75Th Anniversary
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Supporting Student-Athletes
Get in the Game Supporting Student Athletes SESSIONS Session Block 5: Thursday, July 11 1:45pm - 2:55pm Supporting Student-Athletes Panelists Matthew Bowie – Ridley College Jorge Delgado – Brandeis University Iain Harris – Northumbria University Samantha Jackson - EducationUSA Susan Whipple – Marquette University What is BUCS? • British Universities & Colleges Sport (BUCS) • National Governing body for Higher Education (HE) sport in the UK • Believed to be second largest HE sporting structure (behind US & Canada) • Membership Organisation (170 member institutions , 4800 teams, 100 championships) Vision is simple “enhance the student experience through sport” Key Differences Between US/UK Uni Athletics • No eligibility restrictions (3 year undergraduate degrees and 1 year postgraduate) • No age limit • No limit on number of Varsity teams per sport • 48 Varsity Sports • Varsity played alongside National Club activity • Very few ‘full-ride’ scholarships • All study abroad students are eligible to compete at Varsity level SIGNIFICANTLY MORE PLAYING OPPORTUNITIES FOR STUDENTS THAN IN THE U.S. ! Institution Points The BUCS System Loughborough 6578 • Any number of teams from Durham 4873 each sport (male/female) Edinburgh 4302 • Each team awarded points for Nottingham 4098 final league position and post Exeter 3435 season competition Bath 3429 • Points collated Birmingham 3168 Northumbria 3044 • Clear linear ranking (from c.200 Bristol institutions) 2676 Newcastle 2206 BUCS Sports • American Football • Golf • Rugby Union • Archery • Gymnastics -
Sumter National Forest Revised Land and Resource Management Plan
Revised Land and Resource Management Plan United States Department of Agriculture Sumter National Forest Forest Service Southern Region Management Bulletin R8-MB 116A January 2004 Revised Land and Resource Management Plan Sumter National Forest Abbeville, Chester, Edgefield, Fairfield, Greenwood, Laurens, McCormick, Newberry, Oconee, Saluda, and Union Counties Responsible Agency: USDA–Forest Service Responsible Official: Robert Jacobs, Regional Forester USDA–Forest Service Southern Region 1720 Peachtree Road, NW Atlanta, GA 33067-9102 For Information Contact: Jerome Thomas, Forest Supervisor 4931 Broad River Road Columbia, SC 29212-3530 Telephone: (803) 561-4000 January 2004 The picnic shelter on the cover was originally named the Charles Suber Recreational Unit and was planned in 1936. The lake and picnic area including a shelter were built in 1938-1939. The original shelter was found inadequate and a modified model B-3500 shelter was constructed probably by the CCC from camp F-6 in 1941. The name of the recreation area was changed in 1956 to Molly’s Rock Picnic Area, which was the local unofficial name. The name originates from a sheltered place between and under two huge boulders once inhabited by an African- American woman named Molly. The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, sex, religion, age, disability, political beliefs, sexual orientation, or marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's TARGET Center at (202) 720-2600 (voice and TDD). -
FURTHER EDUCATION in SINGAPORE in 2000 The
FURTHER EDUCATION IN SINGAPORE In 2000 the Compulsory Education Act codified compulsory education for children of primary school age, and made it a criminal offence for parents to fail to enroll their children in school and ensure their regular attendance. Compulsory Education (CE) was implemented in Singapore in 2003 for children born between 2 January 1996 and 1 January 1997 who are residing in Singapore. The Ministry of Education (Singapore) (http://www.moe.gov.sg/) formulates and implements the policies related to education in Singapore and has developed a world- leading education system comprising the following levels: Pre-School; Primary; Secondary; Pre-University; and Post-Secondary. In the recent Global Competitiveness Report Singapore was ranked first in the world for the quality of its educational system (http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2010-11.pdf). 1. Pre-University Education Upon completion of secondary school education, students will participate in the annual Singaporean GCE 'O' Level, the results of which determine which pre- universities or post-secondary institutions they may apply for. Pre-university centres include junior colleges for a two-year course leading up to GCE 'A' Level, or the Millennia Institute for a three-year course leading up to GCE 'A' Level. Both junior colleges and the Millennia Institute accept students on merit, with a greater emphasis on academics than professional technical education. Students who wish to pursue a professional-centred diploma education go on instead to post-secondary institutions such as the polytechnics and the Institute of Technical Education (ITE). 1.1 Pre-University centres The pre-university centres of Singapore are designed for upper-stream students (roughly about 20%-25% of those going into further education) who wish to pursue a university degree after two to three years of pre-university education, rather than stopping after polytechnic post-secondary education. -
A*Star Talent Search and Singapore Science & Engineering Fair 2020 Contents
A*STAR TALENT SEARCH AND SINGAPORE SCIENCE & ENGINEERING FAIR 2020 CONTENTS 03 Singapore Science & Engineering Fair (SSEF) 05 Foreword by Mdm Lee Lin Yee Chairperson, Singapore Science & Engineering Fair 2020 Working Committee 07 Singapore Science & Engineering Fair (SSEF) 2020 Winners 33 A*STAR Talent Search (ATS) 35 Foreword by Prof Ho Teck Hua Chairperson, A*STAR Talent Search 2020 Awards Committee 37 A*STAR Talent Search (ATS) 2020 Finalists 45 Acknowledgements 47 A*STAR Talent Search and Singapore Science & Engineering Fair 2020 Participants SINGAPORE SCIENCE & ENGINEERING FAIR BACKGROUND SSEF 2020 The Singapore Science & Engineering Fair (SSEF) is a national 592 projects were registered online for the SSEF this year. Of these, competition organised by the Ministry of Education (MOE), 320 were shortlisted for judging in March 2020. The total number of the Agency for Science, Technology & Research (A*STAR) and awards for the Main Category was 117, comprising 27 Gold, 22 Silver, Science Centre Singapore. The SSEF is affiliated to the highly 33 Bronze and 35 Merit awards. Additionally, 47 projects were also prestigious Regeneron International Science and Engineering awarded Special Awards sponsored by six different organisations Fair (Regeneron ISEF), which is regarded as the Olympics of (Institution of Chemical Engineers Singapore, Singapore University science competitions. of Technology and Design, Singapore Society for Microbiology and Biotechnology, Yale-NUS College, The Electrochemical Society, and SSEF is open to all secondary and pre-university students Singapore Association for the Advancement of Science). between 15 and 20 years of age. Participants submit research projects on science and engineering. In the Junior Scientists Category (for students under 15 years of age), 49 projects were shortlisted at the SSEF this year. -
As the Piedmont Regional Forester and Also the Incident Commander
April 2018 As the Piedmont Regional Forester and also the Incident Commander (IC) of our Incident Management Team (IMT), I’d like to share some of what I have learned in my nearly 35 years with the Commission about how leadership opportunities can make each one of us the best March Fire Photos version of ourselves. Page 8 These thoughts reinforce several of our Our IMT is founded on the three new State Forester’s five overarching Wildland Fire Leadership Principles of goals, including providing a safe, Duty, Respect, and Integrity. Let’s look desirable and friendly workplace that at them and how each one can help us relies on good communications, which to be the best version of ourselves while results in outstanding customer service. striving for our goals. I believe that to be successful you must Duty – Be proficient in your job daily, set goals and then focus on the progress both technically and as a leader you make towards those goals. But one - Make sound and timely decisions must be able to measure that progress; Tree Farm Legislative Day - Ensure tasks are understood, Page 16 if you can’t measure it, you can’t change it. So as we make progress we should supervised, and accomplished celebrate those accomplishments. - Develop your subordinates for the This celebration of progress in the end future helps us to persevere towards those Respect - Know your subordinates and goals. Because as we sense that we are look out for their well-being making progress, we tend to be filled - Build the team with passion, energy, enthusiasm, purpose and gratitude. -
SULLY DISTRICT 2017 Fall Camporee Oct 20-22, 2017 Camp Snyder, Haymarket
SULLY DISTRICT 2017 Fall Camporee Oct 20-22, 2017 Camp Snyder, Haymarket 1. EVENT INFORMATION and REGISTRATION The Sully District “Lumberjack” Camporee promises to be a great time. The event will include the opportunity for two nights of camping, starting Friday night, October 20, 2017. We encourage every Troop and Pack to participate – even if only for the Saturday day events. Axes, knives and saws are the tools of the trade for Boy Scouts. Participating Scouts should bring their enthusiasm and woodsman skills to the Lumberjack Camporee, for games, competition, and fellowship! DON’T FORGET YOUR TOTIN’ CHIP – it’s required to be able to participate! Your host for this Camporee is Sully District and Troop 7369. The Camporee Director is SM Michael Warsocki (571-212-2089) WHO is to attend: All Boy Scouts and Cub Scouts are welcome to attend. Camping is limited to Boy Scout Troops. Arrow of Light Cub Scouts may camp if they have a Troop sponsor. They will camp in the Troop area. All Cub Scouts are invited to visit for the day and are encouraged to stay for the Saturday evening campfire. WHERE: Camp William B. Snyder, 6100 Antioch Rd, Haymarket, VA In the Camporee Field (directions on page 7) WHEN: October 20-22, 2017 EVENTS: The Lumberjack Camporee will consist of these events: Skill Competitions and Food challenges Campfire and awards program PATCHES: Each registered person will receive a distinctive patch. COST: $20 per Boy Scout, Arrow of Light Cub or adult camping, $10 per Cub Scout or adult for Saturday activities. Cost includes the facility fees, Scout insurance, a Camporee patch, and materials for the various events. -
Hotshots: the Origins and Work Culture of America's Elite Wildland Firefighters
New Mexico Historical Review Volume 83 Number 3 Article 2 7-1-2008 Hotshots: The Origins and Work Culture of America's Elite Wildland Firefighters Lincoln Bramwell Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Bramwell, Lincoln. "Hotshots: The Origins and Work Culture of America's Elite Wildland Firefighters." New Mexico Historical Review 83, 3 (2008). https://digitalrepository.unm.edu/nmhr/vol83/iss3/2 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected]. Hotshots THE ORIGINS AND WORK CULTURE OF AMERICA'S ELITE WILDLAND FIREFIGHTERS Lincoln Bramwell n a hot, dry day in early July 1994 near Glenwood Springs, Colorado, Ohigh winds fanned a small fire on the top of Storm King Mountain into a major conflagration that quickly blew over fifty-two ofthe U.S. Forest Service's most elite firefighters as they battled the flames. Fourteen men and women died, including nine members of the Prineville (Oregon) Hotshots. This tragedy brought national attention to Interagency Hotshot Crews (IHC), the backbone of the federal government's response to wildland fire. IHCs, twenty-person rapid-response fire crews, specialize in large, dangerous wild fires. Their high level of physical fitness, training, self-reliance, and exper tise make the IHC the Forest Service's elite firefighters; these men and women are dispatched to the worst fires in the toughest terrain under the most life-threatening circumstances. -
Warden and Woodsman
SD 12. / Ly,ryva/T1 [xT^tr^ ' 14 I RHODE ISLAND DEPARTMENT OF FORESTRY. Warden and Woodsman. BY JESSE B. MOWRY Commissioner of Forestry* PROVIDENCE, R. I. E. L. KREEMAN COMPANY, STATE PRINTERS. 1913. RHODE ISLAND, ; DEPARTMENT .OF FORESTRY. WARDEN AND WOODSMAN. JESSE B. MOWRY, Commissioner of Forestry. PROVIDENCE, R. I. K. L. FREEMAN COMPANY, STATE PRINTERS. 1913. .R FOREWORD. Since progress in practical forestry depends much upon mutual understanding and assistance between the wardens, woodsmen, and timber owners, the aim in this pamphlet is to combine instructions to forest wardens with a brief outline of the best methods of cutting the timber of this region. The Author. Chepachet, November, 1913. MAR 28 W* PART L INSTRUCTIONS TO FOREST WARDENS. 1. The prevention of forest fires being a service of great value to the state, do not hesitate to do your full duty under the law, feel- ing assured in the discharge of your official duties of the support of all good citizens. 2. Read carefully the forest fire laws, which for convenience, are published in a booklet issued by this office. In reading the law you will observe that there are no restrictions whatever upon the setting of fires in the open air between December 1 and March 1. Between these two dates fires may be set anywhere without a permit from the warden. From March 1 to December 1 fires can be set without a permit, in plowed fields and gardens, and on other land devoid of inflammable materials, and on highways by owners of adjacent lands, etc. -
Vol10iss2-Miller-PDFA.Pdf (240.5Kb)
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And Advancement Program
1 I . DOCU COLLEC1 4-H Forestry Project OFEC COLLEC1 and Advancement Program Club Series 1-4 May 1962 . Na me______________ Address____________ School or community County Club leader_________ Name of club_______ Cooperative Extension Service Oregon State University, Corvallis Oregon 4-H Forestry Project What do you do in a 4-H Forestry project? Each year you must do the following: 1. Take at least three hikes into the woods to study trees, other forest plants, and wildlife. Find and identify at least 10 forest items on each hike. (Use pocket guide.) 2. Learn to identify at least 10 new trees or forest plants. Observe 5 or more different kinds of native birds, animals, fish, or reptiles Be able to describe them. Tell what they eat, where they nest or have their young, how they spend the winter, and. how they fit into the life of the forest 4-. Learn at least 10 new "woods words." Know their meaning and how to spell them 5. Participate in your clubts activities. S a. Attend club meetings regularly and be on time. You may be dropped from the club if you have two consecutive or a total of three unexcused absences.Be sure to call your leader and get excused if you cannot attend. b. Individual members (those not in a 4--H club) must complete a step in the advancement program each year until they have completed three steps (or equivalent). 6. Advance as far as you can in the Forestry Advancement program. 7. Write a story of your experiences as a 4-H forestry club member on "My Li_H Story" form, 8. -
2014-2015 NJCAA Eligibility Pamplet.Pdf
ELIGIBILITY RULES OF THE NATIONAL JUNIOR COLLEGE ATHLETIC ASSOCIATION 1631 Mesa Avenue, Suite B, Colorado Springs, CO 80906 2014-2015 Effective August 1, 2014 TABLE OF CONTENTS Article V — Eligibility Rules Section 1 General Information ..................................................................................................................................... 2 Section 2 Certified Sports of the NJCAA .................................................................................................................... 2 Section 3 Requirements for Entering & Continuing Student-Athletes ........................................................................ 2 Section 4 Requirements for Athletic Eligibility ........................................................................................................... 3 Section 5 Eligibility of Student Who Withdraws from Classes ................................................................................... 5 Section 6 Eighteen Calendar Month Non-College Attendance.................................................................................... 5 Section 7 Number of Seasons a Student Can Participate ............................................................................................. 5 Section 8 Hardship....................................................................................................................................................5-6 Section 9 Physical Examination ................................................................................................................................. -
Timber! Michigan Time Traveler Teacher's Guide
Michigan Time Traveler Teacher’s Guide KIDS’ HISTORY – JUNE 2001 TIMBER! Note to teachers: This supplement includes a discussion guide, lessons and Michigan Content Standards to use with the Michigan Time Traveler page. You may reproduce the pages in this supplement to use with students. DISCUSSION GUIDE • The Lumberjack’s Day. In the middle 19th century Michigan was swampy with few roads. How did the loggers adapt to those conditions? Describe a logger’s typical work day. What did he do on his day off? A “shanty” is a small crudely built dwelling, usually of wood. It probably comes from the Canadian French word chantier for lumber camp or hut. Why do you think lumberjacks were often called “shanty boys” or “shantymen?” (SOC 1.3. Analyze and Interpret the Past) • Saturday Night Fun. What did lumberjacks do for fun in camp on Saturday night? In what ways were their activities different or the same as what workers might do today during their free time on an oil rig, at a military outpost or on a space station? (SOC 1.3. Analyze and Interpret the Past) • Meal Time. Describe a logger’s breakfast. Why did it need to be his biggest meal of the day? How did his opportunity to have fresh fruit and vegetables differ from yours today? Why? (SOC 1.3. Analyze and Interpret the Past) • Dates to Know. Name some inventions that helped loggers produce more lumber. Do you think these inventions improved Michigan’s environment? What first steps did the state take to rebuild Michigan’s forests? (SOC.I.1.