zilongwang/ReadingBank huggingface dataset:
Project Risk Management Michael D. Harper, Ph.D. “Project risk management is concerned with identifying, analyzing, and responding to project risk.” Project Risk Management Process Groups Major Processes Initiating Planning Executing Monitoring & Controlling Closing Plan Risk Management 1 Identify Risks 2 Perform Qualitative Risk Analysis 3 Perform Quantitative Risk Analysis 4 Plan Risk Responses 5 Control Risks 6 Risk & Utility Risk= [Probability & Outcome] or [Likelihood & Consequence] Utility= Attitude toward risk. (Risk-neutral, Risk-averse, Risk-prone) Plan Risk Management. Risk Management Plan (RBS, Approach, Components) RBS: Risk Breakdown Structure (Identify Risk Categories) Identify Risks. Create a Risk Register of risk events. Risk Analysis. Perform Qualitative Risk Analysis. Risk Ranking. (Matrix, Risk Factor, Top Ten Tracking, Watch List.) Perform Quantitative Risk Analysis. Risk Evaluation. (Stochastic Utility Analysis, Decision Analysis, PERT/CPM Analysis, Simulation.) Plan Risk Responses. Risks with Positive and Negative Consequences. Additional Risks and Plans. Control Risks Conduct risk audits and reviews Analyze triggers, trends, patterns.
D. How do cells count chromosomes? 1. transcription factors on autosomes and X chromosome 2. XX has two copies of gene for protein in X, XO or XY has one copy of gene for protein on X E. human and other mammals 1. gender determined by male promoting gene on Y X:A chrom. gender 0.5 XY male 1.0 XX female 0.5 X female 1.0 XXY male 2. sex determined at level of individual, not at level of cell a. chromosomal complement determines if primordial gonad cells are testis or ovary - if testis, secrete testosterone male - if ovary, no testosterone female b. gender determined by sry gene, on Y chromosome - identified using sex reversal in mice and human - XX + small piece of Y translocated to X
Behaviour for Learning Policy DOCUMENT NO: NWA008 Lead author/initiator Scott Gaskins, Head of School Littleport and East Cambs Academy Contact email address: sgaskins@lecacademy.org Developed by: Cambridge County Council Approved by: FULL LOCAL GOVERNING BOARD Littleport and East Cambs Academy Approval Date: SEPT 2017 Review Date: SEPT 2018 Version No: 1 Ratified by: Littleport and East Cambs Academy Local Governing Board Date Ratified: SEPT 2017 Signed: Paper copy signed Review Timetable: Principal free to determine Review: The document should be reviewed by designated staff and updated annually if required; after ratification or earlier if there is any new local or national guidance, changes in process or legislation. Purpose of Document: To comply with legislation & guidance including: DFE ‘Behaviour and discipline in Schools’ July 2013 Education and Inspections Act 2006: Section 88 DFE ‘Searching, screening and confiscation’ February 2014. Implementation: The policy can be accessed via the Staff Share will be reminded via the Staff Handbook and through any mandatory updates. It is also a statutory requirement to publish the policy on the school website. Dissemination: The policy will be available to all staff, teaching and and to the wider public via the website. teaching,
Brown Spot Needle Blight (BSNB) Host tree species Distribution Introduction Lecanosticta acicola (formerly Mycosphaerella dearnessii), is the causal agent of Brown Spot Needle Blight (BSNB) on pines. The disease is present in over a dozen EU Member States (including Austria, Croatia, Estonia, France and Germany) and in several countries outside the EU (See world map below). It is usually a slowly spreading organism, but eradication efforts have only been partly successful to date. Host tree species Potentially all species of Pinus (pine) are hosts. BSNB Finding Samples taken by DAFM Forest Health Inspectors in early 2018 were analyzed and laboratory results confirmed the presence of L. acicola on mountain pine (Pinus mugo) and adjacent Scots pine (P. sylvestris) trees at an arboretum in Co. Wexford. . Impact of BSNB After a severe attack, the whole needle turns brown, then grey and abscises prematurely. In less severe attacks, needle cast may be delayed for 1 or 2 years. Heavily infected pines typically show twigs carrying only the current year’s needles. These take on a ‘paintbrush’ appearance as the disease develops. Over several years, the disease may result in branch and tree death.
The LECC Summary Reports will be sent to the Link Trustee for LECCs within 7 days of each Committee meeting. LECCs shall arrange for the production and delivery of such other reports or updates as requested by the Board from time to time. Each LECC shall conduct an annual review of its work and the powers and functions delegated to it under these Terms of Reference and shall report the outcome and make recommendations to the Board. Appendix A: Remit and Responsibilities of the LECCs The powers and functions delegated by the Board to the LECCs are set out in detail in the Trust’s Scheme of Delegation as approved by the Board (which are found here) and in summary include the following which should be read in conjunction with the scheme of delegation: To act as a critical friend to the Principal(s). To demonstrate appropriate challenge by holding academy leadership to account for academic performance, quality of care and provision. To approve Local level policies and monitor implementation of both these and Trust level policies. To monitor and advise on the running of the Academy in terms of learning, standards, safety and wellbeing. This includes identifying LECC members that take on a special link responsibility in the following four areas: Safeguarding, SEN, Health & Safety, Grants (PP/PE). To consider budget monitoring and risk monitoring information and offer advice to the Principal, reporting any concerns to the Astrea executive team and the Trust Board (via the Link Trustee). To support the Academy’s senior management staff to deal with parental complaints pursuant to the Trust policy on parental complaints and support Principal(s) in recruitment and selection, grievance and disciplinary processes where appropriate. To support the Principals of other Academies within the Trust in exclusion processes where appropriate and if requested recruitment panels.
Explore the Chinese Cultural Revolution EX This is an example of what genre/author/style? P What was the author’s purpose for writing this text? L What are the key lines or sentences worth remembering? O How is this text organized? Does this help me read this selection? R How can I relate to what I just read? E Evaluate connections and ask questions.
I’m in the bedroom. I’m in the bathroom. I’m in the living room. Grammaire : Présent du verbe to be (être). I am / I’m You are He/She/It is / He/She/It’s We are You are They are Grammar : Where are you ? You are in the classroom. I am in the classroom. Lesson 3 Lesson : Where is Kate ? Kate is on the bed. Kate is in the bed. Kate is under the bed. Lesson : Where is Mike ? Mike is in front of the sofa. Mike is behind the sofa. Mike is between the sofa and the bed.
Community Safety is a huge issue for communities and many rural Areas never see a guard Older people Security is a key issue re Tipp Town for people living alone/lots of robberies/no follow up/older people targeted Older people-needed to be encouraged and take park in community. Age friendly county initiative needed. Inter generation work r.e. living heritage. Bealtaine festival. Supports for grandparents in rearing children and family support. Rural people living alone is a big concern Older people – changes between home help and carers – could be social economy projects such as supports re gardening/light jobs etc for older people that home help and carers can’t do etc. Access to services and isolation huge issue Older people living alone More supports for older people to live on their own in their own communities in towns /villages/rural areas Home help – not enough to help people to stay at home – never going to be enough resources from the government – need more supports locally Social Economy projects should be supported to keep people at home and in their own community Could create jobs in Social Economy to address Community Needs – supports for older people – younger people Grandparents – playing a key role in rearing children now – supports to grandparents re this role Health Need to have social communities bringing services e.g. community kitchens, recreation projects, walking areas, less obesity Physical and mental health. Pilot re bicycle bays in train stations Need safe walking routes in villages/rural areas – would also build sustainability and bring people out to the villages Mens sheds could be used as centre to promote health initiatives for men – especially isolated men Mental health initiatives in the community need to be supported – through communities /sports clubs etc Healthy Ireland document, healthy Tipperary strategy needed at local level based on health ireland document Needs to focus of children – physical education is very poor e.g. walking, general health programmes need to be developed Healthy eating programmes for children and young people and the general population are needed Young women marginalised in rural areas –needs to be other options for young girls – very little options if not involved in sports Mental Health: Suicide – massive issue-suicide greater –lot of them-need co-ordination of of organisations but people don’t know where to get info. De-stigmatising mental health and accessing information re. Suicide prevention supports. Young families are living in poverty-poor housing-trying to meet needs of living on their own and isolated. parents
8.5 The high level objectives of Goal 5 Goal 5: To Develop Donegal as a Lead region for Learning, Research and Innovation Collaboration To strengthen engagement, knowledge exchange and greater collaboration between educational providers and industry. Marine To realise the full potential of the marine sector through the provision of appropriate learning and promotion of research and development activity. Digital Society To promote engagement with the digital society in all forms of education provision. STEM To encourage the uptake of STEM subjects. Health To build on our medical heritage, enhancing human health for generations, by progressing new endeavours, innovation and collaboration in education, research and service. Partnership R & D To promote and advance Research and Innovation through networks, partnership and collaboration in this region and internationally including cooperation with the Donegal Diaspora. Employment To create and support pathways to employment Natural Resources To identify and harness all of the County’s natural resources across all sectors. Learning To enable individuals to reach their full potential by investing in accessible education, training and lifelong learning. Use of Infrastructure To make best use of new and existing infrastructure and to identify and fill infrastructural deficits in the region. A Connected Letterkenny To ensure that the Letterkenny Gateway is a connected place in the context of learning, research and innovation. 3rd Level Linkages To promote greater linkages between third level educational providers, with a view to advancing long-term sustainable development, research and innovation in the region. FET To improve access paths into further education and training. Literacy & Numeracy To improve literacy, numeracy and communication skills in adults and young people CPD in Education Sector To provide continuous professional development opportunities for those working in the education sector. Clusters To facilitate the development of a number of clusters in order to promote entrepreneurship, investment and enterprise in the region. Spatial Planning To utilise existing resources to facilitate effective spatial planning in the region. Enterprise To strengthen the business management and capabilities of SME owner managers.
Nitrate Reductase Test. This screening procedure looks for the presence of urinary nitrite, an indicator of UTI. Nitrate-reducing enzymes that are produced by the most common urinary tract pathogens reduce nitrate to nitrite. Leukocyte Esterase Test. As previously mentioned, evidence of a host response to infection is the presence of PMNs in the urine. Because inflammatory cells produce leukocyte esterase, a simple, inexpensive, and rapid method that measures this enzyme has been developed. Cultures are recommended in patients whose characteristics and symptoms suggest complicated UTI or an indication for treatment of bacteriuria. Common examples of culture media include the following: MacConkey , EMB, XLD, BA
The linear regression model that we want to estimate has the following form (We will cover linear regression in Chapter 11): We wish to: a) Test to see whether this model adequately represents the relationship between Pull Strength and Die Height (is the relationship linear?), and b) estimate the values of the constant term and the coefficients in this equation, so that we will have an useful model. (The term ε in the equation is a random error term.)
MINISTERS OF THE WORD SEPTEMBER / OCTOBER 2018 SEPTEMBER SATURDAY 5:30 PM John Krautheim SUNDAY 7:30 AM Mary Jean Hayek 10:15 AM Orlando Callegari 12:00 Noon Frank Mullen OCTOBER SATURDAY 5:30 PM Ken Kurczab SUNDAY 7:30 AM Maria Maggi 10:15 AM Sr. Anne Matthew 12:00 Noon Deborah McHugh If unable to serve a particular Mass, kindly call a replacement. Thank you for your continued dedication. Rosemarie Aulino 973-890-0363 Orlando Callegari 201-815-6909 Sr. Anne Matthew Carlone 914-960-4162 Cathy Condon 973-237-0815 James DeSopo 973-742-3303 Therese Fusco 973-942-7821 Gordon Geiger 973-956-8860 Mary Jean Hayek 973-956-0320 Joe Klunk 973-546-7230 John Krautheim 973-200-0524 Kenneth Kurczab 973-790-1848 Maria Maggi 201-774-5544 Jim Marotta 201-417-6449 Jerry McFarlane 973-595-5817 Deborah McHugh 973-720-5676 Frank Mullen 973-595-8514 Joe Sterba 973-981-3862 Note: At the 10:15 am Mass, student will do the first reading, adult will do the second reading & the prayers of the faithful. The adult will always read the names of those to be prayed for at that Mass.
Safe system of work Activity: Operating a Lectra Machine Description of work activity: Lectra operative Assessment date: 16/5/17 Assessor: Martin Lee Responsibilities Site Manager: Martin Lee Supervisors: Dean Riley General operatives: Number of ops: Associated Hazards Hazards associated with activity: Manual handling (Incorrect lifting techniques), Slips, trips and falls Site specific Hazards: Busy work environment Work Procedures & Control Measures
PERSON SPECIFICATION – Teaching and Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good first degree and a PhD in Criminology or equivalent in relevant discipline Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Application Interview Work Experience Ability to undertake duties of the post Evidence of: Ability to teach criminology effectively at undergraduate and postgraduate level in a variety of teaching An emerging track record of high quality research output, with the potential for publications in high-impact factor journals Have research experience in the Department’s main research themes Ability to supervise undergraduate and postgraduate research projects Involvement in applying for research funding Publication(s) in high impact journals Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate criminology and social science research methods. A creative research vision for development, implementation and delivery of successful research projects Application Interview
R E L E V A N T financial support inc HE Bursary Liaise with Nominated support person at the University Minimum 2 monthly visits Ensure Benefit claims as appropriate 16-19 bursary application if appropriate Cease Personal Allowance Q U A L I F Y I N To advise and assist Can access financial support regarding education/training Can access mainstream benefits Support with training/education /employment as appropriate Undertake an assessment to agree if ongoing support needs Develop support plan where required.
experience of the young person. 8. The pathway plan should address the following points Health and development. Education, employment and training. Emotional and behavioural development. Identity Family and social relationships. Practical skills necessary for independent living. Financial arrangements. Suitability of accommodation. Using the information from the supervision session the PA should identify the key areas of concerns for the plan to focus on. The manager when signing off the plan will use the supervision notes and the prompt questions to determine if all the relevant areas have been covered, and SMART targets/ goals sets. NB All these must be covered otherwise the manager can not sign the plan off. 9. The goals set should be SMART As above manager to check. 10. There should be a clear contingency plan Not call another review meeting As above manager to check. 11. The plan is signed by the young person the PA and other involved parties As above manager to check. 12. There is a date for the next pathway plan review in 5 months time. As above manager to check.
Appendix 8 Managers Audit Form for Pathway Plan Reviews Practice area Evidence Is there evidence that the young person views and experiences are recorded in the PPR? Has the PPR been completed within timescales? Is there evidence the views of key others have been recorded in the PPR? Has the young person been seen at the required frequency in review period? Accommodation Has suitability and stability been reviewed and where inappropriate, alternative plans made? Financial Arrangements Have these been reviewed as satisfactory and if necessary alternative plans made? Education, Training & Employment Has EET status been reviewed and where NEET, plans have been made? Health & Leisure Have these needs been reviewed and where not met, plans are in place? 9. Family and Social Relationships Have these been reviewed and appropriate plans made? 10. Identity Have these needs been reviewed and actions implemented where required? 11. Emotional Wellbeing Have these needs been reviewed and actions implemented where required?
media as a ‘bridge to a wider world’ as the vehicle for transferring new ideas and models from the North to the South and, within the south, from urban to rural areas. Schramm endorsed Lerner’s view that mass media can raise the aspirations of the people in the developing countries. The mass media in the South, he wrote, ‘face the need to rouse their people from fatalism and a fear of change. They need to encourage both personal and national aspirations. Individuals must come to the desire a better life then they have and to be willing to work for it. In the 1970s, modernization theorists started to use the level of media development as an indicator of general societal development. Failure of the modernizers One major shortcoming of the early modernization theorists was their assumption that the modern and the traditional lifestyles were mutually exclusive, and their dismissive view of the culture of the ‘indigent natives’ led them to believe in the desirability and inevitability of a shift from the traditional to the modern. The dominant the culture and religious force in the region of – Islam - and a sense of collective pan-Islamic identity were seen as ‘sentimental sorties into the symbolism of a majestic past’. The elite in the region had to choose between ‘Mecca and mechanization’. The crux of the matter, Lerner argued, was ‘not whether, but how one should move from traditional ways toward modern life-styles. The symbols of race and ritual fade into irrelevance when they impede living desire for bread and enlightenment’. What modernizers such as Lerner failed to comprehend was that the dichotomy of modern versus traditional was not investable. Despite the entire west’s effort at media modernization, Islamic traditions continue to define the Muslim world, and indeed have become stronger in parts of the Middle East. In additions, these cultures can also use modern communication methods to put their case cross. In the 1979 Islamic revolution in Iran, for example, radical groups produced printed material and audiocassettes and distributed them through informal network to promote an anti-western ideology based on a particular Islamic view of the world. Dependency theory Definition: • Multinational corporations result in cultural imperialism. A situation in which the economy of a certain group of a countries is conditioned by the development and expansion of another economy, to which their own subjected.
Text Problem 25-13: Two point charges are on the y-axis. (a) 4.5-C charge is located at y = 1.25 cm, and a 2.24-C charge is located at y = -1.80 cm. Find the total electric potential at (a) the origin and (b) the point whose coordinates are (1.50 cm, 0.0 cm). Text Problem 25-44: A uniformly charged insulating rod of length 14.0 cm is bent into the shape of a semicircle as shown in Fig. 1. The rod has a total charge of 7.50 C. Find the electric potential at P, the center of the semicircle.
a x a Problem: Find in the bisecting plane at a distance of r = 5 nm directly. We know: = 6.2x1030 Cm, s ~ 0.1 nm, r >> s=2a MOTION OF DIPOLE in a Uniform External ELECTRIC FIELD
Problem: A 2.2-m-long wire carrying a 3.5 A current is wound into a tight, loop shaped coil 5.0 cm in diameter. What is the magnetic field at its center? Magnetic field due to a steady current in a long straight wire: Problem: In standard household wiring, wires about 2 cm apart carry parallel currents of about 60 A. What is the magnitude of the force per unit length between such wires?
Problem The figure above is an edge view of a 10-cm-diameter circular loop rotating in a uniform 0.050T magnetic field. Calculate the magnetic flux through the loop when is 0o, 30o, 60o, and 90o. Absence of magnetic monopoles: One of Maxwell’s Equations: The net magnetic flux through any closed surface is always zero. Magnetic Dipoles, Monopoles, and Torque on a Magnetic Dipole Magnetic dipole moment Electric dipole
Text Problem 30-30 Niobium metal becomes a superconductor when cooled below 9 K. Its superconductivity is destroyed when the surface magnetic field exceeds 0.100 T. In the absence of any external magnetic field, determine the maximum current a 2.00 mm-diameter niobium wire can carry and remain superconducting.
Table 19.2: Stellar Temperature Classes put in previous section Class Temperature Wavelength of Peak Emission O > 25,000 K Ultraviolet B 11,000 – 25,000 K Ultraviolet A 7,500 – 11,000 K Blue F 5,000 – 7,500 K White to blue G 5,000 – 6,000K Yellow to white K 3,500 – 5,000 K Red to orange M < 3,500 K Infrared to
bipolar outflow, a flow of gas out the poles of the star. This is a feature which is easily seen by radio telescopes. This early phase in the life of a star is called the T-Tauri phase. One consequence of this collapse is that young T Tauri stars are usually surrounded by massive, opaque, circumstellar disks. These disks gradually accrete onto the stellar surface, and thereby radiate energy both from the disk (infrared wavelengths), and from the position where material falls onto the star at (optical and ultraviolet wavelengths). Somehow a fraction of the material accreted onto the star is ejected perpendicular to the disk plane in a highly collimated stellar jet. The circumstellar disk eventually dissipates, probably when planets begin to form. Young stars also have dark spots on their surfaces which are analogous to sunspots but cover a much larger fraction of the surface area of the star. The T-Tauri phase is when a star has: vigorous surface activity (flares, eruptions) strong stellar winds variable and irregular light curves
Complete Laws of Electromagnetism Maxwell’s Equations (with extra charge) Integral Form Differential Form Gauss’s Law for Gauss’s Law for Faraday’s Law Ampère’s Law Maxwell’s Equations (without extra charge in vacuum) Integral Form Differential Form Gauss’s Law for Gauss’s Law for Faraday’s Law Ampère’s Law Complete Laws of Electromagnetism Maxwell’s Equations Integral Form
Rayleigh Criterion: Minimum angular separation min subtended by sources for which images are just resolved ………. sindark = m /a m = a is slit width Small angle approx: Vertical slit min = /a with  << a Circular slit min = 1.22 /D D is the diameter. Polarization of Light Waves Polarization By Selective Absorption Polarization and Malus’s Law
EXAMPLE 1 <DOCTYPE html> <html> <head> <meta charset="utf-8" /> <title>Lakeland Reeds Bed and Breakfast</title> <link rel="spreadsheet" type="text/css" href="lakeland.css"/> <div id="box"> <h1>Lakeland Reeds Bed and Breakfast</h1> <h2 class="maintext">About Us <p class="maintext">Lakeland Reeds is an ideal place to unplug from your daily routine, whether on the shore of Twin Lakes watching the sundown over the cattails or just curled up in a hammock on our screened wraparound porch with a good book. We're here to help you get the most out of your time with us, from canoes and life vests for a day out on the lake, to DVDs and popcorn for a quiet evening in. We look forward to welcoming you!</p> <p id="contact">Philip Blaine, Proprietor 45 Marsh Grass Ln.<br />Marble, MN 55764<br />(218) <div> </body> <p>Alex b Cook HTML5 Unit z </p> EXAMPLE 2 /* Lakeland Reeds Bed and Breakfast h2 { textalign: center; } #contact { text-align: right } #box { Border: 0.25em; border-style: solid; border-color: black; wide: 50em; margin-left: auto; margin-right: auto; padding: 1em; maintext { font: Verdana, Geneva, san-serif; text-align: left; width: 60%; margin-left: auto; margin-right: auto; color: clear; } <p> Alex b Cook HTML5 Unit Z </p>
-Wisconsin, under Governor Robert M. La Follette, was the model for Progressive reform. The state passed laws to regulate RR, lobbying, and banking. It also started civil service reforms, shifted more of the tax burden to the wealthy and to corporations, required employers to compensate workers injured on the job, and provided for factory inspections. -Several other states passed laws like those of Wisconsin. Leading Progressive governors included Hiram Johnson of California, who reformed the RR industry, and Theodore Roosevelt of NY. As governor of NY (1899-1900), TR, a friend of Jacob Riis and other Progressives, was concerned about social and economic reform. He supported the creation of the NY State Tenement Commission to investigate NYC tenements. He also worked to eliminate sweatshop factory conditions which forced women and children to work long hours for very low pay in dangerous conditions. V. THEODORE ROOSEVELT AND THE SQUARE DEAL -The first three Presidents of this century—TR, WHT, and WW—are known as the Progressive Presidents. TR, elected VP in 1900, became President when President William McKinley was assassinated in 1901. He was elected in his own right in 1904. TR saw his job as one of stewardship—leading the nation in the public interest, like a manger or supervisor. He believed that the President had any powers not specifically denied to the executive in the Constitution. TR’s administration is often known as the Square Deal because of the many reforms during his presidency. A. Consumer Protection -Although basically conservative, TR did not hesitate to use the power of the presidency to deal directly with social and economic problems. On the national level, he recognized the need for consumer protection, influencing passage in 1906 of the Pure Food and Drug Act and Meat Inspection Act B. Regulating Business -TR’s reforms in business focused on strengthening regulations and breaking up trusts. 1. Strengthening Regulations 2. Trust-Busting 3. Northern Securities Case 4. The “Beef” Trust C. Labor Conditions -TR also achieved important reforms in working conditions.
Therefore, the signal for cancelling the lock should be operated by a normally open type control valve. However, to cancel the lock, the same signal must also cancel the locks on other devices, like the indication signal . Figure 1.10 shows how the normally closed type control valve  can be used to cut off the normally open type control valve  and achieve the goal of changing the signal. DIRECT CONTROL OF DOUBLE ACTING CYLINDER The only difference between a single acting cylinder and a double acting cylinder is that a double acting cylinder uses a 5/2 directional control valve instead of a 3/2 directional control valve (Figure 1.11). Usually, when a double acting cylinder is not operated, outlet ‘B’ and inlet ‘P’ will be connected. In this circuit, whenever the operation button is pushed manually, the double acting cylinder will move back and forth once In order to control the speed in both directions, flow control valves are connected to the inlets on both sides of the cylinder. The direction of the flow control valve is opposite to that of the release of air by the flow control valve of the single acting cylinder. Compared to the throttle inlet, the flow control valve is tougher and more stable. Connecting the circuit in this way allows the input of sufficient air pressure and energy to drive the piston. Example 3: Pneumatic system is to be designed to operate a door of public transport vehicles. (Figure 1.12). Assuming that the opening and closing of the doors are controlled by two button switches ON and OFF. When the button switch ON is pressed, the door will open. When the button switch OFF is pushed, the doors will close. Solution. Figure 1.12 Operation of pneumatic system that controls the door of vehicle Solution
Lecture Outline CREATE ASSEMBLIES and CORRIDOR 1. DEVELOP A “TYPICAL SECTION” BY CONNECTING We will attach “subassemblies” together to form a total “assembly” of cross section elements left and right of the centerline – a typical section. Zoom/Center 17000,20000 height 50 -- to place the assembly drawing in a new space of the dwg.
Merger and acquisition integration. This intervention describes how OD practitioners can assist two or more organizations to form a new entity. Addressing key strategic, leadership, and cultural issues prior to the legal and financial transaction helps to smooth operational integration. Interventions for transforming organizations include: Culture change. This intervention helps organizations develop cultures (behaviors, values, believes, and norms) appropriate to their strategies and environments. It focuses on developing a strong organization culture to keep organization members pulling in the same direction. Self-designing organizations. This change program helps organizations gain the capacity to alter them fundamentally. It is a highly participative process involving multiple stakeholders in setting strategic directions and designing and implementing appropriate structures and processes. Organizations learn how to design and implement their own strategic changes. Organization learning and knowledge management. This intervention describes two interrelated change processes: Organization Learning (OL), which seeks to enhance an organization’s capability to acquire and develop new knowledge, and Knowledge Management (KM), which focuses on how that knowledge can be organized and used to improve organization performance. These interventions move the organization beyond solving existing problems so as to become capable of continuous improvement.
(3)Any order made under sub-section (2) in respect of any person may also provide that he shall not, without the pervious permission of the State Bank in writing, in any way, directly or indirectly, be concerned with, or take part in the management of, the banking company or any other banking company for such period not exceeding five years as may be specified in the order. (4)No order under sub-section (2) shall be made in respect of any person unless he has been given an opportunity of making a representation to the State Bank against the proposed order: Provided that it shall not be necessary to give any such opportunity if, in the opinion of the State Bank, any delay would be detrimental to the interests of the banking company or its depositors. (5)Any decision or order of the State Bank made under this section shall be final for all purposes. Restrictions on removal of records and documents: Sec 12 No banking company shall remove from Kenya to a place outside Kenya any of its records and documents relating to its business at is branches, whether they are functioning or not, without the prior permission in writing of the State Bank. Explanation.— In this section the term “records” means ledgers, day books, cash books, accounts books and all other books used in the business of a banking company and the term “documents” means vouchers, cheques, bills, pay orders, securities for advances and any other documents supporting entries in the books of, or claims by or against, a banking company. From the provisions of section 12 of the ordinance it is mandatory for a banking company to seek prior permission in writing in case it desires to shift any record from Kenya to any place outside Kenya. BANKING COMPANIES ORDINANCE, 1962 In this LECTURE we shall cover the following aspects: Requirement as to minimum paid-up capital and reserve.
Pricing 1.5 hour lecture - £40.00 (Non Member £55.00) 3 hour lecture - £75.00 (Non Member £115) Total no of places booked Price Discount % 1-4 £75.00 Nil 5 – 9 £67.5 10% 10 – 19 £60.00 20% 20 – 30 £56.25 25% 30+ £52.50 30% Terms and conditions All applications will receive a written confirmation of booking Payment is required with the registration form. No places can be reserved without payment Booking is subject to availability of places Delegates may be substituted at any time with an appropriate additional payment for any non-members Venues are checked for accessibility - please advise any requirements HILS accepts no responsibility for the views or opinions as expressed by the speakers, chairman or any other persons at the event HILS reserves the right to alter the venue, programme and the speakers at any time Smart scheme is applicable to both individual and company bookings The smart scheme rate only applies at the time of booking and is not retrospective The smart scheme is only available to members of HILS Claiming the discounted rate remains the responsibility of the claimant however HILS will try to ensure that you are charged the appropriate fee once the required level of booking has been reached.
Events are spread across at least 2 campuses. If checked, include detailed information on the Proposal Information page above and add additional information below as necessary. Event has received financial contributions and/or in-kind support from at least 3 campuses. If checked, include detailed information on attached budget worksheet and add additional information below as necessary. Note: If you only meet this eligibility criteria, the Lecture Fund will generally award no more than the total contributions of the non-host campuses. At least 3 campuses are involved in the event through a combination of the above. If checked, describe how at least 3 campuses are substantively engaged in this event below. Details: EVENT DETAILS 1. Describe the program being planned and its potential value for the Five College community. What makes this a collaborative, Five College event (as opposed to a single- or two-campus event)? 2. Describe your promotional plans, particularly how you will reach audiences located outside of the campus(es) where your event will be hosted. 3. If your program includes engagement with elementary or secondary schools: List your school partners and how the proposed program meets their needs.
SEMESTER CREDIT HOURS Contact Hour Range per Semester COMBINATIONS Lecture/ week Lab/week Contact/ semester 1 SCH 16-64 0 0 0 1 1 2 3 4 0 1 32 48 64 16 32 2 SCH 32-128 0 0 0 0 1 1 1 2 2 5 6 7 8 2 3 4 0 1 80 96 112 128 48 64 80 32 48 3 SCH 48-144 1 1 1 1 2 2 2 3 3 5 6 7 8 2 3 4 0 1 96 112 128 144 64 80 96 48 64 4 SCH 64-160 1 2 2 2 2 3 3 3 4 4 9 5 6 7 8 2 3 4 0 1 160 112 128 144 160 80 96 112 64 80 5 SCH 80-176 2 3 3 3 3 4 4 4 5 5 9 5 6 7 8 2 3 4 0 1 176 128 144 160 176 96 112 128 80 96 SOURCE: Texas Higher Education Coordinating Board, Lower-Division Academic Course Guide Manual (Spring 2016 version), page 258.
theory this is meant to keep a two-term president from appointing all of the governors. FOMC Comprises 7 governors plus 5 reserve bank presidents All 12 of the reserve bank presidents attend the FOMC meetings but only 5 have voting rights. Makes decisions about open market operations Issues directions to the trading desk at the Federal Reserve Bank of NY where trades are executed. Open Market Operations are the most important policy tool that the Fed has for controlling the money supply. This makes the FOMC the focal point for policy making in the Federal Reserve System. Federal Reserve Banks The function of the Federal Reserve banks is to: Clear checks Issue new currency Withdraw damaged currency from circulation Administer and make discount loans to banks in their districts Evaluation proposed mergers and applications for banks to expand their activities Act as liaisons between the business community and the Federal Reserve System Examine bank holding companies and state-chartered member banks. Now we will go back to the independence ideas that I mentioned on Monday. First we have the two types of independence. These are: Instrument Independence and Goal Independence. Instrument independence This refers to the ability of the central bank to set monetary policy instruments Goal independence This refers to the ability of the central bank to set the goals of monetary policy. The book states that the Federal Reserve has both types of independence. I would contend that on the first point it has independence but I do not agree with the text on the second. Let’s look at the goals of the federal reserve system. In 1977 Congress passed an amendment to the Federal Reserve Act which states that the goals of monetary policy are:
No Interest on Reserves and the Money Multiplier Throughout most of the Fed’s history interest was not paid on reserves. The ability to pay interest on reserves only came about in October 2008. Let’s talk about the situation before this point. A bank would thus be incentivized to lend at any positive interest rate. A bank has two choices Lend the excess reserves to another bank at Fed Funds or Lend the funds out in some other way. Let’s starty with a couple of definitions. The monetary base is equal to Currency in circulation Reserves Treasury monetary liabilities (<10%) The money supply can be defined either as M1 – The total amount of cash outside the banking industry plus all demand deposits (checkable deposits) M2 = M1 + most savings accounts, money market accounts and small size time deposits. The traditional view on excess reserves goes as follows. One would expect that an increase in bank reserves should be multiplied into a much larger increase in the money supply as banks expand their deposits and lending activities. The expansion in deposits should then raise reserve requirements to the point where there are little or no excess reserves in the system. This should work in the no interest on reserves situation because a bank holding excess reserves would seek to lend out these reserves at any positive interest rate (you earn more by doing this). This additional lending will decrease the short term interest rate. The lending will also create additional deposits. Because the increase in required reserves is small, however, the process will repeat itself until one of two things happen – either the increase in lending and deposits have removed the excess reserves from the system and one finds a new equilibrium interest rate or interest rates fall to zero and there is no further incentive for lending. Let’s go back to our Fed selling a security example and see what happens in practice. As they are earning nothing on the reserves they will try to get rid of the excess reserves. They can do this by lending the money out to an individual. If they lent the excess reserves through the Fed Funds market then they are simply transferring the problem to someone else who will lend to an indivudal/business. Thus someone receives a loan from Bank A. NonBank Public B Assets Liabilities Checkable deposit 90 Loan 90
Homework End of problem exercises chapters 3 and 11. Additional problems will be posted on my website. Interest Rate Markets Broadly speaking interest rates are the rate at which one borrows money from a lender. If we have a borrower and a lender what are some factors that determine the level of interest rate? The level of interest rate for a specific borrower and lender depends on Who the borrower is – their credit worthiness and if the borrowing is collateralized how risky/liquid is the collateral What the borrower wants to do with the funds Who the lender is and how they raise the funds for investment How long does the borrower want the funds Go back to the example. These are examples of unsecured borrowing. There are many different types of borrowers here with different credit-worthiness as well as with different intentions for the funds. The borrowers have different choices for lender – why are they here rather than at a bank or a credit card company. What does this say about the borrower? In this instance we are the lenders. x On the website one finds that the maturity of the loans are 1, 3 and 5 years in maturity. The US treasury market is one of the largest in the world. It is segmented into three parts: Bring up Public Debt statement One term I will use without thinking is a basis point which is 0.01%. Marketable securities Bills – short term <1 year 1.6tn Notes – medium term 2-10 years 6.8tn Bonds – long term >10 years 1.1tn TIPS – inflation linked securities 5, 10 and 30yr – 0.8tn Let’s first look at interest rates over time. Here’s a 1 year chart of the 1M treasury bill rate. Note the difference between this and the 5 year chart. With one year of
Relative Price Levels NEXT SLIDE When prices of domestic goods rise relative to foreign goods this will cause the domestic currency to depreciate relative to foreign goods. Let’s do an example. Let’s say a basket of good costs $1000 in the United States and costs 650 pounds in the UK. What is the exchange rate? If there is inflation and the cost of good rises 10% in the United States then what does this do to the exchange rate? Trade Barriers Barriers to free trade such as tariffs and quotas will create more demand for domestic goods relative to foreign goods – this will tend to cause the domestic currency to appreciate relative to the foreign currency. Preferences for Domestic versus Foreign Goods Increased demand for a country’s exports will cause its currency to appreciate. Increased demand for foreign imports will cause a country’s currency to depreciate. Productivity When productivity rises it tends to rise in domestic sectors that produce traded goods. Higher productivity is thus associated with a decline in the price of domestically produced traded goods relative to foreign traded goods. As a result the demand for domestically traded goods increases relatively to foreign goods and thus the domestic currency tends to appreciate. Exchange Rates in the Short Run In the short term one can consider the exchange rate as the price of domestic assets in a foreign currency. We can start with a supply and demand analysis of foreign exchange rates. NEXT SLIDE Let’s start by looking at a particular exchange rate USD and EUR. The exchange rate in EUR per USD is along the vertical axis. The horizontal axis is the quantity of dollar assets. It is assumed that the supply of dollar assets does not change with the exchange rate and thus it is vertical. The demand curve takes a bit of thought. In what follows we assume that the expected forward FX rate does not change. Thus a lower exchange
LESSON PLAN NAME OF THE FACULTY: - Sh. Raj Pal DISCIPLINE: - ECE SEMESTER:- 6th SUBJECT—MOCS Lesson Plan Duration:- 15 weeks (January-2018 to May-2018) Work Load (Lecture/Practical) per week (In hours): Lecture- 04, Practical -03 Week Theory Practical Lecture Day Topic (Including assignment/test) Practical No. Topic 1st 1st Introduction to subject, syllabus and books, Introduction to different type of mother boards 1st Operation, Maintenance, Installation and Testing of the Monitors (LCD and LED) 2nd Single Board Based System 3rd Block diagram of motherboard 4th Description of motherboard different parts 2nd 5th Installation of computer system 2nd Operation, Maintenance, Installation and Testing of the HDD, Partitioning and Formatting 6th Complete procedure to install a computer system, Windows and softwares installation 7th Rapid Revision of 1st unit 8th Different type of Buses PCI 3rd 9th SCSI and Serial and Parallel ports (COM ports) 3rd Operation, Maintenance, Installation and Testing of the DOT Matrix Printer 10th Ports COM 1, LPTI 11th USB. 12th RS 232 C 4th 13th Use of computer for instrumentation. Internal viva for the conducted 3 practicals 14th Rapid Revision of 2nd unit assignment-1 15th Memory :Principle and construction of Hard Disk Drive 16th Floppy Disk Controller 5th 17th Hard Disk Controller 4th Operation, Maintenance, Installation and Testing of the Laser Printer 18th Pen Drives 19 common faults with hard disk drive and floppy disk drive 20 RAM Module 6th 21 Rapid Revision of 3rd unit 22 Block Diagram of keyboard Controller 5th Operation, Maintenance, Installation and Testing of the Mother board based on latest microprocessor and 23 keyboard switches 24 keyboard faults
Lesson Planning for the Semester started w.e.f Name of the Institute : KIIT College of Engineering, Gurugram Name of the teacher with designation : Pardeep parashar Department : EEE Subject : Power System-1 Branch/Semester : EEE VIth Semester Month Class/ Chapter Covered Topic Academic Activity Test/ August 2 Section-A Representation of power system components Single-phase representation of balance three-phase network Presentation on structure of Power system 01 Test 01 Assignment 2 The one-line diagram and the impedance or reactance diagram 5 Per unit (PU) system, Complex power, The steady state model of equipment, System protection 2 Representation of loads. September 2 Section-B Load flow studies Network model formulation Presentation on load flow methods limitation and uses 01 Test 01 Assignment 1 Formation of YBUS by singular transformation 2 Load flow problem 2 Gauss-siedel method 1 Newton-Raphson method 1 Decoupled load flow studies, 1 Comparison of load flow methods October 1 Control of voltage profile 1 Section-C Optimal system operation Optimal operation of generators on a bus bar Presentation on requirement of Optimal system operation 01 Test 01 Assignment 2 Optimal unit commitment (UC), 1 Reliability considerations, 1 Optimal generation scheduling 1 Optimal load flow solution 1 Optimal scheduling of hydrothermal system November 2 Section-D Automatic generation and voltage control: Load frequency control (single area case), Presentation on load frequency control 01 Test 01 Assignment 1 Load frequency control and economic dispatch control 4 Two- area load frequency control, Automatic voltage control Pardeep Parashar, 03/07/2018 (Signature of the teacher concerned with date)