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Part 4 – Essay Choose ONE topic from below and limit your response to a minimum of 250 words. (Please attach essay.) Essay 1- Identify potential obstacles that you may encounter during your college career. Explain how you would overcome those obstacles in order to achieve success. Essay 2- Choose a person or persons you admire and explain why. Essay 3- If you had the authority to change your school in a positive way, what specific change would you make. Part 5. How did you hear about the Magic Valley Scholarship? MVEC Website ___ Social Media (Facebook/Twitter) ___ High School Counselor___ Radio ___ Print Ad___ 3 General Rules: 1. Scholarships are available up to the amount of $1,875 per semester, not to exceed two (2) semesters per year. 2. Scholarships must be first utilized in the fall semester of the calendar year awarded, and are renewable up to a maximum of eight (8) semesters with the total scholarship not to exceed $15,000. 3. Scholarships must be used within a four (4) year period beginning with the fall semester of the calendar year in which the scholarship is awarded. 4. In the event the recipient receives another full or partial scholarship to an accredited institution of higher education in Texas, MVEC reserves the right to revoke or adjust the scholarship award accordingly. 5. Scholarship funds shall be sent directly to the institution for payment of tuition and related fees and expenses charged by the institution, and room and board provided by the institution. 6. All scholarships and renewals are subject to confirmation that the recipient is in compliance with all Rules, and that all Eligibility and Recipient Requirements have been met. Eligibility Requirements: 1. Applicants and/or their dependents that have a minimum of one-year membership with Magic Valley Electric Cooperative at the application deadline date. The membership account must be the primary residence of the applicant at the time the scholarship is awarded and throughout the term of the scholarship. 2. Scholarships to be granted to attend an accredited institution of higher education located in Texas. Scholarships are limited to Undergraduate and Associate Degree programs only. 3. Applicant must be of good character as evidenced by at least three (3) letters from teachers, principals, counselors, etc, from the school they are currently attending. For applicants returning to school after an extended absence, letters will be accepted from previous employers, supervisors, ministers, etc. 4. Applicant must demonstrate a coherent degree plan and willingness to pursue a course of higher learning.
R & R Education Consultants Columbia University Station P.O. Box 250861, New York, NY 10025 The New York Times 2013 – 2014 College Scholarship Program To be eligible, you must: • Be a senior in a New York City high school expecting to graduate in 2014. • e ranked in the top 10% (or equivalent) of your graduating class. (If your school does not compute class rank, you must get a letter B of support from your guidance counselor that attests to your qualifications for this scholarship and include it with your application). • Have faced a challenge or obstacle similar to those of previous Times scholars. • Have significant financial need. • omplete all three parts of this application, staple them together, and mail them to the above address so they are received by C October 28, 2013. Alternatively, you can e-mail the application and essay as a single PDF to firstname.lastname@example.org. Part 1: Complete this writable PDF questionnaire on both sides, answering all questions, then sign it. Part 2: ttach a page listing your most important activities and achievements, including academic honors, community service, A work experience and extracurricular activities. Please include dates and, where appropriate, duration of activity. Part 3: ew York Times Scholars must have overcome significant personal obstacles. Read the articles on the Web site N [www.nytimes.com/scholarship] about previous scholars to determine if your situation is comparable and explain in an essay of approximately 500 words the challenges you have faced and how you have responded to them. Additional: If your transcript is available, please include a copy. If you would like to include a chronology of events in your life to help us understand your circumstances in context to each other, please attach one....
UCLA EXTENSION WRITERS’ PROGRAM SCHOLARSHIP 2013-2014 The UCLA Extension Writers’ Program Scholarship seeks to acknowledge and foster the talent of promising writers from diverse backgrounds and cultures who might otherwise not have the opportunity to study their craft in a supportive educational environment. Up to ten scholars are named annually, and each of the ten recipients is given the opportunity to enroll in three full-length Writers’ Program courses during a one-year period (mentorships, master classes, Writers Studio workshops, and 20-week courses are excluded). Courses may be taken either onsite or online but cannot be deferred for any reason. Eligibility In order to be considered eligible for the UCLA Extension Writers’ Program Scholarship, applicants must: Have gross income not to exceed $2500 a month per individual. For households with more than one individual, add 10% for each additional person. Be a U.S. citizen or eligible non-citizen with a green card The following applicants are considered ineligible: UCLA employees and their family members or dependents MA, MFA, and PhD graduates in Creative Writing, Screenwriting, Literature, or Journalism Students pursuing a degree in any field International students Former Writers’ Program Scholarship recipients Application Process To be considered for the 2013-14 academic year, all of the following must be submitted. Deadline is 5pm, 6/28/13. A completed application form Responses to the two essay questions Two letters of recommendation (see attached recommendation form). Recommendations may be from current or former employers, college professors, or leaders of volunteer or civic organizations with whom you have worked. A signed copy of your 2012 Federal Income Tax Return with all schedules and worksheets (IRS form 1040, 1040A, 1040EZ, or 1040TEL, and W-2 forms). If you were claimed as a dependent on your parents’ tax return, you must submit a signed copy of your parents’ 2012 Federal Income Tax Return. A copy of the Student Aid Report (SAR) from the 2013-14 Free Application for Federal Student Aid (FAFSA) at www.fafsa.ed.gov. ***NOTE: It can take anywhere from 3 days to 2 weeks to get your SAR, so fill out your FAFSA early. SARs will not be accepted after the deadline.*** Where it asks for School Code etc., use the information in the box below. Federal School ...
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The Psychological Effects of Global Warming on the United States: And Why the U.S. Mental Health Care System Is Not Adequately Prepared ©Perrush / Fotolia.com National Forum and Research Report February 2012 Kevin J. Coyle, JD and Lise Van Susteren, MD, National Wildlife Federation Climate Education Program With Support from the Robert Wood Johnson Foundation Copyright © 2011 National Wildlife Federation Preface Dear Friends and Colleagues, Having the reality of the destructive forces presented by climate change fully register with people, so they will to act with the needed urgency, is indeed a challenge. And, while the physical and environmental effects of global warming are studied and described, what has rarely been addressed, and is as compelling a topic as any, are the psychological impacts. This report aims both to fill in the gap in our awareness of the psychological impacts of climate change, and by exposing the emotional side of the issue, to find the place in our hearts that mobilizes us to fly into action, forewarned, determined, relentless. It also is a call for professionals in the mental health fields to focus on this, the social justice issue of all times, with their capacity to work through denial and apathy, to bring insight and commitment before it is too late. The language of science is, admittedly, not a stirring call to action. Scientists are by nature cautious, and restrained. While this report does not aim to present the forum participants as flame throwers, for this work to accomplish a primary goal, the reader will need to feel something in reading it. The language used here, and some of the questions asked, may feel uncomfortably probing, as they pierce our armor. After all, most of us want to be patriotic, to be optimist about the future. But we need to fully confront certain realities. If we continue the adolescent-like disregard for the dangers we are being warned of, driving green house gasses up with only casual concern, there will be consequences. As our world begins to unravel and our role is undeniable, all eyes will be on us. Questions beg to be asked: • What will the rest of the world think of us? • Where will we be safe? • How will we feel about ourselves? The interplay between the climate realities we likely face and the potential psychological fallout from them was the subject of a conference convened in Washington D.C., in March 2009. A highly respected group of experts offered insights. Their thoughts, recommendations and supporting evidence are presented in this report. We extend our heartfelt thanks to the RWJ Foundation and to our forum participants. We also note the sad death of forum participant and friend Dr. Jerilyn Ross. She added her characteristic straight talk, practical knowledge, and bright intellect to the discussion. Sincerely, Lise van Susteren, MD, Forensic Psychiatrist Kevin J. Coyle, JD Vice President for Education The Psychological Effects of Global Warming on the United States The Psychological Effects of Global Warming
You’ve probably known for a long time that regular grinding is essential for productivity. But what you may not know is just how important it is. We decided to crunch some numbers and find out. By wearing down your button bits by a third you’ll slow down your penetration rate by 30%. But more importantly you’ll increase your running costs by at least 40%! And why? Because the hole will take longer to drill and your labour and rig running costs will escalate. And at the end of the day you’ll have drilled fewer holes. Staying sharp makes a lot of business sense Maintaining penetration can save you money. Firstly, you need good grinding equipment for a start – and you won’t find any better than ours. And secondly, you need to spend time and energy grinding your bits. But the rewards are significant. For an investment amounting to just 2% of your overall drilling costs, you can restore your worn bits to their former glory. And with these bits you cut the time and manpower needed to drill the hole. In fact, you can reduce overall drilling costs up to 30%. How? By using the market’s widest selection of efficient, ergonomically designed grinding machines for fixed installations and field operations - Secoroc Grind Matic. Get the sharpest advice There are many different types of bits, some with inserts and others with buttons – and they come in many different sizes. To further complicate matters, no two rocks are the same. Consequently, bit wear differs. There’s only one good piece of advice we can give you: don’t make a decision before talking to us. And remember, thanks to our extensive service network, a good regrind is only a phone call away. 3 The right tools to get you back on the cutting edge Every regrinding operation requires its own special tool. The wrong one can easily damage your bits. With Secoroc Grind Matic grinding equipment – complemented by a global service organization – you needn’t worry. Your bits will soon be as good as new. Grinding solutions for every job site We provide mobile and fixed grinders for tapered, threaded, DTH- and COPROD button bits, as well as for crosstype bits and integrals with chisel inserts. Whatever the button profile, we have the solution to match. Naturally, we also offer a full range of accessories, including grinding wheels, grinding cups and bit holders. Check out our selection. We probably already have the ideal machine for your site. Diamonds are a driller’s best friend If you need to grind steel and cemented carbide in a single operation, you won’t find better tools than our patented diamond grinding wheels for spherical and ballistic
Grinding Machines Module Outcome Summary Information Instructional Area Machine Tool Instructional Level Apprentice Organization WTCS-Wisconsin Technical College System, State Machine Tool Apprenticeship Advisory Committee Development Date 11/07/2001 Course Description This module focuses on the terminology, construction and operations of grinding machines in the metalworking industry. Be aware that in-depth information regarding cutting tools, hardware and hand tools will be addressed in their own modules. Efforts shoud be made to reference information found in other modules in order to assist the apprentice in the application and assimilation of information. Competencies 1. Advocate safe grinding machine practices Conditions and Criteria Competence will be demonstrated: • by defending a friend and fellow machinist who was injured by NOT following safety precautions Criteria - Performance will be satisfactory when: • learner lists at least 10 safety precautions related to grinding machines • learner can cite at least 5 potential hazards related to grinding machines • learner explains the importance of good shop keeping procedures Learning objectives What you will learn as you master the competency: a. List and explain precautions for protection of : eye, ears, hands, fingers, feet b. Identify specific safety violations c. Explain the ways in which clothing can be a source of hazard near a grinding machine d. Describe how you would respond to a potentially unsafe situation or condition e. Explain the possible effects of NOT completing specific shop keeping practices f. Describe shopkeeping practices outlined in the text g. Relate a safety "war" story 2. Analyze machine tool capabilities by type and construction Conditions and Criteria Competence will be demonstrated: • justify the choice of grinding machine for a given operation Criteria - Performance will be satisfactory when: • justification addresses multiple machine components (wheel size, size and style of work area, spindle location etc.) • justification follows a logical sequence • justification incorporates safe work practices Learning objectives What you will learn as you master the competency: a. Identify the major components of a grinding machine b. Identify the major types of grinding machines (internal, surface, cylindrical, tool and cutter, etc) c. Identify various machining operations performed on a grinding machine (slots, profile, taper, etc.) d. Review the safety concerns related to grinding machines e. Recognize the need for following recommended lubrication and maintenance schedules 3. Distinguish properties of abrasives Conditions and Criteria You will demonstrate your competence: • justify the selection of an abrasive for a given operation Your performance will be successful when: • justification incorporates safe grinding practices • justification recognizes efficiency in application • justification recognizes the properties of the abrasive Learning objectives What you will learn as you master the competency: a. Identify natural abrasives b. Identify synthetic abrasives c. Compare the general applications of natural and synthetic abrasives d. Characterize the importance of grain properties in grinding applications 4. Select the grinding wheel Conditions and Criteria You will demonstrate your competence: • justify the selection of a grinding wheel for a given piece part and/or operation Your performance will be successful when: • justification incorporates safe grinding practices • justification recognizes efficiency of application • justification recognizes factors involved in selection (piece part material and hardness, finish requirement, etc.) o justification incorporates information regarding the selection of wheel components Learning objectives What you will learn as you master the competency: a. Review safety concerns specific to grinding wheels b. Review types and styles of grinding wheels c. Recognize factors affecting wheel selection d. Identify the components of a grinding wheel (grit size, bond, grade, structure) e. Explain the purpose of the standard wheel symbol and marking system used in industry f. Review speed and feed applications to a variety of grinding machine applications g. Explain the process of balancing a grinding wheel h. Explain the process of truing a grinding wheel i. Differentiate between truing and dressing a grinding wheel
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Contact Information: should be at the top of your resume—include name, address, phone number, and e-mail (if you have it). Separate it out by centering it and making it bold. If you have a college address separate from a home address, use both. Jane Doe 12 Snelling Avenue St. Paul, Minnesota 55116 (651) 555-1111 email@example.com Education Education: include graduation date and GPA if it is 3.0 or higher. Highland Park Senior High, class of 2008 (3.8 GPA) Experience St. Paul Public Library—University Branch (June 2005-present) ▪ Maintained library database on checked-out materials. ▪ Coordinated volunteer program for Story Time. ▪ Organized card catalog to incorporate new materials. National Honor Society (2003-present) Participated in several volunteer activities, including: building a house for Habitat for Humanity (50 hours), collecting food for the St. Paul Food Shelf (80 hours), and organizing the Honor Society Induction Ceremony. Activities ▪ National Honor Society (2003-present) ▪ French Club (2002-present) ▪ Cross Country (2002-present) ▪ Piano lessons (10 years) Awards ▪ A Honor Roll, 8 quarters ▪ Outstanding French Student, 2004 ▪ Volunteer of the Year, 2005 References Available upon request. Formatting Experiences: (2 options) 1. Heading line (include title and dates) followed by bulleted list—see Work Experience as example. 2. Heading line (include title and date) followed by narrative list—see Volunteer Experience as example. Writing About Experiences Regardless of style, begin each phrase/sentence/ bullet with an active verb. See the examples to the left: maintained, coordinated, organized, participated…see back of page for more examples. Headings The expected headings would be: education, experience (work or volunteer), but the others are up to you. Use the ones that work best. Other possibilities: skills, additional experience, related experience, leadership experience, research experience, writing experience, computer experience, objectives, leadership, related coursework, work experience, volunteer experience, anything that fits your particular qualities. General Formatting You should have 1 inch margins, major headings (like ‘Education’) on the left, then indent with additional information below—for example, notice how National Honor Society is lined up below St. Paul Public Library. Use a traditional font (New York, Arial, just not cursive…) at 12 point size. It should all fit on one page. Remember, it needs to be easy to read—keep it simple and organized! Other things to remember: • proofread, proofread, proofread! • Check for punctuation and spelling. • Check for format and style consistency. • Show your resume to a friend. • Use resume weight paper (available in copy centers). • Pick a light, neutral color, like white or ivory. • Laser print it or have it done at the copy center. • Get matching envelopes and paper for cover letters. Action Verbs: Read the list of action verbs below, checking those skills you have demonstrated through internships, part-time or summer jobs, coursework, leadership experience, or community service. Try to incorporate some of these action verbs in the descriptions of your experiences on your resume. This is by no means an exhaustive list. originated enabled Management Skills performed encouraged Research Skills administered planned evaluated clarified analyzed revitalized explained collected assigned shaped facilitated critiqued chaired guided diagnosed consolidated Helping Skills informed evaluated contracted assessed instructed examined coordinated assisted persuaded extracted developed clarified set goals identified directed coached stimulated inspected evaluated counseled trained interpreted executed demonstrated interviewed improved diagnosed Financial Skills investigated increased educated allocated organized organized expedited analyzed reviewed oversaw facilitated appraised summarized planned familiarized audited surveyed prioritized guided balanced produced motivated budgeted Technical Skills recommended referred calculated assembled reviewed rehabilitated computed built/calculated scheduled represented developed computed strengthened forecasted designed supervised. managed devised Clerical or Detail Skills marketed engineered Communication Skills approved planned fabricated arranged arranged projected maintained authored catalogued researched operated collaborated classified overhauled convinced collected Creative Skills programmed developed compiled acted remodeled directed dispatched created repaired drafted/edited executed customized solved formulated generated designed upgraded interpreted implemented developed mediated inspected directed Teaching Skills moderated monitored established adapted negotiated operated founded advised persuaded organized illustrated clarified promoted prepared initiated coached publicized processes instituted communicated reconciled purchased integrated coordinated recruited recorded introduced demystified translated invented developed wrote ...