zilongwang/ReadingBank huggingface dataset:
Hands-On Lab Lab Manual OpenXML Markup Compatibility and Extensibility with the OpenXML SDK 2.0 Information in this document, including URL and other Internet Web site references, is subject to change without notice. This document supports a preliminary release of software that may be changed substantially prior to final commercial release, and is the proprietary information of Microsoft Corporation. This document is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EITHER EXPRESS OR IMPLIED, AS TO THE INFORMATION IN THIS DOCUMENT. The entire risk of the use or the results from the use of this document remains with the user. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property.
Unless otherwise noted, the example companies, organizations, products, domain names, e-mail addresses, logos, people, places and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, email address, logo, person, place or event is intended or should be inferred. © 2009 Microsoft Corporation. All rights reserved. Microsoft, MS-DOS, Windows, Windows NT, Windows Server, Visual C# and Visual Studio are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners.
for each test is provided in the instrument manual with their answer model) 5. Recording the score of each question on the scorecard provided with the instrument 6. After testing, the scorecard is positioned behind the appropriate, transparent Job Vision Standard sheet provided with the instrument. This tells at a glance if any of the test scores fall below the vision standard required for the job Result of the visual test: The results of student (1) of the vision test are as shown on the following tables: The Acuity test result: Table 2 Acuity test result Dial at 1 Acuity patti – far binocular Acuity : 20/25 Color : Green Dial at 2 Acuity patti – far monocular Right eye Acuity : 20/32 Color : Amber Left eye Acuity : 20/100 Color : White Dial at 3 Acuity patti – near binocular Acuity : 20/20 Color : Blue Dial at 4 Acuity patti – near monocular Right eye Acuity : 20/20 Color : Blue Left eye Acuity : 20/25 Color : Green Dial at 9 Acuity – far Left eye Acuity : 20/40 Both eyes Acuity : 20/30 Right eye Acuity : 20/20 Dial at 12 Acuity – near Left eye Acuity : 20/20 Both eyes Acuity : 20/20
Lab #3 - Stabilization Below are the instructions for the exercises you will be performing. Core Stabilization Perform 12-20 repetitions Balance Stabilization Perform 12-20 repetitions Floor Bridge Progressions: Contract Transversus Abdominus first Perform floor bridge Straighten one leg with bridge Prone Iso-Ab Progressions: Contract Transversus Abdominus first Perform plank Lift 1 leg Bring leg to side Single-leg Balance Progressions: Hold for 15 seconds 1 eye closed 2 eyes closed Rotating head Cover ears/eyes Single-leg Balance Reach Progressions: Reach to the side Turn & reach behind Close eyes Core Strength Perform 8-12 repetitions Balance Strength Perform 8-12 repetitions Floor Crunch Progressions: Hands behind ears Hands overhead Trunk Rotation Progressions: Change modality Add unstable surface Single-leg Squat Progressions: Hands on hips Hands toward foot Eyes closed Add unstable surface Lunge to Balance Progressions: Lunge to side Turning Lunge You can add small single-legged jumps to challenge your stabilization and balance….but please progress slowly to this option so you avoid injury.
CH3NH2 C ________ CH3COOH C ________ Molecule or Ion Lewis Struture (include resonance structures if present) 3D Sketch of Model (dash-line-wedge) Hybridization of Underlined Atom Functional Group (Table 1) Molecular Geometry of Underlined Atom Strongest Intermolcular Force Bond Angle of Underlined Atom CH3OCH3 O ________ CH3COCH3 C ________
Compound Sketch (Given) Sketch of Mirror Image (complete) Is Mirror Image Superimposable? (yes/no) Internal plane of symmetry? (yes/no) Number of Chiral Centres Optical Active? (yes/no) Gylcine H2NCH2COOH Alanine CH3NH2CHCOOH Conclusions:
CONTENTS Introduction ……………………………………………………………………………. 3 Procedure……………………………………………………………………………. 4 Theoretical Approach………………………………………………………………... 9 Measurement and Analysis …………………………………………………………. 11 Conclusions……………………………………………………………………………. 22 References……………………………………………………………………………… 22 Experiment 3 Introduction to NI-ELVIS II Workstation
Digital Reader, Digital Writer, Digital Multimeter (DMM), Dynamic Signal Analyzer (DSA), Function Generator (FGEN), Impedance Analyzer, and Oscilloscope (Scope).We combine NI ELVIS II workstation with different boards and with Lab VIEW applications to perform different tasks. It can be used in different disciplines including Circuit design, Control design, simulation, and mechatronics, Digital electronics, Microcontroller or systems, Telecommunications and Renewable energy etc. Figure-4 NI ELVIS II Workstation or Protoboard MEASUREMENT AND ANALYSIS:- Exercise 1.1: Measuring Component Values 1. 1.0kΩ R1, (brown, black, red) Given Value: 1.0kΩ and Measured Value: 0.9844kΩ Calculated value is always less than actual value because of the tolerance. 2. 2.2 kΩ resistor, R2, (red, red, red) In our resistor box we could not find 2.2kΩ resistor, so we took two resistors one 1.0kΩ (brown, black, red) and 2nd 1.2kΩ (brown, red, red) and connected in series. Given Value: 2.2kΩ and Measured Value: 2.1549kΩ 3. 1.0 MΩ resistor, R3, (brown, black, green)
Solutions # [FeSCN2+] (M) Absorbance 7 0 (blank) 8 9 10 11 12 Solution # Initial [Fe3+] (M) Initial [SCN-] (M) Equilibrium Equilibrium [Fe3+] (M) Equilibrium [SCN-] (M) Keq 8 9 10 11 12 Average Keq = ______________________ Standard Deviation of Keq = ______________________
CONTENTS Introduction ……………………………………………………………………………. 3 Procedure………………………………………………………………………………. 4 Theoretical Approach……………………………………………………………….. 8 Measurement and Analysis …………………………………………………………… 9 Conclusions……………………………………………………………………………. 15 References……………………………………………………………………………… 15 Experiment 4 WHEATSTONE BRIDGE AND ITS APPLICATIONS
Lab 6 memo CM: your CM here Team name: your team name here To: Professor name here From: Student names here (this is team work) Due date: State the due date, not the date you did the work. Re: Modeling a tank-draining apparatus from data Table 1. Add a descriptive table caption here. Station number Tank width (units) Tank depth (units) Orifice diameter (units) Outlet height (units) Table 2. Add a descriptive table caption here. Water height (units) Pressure transducer output (units)
Load () Time (sec) Voltage (V) Current (A) Initial Volume of H2(g) (mL) Final Volume of H2(g) (mL) 3 10 Treatment of Data: Calculate the Faraday efficiency, ŋ, of the fuel cell for each of the two conditions. Using the thermodynamic data in Table 1, calculate theoretical energy efficiency of the fuel cell, theoretical = G/H. For each of the two conditions, calculate actual energy efficiency of the fuel cell, cell=VIt/H. Based on your results, comment on the load that should be chosen to operate the fuel cell Table 1: Selected Thermodynamic Data Substance Hf° (kJ/mol) Gf° (kJ/mol) S° (J mol-1 H2 (g) 0 0 131 O2 (g) 0 0 205 H2O () -286 -237 70 CH3OH () -239 -166 127 CO2 (g) -393.5 -394 214 Questions:
Data Table 1: Heats of Solution, ΔHsoln Substance Volume of water (mL) Mass of solid (g) Initial Temp. (°C) Final Temp. (°C) ΔT (final – initial) Endothermic or Exothermic Process? Ammonium chloride Ammonium nitrate Sodium chloride Sodium nitrate Sodium hydroxide Calcium chloride Calcium nitrate PART II: HEATS OF REACTION, ΔHrxn Design a data table to record all the observations and any measurements of your metal + acid combinations. V. ANALYSIS PART I: HEATS OF SOLUTION, ΔHsoln 1. For each of the salts listed in Data Table 1, calculate the ΔHsoln for its dissolving process and record the value in Data Table 3. You may assume the density of water is 1.0 g/mL and that the specific heat for the solution is the same as water. Be sure to include an appropriate sign on your ΔHsoln value. 2. Calculate the energy per gram of salt dissolved. Data Table 1: Heats of Solution, ΔHsoln Substance Mass of water + salt (g) ΔT (°C) qsoln (J) J/g of salt ΔHsoln (kJ/mol)
3 6 TE B34 An independent variable is the controlled variable in an experiment or the variable that is not changed by other variables. An independent variable is the manipulated variable in an experiment or the variable that is not changed by other variables. Imprecise definition. 4 7 SB A28 Biodiversity is the variety of life at every level from genes to species to ecosystems. Biodiversity, one measure of the overall health of an ecosystem, is the variety of life at every level from genes to species to ecosystems. Imprecise definition. 5 6, 7 SB G44, F41 Independent variable: the controlled variable in an experiment. Independent variable: the variable that is intentionally changed (manipulated) in an experiment. Simple factual error.
6 6, 7 SB G42, F40 Dependent variable: the observed phenomenon that is being measured. Dependent variable: the variable that changes in response to the changes in the independent variable that is often measured or counted in an experiment. Simple factual error. 7 6, 7 Web page Sepuplhs.org /pathways.html All Improve readability of learning pathways. Both screen and print versions’ font is too small to read for some readers. When magnification is increased, the reader cannot see the connections between the graphics. Readability. Social Content Citations: The panel identified the following social content violations: # SC Code Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Citation 1 L.1. 6 SB PUP A17 The “Fox” logo is on the student’s shirt. Remove or blur “Fox” logo. Use of brand names/logos.
How is the water filtered to remove nitrogenous/animal waste compounds? Briefly describe the system design and housing (include type of water circulation, tank size etc.) Provide the approximate housing density How often and how will tanks and equipment be sanitized What type of environmental enrichment is being provided in the tank/housing? If none, provide a justification. DECLARATION By clicking “agree” you are confirming that you will comply with all the statements listed below: All personnel carrying work out on this protocol are listed as Project Team Members and will complete appropriate training prior to undertaking experimental work. Any changes to this need to be submitted on the Change to Personnel Amendment (Event Form). This animal use protocol has been approved and submitted by the principal investigator listed on the submission. All animals in this project will be cared for and used in accordance with the principles of the Canadian Council on Animal Care as stated in the "Guide to the Care and Use of Experimental Animals." All techniques and facilities used will be in accordance with the Guidelines of the Canadian Council of Animal Care and the requirements of the Government of Ontario’s Animal Research Act (1980). The Animal Care Committee will be notified immediately of any revisions to this experimental protocol. I Agree
10-12:50 10-12:50, 4-6:50, 7-9:50 10-12:50 10-12:50 4-6:50, 7-9:50 9-11:50 12-2:50 1 2 3 4 5 6 7 Thorax 2 MM & Dissection Thoracic Cavity & Heart Thoracic Cavity Thoracic Cavity Thoracic Cavity Thoracic Cavity & Heart 8 9 10 11 12 13 14 NO CLASSES!!! Thoracic Cavity & Heart Heart & Review Heart & Review Heart & Review EXAM 1 15 16 17 18 19 20 21 EXAM 1 EXAM 1 EXAM 1 EXAM 1 EXAM 1 Skull, Brain & Cranial Nerves 22 23 24 25 26 27 28 Skull, Brain & Cranial Nerves Skull, Brain & Cranial Nerves Skull, Brain & Cranial Nerves Skull, Brain & Cranial Nerves Skull, Brain & Cranial Nerves Head & Neck, UE bones/MM 29 30 31 Head & Neck, UE bones/MM Head & Neck, UE bones/MM MM = muscle modeling chart & diagrams
December 2017 10-12:50 10-12:50 4-6:50, 7-9:50 10-12:50 10-12:50 4-6:50, 7-9:50 9-11:50 12-2:50 1 2 Abdominal Cavity LE Bones & Pelvic Dissection 3 4 5 6 7 8 9 LE Bones & Pelvic Dissection LE Bones & Pelvic Dissection LE Bones & Pelvic Dissection LE Bones & Pelvic Dissection LE Bones & Pelvic Dissection LE MM & Dissection REVIEW! 10 11 12 13 14 15 16 LE MM & Dissection REVIEW! LE MM & Dissection REVIEW! LE MM & Dissection REVIEW! LE MM & Dissection REVIEW! LE MM & Dissection REVIEW! EXAM 3 17 18 19 20 21 22 23 EXAM 3 EXAM 3 EXAM 3 EXAM 3 24 25 26 27 28 29 30 31 MM = muscle modeling chart & diagrams
“More Calculating into New Columns.” If your installation doesn’t transfer column names, you can use the steps below to fix this. Clear you old project or open a new QGIS project, and display only the Tablejoin.shp layer that you just created. Right click the Tablejoin.shp layer, open the attribute table and left click on Open Attribute Table Add and open the more_data table, and sort in ascending order on the column named BLKGRP (remember, click on the name until you have an upward pointing triangle) Also sort the Tablejoin.shp attribute table by the BLKGRP attribute. Look at the set of rows, and notice how the columns match in Tabjoin shapefiles. Specifically, we’ll want to change the name of more_data_1 to HH90, and the name of more_dat_6 to HHINCAV As we said earlier, it would be better if QGIS always automatically copied the names after the join, but often it doesn’t. No matter, we can use the Table Manger plugin (Plugins – Manage and Install Plugins – Table Manager), the table/pencil icon, usually near the lower left margin of QGIS: Left click on the Tablejoin layer in the TOC to make it active (it should have a blue or grey bar surrounding it): Click on the Table Manager icon to activate it. Change the names for the two columns, by clicking on a column to activate it (more_data_1), then the rename button on the right, the fill in the new name (HH90) on the popup. Do the same for the more_dat_6 to HHINCAV Save and close the table, ignoring the note about layer styles More Calculating into New Columns
Anatomy Lab March 10-12:50 10-12:50, 4-6:50 7-9:50 10-12:50 10-12:50, 4-6:50 7-9:50 9-11:50 12-2:50 1 2 EXAM 1 EXAM 1 3 4 5 6 7 8 9 EXAM 1 EXAM 1 EXAM 1 EXAM 1 SKULL, CRANIAL NERVES SKULL, CRANIAL NERVES 10 11 12 13 14 15 16 SPRING BREAK! SPRING BREAK! SPRING BREAK! SPRING BREAK! SPRING BREAK! SPRING BREAK! 17 18 19 20 21 22 23 SPRING BREAK! SKULL, CRANIAL NERVES SKULL, CRANIAL NERVES SKULL, CRANIAL NERVES SKULL, CRANIAL NERVES HEAD & NECK, BONES & MM UPPER EXTREMITY HEAD & NECK, BONES & MM UPPER EXTREMITY 24 25 26 27 28 29 30 HEAD & NECK, BONES & MM UPPER EXTREMITY HEAD & NECK, BONES & MM UPPER EXTREMITY HEAD & NECK, BONES & MM UPPER EXTREMITY HEAD & NECK, BONES & MM UPPER EXTREMITY UPPER EXTREMITY DISSECTION, REVIEW UPPER EXTREMITY DISSECTION, REVIEW 31
Anatomy Lab LabApril & April & May 10-12:50 10-12:50, 4-6:50 7-9:50 10-12:50 10-12:50, 4-6:50 7-9:50 9-11:50 12-2:50 1 2 3 4 5 6 UPPER EXTREMITY DISSECTION UPPER EXTREMITY DISSECTION UPPER EXTREMITY DISSECTION UPPER EXTREMITY DISSECTION PD day NO CLASSES EXAM 2 7 8 9 10 11 12 13 EXAM 2 EXAM 2 EXAM 2 EXAM 2 EXAM 2 ABDOMINAL DISSECTION 14 15 16 17 18 19 20 ABDOMINAL DISSECTION ABDOMINAL DISSECTION ABDOMINAL DISSECTION ABDOMINAL DISSECTION ABDOMINAL DISSECTION NO CLASSES 21 22 23 24 25 26 27 NO CLASSES PELVIC AND LE BONES, PELVIC DISSECTIONS PELVIC AND LE BONES, PELVIC DISSECTIONS PELVIC AND LE BONES, PELVIC DISSECTIONS PELVIC AND LE BONES, PELVIC DISSECTIONS PELVIC AND LE BONES, PELVIC DISSECTIONS PELVIC AND LE BONES, PELVIC DISSECTIONS 28 29 30 1 2 3 4 LE MUSCLE MODELING & DISSECTION LE MUSCLE MODELING & DISSECTION LE MUSCLE MODELING & DISSECTION LE MUSCLE MODELING & DISSECTION LE MUSCLE MODELING & DISSECTION LE MUSCLE MODELING & DISSECTION 5 6 7 8 9 10 11 EXAM 3 EXAM 3 EXAM 3 EXAM 3
HepC Alliance Lab Test Consent Name:____________________________________________ Gender: M F Birth date:_______________ Address: __________________________________________ City: _____________ State: _________________ Phone: ________________________ Ordering Clinician:_________________________ NPI#:____________ Test Site ID :_____________ List Test Ordered Below: TEST CODE TEST NAME I have requested lab testing as order by my doctor or nurse. I understand that Hepatitis C is a reportable disease, and that lab testing involves a blood test and that this test, while confidential, will not be provided to individuals seeking anonymous testing. Your responses to the above are confidential, and HepC Alliance or authorized researchers may use the information you provide in research; however, no information that would make it possible to identify you will be included in any reports. In addition, I authorize the County Health Department, Testing Site, and the HepC Alliance to contact me regarding the results of my lab tests. ____________________________________ _____________________________________ Signature Date Lab Tech or Nurse Date Last 4 of SSN __________ Effective date: 1-1-2015 FAX THIS FORM TO: 573-442-6736 WITHIN 72 HOURS OF SUBMITING THE REQUSITION TO QUEST!
Step 1: Capture a Trace Click on the Wireshark Trace at . OR if you do not wish to follow step 1, you can proceed manually by opening Wireshark as follows: Start Wireshark by going to the bottom left of your Windows PC and typing “Wireshark” as shown in (a) on the left below. In some cases you are asked to upgrade, please click “skip this version” as highlighted below in (b). Launching Wireshark b. Skipping the option to upgrade. Once Wireshark starts, you are asked to pick a network interface. Choose Ethernet each time. Finally, you should end up with a Wireshark interface like below. Step 2: Inspect the Trace Look for the short DHCP exchange (of a DHCP Request packet followed by a DHCP Ack packet) in your trace. Select the DHCP Request packet, and observe the protocol stack to see how DHCP messages are carried. The link protocol is likely Ethernet, and the next higher protocol is IP. Then comes UDP, so each DHCP message is carried in a UDP packet. On top of UDP, Wireshark is likely to say BOOTP (Bootstrap Protocol) instead of DHCP. This is a bit confusing, but DHCP is implemented as an extension of an older protocol called BOOTP. You can think of the BOOTP section as the DHCP header and message. An window is shown below. Figure 2: Capture of DHCP packets, showing details of a DHCP Request Expand the BOOTP (DHCP) section (using the “+” expander or icon) to look at the details of a DHCP message. There are many fields, and we will only point out a few rather than cover them all. These fields are carried in all DHCP messages, though they have different values in different messages. The message begins with a Message Type. It is a Boot Request, which is used for all DHCP sent from your computer to a DHCP server.
ENGR 192: Mechatronics Lab Mechanical Engineering Department Lab Director: Winncy Du Phone Number: 408-924-3866 Email: winncy.du@sjsu.edu Office: Engr 310F Technician: Roger Jue Phone Number: 408-924-3821 Email: roger.jue@sjsu.edu Office: ENGR 120 EMERGENCY NUMBERS 408-924-2222 (from cell phone) 911 (from campus phone) In the event of fire, hazardous chemical spills, or injuries, contact lab director or technician if nearby, or call emergency numbers above immediately. Unsupervised work is not permitted after normal business hours without consent of the lab director. LAB HAZARDS Machinery Batteries Compressed gas High voltage Solder PERSONAL PROTECTIVE EQUIPMENT Eye Protection: safety glasses Clothing: e.g. No loose clothing, no unsecured long hair, no jewelry, close toed shoes Safety Data Sheets (formerly called MSDS) for all chemicals can be found at: LAB RULES 1. Chemical Storage, Labeling and Inventory Labeling. Chemicals should be, at a minimum, labeled with the chemical name, date, and hazard classification if known (flammable, toxic, reactive, corrosive etc.) 1b. Storage. Chemicals should be stored where possible in their original containers. Liquids must be provided with secondary containment. Containment should be sufficient to hold 110% of the container volume for a single container. For multiple containers secondary containment must hold 150% of the volume of the largest container or 10% of the aggregate volume, whichever is greater. Chemicals should be separated by compatibility. Flammables (such as fuel) should be stored in a suitable cabinet. At a minimum, other incompatible materials cannot share secondary containment. Ideally, incompatible materials will be stored in separate locations. 1c. Inventory. Each laboratory space must maintain a chemical inventory that is updated at each acquisition or disposal. 1d. Safety Data Sheets (formerly known as MSDS). 2. Hazardous Waste
Through the chart, those fossils that appear to be the same (or close to the same) as the fossils preceding them should be placed in a vertical line or column. During one of the earlier period, the fossils will split into two branches. In other words, one fossil from that period will show one type of change, and another fossil will show a different change. When this happens, place the fossils side by side in the appropriate time period; you will have two lineages. Once all the fossils have been placed correctly according to time and morphology, tape or glue the fossils in place. Analysis Give a brief description of the evolutionary changes that occurred in the organism over time. During which time period did the fossils differentiate into two branches? You find two different rocks, each one having a fossil as shown below. Which rock is older? How do you know? Index fossils are fossils that only appear within a narrow time range and are widely distributed. They can be used to date the rock layer they are found in because they only appeared within a narrow range of time. The following fossil could be considered an index fossil. Explain why it is considered an index fossil and what time period the rock it is found in would have to have formed. Examine the fossil that was unearthed in a museum, apparently, the labels and other information were lost. Using your fossil record, determine the time period this fossil is likely from. Explain your reasoning. Of the two major species that arose from the parent species, which was more successful? How do you know? For each of the “blanks” on your fossil record, draw in what the organism appearance is likely to be. Draw this directly on your fossil record. Fossils
NCR CAMPUS, MODINAGAR (A Constituent of SRM University, Chennai T.N.) Delhi-Meerut Road, Sikari Kalan, Modinagar – 201204, GHAZIABAD (U.P.) Programming in Java (15SE205J) Lab Record (Jan – May 2018) Name of Student : Reg. No: : Degree/ Branch : B-Tech / CSE Semester/Section : 4th/ E Course Code : 15SE205J Course Title : Programming in Java Faculty (1st Incharge) : Mr. Ashish Shrivastava Faculty (2nd Incharge) : Mr. Jaswinder Singh
baking powder Icing sugar cornstarch sodium chloride baby powder Table 2: Physical and Chemical Properties of the Unknown Substance Unknown Substance Physical Properties Reaction with water Reaction with Vinegar Reaction Iodine Reaction with Phenolphthalein Sample # ______
Fall 2016 ENGR 10 Instructors Lab Sections & Emails Tuesday Instructor Lab. Section Time Email Smita Duorah 16, 10 9-12, 12-3 s_duorah@yahoo.com Farshid Marbouti 22 12-3 farshid.marbouti@sjsu.edu Chuck Foster 17 3-6 charles.foster.sjsu.edu Farshid Marbouti 4 3-6 farshid.marbouti@sjsu.edu Steve Sepka 11 6-9pm s.sepka@gmx.com Wednesday Instructor Lab. Section Time Email Farshid Marbouti 6 9-12 s_duorah@yahoo.com Ahmed Banafa 20, 7 9-12, 3-6 banafa@gmail.com Chuck Foster 14 3-6 charles.foster.sjsu.edu Winstone Wong 23 6-9 pm winston@smalltechconsulting.com Thursday Instructor Lab. Section Time Email Belle Wei 3 9-12 belle.wei@sjsu.edu Jack Warecki 19 12-3 Jack.warecki@sjsu.edu Smita Duorah 12 12-3 s_duorah@yahoo.com Lucero Villanueva 5 3-6 Lucero.villanueva@gmail.com Ahmed Banafa 21 3-6 banafa@gmail.com Javier Valencia 18 6-9 pm javace1us@gmail.com Friday Instructor Lab. Section Time Email Ken Youssefi 8 9-12 kyoussefi@aol.com Ken Youssefi 9 12:30-3:15 kyoussefi@aol.com Steve Sepka 13 9-12 s.sepka@gmx.com Javier Valencia 15 12:30-3:15 javace1us@gmail.com
Fall 2017 ENGR 10 Instructors Lab Sections & Emails Tuesday Instructor Lab. Section Time Email Smita Duorah 16 9-12 s_duorah@yahoo.com Jack Warecki 10 12-3 Jack.warecki@sjsu.edu Ahmed Banafa 22 12-3 banafa@gmail.com Farshid Marbouti 4 3-6 farshid.marbouti@sjsu.edu Belle Wei 17 3-6 belle.wei@sjsu.edu Steve Sepka 11 6-9 pm s.sepka@gmx.com Wednesday Instructor Lab. Section Time Email Ahmed Banafa 20, 7 9-12, 3-6 banafa@gmail.com Chuck Foster 6 9-12 charles.foster@sjsu.edu Peggy Boylan-Ashraf 14 3-6 Peggy.boylan-ashraf@sjsu.edu Lucero Villanueva 23 6-9 Lucero.villanueva@gmail.com Thursday Instructor Lab. Section Time Email Smita Duorah 3, 19 9-12, 12-3 s_duorah@yahoo.com Chuck Foster 12, 5 12-3, 3-6 charles.foster@sjsu.edu Ahmed Banafa 21 3-6 banafa@gmail.com Javier Valencia 18 6-9 pm javace1us@gmail.com Friday Instructor Lab. Section Time Email Ken Youssefi 8, 9 9-12, 12:30-3:15 kyoussefi@aol.com Steve Sepka 13 9-12 s.sepka@gmx.com Javier Valencia 15 12:30-3:15 javace1us@gmail.com
b) sleeps 3 1/2-4 hours between feedings c) has a least two or more bowel movements a day d) nurses 5 minutes on the first breast and 10 on the second a) voids 4 times before 2 pm-typically 6-8 wet diapers a day indicates adequate fluid intake b) sleeps 3 1/2-4 hours between feedings-this may be a sign of inadequate nutritional intake. A breastfeeding infant usually sleeps 1 ½ to 2 ½ hours between feedings because breast milk digests rapidly. c) has a least two or more bowel movements a day-the number of bowel movements per day is not related to the amount of milk ingested, although breast feeding infants do defecate more frequently than formula-fed infants d) nurses 5 minutes on the first breast and 10 minute on the second-the length of nursing time at each breast does not indicate the amount of milk being ingested Page 600-Q 301-What client behaviour indicates to the nurse needs further teaching about breastfeeding her newborn? a) when she leans forward to put her breast into the infant’s mouth b) if she holds the infant level with her breast while in a side-lying position c) if she touches her nipple to the infant’s cheek at the beginning of the feeding d) when she puts her finger in the infant’s mouth to break the suction after the feeding a) when she leans forward to put her breast into the infant’s mouth-when the breast is pushed into the infant’s mouth, a typical response is for the mouth to close too soon, resulting in inadequate latching-on b) if she holds the infant level with her breast while in a side-lying position-this facilitates latching on and maintains the infant’s head in the correct alignment, which promotes sucking and swallowing c) if she touches her nipple to the infant’s cheek at the beginning of the feeding-this will stimulate the rooting reflex and promote latching-on d) when she puts her finger in the infant’s mouth to break the suction after the feeding-this prevents trauma to the nipple when removing the infant from the breast Page 600-Q 302-A 2 day old infant who weighs 6 pounds (2722 g) is fed formula every 4 hours. Newborns need about 73 mL of fluid per pound (454 g) of body weight each day. Based on this
1. Laboratory Introduction 1.1 Introduction This laboratory class aims to provide students with a general knowledge of work study and methods engineering. Also, the laboratory session is an introductory laboratory in which students obtain general knowledge of human factor engineering as well as the nature of experiments and laboratory exercises that are covered throughout the semester. Safety instructions that must be followed during each laboratory session will be explained and discussed with students. Work is an activity in which one exerts physical and mental effort to accomplish a given task or perform a duty. In fact, work study or methods engineering refers to the analysis and design of work methods, including the tooling, equipment, workplace layout, human activity, and environment. Work study aims to analyse a task’s contents to determine the time that should be allowed for a qualified worker to perform the task. Generally, there are several engineering methods to analyse task contents as well as different charts and diagrams to measure task time. Main objectives in methods engineering or work studyare: Increase productivity and efficiency Reduce cycle time Reduce product cost Reduce labour content Generally, there are six main steps to accomplish methods engineering or work study: Define the problem and objectives Analyse the problem Formulate alternatives Evaluate alternatives and select the best solution Implement the best method
7.2 Objectives The objectives of this laboratory experiment are as follows: To understand the concept and the technique of the work-sampling study method in time measurement. To use the work-sampling study in order to determine the average time of a task. To use the work-sampling study in order to determine the normal and standard times of a task. To understand the implementation of a work-sampling study in the evaluation of various workers’ utilisation. 7.3 Experiment Exercise (First part of the experiment) A work-sampling study was performed on nine workers in the milling production department in a steel factory. The task was divided into four activity categories: ‘worker operates on machine’ (producing units), ‘worker waits for raw materials’, ‘worker talks with advisor and co-workers’, and ‘worker inspects unit’. The below table 1 shows the work-sampling data study form that was used in the study and contained the data collection for the nine workers with randomised time and time of data collection. The factory approved 13% as an allowance factor Apfd. A total of 438 work units were produced during the two weeks. Furthermore, 753 were inspected during the two weeks. 7.4 Results of the Experiment A laboratory exercise report includes the following: Construct a 90% confidence interval for the true proportion of time spent producing units. Construct a 95% confidence interval for the true proportion of time spent inspecting units. Determine the average time per day that each worker spends producing units as well as inspecting unit. Determine the standard time for the ‘worker operates on machine’ category.
Health and Safety and ward/environmental inspections and audits Monitoring adherence to policies via performance management programmes/appraisals The Laboratory Medicine IT Manager produces quarterly incident, accident, non-conformities and reports and also an annual report incorporated into the Laboratory Medicine annual management review. Monitoring of ethnicity and diversity and equality legislation where appropriate Meeting minutes / other evidence demonstrating effective functioning of arrangements as Outlined within the policy. Where a committee is nominated to review the policy / procedure compliance then that committee should also be consulted as part of the development and ratification process. Standard / process / issue Monitoring and audit Method By Committee Frequency CPA standards for the Medical Laboratory ISO15189 Standard for the Medical Laboratory Blood Safety and Quality Regulations (BSQR) 2006 Care Quality Commission Standards for provider quality checking Scheduled program of audit for The Directorate of Laboratory Medicine Quality Management System. Scheduled program of audit for The Directorate of Laboratory Medicine Quality Management System. Scheduled program of audit for The Directorate of Laboratory Medicine Quality Management System Scheduled program of audit for The Directorate of Laboratory Medicine Quality Management Quality Manager or devolved responsibility to Quality and Training team member. Quality Manager or devolved responsibility to Quality and Training team member Quality Manager or devolved responsibility to Quality and Training team member Quality Manager or devolved responsibility to Quality and Training team member The Directorate of Laboratory Medicine Clinical Governance and Quality Committee. The Directorate of Laboratory Medicine Clinical Governance and Quality Committee. The Directorate of Laboratory Medicine Clinical Governance and Quality Committee The Directorate of Laboratory Medicine Clinical Governance and Quality Committee Monthly program of Quality Management Audit. Monthly program of Quality Management Audit. Monthly program of Quality Management Audit. Monthly program of Quality Management Audit.
Lab: Molecular Geometry Molecule Lewis Structure # of Electron Domains on Central atom (indicated # of lone pairs, Single Bonds, Double Bonds, and Triple Bonds) Bond Polarity: Determine the type of bonds present. Show work for each different bond. 3D shape of Molecule (use color): Do NOT include lone pairs. Show the net dipole or write nonpolar Name of VSEPR Shape Bond Angle HI NH4+ PO33- HCN N2
Molecule Lewis Structure # of Electron Domains on Central atom (indicated # of lone pairs, Single Bonds, Double Bonds, and Triple Bonds) Bond Polarity: Determine the type of bonds present. Show work for each different bond. 3D shape of Molecule (use color): Do NOT include lone pairs. Show the net dipole or write nonpolar Name of VSEPR Shape Bond Angle SO2 PCl3 CH3Cl CH2S CO2
AP Biology Lab Rubric Section Requirements Excellent Average Needs Improvement Not even close Comments Title Author Name Lab/Lab Report Title – Cannot be the title of the lab in the lab manual – has to be related to the lab but unique Date 6 of 6 requirements present 4.5 of 6 3 of 6 2.5 of 5 1 or less of 5 Introduction Stated question/problem being studied Clearly stated purpose of lab Personal hypothesis stated Cited any definitions/research used Used research other than the Lab Manual 10 of 10 requirements present 8 of 10 6 of 10 4 of 10 2 or less of 10 Materials Formatted correctly as bulleted list Proper detail included (how much, many, etc) List was complete-no items left out 3 of 3 requirements present 2.5 of 3 2 of 3 1.5 of 3 1 or less of 3 Methods Steps written as commands in a list format NO pronoun usage (I, We, etc) Detailed but not redundant NOT copied directly from the lab manual – put into own words Comprehensive; nothing missing 3 of 3 requirements present 2.5 of 3 2 of 3 1.5 of 3 1 or less of 3 Results Data presented in table/graph Correct units were used Each figure has a number, title, and explanation Results were clearly analyzed - explain ONLY results, no explanations of why 10 of 10 requirements present 8 of 10 6 of 10 4 of 10 2 or less of 10 Conclusion Results and Analysis was tied back to purpose of lab Explanation of why you got the results you got Address if personal hypothesis is valid or invalid Possible influence of errors on conclusion Implications of findings – how can you expand on this research 10 of 10 requirements present 8 of 10 6 of 10 4 of 10 2 or less of 10 Citations Resources correctly cited in body of lab report Resources correctly cited in bibliography Correct format for citations used You must have at least 2 sources of information, other than the lab manual 3 of 3 requirements present 2.5 of 3 2 of 3 1.5 of 3 1 of 3 Format Overall format is clear Overall format is concise & neat Each section has a heading 3 of 3 requirements present 2.5 of 3 2 of 3 1.5 of 3 1 of 3 Syntax Spelling Errors Grammatical errors Do Not Use I, We, Our, My, etc 3 of 3 requirements present 2.5 of 3 2 of 3 1.5 of 3 1 of 3 Totals Total Grade /50 Lab reports are multiplied by 2
Intrusive Large crystals Primarily quartz, feldspar, muscovite, biotite Random crystals, colors vary, mostly from feldspars Granite Large crystals Plagioclase, hypersthene, olivine, augite Same material as basalt, slow to cool Gabbro Extrusive Fine grained – may be too fine to see crystals Plagioclase, hypersthene, olivine, augite Dark grey to black, difficult to break Basalt Fine grained, some scattered large crystals Primarily quartz, feldspars Usually light colored, may have gas bubbles Rhyolite Volcanic - Extrusive Large gas bubbles, Glass-like, Mineral grains uncommon Dark color, low density, blown from volcanoes Scoria Glass-like, cools too quick to form crystals Black glass Conchoidal fracture; may have white crystals Obsidian TYPE: SEDIMENTARY ROCKS Group Particle Size Composition Comments Rock Name Clastic Coarse grains, > 2 mm Any rock type (quartz common) Rounded fragments Conglomerate Fine grains, < 2 mm Quartz with other mineral fragments Color depends on other minerals, sandpaper feel Sandstone Very fine grains, too small to see Quartz and clay particles Formed from mud, has very thin but visible layers Shale Biological Varies, but usually fine grained Carbonaceous material From compacted, non-marine plants Lignite Fine grained Calcite Fizzes with vinegar Limestone Chemical Very fine grained gypsum Evaporate, pinkish color Gypsum TYPE: METAMORPHIC ROCKS Group Particle Size Composition Comments Rock Name Foliated Fine grained, minerals not visible From minerals with basal cleavage: Dense; thin pieces; parent rock is shale Slate Medium to coarse grained Feldspar, quartz, may have mica, iron minerals Light & dark color bands, parent rock granite or diorite Gneiss Medium to coarse grained Muscovite, biotite, feldspar, quartz, tourmaline, others Varieties named for major minerals; parent rock is phyllite Schist Non-Foliated Visible, medium to coarse grains Calcite (CaCO3) Parent rock is limestone Marble Fine grained, minerals not visible Clay minerals, mud, mica Dense, dark color, parent rock varies Hornfels Visible, medium to coarse grains Quartz (SiO2) Parent rock is sandstone Quartzite ROCK LAB IDENTIFICATION WORKSHEET – Page ______
Pyrophoric chemicals are properly isolated from exposure to atmosphere per the Pyrophoric Materials SOP No flammable liquids are allowed to be stored in refrigerators, cold rooms or freezers unless they are specifically designed, & placarded, for this purpose Secondary containment is used for large containers (greater than or equal to 10 gallons) to contain spills Chemical storage areas are visually identified Hazardous chemicals & chemical waste are not stored beneath sinks Chemical containers are compatible with the product Chemical containers are suitable for the present use, i.e., chemicals not stored in beverage containers Water reactive chemicals are properly isolated from exposure to water or any form of moisture Electrical Inspected Acceptable Deficient N/A Comments An unobstructed area of 36” (or 42” for 150-600V) is maintained in front of electrical panels All electrical service cords are periodically checked for integrity. If cord insulation is frayed, cracked or missing, the corresponding piece of equipment is removed from service until the cord is properly repaired or replaced There are no missing electrical panel covers There are no missing knockouts on electrical panels or boxes There are no missing electrical outlet covers There are no unauthorized modified electrical components No multi-outlet wall taps or outlet extenders are observed Electrical receptacles within 6’ of water, e.g., sinks, eyewash stations, etc., are protected with Ground Fault Circuit Interrupters (GFCI) Emergency Lightning Inspected Acceptable Deficient N/A Comments Emergency light fixture and/or components are present and working properly Emergency Shower and/or Eyewash Inspected Acceptable Deficient N/A Comments Emergency shower and/or eyewash are readily accessible at all times Emergency shower and/or eyewash is inspected annually A monthly flush of each eyewash station is performed and documented. Components of the emergency eyewash station are not missing or damaged
Waste: Yes No N/A Correctly labeling and storing and waste containers Processes and locations for proper hazardous wastes disposal How to dispose of broken glass and prep glass bottles for recycling Procedures for disposal of highly toxic chemicals, carcinogens or chemotherapeutics Documentation: Yes No N/A Location of Material Safety Data Sheets and lab-specific SOPs Location of current lab safety documentation How to obtain training records How to obtain incident report forms Recent laboratory inspections and/or self-inspection Occupational Medical Surveillance: Yes No N/A How to get vaccinated and medically evaluated Location and contact information for the Campus Health Additional Site Specific Topics: Describe any additional topics covered during the training.
Chem 12AL - Fall Schedule 2012 Dates Exp # Title Aug. 27 & 28 Handout Safety Training & Lab Orientation, Aug. 29 & 30 Handout Using the Library for Chemistry 12A & 12B Sept. 4 TBA Sept. 5 & 6 Handout Computer Modeling Sept. 10 & 11 Handout Molecular Models (bring model kits to lab!) Check-In Sept. 12 & 13 1 A & C Identification of an Unknown Solid by M.P. Sept. 17 & 18 2 A-D Solubility of Organic Compounds Sept. 19 & 20 3 A & D Crystallization (1/3 scale) Solubility of sulfaniliamide: 210mg/mL at 78°C, 14mg/mL at 0°C Sept. 24 & 25 4 D Extraction Technique (1/2 scale) Sept. 26 & 27 Handout Isolation of Aspirin Oct. 1 & 2 5 Isolation of Caffeine from Tea (12A procedure) Oct. 3 & 4 5 Continued Oct. 8 & 9 6 Isolation of Eugenol from Cloves (1/2 scale) Oct. 10 & 11 6 Continued Oct. 15 & 16 12 A Bromination of E-Stilbene Oct. 17 & 18 11 Addition of Dichlorocarbene to Cyclohexene Oct. 22 & 23 11 Continued Oct 24 & 25 12B Synthesis of Diphenylacetylene Oct. 29 & 30 9 C Monitoring a Reaction with Thin Layer Chromatography Oct. 31 & Nov. 1 8 Carbocation Rearrangements: Benzopinacolone Start Chiral Crystal Lab Nov. 5 & 6 Handout Formation of Chiral Crystals Nov. 7 & 8 Handout Stereoisomers Nov. 13 TBA Nov. 14 & 15 7 Isolation of Chlorophyll and Carotenoid Pigments from Spinach Nov. 19 & 20 7 Continued Nov. 21 TBA Nov. 26 & 27 13 Synthesis of t-Pentyl Chloride (Microscale) Nov. 28 & 29 Organic Molecule Presentations Dec. 3 & 4 Lab Exam Review & Check-Out Dec. 5& 6 Lab Exam
Principle Investigator: __________________ IBC Protocol #:__________________ Location: _________________Year:___________ Employee Name SLU Username Lab Specific Training Date General Lab Safety Training Date (Annual) Blood Borne Pathogen Training Date (Annual) BSL-3 Training Date (Annual) Shipper’s Training Date (Biannual)
{ using (SPWeb web = site.RootWeb) { // Check in all files in the branding folder so that they will be applied properly SPFolder altStyleFolder = web.GetFolder(CONTOSO_BRANDING_FOLDER); foreach (SPFile styleFile in altStyleFolder.Files) { if (styleFile.CheckOutType != SPFile.SPCheckOutType.None) { styleFile.CheckIn("Checked in via feature activation.", SPCheckinType.MajorCheckIn); } } // also check in and approve the master page string contosoMasterUrl = CreateMasterPageUrl(web, CONTOSO_MASTER); SPFile contosoMaster = web.GetFile(contosoMasterUrl); if (contosoMaster.CheckOutType != SPFile.SPCheckOutType.None) { contosoMaster.CheckIn("Checked in via feature activation.", SPCheckinType.MajorCheckIn); contosoMaster.Approve("Approved via feature activation."); } // set new master page web.CustomMasterUrl = contosoMasterUrl; web.MasterUrl = contosoMasterUrl; web.Update(); } } } Replace the commented out FeatureDeactivating method with the code below to undo the modifications made when the feature was activated by clearing out the alternate css and site logo before returning to the original branding. (Code snippet 8.2.13) C# /// <summary> /// Custom code that runs before the feature is deactivated /// </summary> /// <param name="properties"></param> public override void FeatureDeactivating(SPFeatureReceiverProperties properties) {
In Visual Studio 2010, stop debugging. Your site should return to its previous style. In ContosoBranding.master, find the <div> with id contosofooter. Replace the <div> with the following code which adds a class to hide this element from dialogs. (Toolbox code snippet 8.2.14) ASP.NET <div id="contosofooter" class="s4-notdlg"> Press F5 to deploy the package to your local SharePoint 2010 instance and debug the project. Note: This step shows how it is easy to quickly make and test changes using Visual Studio 2010. Again click the Add document link and now see that the footer is not part of the dialog. In Visual Studio 2010, stop debugging. Your site should return to its previous style. Task 1 – Deploy the Solution Package to SharePoint Online In this task, you will deploy the solution package to SharePoint online to confirm that it works as expected. In the Solution Explorer, right-click on the BrandingWithCustomMasterPage project and select Package to package the project. Open Internet Explorer and navigate to your SharePoint Online site. Click Site Actions and then select Site Settings. Click the Solutions link in the Galleries section to view the site collection’s solution gallery. Click on the Solutions tab in the ribbon and click the Upload Solution button.
......................................................................(1) .......................................................(2) ∆t ∆t = time between successive peaks
Lab Environment During this lab, you will work in a simulated environment with the following computers or virtual machines: Computers and Virtual Machines Used in This Lab Icon Computer Name Description DEMO2010A This computer is configured as a stand-alone server running Windows Server 2008 with SharePoint Server 2010, SQL Server and Visual Studio 2010 Logon Credentials The lab environment might require you to log on to the Hands-on Lab Environment using the following credentials, unless specified differently throughout the lab manual: Username Password Administrator pass@word1
Lab Overview Abstract SharePoint 2010 provides more choices in tooling to better fit the needs of those creating and maintaining workflow models. The tools for workflow development include Visual Studio 2010, SharePoint Designer 2010 and Visio 2010. During this lab, you will perform several exercises to achieve a better understanding of the capabilities and functionality of Workflows in SharePoint 2010. You will start with basic exercises of understanding Workflows as a SharePoint composite application and create basic Workflow using SharePoint Designer 2010. You will then use Microsoft Visio 2010 to design a business process flow, and export it as a SharePoint workflow. You will then explore the reusable Workflows and customize it using Visual studio 2010. You will also deploy the customized reusable Workflow across multiple sites. By the end of this series you will have designed Workflow forms (UI) used by the participants to interact with the Workflow. Learning Objectives After completing the exercises in this lab, you will be able to: Create SharePoint list Workflows using SharePoint Designer 2010 Use Microsoft Visio 2010 to create a process flow diagram and export it as a SharePoint Workflow. Use SharePoint Designer to create reusable site Workflows and export them to Visual Studio 2010 for further customization Customize a reusable Workflow using Microsoft Visual Studio 2010 and add Workflow activities. Create, Customize and Publish Workflow forms using SharePoint Designer 2010. Estimated time to complete this lab: 120 minutes