zilongwang/ReadingBank huggingface dataset:
EMPLOYMENT CONNECTION MASTER APPLICATION QUESTIONS WITH AN * REQUIRE A RESPONSE. YOUR APPLICATION MAY NOT BE CONSIDERED IF INCOMPLETE. JOB INFORMATION *POSITION TITLE: *JOB ID #: PERSONAL INFORMATION *LAST NAME: *FIRST NAME MIDDLE INITIAL * ADDRESS * CITY * STATE * ZIP *SOCIAL SECURITY NUMBER: *HOME PHONE * ALTERNATE PHONE * EMAIL ADDRESS * WHICH METHOD DO YOU PREFER TO BE NOTIFIED ABOUT YOUR APPLICATION STATUS? PAPER EMAIL * DRIVER’S LICENSE: YES NO *DRIVER’S LICENSE STATE: NUMBER: *LEGAL RIGHT TO WORK IN THE UNITED STATES? YES NO *DID YOU GRADUATE FROM HIGH SCHOOL? YES NO IF YOU DID NOT GRADUATE, DO YOU HAVE A G.E.D CERTIFICATE OR EQUIVALENT? YES NO COLLEGE OR UNIVERSITY EDUCATION SCHOOL NAME: DEGREE RECEIVED: SCHOOL LOCATION: (CITY/STATE) DID YOU GRADUATE? YES NO # OF UNITS COMPLETED: MAJOR: SEMESTER QUARTER SCHOOL NAME: DEGREE RECEIVED: SCHOOL LOCATION: (CITY/STATE) DID YOU GRADUATE? YES NO # OF UNITS COMPLETED: MAJOR: SEMESTER QUARTER SCHOOL NAME: DEGREE RECEIVED: SCHOOL LOCATION: (CITY/STATE) DID YOU GRADUATE? YES NO # OF UNITS COMPLETED: MAJOR: SEMESTER QUARTER SCHOOL NAME: DEGREE RECEIVED: SCHOOL LOCATION: (CITY/STATE) DID YOU GRADUATE? YES NO # OF UNITS COMPLETED: MAJOR: SEMESTER QUARTER
3/4 Section 1.3 – Logical Equivalences and Circuit Simplification 5/6 Section 1.4-1.5 – Predicates and Quantifiers 7/8 Start Section 1.6 Take Test #1 on Sections 1.1 – 1.5 9/10 Section 1.6 – Rules of Inference Section 1.7 – Start Proof Techniques 11/12 Section 1.7 – 1.8 – Proof Techniques Section 2.1 - Sets 13/14 Section 2.2 – Set Operations 15/16 Start Section 2.3 - Functions Take Test #2 On Sections 1.6 – 2.2 17/18 Sections 2.3 – 2.4 – Functions and Sequences 19/20 Section 5.1 - Induction 21/22 Sections 6.1, 6.2, 6.3 - Counting 23/24 Section 6.5 - Counting Take Test #3 On Sections 2.3 – 6.3 25/26 Sections 10.1-10.3 – Graph Theory 27/28 Sections 10.4 – 10.6 – Graph Theory 29/30 Review/wrap-up & Cumulative Final Exam
Date completed: Project certification – signature of Master or Secretary: Criteria No: Brief Criteria description: Describe what was undertaken, how the nominee was involved, and how the initiative has benefited Freemasonry, the Lodge, its Brethren and community(s) and society: Date completed: Project certification – signature of Master or Secretary: Criteria No: Brief Criteria description: Describe what was undertaken, how the nominee was involved, and how the initiative has benefited Freemasonry, the Lodge, its Brethren and community(s) and society: Date completed: Project certification – signature of Master or Secretary: Criteria No: Brief Criteria description: Describe what was undertaken, how the nominee was involved, and how the initiative has benefited Freemasonry, the Lodge, its Brethren and community(s) and society: Date completed: Project certification – signature of Master or Secretary: Criteria No: Brief Criteria description: Describe what was undertaken, how the nominee was involved, and how the initiative has benefited Freemasonry, the Lodge, its Brethren and community(s) and society: Date completed: Project certification – signature of Master or Secretary: Date submitted to the Grand Master: Brother submitting completed nomination:
London, UK Karin Hardiman, MD, PhD (Graduate Student; Master’s degree in Physiology 2000; PhD awarded in 2003) 1999-2004 Surgical Fellow, Oregon Health and Science University Portland, OR Philip O’Reilly, MD (Clinical Fellow in Pulmonary Medicine) 1999-2004 Assistant Professor, Pulmonary, Allergy and Critical Care Medicine, University of Alabama at Birmingham Birmingham, AL Charles Venglarik, PhD (Post-doctoral fellow) 1999-2001 Biology Instructor Jefferson State Community College Birmingham, AL Ian C. Davis, DVM, PhD (Research Instructor in Ansthesiology, Parker B. Francis Fellow) 1998-2006 Assistant Professor, Veterinary Biosciences, Department of Veterinary Medicine, Ohio State University Columbus, OH Ulrich H. Thome, MD (Clinical Fellow in Pediatrics) 1998-2001 Department of Neonatology, University of Leipzig Leipzig, Germany Judy M. Hickman-Davis, DVM, PhD (Research Instructor in Ansthesiology, Parker B. Francis Fellow) 1998-1999 Assistant Professor of Clinical, Veterinary Preventive Medicine, Ohio State University Columbus, OH Ahmed Lazrak, Dr.Sc. (Post-doctoral fellow) 1997-2004 Assistant Professor, Department of Anesthesiology, University of Alabama at Birmingham Birmingham, AL Arabinda Samanta, PhD (Research Assistant Professor) 1997-1999 Research Assistant Professor, Department of Surgery, University of Alabama at Birmingham Birmingham, AL Tamas Jilling, MD (Post-doctoral fellow) 1997-1998 The Ellrodt-Schweighauser Family Chair of Perinatal Research, Department of Pediatrics, NorthShore University HealthSystem Evanston, IL S. Machelle Manuel, PhD (Post-doctoral fellow) 1996-1997 Senior Director, Medical and Scientific Affairs, Daiichi Sankyo, Inc. Parsippany, NJ
Karin Hardiman, MD, PhD Mentor MD, 2004; PhD in Physiology and Biophysics, 2002; Masters degree in Physiology, 2000 Ian C. Davis, DVM, PhD Member PhD in Pathology, 2000 Judy M. Hickman-Davis, DVM, PhD Member PhD in Pathology, 1998 Gang Yue, MD, PhD Mentor PhD in Physiology and Biophysics, 1996 R. Randall Baker, PhD, RRT, RCPT Member PhD in Physiolgy and Biophysics, 1991 Summer Students and Interns Training Period Last Known Position Matthew Carlisle Summer 2014 Medical Student, University of Alabama at Birmingham Birmingham, AL Adam Lam (FAER Student) Summer 2014 Medical Student, University of Alabama at Birmingham Birmingham, AL Michael Clark Summer 2013 Medical Student, Mercer University School of Medicine Savannah, GA Susanna Basappa (Summer in Biomedical Sciences (SIBS) Student) Summer 2013 Student, University of San Francisco San Francisco, CA Courtney Culbreath Summer 2013 Medical Student, University of Alabama at Birmingham Birmingham, AL LaDonna Patterson August 2012 – February 2013 Student, University of Alabama at Birmingham Birmingham, AL Lisa Speake MacBeth Summer 2012 Medical Student, University of Alabama at Birmingham Birmingham, AL Abhishek T. Haritha Summer 2012 Medical Student, University of Alabama at Birmingham Birmingham, AL
MD1v1, MD2v2 MD1v2, MD2v1 GD1v1 Optional GD1v2 (Play 15 or 16, concede 4 or5) GD1v1 Optional MD1v2 GD1v2 (Play 11, 12 or 13, concede 7, 8 or 9) GD1v1 Optional MD1v2 GD1v2 (Play 9, 10 or 11, concede 9, 10 or 11) 2 female Play XD1, XD2 MS1, MS2, MS3, MS4 WS1, WS2 MD1v1, MD2v2 MD1v2, MD2v1 GD1v1 Optional GD1v2 (Play 13 or 14, concede 6 or7) Play XD1, XD2 MS1, MS2, MS3 WS1, WS2 MD1v1 GD1v1 Optional MD1v2 GD1v2 (Play 9, 10 or 11, concede 9, 10 or 11) Play XD1, XD2 MS1, MS2 WS1, WS2 MD1v1 GD1v1 Optional MD1v2 GD1v2 (Play 8, 9 or 10, concede 10, 11 or 12) Concede match Concede match 1 female Play XD1 MS1, MS2, MS3, MS4 WS1 MD1v1, MD2v2 MD1v2, MD2v1 (Play 10, concede 10) Concede match Concede match Concede match Concede match 0 female Play MS1, MS2, MS3, MS4 MD1v1, MD2v2 MD1v2, MD2v1 (Play 8, concede 12) Concede match Concede match Concede match Concede match
10.00 – Welcome and Introduction 10.10 – 10.20 – Counselling and Careers Guidance – A Combined Approach:- Background Counselling Skills When to use Counselling Skills The Emotional Aspects of Transition 10.20 – 10.30 – Group work – Transition Case Studies 10.30 – 10.40 – The Counselling Model of Careers Guidance Active Listening Skills Understanding Skills Interpretative Skills: - Challenging, Immediacy and Helping the client be more specific 10.40 – 11.00 – Group work – Using Interpretative Skills Exercise 11.00 – 11.15 – Refreshments 11.15 – 11.30 – Developing Advanced Empathic Understanding:- Empathy as a process Measuring Empathic Understanding Blockages to Empathy 11.30 – 11.50 – Group work Film – Developing Empathy Mindfulness Empathic Meditation – 12.00 - Unconditional Positive Regard A Definition Group work – What gets in the way for you? How to Achieve Unconditional Positive Regard The Powerful Effect of Unconditional Positive Regard 12:00 – 12:05 – Congruence A Definition Why is it difficult? What are the rules? 12:05 – 12.45 – Group work – Putting Counselling Knowledge and Skills into action in a Guidance Context 12:45 – 13:00 – Summing up, questions and discussion 13:00 – Close Trainer Biography
DIVISION DATE OF MATCH CUP ROUND HOME TEAM AWAY SCORE VS PLAYER NAME AND INTIALS GOAL SCORERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. PLAYERS CAUTIONED PLAYERS SENT OFF I.D CARDS EXCHANGED? REFEREE NAME REFEREE MARKS POOR GOOD VERY GOOD MARKS /10 FAIR PLAY MARKS POOR GOOD VERY GOOD MARKS /10 ADDITIONAL COMMENTS
75% of anesthesiologists perform X procedure according to the gold standard technique as specified by Y. Ideal: 100% of anesthesiologists perform X procedure according to the gold standard technique as specified by Y. Gap: 1 in 4 anesthesiologists is not performing X procedure according to the gold standard as specified by Y. Type(s) of educational need underlying this professional practice gap: Knowledge Competence Performance guidelines specified by Y. (Change in performance) Apply optimal coding practices when treating Z in patients in order to maximize reimbursement from third party payers. (Change in performance) Report reduced incidence of post-operative infections in patients who receive treatment for Z. (Change in patient outcomes) Professional Practice Gaps C2 Underlying Educational Needs C2 Desired Results C3 (Learning Objectives) Education Design/ Methodology C5 Source(s): Actual: Ideal: Gap: Briefly Describe: Type(s) of educational need underlying this professional practice gap: Knowledge Competence Performance Upon completion of this activity, learners will: (Change in ) (Change in ) (Change in ) Source(s): Actual: Ideal: Gap: Briefly Describe: Type(s) of educational need underlying this professional practice gap: Knowledge Competence Performance Upon completion of this activity, learners will: (Change in ) (Change in ) (Change in ) Source(s): Actual: Ideal: Gap: Briefly Describe: Type(s) of educational need underlying this professional practice gap: Knowledge Competence Performance Upon completion of this activity, learners will: (Change in ) (Change in ) (Change in )
Adult focus sheet 30-50 months – Matching amount and numbers Adult focus sheet- Matching amount and numbers. Week beg: Maths, PSE Adult: Learning Intention: To count objects and find the correct numerals. Success Criteria: *To sometimes match the correct numeral to quantity. * To know that numbers identify how many. *To represent numbers. Differentiation: To work in mixed ability groups of 4 or 5 children. Activity: Work in a group of 4 or 5 children. In the middle of the circle place 5 bowls with different amounts of objects (objects to link into theme or topic) and explain that they are each going to take a turn to count the objects in the bowl and find the
Dow Corning Corporation Eaton Vance Investment Managers Elkay Manufacturing FEI North America G and K, Inc. General Reinsurance Corporation (HQ) GlaxoSmithKline (GIVE - Volunteer Program) Harris Corporation (Educational) Honeywell International, Inc. Volunteer Program Intuitive Surgical, Inc. Lending Club Markem Imaje Michael Baker Intl. LLC New York Business Development Corporation OpenText Piedmont Natural Gas, Inc. Plum Creek Timber Company Inc. Rexam, Inc. Royal Bank of Scotland Plc (US) Ryder System SAIC SanDisk Corporation Schlumberger Volunteer (Focus on Houston) Sealy, Inc. Sigma Designs, Inc. Sp+ace Systems/Loral Stanadyne Corporation Syncora Guarantee TIAA-CREF 2017 Employee Giving Campaign The David J. Joseph Company The Intermec Foundation The Kraft Heinz Company (program on hold) Thompson Siegel Walmsley Tyson Foods/Hillshire Brands (currently suspended) UniCredit Group AG United States Steel Corporation Valero Energy Corporation Venoco, Inc. (Region specific) WSP | Parsons Brinckerhoff, Inc. Wausau Paper Company WellPoint Foundation Directors (Only) Fund Westinghouse SURE XL Construction Zeon Chemicals L.P. Canadian Companies added/reinstated – 1/1/17 – 7/31/17 Burgundy Asset Management Ltd. Emera Fasken Martineau Skyworks Solutions Spectra Energy Volunteer Stikeman Elliott LLP Suspended Programs - Canadian Eligible for Participation Aon Corporation CIT Group EA Electronic Arts Eaton Vance Investment Managers General Reinsurance Corporation (HQ) Harris Corporation (Educational) Higher Education Publications Inc. OpenText Royal Bank of Scotland Plc (US) Starbucks Corporation - Partner Match - Financial The Kraft Heinz Company (program on hold) iA Financial Group Other News
STATE OF FACE PAGE STATE AGENCY (Name & Address): NYS Education Department 89 Washington Avenue Room 503W - EB Albany, NY 12234 BUSINESS UNIT/DEPT. ID: SED01/3300390 CONTRACT NUMBER: «ContractNumb» CONTRACT TYPE: Multi-Year Agreement Simplified Renewal Agreement Fixed Term Agreement CONTRACTOR SFS PAYEE NAME: «LegalVendorName» TRANSACTION TYPE: New Renewal Amendment CONTRACTOR DOS INCORPORATED NAME: «LegalVendorName» PROJECT NAME: Discretionary Grant Program for the Conservation and Preservation of Library Research Materials CONTRACTOR IDENTIFICATION NUMBERS: NYS Vendor ID Number: «SfsVendorID» Federal Tax ID Number: «FederalID» DUNS Number (if applicable): AGENCY IDENTIFIER: CFDA NUMBER (Federally Funded Grants Only): CONTRACTOR PRIMARY MAILING ADDRESS: «Address» «Address2» «City», «State» «Zip» CONTRACTOR PAYMENT ADDRESS: Check if same as primary mailing address CONTRACT MAILING ADDRESS: Check if same as primary mailing address CONTRACTOR STATUS: For Profit Municipality, Code: Tribal Nation Individual Not-for-Profit Charities Registration Number: «CharityNumber» Exemption Status/Code: Sectarian Entity STATE OF FACE PAGE
Term Definitions/Examples Embargo Act 1807 Prevented US ships for foreign ports without consent of federal government Monroe Doctrine 1823 pledge that US would oppose attempts by Europe to extend their political control into the Western Hemisphere War of 1812 Fight with Britain over violations of America’s vision of trading rights of neutral countries Manifest Destiny Theory that US was divinely mandated to expand across North America all the way to the Pacific Ocean Roosevelt Corollary Concept that it was US responsibility to ensure stability in Latin America and the Caribbean, using our “big stick” if needed Open Door Note Proposal to countries with “spheres of influence”, calling on them not to discriminate against other investors in their spheres of influence, including China World War I Fight to defend America’s vision of the rights of neutral and allied countries to trade League of Nations International government organization dedicated to preserving peace, opposed by US because it went against unilateralism
Term Definitions/Examples Historical Time Period Laissez-faire economics Limited government involvement, Price fixing, problem of monopolies Late 19th century/Gilded Age Era of Reforms/Regulations 16th Amendment, antitrust laws and other reforms Progressive Era Interventionist state New Deal Programs/ Support for labor unions Great Depression Deregulation Reduction in market control for Airlines/banking and finance 1970s-1990s Deficit spending John Maynard Keynes Post 2008 recession Supply side economics Tax cuts, spending cuts, trickle-down economics 1980s/1920s (TARP) Temporary Assets Relief Program $700 Billion bailout of financial industry 2008 Dodd-Frank/Consumer Protection Act Reduce the risk associated with international interconnectedness of finical institutions 2011 (TANF) Temporary Assistant For Needy Families Funding welfare as block grants to the states 1996 Social Security Support for elderly/disabled/unemployed 1939,1956 (SNAP) Supplemental Nutrition Assistance Program Food assistance for the poor 1939-1943 American Recovery and Reinvestment Act $787 Billion to create jobs through deficit spending 2009 Federal Reserve System Lower the discount rate, set reserve requirements, control open market operations 1913 Second Liberty Bond Act Created the first debt ceiling 1917 Revenue Act Reduce personal and corporate income tax rates 1964
How did the Native Americans get their food in the spring? Picked berries, fished planted crops Which season did Native Americans hunt birds and animals for food? Winter How did the Native Americans get their food in the summer? Grew crops Which season did the Native Americans harvest and prepare crops? Fall Where was the headquarters of the leaders of the Powhatans in 1607? Werowocomoco
WORK EXPERIENCE (List your employment record starting from your most recent position; max 3 full years of employment are taken into account. If you need to insert more than 6 workplaces/positions, please, copy the table as template.) Name of organization: Position held: From (month/year): To (month/year): Remarks by Haaga-Helia Describe your work tasks briefly (max 100 words): If part-time work, please tell your total working hours in this position: hours Name of organization: Position held: From (month/year): To (month/year): Remarks by Haaga-Helia Describe your work tasks briefly (max 100 words): If part-time work, please tell your total working hours in this position: hours Name of organization: Position held: From (month/year): To (month/year): Remarks by Haaga-Helia Describe your work tasks briefly (max 100 words): If part-time work, please tell your total working hours in this position: hours Name of organization: Position held: From (month/year): To (month/year): Remarks by Haaga-Helia Describe your work tasks briefly (max 100 words): If part-time work, please tell your total working hours in this position: hours Name of organization: Position held: From (month/year): To (month/year): Remarks by Haaga-Helia Describe your work tasks briefly (max 100 words): If part-time work, please tell your total working hours in this position: hours Name of organization: Position held: From (month/year): To (month/year): Remarks by Haaga-Helia Describe your work tasks briefly (max 100 words): If part-time work, please tell your total working hours in this position: hours
Matching Moon Phases 1. C (8 choices) 2. D (8 choices) 3. B (8 choices) 4. G (8 choices) 5. E (8 choices) 6. F (8 choices) 7. A (8 choices) 8. H (8 choices) Scoring Guide 8 – 3 6-7 – 2.5 4-5 – 2 3 – 1.5 2 – 1 1 – .5 0 – 0
Name: _____________________ Date: _____________ Matching Boxplots, Histograms, & Summary Statistics match the boxplot, histogram, & summary statistics record the matches Answers: Histograms Boxplots Summary Statistics I _____ _____ II _____ _____ III _____ _____ IV _____ _____ V _____ _____ VI _____ _____ VII _____ _____ VIII _____ _____ Mean 50.08 Median 50 Standard Deviation 33.625 Mean 40.76 Median 38 Standard Deviation 21.171
Mean 67.8 Median 74 Standard Deviation 17.049 Mean 49.4 Median 50 Standard Deviation 20.265 Mean 68.72 Median 71 Standard Deviation 30.019 Mean 47.88 Median 41 Standard Deviation 19.020 Mean 52.32 Median 53 Standard Deviation 38.297 Mean 50.32 Median 50 Standard Deviation 16.163
to find fulfilment as they grow towards adulthood. Where there are non-Church of England schools within the trust, their non-designated status should be respected. Foundation Directors should support Foundation Local Governors to become an active Christian presence in their academies, and to become a vital link with the parish, playing a unique role in strengthening and enriching the dynamic relationship between the academy, Church and the wider community. A Foundation Director will need to be able to understand and articulate the role of the Church in the academy trust, and the importance of the distinctively Christian character of the Church of England academies within it; foster and grow those key relationships between and within the Church and the academies in partnership with Foundation Local Governors; encourage and focus debate in key areas (including Christian vision and values, Collective Worship and Religious Education); and secure that the Church of England academies within the trust thrive as Church of England academies. I have read the above information and am able and willing to undertaken the responsibilities of a Foundation Director. Signature……………………………………………………. Date………………………….. For DBE Office use Date appointed by the DBE CMS
Category 1 WHAT IT CONSISTS Category 2 INTRINSIC REQUISITES Category 3 CONDITIONS FOR INNOVATION Category 4 EFFECTS Category 5 CONTEXT Change (9) Anticipation Future (4) Exploration Trial Experimentation Ideas (4) Invention (2) Optimisation Improvement Intelligence Smartness Customer satisfaction Usefulness Value Create Creativity (11) Openness (2) Curiosity (2) Breaking-away Divergence Imagination Freedom (2) Air Wonder Attractiveness Surprise Dream Perspective Vision Ability Talent Knowledge (2) Science Research (3) Method Rigor Technology Heart Feeling Passion (2) Commitment Nostalgia Communication Sharing Word Integration Competitiveness (2) Evolution (3) Progress (3) Development (3) Growth (2) Competition (2) Opportunity Necessity Inevitability Labyrinth Challenge Risk Fear Audacity Courage Milestone Success Listening Context Awareness Equilibrium Identity Culture (2) Conceptual scheme for Innovation The above 5 categories display a non-linear word distribution (frequencies), which can be tested through a statistic test (omnibus test) (Table 4). Observed value of the Critical Frequency Frequency statistic test value Degree of expected observed Chi-square chi_0,05 freedom Gap Category 1 22,4 25 0,302 6,239 1 non significant Category 2 22,4 6 12,007 6,239 1 significant Category 3 22,4 48 29,257 6,239 1 significant Category 4 22,4 13 3,945 6,239 1 non significant Category 5 22,4 20 0,257 6,239 1 non significant Total (omnibus) 112 112 45,768 9,488 4 significant Omnibus and post-hoc test
ADDITIONAL MATHEMATICS TRIAL SPM PARER 1 2016 Question Solutions and marking scheme Sub Marks Full Marks 1(a) (b) (c) -2 and 2 {1, 4, 16, 25 } yes 1 1 1 3 2 2 B1 : =18 2 2 3(a) (b) 1 B1 : 2+ 5x =7 or 1 B1 : or h(2) =12 2 2 4 4 1 or 5 B2 : (m-5)(m-1)=0 B1: 3 3 5(a) (b) B1 : 2k-6 = 5 1 2 3 6 r > 8 cm only B2: (r-8)(r+14)>0 B1: 0 3 3 7 B2: or equivalent B1: or or 3 3 8 B2 : B1 : or ) or equivalent 3 3
Question Solutions and marking scheme Sub Marks Full Marks 9(a) (b) 16 B1 : 1 Aishah, 1088 cents or RM10.88 (both) B1 : 2 2 4 10 350 B2 : B1 : r = 0.8 3 3 11(a) (b)(i) (ii) 2 B1 : 1 1 2 4 12 B2 : 2x-10 = B1 : 38.74 3 3 13(a) (b) B1 : tan or tan ( 1 2 3 14 2 radian B1 : ( 12) = 36 2 2 15 ( B2 : , ) B1 : 3 3 16(a) (b) -9i -4j B1 : or -6i-8j+(-3i +4j) 1 2 3 Question Solutions and marking scheme Sub Marks Full Marks 17 B2 : 3 3
No Solution Sub Mark Total Mark 1 or 1 5 or 1 or 1 or 1 1 2(a) 1 6 or 12.83 (direct) 1 or 59.2 1 2(b) 1 1 1 3(a) or 1 7 or equivalent 1 3(b) 1 or 1 1 3(c) 1 1 No Solution Sub
8(a) 1 10 1 1 8(b) 1 1 1 or 1 8(c) 1 1 or 1 9(a) 1 10 1 9(b) 1 or or 4(6.6) given 1 Perimeter = + 1 9(c) BC= or 1 or 1 and 1 Area BCDF = 1 24.306 cm2 1 No Solution Sub Mark Total Mark 10(a) setara 1
person a non-responsible threat. In this case, the drugged person acts, but not as a morally responsible agent. The upshot of my argument here is not that it is never permissible to use violence in defense against a non-responsible threat who poses a threat of unjust harm. This conclusion is contrary to common sense intuition. The common sense intuition, which I share, is that it is permissible to kill a non-responsible threat if that is necessary to prevent oneself from being killed by him. But I have come to believe that there is no justification for this intuition. (785 words) (abridged, from: Child Soldiers: The Ethical Perspective, by Jeff McMahan, Rutgers University) Vocabulary Aid: orthodox : strenggläubig, konventionell in jus bello: laws concerning the limits to acceptable wartime conduct impermissible: unstatthaft, unerlaubt combatants : Kämpfer noncombatants Nicht-Kämpfer just war theory: a doctrine of military ethics which holds that violent conflicht ousht to meet philosophical, religious or political criteria. legitimate: rechtmäßig irrespective: ungeachtet rationale: Grundüberlegung Inevitability: Unvermeidbarkeit liable: verantwortlich suggestible: beeinflussbar potency: Wirksamkeit unjust harm: ungerechtfertigtes Leid proximate causation: unmittelbare Ursache diverge: abweichen liability: Verantwortung, Schuld nonresponsible: nicht selbst verantwortlich threat: Gefährdung upshot: Fazit, Ergebnis common sense: gesunder Menschenverstand Discuss whether adult combatants should accept greater risks to themselves in order to minimize the harm they inflict on child soldiers.
Material Pickup Info Van Routes 2018-19 School Year AEA Media Director Contact Location (Street address) Route Plan Approximate Time and Pick up Schedule Central Rivers AEA Marshalltown Debra Culp, Administrative Assistant 641-844-2492 Cheryl Carruthers, Service Area Supervisor 641-844-2499 909 South 12th Street Marshalltown, IA 50158 2 Approximately 11:15 a.m. October 18 December 13 February 21 April 18 June 13 Grant Wood AEA Cedar Rapids Stacy Behmer, Media Supervisor 319-399-6423 Kim Novotny, Media Team Leader 319-399-6838 Pam Tichy, Library Associate – Routes 319-399-6527 4401 Sixth Street SW Cedar Rapids, IA 52404 2 Approximately 12:45 p.m. October 18 December 13 February 21 April 18 June 13 Great Prairie AEA Ottumwa Sally Lindgren 641-682-8591 Jane Frizzell 319-753-6561 Ext. 5265 Cathy Humble 641-682-8591 Ext. 5264 2814 North Court Street Ottumwa, IA 3 Approximately 11:45 a.m. October 18 December 13 February 21 April 18 June 13
MTA (Incoming) Is there measurable personnel effort for the project that is related to the unfunded agreement? Please indicate what type(s) of materials are being transferred and provide additional details as requested: Human derived materials (isolated tissue, samples, cells, etc.) – if yes, describe Cells (other than those derived from human subjects or patients) – if yes, describe Plasmid/Vector/DNA/RNA (other than those derived from human subs) – if yes, describe Mouse/Rat – strain name, # of males, # of females Other model organism (yeast, zebrafish, drosophila) – if yes, describe Antibody – if yes, describe Protein – if yes, describe Chemical Compound – if yes, describe and Is the structure of this compound confidential? Software/code – if yes, describe Device – if yes, describe Other material – if yes, describe Are any of the materials radioactive? If yes, please provide radiation policy committee approval number. Are materials dangerous to handle, store or use? If yes, describe Is this a hazardous chemical that has a capacity constraint? If yes, describe Will the use of the materials in the proposed activity involve any of the following? Human research? Recombinant or synthetic nucleic acid molecules (rDNA or SNA)? Containment level? Has the work been submitted to the IBC for review/approval? Biological toxins or agents that are infectious or hazardous to humans, animals or plants? If yes, describe. Is the material on the Federal Select Agent/Toxin list? Unbound engineered nanoscale particles or nanofabrication technology? If yes, describe Use or derivation of human induced pluripotent stem cells or human embryonic stem cells? (Must provide approval number.) Human-derived materials (cells, tissue, fluids)? If yes, describe Are the materials that you will be receiving export controlled? Does the research you will be conducting with the materials involve possible export controls, classified research or security clearances? Is the material being provided by a repository? (Which one?)
3.2 Dynamic Analysis The BECy samples analyzed for this part have different amounts of nanoclay (1%, 3%, and 5%). Appendix, Table A1 summarizes the DSC data used when utilizing the dynamic models. The peak curing temperatures were obtained by the software finding the maximum value for the heat flow (Appendix, Fig. A1 – A3). Using the described dynamic models, two graphs were obtained for Kissinger’s and Ozawa (Fig. 4 and Fig. 5). Figure 4. Kissinger's model equations for different samples of BECy. Figure 5. Figure 3 Ozawa model equations for different samples of BECy. Kissinger’s model says that for the line plotted by ln(β/T2) vs 1/T and These relations can be used to calculate Ea and A. For example, for BECy with 1% nanoclay heated at rate of 2.5 K/ min.
3. Average molecular weight on the order of 104 – 105 g/mol were obtained, which are typical for polymers. 4. The 1.6 PDI of the polystyrene sample in this experiment falls in the range expected for free radical polymerization (1.5<PDI<2.0). 6. ACKNOWLEDGMENTS The data was taken from a Mat E 453 group from the previous year. 7. REFERENCES 1. Gel Permeation Chromatography. Iowa State Polymer Composites Research Group, 15 Jan. 2013. Web. 2. Mendoza, J. D., Lab 2: GPC, Iowa State University. 3. Size Exclusion Chromatography (SEC). Phenomenex, 7 May 2014. Web. 4. Mendoza, J. D., Mat E 453 Lecture, Iowa State University.
Grades are awarded on a scale from 18 to 30, where 30 is the highest grade and 18 is the lowest grade to pass the exam. In case of an excellent knowledge, a high level of linguistic accuracy and an argumentative, reasoning and problem-solving capacity the candidate may earn the highest grade with “cum laude” honor
EOQ = where/ A= Annual usage units Q= Ordering cost per order C= Annual carrying cost of one unit i.e. carrying cost percentage p.a. x cost of one unit. Q7) ABC Classification Ans. Meaning: ABC Classification or Analysis is a system of inventory control. It helps to control different items of stores classified on the basis of the investment involved usually the item are divided into three categories according to their importance, namely, their value and frequency of replenishment during a period. 1) ‘A’ category of items consists of only a small percentage i.e. about 10% of the total items handled by the stores but require heavy investment about 70% of inventory value, because of their prices or heavy requirement or both. 2) ‘B’ categories of items are controlled to lesser degree than for ‘A’ category of items. The orders for the items in this category may be placed after reviewing their situation periodically. 3) ‘C’ category of items need not be controlled constantly. Order for items in this group may be placed either after six months or once in a year, after ascertaining consumption requirements. Advantages: The advantages of ABC analysis are as shown below: 1) It ensures UN interrupted production as well as minimum investment in inventories of stocks of materials. 2) The cost of purchase, receipt and storage is minimized. 3) Management items is saved sine attention need b paid only to the most valuable item rather than all the items. This is known as the principle of management by exception. 4) Much of the routine purchase work can be handled by clerical staff. Q8) Distinction Periodic Inventory System Perpetual Inventory System 1 This system is based on physical verification. It is based on book records. 2 This system provides information about stocks and cost of goods sold at a particular date. If provides continuous information about stock and cost of sales. 3 This system determines first, inventory and, computes cost of goods sold as balancing figure. It determines first, cost of goods sold and, computer stock as balancing figure. 4 Cost of goods sold includes loss of goods as goods not in stock are assumed to be sold Closing inventory includes loss of goods as all unsold goods are assumed to be in inventory.
be preserved. For example, in the so called procedimiento abreviado, section 762. 6 CPC provides a separate prosecution of related crimes when there is only one accused person but several criminal accounts (objective connectedness). On the contrary, it will never be a case for a separate trial when a single criminal account is charged to more than one accused person (subjective connectedness). 5. Section 5 of the Jury Act should be interpreted in the same way, trying to avoid the judgment of a criminal case in different proceedings (because the matter at issue that has to be decided is a mixed criminal act that compromises two different courts. In other words, the crime committed is a single act that, technically, could be tried by two different courts: one crime is competent of the Jury court –for example, manslaughter- and the other crime is competent of the criminal court-for example rape-, when doing so could lead to breaking the contingency of the cause. 6. Trial may be held in relation to the present accused person, but it could be suspended for absent defendants, in the cases and in the manner provided in sections 786.1 and 842 CPC. Linked Proceedings Criteria (section 17). Section 17 CPC establishes five criteria in order to qualify linked proceedings. Such criteria can be grouped into three categories: 1. Subjective Link (crime committed by two or more defendants) a) Crimes committed simultaneously by two or more people brought together. That is, different kind of crimes committed by more than one person, but in a single criminal act, could be tried in a single proceeding. The criterion used by the legislator is the existence of a prior agreement between several people in order to commit the crime. The principle of linked proceeding in that case will apply not only if all defendants are liable to be tried by different criminal courts (for instance, one of them is aforado, but also if they are not). It should be noted that according to the Spanish Criminal Law
MATERIALS ACTIVITY 2 MEMORANDUM Properties of structures: 1.1 Soft √ Ductile √ Grey or white in colour √ (Any 2 X 1) (2) 1.2 Ductile √ Hard √ Strong and tough √ Resistant to deformation √ (Any 2 X 1) (2) 2. Cementite √√ (2) Classes of steel Bolts, nuts, screws and rivets √ (Any 1 X 1) (1) 3.2 Surface hardening (case hardened), hardening and tempering √ (Any 1 X 1) (1) 3.3 Brittle, poor weld ability √ (Any 1 X 1) (1) 4. Definition: 4.1 Lower critical point (AC1): This is the lowest temperature to which steel must be heated to be hardened. √√ (2) 4.2 Critical Temperature: It is the temperature where a structural change takes place. √√ (2) [13]
Administration and Adjustments in PMM These are the steps you will need to take to adjust on-hand amounts for an inventory location in PMM. Login to the Inventory Management module of PMM and select your Inventory Location. Click the ‘Inventory Control’ tab and you will see this screen. Double click the ‘Administration & Adjustments’ icon. Click the ‘Go To’ icon to search for the item you need to adjust. Search for you item using either the Item Number or the Description in the ‘Where field’ using the drop down arrow. Enter your search in the ‘Begin with value’ field and then click the ‘Go To’ button. Click in the ‘On Hands’ field and change the quantity based on the new count. Choose the reason for the change in the ‘Reason For Adjustment’ screen and click the ‘OK’ button.
Materials, Specs/Tolerances Notes Materials: Include Specs, SOPs, Job Aids, etc. Tools/ Equipment Docs PPE Other Specifications & Tolerances: Note the specs and tolerances needed for the job so that training can be as targeted as possible. Quality Spec./ Tolerance Example/Notes
Completed product Completed portfolio Marking key for sample assessment task 13 – Unit 4 Evaluation of completed product Maximum possible mark Allocated mark Evaluation comments with regards to the specifications and design considerations of needs, values and beliefs of the developer and end user clear comments referring to specific design considerations combined with justification of design, fulfilling statement of intent requirements and design brief comments outlining major design considerations, and referring to points within statement of intent and/or design brief comments linked to design considerations, expressing personal likes and dislikes about finished project comments outlining use of product, but little reference to design considerations comments reflect superficial evaluation 9–10 7–8 5–6 3–4 1–2 /10 Comments and critical analysis of the manufacturing processes; changes and/or improvements evaluation of all procedures with reference to specific procedures, improvements, with little or no change of process appropriate reporting and/or comment on procedures with some logical evaluation of operations, with minor changes to process comments on procedures with limited evaluation of operations, after major changes to process brief comments with few references to processes comments reflect superficial evaluation 5 4 3 2 1 /5 Evaluation comments and critical analysis of the design process, including any changes and/or improvements clear comments referring to aesthetics, function and safety influenced by specific design changes and suggested improvements comments suggesting improvements referring to major design considerations comments expressing personal likes and dislikes about improvements brief reference to design changes to improve function or aesthetics few comments/superficial notes on improvements 5 4 3 2 1 /5 Total /20
Assessment type and weighting task weighting When Assessment task Production 60% 5% Term 1 Weeks 7–8 Task 2 Part A: Skills development, as per context-specific skills and techniques. Skills development exercises, prior to the production of the proposed product Daily work log/time sheet to record skills development 25% Term 2 Weeks 9–16 Task 2 Part B: Safe production methods to produce the product. Document a daily work log/timesheet including record of production with stage photos of production. Use of technology Skills and techniques workroom/studio terminology appropriate to context select appropriate materials and calculate the quantities of materials required to complete the project with supervision, operate machinery and tools appropriate to context Safety correct use of Personal Protective Equipment (PPE) where applicable demonstrate Occupational Safety and Health (OSH) practices appropriate to tasks being undertaken in workshops Production management production plan ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project 30% Term 3 Weeks 8–10 Term 4 Weeks 11–15/16 Use of technology Skills and techniques Task 6: Manufacture of proposed product Safe production methods to produce the product. Document a daily work log/timesheet including record of production with stage photos of production. use workroom/studio terminology appropriate to context select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project operate machinery and tools appropriate to context Safety correct use of Personal Protective Equipment (PPE) where applicable conduct risk assessment for using specific tools/machinery demonstrate OSH practices appropriate to tasks being undertaken in workshops apply risk management strategies in the workshop/studio recognise need and purpose of Materials Safety Data (MSD) with regard to storage and handling of hazardous substances and hazardous operations appropriate to situation
Response 15% 5% Term 3 Weeks 2–3 Nature and Properties of materials – as per context Task 5: Collect information and present a report on the nature and properties of materials. This assignment requires students to gather and synthesise information about the physical differences on materials within context. 2% Term 2 Week 17 Design fundamentals and skills Evaluate Task 1 Part C: Evaluation of completed product Evaluate finished product by responding to evaluation questions. 5% Term 1 Weeks 2–3 Materials in context – as per context Task 3: Research and identify environmental considerations of the three ‘Rs’ – reduce, re-use and recycle This assignment requires students to gather and synthesise information on the topic of: the environmental benefits of the three ‘Rs’ – reduce, re-use and recycle. 3% Term 4 Week 17 Design fundamentals and skills Evaluate Task 4 Part C: Evaluation of completed product Evaluate finished product by responding to evaluation questions. Total 100%
SAMPLE PLANNING CHECKLIST Materials Design and Technology Preliminary Unit 1 ( = Unit content covered) Task 1 Introduction to design Task 2 Materials, differences and uses Task 3 Communicate ideas Task 4 Manufacture the product Task 5 Presentation of product Design fundamentals and skills Seek and discuss links between design processes and final products, such as design concept sketches, compared to the finished product. Identify a product from its design and determine that the product and design are the same object. Use pre-prepared designs to make design choices. Decision making: make design choices based on colour and shape. Nature and properties of materials Identify by appearance, and name materials within the chosen context. Identify basic aesthetic properties or characteristics. Materials in context Identify basic uses for materials within the chosen context.  Use of technology – design skills and techniques Use pre-prepared design in developing a solution. Use simple graphic communication technologies. Name and use basic equipment as appropriate to context. Use of technology – skills and techniques – safety – production management Name and use basic equipment as appropriate to context. Manipulate materials. Correct use of personal protective equipment (PPE) where applicable. Use teacher-directed design, production plans and processes. With supervision, use simple tools and/or machines safely. Communicate and describe, in simple terms, the production process. Demonstrate workshop clean-up procedures.
Sample course outline Materials Design and Technology – Preliminary Unit 3 and Unit 4 Unit 3 (notional timeframe only – may take up to whole year) Week Key teaching points Content 1 Introduction to design fundamentals, materials and workshop/studio Materials – Nature and properties of materials Identify by appearance and name materials within the chosen context: metals – types of steel, aluminium, brass, copper, tin, stainless steel textiles – cotton, denim, linen, wool, silk, synthetics wood – softwoods, hardwoods, different types of manufactured boards Identify basic aesthetic properties or characteristics, such as: colour – bright, dull appearance – patterned, plain texture – soft, hard, smooth, rough density – heavy, light Materials in context Identify basic uses for materials within the chosen context: metals – kitchen utensils, workshop tools textiles – clothing, household items wood – furniture Design fundamentals and skills Discuss: needs and wants existing products design fundamentals aesthetics, function, safety, cost factors affecting design aesthetics, function social requirements, environmental requirements 2–3 Task 1: Introduction to design fundamentals Introduction and application of design fundamentals and factors affecting design through selected products and materials Comparing products, their uses, and understanding the nature and properties of materials of different products Task 1 due Week 2 Task 2: Material properties for different product uses Identifying the different properties or characteristics of materials, and explore why these materials are chosen for each product’s function Task 2 due Week 3 4–7 Use of technology: practical skills and techniques within the design process Task 3: Developing and communicating design ideas Using simple drawing and annotation techniques, develop a product, while making changes through design choices Task 3 due Week 7 Design fundamentals and skills Devise: using communication techniques sketching , annotating sketches of personal product ideas, with development of images to a final solution presentation of design choices and final design Use guided and/or highly scaffolded design plans as the idea/plan for an eventual product Evaluate when discussing and devising design ideas
rendering techniques 2D working drawings or using templates inspiration/concept or storyboard development and presentation design and making specification sheets workroom/studio terminology appropriate to context select appropriate materials and calculate the quantities of materials required to complete the project with supervision, operate machinery and tools appropriate to context Safety correct use of personal protective equipment (PPE) where applicable occupational safety and health (OSH) practices appropriate to tasks being undertaken in workshops Production management production plan maintain a production plan maintain time management while using tools, equipment and machinery to complete production follow instructions from plans maintain safety requirements record changes to materials lists or costing record regular journal/diary entries ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project Metal context content Materials Nature and properties of materials identification of origins of common ferrous and non-ferrous metals classification of the properties of common ferrous and non-ferrous metals by weld properties and workability identification of common metal sections wire hexagonal round tube rod octagonal bar square tube flat sheet rectangular hollow section square plate angle identification of common associated materials used with metal abrasives permanent and non-permanent fixings adhesives
Structure of the syllabus The Year 12 syllabus is divided into two units which are delivered as a pair. The notional time for the pair of units is 110 class contact hours. Unit 3 Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs. Students learn about manufacturing and production skills and techniques. They develop the skills and techniques appropriate to the materials being used and gain practice in planning and managing processes through the production of design project. They learn about risk management and ongoing evaluation processes. Unit 4 Students learn about the nature of designing for a client, target audience or market. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. Students learn about the nature, properties and environmental impacts related to a variety of materials and production techniques. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials. Students extend their understanding of safe working practices and contemporary manufacturing techniques and develop the knowledge, understanding and skills required to manage the processes of designing and manufacturing. Each unit includes: a unit description – a short description of the focus of the unit defined contexts – a particular context in which a student can be enrolled. Three different contexts have been defined in this course: Metal Textiles Wood. Students can enrol in more than one context in this course. The course units in each context have different codes. unit content – the content to be taught and learned students will study the unit common content and the content of their chosen defined context. Organisation of content The course content is organised into common content and context specific content. Students must study all of the common content and at least one of the contexts.