chengyewang/TexOCR-eval huggingface dataset:
\section{Section A: Student Information}

Last Name \hfill First Name \hfill M.I.

Student ID Number (EMPLID) \hfill Social Security Number \hfill Date of Birth

Home Address \hfill City \hfill State \hfill Zip

Phone Number \hfill Student Email Address

\section{Section B: Please complete the information below}

\subsection{Eligibility Chart}

\begin{table}[h]
\centering
\begin{tabular}{lcccccc}
\hline
 & \multicolumn{3}{c}{Dependent (as defined by the FAFSA)} & \multicolumn{3}{c}{Independent (as defined by the FAFSA)} \\
Classification & Subsidized & Unsubsidized & Total Lifetime Limit & Subsidized & Unsubsidized & Total Lifetime Limit \\
\hline
Freshman (Less than 30 credits at JTCC) & \$3,500 & \$2,000 & \$31,000 & \$3,500 & \$6,000 & \$57,500 \\
Sophomore (30 or more credits at JTCC) & \$4,500 & \$2,000 & \$31,000 & \$4,500 & \$6,000 & \$57,500 \\
\hline
\end{tabular}
\caption{Eligibility Chart}
\label{table_1}
\end{table}

Note: The more loan funds you borrow during the Fall/Spring semesters, the less loan funds you will have available for the following Summer semester. Students enrolled in Career Studies Certificate programs that require less than 24 credits to complete will have lower loan limits.

Requested Loan Period (Check One)

$\square$ Fall/Spring (08/21/13 -- 05/13/14)

$\square$ Fall Only (08/21/13 -- 12/17/13)

$\square$ Spring Only (01/13/14 -- 05/13/14)

Requested Loan Amount (See eligibility chart above)

\$\underline{\hspace{5cm}}

*Please note that a loan fee of 1.072\% is assessed resulting in a lesser amount disbursed to your account.

In the event that you do not qualify for a Subsidized Loan, should we process this amount as an Unsubsidized Loan?

$\square$ Yes \hspace{1cm} $\square$ No

I understand that to obtain a loan at JTCC, I must complete and return this form to the JTCC Financial Aid Office, have a completed Master Promissory Note (MPN) on file, and have completed the online Entrance Counseling with the Department of Education. By signing this Loan Request Form, I give consent to JTCC to initiate the loan process for the requested loan period. I understand that I must be enrolled for a minimum of 6 credit hours at the time of disbursement in order to receive my loan funds.

Signature \hfill Date

For Office Use Only

GL \underline{\hspace{1cm}} \hspace{0.5cm} HRS \underline{\hspace{1cm}} \hspace{0.5cm} DEP \underline{\hspace{1cm}}

FA STAFF Initials \underline{\hspace{2cm}} \hfill Date \underline{\hspace{2cm}}

COA \$\underline{\hspace{2cm}}

EFC \underline{\hspace{2cm}}

AID \underline{\hspace{2cm}}

Rem. Elig \underline{\hspace{2cm}}

SUB Amt. \$\underline{\hspace{2cm}}

UNSUB Amt. \$\underline{\hspace{2cm}}
From St. Louis or Springfield

\begin{enumerate}
\item Take Interstate 44 to exit 186.
\item If traveling West on 44, turn left onto Highway 63/Bishop Ave. at the top of the ramp. If traveling East, turn right onto Highway 63/Bishop Ave.
\item Turn onto Pine Street.
\item Turn left onto 14th Street. Parking is available in Lot P, across from Butler-Carlton Hall.
\item Butler-Carlton Hall can be reached by crossing Pine Street on foot. It is the large building on the right.
\end{enumerate}
Av vilka särskilda skäl har Ni icke kunnat erhålla hemlandspass?: Jag har pass, som är utlöpt.

Referenser i Sverige: Järnvägsflicka, Göteborg, Linnégatan.
Direktör J. Gavrelis, Föreningsgatan, Göteborg.

Upphållsvisering önskas för tiden intill den.

Jämväl önskas arbetsvisering för anställning såsom (yrke)
hos (arbetsgivarens namn och adress).

Lönevillkor: kontant kr. per , in natura.

För nedan nämnda barn önskas jämväl arbetsvisering (Angiv yrke, arbetsgivare och lönevillkor på samma sätt som ovan).

Signalement.
Längd: 1.49 m
Hår: mörkt brunt
Ögon: bruna
Ansiktsform: oval
Näsa: krökt
Särskilda kännetecken: ett litet födelsemärke.

Till styrkande av i ansökan lämnade uppgifter bifogas följande handlingar: födelsebevis.

Göteborg den 4 Oktober 1943.

Egenhändig namnteckning: Johanne Thalmay.

Adress: c/o N. Gavrelis, Föreningsgatan 7, Gbg.

tel.: 118357.
\begin{itemize}
\item What does that feel like inside?
\item What about the gift makes you feel happy?
\end{itemize}

\textbf{DO:}

\begin{itemize}
\item Is there a way you want to show how you feel about this gift?
\item Does the feeling you have about this gift make you want to share that feeling by giving something to someone else?
\end{itemize}

\section{EVIDENCE IT THAT WORKS}
Hussong, A. M., Langley, H. A., Rothenberg, W. A., Coffman, J. L., Halberstadt, A. G., Costanzo, P. R., \& Mokrova, I. (2018). Raising grateful children one day at a time. \textit{Applied Developmental Science}, DOI: 10.1080/10888691.2018.1441713.

This daily diary study found that the more parents took action to cultivate gratitude in their kids on a certain day (such as by talking with their kids about experiences of receiving something from others), the more their kids showed gratitude on that same day—compared to days when the parents took less action and compared to other kids whose parents took less action.

\section{WHY TO TRY IT}
Parent–child conversations may deepen children’s understanding of gratitude by breaking it down into parts and raising their awareness about those parts.

When kids can notice that someone gave them a gift intentionally and freely, they are more likely to have a stronger experience of gratitude. These questions also help kids to connect the gifts that they receive in their lives to the positive feelings they feel afterward. Prompting children to perform acts of gratitude—whether they be gestures of appreciation or paying it forward—may help them understand the different ways to express what the experience meant to them.

These discussions provide an opportunity for kids to internalize their parents’ attitudes about gratitude and its value. Ultimately, they may end up feeling grateful more often.

\section{Sources}
Andrea Hussong, Ph.D., University of North Carolina at Chapel Hill
\begin{verbatim}
void kruskal(BasicGraph& graph, BasicGraph &mst) {
    // first, copy the graph and remove the edges
    // This is so we can populate it later with the mst edges
    mst = graph;
    mst.clearEdges();

    // put each vertex into a 'cluster', initially containing only itself
    Map<Vertex*, Set<Vertex*>*> clusters;
    Set<Vertex*> allVertices = graph.getVertexSet();
    Vector<Set<Vertex*>*> allSets;   // for freeing later
    for (Vertex* v : allVertices) {
        Set<Vertex*>* set = new Set<Vertex*>();
        set->add(v);
        clusters[v] = set;
        allSets.add(set);
    }

    // put all edges into a priority queue, sorted by weight
    PriorityQueue<Edge*> pq;
    Set<Edge*> allEdges = graph.getEdgeSet();
    for (Edge* edge : allEdges) {
        pq.enqueue(edge, edge->cost);
    }

    // repeatedly pull min-weight edge out of PQ and add it to MST if its
    // endpoints are not already connected
    Set<Edge*> mstEdges;
    while (!pq.isEmpty()) {
        Edge* e = pq.dequeue();
        Set<Vertex*>* set1 = clusters[e->start];
        Set<Vertex*>* set2 = clusters[e->finish];
        if (set1 != set2) {
            mstEdges.add(e);

            // merge the two sets
            set1->addAll(*set2);
            for (Vertex* v : *set2) {
                Set<Vertex*>* setv = clusters[v];
                if (setv != set1) {
                    clusters[v] = set1;
                }
            }
        }
    }

    for (Set<Vertex*>* set : allSets) {
        delete set;
    }

    // populate the graph with the edges
    // We can't add the edge pointers directly
    // because that would cause trouble freeing later
    for (Edge *edge : mstEdges) {
        mst.addEdge(edge->start->name,edge->end->name,edge->cost,false);
    }
}
\end{verbatim}
\section{BIOHIT COLONVIEW quick test}

\subsection{Detects bleeding derived from both lower and upper GI tract}

Detection of occult blood in feces is essential in the early diagnosis of colorectal cancer. The Biohit ColonView quick test is an immunological lateral flow test which detects hemoglobin and hemoglobin-haptoglobin complex (degraded hemoglobin) from stool. With this combination of two biomarkers, the ColonView test can be used for detecting bleeding derived from the colon or upper parts of the gastrointestinal (GI) tract. This makes ColonView a superior tool to detect bleeding cancer tumors and their precursors.

\begin{itemize}
\item Detects bleeding from lower and upper GI tract
\item Sensitivity 93--96 \%, Specificity 80 \%
\item Hygienic sampling, transportation and analysis
\item No dietary restrictions before sample collection
\item Results in 15 min
\end{itemize}

\subsection{One sample for dual testing}

Clever design of the ColonView sampling tube eliminates patient-errors and ensures that the vial always be a correct sample amount. The sampling tube contains all the necessary reagents and no additional accessories are needed for the analysis. One sample is enough for the testing of both Hb and Hb/Hp complex, and the result is ready in 15 minutes.

\subsection{Testing made easy}

The stool specimens are collected easily with the stool collection paper and sample applicator stick. To guarantee the best possible accuracy, it is recommended to take samples on 3 consecutive days.

\begin{enumerate}
\item Make bowel movement onto the collection paper
\item Unscrew the blue end and remove the sample applicator
\item Collect sample by inserting the stick into the stool specimen
\item Re-insert applicator stick
\item Unscrew the white cap and drop three drops to the test cassette
\item Read after 15 minutes
\end{enumerate}

Test result interpretation:

Positive

Negative

Invalid

Results in 15 min.

\subsection{Improved accuracy to the screening of colorectal cancer}

The ColonView test improves the accuracy of colorectal cancer screening by detecting biomarkers associated with gastrointestinal bleeding.
\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\caption{Infrared sensors send temperature data to the display in the operator’s compartment.}
\label{figure_1}
\end{figure}

Infrared temperature sensors are another option for some asphalt compactors. On Cat models, sensors are installed in the front and rear of the machine. The sensors are continually cleaned by compressed air that keeps dust, fumes and moisture away from the sensor lenses. The temperature systems are accurate and provide constant, visual reference at the operator’s station display. Not only does the operator know where the machine is located in relation to the defined rolling pattern, the operator knows where the machine is located relative to the desired temperature zone.

Large temperature variations are caused by long paver stops. The portion of the mat under the screed remains hot because it is confined. The portion of the mat just behind the screed loses heat because it is exposed to the elements.

Heat loss depends on mat thickness, air temperature and wind speed. If the mat temperature varies by more than 15°C (30° F), there is likely to be significant density variation. To help promote uniform density, limit paver stops to no more than five minutes.

\begin{figure}
\centering
\begin{subfigure}{0.45\textwidth}
\centering
\includegraphics{figure_2_1.pdf}
\end{subfigure}
\begin{subfigure}{0.45\textwidth}
\centering
\includegraphics{figure_2_2.pdf}
\end{subfigure}
\caption{Temperature variation caused by 10-minute paver stop. Screed imprint seen in infrared image is not visible in digital image.}
\label{figure_2}
\end{figure}
the future, which is not there right now. This is oscillation of the mind. Mind has another tendency i.e. clinging on to the negative.

8. The body manifests what goes on in the mind, a diseased body could be an indication that the mind is not `at ease` and this factor needs to be first addressed. Under the guidance of a master through dedicated practice of yogasanas, pranayama and mantra chanting, it becomes our best friend, our staunchest ally.

9. Death means the mind separating itself from the body, and the link between the body and the mind, i.e., the breath stops. The mind is energy, it does not get destroyed, since matter and energy can never be destroyed.

10. When the energy expands, you feel happy, elevated and comfortable. This particular phenomenon indicates that our body is inside the mind, and not the other way around. And when you are upset, the energy in you shrinks and that is when you feel uncomfortable.

11. Our thoughts are the beginning of every creation. You are what you think. Thoughts are seeds or software of human life from which our personality formation begins. Thought waves are controlled by means of practice and non attachment.

12. The most difficult phase of life is when you do not understand yourself. When you are inspired by some great purpose, all your thoughts break their bonds; your mind transcends in a new great and wonderful world. Memory is a kind of secondary thought wave

13. \textbf{Yoga is control of thought waves in the mind (\textit{chitta})}: Manas is the recording faculty which receives impressions gathered by the senses. Budhi is the discriminative faculty which clarifies these impressions
\begin{figure}
\centering
\includegraphics{figure_6.pdf}
\caption{p-p Polarizations at $t=-0.3\,(\mathrm{GeV}/c)^2$.}
\label{figure_6}
\end{figure}
\title{Uncertainties in fa\c{c}ade fire tests -- measurements and modeling}

\author{Johan Anderson, Lars Bostr\"om, Robert Jansson McNamee and Bojan Milovanovi\'c\\
SP Technical Research Institute of Sweden, Fire Research, Bor\aa s, Sweden\\
Faculty of Civil Engineering, Department of Materials, University of Zagreb, Croatia}

\begin{abstract}
In this paper a comparison between test and modelling results are performed for two large-scale fa\c{c}ade fire testing methods, namely SP Fire 105 and BS 8414-1. In order to be able to compare tests and modelling the uncertainties have to be quantified both in the test and the modelling. Here we present a methodology based on deterministic sampling to quantify uncertainties in the modelling input. We find, in general good agreement between the models and the test results. Moreover, temperatures estimated by plate thermometers is indicated to be less sensitive to small variations in model input and is thus suitable for these kind of comparisons.
\end{abstract}

\section{INTRODUCTION}

The SP Fire 105 \cite{1} and the British Standards BS 8414-1:2002 \cite{2} are two among a variety of different test methods that are used to evaluate fire spread from floor to floor via external walls for different wall claddings, insulations and geometrical considerations \cite{3,4,5,6}. Internal fire spread in enclosed burnable components in the system as well as recording falling down of parts and the occurrence of burning droplets are also partly evaluated. The SP Fire 105 test method for fa\c{c}ade systems was defined in 1985 \cite{1} and simulates a three-story apartment building (height 6.7 m, width 4 m and depth 1.6 m) i.e. a large scale fa\c{c}ade test method, see Fig.~\ref{fig:figure_1}. The BS 8414-1 is similar however it includes a return wall or wing on one side. The fire exposure conditions represent a fully-developed fire in a room, venting through an opening such as a window aperture that exposes the cladding to external flames. The main differences between the methods are, firstly the fuel used and secondly the height of the combustion chamber and the fact that the British test is performed outside. In BS 8414-1 the square opening of the combustion chamber has side length of 2 m and the fire source is a wood crib with a nominal total effective energy release of 4500 MJ over 30 minutes at a peak rate of 3$\pm$0.5 MW. In SP Fire 105 the fuel consists of 60 l heptane burning in a special purpose tray to stabilize the flames and the height of the combustion chamber is 710 mm. The fuel consumed in the SP method corresponds to a total energy release of 1830 MJ and the peak rate is approximately 2.0 MW. The SP Fire 105 method has then been presented internationally for different standardization committees and has been classified as a valid test method in Sweden, Denmark and Norway although it is not presently a European standard.
\begin{itemize}
\item The university uses the IRMA model of scaffold learning by which skills needed to achieve different PLGs typically need to be introduced (I) before they are reinforced (R), and reinforced before they are mastered (M) and mastered before they are applied (A).

--- Aspen University

\item The first course taken by students in any program within the institution is PF101 Academic Strategies (PF101). This course emphasizes academic preparation by including communication, problem-solving, ethical writing, professionalism, and learning, therefore, creating this idea of ``Essential Employability Qualities'' from the onset of enrollment.

--- Bottega University
\end{itemize}

\section{Communication}

\textit{Note that, while the first set of the examples in this section come from a Communications degree program, \textbf{MANY of the exercises could be adapted and utilized in just about ANY discipline}.}

\begin{itemize}
\item A course outcome of the program’s introductory course is that students ``demonstrate how identity, self-concept, and perception influence personal communication.'' Discussion exercises support this learning outcome. (Introduction to Communications; CM101)

--- AS in Communication, Bottega University

\item A final project of the introductory course asks students to apply their knowledge of interpersonal communication to analyze and assess communication in an online or digital forum. By examining online communication through the lens of traditional interpersonal communication, students become more aware of the pitfalls associated with online communication and consider possible strategies to improve it. (Introduction to Communications; CM101)

--- AS in Communication, Bottega University

\item The final exam in an introductory course asks students to discuss (with examples) three ways in which an individual can increase self-awareness. (Introduction to Communications; CM101)

--- AS in Communication, Bottega University

\item Students are asked to discuss the origin of communication apprehension and tell why the following statement is a myth: ``Avoid speaking anxiety by writing your speech out word-for-word and memorizing it.'' (Presentation Skills: CM220)

--- AS in Communication, Bottega University

\item The course final project requires students to create a presentation addressing one of several prompts. (Presentation Skills; CM220)

--- AS in Communication, Bottega University
\end{itemize}
\section{Annex}
\subsection{Summary Report Prepared by the FMT}

The PC recognized the efforts made by the Republic of Congo in advancing in REDD Readiness, the quality of its R-PP and the country’s willingness to address feedback in a constructive way.

The PC raised concerns on the consultation process leading to the preparation of the R-PP and on substantive issues in the document.

\subsection{Key Issues}

The following are the key issues that the Republic of Congo needs to address before entering into a Readiness Preparation grant agreement with the Trustee of the Readiness Fund.

\begin{enumerate}
\item Enhance multi-stakeholder consultations on the R-PP, including indigenous peoples, and use the results of this process to further enrich the document;

\item Better reflect in the R-PP how ongoing or planned developments in other sectors (including mining, agriculture and infrastructure development) are likely to impact deforestation and how REDD+ would potentially support the mitigation of these impacts;

\item Further elaborate how the REDD+ and the VPA/FLEGT processes complement each other in addressing governance challenges, taking into account the VPA/FLEGT achievements in terms of stakeholders consultations, trust building among parties and the analytical work produced;

\item Provide more details on how monitoring of co-benefits would be carried out;

\item Give proper consideration to the comments provided by the TAP on components 3 (Reference Scenario) and 4 (MRV);

\item Provide more in-depth analysis of the drivers of deforestation and forest degradation, especially industrial logging;

\item Articulate more clearly in the R-PP how the analytical studies to be carried out during the Readiness phase will address the issues of insecure land tenure, carbon rights and equitable benefit sharing mechanisms.
\end{enumerate}
\subsection{19 november}
Location: Tagensvej 86 (T86) \\ 
Room C216

\subsubsection{Theme 6: Children in Danish Hospitals}

\begin{table}[h]
\centering
\begin{tabular}{lll}
Time & Programme & Key Person/s \\
9:15--15:00 & Children in Danish Hospitals & Lecturer Hanne Selberg, Med.RN
\end{tabular}
\label{table_1}
\end{table}

\subsection{3 december}
Location: Tagensvej 86 (T86) \\ 
Room C216

\subsubsection{Theme 7: Surgical Nursing}

\begin{table}[h]
\centering
\begin{tabular}{lll}
Time & Programme & Key Person/s \\
9:15--14:30 incl. lunch & Surgical Nursing & Lecturer Lene Brogaard, Masters in Adult Learning and Human Resource, RN.
\end{tabular}
\label{table_2}
\end{table}

\subsection{17 december 2015}
Location: Tagensvej 86 (T86) \\ 
Room C216

\subsubsection{Theme 8: Fall prevention in old age.}

\begin{table}[h]
\centering
\begin{tabular}{lll}
Time & Programme & Key Person/s \\
9:15--14:00 Incl. Lunch & Presentation of six falls typologies to understand different falls prevention strategies & Lecturer Lotte Evron, PhD, MA in Education, BaSc, RN.
\end{tabular}
\label{table_3}
\end{table}
\section{À la une}

\subsection{Le contentieux indemnitaire de l’article 62 de la Constitution}

note par Mathieu DISANT sous CE, ass., 24 déc. 2019 (3 arrêts)

Le Conseil d’État ouvre la possibilité d’obtenir réparation des préjudices résultant de l’application d’une loi contraire à la Constitution. La particularité du régime de responsabilité du fait de la loi inconstitutionnelle est qu’il repose sur une distinction complexe entre l’office du juge de la norme et l’office du juge de la responsabilité.

\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\label{figure_1}
\end{figure}

\section{Actualité}

\subsection{Protection juridique : les assureurs reprennent la main}

focus

« Nous n’accepterons pas que la responsabilité des magistrats soit mise en cause pour une affaire liée au mouvement de grève des avocats »

entretien avec Céline PARISOT

\section{Jurisprudence}

\subsection{GPA et PMA internationale : le standard européen prime sur la notion de « réalité » !}

note par Élisa VIGNANOTTI

sous Cass. 1re civ., 18 déc. 2019 (3 arrêts)

\subsection{Chronique de jurisprudence de droit de la presse}

par François FOURMENT et Philippe PIOT

\section{Gazette Spécialisée}

\subsection{Droit fiscal}

Sous la responsabilité scientifique de :

Betty TOULEMONT

Avocat au barreau de Paris, associé, société d’avocats TZA

Hervé ZAPF

Avocat au barreau de Paris, associé, société d’avocats TZA

Avec la participation de :

Aleksandar NIKOLIC, Antoine BOUTET-MANGON et André PERCHERON