zilongwang/ReadingBank huggingface dataset:
Skills/Procedure/Knowledge – examples from the last 12 months File name/ref Area of knowledge Date closed/ worked on b) Representation on 5 MHT case files in the previous 12 months: Note: Where the practitioner is unable to demonstrate that they have represented a client at 5 hearings (due to late cancellation, delay leading to discharge of the patient, etc.) they may, as an alternative, demonstrate the following in meeting the case load requirement: representation at 3 hearings; plus 2 further cases in which either the preparation for the hearing had been completed and can be demonstrated on file or where they have had conduct of a case which falls within the scope of the Category of Law. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. c) Non-MHT cases – 5 case files Note: All such cases must fall within the Category of Law definition File name/reference Date closed/ worked on 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 4. Mental Health Case Involvement Supervisors that work full time must demonstrate case involvement in the category of law (350 hours each year) over the past 3 years (36 months). Please give details in the first three columns below. Supervisors that work part-time you must demonstrate case involvement in the category of law (1050 hours in total) over the past 5 years (60 months). Please give details in all five columns below. Type of involvement Minimum/Maximum hours allowed per year (Refer to guidance regarding part-time Supervisors) Hours in past 12 months Hours in months 13 to 24 Hours in months 25 to 36 Hours in months 37 to 48 Hours in months 49 to 60 All Supervisors Part-time Supervisors only a) Personal casework and Direct (documented) supervision Total minimum 235 hours comprising: i) Personal casework (minimum 115 hours). ii) Direct supervision b) File Review (inc. face-to-face) Maximum 60 hours (i.e. approx. 50% of 115 hours)
delegated only procedural aspects to review or has authority from the LAA auditor? Procedure/process which needs to be in place Tick or cross as appropriate Document & Page Ref. (please be specific) Quality Mark Standard for Mediation ref. For LAA Auditor use only 59 Is the conduct of a file review, including the date and reviewer (and details of any corrective action to be taken) evident from the case file? E2.4 60 Is a comprehensive record of findings produced for each file review which contains: Key mediation review information including: File reference Date of review Identity of the mediator and reviewer Method of review A note which confirms that each of the following has been checked and found satisfactory, or details of any adverse findings in respect of: Quality of legal advice given Action proposed or taken Adherence to organisational procedures Evidence about corrective action? E2.5 61 Can you demonstrate that records of mediation reviews are monitored at least annually and that action is taken to improve performance where negative trends are identified? E2.6
Procedure/process which needs to be in place Tick or cross as appropriate Document & Page Ref. (please be specific) Quality Mark Standard for Mediation ref. For LAA Auditor use only Section G: Commitment to Quality 82 Do work practices show that clients have information about what to do if they have a problem with the service provided? G1.1 83 Does your complaints procedure contain all of the following: The definition of a complaint Who has responsibility for complaints handling How complaints are identified How complaints are recorded How to identify the cause of a complaint and respond to it The process for reviewing complaints G1.2 D 84 Do you keep a central record of every complaint made and review it annually to identify trends, documenting the results of the review? G1.3 85 Is there a client satisfaction procedure in place that includes all of the following: A comprehensive feedback mechanism Details on how and when the client gives feedback The frequency and methodology of analysis of submitted feedback? G2.1 D
bii) Has undertaken a minimum of 10 Magistrates Court Representations and Advocacy These examples must have been undertaken with the last 12 months and 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. biii) Has undertaken a minimum of 5 Crown Court Representations and Advocacy These examples must have been undertaken with the last 12 months 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 4. Crime Case Involvement Supervisors that work full time must demonstrate case involvement of at least 350 hours of Crime casework supervision each year in the 12 months prior to the date at Section 5 (Declaration). Please give details in the first column below. Supervisors that work part-time must demonstrate case involvement of 1050 hours over the past 5 years prior to that date. Please give details in all five columns below. Type of Involvement Minimum/ Maximum hours allowed per year (Refer to guidance regarding Supervisors) Hours in past 12 Months Hours in 24 months Hours in 36 months Hours in 48 months Hours in 60 Months All Supervisors Part- time Supervisors only a) Personal Case work and Direct (documented) Supervision Total minimum 235 hours comprising: i) Personal casework (minimum 115 hours) ii) Direct Supervision b) File Review (inc. face-to- face) Maximum 115 hours (i.e. approx. 50% of 235 hours)
c) Delivery of external training (CPD- accredited) Maximum 115 hours d) Documented Research/ Production of publications Maximum 115 hours e) Other supervision Maximum 115 hours TOTAL Minimum 350 Hours 5. Declaration This Supervisor was and continues to be employed by the organisation named at Section1 (Details of organisation and Supervisor) above as at the date of completion of this form. Tick box to confirm As a person with powers of representation, decision or control of the organisation named at Section 1 above, I verify the information provided in this form and vouch that it is accurate. Name: Role: (e.g. Partner, Director, Trustee, Sole Practitioner) Dated:
SUPP (CRI-PL1) SUPERVISOR STANDARD DECLARATION FORM Use for Prison Law. Your organisation may not have or employ a Supervisor who is also a Prison Law Supervisor for two or more other Organisations. Please refer to for advice on how to complete this form. Prison Law 1. Details of organisation and Supervisor Organisation’s name: Supervisor’s name: Continuously qualified as a Supervisor since (date): Account number(s) of office(s) supervised: Postcode(s) of office(s) supervised (if no Account number): 2. Generic Supervisor Requirements The Supervisor meets the supervisory standards by having (please ensure that you tick at least one of the boxes below): (i) Supervised in the relevant Category of Law and/or Class of Work at least one full-time Caseworker (or equivalent) for at least one year in the five year period prior to completing this form. ; or (ii) Completed an approved training course covering key supervisory skills no earlier than 12 months prior to the completion of this form. ; or (iii) Completed the Level 3 or higher National Vocational Qualification (NVQ) standard in supervising no earlier than five years prior to the completion of this form. 3. Legal Competence Standard for Supervisors i) Areas of Knowledge – representations at oral hearings in the previous 12 months File name/ref Area of knowledge Date closed/ worked on Has in the previous 12 months undertaken for the organisation named at section 1 (Details of Organisation and Supervisor) above a minimum of four representations at four distinguishable types of oral hearing before the Parole Board or the Independent Adjudicator for four different clients. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8.
5. Declaration This Supervisor was and continues to be employed by the organisation named at 1 above as at the date of completion of this form. Tick box to confirm As a person with powers of representation, decision or control of the organisation named at 1 above, I verify the information provided in this form and vouch that it is accurate. Name: Role: (e.g. Partner, Director, Trustee, Sole Practitioner) Dated:
$25,000 to $49,999 $50,000 to $99,999 $100,000 to $249,999 $250,000 to $499,999 $500,000 to $999,999 $1,000,000 or More
end) during: Received by your LAA Made by your LAA Received by your LAA Fiscal Year 2011 $ $ $ Fiscal Year 2012 $ $ $ Fiscal Year 2013 $ $ $ Fiscal Year 2014 $ $ $ Fiscal Year 2015 (estimate, if needed) $ $ $ QUESTION 66a: Complete the table below in its entirety by providing the following information from your LAA’s balance sheet. If exact figures are not available, please provide your best estimates. Use the end date to determine the appropriate fiscal year for each line. For example, if your LAA's fiscal year ends on June 30, then your 2014 fiscal year is the one that started on July 1, 2013 and ended on June 30, 2014. (ENTER WHOLE NUMBERS ONLY) If you previously identified your LAA as an agency, department, division, or program that is part of the local government, you may skip this question and skip to Section 22 (Page 52). Fiscal Year that ENDED (or will end) during: TOTAL ASSETS TOTAL LIABILITIES NET ASSETS RESTRICTED UNRESTRICTED Fiscal Year 2011 $ $ $ $ Fiscal Year 2012 $ $ $ $ Fiscal Year 2013 $ $ $ $ Fiscal Year 2014 $ $ $ $ Fiscal Year 2015 (if available) $ $ $ $
Mineral Name Possible Colors Streak Hardness Cleavage (how many planes) or Fracture HEFT Light, Medium, Heavy Luster Other Properties Fluorite Green, yellow, purple White 4 Cleaves Medium Vitreous (glassy) Biotite Brown None 2.5-3 Cleaves 1 plane Light Vitreous, glassy Very flexible Calcite Clear to milky, orange, blue White 3 Cleavage Light Glassy to earthy Mineral takes a rhombic shape Reacts with acid Feldspar Gray, green orange Colorless 6 Two planes of cleavage that meet at right angles Light Vitreous (glassy) Graphite Grey Grey 1.2 Cleavage Light to Dull Alabaster Gypsum Pinkish-white, white, grey, reddish-brown White 1.5-2 scratches with fingernail Cleaves Light Pearly-Earthy Metallic
Mineral Name Possible Colors Streak Hardness Cleavage (how many planes) or Fracture HEFT Light, Medium, Heavy Luster Other Properties Halite Clear, white None 2.5 Cleaves at right angles Light Transparent Tastes salty Hematite Black, grey, reddish-brown Reddish-brown 5.5-6.5 Fracture Heavy or rusty Magnetite Grey-black Black 6 Non cleavage, but octahedral parting Heavy Metallic magnetic Muscovite Clear, white, light brown Colorless, light brown 2-2.5 Cleaves in 1 plane Light Glassy to pearly Flat flexible crystals Pyrite Golden-brassy, yellow Greenish black 6-6.5 Fracture Medium Metallic Quartz Clear, white, purple, rose, grey None 7 No cleavage, but conchoidal fracture Light Vitreous (glassy) Satin Spar Gypsum White, Grey White 2 Fracture Light Silky Selenite Gypsum Colorless White 2 Cleaves into 1 plane Light Transparent Talc White, green White 1 Cleaves Light Pearly-greasy Powdery-greasy feel
Atomic Radius & Ionization Energy Data for Select Elements 1 2 13 14 15 16 17 18 3 Li 1.23 124 4 Be 0.89 215 5 B 0.80 191 6 C 0.77 260 7 N 0.70 335 8 O 0.66 314 9 F 0.64 402 10 Ne 0.67 497 11 Na 1.57 119 12 Mg 1.36 176 13 Al 1.25 138 14 Si 1.17 188 15 P 1.10 242 16 S 1.04 239 17 Cl 0.99 299 18 Ar 0.98 363 19 K 2.03 100 20 Ca 1.74 141 37 Rb 2.16 96 38 Sr 1.91 131 55 Cs 2.35 90 56 Ba 1.98 120
with a positively charged electrode, an anode, the electrons will be attracted to it and move radially outward as indicated in Figure 1. On their way to the anode they will acquire a kinetic energy , where V is the potential difference, or voltage, between the heated filament, called the cathode, and the anode. Figure 1 Most of the electrons will strike the anode. However, if one cuts a narrow slit into the anode, those electrons that started out toward the slit will exit through it as a narrow beam with a kinetic energy Ek. Figure 2 Magnetic field of a straight wire. The Magnetic Field According to Ampere’s law a wire carrying a current I is surrounded by a magnetic field B, as shown in Figure 2. If the wire is bent into a circle the field lines from all sides reinforce each other at the center, creating an axial field (see Figure 3). Usually one will not use a single loop of wire to create a field but a coil with many turns. Figure 3 Magnetic field of a wire loop. If one uses two coaxial coils of radius R that are a distance d apart, as shown in Figure 4, the field at the center point between the coils will be nearly homogeneous. H. von Helmholtz (18211894) realized that there remains a free parameter, namely the coil separation d, that can still be adjusted. He showed that when d = R, the result is a particularly homogeneous field in the central region between the coils. Since that time Helmholtz coils have been used when there is a need for homogeneous magnetic fields. Figure 4 Magnetic field B of a pair of Helmholtz coils. One can show that the field in the center of a Helmholtz coil is given by where I is the current flowing through both coils, R is their mean radius, N is the number of turns of wire in each coil, and 0 = 4 × 10-7 T∙m/A is the permeability constant.
Repeat the experiment for water and 1- butanol Data: Substance Molecular Formula Molar Mass Width of Drop Change in Temp During evap. Number of Drops to fill well Height in Capillary Tube Water H2O Ethanol CH3CH2OH 1-Propanol CH3 CH2 CH2 OH 1-Butanol CH3 CH2 CH2CH2OH Questions Which of the substances had the drop that was least attracted to the surface? How could you tell that this was true? Which of the drops was the flattest and widest? What does this mean about the attraction of the molecule to itself relative to the surface? Which liquid had the greatest change in temperature when it was evaporating? What does this imply about the attraction of the molecules to each other? Which took the most drops to fill the well to the point it spills ? What does that mean about the size of those drops? If gravity is constant, the dropper type is the same, what does that mean about the attraction of those molecules to each other? When you compare the size of the molecules of water and Ethanol, which is bigger? How does this compare to the size of the drops? Can you determine whether the polyethylene is made of polar or non-polar molecules? The glass capillary tube contains ions, based on this fact which molecule shows the greatest Ion –Dipole attraction. Can you rank these substances from weakest intermolecular attraction to strongest intermolecular attractions and justify your answer?
DATA SHEET Exercise 10-5 - Response to Fertilizer Rates N-P2O5-K2O Concentration Initial Height (Date ) Final Height (Date ) Height Increase (Final-Initial) Final Quality 0 ppm Control 100 ppm 500 ppm 1,000 ppm 5,000 ppm 10,000 ppm Plant:
Using Excel and the data previously collected compute the cross sectional area of the thigh muscles (CSAT) and the cross-sectional area of the upper arm muscles (CSAA). CSAT (cm2) = (4.68 * thigh cirumference) – (2.09 * thigh skinfold) – 80.99 CSAA (cm2) = 0.785 * [(arm circumference/3.14)-(tricep skinfold/10)]2 Where circumferences are in cm and skinfolds are in mm. Create a variable called arm 1 RM by averaging the values for the arm curl 1 RM and the arm extension 1 RM and then dividing by 2 (since we are just using the size of one arm we have to just use the strength of one arm). Create a second variable called arm reps by averaging the arm curl reps and the arm extension reps. Using Excel, determine the average for males and the average for females for each of the following variables: leg press 1RM, leg press reps, arm 1 RM, arm reps, Peak Watts, CSAT, CSAA Using Excel, compute correlations (CORREL) between each of the following variables for males and females separately: CSAT and Leg Press 1RM; CSAT and Leg Press Reps., CSAT and Peak Watts CSAA and arm 1 RM; CSAA and Arm Reps. Leg Press 1 RM and Leg Press Reps Arm 1 RM and Arm Reps Last Name(s): Lab Section: Fill in the charts below with the appropriate means and correlation coefficients. Varialbles Means Females Means Males CSAT CSAT Peak Watts Arm 1RM
What is the relationship between muscular endurance (Reps) and muscle size (CSAT and CSAA) in males and females? Is the relationship the same for males and females? Explain. Is the relationship the same for the arm and the thigh? Explain. What is the relationship between muscular strength (1RM) and muscular endurance (Reps) for both males and females? Explain using a physiological rationale why someone who has good muscular strength may not have good muscular endurance or visa versa. What is the relationship between muscular strength (Leg Press 1 RM) and power (Peak Watts) for both males and females? Explain why someone may have a high level of strength but not a high power in those muscles. Muscular Strength and Endurance Name __________________________________________ Age ________ Gender _______ Height ________ inches Weight ___________ lbs Leg Press 1 RM =__________ lbs Leg Press reps @ 50% = ___________ Leg Press Reps @ _____% = ___________ Arm Curl 1 RM = _________ lbs Arm Curl Reps @ 50% = __________ Arm Curl Reps @ ____% = __________ Arm Extension 1 RM = ______ lbs Arm Extension Reps @ 50% = _________ Arm Extension Reps @ _____% = ________ Thigh Circumference (cm) = ______________ Thigh Skinfold (mm) = ______________ Arm Circumference (cm) = ______________
Samuel, Hardy, Anthony 70.56 44.90 40.21 34.42 Raxana, Shunit 36.5 17.5 20.2 25.5 April, Wendy, Johnny 46.40 34.20 33.44 24.38 Shiva Mahfuza 48.43 26.96 34.22 25.90 Brian Ethan 49.29 41.18 35.69 34.03 Class: 1-2 Table 1. Class data for varying concentration of KIO3 in reaction. Time for reaction in seconds Group Members 10mL 9mL 8mL 7mL 6mL 5mL 4mL 3mL 2mL Alvin Gong, Eason Guo, Stephen Zhang 18 15.4 10.5 15.6 17.6 Jayden Wunsch, Eric Sun, Melchor Matabuena 19 32 43 92 Hart T, Ali S, Shad H 18.73 16.5 18.21 23,77 27.64 Cole Walter, Ryan Almhjell 19.91 22.34 23.37 37.22 62.36 Karen P, Kailin H, Sandy C 18.36 20.93 24.11 33.75 55.94 Eric L, Erica P 17.00 25.31 30.63 49.47 100.15 Alexa L. Kelly L. 20.19 34.16 1.09.43 4.30.09 Mia F. Alexis 16.4 30.5 54.8 2.5 Darren T Tony G 29.9 59.0 143 780+ (n.c.)
3. Infer Why is it important for doctors to consider the age and sex of a patient when diagnosing a disorder? Procedure You will use your knowledge of hormones and the table provided to diagnose the patients described in four case studies. Column 2 in the table lists common complaints that a patient might make. Column 3 lists the results of tests that a doctor could order to confirm or rule out an initial diagnosis. Most lab tests involve chemical analysis of blood or urine samples. If you do not recall the functions of any hormones mentioned in the table, look up this information in your textbook. Endocrine Disorders Disorder Symptoms Lab Test Results Addison’s Disease Fatigue, muscle weakness, weight loss, increased pigment in the skin High potassium and low sodium levels in blood; high ACTH level in blood, low cortisol level in blood Cushing’s Syndrome Muscle weakness, backache, anxiety, depression, extra fat deposits on the back of the neck and upper back, irregular menstrual cycle in females High levels of cortisol in blood Diabetes Insipidus Frequent urination, excessive thirst No glucose in urine, normal glucose level in blood, low ADH level in blood Hyperparathyroidism Excessive thirst, weakened or broken bones, fatigue, nausea High calcium levels in blood; high parathyroid hormone levels in blood Hyperthyroidism Nervousness, elevated body temperature, excessive sweating, rapid heart rate, weight loss, irregular menstrual cycle in females High thyroxine level in blood, low TSH level in blood Hypothyroidism Muscle weakness, fatigue, weight gain, depression, slow heart rate, low body temperature and intolerance of cold Low thyroxine level in blood, high TSH level in blood Type I Diabetes Mellitus Frequent urination, excessive thirst, weight loss Glucose present in urine, elevated blood glucose, islet cell antibody in blood Type II Diabetes Mellitus Frequent urination, excessive thirst Glucose present in urine, elevated blood glucose, no islet cell antibodies in blood
3rd Hr Group initials BP Liquid #1 10 ml BP Liquid #2 10 ml BP Liquid #1 20 ml BP Liquid #2 20 ml NS, WL 98.8 C 99.4 C Mk,CG,JV 98.9 99.2
g. Finally, we’ll add a button to the form. To insert a button, we click the Button button in the ribbon. Move the cursor crosshair to a location in the Form Footer, press the mouse button, and drag to draw the button. When the mouse button is released, the Command Button Wizard window is displayed. Highlight the category of action to be performed in the left box and highlight the specific action to be performed (when the button is clicked) in the right box. Choose “Record Navigation” and “Find Record” for this example. Then continue through the wizard, giving a name (or picture) for display, and an internal name that will be used later as sort of a variable name in a database application. h. Something similar to the following picture is the result of the work described above. Switch to Form View and try the “Find Record” button. A dialog box will be displayed which will allow a user to search conveniently through the table for a specific record. i. What the wizard has done here is automatically create a macro written in Visual Basic for Applications (VBA) that is performed when the button is clicked. You can get a look at the script by right-clicking on the button in Design View, selecting Properties, clicking the “Event” tab in the Property Sheet and then clicking on the three dots (“…”) that appear when you click in the “On Click” window. We will look at writing macros of our own later in the course. More practice with creating forms Create the following forms as part of your grades database. Your forms do not have to look exactly like the forms shown here, but they should contain the same information and the same buttons. Colors, location and size of fields and their labels are choices that you can make. You should, however, attempt to produce attractive as well as useful forms. FStudentInfo: Note the inclusion of the calculated field for GPA. Can you figure out how to include it? (Hint: GPA is calculated by dividing hours attempted into quality points.) And to format it to two decimal places? Also note that the wizard gives you a checkbox field instead of a text field for Financial Aid information. Can you figure out how to change this?
FStudentGradeView: Hints on this one: Begin just like you did for FStudentInfo. Use the Subform/Subreport tool. When you build the subform in the wizard, choose “Use existing Tables and Queries” instead of “Use an existing Form”, even if you’ve already created FGrades (which contains exactly the information you need.) This is because FGrades is set up to use Form View. To use Datasheet View (as shown above), you’d have to change the default format. Better to simply have a second form – named FGradesSubform – that has the datasheet view as the default. Do you see the role that a foreign key is playing? Note: You can change the caption (title) of a form – and many other properties – by right-clicking on the title bar in Design View and choosing the Properties option. Spend some time exploring this feature.
Figure 3.5: Enum Properties Menu 17. Add NI ELVISmx Digital Multimeter.vi to the “Current” case (Figure 3.6), and setup the measurement as shown. The NI myDAQ has an internal shunt resistor to measure current through the analog-to-digital converter. Figure 3.6: Multimeter VI Properties Menu 18. Add NI ELVISmx Digital Multimeter.vi to the “Resistance” case (Figure 3.7), and setup the measurement as shown. Note that in order to measure Resistance using an Analog-to-
On the Translations tab, verify that Create metadata translations check box is cleared. Click OK to close the form. In the Main menu, click Tools > Business Intelligence (BI) tools > Generate BI project. In the Generate a Business Intelligence project form that opens, set the Folder property to C:\Documents and Settings\All Users\Documents\Lab source files. Set the Project name property to InfoQuotation. Select the Open generated project check box. In the Select perspectives section, select the InfoQuotation check box and clear other check boxes. Click OK. Wait while the project is generated and opened in Microsoft Visual Studio 2008. Exercise 2 – Create and Deploy BI Project In this exercise, you will create and deploy your BI Project using the perspective create in previous exercise. In the Solution Explorer window, right-click the InfoQuotation node and select Build. In the Solution Explorer window, right-click the InfoQuotation node and select Deploy. White while the project is deployed on the Analysis Server. When the operation successfully completes, the message shown in the figure below will appear. In the Solution Explorer window, double-click the \InfoQuotation\Cubes\InfoQuotation.cube node. The Cube design window opens.
x +/-____(m) t1(s) t2(s) t3(s) t4(s) t5(s) Calculations Tables Error Propagation of sin θ( no units!) sin θ= ______ +/-_____ 1st 2nd 3rd 4th 5th x(m) (s) σn-1= αt= ()2 (s2) αt2= Slope = +/- m/s2 a= +/- m/s2 g exp = +/- m/s2 % error= r= RSME=
OPENSSL The following steps will enable you to create your own certificates on a windows machine using OpenSSL command line tool. Download and install OpenSSL tool, using the link Use ‘Win64 OpenSSL v.1.0.2k’ size23 MB. Unzip it anywhere on your computer. Somewhere with read and write permission. And install it. 3. Path setting Start a command-prompt. Click Start -> Programs -> Accessories -> Command prompt Or just Start -> cmd Give the command openssl If the command is not recognized you must change the environment variables PATH (Path) and maybe CLASSPATH. Set your environment variable path to include present working directory (.) and your folder with the OpenSSL toolkit it (e.g. C:\Program Files(x86)\openssl/bin). For more details; See the Appendix on environment variables at the end of this document. You can run the windows cmd from a particular directory/folder by Right clicking in the directory/folder while keeping the Shift key down. Now choose Open Command window here. This way you can create your keys/certificate exactly where you want it. 3. Creation of certificates First create a directory for certificates Now you are ready to create your private public keys. Type the following in your command window: openssl –req –x509 –days 365 –newkey rsa:2048 –keyout my-private-key.pem –out my-cert.pem • Explain the above openssl command, the options and other params • Find five more openssl options and explain them, don’t do it • FIX the ERROR; If you encounter an ERROR: unable to write random state Now execute the following command openssl pkcs12 –export –in my-cert.pem –inkey my-private-key.pem –out my-keys-container.pfx • Explain the above openssl command, the options and other params Finally Run the following command and explain, in detail, what does it do? openssl pkcs12 -in my-keys-container.pfx -clcerts -nokeys -out my-public-cert-key.pem
To draw a schematic (a) Insert components Click on “ADK IC Library” on the palette on the right side. The palette is now changed to “ic library” where there are many components. For example, if you wish to insert an NMOS transistor, click on the “nmos”, and place the “nmos” in the schematic. Note: Placed components are automatically selected/highlighted. To unselect, press on “F2”. Components you need in creating an inverter are: nmos, pmos, VDD, GND, In and Out Refer to the following schematic to insert desired components. To name a component (nmos and pmos), highlight the component, then right click and select “Name Instance: -> Manual” at the Instance menu. Key in the new component name in the “New Value” column at the bottom of the window. Name the components as shown (M1, M2). When done, click “OK”. Click “OK” at the bottom of the window when done. Repeat the same procedure for the nmos. (b)Add wires Unselect everything by pressing “F2”. To add wire/net, click the right mouse button, in the “ADD” menu, choose “Wire”. To add a wire between 2 points, click once on the starting point, move the cursor to the other point, and double click. To exit from this adding wire function, press “Esc”. (c) Name ports/nets Unselect all first (by pressing “F2”), then select the net (yellow line) to be named by dragging the cursor across the net. The net will be highlighted. Right click and choose “Name Nets” from the “NET” menu. Key in the new net name in the “New Value” column at the bottom of the window. Name the nets as shown (input, output). When done, click “OK”. Check Schematic After the schematic is captured, you need to check the schematic to make sure there are no errors on it. At the main menu, click on File -> Check Schematic. Check to see if the process passed or failed. Notice that at the bottom of the window, it reads “inverter/schematic/sheet1 passed check”
Where are they primarily located? What type of habitat can they be found in? Station 12 – Order Anura What does the word anura mean? What does this clade consist of? When does the oldest “protofrog” appear? When does the molecular clock date them? Where is the greatest concentration of species diversity of anurans? Station 13 – Anura – General Characteristics What does the term “frog” usually refer to? What does the term “toad” usually refer to?
Station 14 – Other Anura – General Characteristics – Defense What is the toxic substance on frogs called? What is the name of the poison glans on toads? What do poison dart frogs secrete? Where do they get this poison? What is the term for them advertising their toxicity? Station 15 – Order Anura – General Characteristics – Features Where is the tongue attached? What acts like an eardrum? What is the name of the transparent membrane? Note the skeleton and the preserved specimen of the frog. What are the three functions of the skull? Is the skeleton as flexible as the fish skeleton? Why? What is the function of the pectoral girdle? What is the function of the pelvic girdle? Do frogs have ribs? Station 16 - CLASS AMPHIBIA – INTERNAL FEATURES System Structure Function Muscular System What is the one function of the muscles?
What type of habitat are they found in? What do they eat? Station 34 – Desert Tortoise Why can they live in desert areas that exceed 140 degrees Celsius? Where are they located? What type of habitat are they found in? What do they eat? Station 35 – Western Pond Turtle Where are they located? What type of habitat are they found in?
Station 13 – Order Anura What does the word anura mean? What does this clade consist of? When does the oldest “protofrog” appear? When does the molecular clock date them? Where is the greatest concentration of species diversity of anurans? Station 14 – Anura – General Characteristics What does the term “frog” usually refer to? What does the term “toad” usually refer to? Station 15 – Other Anura – General Characteristics – Defense What is the toxic substance on frogs called? What is the name of the poison glans on toads? What do poison dart frogs secrete? Where do they get this poison? What is the term for them advertising their toxicity? Station 16 – Order Anura – General Characteristics – Features Where is the tongue attached? What acts like an eardrum? What is the name of the transparent membrane? Note the skeleton and the preserved specimen of the frog. What are the three functions of the skull? Is the skeleton as flexible as the fish skeleton? Why? What is the function of the pectoral girdle?
Repeat the experiment three or four times. Load Force in AB S1 Force in BC S2 Force in CD S3 Force in DI S4 Angle W1 W2 W3 By Diag By EXP By Diag By EXP By Diag By EXP By Diag By EXP 01 02 PRECAUTIONS 1)Note the zeo reading of the spring balances. 2)see that the weights do not touch the ground.
Lab quiz 1: Organic Chem II Chem 4524 31 Jan 2017 Your name: _______________________________________ 1) In today’s lab you will directly measure: a) refractive index b) optical reflectivity c) optical refraction d) optical rotation 2) What condition are you striving for during today’s measurements ? A) B) C) 3) In order for a sample to provide a measurable signal today, the sample needs to be: a) denser than water b) colorless c) polarized d)chiral
p = sqrt(.24) q2 = .26 q = sqrt(.26) 2pq = 2[sqrt(.24)][sqrt(.26)] ~ .50 0.24 + 0.50 + 0.26 =1 Our results are overall consistent with our hypothesis. The allele and genotype frequencies remained mostly constant when all the conditions for the Hardy-Weinberg Equilibrium were met; the mutations had the expected effects on the frequencies. Conclusions / Further Considerations: In this experiment we used beads of multiple colors to show that gene frequency remains constant over generations in the absence of variation in other factors; we know that this rarely happens; generally there are fluctuations in the frequencies over generations. Simulation of the Hardy-Weinberg principle shows us the importance of factors such as natural selection and mutations. In order to further explore the principle of Hardy-Weinberg, we could design more cases with mutations and manipulate the rates of survival and reproduction for the alleles. We could introduce disruptions to the Hardy-Weinberg principle, such as immigration, emigration, non-random mating, and sex-linked genes in order to demonstrate the fluctuation of allele frequencies in nature, and further expand on the validity of the Hardy-Weinberg principle. This experiment has demonstrated the influence that various selective pressures have on the frequency of alleles in populations, and has shown us the importance of predation, mutation, gene flow, and other factors that act on flourishing populations. With the understanding that genetic variation plays an important role in evolution, we can expand our experiment to test, which outside influences have the most effect on the adapting population. We could test the concept of relative fitness by having a negative bias towards a certain allele that we deem less suited for a selected environment, so as to mimic predation. ATTACHMENTS Figure 1 This is the control case for the experiment. There are no changes in allele frequencies, thus maintaining the Hardy Weinberg principle. Figure 2 This is the first case, in which the homozygous recessive alleles (ww) have a negative 33%, therefore there was only a 67% rate, and meanwhile the others had a 100% survival rate. The reason why Rw has a slight decrease is due to the fact that the available recessive alleles in the population were getting thrown out.
Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1 20 Part Point Prediction 1 Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1 20 Part Point Prediction 1 Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1 20 Part Point Prediction 1 Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1
Part Point Prediction 1 Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1 20 Part Point Prediction 1 Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1 20 Part Point Prediction 1 Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1 20 Part Point Prediction 1 Prediction Reason 1 Materials 1 Controlled Variables 1 - 2 Manipulated Variable 1 Responding Variable 1 Record Measurements 1 Trials Repeated 1 Consistency 1 Logical Steps 0-6 Hypothesis 1 Data 1 - 2 Connection 1 20
Informal Reports (/?) Informal reports will be assessed via a post lab quiz done either the day of the lab, or the following day. Formal Report Rubric (/20) Excellent (4) Above average (3) Below Average (2) Poor (1) Headings / Formatting All headings included and formatted nicely, see lab handout for list of headings. Most headings included, max 1 missing. Alterations not noted. Formatting is OK. Formatting is a mess and no more than 2 headings missing. Several headings missing and things are all over the place. Data/ Observation Great qualitative obs taken, and all quantitative data is within expected parameters. Some obs taken, but not very explicit. Good data that falls within range No observations, data is sloppy, and not within expected range of results. No observations, Data is all over the place, Analysis/ Questions/ Calculations All questions are answered correctly, and all calculations have a sample given. All questions are answered but with mistakes and/or calculation errors. Most Q’s are answered but some missing, no sample calculations. Missing questions and missing calculations. Discussion/ Error/ Conclusion Discussion, Errors and Conclusion very well written. Shows insights into concepts and draws on material from class. Discusses data discrepancies and expectations. Good D/E/C, possibly a little brief, could use more information and try to utilize material learned in class. Writing shows lack of depth of understanding or doesn’t get point across, possibly has some logic errors. Some are missing completely and the D/E/C that are completed are of very low caliber. Appearance / Writing All legible, word processed, writing is easy to understand, no errors in spelling or grammar. Word processed but hard to understand some of the writing, grammar and/or spelling errors. Lots of grammar/spelling errors, messy and hard to read. Very messy, hard to read and hard to understand. Lab Number: __________ Name: ______________________ Final Mark: ___________ /20
Lab Number: __18B_____ Name: ______________________ Final Mark: ___________ /20 Headings / Formatting Data/ Obs. Analysis/ Q’s/ Calc. Discussion/ Error/ Concl. Appearance / Writing Lab Number: __18B_____ Name: ______________________ Final Mark: ___________ /20 Headings / Formatting Data/ Obs. Analysis/ Q’s/ Calc. Discussion/ Error/ Concl. Appearance / Writing Lab Number: __18B_____ Name: ______________________ Final Mark: ___________ /20 Headings / Formatting Data/ Obs. Analysis/ Q’s/ Calc. Discussion/ Error/ Concl. Appearance / Writing Lab Number: __18B_____ Name: ______________________ Final Mark: ___________ /20 Headings / Formatting Data/ Obs. Analysis/ Q’s/ Calc. Discussion/ Error/ Concl. Appearance / Writing Lab Number: __18B_____ Name: ______________________ Final Mark: ___________ /20 Headings / Formatting Data/ Obs. Analysis/ Q’s/ Calc. Discussion/ Error/ Concl. Appearance / Writing
Fig. 8 Carrier signal in frequency domain Compare its frequency with the one calculated in time domain. Are they the same? Explain what the following figure is. Fig. 9 AM signal in frequency domain Compare its frequency with the one calculated in time domain. Are they the same? What is the bandwidth of this AM signal? 3. Investigations on the Demodulation of AM Signal Briefly explain the procedures you have carried out. Demonstrate how you have demodulated an AM signal. Explain what the following figure is. Fig. 10 Message signal and the demodulated signal Are the two signals same? Explain. 4. Conclusions Summarize what this report contains. In the last part of this section, explain what you have learnt from this lab experiment.
Observations: Laboratory Exercise #21 We can see from this exercise that the primary function of a DIAC is to phase shift a TRIAC. I do not have the reading of the voltage drop across the DIAC but knowing how a DIAC works I can tell what would happen. I’m assuming that the DIAC we used was an IN5761. If so, the operating voltage would be 7 Volts and as long as the holding current (IH) does not go below what it is rated, the DIAC will continue to have 7 Volts dropped across it. When the applied AC voltage has been lowered with the autotransformer the voltage drop across the DIAC remains constant because of the characteristics of the diode. With the DIAC being an AC intrinsic thyristor it essentially acts like a zener diode for AC. However, it can conduct on either half of an AC waveform because it is bi-directional unlike a zener diode which is only used in the reverse biased configuration. Laboratory Exercise #23 Due to the triac essentially being two SCR’s connected in parallel with the gate leads tied together, the triac must be phase shifted to gain complete control of the AC wave. In order to phase shift the triac a diac is used to trigger the gate of the triac during positive and negative alternations of the AC waveform. The part of the circuit that controls the phase shifting is the resistors R1, R2, and capacitor C1. The size of R1 essentially determines the upper limit on the amount of charging current that can be delivered to the capacitor. With R2 being adjustable we can determine how long the charge time is for the capacitor and basically control when the triac is fired based on the characteristics of the diac. By adjusting R2 what we would basically see is similar to the phase shifting of an SCR. The light bulb would dim and go bright depending on when the triac was fired thus determining how
Object Name Used For Used to pick up or hold hot objects Protects the eyes from flying objects or chemical splashes A wide-mouthed container used to transport, heat or store substances A small glass container used to view chemical reactions or to heat small amounts of substance A device to measure the mass or “mass out” and object or substance. Protects the scientist and the scientist’s clothes from hazardous or hot chemicals Used to dispense a very small amount of a liquid Used to light a Bunsen burner Attaches to a lab stand and used to hold a variety of lab equipment Used to measure volume very precisely Used to hold a variety of lab equipment Used to pour liquids into containers with small openings or to hold filter paper Used to heat objects A narrow-mouthed container used to transport, heat or store substances, often used when a stopper is required
Name: ________________________________ Lab table # _____ at: 12:00 / 3:00 / 6:00 Name: ________________________________ Name: ________________________________ Name: ________________________________ Part A Fill in the table below: Lens Nominal focal length (mm) Measured focal length (mm) 1 100 2 200 3 250 Part B Fill in the table below. Measure the distance x (or L) from the front face of the light source to the center of the lens (or surface of the screen). Also record the height of the image. 1st location 2nd location L (cm) f (cm) x1 (cm) h1 (cm) x2 (cm) h1 (cm) 105 10 20 25 90 10 20 25 Original size of the source object: h0 (cm) = _______ Part C Plot the data from the Part B table: the focal length f vs the lens position x. Derive a relationship between f, L and x. To your data graph, add a plot of this function f(x; L) for the two values of L that we used in this lab (L = 90 cm and L = 105 cm). Questions Make sure you answer all the questions here.
Loma Linda University School of Allied Health Professions Human Anatomy & Physiology II AHCJ 251 June 25th –Sept 3rd 2014 Labs 1 & 2 List of Structures for Neuro Lab Identification Brain Structures Cerebrum: Lobes: Frontal Parietal Temporal Occipital Insula Gyri: (plural) Gyrus: (singular) Frontal Lobe: precentral cingulate Parietal Lobe: postcentral cingulate Sulci: (plural) Sulcus: (singular) Central Lateral Cingulate Corpus Callosum Diencephalon Thalamus Hypothalamus Midbrain (mesencephalon) Pons Medulla oblongata Cerebellum Meningeal Membranes Dura mater falx cerebri falx cerebelli tentorium cerebelli Arachnoid mater Pia mater Cranial Nerves I Ofactory II Optic III Occulomotor IV Trochlear V Trigeminal VI Abducens VII Facial VIII Vestibulocochlear XI Glossopharyngeal X Vagus XI Accessory XII Hypoglossal
Networking Section VPC Default VPC (Do not create a new VPC) Subnets pick 2 or more public subnets Security Group sgecslabpubliccluster IAM Role ecslabinstanceprofile Click Create. It will take a few minutes to create the cluster. 4. Launching the Workstation Next, let’s launch our developer workstation. Think of this as the developer's machine which runs Docker and has access to our Git repository. Navigate to the > Launch Instance Field Name Value Step 1: AMI: Amazon Linux AMI 2018.03.0 (HVM) [or the latest Amazon Linux AMI] (Don’t use Amazon Linux 2 AMI) Step 2: Instance type: t2.micro Step 3: Configure Instance Details Network: Default VPC Subnet: one of the public subnets
Name:__________________________ Date_______________ Data: Part A: Mass measurement Vial Number Mass Number of Significant Figures Recorded in the Measurement Part B: Volume measurements Graduated Cylinder Measurement Volume Number of Significant Figures Recorded in the Measurement Station A Station B Station C Buret Reading Volume Number of Significant Figures in the Volume Dispensed Station A Final Reading : Initial Reading : 3.55 mL Volume Dispensed: Station B Final Reading : Initial Reading : 0.80 mL Volume Dispensed: Station C Final Reading : Initial Reading : 1.00 mL Volume Dispensed: Part C: Temperature measurements
We want to end Mbot’s program we could tell it to but it would be better to shut of the motors completely. Add the following script twice: And set one to M2 which means motor 2. Now both motors will be at a complete stop. Your program should look like the image below: Have the teacher check this off before moving forward Connecting Mbot to the Computer: Before plugging Mbot into the computer, make sure the On/Off switch is in the off position. Someone’s previous program may be loaded on Mbot and it could start driving if it is not off. Stand the Mbot on its back away from the edge of the counter. Plug in the provided USB to the computer and Mbot and turn it on. Click on Connect in the top left corner of the screen and select Serial Port and COM4. If COM4 is not there try a different one. The top of your screen should read Serial Port Connected like the image below:
Lab 2 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: Mass-spring-damper system identification from data and model refinement Table 1. Add a descriptive table caption here. First peak value, (units) Second peak value, (units) Time to first peak, (units) Time to second peak, (units) Steady-state value, (units) Software step amplitude, (units) Table 2. Add a descriptive table caption here. Natural frequency, (units) Damping ratio, (units) Static gain, (units) Input force, (units) Table 3. Add a descriptive table caption here. Case Mass, (units) Viscous damping, (units) Spring stiffness, (units) Coulomb damping, (units) SEE (units) Original model N/A Refined model