これには２つの理由があります。
(SPG) A check () in column 1 indicates confirmed attendance at the meeting. (Updated 2014-10-10) Role Name, mailing, address, telephone Email address Bureau Member M Lucien KOUAME KONAN Inspecteur Direction de la Protection des Végétaux, du Contrôle et de la Qaualité Ministère de l'Agriculture B.P. V7 Abidjan, COTE D'IVOIRE Phone: (+225) 07 903754 Fax: (+225) 20 212032 Bureau Member Ms Kyu-Ock YIM Senior Researcher Export Management Division Department of Plant Quarantine Animal and Plant Quarantine Agency Ministry of Agriculture, Food and Rural Affairs 178 Anyang-ro Manan-gu Anyang city, Gyunggi-do REPUBLIC OF KOREA Phone: (+82) 31 4207665 Fax: (+82) 31 4207605 Bureau Member Mr Corne VAN ALPHEN Coordinating Policy Officer Phytosanitary Affairs Plant Supply Chain and Food Quality Department Ministry of Economic Affairs P.O. Box 20401 2500 EK - The Hague THE NETHERLANDS Phone: (+31) 618 596867 ON
Mr Sang HAN BAEK Assistant Director Export Management Division Department of Plant Quarantine Animal and Plant Quarantine Agency Ministry of Agriculture, Food and Rural Affairs 178 Anyang-ro Manan-gu Anyang city, Gyunggi-do REPUBLIC OF KOREA Mr Similo George MAVIMBELA Research Officer Agricultural Research and Specialist Services Ministry of Agriculture Swaziland SWAZILAND Phone: 00268 2527 4095 Mobile : 00268 7605 0780 Fax : 00268 2527 4070 Mr Dili Ram SHARMA Program Director, Plant Protection Directorate National Coordinator, National IPM Programme in Nepal Head NPPO Contact Personnel of IPPC NEPAL Ph. No. 00977-1-5521597/5535844 Fax No. 00977-1-5010512/5535845 Mob. No. 9841369615 sharmadilli@yahoo.com Mr Masato FUKUSHIMA Director Plant Quarantine Office Plant Protection Division Food Safety and Consumer Affairs Bureau Ministry of Agriculture, Forestry and Fisheries 1-2-1, Kasumigaseki,Chiyoda-ku, Tokyo JAPAN Phone: (+81) 3 35028111 Mr Masahiro AOKI Section Chief Food Safety and Consumer Policy Division Food Safety and Consumer Affairs Bureau Ministry of Agriculture, Forestry and Fisheries JAPAN Phone: (+81) 3 35028732
Others Region / Role Name, mailing, address, telephone Email address IPPC Secretariat Mr Yukio YOKOI Secretary Yukio.Yokoi@fao.org IPPC Secretariat Mr Craig FEDCHOCK Coordinator IPPC Secretariat Ms Ana Peralta Capacity Development Officer Ana.Peralta@fao.org IPPC Secretariat Mr David Nowell National Reporting Obligations Officer Dave.Nowell@fao.org IPPC Secretariat Mr Brent LARSON Standards Officer Brent.Larson@fao.org IPPC Secretariat Mr Orlando SOSA IRSS Officer Orlando.Sosa@fao.org IPPC Secretariat Mr Eva Moller Note taker Eva.Moller@fao.org
SPG Mr Sam BISHOP Plant Health Specialist Office of the Chief Plant Health Officer Department for Environment, Food and Rural Affairs Sand Hutton, York, YO41 1LZ UNITED KINGDOM Phone: (+44) 1 904462738 Fax: (+44) 1 904455198 SPG Mr Radjendre DEBIE Coordinator Plant Quarantine and Quality Ministry of Agriculture, Animal Husbandry and Fisheries Kankantriestraat no 9, Paramaribo, SURINAME Phone: (+597) 402965 Fax: (+597) 403912 SPG Mr Sergejus FEDOTOVAS Director State Plant Service of Lithuania SPG Mr Weldehawariat Assefa FESSEHA Director G Plant Health Regulatory Directorate of the Ministry of Agriculture Ethiopia ETHIOPIA Phone: (+251) 116462417 Mobile; (+251) 914746348 SPG Ms Mennie J. GERRITSEN-WIELARD Ministry of Economic Affairs DG Agriculture and Nature Bezuidenhoutseweg 73 2594 AC The Hague NETHERLANDS SPG Mr Fitzroy A. GORDON Certification and Compliance Manager Plant Quarantine/ Produce Inspection Branch Ministry of Agriculture and Fisheries 193 Old Hope Road, Kingston 6, JAMAICA Phone: (+1 876) 924 8906 or (+1 876) 924 8754 Fax: (+1 876) 924 8907
IPPC Secretariat Mr Jingyuan XIA Secretary jingyuan.xia@fao.org IPPC Secretariat Mr Craig FEDCHOCK Coordinator IPPC Secretariat Mr Ralf LOPIAN Consultant IPPC Secretariat Ms Ana PERALTA Capacity Development Officer ana.peralta@fao.org IPPC Secretariat Mr David NOWELL National Reporting Obligations Officer dave.nowell@fao.org IPPC Secretariat Mr Brent LARSON Standards Officer brent.larson@fao.org IPPC Secretariat Mr Orlando SOSA IRSS Officer orlando.sosa@fao.org IPPC Secretariat Mr Marko BENOVIC Finance and Planning Associate marko.benovic@fao.org IPPC Secretariat Ms Eva MOLLER Report Writer eva.moller@fao.org
IPPC Secretariat Mr Craig FEDCHOCK Coordinator ; IPPC Secretariat Mr David Nowell National Reporting Obligations Officer Dave.Nowell@fao.org; IPPC Secretariat Mr Brent LARSON Standards Officer Brent.Larson@fao.org; IPPC Secretariat Mr Orlando SOSA IRSS Officer Orlando.Sosa@fao.org; IPPC Secretariat Mr Marko BENOVIC Finance and Planning Associate Marko.Benovic@fao.org
Income included in assessing eligibility Table 1: Assessable income Income included in assessing eligibility Age Pension Fringe Benefits Payments ‘in kind’ (i.e. where goods or services are received in lieu of wages or maintenance payments) Asylum Seekers Allowance Gifts of regular income to assist with general living expenses Rent Assistance Austudy, Abstudy Gross wages, (including overtime, shift allowances, bonuses, site, dirt, height, risk allowances and ‘one off’ payments) ‘Salary Sacrificed’ income Australian Service Pension Incentive Allowance Self employed income – income derived from a business Blind Pension Income generated from funds or assets (includes real estate) Sheltered Workshop Payments Carer’s Payment Income Support Supplement (paid by Veterans’ Affairs) Sickness Allowance Centrelink Working Credits Scheme Income generated from applying Centrelink’s deemed interest on investments and savings (including assets over $10,000 gifted in any one year) Special Benefits Children’s Trust Funds where the household member is a signatory to the fund 100% of income generated from Income Stream Products, such as Annuities, Allocated Annuity Pensions, etc. Status Resolution Support Services payments Community Development Employment Project (CDEP) – only amounts less or more than the basic rate Income received by Ministers of Religion Superannuation payments Compensation payments Lump sum compensation payments (the component for pain and suffering is assessed by applying the Centrelink deemed interest rate) Sustentation Retirement Benefit Clean Energy Supplement Lump sum compensation payments (the component for loss of wages is assessed as regular income) University Grants and Bursaries Dad and Partner Pay Maintenance Payments (includes payments ‘in-kind’) Veterans’ Affairs Pensions Deductions made by Centrelink to pensions or benefits due to overpayments are counted back into the income entitlement and considered as assessable income Mature Age Allowance Veterans’ Affairs War Disability Pension (Defence force income supplement)
Mathematics Essentials 10 Course Outline Unit Timeline Outcomes Book Section Topic Mental Math Throughout the semester B16 B17 B18 B19 B20 Throughout Doubling Strategy and Related Facts Other adding Facts Estimation Percent (1%, 10%, 15%, and 50%) Earning and Purchasing 7 Weeks A1 B1 B2 A2 B3 F1 F2 F3 B4 A3 B5 B6 B7 B8 A4 B9 F4 F5 F6 B10 1.1 1.2–1.6 2.1–2.2 3.1–3.2 2.4–2.7 4.4 and 5.1 4.1–4.2 5.3 Exploring Jobs (requirement and Benefits) ---Choosing a job for now Exploring Careers (requirements and benefits) ----Choosing a career for the future Exploring Budgets Chosen career is revisited throughout career Pay Periods, Methods of Payments, and Calculating Pay Payroll Deductions Income Tax Returns (optional) Purchase Power Unit Prices Selling Price, Discounts, and Taxes Making Change Buying Decisions Cross- Border Shopping Banking 1 Week A5 A6 B11 C1 6.1—6.5 Exploring Banking Transaction Calculating simple interest Examining the affects of different types of interest Measurement 3-4 Weeks D1 D2 D3 D4 D5 C2 C3 A7 A8 A9 A10 8.1—8.8 Create a Working Knowledge of Both the Imperial and Metric System Estimating and Measuring Conversions Working Fraction and Decimals as the Apply to the Measurement Systems Geometry 2Weeks E1 E2 E3 E4 E5 E6 9.1–9.3 and Understand Properties of Polygons Transformation Exploration Patterns and Tessellations Create Designs and Logos Transportation 2-3 Weeks A11 A12 B12 A13 A14 F7 B13 B14 B15 10.1–10.8 Cost of Getting a Drivers License Cost and Responsibility of Operating a Vehicle Cost of Owning or Leasing
Title: Absentee Ballot for Elections Policy #: 4 EXPIRES: When Replaced ISSUED BY: Church Council SIGNED: History 1.0 5/15/07 2.0 6/18/07 3.0 10/28/07 4.0 3/1/05 S. Scope This policy is part of St. Paul Lutheran Church’s organizational policies. This policy applies to all congregation members. Policy Voting for the election of officers and council members shall be by secret ballot. Voting members may vote for the election of officers and council members by absentee ballot Procedure The church office will advertise through News n Notes the timeframe for accepting absentee ballots. Allowing at least 5 weekdays prior to the Congregation Meeting. Voting member shall request an absentee ballot in person from the church office. The ballot must be completed in the presence of a witness. Voting member shall complete the ballot, fold as indicated and place in ballot envelope. Voting member shall record the name of the voter on outside of the ballot envelope. Witness must sign and date the ballot envelope. Absentee ballots must be submitted by the close of the church office on the business day preceding the election.
ITN 16-0001 ATTACHMENT C CITIZENS PROPERTY INSURANCE CORPORATION VENDOR CONFLICT OF INTEREST DISCLOSURE FORM This form is required for all contracts or individual purchases with a total value of $35,000 or more Vendors are responsible for disclosing a current or reasonably foreseeable conflict of interest involving Citizens (a “Necessary Disclosure”). Citizens is required by law and corporate policy to avoid, neutralize, or mitigate significant potential or actual organizational conflicts of interest. Respond to each disclosure statement in the boxes below. In completing the disclosure statements: You should select “Yes” if a Necessary Disclosure exists or if you are uncertain whether a particular circumstance constitutes a Necessary Disclosure and, in either event, explain the circumstances. You should select “No” if you know that a Necessary Disclosure does not exist. You should select “None known and not reasonably ascertainable” if it is unduly burdensome to discover the correct response for reasons such as your workforce is so large that it is unreasonable to ascertain whether any Necessary Disclosures exist, and you in fact do not have knowledge of any Necessary Disclosure. Disclosure Statement 1: Employment by Vendor of a current Citizens employee or Board Member, or Relative of a current Citizens employee or Board Member. Check One: ☐ Yes ☐ No ☐ None known and not reasonably ascertainable. If you answered Yes, please explain: If you answered “None known and not reasonably ascertainable,” please state reason why the answer is not reasonably ascertainable: Disclosure Statement 2: Employment by Vendor of a former Citizens Senior Manager or Board Member, or Relative of a former Citizens Senior Manager or Board Member. Check One: ☐ Yes ☐ No ☐ None known and not reasonably ascertainable. If you answered Yes, please explain: If you answered “None known and not reasonably ascertainable,” please state reason why the answer is not reasonably ascertainable:
St. Lawrence County DRAFT Board Meeting Board of Legislators Monday, April 2, 2012 Board Room 7:00 p.m. Chair Brothers called the meeting to order at 7:00 p.m. ROLL CALL All Legislators were present with the exception of Mr. Paquin. Mr. Burns led everyone in prayer, followed by the Pledge of Allegiance. APPROVAL OF AGENDA –The agenda was revised to include two resolutions to be presented under Suspension of the Rules and to include one replacement resolution. Mr. Peck moved to approve the revised agenda, seconded by Mr. Putney, and carried. APPROVAL OF MINUTES – there were none. COMMUNICATIONS: 1. Three Resolutions were received from the Adirondack Park Local Government Review Board. Resolution #1 in Support of Preservation and Rehabilitation of Adirondack Rail Infrastructure, Resolution #2 Requesting the APA to Simplify and Streamline its Project Review Procedures, and Resolution #3 Requesting a Constitutional Amendment to Allow the Relocation of the Middleton Bridge over the Schroon River. 2. A Resolution urging the Adirondack Park Agency to vigorously appeal the recent Lows Lake Court Decision was received from Hamilton County. 3. A Resolution calling on all Counties to Unite to bring about real and meaningful mandate relief in New York State was received from Essex County Board of Supervisors. 4. A Resolution entitled “Casino Gaming Compact Funds Monies Owed by New York State from 2009 – Backwards” was received from the Town of Brasher. 5. A letter was received from Senator Patty Ritchie to Comptroller DiNapoli in regards to the penalty against St. Lawrence County related to a late retirement payment. CITIZEN PARTICIPATION: Patrick Green asked the Board to talk to the DEC and reconsider the bounty on Coyotes. He passed out a handout and said the 20 megawatts of power should go to towns and this would put people to work, and towns would get back what they lost during the building of the seaway. Laura Perry spoke on behalf of North County Technology Symposium. She extended a word of thanks for the support the County gives to this. The symposium will be May 23 at Clarkson University. It will include over 30 presenters on a number of different projects. We are encouraging local governments to attend and are extending an invitation to the County Employees to attend at no charge. Donald Hassig, Cancer Action NY, said the levels of chemicals that exist in foods we eat are harming people. The Public Health Center for Disease Control and Prevention talk
Information on study programmes Applying institutions are asked to provide detailed information on all study programmes that might be relevant for individual student applications to the programme Name of applying institution Postal Address City Federal State Name of study programme Duration of study programme Number of full-time teaching staff Number of part-time teaching staff Number of enrolled students Specializations / particular priorities of the programme Total credit points of the programme Tuition fees Is the programme accredited? If yes, please specify Percentage of international students Description of the programme structure (e.g. content of each semester) Additional information you would like to provide
8. Find the portion of the Force Factor vs. time graph that corresponds to the first loop (Points B, C, and D). a. Does the sign of the reading change during any portion of the loop? b. Does the direction of the normal force change during the loop? Explain. c. What is the sign of the Force Factor when you are upside-down? d. What is the direction of the normal force at that point? e. Compare your answers for c and d and explain. QUANTITATIVE QUESTIONS For the questions that follow, refer to the photo below that shows the first incline, the first drop and the first loop of Batman The Ride. Point A in the diagram is at the top of the first incline after the train has been pulled to the top. Point B is at the bottom of the first drop as the train enters the first loop. Point C is at the highest point on the first loop. 1.. Analysis of the train while being pulled from the station to the top of the first hill, point A. a. Measure the time for the train to pass any point on the incline. b. Determine the speed of the train as it is lifted to the top of the incline. The train is 12.0 m long. c. The mass of a fully loaded train is about 8,000 kg. How much kinetic energy does the train have at point A? d. If point A is 30m higher than point B, how much gravitational potential energy does the loaded train have at the top of the incline (point A)?
from the monomythic quests of Richard Burton and Henry Layard in the nineteenth century to the more reflexive encounters described by contemporary writers such as Amitav Ghosh. The truth, as Ross’s life and work make clear, is a little more complicated than that. After providing a brief biography of Ross, I describe how her travel writing simultaneously refutes and conforms to the conventions of its romantic, imperial, and masculine heritage. I focus on Ross’s remarkably modern depictions of both herself and her subjects. I then refer to an incident not recorded in Ross’s memoir but reported by the British Times newspaper in which the author encounters two bands of robbers while traveling between Isfahan and Shiraz. The move Ross undergoes from representing the other to being represented herself is just one of the ironies contained in the journey from A Lady Doctor in Bakhtiari Land to the Times’s “Adventures of Miss Ross,” and the trajectory of her story reveals how her own interventions into the imperial romantic genre were, in turn, buried by the continuing survival of the genre itself. Elizabeth Ness Macbean Ross, 1878–1915 Ross was born on Valentine’s Day in 1878, and grew up in a large middle class family in the Scottish Highlands. Her father was a bank manager, and two of her seven siblings were also medics (“Obituary,” 1915). Ross graduated from the prestigious Glasgow Medical School in 1901, a university which, seven years earlier, had become the first in Scotland to confer degrees upon women; Ross received her MB and ChB in the company of only twenty-six other female graduands and only eight other female doctors. Ross and her cohort studied not alongside their male contemporaries, but in the purpose-built medical facilities in Queen Margaret College, home to Glasgow’s first women students (University of Glasgow 2013). She struggled with her final exams, having to re-take a
Lego based Therapy groups and highlight the benefits for children and young people with autism. Refreshments: Drinks on arrival. The course will be delivered by a specialist practitioner Suitable for All school staff who come in contact with children and young people with autism KS2- 4. Date/s, times & venue 22.02.18 - 9.30am – 11.00am Margaret McMillan Tower Cost £50 Teaching Support Service - Integrated Specialist Teaching Training Autism Spectrum Team Title Assessment and delivery of well-being and engagement with learning (KS2-4) School based training Description of training You will gain a practical approach to assessing children and young people’s skills to foster well-being, positive mental health and engagement.
$PROJECT_NAME$ $PROJECT_LOCATION$ Xcel Energy’s Energy Design Assistance Program $REPORT_TYPE$ $DATE$ Prepared for: $CLIENT_NAME$ $CLIENT_BUSINESS_NAME$ $CLIENT_ADDRESS$ $CLIENT_PHONE$ $CLIENT_EMAIL$ Prepared by: Xcel Energy 1800 Larimer St. Ste. 1500 Denver, CO 80202 Energy Consultant: $CONSULTANT_NAME$ $CONSULTANT_BUSINESS_NAME$ $CONSULTANT_ADDRESS$ $CONSULTANT_PHONE$ $CONSULTANT_EMAIL$
Table 33 LEED Summary ID Alternative Energy Cost ($) LEED Energy Cost Savings ($)1 LEED Energy Cost Savings (%)1 LEED Points2 $S_LB_ID$ $S_LB_NAME$ $$S_LB_COST$ $$S_LB_SVG$ $S_LB_SVGP$ $S_LB_LP$ Savings relative to LEED Baseline Based on LEED Version $LEED_VERSION$
Results by Individual Measure Table 41 Results by Individual Measure - Annual Savings vs. Proposed Baseline ID Measure Energy Cost ($) Energy Cost Savings ($)1 Total % Energy Cost Savings (%)2 Incremental Capital Cost ($)3 Simple Payback (years)4 $M_ID$ $M_NAME$ $$M_COST$ $$M_SVG$ $M_SVGP$ $$M_ICC$ $M_SP$
Modeling Results Summary B.1 Master Results Table – Design Alternatives and Individual Measures ID Measure Energy Cost ($) Electricity Cost ($) Gas Cost ($) District Heating Cost ($) District Cooling Cost ($) Other Energy Cost ($) Proposed Baseline Energy Cost Savings ($)1 EDA Baseline Energy Cost Savings ($)2 LEED Baseline Energy Cost Savings ($)3 LEED Peak (kW) Electric (kWh) Natural Gas (Dth) Peak Savings (kW)5 Electric Savings (kWh)5 Natural Gas Savings (Dth)5 EUI Capital Cost ($)6 Simple $MR_EC$ Proposed Baseline Energy Cost Savings = Energy CostProposed Baseline – Energy CostMeasure EDA Energy Cost Savings = Energy CostEDA Baseline – Energy CostMeasure LEED Energy Cost Savings = Energy CostLEED Baseline – Energy CostMeasure Based on LEED Version XYZ Energy, Demand, and EUI Savings relative to EDA Baseline Incremental Capital Cost = Capital CostMeasure – Capital CostProposed Baseline Simple Payback = (Capital CostMeasure – Capital CostProposed Baseline)/(Energy CostProposed Baseline – Energy CostMeasure)
An outcome of ‘emerging’ may mask a wide range of levels of learning and development. The detail behind this outcome is built up over a period of time through observation, interaction with the child and ongoing assessment. There are many sources of information about how children learn and develop, how this may be demonstrated, and how further learning and development might be supported. You don’t need to use any specific source of information in this context. Specialist professional guidance is available for many specific special educational needs and disabilities. Children with SEND may have records from professionals within and outside of the setting. These records should inform assessment and transition processes. Wherever possible other professionals working with the child should be invited to contribute to transition conversations. Settings should consider providing information in addition to the child’s EYFS profile, to support the child’s successful transition and ensure a smooth learning journey. You should think about what information could be useful for the child’s new year 1 teacher before the summer term. This will allow processes to be built on a shared understanding and planned and implemented in good time. Decisions about what guidance might be used and what information might be shared should be made at a setting level. They should reflect local needs and circumstances. 7. ‘Parent’ – a definition The term ‘parent’ is used here as defined in section 576 of the Education Act 1996 as: parents of a child any person who is not a parent of a child but who has parental responsibility for the child any person who has care of the child
17/116 Clerk/RFO Report – Update, Approval & Agreement Clerk Annual Parish Meeting Replies are being received to the invitation indicating attendance or not. Those unable to attend due to prior commitment have supplied a yearly report. AU1 – Stile and Proposed Works Rights of Way have sent details relating to an 1886 map that has been overlaid onto the current Definitive Map relating to an extinct footpath that, in their opinion, clearly shows the footpath AU1 is not the location for Kings Stile. Therefore, a plaque will not be installed as requested. Rights of Way will be contacted regarding agreement to the original proposal incorporating a 2 barrier system. Group Training – Planning Date and time agreed by all Councillors - 11th May at 7.30 p.m. Cemetery – Benches and Raised Bed A raised bed has been installed and residents have complimented the Parish Council on its appearance and reasons behind installation. All relevant procedures were followed. Benches – letters have been issued to bereaved families relating to gifting. Grant Applications 2 Grant Applications relating to possible Highways work had been sent to all Councillors prior to the meeting for comments before they are submitted to District. Cllr. Youel asked Councillors to let the Clerk know by Friday, 7th April if they had any comments to make. War Shrine – Repairs Parkland Fencing completed the repairs – invoice received. (Commercial insurance claim for impact damage taken into account relating to payment). Election Purdah Guidance 2017/County Council Elections Northampton County Council will be holding elections on 4th May. The period between notice of elections and the election itself is a sensitive time – this year 24th March – 4th May when rules on Council publicity apply. 17/049
mail a “notice package” which will include a proxy form or voting instruction form together with this Notice of Annual Meeting of Shareholders. Shareholders should follow the instructions for completion and delivery contained in the voting instruction form. Shareholders are reminded to review the Management Information Circular before voting. DATED at Toronto, Ontario this 31st day of March, 2015. By Order of the Directors “Ellis Jacob” President and Chief Executive Officer Note: If you are a Shareholder and you are not able to be present at the Meeting, please exercise your right to vote by signing and returning the enclosed form of proxy to CST Trust Company so as to arrive not less than 48 hours before the time set for the holding of the Meeting or any reconvened meeting after an adjournment or postponement thereof (excluding Saturdays, Sundays and holidays). The enclosed form of proxy may be returned by facsimile to (416) 368-2502 or toll-free at (866) 781-3111, or by mail: (a) in the enclosed envelope; or (b) in an envelope addressed to Cineplex Inc., c/o Proxy Department, CST Trust Company, P.O. Box 721, Agincourt, Ontario, M1S 0A1. The Directors of the Corporation have fixed the record date for the Meeting as March 31, 2015 (the “Record Date”). Only Shareholders of record at the close of business on the Record Date will be entitled to notice of the Meeting.
day and time. It was not a “now or never” thing before break. Important Dates & Reminders: 04/02 – School Resumes 04/06 – Research Regarding Rainforest Animal Due 04/12 – Spelling Bee 04/13 – Community Service Projects Due 04/20 – Father/Daughter Dance **Our P.E. day is Thursday. Please be sure to wear the appropriate shoes on this day.**
Curriculum Committee Reviews and recommends to the College President all new courses, new programs, modifications to existing courses and programs, and graduation requirements. This committee’s charge include these academic and professional matters as identified in Education Code 53200(c): curriculum, including establishing prerequisites and placing courses within disciplines; degree and certificate requirements; and educational program development. GOALS for 2012-2013 Implement course cycle of review (5-Year Review) Continue implementation of COR/program cycle of review Work towards compliance on repeatability issues Review prerequisite/corequisite establishment process Work towards compliance on degrees Work on development for additional 1440 degrees Develop program review processes Develop rubric for GE course qualification, outcomes, and assessment Develop SLO component in CurricUNET Review DE procedures and standard policy Curriculum Committee Members: Co-Chair, Interim EVP: Jane Harmon Co-Chair, Faculty: Mary Rees Curriculum Technician: Glenela Rajpaul (non-voting) Instructional Data Specialist: Alan Courter (non-voting) Instructional Data Specialist: Kim Watters (non-voting) Articulation: Letrisha Mai Library Resources: Mary LaBarge Academic Senate President: Riley Dwyer (ex officio) AFT Representative: Rex Edwards Dean: Lori Bennett Dean: Kim Hoffmans Dean: Julius Sokenu Student Representative: Chris Conway (non-voting) ACCESS/LS: Sile Bassi Animal Science/EATM: Cynthia Stringfield Behavioral Science: Elisa Setmire Business: Janice Feingold Chemistry & Earth Science: Robert Keil Child Development: Cynthia Sheaks-McGowan Communication Studies & Theatre Arts: Neal Stewart Computer Science & Networking: Christine Aguilera Counseling: Denice Avila Digital Media Arts: Vacant English/ESL: Jerry Mansfield Health Science: Linda Loiselle History & Institutions: Lee Ballestero Kinesiology, Athletics & Health Education: Vacant Life Science: Sandy Bryant Mathematics: Kathy Fink Music & Dance: Beth Megill Physics, Astronomy & Engineering: Ron Wallingford Visual & Applied Arts: Lydia Etman World Languages: Grace Bodhaine Guests AGENDA APPROVAL OF MINUTES: March 5, 2013 INFORMATION ITEMS: CORs for September – Professional Development, Nursing, ESL CORs for October – Chemistry, Political Science CORs for November – Art CORs for December – Journalism, Business
Name: School: Date: Group Members: 4.02 Submit the information below for each of your selected resources. Page / Site Name: URL: Type of domain: Who published the page? Who wrote the page? When was the page published? What are the author’s / organization’s qualifications on this subject matter? Is the information current enough? Are sources documented? Are additional resources provided? What is the author’s intention or motivation? Is this resource as credible as ones available in print or through AVL? MLA Citation for this resource: Type in any notes you are taking from this resource in the space below. Be sure to place direct quotes in quotation marks. Page / Site Name: URL: Type of domain: Who published the page? Who wrote the page? When was the page published? What are the author’s / organization’s qualifications on this subject matter? Is the information current enough? Are sources documented? Are additional resources provided? What is the author’s intention or motivation? Is this resource as credible as ones available in print or through AVL? MLA Citation for this resource: Type in any notes you are taking from this resource in the space below. Be sure to place direct quotes in quotation marks.
Name: Date: School: Facilitator: 4.03 Comparison of Congress Directions: Complete the chart using information in lessons 4.02 and 4.03. Submit your completed work to the 4.03 Comparison of Congress Dropbox. Comparison of our Congress Individual characteristics Senate House of Representatives How many members serve? 1. 2. How long do they serve? 3. 4. How is the member size determined? 5. 6. Constitutional qualifications Senate House of Representatives Are members required to live in the state? 7. 8. Minimum age requirements 9. 10. Are members required to be natural born citizens or does it matter? 11. 12. How are the members selected Senate House of Representatives What does the constitution say about their original selection? 13. 14. How are the members selected in our modern time? 15. 16. Discussion: Which chamber of Congress seems to have more power? Explain your answer.
2:30 GEOL M02L Outline Update: GE-A2 (Originator: Roberta Harma) 2:45 GEOL M03 Outline Update: GE-A2 (Originator: Roberta Harma) 3:00 GEOL M03L Outline Update: GE-A2 (Originator: Roberta Harma) 3:15 MM M20 Outline Update: DE (Originator: Tim Samoff) 3:30 MM M30 Outline Update: DE (Originator: Tim Samoff) 3:45 MM M40 Outline Update: DE (Originator: Tim Samoff) PHIL M07 Outline Update: GE-D2 (Originator: Janice Daurio) PHYS M10A Outline Update: GE-A2 (Originator: Ron Wallingford) PHYS M10AL Outline Update: GE-A2 (Originator: Ron Wallingford) PHYS M20A Outline Update: GE-A2 (Originator: Ron Wallingford) PHYS M20AL Outline Update: GE-A2 (Originator: Ron Wallingford) PSY M02
11. 7x2 – 26x – 45 = ( )( ) Show work here: 12. 3a2 + 40a + 100 = ( )( ) Show work here: 13. 4x2 – 35x + 24 = ( )( ) Show work here: 14. 6r2 – 17r + 12 = ( )( ) Show work here: 15. 7m2 + 6m – 1 = ( )( ) Show work here: 16. -8n2 – 2n + 3 = -( )( ) Show work here:
Name of Ruler Years of Rule Religion Relation to previous ruler Type of rule Accomplishments How did reign end? Elizabeth I -1603 Anglican Daughter of Henry VIII queen Strengthened alliances. defeated Spanish Armada Death James VI Charles I Oliver Cromwell Charles II James II Mary and William of Orange
Name: Date: Facilitator: School: 4.06 Theme Part A. Directions: Choose five of the twenty thematic words below. For each word, create a thematic statement. Example: “All-encompassing ambition can lead to dire consequences.” Appearances Power Guilt Fate Responsibility Ambition Reality and illusion Disillusionment Self-awareness Respect Justice Family loyalty Love Supernatural Royalty Historical Accuracy Responsibility Guilt Fate Sanity 1. 2. 3. 4. 5.
Garnishments on Work Study Payments As mandated in 20 USC 1095a (Higher Education Act), work-study payments are not subject to garnishment or attachment in order to satisfy a debt owed by the student awarded such assistance other than a debt owed to the Secretary of Education. Garnishment Fee A fee may be associated with the collection of certain third party payments. The amount and the number of times to be withheld may vary, depending on the type of deduction. Refer to the “Fee for Garnishments, Support Orders and Tax Liens Deduction” section within this topic. Deduction Processing Features CIPPS allows you the flexibility to set up the garnishment deduction to: Take a percentage of net pay or Take a flat amount and ensure that the dollar amount does not exceed a specified percentage of disposable earnings. Decrease the goal amount by each deduction to show balance due Enter a dollar amount in the goal field to stop the deduction Enter a date in the Deduction End Date field to stop the deduction; and Ensure the employee retains the “guaranteed minimum net” Link multiple garnishment deductions and ensure the maximum percentage is not exceeded over multiple garnishments. Remittances The CIPPS deduction number determines the remittance method, as described below: Department of Social Services (DSS)/EDI Deduction 001 Deduction 001 provides a means to expedite the remittance of child support payments to the Virginia Department of Social Services. The deduction allows the remittance to occur through Electronic Data Exchange. H0901 is not established for Deduction 001. Third Party Checks Deductions 002 - 008 Deductions 002 through 008 generate a third party check payable to the recipient on H0901. The checks are returned to the agency along with other payroll checks and reports. H0901 must be established for deductions 002-008 in order for the deduction to be accepted on H0ZDC. Before You Begin
Example B: Establishing a One-Time Garnishment Fee To ensure that the garnishment fee is only taken one time for a garnishment or tax lien: Establish the garnishment (deduction 003, 004, or 005) on H0ZDC as shown in Example B or C (whichever applies) of “Garnishment Processing Examples” section. Establish the garnishment fee (deduction 019) on H0ZDC. Because this fee is deducted one time, enter a goal amount. In the Utility Field, enter a “1” in position 18 to decrement the goal amount entered. Note: It is optional to decrement the goal, but establishing the deduction this way ensures that the garnishment fee will only be deducted once. Note: Do not enter the percentage in positions 7-10 of the utility as the fee related to collection of garnishments or tax liens is NOT to be taken into account in determining the maximum withholding amount. If the employee’s disposable earnings are not sufficient to cover the garnishment fee related to a garnishment or tax lien, the fee should be collected as soon as the funds become available. If you establish your deductions as shown, CIPPS will recycle the garnishment fee so that it is taken from a future payment. Continued on next page , Continued
Whereas, Laurens forced 23 turnovers in the final game and outrebounded Patrick Henry, 4328, without any distinct advantage in height, a significant feat after their 2017 loss in the state finals where a paucity of rebounding had cost Laurens the title; and Whereas, the Lady Crusaders had a concerted team effort led by Taylor Campbell with 16 points while Ruthie Moore followed with 15, Blair Quarles with 8, Jennifer Wu with 7, and Reagan Williamson added 2; and Whereas, in a sport that requires strength, agility, and, accuracy, Head Coach Jason Marlett and his skilled coaching staff capitalized on their own athletic ability and training to produce a championshipcaliber team and teach these athletes lessons that will prove invaluable through life both on and off the court; and Whereas, the members of the South Carolina House of Representatives appreciate the pride and recognition that the Laurens Academy basketball players have brought to their school and their community and look to hear of their continued accomplishments in the days to come. Now, therefore, Be it resolved by the House of Representatives: That the members of the South Carolina House of Representatives, by this resolution, recognize and honor the Laurens Academy girls varsity basketball team, coaches, and school officials for an extraordinary season and congratulate them for winning the 2018 South Carolina Independent School Association Class 1A State Championship title. Be it further resolved that a copy of this resolution be presented to Headmaster Todd Kirk and Coach Jason Marlett. XX
South Carolina General Assembly 121st Session, 2015-2016 H. 5049 STATUS INFORMATION House Resolution Sponsors: Reps. Yow, Lucas and Henegan Document Path: l:\council\bills\gm\24638ab16.docx Introduced in the House on March 8, 2016 Adopted by the House on March 8, 2016 Summary: Chesterfield High School HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 3/8/2016 House Introduced and adopted () View the latest at the website VERSIONS OF THIS BILL
provided in the USAID Environmental Guidelines for Small-scale activities in Africa Construction chapter and when appropriate Water supply and Sanitation chapter found at www.usaidgems.org. Take measures to prevent groundwater or surface water contamination. If needed, ensure that wells are constructed away from latrines and that the areas around the wells are sanitary. Implementing partners must work with the responsible party to develop a practical environmental management protocol and maximize the probability that it will continue to be implemented after project hand‐off Designs must provide for drainage, sanitation, and fresh water as appropriate. 2.1 Site latrines and other sanitation facilities at least 30 m from a drinking water source and any surface water body, and outside of floodplains Document determination of appropriate siting based on field investigations in the ERF or engineering design documents During planning and design ACCORD Engineer or PO
Construction Review Services 360-236-2944 http://www.doh.wa.gov/crs Application Checklist and Instructions Please indicate if you have previously submitted an application for the scope of work defined by the project. Examples include: technical assistance projects that have become real projects or projects where the scope has significantly changed. Section #1: Demographic Information: Owner/Operator Information Legal Owner/Operator Name: Enter the owner’s name as it appears on the UBI/ Master Business License. Mailing Address: Enter the legal owner/operator’s complete mailing address. Uniform Business Identifier Number (UBI #): Enter your Washington State UBI #. All Washington State businesses must have UBI #’s. City, county, and state government departments also have UBI #’s. Phone: Enter the owner/operator’s phone. Email and Web Address: Enter the owner/operator’s email and Web address, if applicable. Facility Information Facility Name: Enter the facility’s name as advertised on signs or website. The facility name should match the name given to the Department in previous applications, and should be the same as indicated on the facility license (if currently licensed). Site Address: Enter the facility’s physical street location of the location where the construction or renovation will occur including city, state, zip and county. Be sure to include a suite number, if you have one. Phone: Enter the facility’s phone number.