zilongwang/ReadingBank huggingface dataset:
How to install LinkCAD on a CMi windows box Version of 2017-05-01. Get the latest one at Introduction This manual is for CMI staff only. You need administrator privileges on the machine you want to install this software on. This manual explains you how to install the layout converter “LinkCAD” by Gehriger Engineering in the context of the CMi. The layout converter does exactly that, it converts between layout formats GDSII, CIF, DXF, Gerber RS-274X, but also reads bitmap, postscript, asci data,… . Install the software LinkCAD The software is located on the intranet, point your windows explorer to (current points to latest): \\sti1files\cmi-transfert\linkcad\current Start the installation binary, e.g. linkcad-8.2.5.4789-setup.exe This is gonna be very dangerous…. “Run”. Finally we get to splash screens / popup windows. Under Options, change Install location if needed: Hit [x] I agree with license terms and conditions, then hit “Install”. You get another “this is so dangerous” window which talks installation. Hit “Yes”. Finish with “Close”. That’s it. “Close”. Configure license for LinkCAD CMi has a floating network license, which allows to (install and) start the software from any capable windows box. It is possible to run three concurrent sessions (three different users-machines couples). You must have write access in (you do) \\sti1files\cmi-transfert\linkcad You must copy the network license file from the linkCAD software repository (the place you got the installer executable from) and copy it to your local machine’s installation directory. network license file location: \\sti1files\cmi-transfert\linkcad\lclic.net Your machine’s local linkCAD installation directory C:\Program Files\LinkCAD 8 “Program Files” may be French “Programmes”. See copy path on following screen copies: Start linkCAD application Now you may start the application by hitting the icon on the desktop, or similar. Which brings up this screen:
Attachment A External consultations about improving linked employer-employee data References Abowd, J.M. and Kramarz, F. 1999, ‘The analysis of labor markets using matched employer-employee data’, Handbook of labor economics, vol. 3, pp. 2629–2710. ABS (Australian Bureau of Statistics) 2015a, Construction of Experimental Statistics on Employee Earnings and Jobs from Administrative Data, Australia, 2011-12, ABS Cat. no 6311.0. —— 2015b, Construction of the Expanded Analytical Business Longitudinal Database, 2001-02 to 2012-13, ABS Cat. no 8171.0.0. Anderson, J.O., Lin, H.-S., Treagust, D.F., Ross, S.P. and Yore, L.D. 2007, ‘Using Assessment Datasets for Research in Science and Mathematics Education: Programme for International Student Assessment (PISA)’, International Journal of Science and Mathematics Education, vol. 5, no. 4, pp. 591–614. Andersson, F., Brown, C., Campbell, B., Chiang, H. and Park, Y. 2008, ‘The effect of HRM practices and R&D investment on worker productivity’, The Analysis of Firms and Employees: Quantitative and Qualitative Approaches, University of Chicago Press, pp. 19–43. ATO (Australian Taxation Office) 2015, Regulation Impact Statement: Single Touch Payroll, October, Canberra.
Template Editorial Calendar This template provides a guide to help you think through the timing and strategy for your earned media outreach for the year. Use this calendar and think through the different categories before you begin developing materials and preparing for outreach. 2015 Editorial Calendar Dates Owner/ Lead Event/Topic Description Target Strategy Target Audience Voice Target Outlets Hits? Social Media What is the news hook? What is the story angle? Why should this outlet's audience care? What communication/ advocacy goal will this effort meet? Who do we want to know about this news? Who can provide the best message? Which newspapers, radio and TV stations and/or blogs? How many stories came out? Did you Tweet? Post? Share? 1/16/15 John Major local company reports positive outcomes with local Linked Learning students Positive outcomes lead to increased commitment to take on more students. Increase awareness among local business leaders Business Leaders CEO of XYZ corporation local business journal, local NPR affiliate, business reporter at local newspaper 2 articles, 1 radio interview 1 FB post; 2 tweets on release date TBD (late Jan.) Jane Announcement: Test scores released Linked Learning students outperform other students in the county. Increase awareness among local policymakers leaders School board; local policymakers of ABC district; Parent from Genericville, CA Education reporter at local newspaper, local NPR affiliate, CA education bloggers TBD TBD
TEMPLATE: Linked Learning Social Media Map Important @s Partners/Policy Leaders Business Policymakers Media (State and Local) Follow these twitter handles and comment on their content @ linked_learning @LAAreaChamber @JerryBrownGov @latimeshiltzik @NAFCareerAcads @SoCalHospNews @TorlaksonSSPI @MelodyGutierrez @ConnectEdOrg @localbusinesscouncil @Localcitycouncil @EdSource @IrvineFdn @localchamber @schoolboardmembers @edutopia @SmarterBalanced @districtsuperintendents @ed100 @CaliforniaCTE @jilltucker @americas_edge @howardblume @iLinkedLearning @localeduationreporter @localbusinessreporter Important #s Education Policy Local Event Specific Population Following these conversations and comment on what others are saying #linkedlearning #lausd #backtoschool #teacher #edchat #Porterville #HSgraduation #students #edu #yourcity #XXXconference #edreform #localdistrict #ccss #stem #collegebound #collegeready
Week (Sun-Sat) Date To Be Published Owner Theme ~1pm Tweet Theme ~5pm Tweet Tweeted? Retweet 1/13 - 1/19 14-Jan Event Info/Resource Sharing Event Info/Resource Sharing 15-Jan Discussion Starter Respond to Comments 16-Jan News Clip News Clip 17-Jan Event Info/Resource Sharing Event Info/Resource Sharing 18-Jan Follow Friday Follow Friday 1/20 - 1/26 22-Jan Discussion Starter Respond to Comments 23-Jan News Clip News Clip 24-Jan Event Info/Resource Sharing Event Info/Resource Sharing 25-Jan Follow Friday Follow Friday 1/27 - 2/2 28-Jan News Clip News Clip 29-Jan Discussion Starter Respond to Comments 30-Jan Event Info/Resource Sharing Event Info/Resource Sharing 31-Jan Follow Friday Follow Friday
STANDARDS RUBRIC FOR LINKEDIN PROFILES Tips on how to make these improvements can all be found at the Career Center MININUM STANDARD FOR APPROVAL NEEDS BEGINNER L.I. PROFILE PICTURE Professional looking picture, (men in shirt, tie, jacket & women professional dress), no distracting background. Good smile. Headshot clearly showing face. Professional looking picture, taken at an event possibly with distracting background, clothing style good but not professional Picture missing or does not portray professional image. Too far away or too close. Distracting background. Obvious cropping with other people in it. TAG LINE / HEAD LINE Describes your time at Roanoke College and either skills you want to use or a specific industry or goal you are pursuing. Identifies your time at Roanoke College but nothing else. Default of “Student at Roanoke College” SUMMARY Clear description of who you are, written in first person. Strengths, accomplishments, using keywords for industry you are interested in, 2-3 paragraphs / bullets can be quite effective. Describes who you are with some general insight to your skills. Possibly too long, repeat of resume. Missing Summary section. CUSTOMIZED LINKEDIN ADDRESS (not required for approval, but recommended) CUSTOMIZED address can be used on resume and / or business cards DEFAULT LINKEDIN ADDRESS. Too long to share with others. EXPERIENCE Has pertinent work experience with short bulleted descriptions of tasks / duties / accomplishments / with List of work experience but missing dates or any description of Missing or too vague
years worked tasks & duties SKILLS SECTION (can have up to 50) Has identified related skills to the industry student is interested and has at least 5-10 noted. Same skills can be found in “Summary section” and possibly in “tag line”. Has some skills but not necessarily related to industry or occupation of interest. Missing or not related to field of study EDUCATION Clearly states dates attending Roanoke with year of graduation Missing dates of attendance with expected graduation year. No education section or referral to Roanoke College Tips on how to make these improvements can all be found at the Career Center
Qualifications Summary Table Ingredients Example Example Example Example 1 Title International sales support VP, corporate communications Sr. Real Estate Portfolio Manager Fareen Mehrzai 2 Subcategories of functional area or core competencies Export documentation, government relations Brand penetration, analyst relations, executive & employee communication Investment Management, Asset Management, Tenant/Contract Negotiations, Portfolio Development Strategies 3 Industry Manufacturer of surveillance technology corporate communication and content strategy management Corporate Real Estate Supply Chain 4 Years of experience Seven eighteen 20+ 12 5 Key result you achieve Improving on-time shipment of orders Securing presence among high-profile advocay groups Added millions in residual value Optimizes supply chain for almost $1B in procurement activities 6 Key strength you use to achieve #5 Internal communications with credit, production engineering, manufacturing, and shipping building a peer-to-peer network of influencers, collaborating with other Fortune 500 CEOs, and seeking award wins and speaking opportunities. c-level relationship management, negotiations, creative deal structuring, partnership development, investor value proposition Identifying waste, validating market requirements, revamping procurement structure, streamlining reporting, driving product competitiveness 7 Combination accomplishment Supported average sales growth of 35% throughout management career Consistently received communication awards from executive management team for creating an culture. Restructure leases to increase asset valuation. Throughout career, increased asset valuation by millions of dollars for several properties. Secured a series of promotions at Nestle, saving multi-millions by identifying wastages, by pricing products strategically, and by nurturing teams. 8 Advanced degree, certifications, or licenses SalesForce.com certificate MBA Global Marketing, certified leasing specialist, certified retail property executive, CPA, real estate broker, MBA Six Sigma + MBA in Operations Management 9 Language skills/international business skills Fluent in Spanish; serviced Central and South American customer base supports global operations including establishing satellite offices in the U.K., Australia, South Africa, and US. n/a 10 Technical skills SalesForce N/A n/a 11 Affiliations N/A Member governing board at the Gathering Place and Chair of Board Development Committee; n/a 12 Impressive employers and schools UCLA Esri, CSG, Cognizant, TeleTech Comcast Professor at CSUN
It’s a common question, and you don’t want new hires to answer with, “I spent all day filling out paperwork.” You don’t get a second chance at a first impression, so make sure day one is a positive experience. Here are some suggestions for starting new hires on the right foot: Have their desk already set up with everything they need (ID badges, forms etc.). Give them a welcome package that includes gifts or messages from office mates. Schedule a lunch with some of the new hire’s coworkers (and pay for it). Send a company-wide email about your new hire to introduce them. Don’t be afraid to ask your current employees what they did or did not like about their first day, either. They’re key to making your new hires feel confident about their decision to work for your company. 3. Keep Their Schedule Tightly Structured (at Least to Start) The telling stat: Employees in a well-structured onboarding program are 69 percent more likely to remain at the company after three years (Source: Wynhurst Group). Scheduling a new hire’s entire first week or two ahead of time has a couple of benefits. For one, they’ll never be left wondering what’s next.
Q-WATER YOU COVERING UP-TRUTHFULNESS (quarter) GOAL: To demonstrate the negative ripple effect lies can have. MATERIALS: Quarter Roll of pennies Bucket or bowl of water PROCEDURE: Fill a bucket or a metal bowl with water, and place it on a table where students can see down into the bucket. (for smaller kids, you may need to put the bucket on the floor) Tell the students that the quarter represents a lie. Ask students for examples of a lie that students their age might tell. Then, drop the quarter into the water from a height, so that the water splashes. Ask the students to tell about what they observed. (the water splashed, it got on people, it made a mess, the quarter is heavy, it made ripples, it is harder to see clearly, etc.) Equate some of these to lies (lies affect those around them, lies are less clear than the truth, when you tell a lie it is heavy (weight on you), the effects of a lie spread like ripples) Tell the students that the pennies represent other, sometimes smaller lies that people will tell to try to cover up a lie. Have the students drop the pennies from above the water to try to cover up the quarter. Stress how difficult it is to completely cover up a lie. You might ask students to predict how many pennies (lies) will be needed to cover up the original lie (quarter) IF you wish, you can make a T chart comparing the advantages and disadvantages of lying to cover up a lie. You can have older students write
girl, or how we saw them act the first time we met them. With older kids, this is a good time to introduce the idea of prejudice-judging people in advance based upon the group they belong to. Share examples as appropriate. Finally, the moment they have all been waiting for. Have the students close their eyes as you go around the room and place an M&M on each tongue. Have the students eat that M&M. Than ask, “What color was your M&M?” No one can be sure. This is a great springboard to talk about the idea that while we are all different on the outside, we are the same on the inside. Allow them to eat the rest of the M&M’s! Harvey and His Neck Competency: Understanding individual differences Objective: Students will understand that there is value to individual differences and that rather than trying to be like everyone else, we can try to embrace our differences and the advantages they give us. Materials: Harvey the Long Necked Dog graphic, rubber cement, cornstarch, blank paper and markers or crayons for students Procedure: Before beginning the lesson, print and cut out the graphic of Harvey. Coat the back of his neck with rubber cement, and allow to dry. Coat the rubber cement with a light dusting of cornstarch. Tell the following story: Once upon a time, there was a litter of puppies. The puppies all looked pretty much alike, except for one: Harvey. Harvey looked a lot like his brothers and sisters-he had short hair, he was blue with a few spots, he had big, brown, puppy dog eyes, and he had medium sized ears that tipped over a bit at the ends. But, Harvey had an extra-long neck. When he was little and played at home with his brothers and sisters, no one really said anything about his neck. But when it was time to go to obedience school, it was another story. Every day, someone had something to say to Harvey about his neck. “How’s the weather up there? “ “Hey, are you a dog, or a giraffe?”, and, the worst of all, “What’s WRONG with you???” Finally, Harvey had had enough. He decided to
G generous gentle giving glamorous glorious good graceful gracious I industrious instinctive intelligent interesting incredible inspirational indescribable independent impressive H handsome handy happy harmonious helpful heroic hilarious honorable J jolly joyous jovial jaunty jazzy judicious joyful K L
Self-assured sensitive sincere skillful splendid steadfast successful talented tenderhearted thoughtful thrifty trendy trustworthy U unbiased unusual upbeat unique unbelievable unmistakable unsurpassed V vigorous vivacious vibrant veracious virtuous W warm Y yappy
Application for Employment Private and Confidential Return this form to: Reference Number: recruitment@links.uk.net Position Applied for: Welfare Support Worker Personal Details Name Title: Forename(s): Surname: Contact Information Address: Post Code: Email: Tel No. (Home): Tel No. (Mobile) N.I Number: Current Driving Licence Yes: No: Groups: Expiry Date: Details of Endorsement(s): Are there any restrictions on you taking up Employment in the UK? Yes: No: If Yes, Please Provide Details:
Links to documents shared at Boot Camp in the Laws and Guidelines that Govern Curriculum and Instruction session. Alabama Administrative Code Alabama Administrative Code, Chapter 290-3-1 Code of Alabama Title 16 Subject and Personnel Codes Subject and Personnel Codes Landing Page Teacher Role/Class Type Grid Course List – Revised – May 2015 Course List Descriptions – Revised – May 2015 Changes & New Deleted Retired Courses – Revised – 5/8/2015 Graduation Requirements Mathematics Course Pathways Presenters: Dr. Susan Davis Mrs. Dede Coe
Financial coaching provides financial education, encouragement, and support to people who want help finding success with their financial goals. Free tax return preparation. Contact: Sue Rogan at sue@mdcash.org Food Bank/Kitchen Catholic Charities of Baltimore Our Daily Bread Hot Meal Program 725 Fallsway Baltimore, MD 21202 410-962-8932 sjohnson@cc-md.org Paul's Place 1118 Ward Street Baltimore, MD 21230 410.625.0775 Beans & Bread 400 S. Bond Street Baltimore, MD 21231 410-732-1892 Franciscan Center 101 W. 23rd Street Baltimore, MD 21218 410-467-5340 Samaritan Center 17 W. Franklin Street Baltimore, MD 21201 410-659-4020 Shepherd's Table* 8106 Georgia Ave Silver Spring, Maryland 20910 Tel 301-585-6463
Links between the Australian Curriculum, MAGS & Oxford Big Ideas Year 4 Australian Curriculum Topic MAGS Big Ideas ACMNA071 Odd & even numbers 4.1.2 ACMNA072 Place Value-represent, order 4.1.1 4.2.5 4.3.9 1A ACMNA073 Place Value- partition, rearrange 4.1.2 4.4.4 1A ACMNA083 Addition & Subtraction 4.2.9 4.3.7 1B(A) 1C (S) 1D ACMNA074, Multiplication patterns 4.4.7 1E ACMNA075 Multiplication & Division Facts 4.1.3 4.3.3 1F ACMNA076 Multiplication & Division strategies 4.4.1 1G ACMNA077,78 Fractions 4.1.4 4.4.2 4.3.8-Equivalent 2A-Equivalent 2B ACMNA079 Decimals 4.1.9 4.4.3 4.4.5 2C ACMNA080 Money 4.3.10 3A ACMNA081 Number patterns 4.4.7 4A ACMNA082 Problem solving 4.2.6 4B ACMMG084 4.2.2 4.3.2 4.3.4-Volume 5A-length 5C- volume, capacity 5D ACMMGO84 Temperature 5F ACMMG087 Area 4.2.2 4.2.4 4.3.5 5B ACMNG088 2D & 3D Shapes 4.1.8 4.4.6 6A 6B ACMMG089 Angles 4.1.7 7A ACMMG090 Location & Direction (Grids & Maps) 4.1.5 7C ACMMG091 Symmetry 4.3.6 7B ACMMG085,86 Time 4.1.10 4.2.8 4.4.10 5E ACMSP092,93,94 Chance/ probability 4.1.6 4.2.3 8D 8E ACMSP095,96,97 Data & Graphs 4.2.7 4.4.8 4.4.9 8A 8B 8C
Wilson-Rocky Mount-Tarboro Chapter of the Links, Incorporated Services to Youth Facet Criteria/Guidelines for Scholarship Implementation Criteria requiring chapter vote: Recommended amount of scholarship for 2018 - $1,000.00; disbursed $500 amounts for each semester. Student must live in service area Student must be a graduating senior and accepted by an HBCU Student must be a citizen of the United States Student must submit an official transcript (with seal) copy of official SAT or ACT Scores. Student must have a minimum GPA of 2.5 Student must submit 1/2 to 1 page essay, double spaced in 12 point font, times new roman, with 1 inch margins - topic "Why I want to attend an HBCU" Scholarship will be sent directly to institution. (Check with Treasurer for writing check to student) Application to High Schools in Service Area in January; Scholarship application due on or prior to April 30. (Family members of WRMT Links are not eligible for scholarship) Scholarship Committee of three will be appointed by president; one from each service area. Their decision is final. (This is the official awards committee, they will evaluate each application and select recipient of scholarship)
/sk/ /kl/ clé /t/ trouver /sp/esprit /sl/ /kw/ quoi /g/ gris /st/obstruer /sn/ /b/ bras /d/ dragon spl /st/ /f/ froid /v/ vrais spr /p/ priver skl /f/ France /fl/ flacon vl /_v/ livre /b/marbre /b/marble Word Initial: Two organ sequential: sm, sp, sw Single organ sequential: ska, sla, sna, sta, thra Two organ coformulated: bla, bra, fla, fra, kwa, pla, pra, twa Single organ coformulated: dra, gla, gra, kra, shra, tra Complex blends: skra, skwa, spra, stra Word Final: Continuant-continuant: ifs, ilm, iln, ilz, umz, uns, inz, ungz, usl, iths, isn, ivz Continuant-stop: aft, ald, ulp, alt, ump, and, ant, unk, ask, usp, uvd, uzd Stop-continuant blends: ibl, aebz, idl, idz, igl, igz, ikl, aeks, ipl, aeps, itl, itn Stop-stop blends: aekt, aept, aegd, aebd Complex: ifts, aekts, emblz, aempl, andz, oints, aenkl, uplz, askt, aetnd, ispt, itnz Labial Dental/ Alveolar Post- Alveolar Palatal Velar Uvular
Table 2: Scenario level results1 NRI RESULTS ENRI RESULTS Scenario Δ NRI (%) (compared to base) Scenario Δ CO2 (%) (compared to base) Scenario Δ NOx (%) (compared to base) Champlain 50 1.481 Cartier 50 0.956 Cartier 50 0.472 Cartier 50 1.200 Champlain 50 0.912 Champlain 50 0.380 Champlain 25 0.596 Victoria 25 0.377 Victoria 50 0.198 Cartier 25 0.413 Victoria 50 0.363 Cartier 25 0.190 Victoria 50 0.404 Cartier 25 0.303 Victoria 25 0.180 Henri 50 0.328 Jazz Fest 0.287 Jazz Fest 0.160 Bizard 50 0.221 Champlain 25 0.261 Champlain 25 0.133 Victoria 25 0.194 Henri 50 0.197 Henri 50 0.073 Jazz Fest 0.126 Felix50 0.151 Felix50 0.039 Henri 25 0.105 Bizard 25 0.096 Henri 25 0.031 Felix 50 0.103 Bizard 50 0.075 Bizard 25 0.017 Parc one lane 0.060 Henri 25 0.031 Parc one lane 0.005 Bizard 25 0.040 Parc 50 0.001 Bizard 50 0.004 Parc 50 0.019 Base case 0.000 Base case 0.000 Felix 25 0.013 Parc 25 -0.005 Parc 25 -0.008 Parc 25 0.002 Felix 25 -0.009 Parc 50 -0.009 Base case 0.000 Parc one lane -0.024 Felix 25 -0.023 1 The scenarios were ranked from largest to smallest deviation from the base case; for the NRI and the emission indicators
F329 Antipsychotic medications All classes, e.g., First generation (conventional) agents, e.g. chlorpromazine fluphenazine haloperidol loxapine mesoridazine molindone Indications for Use: Conditions Other than Dementia An antipsychotic medication should generally be used only for the following conditions/diagnoses as documented in the record and as meets the definition(s) in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Training Revision (DSM-IV TR) or subsequent editions):
High school rules apply with the following additions: 5th and 6th grade boys will use a regulation BOYS BALL, a 29.5 inch ball. The 5th and 6th grade girls will use a regulation girls basketball, 28.5 inch. All free throws will be shot from 15 feet, 5th graders will be allowed to cross the line on the shot. 3 point shots will count. There is no back court defense when a team has a 15 point lead. The game will consist of four six minute quarters. Halftime will be 5 minutes. There will be 10 minutes between games if we are on schedule, 5 if we are behind. Overtime periods will be 3 minutes long. Coaches are awarded 4 1 minute time outs per game.
Updated April 2018 CURRICULUM VITAE Personal Information Name: Sarah D. Linnstaedt, PhD Education Fellowship: Post-Doctoral Fellow Duke University 09/2008 – 08/2012 Graduate: PhD Georgetown University Washington, DC 08/2003 – 08/2008 College: BS Virginia Tech Blacksburg, VA 08/1999 – 05/2003 Professional Experience Assistant Professor Department of Anesthesiology Department of Genetics and Molecular Biology University of North Carolina Chapel Hill, NC 02/2017 – Present (joint appointment added) Assistant Professor Department of Anesthesiology University of North Carolina Chapel Hill, NC 09/2012 – 01/2017 Lecturer Department of Biology University of North Carolina Chapel Hill, NC 01/2011 – 05/2011 Society Memberships: 2016 – Present Society for Biological Psychiatry 2015 – Present Society for Neuroscience 2013 – Present RNA Society 2013 – Present International Association for the Study of Pain 2013 – Present American Society of Anesthesiologists 2012 – Present American Pain Society Honors and Awards
Kansas State University† 2017 Works in Optimal Portfolio Creation for Maximal Power Progress (with Robert Dittmar, Shawn Mankad and Tyler Shumway) Systematic Risk Embedded in CDS Spreads Covariance Structures Embedded in Equity Returns (with Charles Clarke) Publications (Probability & Statistics) Linn, M., A. Amirdjanova, Inverse stochastic transfer principle. Communications on Stochastic Analysis. 4 (2010), No. 1, 75–90. Linn, M., A. Amirdjanova, Representations of the optimal filter in the context of non- linear filtering of random fields with fractional noise, Stochastic Processes and Their Applications. 119, no. 8 (2009): 2481–2500. Amirdjanova, A., M. Linn, Stochastic evolution equations for nonlinear filtering of ran- dom fields in the presence of fractional Brownian sheet observation noise. Computers and Mathematics with Applications. 55, no. 8 (2008): 1766–1784. Awards Fellowship (Ross School of Business) Nasdaq Fellowship (Ross School of Business) Neary Award (Ross School of Business) Gilmour Fellowship (Ross School of Business) Travel Award 32nd Conference on Stochastic Processes and Their Applicaitons Honorable Mention Outstanding Graduate Student Instructor Award, Department of Statistics, University of Michigan University of Michigan Department of Statistics Fellowship Teaching Experience Finance 510: Financial Risk Management, 2017 Finance 597FR: Financial Risk Management, 2015-2017 Finance 597FX: Fixed Income, 2015-2016 Finance 300: Financial Management, Winter 2012 Mathematics/Statistics 425: Introduction to Probability, Winter 2009, Spring 2009 Statistics 508: Statistical Analysis of Financial Data, (Fall 2007, Fall 2008) Statistics 100: Introduction to Statistical Reasoning, (5 semesters: Winter 2005 – Winter 2007) Statistics 350: Introduction to Statistics and Data Analysis, (Summer 2005) Ad Hoc Referee: Journal of Finance, Review of Financial Studies, Journal of Financial and Quantitative Analysis, Journal of Alternative Investments Computing Matlab, SAS, R, STATA
Features Activities Assignments/Evaluation Content Text page PPT slide Purpose Ventilation Perfusion 6 In-Class Activity Use the Internet to add to the lecture on physiology of the respiratory system Outside Assignments Assign the students to write and study flash cards . Legend: IR: Instructor's Resource; SR: Student's Resource; PPT: PowerPoint; TG: Test Generator (IR): IB: Image Bank Objective 3.3 Explain how pathologies of the respiratory system affect the patient throughout the life Lecture Outline Figures, Tables, and Features Resources and In-Class Activities Outside Assignments/Evaluation Instructor’s Notes Content Text page PPT slide Congenital Inflammatory 8–47 Figure 3.2 Figures 3.3 to 3.33 In-Class Activity Review images from all of the pathologies, then consider how that happens and how it will affect the breathing of the patient Materials Radiographic images Outside Assignments Instruct the student to create flash cards Legend: IR: Instructor's Resource; SR: Student's Resource; PPT: PowerPoint; TG: Test Generator (IR): IB: Image Bank
Now go to a second Forbo clip called ‘Adhesive-9’. Watch the clip and answer the following questions. What conditions will affect the ‘open time’ and ‘working time’ of an adhesive? What does ‘fully wet’ mean? What does ‘semi-wet’ mean? What does ‘flashed off’ mean? At what stage of the drying process should you lay the sheet into the adhesive? What is one of the most common causes of installation failure in Marmoleum?
Use an ORM but I want something that is very performant and where I can optimize performance through stored procedures and compiled queries Table 2. LINQ to Entities Scenarios Conclusion For more information: Data Platform Developer Center: Did this paper help you? Please give us your feedback. Tell us on a scale of 1 (poor) to 5 (excellent), how would you rate this paper and why have you given it this rating? For example: Are you rating it high due to having good examples, excellent screenshots, clear writing, or another reason? Are you rating it low due to poor examples, fuzzy screenshots, unclear writing? This feedback will help us improve the quality of white papers we release. .
ORS Output record separator (default=\n) FILENAME Current filename Example: Records and Fields % cat emps Tom Jones 4424 5/12/66 543354 Mary Adams 5346 11/4/63 28765 Sally Chang 1654 7/22/54 650000 Billy Black 1683 9/23/44 336500 % awk '{print NR, $0}' emps 1 Tom Jones 4424 5/12/66 543354 2 Mary Adams 5346 11/4/63 28765 3 Sally Chang 1654 7/22/54 650000 4 Billy Black 1683 9/23/44 336500 Example: Space as Field Separator % cat emps Tom Jones 4424 5/12/66 543354 Mary Adams 5346 11/4/63 28765 Sally Chang 1654 7/22/54 650000 Billy Black 1683 9/23/44 336500
click in the menu to "search for Files on the PC" and enter the key word "terminal" in the search window. Then click on the icon of the terminal (small black window icon) visible on the screen. OR Use the 3 keys CTRL + ALT + T In the Terminal window that opens, enter the command lsusb It should list the FTDI ports connected to the PC as shown by white arrows hereunder: Optionally, you can compare the results by first entering this command without connecting the converters, and then do the same with converters connected. The detected devices on USB will probably be available as follows: ttyUSB0 for virtual port COM1 ttyUSB1 for virtual port COM2 The needed steps : - Establish the link between ttyUSB0 and COM1 between ttyUSB1 and COM2 - Add COM ports ( dialout ) to user group ( on my PC group = on4nb ) - Make the two ports accessible under / .wine - Give the correct permissions to allow access to the tty files from the current user group. Note: Some commands must be entered twice, once for each COM port. Beware to respect uppercase / lowercase. They must be used in the commands exactly as they are shown ! Indeed, if I type the command setserial /dev/ttyS0 that’s ok, I see com 1 linked to the address 3f8 and IRQ4 BUT , if I type the command setserial /dev/ttys0 that will not work because the S in ttyS0 should be in uppercase !!! Linux as Unix are sensitive to upper / lower case… The first thing to do is record the details of the equipment listed by lsusb for virtual ports and by lspci if the ports are installed in the PC ( on motherboard or a PCI card ) Here, the two converters have a chipset "Prolific" and as shown by the white arrows on the screenshot above, the ID parameters to be used are manufacturer ID 067b and type of product 2303.
Who these duties are owed to: Peoples Dept. Store v. Wise says that directors of a corporation only owe fiduciary duties to the corporation CBCA still follows rule from Peoples v. Wise: Duty of care + duty of loyalty owed to corporation, but that the Duty of care also extends to creditors, suppliers, and other constituents (see case brief below for discussion of why this might be a mistake Re City Equitable Fire Insurance Co Ltd (1925) // traditional CL no longer good law “a director need not exhibit in the performance of his duties a greater degree of skill than may reasonably be expected from a person of his knowledge and experience.” Directors have no obligation to obtain necessary knowledge about corporate finance – standard is what could reasonably be expected from him “a director is not bound to give continuous attention to the affairs of his company. His duties are of an intermittent nature to be performed at periodical board meetings, and at meeting of any committee of the board” “in respect of all duties that, having regard to the exigencies of business, and the AOI, may properly be left to some other official, a director is, in the absence of grounds fro suspicion, justified in trusting that official to perform such duties honestly” Traditional DoC was v. low Responsibility now are much higher Peoples Dept Store v Wise SCC 2004 Framework for breach of fiduciary duties questions // to whom the duties are owed // requirements under s 122 are evaluated on an obj std with contextual elements Wise Stores – major shareholders and directors were the Wise Brothers (3) In 1992, Wise acquired Peoples (Peoples became a subsidiary) Wise brothers were the directors The brothers realized it was difficult to operate both companies, they sought advise from a VP (David Clement) of Wise Stores (he had a BA in Commerce and 15 years of work experience in finance and admin with Wise, but he was not an accountant) Clement suggested the companies merge their inventory systems As a result, Wise was used to make purchases from foreign overseas suppliers and Peoples bought from local suppliers. This resulted in People’s owing to Wise At the same time, Walmart came to Canada Both companies went bankrupt Trustee in bankruptcy for People’s sued the directors for breaching the DoC (argued the inventory policy caused damage resulting in the bankruptcy) Did the defendant director’s breach their DoC? no
Larry the lion’s adventure newspaper report rubric Larry the Lion escaped from the circus during the Easter weekend in Adelaide. Who would be the best government people to keep us safe and recapture Larry? This assignment is due Week 1 term 2 2018. Name 4R 4 PG Developing Proficient Advanced Exemplary Analysis of an issue Conveys limited understanding of an issue Conveys fair understanding of an issue Conveys strong understanding of the issue Conveys deep and thorough understanding of the issue [Shows multiple examples connecting the issue to self, community or the world.] Evidence of research Piece contains basic information some of which may be incorrect, minimal research. Piece shows accurate and relevant information, based on adequate research Piece contains complete accurate and relevant information; based on adequate research using more than one resource Piece shows complete accurate and relevant information; based firmly on extensive and careful research using multiple sources Written element Work mostly organised some written in student’s own words Organised work written in student’s own words Work very well organised and clear and interpreted by student Work is very effectively organised and written in the student’s words Overall The work includes some mistakes or omissions The overall appearance is neat and organised with 1 or 2 mistakes The overall appearance is neat and organised The overall appearance is neat and professional
Loizou, E. (2004) Humorous bodies and humorous minds: Humour within the social context of an infant child care setting. European Early Childhood Education Research Journal. 12(1) pp.15-28. DOI: 10.1080/13502930485209281 . Marian R. Whitehead. (2007) Developing Language and Literacy with Young Children. (3rd ed.) GB: Sage Publications Ltd. Morreall, J. (1989) Enjoying incongruity, International Journal of Humour Research, 2, 1- 18 in Loizou, E. (2004) Humorous bodies and humorous minds: Humour within the social context of an infant child care setting. European Early Childhood Education Research Journal. 12(1) pp.15-28. DOI: 10.1080/13502930485209281 . Pien, D. & Rothbart, M. K. (1980). Incongruity humour, play, and self-regulation of arousal in young children in P. McGhee & A. Chapman (Eds.), Children’s Humour (pp. 1 - 26). Chirchester, NY: J. Wiley Pullman, P. (2005) Common sense has much to learn from moonshine. Available at: accessed on: 20/12/2017 Schultz, T. & Robillard, J. (1980). The development of linguistic humour in children: Incongruity through rule violation. In P. McGhee & A. Chapman (Eds.), Children’s humour (pp. 59-86). Chirchester, NY: J.Wiley. Smeed, J. (2012) Nonsense and Early Childhood. He Kupu 3(1) Available at: Accessed on: 20/12/17 Varga, D. (2000). Hyperbole and humor in children’s language play. Journal of Research in Childhood Education, 14(2), 142 – 151. Vygotsky, Lev (1980) The mind in society, Harvard university press
Gas Cylinders Description Gas cylinders are manufactured in a variety of styles and are used to store compressed or liquefied gasses under high pressure. Examples include: Laboratory gas cylinders Lecture bottles Commercial propane cylinders Oxygen bottles Other pressurized devices Associated Hazards Gas cylinders may contain hazardous or toxic gases, or can cause a hazardous environment. Gas cylinders are pressurized devices that may cause serious injury if ruptured. Procedures for Proper Disposition To move cylinders (whether when in use or for disposal) the regulator and tubing must be removed and the cylinder recapped. For University Park, cylinders purchased through General Stores are to be used in accordance with returned through General Stores when empty or no longer needed. Cylinders at locations other than University Park or purchased through vendors other than General Stores, should be returned to the gas supplier when possible. For unknown or otherwise non-returnable gas cylinders, the generator shall complete and submit a on the EHS web site. Gas cylinder disposal costs are normally covered by the EHS waste budget. Examples of gas cylinders Calibration gas cylinders Lecture bottles Miscellaneous cylinders Propane tank Miscellaneous cylinders Supplied air breathing apparatus (SCBA)
cookies. 4. Add 10 milliliters of acetone to the crushed chocolate chips in the beaker. 5. Swirl for 1 minute in a hood, or stir with a glass rod (in a well-ventilated area). 6. Carefully decant the acetone into the Petri dish, making sure the chocolate remains in the beaker. 7. Add 10 milliliters of acetone to the chocolate and repeat steps 5 and 6. 8. Allow the acetone in the Petri dish to dry overnight in a hook (or a well-ventilated area) to visualize the lipid that was extracted. 9. Allow the beaker with the chocolate to dry overnight. Weight the beaker with the chocolate. Part2. Extraction of Fat from Potato Chips 1. Weigh out 5 grams of potato chips. Break in to dime- size pieces with your fingers. 2. Repeat steps 2-9 in part 1. Part3. Extraction of Fat from Sunflower Seeds 1. Weigh out 5 grams of sunflower seeds. Crush the seeds between two pieces of foil with a hammer. 2. Repeat steps 2-9 in part 1. Results: Data Table-Visual Observations of Fat Food Describe what you see on the paper towel Chocolate cookies There is a dark wet spot on the paper towel. Potato chips There are a translucent spot like the potato shape on the paper towel. Sunflower seeds The paper has no change. Data Table-Extraction of Lipids Food Weight of beaker Weight of beaker with raw food Weight of raw food Weight of beaker with dried food Weight lost from food % Lipid extraction Chocolate cookies 48.15 53.18 5.03 52.7873 0.3927 7.8% Potato chips 49.11 54.21 5.12 53.2940 0.916 17.89% Sunflower seeds 50.41 55.40 5.02 54.1649 1.2351 24.6%
Heart Failure: Advanced Diagnostic Testing CE Heart Failure: Advanced Nonpharmacologic Management CE Heart Failure: Advanced Pharmacologic Management CE Heart Failure: Aquapheresis Heart Failure: Basic Diagnostic Testing CE Heart Failure: Basic Nonpharmacologic Management CE Heart Failure: Basic Pharmacologic Management CE Heart Failure: Concomitant Diabetes Mellitus Heart Failure: Concomitant Obesity Heart Failure: Concomitant Sleep Disorders Heart Failure: Fluid Status Management Heart Failure: Genetic Influences Heart Failure: History and Physical Assessment CE Heart Failure: Normal Ejection Fraction Heart Failure: Palliative Care Heart Failure: Pathophysiology, Risk Factors, and Classification CE Heart Failure: Patient Education Heart Failure: Special Populations CE Heart Failure: Sudden Cardiac Arrest CE Heart Failure: Transitional Care Leadership and Management Program Part of Lippincott’s Online Learning Center, the Leadership and Management Program is a series of electronic courses that evaluate a nurse’s understanding of the key issues of leadership and management in the health care setting. Topics include finance and budget, horizontal violence, team motivation, and more. Each module contains a test that assesses the learner’s understanding of the course content. Change Management CE Finance and Budget CE Horizontal Violence CE Human Resource Management CE Introduction to Leadership CE Team Motivation CE Time Management CE Pain Management Program Part of Lippincott’s Online Learning Center, the Pain Management Program is a series of electronic courses that evaluate a nurse’s understanding of pain management. Topics include pharmacologic and nonpharmacologic pain management, cultural aspects of pain management, and more. Each module contains a test that assesses the learner’s understanding of the course content. Pain Assessment CE Pain Management, Cultural Aspects: Nursing Implications CE Pain Management, Cultural Aspects: Overview CE Pain Management, Nonpharmacologic CE Pain Management, Patient with Addiction CE Pain Management, Pharmacologic CE
in the ward areas. Newly qualified nurses are eligible to work in band 5 roles. Nurses can then progress onto a Band 6 and then onto a Band 7 and above. As staff progress they will be required to take on more responsibilities and managerial types roles. Band 7 (who tend to be in a position of management such as a Ward Manager). The mean length of the interviews was45 minutes, but they varied from 20 minutes to 60 minutes. Table 1: Participant Criteria Inclusion criteria Exclusion criteria Must be a registered qualified nurse Must be clinical and ward based (medical or surgical) Must have a minimum of two years’ experience of nursing as a qualified nurse Nurses who are fluent in English Nurses who are contracted to work on the ward Auxiliary nurses or nursing assistants Bank or agency nurses Nurses not fluent in English Nurses who do not have 2 years nursing experience Nurses who had only recently returned to work after a prolonged absence (more than 6 months) Non clinical nurses A semi-structured interview guide was developed and used during the face-to-face individual interviews. The questions were structured around key themes: these being the role of nursing and their relationships with management; financial accountability; efficiency; impact of targets and monitoring; policies; working conditions and consumerism. For example, with regards to policy, participants were simply asked ‘what does the term policy mean to you?’ The themes explored within this article were not asked about specifically, but, rather emerged from the data during analysis. The interviews were either audio recorded or notes taken at time of interview (if consent for recording was not given (as occurred in three interviews). The transcriptions were analysed using QSR NVivo 8 software. Once fieldwork had been completed, a set of thematic categories (cf. Ritchie et al. 2008) were developed. Further themes were also identified throughout the analysis process.. This research study has been an exploration for understanding and has not been about achieving quantifiable results. The interpretive
APPLICATION FOR PERMIT TO RAFFLE LIQUOR This permit allows a bona fide charitable or nonprofit organization to raffle bottles of liquor or baskets that include liquor. The liquor must be purchased at retail or donated by a private citizen. It may not be donated by a liquor licensee. Only organization members may purchase tickets or be awarded prizes. The organization will not sell raffle tickets to anyone less than 21 years of age when alcohol is awarded as a prize. The organization will not sell more than $5,000 dollars’ worth of raffle tickets in a calendar year. (WAC 314-38-040) Permit Processing and Posting Information Select from the following options. Make your check payable to WSLCB. $10 fee for single event. $25 fee for annual permit. New application. Renewal: Raffle Permit No. Liquor License No. Mail your completed and signed application and check to the above address 30 days before your ticket sales start. Allow 7-14 business days for permit processing. Your permit will be mailed to you. The permit must be posted at the location of the drawing- prior to and during the drawing. If you have questions, please call Customer Service at 360-664-1600. Applicant Information Full name of your organization: Organization’s address (Street or Route, City, State, Zip Code): Organization’s mailing address (if different from above) Name of your organization officer in charge of raffle: Officer’s e-mail address: Officer’s address (Street or Route, City, State, Zip Code) Officer’s phone: ( ) - - This form is continued on the back page.
B: Personal capacities: Experience at a very senior level in complex matters You should read paragraphs (e)–(f) of [RG 186.19] and [RG 186.54]–[RG 186.55] on the meaning of ‘very senior level’ and ‘complex matters’. If you have worked at a very senior level on many external administrations, do not list every single external administration. Select those that best demonstrate your skill, diligence and judgment, particularly in complex matters. You should particularly refer to external administrations that you think demonstrate the specific competencies to be addressed in the referee report from a supervising liquidator. For ‘complex matters’, please ensure that you provide enough information to demonstrate why the issues in the external administration were complex and your role in how they were resolved. Examples of matters that may be complex in a particular external administration include (but are not limited to): trading on a business with a view to selling it as a going concern conduct of public examinations large litigation matters social/environmental issues or government policy investigations into insolvent trading, voidable transactions, fraudulent transactions etc listed companies. Name of company ACN Type of appointment The dates between which you worked at a very senior level on this administration Supervising liquidator Description of complex matters, your role and what actions and responsibilities you undertook to resolve the complex tasks.
3 Nozzle Design PSAS thrust output 50lbs Customer Spec. Testing, Prototyping 3 Injector Plate Design PSAS Pressure Atomization pressure Research Testing, Prototyping 3 Plumbing Systems Design PSAS Flow Rate Pressure Reaction Requirements Research Testing, Prototyping 3 Cooling System Design PSAS Temp. Temp < Melting Temp Customer Spec/Research Testing, Model Safety 3 Cryogenic Handling PSAS Yes/No Yes Safety Considerations Licensure Attained 3 Catastrophic Failure Prevention PSAS Yes/No Yes Team Safety Design 2 Fire Ordinance PSAS Yes/No Yes Legal N/A Environment 2 Safe Fuel Acquisition & Handling PSAS Yes/No Yes Community Safety N/A 2 Sound Ordinance PSAS dBA Community Ordinance Legal N/A Installation 2 Completed Testing Apparatus PSAS Yes/No Yes Test Feasibility Design
3 Remote Control Valves and Fittings PSAS Yes/No Yes Customer Spec. Design Cost 3 Total cost PSAS USD 6000 Customer Spec. Manufacturer Quote Documentation 3 PDS PSU Deadline 2/2/2016 Course requirement N/A 3 Progress Presentation PSU Deadline 2/16/2016 Course requirement N/A 3 Progress Report PSU Deadline 3/8/2016 Course requirement N/A 2 Final Report PSU Deadline 5/12/2019 Course requirement N/A 3 GitHub PSAS Deadline 6/2/2016 Customer Requirement N/A 2 Capstone Presentation PSU Deadline 6/2/2016 Course requirement N/A Material 3 Material Selection PSAS Thermal Properties/ Strength Melting Temp/Yield Strength Research Test, Design Quantity 2 Number of Engines PSAS unit 1-2 Customer Spec Final product
10. Any other business Objection to the deferred variation request from Harvey’s Island Grill (Item 7 a) – Objection heard. 11. Closed deliberations 12. Announcement of decisions 13. Adjournment Woodward DaCosta Acting Chairman Liquor Licensing Board (Grand Cayman)