Pentagon Off Ice Building Complex
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PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 and 1991 Bradley C. Klypchak a Dissertation Submitted to the Graduate
PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 AND 1991 Bradley C. Klypchak A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2007 Committee: Dr. Jeffrey A. Brown, Advisor Dr. John Makay Graduate Faculty Representative Dr. Ron E. Shields Dr. Don McQuarie © 2007 Bradley C. Klypchak All Rights Reserved iii ABSTRACT Dr. Jeffrey A. Brown, Advisor Between 1984 and 1991, heavy metal became one of the most publicly popular and commercially successful rock music subgenres. The focus of this dissertation is to explore the following research questions: How did the subculture of heavy metal music between 1984 and 1991 evolve and what meanings can be derived from this ongoing process? How did the contextual circumstances surrounding heavy metal music during this period impact the performative choices exhibited by artists, and from a position of retrospection, what lasting significance does this particular era of heavy metal merit today? A textual analysis of metal- related materials fostered the development of themes relating to the selective choices made and performances enacted by metal artists. These themes were then considered in terms of gender, sexuality, race, and age constructions as well as the ongoing negotiations of the metal artist within multiple performative realms. Occurring at the juncture of art and commerce, heavy metal music is a purposeful construction. Metal musicians made performative choices for serving particular aims, be it fame, wealth, or art. These same individuals worked within a greater system of influence. Metal bands were the contracted employees of record labels whose own corporate aims needed to be recognized. -
Advanced Practice Provider (APRN & PA) Leadership Summit
Hosted by: 12th Annual Advanced Practice Provider (APRN & PA) Leadership Summit September 11 - 14, 2019 Washington DC INTRODUCTION Program Overview The 12th Annual Advanced Practice Provider (APRN & PA) Leadership Summit is a national forum for healthcare leaders and clinicians to share information, develop a consistent platform and map out solutions for universal and reoccurring struggles involving the administrative, managerial, policy and practice aspects of advanced practice providers (advanced practice nursing roles and physician assistants). Continuing Education Attendees will benefit from networking with other healthcare leaders and clinicians and will gain support and resources to enhance advanced practice at their Continuing Education (CE) organizations. Novel strategies and approaches to a Credit: APRNs & RNs variety of advanced practice topics will be shared. Advanced Practice Provider Executives, Interactive discussions with advanced practice leaders will Inc. (APPex) is an approved provider of help attendees learn about state, regional and national continuing nursing education by the challenges, successes and changes. California Board of Registered Nursing (Sacramento, CA). Educational Benefits Provider approved by the California • Network with other healthcare leaders and clinicians Board of Registered Nursing, Provider • Gain support and resources to enhance advanced Number 16233, for 28 contact hours. practice at your organization • Learn novel strategies and approaches to a variety of Continuing Medical advanced practice topics Education (CME) • Learn about state, regional and national challenges, Credit: PAs successes and changes through interactive discussion with advanced practice leaders This program has been reviewed and is approved for a maximum of 28 hours of Target Audience AAPA Category 1 CME credit by the Physician Assistant Review Panel. -
Square Rectangle Triangle Diamond (Rhombus) Oval Cylinder Octagon Pentagon Cone Cube Hexagon Pyramid Sphere Star Circle
SQUARE RECTANGLE TRIANGLE DIAMOND (RHOMBUS) OVAL CYLINDER OCTAGON PENTAGON CONE CUBE HEXAGON PYRAMID SPHERE STAR CIRCLE Powered by: www.mymathtables.com Page 1 what is Rectangle? • A rectangle is a four-sided flat shape where every angle is a right angle (90°). means "right angle" and show equal sides. what is Triangle? • A triangle is a polygon with three edges and three vertices. what is Octagon? • An octagon (eight angles) is an eight-sided polygon or eight-gon. what is Hexagon? • a hexagon is a six-sided polygon or six-gon. The total of the internal angles of any hexagon is 720°. what is Pentagon? • a plane figure with five straight sides and five angles. what is Square? • a plane figure with four equal straight sides and four right angles. • every angle is a right angle (90°) means "right ang le" show equal sides. what is Rhombus? • is a flat shape with four equal straight sides. A rhombus looks like a diamond. All sides have equal length. Opposite sides are parallel, and opposite angles are equal what is Oval? • Many distinct curves are commonly called ovals or are said to have an "oval shape". • Generally, to be called an oval, a plane curve should resemble the outline of an egg or an ellipse. Powered by: www.mymathtables.com Page 2 What is Cube? • Six equal square faces.tweleve edges and eight vertices • the angle between two adjacent faces is ninety. what is Sphere? • no faces,sides,vertices • All points are located at the same distance from the center. what is Cylinder? • two circular faces that are congruent and parallel • faces connected by a curved surface. -
Applying the Polygon Angle
POLYGONS 8.1.1 – 8.1.5 After studying triangles and quadrilaterals, students now extend their study to all polygons. A polygon is a closed, two-dimensional figure made of three or more non- intersecting straight line segments connected end-to-end. Using the fact that the sum of the measures of the angles in a triangle is 180°, students learn a method to determine the sum of the measures of the interior angles of any polygon. Next they explore the sum of the measures of the exterior angles of a polygon. Finally they use the information about the angles of polygons along with their Triangle Toolkits to find the areas of regular polygons. See the Math Notes boxes in Lessons 8.1.1, 8.1.5, and 8.3.1. Example 1 4x + 7 3x + 1 x + 1 The figure at right is a hexagon. What is the sum of the measures of the interior angles of a hexagon? Explain how you know. Then write an equation and solve for x. 2x 3x – 5 5x – 4 One way to find the sum of the interior angles of the 9 hexagon is to divide the figure into triangles. There are 11 several different ways to do this, but keep in mind that we 8 are trying to add the interior angles at the vertices. One 6 12 way to divide the hexagon into triangles is to draw in all of 10 the diagonals from a single vertex, as shown at right. 7 Doing this forms four triangles, each with angle measures 5 4 3 1 summing to 180°. -
Status Report to Congress: the Renovation of the Pentagon, 18Th Edition, March 1, 2008, (Covers CY 2007)
Description of document: Status Report to Congress: The Renovation of the Pentagon, 18th Edition, March 1, 2008, (Covers CY 2007) Requested date: 03-June-2008 Released date: 23-June-2008 Posted date: 23-June-2008 Title of Document A Status Report to Congress The Renovation of the Pentagon Date/date range of document: CY 2007 Source of document: Pentagon Renovation & Construction Program Office 100 Boundary Channel Drive, Arlington, VA 22201 E-mail: [email protected] The governmentattic.org web site (“the site”) is noncommercial and free to the public. The site and materials made available on the site, such as this file, are for reference only. The governmentattic.org web site and its principals have made every effort to make this information as complete and as accurate as possible, however, there may be mistakes and omissions, both typographical and in content. The governmentattic.org web site and its principals shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused, or alleged to have been caused, directly or indirectly, by the information provided on the governmentattic.org web site or in this file. From: "Hutchins, Lea CTR WHS/PENREN/PARSONS" <[email protected]> Date: 2008/06/23 Mon AM 08:52:17 CDT Subject: RE: 2008 Pentagon Renovation Report You will find the Report attached. Thank you. Lea Hutchins -----Original Message----- Posted At: Tuesday, June 03, 2008 9:43 PM Posted To: Renovation (PenRen) Conversation: 2008 Pentagon Renovation Report Subject: 2008 Pentagon Renovation Report Dear Sirs: I am a civilian citizen. -
Interior and Exterior Angles of Polygons 2A
Regents Exam Questions Name: ________________________ G.CO.C.11: Interior and Exterior Angles of Polygons 2a www.jmap.org G.CO.C.11: Interior and Exterior Angles of Polygons 2a 1 Which type of figure is shown in the accompanying 5 In the diagram below of regular pentagon ABCDE, diagram? EB is drawn. 1) hexagon 2) octagon 3) pentagon 4) quadrilateral What is the measure of ∠AEB? 2 What is the measure of each interior angle of a 1) 36º regular hexagon? 2) 54º 1) 60° 3) 72º 2) 120° 4) 108º 3) 135° 4) 270° 6 What is the measure, in degrees, of each exterior angle of a regular hexagon? 3 Determine, in degrees, the measure of each interior 1) 45 angle of a regular octagon. 2) 60 3) 120 4) 135 4 Determine and state the measure, in degrees, of an interior angle of a regular decagon. 7 A stop sign in the shape of a regular octagon is resting on a brick wall, as shown in the accompanying diagram. What is the measure of angle x? 1) 45° 2) 60° 3) 120° 4) 135° 1 Regents Exam Questions Name: ________________________ G.CO.C.11: Interior and Exterior Angles of Polygons 2a www.jmap.org 8 One piece of the birdhouse that Natalie is building 12 The measure of an interior angle of a regular is shaped like a regular pentagon, as shown in the polygon is 120°. How many sides does the polygon accompanying diagram. have? 1) 5 2) 6 3) 3 4) 4 13 Melissa is walking around the outside of a building that is in the shape of a regular polygon. -
Pentagon Salutes Revised Food Courts Options Range from Quick Bites to Sit-Down Dining by BARRY LOBERFELD ASSISTANT EDITOR
FACILITY PROFILE Pentagon Salutes Revised Food Courts Options Range From Quick Bites to Sit-Down Dining BY BARRY LOBERFELD ASSISTANT EDITOR aving completed the last in a seven-year three-stage renova- tion of Pentagon foodservice, the iconic Department of Defense H(DoD) building’s cuisine spans the spectrum from fast food to fi ne dining. Three main food courts comprise the lion’s share of Pentagon food service. Two of the food courts, each offering seating for approximately 250, feature a mélange of branded and non-branded concepts, includ- ing Peruvian Chicken, Taco Bell, McDonald’s, Dunkin’ Donuts, Sbarro and Panda Express, plus clerk-served salad bars and fresh sandwich and Panini stations. The largest food court, the Concourse Food Court, is also the one opened most recently, in September. It is an 875-seat space that houses a Burger King, Subway, Popeyes, Starbucks, RollerZ, Surf City Squeeze and a Dunkin’ Donuts/Baskin-Robbins joint concept. Single-unit food service operations, which are spaces featuring and run by only one business, include a 180-seat Sbarro; the Center Court Café, a 70-seat café located in the middle of the Pentagon’s Center Courtyard; a 40-seat Subway; a 24/7 Dominic’s food service operation; and various cart operations. On Dec. 2, 2009, foodservice renovation plans culminated with the new Pentagon Dining Room opening its doors, introducing a fi ne-dining experience and signaling the work had reached completion. “This facil- ity,” said Jeff Keppler, busi- ness manager/contracting offi cer for the Department of Defense Concessions Committee (DoDCC), “is a 220-seat tablecloth res- taurant that also offers two private function rooms, capable of seating 40 and another with a capacity of 20. -
ED Recommendation Template
Executive Director’s Recommendation Commission Meeting: July 9, 2015 PROJECT NCPC FILE NUMBER Final Master Plan MP45 Arlington National Cemetery NCPC MAP FILE NUMBER Arlington County, Virginia 1.61(05.00)44034 SUBMITTED BY APPLICANT’S REQUEST United States Department of Defense Approval of final master plan Department of the Army PROPOSED ACTION REVIEW AUTHORITY Approve as requested Advisory per 40 U.S.C. § 8722(a) and (b)(1) ACTION ITEM TYPE Consent Calendar PROJECT SUMMARY The Department of the Army submitted a Final Real Property Master Plan for Arlington National Cemetery (ANC). ANC is a 624-acre cemetery located in Arlington County, Virginia surrounded by major roadways, Joint Base Myer-Henderson Hall (JBM-HH), the Pentagon Reservation, developed areas of Arlington County, and lands under the jurisdiction of the National Park Service. According to the Army, the ANC will exhaust the remaining capacity for interments for eligible veterans within ten years without any expansion. This Final Master Plan contains a number of major initiatives, including a major expansion, to extend the burial capacity of ANC beyond the 2037 planning horizon. KEY INFORMATION • Established in 1864, Arlington National Cemeteries is one of the oldest military cemeteries in the country. • In 2013, ANC expanded with the addition of the Navy Annex site, which is now known as the Southern Expansion. This site is bounded on the south by Interstate 395, on the north by Southgate Road, on the west by the Foxcroft Heights neighborhood and the Virginia Department of Transportation (VDOT) Maintenance Yard, and on the east by Route 27. • If the Navy Annex site had not been added to Arlington National Cemetery, the remaining capacity for interments for eligible veterans would be exhausted for niche spaces by 2024 and 2025 for in-ground spaces. -
The United States Atomic Army, 1956-1960 Dissertation
INTIMIDATING THE WORLD: THE UNITED STATES ATOMIC ARMY, 1956-1960 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Paul C. Jussel, B.A., M.M.A.S., M.S.S. * * * * * The Ohio State University 2004 Dissertation Committee Approved by Professor Allan R. Millett, Advisor Professor John R. Guilmartin __________________ Professor William R. Childs Advisor Department of History ABSTRACT The atomic bomb created a new military dynamic for the world in 1945. The bomb, if used properly, could replace the artillery fires and air-delivered bombs used to defeat the concentrated force of an enemy. The weapon provided the U.S. with an unparalleled advantage over the rest of the world, until the Soviet Union developed its own bomb by 1949 and symmetry in warfare returned. Soon, theories of warfare changed to reflect the belief that the best way to avoid the effects of the bomb was through dispersion of forces. Eventually, the American Army reorganized its divisions from the traditional three-unit organization to a new five-unit organization, dubbed pentomic by its Chief of Staff, General Maxwell D. Taylor. While atomic weapons certainly had an effect on Taylor’s reasoning to adopt the pentomic organization, the idea was not new in 1956; the Army hierarchy had been wrestling with restructuring since the end of World War II. Though the Korean War derailed the Army’s plans for the early fifties, it returned to the forefront under the Eisenhower Administration. The driving force behind reorganization in 1952 was not ii only the reoriented and reduced defense budget, but also the Army’s inroads to the atomic club, formerly the domain of only the Air Force and the Navy. -
PENTAGON OFFICE BUILDING COMPLEX Other Name/Site Number: the Pentagon
NATIONAL HISTORIC LANDMARK NOMINATION NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 THE PENTAGON Page 1 United States Department of the Interior, National Park Service National Register of Historic Places Registration Form 1. NAME OF PROPERTY Historic Name: PENTAGON OFFICE BUILDING COMPLEX Other Name/Site Number: The Pentagon 2. LOCATION Street & Number: U.S. 1, Va. 110, and Not for publication: Interstate 395 City/Town: Arlington Vicinity:__ State: Virginia County: Arlington Code: 013 Zip Code: 20301 3. CLASSIFICATION Ownership of Property Category of Property Private:__ Building(s): X Public-local:__ District:__ Public-State:__ Site:__ Public-Federal: X Structure:__ Object:__ Number of Resources within Property Contributing Noncontributing 1 ____ buildings 1 sites (helipad) ____ structures ____ objects 1 Total Number of Contributing Resources Previously Listed in the National Register: 4 Name of related multiple property listing: NFS Form 10-900 USDI/NPS NRHP Registration Form (Rev. 8-86) OMB No. 1024-0018 THE PENTAGON Page 2 United States Department of the Interior, National Park Service______National Register of Historic Places Registration Form 4. STATE/FEDERAL AGENCY CERTIFICATION As the designated authority under the National Historic Preservation Act of 1986, as amended, I hereby certify that this ___ nomination ___ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property ___ meets ___ does not meet the National Register Criteria. -
Navy Force Structure and Shipbuilding Plans: Background and Issues for Congress
Navy Force Structure and Shipbuilding Plans: Background and Issues for Congress September 16, 2021 Congressional Research Service https://crsreports.congress.gov RL32665 Navy Force Structure and Shipbuilding Plans: Background and Issues for Congress Summary The current and planned size and composition of the Navy, the annual rate of Navy ship procurement, the prospective affordability of the Navy’s shipbuilding plans, and the capacity of the U.S. shipbuilding industry to execute the Navy’s shipbuilding plans have been oversight matters for the congressional defense committees for many years. In December 2016, the Navy released a force-structure goal that calls for achieving and maintaining a fleet of 355 ships of certain types and numbers. The 355-ship goal was made U.S. policy by Section 1025 of the FY2018 National Defense Authorization Act (H.R. 2810/P.L. 115- 91 of December 12, 2017). The Navy and the Department of Defense (DOD) have been working since 2019 to develop a successor for the 355-ship force-level goal. The new goal is expected to introduce a new, more distributed fleet architecture featuring a smaller proportion of larger ships, a larger proportion of smaller ships, and a new third tier of large unmanned vehicles (UVs). On June 17, 2021, the Navy released a long-range Navy shipbuilding document that presents the Biden Administration’s emerging successor to the 355-ship force-level goal. The document calls for a Navy with a more distributed fleet architecture, including 321 to 372 manned ships and 77 to 140 large UVs. A September 2021 Congressional Budget Office (CBO) report estimates that the fleet envisioned in the document would cost an average of between $25.3 billion and $32.7 billion per year in constant FY2021 dollars to procure. -
CHAPTER 5 BRAINPOWER for LEADERSHIP
5 VOLUME TWO: TEAM LEADERSHIP CHAPTER 5 BRAINPOWER for LEADERSHIP LEADERSHIP IS AN INTELLECTUAL ACTIVITY. It requires brainpower. Developing your brainpower can only make you a more effective leader. Recognizing this fact, the U.S. military, the most professional force in the world, requires all officers to be college graduates. Moreover, even after commissioning, officers will attend four or more graduate-level schools on their way to the grade of colonel and above. Top NCOs receive a rigorous education, too. Moreover, a leader’s overall brainpower will affect his or her success. In this chapter, we look at critical thinking, creativity, and teaching – three aspects of leadership that speak to the need for serious study and the application of brainpower. Leaders need to teach themselves how to think and how to learn. If you want to lead, you better get yourself smart. 38 VOLUME TWO: TEAM LEADERSHIP CRITICAL THINKING CHAPTER GOALS 1. Explain why and how leaders “To every complex question there is a simple answer, try to be critical thinkers. and it is wrong.” 2. Appreciate the value of H.L. MENCKEN creativity in leadership. Journalist and social critic 3. Develop an understanding OBJECTIVE: of some fundamentals in teaching 1. Defend the claim that critical thinking has a direct and training. impact on a leader’s effectiveness. If leadership requires careful study and reflection, as we discussed in chapter three, then a leader’s critical CHAPTER OUTLINE thinking skills have a direct influence on his or her In this chapter you will learn about: effectiveness. The good news is that everyone can develop better critical thinking skills through study Critical Thinking and practice.