zilongwang/ReadingBank huggingface dataset:
Figure 3 RoboClam digging cycle kinematics from 2.1.3 Suction Caisson Anchors This anchoring system has increased its popularity in the oil and gas industry for deep-water operations due to the costs and challenges in installation equipment for driven piles that have previously been used. Suction caisson is simple, reliable and provides better control during installation as B. Sukumaran states in . The anchoring system is first penetrated into the seabed through its own weight. This initial embedment is substantial enough to create a satisfactory seal to start the suction process. A submersible pump, located at the top of the sealed caisson, pumps water out from the inside of the caisson, creating a strong suction force due to a created pressure differential. This has clear similarities with the project’s anchor, proving that a strong grip can be achieved by creating a large enough pressure difference. The installation sequence is illustrated in Figure 4. Figure 4 Installation sequence of suction caisson from Investigating existing mooring systems showed that the concept of localised fluidisation to create quicksand-type behaviour has been used before to cause an anchor to sink easily using its weight. However, the tripod requires to be embedded for a few months at a time, to afterwards be removed unlike some uplift-resisting sand anchors. This complicates procedures, where the anchor legs must implant themselves deep enough to be secured for several months at minimum and additionally pull a partial vacuum successfully to create a strong grip. It therefore differs by combining many of the various features that past concepts have. 2.2 Fluidised Beds A bed of sand can be expanded to have many properties similar to a liquid by continuously adding a fluid. The process is known as fluidisation; where R. H. Perry and D. W. Green highlight that particle sizes between 1 μm and 60 mm in diameter can be fluidised depending on the
Robert Kane, ‘Libertarianism’, esp. sections 1-4, in Four Views on Free Will, by Fischer, Kane, Pereboom and Vargas (Wiley-Blackwell 2007) – includes the introduction to the book with key terms defined Supplementary Reading: Adina Roskies, ‘Neuroscientific Challenges to Free Will and Responsibility’, Trends in Cognitive Science 10 (2006): 419-423 – a particularly readable discussion Peter van Inwagen, ‘The Incompatibility of Free Will and Determinism’, Philosophical Studies 27 (1975): 185-199 – technical but influential Susan Wolf, ‘The Importance of Free Will’, Mind 90 (1981): 386-405 Week 3: Personal identity Marya Schechtman, ‘Personal Identity and the Past’, Philosophy, Psychiatry and Psychology 12 (2005): 9-22 Study Skills Session: How to Prepare for a Written Exam in Philosophy Nigel Warburton, ‘Preparing for Philosophy Exams’, available online at: Supplementary Reading: Derek Parfit, ‘Personal Identity’, Philosophical Review 80 (1971): 3-27 Eric Olson, ‘Was I Ever a Fetus?’, Philosophy and Phenomenological Research 57 (1997): 95-110 For a good discussion of various positions intuitively presented see John Perry, ‘A Dialogue on Personal Identity and Immortality’, (Indianapolis: Hackett 1978); reprinted in John Perry and Michael Bratman (eds.), Introduction to Philosophy: Classical and Contemporary Readings 3rd Edition (Oxford: Oxford University Press 1999) Week 4: Mind and body Thomas Nagel, ‘What is It Like to Be a Bat?’ Philosophical Review 83 (1974): Supplementary Reading: Patricia Smith Churchland, ‘The Hornswoggle Problem’, Journal of Consciousness Studies 3 (1996): 402-408 Frank Jackson, ‘What Mary Didn’t Know’, Journal of Philosophy 83 (1986): 291-295 Week 5: Universals Bertrand Russell, ‘The World of Universals’, Chapter 9 of Problems of Philosophy (1912); reprinted in various collections and available online at
12.2.1 make the required report of a data breach to the Information Commissioner’s Office without undue delay and, where possible within 72 hours of becoming aware of it, if it is likely to result in a risk to the rights and freedoms of individuals; and 12.2.2 notify the affected individuals if a data breach is likely to result in a high risk to their rights and freedoms and notification is required by law. 13. International transfers 13.1 [The Company will not transfer personal information outside the European Economic Area (EEA), which comprises the countries in the European Union and Iceland, Liechtenstein and Norway. [OR The Company may transfer personal information outside the European Economic Area (EEA) (which comprises the countries in the European Union and Iceland, Liechtenstein and Norway) to [insert name of country] on the basis [that that country, territory or organisation is designated as having an adequate level of protection OR that the organisation receiving the information has provided adequate safeguards by way of [binding corporate rules OR standard data protection clauses OR of compliance with an approved code of conduct]].] 14. Consequences of failing to comply 14.1 The Company takes compliance with this policy very seriously. Due to the importance of this policy, an employee’s failure to comply with any requirement of it may lead to disciplinary action under our procedures, and this action may result in dismissal for gross misconduct. If a non-employee breaches this policy, they may have their contract terminated with immediate effect.
‘Where many human lives are at stake, it is always right to act in a way that will lead to the least loss of life.’ Discuss. Is there an ethically significant difference between active and passive euthanasia? If not, why not? If so, what is it? Should we expect there to be, or not to be, right answers to moral questions? II. EPISTEMOLOGY Thursdays, Weeks 1-5 Week 1: What is knowledge? Edmund Gettier, “Is Justified True Belief Knowledge?,” Analysis 23 (1966). Linda Zagzebski, “The Inescapability of Gettier Problems,” Philosophical Quarterly 44:174 (1994). Week 2: Skepticism Descartes, Meditations on First Philosophy, Meditations 1 and 2 (various editions, including online: ) G.E. Moore, “Proof of an External World,” in his Philosophical Papers (Allen & Unwin, 1959). Reprinted in Epistemology: An Anthology, ed. Jaegwon Kim and Ernest Sosa (Blackwell, 2000). Week 3: Relativism Paul Boghossian, Fear of Knowledge, (Oxford, 2006), p. 1-9, 58-94. Study Skills Session: How to Write a Philosophy Essay Week 4: Peer disagreement Thomas Kelly, “The Epistemic Significance of Disagreement,” Oxford Studies in Epistemology, ed. John Hawthorne and Tamar Gendler (Oxford, 2005). May be available at: Optional secondary reading:
An enhancement to allow for multiple warrants (because NCIC enforces a business rule one wanted person record can exist for a defendant so warrants were being deleted from the state police and NCIC systems) was developed in 2012. This enhancement converted the exchange to Service Oriented Architecture with GRA compliant documentation that can now be shared by other states for a similar functionality. Authorized users can also make corrections to avoid rejections, e.g. missing digit in a VIN number. July 16, 2015 √ Helen Sharratt Integrated Justice Coordinator Alaska Court System Shannon Tetlow Case Mgt. & Legislation Alaska Dept. of Admin, Public Defender Dr. Brad Myrstol Director, AJ-SAC University of AK Justice Center Angie Rosales Victim Witness Coordinator Anchorage Municipal Prosecutor’s Office Sue Cain Anchorage Police Department Anchorage Police Department √ Brian Brossmer Research Analyst Alaska Judicial Council √ Lu Woods CRIMES Coordinator, Criminal Div. Alaska Dept. of Law Clint Farr Crash Data Manager Alaska DOT, Program Development VACANT Alaska Association of Chiefs of Police (AACOP) VACANT Alaska Dept. of Corrections √ Nichole Patrick Brosnan Nichole Tham DP Manager Driver Licensing Manager Alaska DOA/Division of Motor Vehicles Tony Piper ASAP Program Manager AK DHSS/Alcohol Safety Action Program (ASAP) √ Mark Chahanovich JOMIS Manager Alaska DHSS/Division of Juvenile Justice V Karen Tracey Marshall/Karen Benson √ AK DHSS, Division of Health Care Services, Background Check Unit Shawn Stendevad Investigator Alaska Dept., of Revenue, CIU Miles Brookes Traffic Records Coordinator/FARS Alaska DOT, AK Highway Safety***** Rick Roberts Lieutenant, AST Alaska Dept. of Public Safety, AST Shelly Growden Elections Systems Manager Alaska Division of Elections Emily Davies SAFETY LINKS Program Manager Municipality of Anchorage (DHHS) Rick Calcote Policy and Planning DHSS, Division of Behavioral Health Karolina Bednarska 21, Alaska Native Justice Center Cindy Franklin/Maxine Andrews Director/Licensing Examiner 22. Alcohol Beverage Control Board √ Deb Senn Office Manager, CBJ Law Dept 23. City & Borough of Juneau – Dept. of Law OTHER ATTENDEES Susanne DiPietro, AJC Executive Director Scott Came, SEARCH Josh Garcia, DPS William Falsey, MOA City Attorney Michael Chin, APD Marcus Andersson DOA, ETS Gary Lee, DPS
Understanding of, and commitment, to the organisation’s equal opportunities policies. Commitment to undergo training and participate in other forms of professional development. This includes ongoing development to become a debt intermediary and MIMA. Willingness to travel to outreach sessions as required within the boroughs of the employing organisation and in neighbouring boroughs as required for daytime and evening advice sessions. Willingness to undertake weekend work if required with prior notice. Good knowledge of Welfare Benefits Commitment to equal opportunities as set out in the principles and policies of South West London Law Centres
(a) Substation Mr. Abhijit Galav – Responsible Mr. Yad Ram Mr. Kamlesh Mr. Hemraj (b) Firefighting Hydrants Mr . Madhu Sudan Purohit– Responsible Mr. Sita Ram Mr. Hanuman (c) STP Mr.Dinesh Rajput– Responsible Mr. Durga Prasad (d) WTP Mr. Dinesh Rajput– Responsible Mr. Pradeep (e) Store Mr. Govind Chandwani– Responsible AMC (a) Air Conditioner Mr. Abhijit Galav– Responsible Mr. Yad Ram Mr. Kamlesh Mr. Hemraj (b) Water Cooler Mr. Abhijit Galav– Responsible Mr. Yad Ram Mr. Kamlesh Mr. Hemraj (C) RO Mr . Madhu Sudan Purohit– Responsible Mr. Sita Ram Mr. Hanuman (d) Air Duct Mr. Abhijit Galav– Responsible Mr. Yad Ram Mr. Kamlesh Mr. Hemraj Additional Responsibilities : (a) Fencing : Along the front wall – Iron Grill Balance – Barbed Wire Sh. Madhusudan Purohit/Sh Dinesh Rajput (b) Fire Protection setup Fire Points Fire Signage’s Complete Testing of HYDRANTS. Sh. Abhijit Galav – Installation Sh. Madhusudan Purohit – Further Maintenance and management (c) Fire escape (Boys Hostel 1&2) Sh. Dinesh Rajput (d) Management of Bore wells and laying of FRESH PIPELINES from playground to Sh. Abhijit Galav/ Sh Dinesh Rajput
Student: ____________________________ Date: _____________ Time: ____________ Classroom Teacher: __________________ Grade: K 1 2 3 4 Referring Staff: ______________________ Location: Hallway/Stairwell Classroom Cafeteria Bus Recess Bus Line Bathroom Other________ Others Involved: ☐None ☐Peers ☐Staff Major Incident(s) Profane / Obscene Language and Gestures Physical Aggression Fighting Defiance / Insubordination Chronic Disruption Property Damage / Vandalism Cheating Weapons Forgery / Theft Harassment / Bullying Threats Other ___________ Additional Comments/Concerns: Possible Reason(s) for Behavior Interventions Used by Administrator Obtain peer attention Obtain adult attention Obtain items/activities Avoid adult(s) Avoid task or activity Don’t know Other______________________ After School Detention on: _______________________ Cafeteria / Recess Detention on: __________________ In-School Suspension on: ________________________ Out-Of-School Suspension on: ____________________ Bus Suspension: _______________________________ Other: ________________________________________ Administrator Contact with Parents
The Shoulder Complex Self Check: Shoulder Girdle Bony Feature Identified on the skeleton Identified on a model Significance Stenoclavicular joint Acromioclavicular joint Scapula fossa Supra scapular Infrascapular subscapular NA Scapula borders (lateral, medial) Scapula angles (superior, inferior) Inferior only The coracoid process
drinking water kidney damage and digestive and reproductive damage in adults Radon Colorless, odorless radioactive gas Rocks and soil beneath the home, well water Long-term exposure can lead to lung cancer Volatile Organic Compounds (VOCs) Liquid solvents that evaporate rapidly at room temperature such as formaldehyde toluene, xylene, 2-butoxyethanol, and acetone Household products such as paints, hobby supplies, aerosol sprays, cleaners; automotive products; clothing; disinfectants Variety of health effects based on the specific chemical. Can include eye, nose, and throat irritation; headaches; dizziness; memory disorders; central nervous system disorders; kidney damage; cancer risk
Operational Status Codes Operational Status Urgency of Need Designator (Priority) Definition Deadlined A or B “Deadlined” Military Equipment requiring critical repairs. The Marine Corps Bulletin 3000 contains a listing of all MRR ME. When the preparing activity enters the Operational Status of “Deadlined” the Deadline Control Date (DCD) will auto populate in the header of the SR. Operational-Degraded B “Operational – Degraded” MRR or Non-MRR ME, requiring critical repair that does not deadline the equipment but does degrade equipment's operational capability. Operational-Minor C “Operational – Minor” MRR or non-MRR ME items requiring non-critical maintenance. NOTE: For an associated component SR, the urgency of need designator must be equal to, or lower than, the priority of the end item. For a “Maintenance-SRP” SR with a secondary reparable item that an exchange has been made, the RIP OIC will determine the urgency of need designator.
Control measure – Media Liaison Officer (MLO) Control measure knowledge Attendance of an experienced media liaison officer (MLO), at the scene should ease pressure from the media. It is vital that this person quickly establishes a procedure for working with media requests and for regularly briefing them on developments. Rumour and conjecture will flourish in a vacuum, and it is far better that the MLO gains the trust and confidence of the media by providing regular updates on events, even if there is little new to say. Demonstrating awareness of their need to meet deadlines or broadcasting live reports will assist the MLO in establishing credibility with the media at the scene. This is important as he/she may need to seek the media’s co-operation in, for example, organising pooled access to the incident site for filming or broadcasting urgent appeals for blood donors or details of evacuation arrangements. It may be appropriate to nominate senior officers from responding agencies who are outside the main command structure to act as the primary lead for media interviews. This will remove some pressure from the incident commander and ensure the consistency of the message. Strategic actions Fire and rescue services should: Have arrangements for an experienced media liaison officer (MLO) to be able to attend incidents Have trained staff available to co-ordinate media interaction Tactical actions Tactical incident commanders should: Liaise with media liaison officers (MLO) and strategic commanders on co-ordinating media interaction Multiple casualties Hazard Control measures Multiple casualties Reception centres Triage sieve (adult and paediatric) Mass casualty and fatality plans Casualty transport equipment Control measure – Reception centres See National Operational Guidance: Performing Rescues – Reception centres
5/24/10 (new) .20” wg. .20” wg. 9/25/10 .24” wg. .44” wg Pressure drop tests 30/30 - Measurements showed a slow and relatively small increase in pressure less than a 20% increase. Field measurements indicate that the AAF Perfect pleat had a significant increase. The filter more than doubled in resistance in 90 days. Visual Observations Camfil Farr 30/30 Visual inspection revealed that the 30/30 is remaining rigid in the holding frames. Dirt and contaminants are accumulating evenly across the entire pleat surface. Visual inspection indicates that after 14 weeks of service, the 30/30 is rigid and is clearly maintaining filtration capability. Camfil Farr is confident that no other filter in the industry would perform and load like the 30/30 Air Entering Side 30/30 Air Leaving Side 30/30
not commit. (This related to the thematic idea of Judgment VS. Justice.) Characters Name Role in Story Significance Adjectives Victor Frankenstein The Creature/Monster Elizabeth Lavenza Henry Clerval Robert Walton Alphonse Frankenstein William Frankenstein Justine Moritz Caroline M. Waldman M. Krempe Narrator at points Creator of The Creature Protagonist Victor’s “cousin”. The first and last narrator. Victor’s brother. Victor’s mother He plays God and creates life, and it ends badly for him showing that creation is meant for God not man. She symbolizes what a women is supposed to be at that time. She is passive as she waits for Victor. Victor’s mother also wants him and Elizabeth to marry. Robert is the first person we meet he is a sailor who saves Victor. We learn about him and Victor through letters to his sister. First to be killed by the monster. Justine is blamed for his death and sentenced to death. She adopts Elizabeth and dies of scarlet fever. Curious Driven Determined Guilt-ridden Passive Innocent Naïve Supportive Ignorant Brave Compassionate Empathetic Driven Innocent Young Kind Loving
Hold a development meeting with a member of the Union Activities Team (Activities Development Coordinator Team Leader) or Development Contact (Team Leicester) Development meetings can be for specific processes you require advice on, or more general advice around running your group. Record kept by UA Welcoming an external visitor to one of your events An external visitor can be a speaker, trainer, or contributor to your event/rehearsal/meeting etc. External visitor form and event notification form
Commitment to holding committee election online in Semester 2 This will need to be during the initial CIP phase - Feb 26th - March 12th (or before). If you plan to hold the election online, points will be awarded on that proviso Setting up online election/agreement to set up election online in Semester 2 Obtain external funding/ sponsorship (not including SU GF) Sourced external sponsor and signed an agreement using UA sponsorship template online Sponsorship template recorded Student group organises a volunteering/ charity fundraising event RAG forms to be completed, must check the charity can accept your donation Event notification spreadsheet and RAG form
A dedication to sustainability at the Students’ Union Signing up for the Sustainability Working Group (More information can be found ) and sourcing society clothing from a fairtrade supplier (if applicable). Attendance at SSWG meetings and evidence of clothing Event aimed at post-grads, mature students, and or/alumni above and beyond the groups usual aims and objectives. This is an event specifically aimed at these demographics of students and should be tailored to them Event notification form Providing developmental opportunities (skills sharing/training) for the wider student population Held an event that is sharing the skills and/or knowledge of your group open to all Event notification form Engagement with wider community i.e. local residents through Community department or Leicester Academy (Team Leicester) For more information on these opportunities including the incentive scheme and going into schools, email or for Academy information. Signing up and delivering a project with Community Dep or signing up for the Leicester Academy
Name: _________________________________________________________________________________________________
Title:_________________________________ Author:_______________________________ Date of Publication:______________________ Genre:________________________________ Biographical Information about the Author Plot Summary
Name ________________________________________ DEPARTMENT OF PHILOSOPHY AND RELIGION MAJOR REQUIREMENTS 30 credits Philosophy Major (730) Religion Major (840) ► Credits completed ________ ► Credits completed ________ MINOR REQUIREMENTS 18 credits Philosophy Minor (730) Religion Minor (840) ► Credits completed ________ ► Credits completed ________ Philosophy and Religion Minor (733) Ethics Minor (383) ► Credits completed ________ ► Credits completed ________ Dual credit: Students may count 2 courses toward more than one of the above programs. Course substitutions: Students may petition to substitute other courses for those on these lists. Approval by faculty advisor _______________________________________________ Date __________________
Activity Notes/Conditions Group evidence Checklist (Yes/No) Further details and evidence provided (up to 200 words) Office use A dedication to running quality events, demonstrated by attending the Event Planning Masterclass You can sign up for workshops . If the session is full, you can register your interest and attend next available session. Sign into session or submit register interest form Yes Registered interest to the Event planning masterclass as all sessions are currently booked. Screenshots. Increased society membership by 20% or more based on the previous year The record you submitted in 2016/2017 will be used to compare figures Submit updated membership along with SAS report No Membership has increased by 18% - please see membership record attached to email. Commitment to holding committee election online in Semester 2 This will need to be during the initial CIP phase - Feb 26th - March 12th (or before). If you plan to hold the election online, points will be awarded on that proviso Setting up online election/agreement to set up election online in Semester 2 Yes We have held elections online for the last three years of operation and will do again for the 18/19 academic year.
Obtain external funding/ sponsorship (not including SU GF) Sourced external sponsor and signed an agreement using UA sponsorship template online Sponsorship template recorded No Unfortunately we were not able to achieve sponsorship this academic year. Student group organises a volunteering/ charity fundraising event RAG forms to be completed, must check the charity can accept your donation Event notification spreadsheet and RAG form Yes We organised the Wizard raising over £400 for charity. Level 3: Gold Level 3 activities are worth 20 points each. You need a minimum of 110 points to be awarded a gold allocation.
Event aimed at post-grads, mature students, and or/alumni above and beyond the groups usual aims and objectives. This is an event specifically aimed at these demographics of students and should be tailored to them Event notification form No Providing developmental opportunities (skills sharing/training) for the wider student population Held an event that is sharing the skills and/or knowledge of your group open to all Event notification form Yes We hold weekly Potions Classes which are open to all students which are currently attended by roughly 60% members and 40% of the group. We have a large waiting list for the classes and are considering offering two weekly sessions next academic year. Engagement with wider community i.e. local residents through Community department or Leicester Academy (Team Leicester) For more information on these opportunities including the incentive scheme and going into schools, email or for Academy information. Signing up and delivering a project with Community Dep or signing up for the Leicester Academy Yes Signed up to run project with local schools to hold sessions on Herbology – email from Anisha attached.
Criteria for assessment Part A - Criteria for assessable development Table 6.2.11.3a – Major centre zone code – assessable development Performance outcomes Acceptable outcomes Applicant response For assessable development Uses and other development PO1 Development is consistent with the purpose and overall outcomes sought for the zone. AO1.1 No acceptable outcomes are provided. Role and function of Major centres PO2 Development reinforces the role and function of Major centres within the hierarchy of centres. Note – The role and function of the hierarchy of centres is described 3.3.2 Element – Centres and centre activities within Part 3 Strategic framework Note – A Centre need and impact assessment may be required to demonstrate compliance with this performance outcome. AO2.1 No acceptable outcomes are provided.
Arrangements for liaison with the media The media will respond quickly to a large-scale incident and this media presence may extend into days or weeks. It is the responsibility of the lead agency to establish a Media Centre at or near the site of the emergency for use by the principal response agencies in dealing with the media at the site. The Local Co-ordination Group will be responsible for official media statements and press releases off-site. Please refer to a ‘Guide to working with the Media’ for further information. To facilitate the dissemination of information to the media and to the general public, Cavan County Council have appointed: A Local Authority Media Liaison Officer (Emergency Site) A Local Authority Media Liaison Officer (Local Co-ordination Centre) The Media Liaison Officer must keep accurate and timely information on the emergency so that in consultation with the local Co-ordination Groups: He/She can be the point of contact for all media enquiries. He/She can answer information queries from the general public. He/She can obtain and provide information from/to Rest Centres, other agencies, press officers, local radio, press etc. He/She will be responsible for setting up an information helpline. The details of the nominated Media Liaison Officers are given in the Media Liaison Officer Action Plan of Appendix 2 - Major Emergency Mobilisation Procedure. Further details of the duties and responsibilities of the Media Liaison Officers in relation to a Major Emergency are given in Media Liaison Officers Action Plan. As indicated in Section 7.7.1 where it is appropriate, the Government Press Secretary, in conjunction with the press office of the lead Department, will co-ordinate communications with the public/media at national level. Arrangements for Media On Site It is the responsibility of the lead agency to establish and run a Media Centre. It is the responsibility of the lead agency to establish a Media Centre at or near the site of the emergency for use by the principal response agencies in dealing with the media at the site. Each principal response agency should designate a Media Liaison Officer at the site. The activities of the Media Liaison Officers on site should be co-ordinated by the Media Liaison Officer of the lead agency.
Technology Violation (M-Tech) Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer. Using computer time inappropriately, possessing electronic devices without permission Major Problem Behavior Definition EXAMPLE IMMEDIATE OFFICE REFERRAL Abusive Language/ Inappropriate Language/ Profanity (Inapp Lan) Student delivers verbal messages that include swearing, name calling or use of words in an inappropriate way. Cursing, slandering another person, hostile threats either written, spoken, or non-verbal Arson (Arson) Student plans and/or participates in malicious burning of property. Setting fires to or on school property. Possession of combustible items Bomb Threat/ False Alarm (Bomb) Student delivers a message of possible explosive materials being on-campus, near campus, and/or pending explosion. Written or verbal bomb threat, deliberately pulling fire alarm when not warranted, planting an explosive device on school grounds/property, making or attempting to construct a bomb at school Defiance/Disrespect/ Insubordination/ Non-Compliance (Disrespt) Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions. Refusing to comply with rules/expectations, leaving class without permission, verbal defiance/ argumentative Disruption (Disruption) Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior. Screaming, loud talk, fighting. Any behavior more than nagging that impedes the educational environment Dress Code Violation (Dress) Student wears clothing that does not fit within the dress code guidelines practiced by the school/district. Wearing something other than what dress code dictates Fighting (Fight) Student is involved in mutual participation in an incident involving physical violence. Hitting with intent to hurt, punching, kicking, hair pulling, scratching, choking
Q: How should you demonstrate this in your business plan? A: You should show how digital awareness informs your activities and objectives. Your programme should detail your approach, including the kind of work you will be distributing and the audiences for this work, both online and geographical (such as a digital screening, or through interactive technologies in a physical location). In the guidance for Major partner museum applicants, we said that we would expect you to show us in your application how you would ‘maximise opportunities to increase the depth and quality of experience among those accessing their work/collections, including both physical and digital engagement’ (page 21, Goal 2). We also asked you to show in your applications how you would ‘tell us how you use or plan to use digital technology as a means of reaching children and young people’ (page 25, goal 5), and said that you should ‘optimise the use of digital media and new technologies’ (page 36). Goal 3: resilience and sustainability
Equality action plan template 1 Arts Council England Goal 1 – Creative Case for Diversity Talent and artistic excellence are thriving and celebrated Priorities addressed Using Arts Council investment to ensure excellent art happens Equality Act characteristic met Gender General narrative/free text Action Success criteria Progress Resource requirement Staff: Partners: Budget: Timescale for delivery Confirm programme by Review audience data by
Performance Management – Goal Planning Worksheet Date ___________ This plan applies to ________________________________ MAJOR RESPONSIBILITIES (activities, tasks, projects, training) SUCCESS (What does success look like?) SUCCESS MEASURES (How will you measure success?) DATA SOURCES 1 2 3 4 5 TOP – 1/15/2015
CHAPTER 3 MULTILEVEL INVERTER PWM SCHEMS 3.1.3.1 Carrier based PWM schemes: The carrier-based modulation schemes for multilevel inverters can be generally classified into two categories: phase-shifted PWM and level-shifted PWM. Both modulation schemes can be applied to the CHB inverters. Figure 5-1: Level-shifted PWM for a Seven-level CHB inverter (mf = 15, ma = 0.8, fm = 50 Hz and fcr = 900 Hz)
CHAPTER 5 SIMULATION 5.1 Introduction Matlab and other mathematical computation tools are computer programs that combine computation and visualization power that make them particularly useful tools for engineers. Matlab is both a computer programming language and a software environment for using that language effectively. The name Matlab stands for Matrix laboratory, because the system was designed to make matrix computations particularly easy. The Matlab environment allows the user to manage variables, import and export data, perform calculations, generate plots, and develop and manage files for use with Matlab. The Matlab environment is an interactive environment: Single-line commands can be entered and executed, the results displayed and observed, and then a second command can be executed that interacts with results from the first command that remain in memory. This means that you can type commands at the Matlab prompt and get answers immediately, which is very useful for simple problems. Matlab is an executable program, developed in a high-level language, which interprets user commands. Portions of the Matlab program execute in response to the user input, results are displayed, and the program waits for additional user input. When a command is entered that doesn‘t meet the command rules, an error message is displayed. The corrected command can then be entered. Use of this environment doesn‘t require the compile-link/load-execution process described above for high-level languages. While this interactive, line-by-line execution of Matlab commands is convenient for simple computational tasks, a process of preparation
G. Narayanan, IISc(Bangalore), Lectures on “Pulse width Modulation for Power Electronic converters’” NTPEL Muhammad H. Rashid, “Power Electronics Circuits, devices, and Applications”, Prentice-Hall of India Private Limited, Third Edition, 2004. N. Mohan, T. M. Undeland, et al, “Power Electronics - Converters, Applications and Design”, 3rd edition, John Wiley & Sons, New York, 2003 Hong Hee Lee, Phan Quoc Dzung, Le Dinh Khoa, Le Minh Phuong & Huynh Tan Thanh, “The adaptive space vector PWM for four switch three phase inverter fed induction motor with DC – Link Voltage Imbalance” in Hong School of Electrical Engineering, University of Ulsan, Korea, 2008, IEEE, DOI: 10.1109/TENCON.2008.4766516
The Revolutionary War Main Topics / Items to cover and include in your research: How the war started, and what the causes of the war were. Who was fighting against who At least 2 major people associated with the Revolutionary War from the 13 Colonies Those people’s major achievements in the war Whether the people left a positive or negative impact / legacy, and what it was Two major newspaper articles or other PRIMARY SOURCES from that time period or event, with a one-paragraph summary of what happened in each article A timeline of major events/ battles with the colonies’ involvement in those events What was the major outcome of the Revolutionary War? 1 book that was written during that time and a summary of what the book was about and how it related to the Revolutionary War 2 songs that were written during that time (including the lyrics), and an explanation of what the song was about and how it related to the Revolutionary War A timeline of the time period or event with major happenings At least 3 drawings from the Revolutionary War (that you find online—NOT draw), with a few sentences telling what is happening in each photo or drawing, and how it is important to that time period or event A picture or drawing of a typical U.S. Soldier’s uniform and of the other side’s uniform Casualties Product Choices: Giant “trading” cards (on big paper), large trifold (you provide the trifold), posters, pages in page protectors, “artifacts”
Major Advising Form for B. S. in Industrial & Systems Engineering Last Name First Name SID Bulletin Advisor Telephone Email Address U Sem Grade Remarks U Sem Grade Remarks Math 30 3 Math 31 4 Chem 1A 5 50 4 Engr 10 3 Oral Comm 3 Engl 1A 3 Engl 1B 3 CmpE 30 3 Math 123 3 Math 32 3 ME 20 2 51 4 MatE 25 3 GE 3 GE 3 GE 3 GE 3 WST ISE 102 3 ISE 131 3 Tech Elec. 3 ISE 120 3 ISE 130 3 ISE 142 3 Engr 100W 3 ISE 105 3 ISE 151 3 Tech Elec. 3 Major Form CmpE 131 3 ISE 195B 3 ISE 135 3 ISE 115 3 ISE 140 3 ISE 155 3 ISE 167 3 ISE 194 1 ISE 195A 1 GE S or V 3 GE S or V 3 ISE 170 3 Advisor Initials: Advising Date: Flag-off Initials: Flag-off Date: Revised 05/03/2018
4.2.2. Up-to-date, dated and signed curriculum vitae. 4.2.3. Extract from the police record, issued in the three months preceding the submission of the application to the CSSF. 4.2.4. Declaration of honour (available on the CSSF's website), filled in and signed. Annexe 4.3.: Internal rules of conduct and corporate governance. Annexe 4.4.: Internal audit: 4.4.1. Curriculum vitae of the internal auditor (if employed by the entity seeking authorisation or by the group to which the entity belongs). 4.4.2. Engagement letter and curriculum vitae of the external expert in charge of the internal audit (Circular IML 98/143 point 5.4.9., a))(in case of outsourcing). Annexe 4.5.: Lease contract and layout of the place of business. Annexe 4.6. : Diagram of the system and services architecture showing the physical and virtual elements operating them (physical and virtual machines), network elements (DMZ, VLAN, switch, router, firewall) and the connections towards or from the outside (Internet, group network). Annexe 4.7.: Engagement letter of the réviseur d'entreprises agréé (approved statutory auditor) for statutory audits. Annexe 4.8.: Curriculum vitae of key function holders. Annexe 4.9.: Curriculum vitae of the people responsible for central administration tasks for UCIs. * * * Contact details of the person paying the examination fee: Name: Address: E-mail: The undersigned confirm that all the information transmitted is accurate, fair and true, and not false, fraudulent, or misleading. Signature(s): Signature of the responsible persons that initiated the project and are in charge of the application for authorisation. If the entity seeking authorisation has not been incorporated yet, the presumed initiators are the future shareholders that have
Morningside College – Major and Minors Offered 2018-2019 Department Majors Minors Agricultural and Food Studies Agricultural and Food Studies (B.A.) Applied Agricultural and Food Studies (B.S.) Agricultural Education Teaching (B.S.) Agribusiness Agronomy Agricultural Studies Environmental Policy/Law Food Safety Art Studio Art (B.A.) Graphic Design (B.A.) Photography (B.A.) Art Teaching (B.A.) Art History Studio Art Graphic Design Photography Elementary Art Teaching (this minor must be attached to a valid teaching license) Secondary Art Teaching (this minor must be attached to a valid teaching license) Biology & Chemistry Biology (B.A.) Biology (B.S.) Biology Teaching (B.A.) All Science Teaching (B.S.) Medical Laboratory Science (B.S.) Chemistry (B.A.) Chemistry (B.S.) Chemistry Teaching (B.A.) Biology Chemistry Business & Accounting General Business (B.A.) Business Administration (B.S.) Business-MBA Prep. Finance Management Marketing Advertising (B.S.) Managerial Accounting (B.S.) Public Accounting (B.S.) General Business Advertising Accounting Business-MBA Prep. Political Science & Social and Behavioral Science Political Science (B.A.) International Affairs (B.A.) American Government/American History Teaching (B.A.) Social and Behavioral Science (B.S.) Law & Society Social Services Political Science United States Politics Legal Studies Sociology
Show the results of the statistical test comparing the wetland sites for each parameter above (excluding the loading rates). Describe the statistical test performed and reasoning for choosing the test. The results should include the sample size and P value obtained. Annual Wetland Monitoring Report Facility and Wetland Name: AI Number: Cycle Year: Year Date Range: NUTRIENTS I and II (surface water) Has there been a significant difference (p< 0.05) between any of the wetland areas for: TKN Yes No PO4-P Yes No NH3-N Yes No TP Yes No NO3+NO2-N Yes No If yes, please explain the significant differences observed and outline any corrective actions taken, if needed.
Annual Wetland Monitoring Report Facility and Wetland Name: AI Number: Cycle Year: Year Date Range: FLORA SPECIES DIVERSITY (flora) Type Near Mid Out Reference Species % cover # individuals % cover # individuals % cover # individuals % cover # individuals % cover # individuals % cover # individuals % cover # individuals Bare ground/mudflat Open water Species Richness
bravery of the colonists fighting. their eyes” Fort Ticonderoga / Dorchester Heights. May 9th 1775, The Patriots badly needed ammunitions and they thought they could take them from a poorly defended British fort. Benedict Arnold and his Connecticut militia and Ethan Allen and his Green Mountain boys teamed to take the fort by surprise. Eventually they march their captured artillery to Washington in Boston and force the British to evacuate. Sleeping British: Patriots Steal Cannons at Fort Ticonderoga Patriots win Big Hearts and even Bigger Guns, Arnold and Allen, an unlikely team win big for the Pats. Battle and iconic image (draw one yourself to help you remember this battle) Date and Situation (What was at stake that made this Play by Play and Outcome, (Who won this battle, why?) Write a newspaper headline capturing the essence of the
and fall of 1776 Trenton December 25th/26th EVERYTHING THE ENTIRE WAR: Washington’s Army’s enlistments are about to expire. They need a win to convince more soldiers to enlist, gain confidence in his army. Washington ordered his soldiers to cross the icey Delaware river in a snowstorm to attack over 1000 Hessians, The Hessians were arrogant and celebrated Christmas without any worries about being attacked. Patriots captured the fort and caught the Hessians completely off guard. This convinced many soldiers in Washington’s army to re-enlist. Merry Christmas ya filthy Hessian Animals Washington’s Audacity Wins Trenton Don’t ‘Trent’ on Me.
between the British lines and the Continental Congress perish. Continental Congress not helping Patriots soldiers with necessary supplies, losing the war of attrition. Washington sacrifices with his troops, wins their loyalty and respect. his troops in misery. Patriots take break from battling the British and fight the elements instead. Patriots stick it out for Washington at Valley Forge. No Warmth from the Forge! Saratoga Fall of 1778 (two weeks sept-oct) Saratoga is along the Hudson River British forces plan to conquer New York so the New England colonies are trapped and isolated Howe did not get his orders to send reinforcements to upstate NY in time. British forces outnumbered for the first time in the war. The Patriots win by avoiding open field Patriots Win Big Battle, Turn the course of the War. 6000 British captured outside Saratoga. Patriots Turn the Tide Patriots Turn Down for What?
ACCOUNTANCY Master of Accountancy (M.Acc.) Degree DEGREE INFORMATION Priority Admission Application Deadlines: Fall: 1 Spring: October Summer: February 15 International applicant deadlines: Minimum Total Hours: 30 Level: Masters CIP Code: 52.0301 Dept. Code: ACC Major/College Codes: MAC BA Effective: 1970 Concentrations: (AUS) Tax (TAX) Also offered as: Concentration under Business Administration (Ph.D.) CONTACT INFORMATION College: Muma College of Business Department: Lynn Pippenger School of Accountancy (ACC) Contact Information:
EDUCATIONAL LEADERSHIP Education Specialist (Ed.S.) Degree DEGREE INFORMATION Priority Admission Application Deadlines: Spring October 15 International applicant deadlines: Minimum Total Hours: 30 Level: Specialist CIP Code: 13.0401 Dept. Code: LEA Major/College Codes: SAS ED Approved 1981 CONTACT INFORMATION College: Education Department: Leadership, Counseling, Adult, Career, and Higher Education (L-CACHE) Contact Information: MAJOR INFORMATION Accreditation Accredited by National Council for the Accreditation of Teacher Education (NCATE). ADMISSION INFORMATION Must meet University requirements (see Graduate Admissions) as well as requirements for admission to the major, listed below.
EDUCATIONAL LEADERSHIP Doctor of Philosophy (Ph.D.) Degree DEGREE INFORMATION Priority Admission Application Deadlines : International applicant deadlines: Minimum Total Hours post-masters Level: Doctoral CIP Code: 13.0401 Dept. Code: LEA Major/College Codes: EAS PhD Approved 1981 CONTACT INFORMATION College: Education Department: Educational and Psychological Studies Contact Information:
Question 21. Refer to the graph on the opposite page to answer question 21. 21. In a management meeting a manager showed the graph and claimed: “There was a huge drop in the number of customer complaints in 2007 compared to 2006”. Does the graph support the manager’s claim? Explain your answer. $ $ DOUBLE YOUR MONEY IN 7 YEARS 10% fixed interest each year, over a period of 7 years Minimum deposit $1000.00 Handy financial hint For a quick way to estimate how much your investment is worth, use this formula: A = P(1 + r)t A = new amount after the time period. P = principal (the amount you invest) r = interest rate t = time period in years
Questions 52 - 53. Refer to the article about healthy weights on the opposite page and use the information to answer the question 52 and 53 52. A man weighs 200 lbs. His height is 71 inches. What is his weight zone? 53. A woman weighs 144 pounds. Her height is 66 inches. What is her BMI? (Use the formula) Energy Reserves Oil Reserves Known oil reserves in South America and in MERCOSUR countries South America 14.152 million cubic meters MERCOSUR 1.225 million cubic meters Ecuador 2,4% Argentina 2,9% Colombia 3,1% Brazil 5,4% 34% Chile 1,9% Peru 0,9% Chile 0,2% Bolivia 0,1%
Compound Interest Question 22 Question 22. If you invested $1000, is it true your money will be doubled after 7 years? Support your answer with the results of your calculations. Scoring Guide: 1: YES or ALMOST or NO or NOT QUITE (in 7 years) with EITHER of the following: • exact calculation of ($)1,948.72 or ($)1,948.71 (or rounded variants) • A computational ‘rule of thumb’ as the basis for deciding whether the amount is doubled. (An example is “the rule of 72”, which says that dividing 72 by the interest rate gives you roughly the number of years it will take the initial amount to double) 7: Any other response 0: Question refused/not done
Coca Cola Cans Questions 29- 30 Question 29. What is the price per can during the sale? Scoring Guide: 1: Mentions ONE of the following: • 30 (¢) or “thirty (cents)” • ($).30 or ($)0.30 • ($) .3 or ($) 0.3 7: Any other response, including .30 ¢ 0: Question refused/not done Question 30. What is the percent of this discount? Scoring Guide: 1: 20 (%) or “twenty (percent)” 7: Any other response 0: Question refused/not done
Specifically . . . use a comma: 1. After a long introductory phrase. Example: Usually, it is NOT necessary to use a comma after short introductory prepositional phrases. Example: 2. After an introductory phrase made up of “to” plus a verb and any modifiers (“infinitive”) that tells why. Example: Use a comma even after a short “to” + verb phrase that answers why. Example: You can tell you have this kind of introductory “to” + verb phrase when you can put the words “in order” in front of the phrase. Example: Be careful! Not all introductory “to” phrases tell why. 3. After an introductory clause that answers when? where? why? how? to what degree? (A “clause” is a group of words with a subject and a verb.) Examples:
In each instance above, “Mary Roberts ran down the street” comprises the essential part of the sentence. The adjective phrases are nonessential and should be separated from the rest of the sentence with commas. 4. Separate nonessential adjective clauses from the rest of the sentence. There are two kinds of adjective clauses: - one that is needed for the sentence to be complete (ESSENTIAL) - one that is NOT needed for the sentence to be complete (NONESSENTIAL) The essential adjective clause should NOT be separated from the sentence with commas. The nonessential adjective clause (like other nonessential elements) SHOULD be separated with commas. Two examples illustrate the difference: A. B. Look at example A. If we remove the adjective clause “who robbed the bank,” the sentence reads, “The man was caught today.” Without the adjective clause (“who robbed the bank”), we do not know which man was caught. Thus, the adjective clause is needed to complete the sentence’s meaning. In other words, this adjective clause is essential. As the rule notes, do not use commas around essential adjective clauses. Now look at example B. If we remove the adjective clause “who robbed the bank,” the sentence reads, “Sam Spider was caught today.” Without the adjective clause (“who robbed a bank”), we do know which man was caught (Sam Spider). Thus, the adjective clause is NOT needed to complete the sentence’s meaning. In other words, this clause is nonessential. Following the rule, you should separate this adjective clause from the rest of the sentence. REMEMBER, there are 4 nonessential elements that should be separated from the rest of the sentence with commas: 1. “interrupter” words like of course, however 2. “renamers” (appositives) 3. nonessential adjective phrases 4. nonessential adjective clauses