zilongwang/ReadingBank huggingface dataset:
6" ABS Basin Extsn 2 $ 14.54 $ 29.08 Flex Cplg (6" to 4") 1 $ 7.60 $ 7.60 ABS Reducer (4" to 3") 1 $ 3.42 $ 3.42 ABS Adptr (Male 2") 4 $ 1.31 $ 5.24 ABS Adptr 1 $ 8.37 $ 8.37 Sump Pump 1 $ 179.00 $ 179.00 Teflon Tape 1 $ - $ - Weather Stripping 1 $ 3.57 $ 3.57 5 gal Bucket 1 $ 2.34 $ 2.34 ABS Reducer (5" to 3") 1 $ 8.37 $ 8.37 Adapter glass) 2 $ 2.37 $ 4.74 ABS Elbows (2") 4 $ 1.33 $ 5.32 Gate Valve 2" 1 $ 28.99 $ 28.99 Hose Clamp 6" 2 $ 0.85 $ 1.70 Hose Clamp 3" 2 $ 2.29 $ 4.58 Turn Table 5" 1 $ 2.75 $ 2.75 10 ft. Hose (2") 1 $ 9.48 $ 9.48 Garden Hose 1 $ - $ - Sight glass tubing 1 $ - $ - 5' X 2" PVC Piping 1 $ 9.90 $ 9.90 Rope 1 $ 2.49 $ 2.49 Cutting 4 $ 2.19 $ 8.76 Ring Hanger 1 $ 1.31 $ 1.31 Calking Adhesive 2 $ 5.99 $ 11.98 Duct tape 2 $ 3.99 $ 7.98 ABS Reducer (4" to 2") 1 $ 3.42 $ 3.42 1 1/2" to 2" ABS adapter 2 $ 1.64 $ 3.28 Grand Total Cost $ 353.67 Budget $ 600.00 Surplus $ 246.33 Appendix E: Detailed Drawings
Figure 8: Cut-away of the SR-30 engine Sensor Identification P01 – Compressor stage static pressure. T01 – Compressor inlet static temperature. P02 – Compressor stage stagnation pressure. T02 – Compressor stage exit stagnation temperature. P03 – Combustion chamber pressure. T03 – Turbine stage inlet stagnation temperature. P04 – Turbine exit stagnation pressure. T04 – Turbine stage exit stagnation temperature. P05  Thrust nozzle exit stagnation pressure. T05  Thrust nozzle exit stagnation temperature.
B.G. Dale, T. van der Wiele and J. van Iwaarden (Editors) (2007), Managing Quality (5th Edition). Oxford, Blackwell Health & Safety Executive (2006) HSG150 Health and Safety in Construction, Recommended Reading: Chesholm J.V., Payne A.C., Reavill L.R.P. (2005) Management for Engineers, Scientists and Technologists (2nd edition). Chichester, John Wiley Singh, K. (Latest Edition) Engineering Mathematics through Applications. Palgrave Macmillan
Evaluate your model by performing open-loop simulations. Report 3 – (Soft Copy) SimHydraulics® (Due Date: 04.01.2016) Construct a simulation model by using SimHydraulics®. Evaluate your by performing open-loop simulations. In this report, you should also compare the open-loop responses obtained from Simulink® and SimHydraulics® models and comment on the results. Final Report – Report 1 + Report 2 + Controller Design (Hard Copy) (Due Date: Final Examination Date) Design a controller for the hydraulic motor swash plate angle and provide the details of the design steps that you have followed in your report. You should also prepare and make a presentation on the final examination date and submit a paper related to your term project. Some research papers related with the subject, [1] K.-E. Rydberg, “Hydrostatic Drives in Heavy Mobile Machinery – New Concepts and Development Trends,” SAE Trans., vol. 107, no. 1382, pp. 232–238, 1997.
(ITN) – ITN will serve as a hub for the CO BOCES members to collaborate and share resources relevant to this agreement and the ongoing professional development of their organizations. Activity Owner Metric Time Set up CO BOCES ITN Community site MSFT Approved by CO BOCES 6/09 Invite and register one person from each participating school MSFT Active memberships 7/09 all active members on use of site via 60 minute LiveMeeting MSFT 60-minute LiveMeetings (recorded) 7/09 will serve to assist CO BOCES members in developing vision, establishing process and collaborating. Many of these resources used are from the School of the future and include the 6i Process, the Competency Wheel and more. Activity Owner Metric Time MSFT conduct one Microsoft Institute in Denver, CO at a date to be mutually agreed upon.* Or Microsoft will reserve 16 seats annually for CO BOCES attendance at a Microsoft Institute in another location. Seats must be “registered” for 45 days before the Institute or they may be forfeited to other schools. *Location subject to change. MSFT Registered attendees 7/09 – 6/10 Exhibit B Free Tools for Teaching and Learning Microsoft is a leader in the development of innovative technology that can help improve teaching and learning through engagement, better process or more effective delivery. Microsoft will assist CO BOCES members by making these tools available and providing training on the use of these tools in the classroom. Such tools may include, but not be limited to:
Name………………………………………… Name ……………………………………… Signature …………………………………… Signature ……………………………………. Relationship ………………………………… Relationship ………………………………… Name………………………………………… Name ……………………………………… Signature …………………………………… Signature ……………………………………. Relationship ………………………………… Relationship …………………………………
what’s open or how far it’s buried beneath the other file we’re using,” he said. “But with Windows 7, everything is displayed in a very minimally intrusive way, helping cut down on clutter and making it possible to keep track of everything that's happening on the desktop.” Improved security Document security is critical in an educational environment, especially when dealing with confidential student information like student grades, personal files and exam questions. With Windows 7 Advanced Backup and Restore, staff and students don’t have to worry about losing their files when unexpected power interruptions occur. With BitLocker and BitLocker to Go, teachers can ensure that information on hard drives and USB keys are secure, preventing sensitive information, like exam questions and student files, from falling into the wrong hands. In addition, features like Windows Firewall and Advanced Security help protect students from accidentally accessing harmful Web sites by blocking unauthorized network traffic flowing into or out of the classroom computers. “Whether it’s in a virtual or real setting, a school should provide a safe setting for kids. With Windows 7, the firewall helps block harmful information before it even gets to the machine,” says Hoogendam “Kids are naturally curious, so it’s important that we put these measures in place to ensure they stay protected.” Simplified IT Management With Windows 7, Meadow Green staff can resolve small IT issues internally before they turn into larger problems without the added expense of hiring a full-time IT administrator. With the Microsoft Deployment Toolkit (MDT) 2010 Beta 2, a solution accelerator for application and operating system deployment, Garvis automated the Windows 7 migration process by standardizing desktop images. Because the deployment process is so simple, he was able to train Hogean to manage it himself. “The ease of deployment of Windows 7 is incredible. As a small school, we don’t have the budget to employ a full time IT administrator, but with a little training and guidance from Mitch, I can re-image any of the PCs on my own,” say Hoogendam. Moving forward In the future, Meadow Green Academy is looking to technology to help them create new ways for teachers, parents and students to communicate. With a stable technology environment now in place, the school is considering implementing Microsoft SharePoint® Server 2010, a communications and collaboration server, and Office 2010 to create a Web portal where teachers can share updates and other information.
MODEL ELICITING ACTIVING RUBRIC CATEGORY 4=EXCELLENT 3=GOOD 2=AVERAGE 1=POOR Mathematical Concepts Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Explanation some understanding of the mathematical concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Mathematical Reasoning Uses complex and refined mathematical reasoning. Uses effective mathematical reasoning Some evidence of mathematical reasoning. Little evidence of mathematical reasoning. Technical Text Explanation is detailed and clear. Explanation is clear. Explanation is a little difficult to understand, but includes critical components. Explanation is difficult to understand and is missing several components OR was not included. Mathematical Errors 90-100% of the steps and solutions have no mathematical errors. Almost all (85-89%) of the steps and solutions have no mathematical errors. Most (75-84%) of the steps and solutions have no mathematical errors. More than 75% of the steps and solutions have mathematical errors. Working with Others Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson. Student was an engaged partner but had trouble listening to others and/or working cooperatively. Student cooperated with others, but needed prompting to stay on-task. Student did not work effectively with others. Neatness and Organization The work is presented in a neat, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in an organized fashion but may be hard to read at times. The work appears sloppy and unorganized. It is hard to know what information goes together.
MEANINGFUL USE CRITERIA – PHYSICIANS The first list is of the 25 Stage 1 Meaningful Use criteria for eligible providers (EP) and comes from the proposed rule: "Medicare and Medicaid Programs; Electronic Health Record Incentive Program." The second list, for eligible hospitals, contains 23 Stage 1 Meaningful Use criteria. The full 556-page document can be viewed and/or downloaded at: OBJECTIVE: Use CPOE MEASURE: CPOE is used for at least 80 percent of all orders. OBJECTIVE: Implement drug-drug, drug-allergy, drug- formulary checks MEASURE: The EP has enabled this functionality OBJECTIVE: Maintain an up-to-date problem list of current and active diagnoses based on ICD-9-CM or SNOMED CT® MEASURE: At least 80 percent of all unique patients seen by the EP have at least one entry or an indication of none recorded as structured data. OBJECTIVE: Generate and transmit permissible prescriptions electronically (eRx). MEASURE: At least 75 percent of all permissible prescriptions written by the EP are transmitted electronically using certified EHR technology. OBJECTIVE: Maintain active medication list. MEASURE: At 80 percent of all unique patients seen by the EP have at least one entry (or an indication of “none” if the patient is not currently prescribed any medication) recorded as structured data. OBJECTIVE: Maintain active medication allergy list. MEASURE: At least 80 percent of all unique patients seen by the EP have at least one entry (or an indication of “none” if the patient has no medication allergies) recorded as structured data. OBJECTIVE: Record demographics. MEASURE: At least 80 percent of all unique patients seen by the EP or admitted to the eligible hospital have demographics recorded as structured data.
6 48 6 60 12 7 57 9 70 13 8 68 11 80 12 marginal revenue is the price of $10, you will serve customers up to the point where MC > MR or you will serve 7 customers. 2. Nash Equilibrium (8 pts) a) Given the following payoff matrix, what is the Nash Equilibrium? (circle the correct box) Joe YELLOW Sally GREEN Joe makes $40 Sally makes $20 Joe makes $80 makes $60 YELLOW Joe makes $90 Sally makes $30 Joe makes $100 Sally makes $40 Answer a): Nash equilibrium identified: Joe GREEN YELLOW
Section 15. EFFECTIVE DATE. This ordinance relates to the levying and collecting of the County transactions and use taxes shall take effect immediately. Section 16. TERMINATION DATE. The authority to levy the tax imposed by this ordinance shall expire upon repeal. PASSED AND ADOPTED by the Board of Supervisors of the County of Lassen, State of California, on February 20, 2018, by the following vote: AYES: 5 NOES: 0 ABSENT: 0 MR. CHRIS GALLAGHER, Chairman Lassen County Board of Supervisors ATTEST: JULIE BUSTAMANTE of the Board I, Michele Yderraga, Deputy Clerk of the Board of the Board of Supervisors, County of Lassen, do hereby certify that the foregoing ordinance was adopted by the said Board of Supervisors at a regular meeting thereof held on the day of February 20, 2018. Deputy of the Board of Supervisors County of Lassen
Chemistry Name:________________________ Determining and Rounding Significant Figures Date Due: _______________ Determine the number of significant figures in the following numbers. Place your answer in the space provided. 5090 3 0.1010 4 260 001 6 89.000 5 87 000 2 0.9 1 10 000.01 7 1 001 000 7 0.000001 1 809.000 6 10 1 0.09650 4 0.808050 6 7000 1 43.000 5 2.160 4 23 000 000 000 000 000 001 20 5000 1 0.0000000000000400005006 9 9.090 4 63 000 2 1694.0 5 0.45980 5 12 000 000 2 911 3 Round the following numbers to 4 significant figures 333 999 3.340 x 105 3.09005 3.090 47.833 47.83 0.0038965 0.003897 88.889 88.89 13 475 13 480 1.0004 1.000 0.0357849 0.03578 99 999 1.000 x 10 Round the following numbers to 2 significant figures 3.93 3.9 708 710 0.00604 0.0060 34 999 35 000 76.09 76 5.95 6.0 100.0 1.0 x 102 4750 4800 0.000206 119 120
14. Yusuf measures the melting point of ammonium acetate, NH4C2H3O2, as 117 ˚C, but the literature value is 114 ˚C. What is the percent error in the measurement? x 100% = 2.63 % error GRAPHING: Graph the data in the following data table and answer the questions. Use the graph paper provided. Graph Requirements: ** Use a Straight Edge! Descriptive Title Indent axes so you have room to label them Label x-axis with measurement and units (independent variable) Label y-axis with measurement and units (dependent variable) Choose a convenient scale - your graph should take up at least ¾ of the graph area Plot points as an X or a dot with a circle around it Use a line of “best fit” or connect with a smooth curve when applicable Volume and Mass of Aluminum at 20.0 C Volume (cm3) (independent = x) Mass (g) (dependent = y) 11.7 27.0 19.7 54.7 30.9 79.4 42.0 108.3 49.3 134.6 59.8 150.0 Is it valid to begin the graph at the origin (0, 0) ? Explain. What is the mass, in of the aluminum at: 17.0 cm3 35.0 cm3 0.0 cm3 What is the volume, in cubic centimeters, of aluminum at: 189.0 g 50.0 g
Table 1: Measles post-exposure MMR and IMIg recommendations Population Time since exposure to measles ≤ 72hrs 73 hrs- six days > 6 days Infants 0-6 months IMIg (0.25ml/kg) n/a Immunocompetent infants 6-12 months MMR vaccine IMIg (0.25ml/kg) n/a Susceptible pregnant individuals IMIg (0.25ml/kg) n/a Immunocompromised individuals ≥ 6 months IMIg (0.5ml/kg) n/a Individuals with confirmed measles immunity n/a Susceptible Immunocompetent individuals ≥ 12 months MMR vaccine – (See Table 2) Table 2: Measles Post-Exposure MMR recommendations Population Immune status Action Non HCW, non-student born prior 1970 Consider immune none Born ≥ 1970 and ≥ 4 y/o with history of 0 doses of measles vaccine Susceptible Immunize with 1 dose of MMR and a 2nd dose ≥4 weeks later Born 1970- 1984 with a history of 1 dose of MMR Immune Immunize with 1 dose of MMR* Born ≥ 1985 and ≥ 4 y/o with history of 1 dose of measles vaccine Susceptible Immunize with 1 dose of MMR ≥ 1 y/o and < 4 y/o with 0 dose of measles vaccine Susceptible Immunize with 1 dose of MMR ≥ 1 y/o and < 4 y/o with 1 dose of measles vaccine Consider immune none * This is only recommended in a post exposure situation.
Contact ID: Linked measles case ID: Interviewer initials: Date of interview: Date of Interview Fever Yes Onset date Duration Highest temp Fever No Cough Yes Onset date Duration Cough No Runny nose Yes Onset date Duration Runny nose No Conjunctivitis (red/pink eye) Yes Onset date Duration No Rash Yes Onset date Duration Rash No . . . . If rash is present, describe appearance and progression: comments:
If services additional to those originally agreed are required, then a further referral via one of the pathways described in Section 5.1 above is required. The new referral must also meet the access criteria. 5.3 Time A hot meal will be provided to Service User as close as possible to the normal mealtime at midday, or evening as can be arranged, unless the distance from the contracted kitchen makes the provision of a hot meal impractical. 6 Service Components 6.1 Processes This Service will include the following components: Service Component Description Menu Planning and Preparation Menu planning with advance distribution of menus for the Service User’s information, taking into consideration the Service Users nutritional and cultural needs in sufficient quantities to meet nutritional specifications It will meet the requirements of the registered Food Safety Plan / Food Control Plan Purchase of food and supplies according to planned menu requirements Preparation of food and storage of prepared food according to food safety requirements Provision of which in their texture and nutritional composition are appropriate to the nutritional and clinical needs of the Service User. Chilled meals may be an option in emergency situations for example: one hot meal for today and one cold meal for tomorrow. Meal Delivery Management of Drivers Co-ordination and provision of meal delivery service to the Service Users in agreed settings (see Section 6.2, below) that are consistent with the assessed need and abilities of the individual Service Users by: organising transport of prepared food and delivery into the agreed setting ensuring efficient management of volunteer driver network ensuring that there is a means of formal identification, by the Service provider, in place for all staff and volunteers delivering the meals. Management of Food safety Assessment of safety issues in the Service User’s home including storage / re-heating capacity. Guidance to Service Users regarding the storage, defrosting and cooking of frozen meals. Assessment of Service User’s arrangements / facility for storage of food which takes account of: the time from preparation to delivery the individual Service User’s preference regarding further storage of cooked meals until evening
Universities are now the largest performers of public rural R&D in Australia. Total university expenditure on rural R&D for 2014–15 was estimated at $766 million, up from $469 million in 2006–07, in real terms. The increase in expenditure by universities was primarily driven by growth in funding contributions from universities. Figure Rural R&D expenditure, 2006–07 to 2014–15 Although total expenditure on rural R&D has increased over the 10 years, trends for individual research categories varied (Figure 14). For example, our results show public agricultural R&D expenditure fell until 2008–09 and ‘sustainable production' R&D increased. These trends were largely reversed after 2010–11—agricultural R&D grew at just under 5 per cent annually between 2010–11 and 2014–15. The decline in expenditure on agricultural R&D in the 2000s is consistent with Mullen’s (2011) findings for agriculture R&D. Figure Public R&D performed by research category, 2006–07 to 2014–15
References ABS 2008, , cat. no. 1297, Australian Bureau of Statistics, Canberra. —— , cat. no. 8104, Australian Bureau of Statistics, Canberra. —— ‘Special data request – Government expenditure of department of primary industries by state and territory, based on government expenditure survey’, Australian Bureau of Statistics, Canberra. —— 2016a, , cat. no. 8109.0, Australian Bureau of Statistics, Canberra. —— 2016b, , cat. no. 8111.0, Australian Bureau of Statistics, Canberra. Alston, JM & Pardey, PG 2014, , Journal of Economic Perspectives, 28(1): 121–46. Australian Egg Corporation Limited 2015, ‘AECL Annual Report 2015’, North Sydney. Australian Farm Institute 2010, , response to Productivity Commission, Surry Hills, Australia. Australian Meat Processor Corporation Ltd 2015, ‘AMPC Annual Report to members 2014–15’, North Sydney. Australian Pork Limited 2015, ‘Australian Pork Limited Annual Report 2014–15’, Canberra. Australian Research Council 2015, State of Australian University Research, National Report, Canberra. ATO 2015, , Australian Taxation Office, accessed 26 August 2016. —— 2017, , Australian Taxation Office, accessed 28 June 2017. Australian Wool Innovation 2005, ‘Australian Wool Innovation Limited Annual Report 2004/05’, Sydney. ——2006, ‘Australian Wool Innovation Limited Annual Report 2005/06’, Sydney. ——2007, ‘Australian Wool Innovation Limited Annual Report 2006/07’, Sydney. ——2008, ‘Australian Wool Innovation Limited Annual Report 2007/08’, Sydney. ——2009, ‘Australian Wool Innovation Limited Annual Report 2008/09’, Sydney. ——2010, ‘Australian Wool Innovation Limited Annual Report 2009/10’, Sydney. ——2011, ‘Australian Wool Innovation Limited Annual Report 2010/11’, Sydney. ——2012, ‘Australian Wool Innovation Limited Annual Report 2011/12’, Sydney. ——2013, ‘Australian Wool Innovation Limited Annual Report 2012/13’, Sydney. ——2014, ‘Australian Wool Innovation Limited Annual Report 2013/14’, Sydney. ——2015, ‘Australian Wool Innovation Limited Annual Report 2014/15’, Sydney. Clancy, M, Fuglie, K & Heisey, P 2016, , Waves, United States Department of Agriculture.
Location Climate Southwest Asia is also called the Middle East It is called the crossroads of Europe, Africa, and Asia Most of the area is desert or semiarid climate Sahara Desert in Africa is the largest desert in the world Sahel is a region south of the Sahara (dry but not entirely desert) Hazards Mountains Desertification is when the desert expands due to human and natural conditions A drought is a long period of time without rain Atlas – located in northwest Africa Taurus – located in southern Turkey Zagros – located in Iran Water Features Mediterranean Sea Red Sea Black Sea Persian/Arabian Gulf Strait of Hormuz (connects Persian Gulf and Arabian Sea) Bosporus Strait Dardanelles Strait Nile River – located in Egypt Tigris River – located in Iraq Euphrates River – located in Iraq Jordan River – located in Israel Suez Canal Bosporus/Dardanelles made waterway connects the Mediterranean Sea to the Red Sea Owned by Egypt These are narrow straits that connect the Black Sea with the Mediterranean Sea Istanbul is located on the Dardanelles Soil Oasis/Wadi
Type 2 Obtain HSE Programs may document attainment of a secondary school diploma (not for Texas AEL) or its recognized equivalent if the participant obtains certification of attaining passing scores on all parts of a State-recognized high school equivalency test, or the participant obtains a diploma or State-recognized equivalent documenting satisfactory completion of secondary studies or an alternate diploma, including a high school or adult secondary school diploma. Counting: Student must earn a certificate of high school equivalency. Reporting: Documentation for this gain will include HSE match with TEA or supplemental record entered by program in TEAMS (for out-of-state HSE only). Key Points: This is the method used for years to measure HSE obtainment Different and independent of HSE credential measure Open to all participants, not just those at or above the 9th grade level equivalent (Credential measure requires this) Does not require participants to be employed, or enrolled in an education or training program leading to a recognized postsecondary credential within one year following exit (Credential measure requires this) Type 5 Passing Technical/ Occupational Knowledge Exams For IET, programs may report successful passage of an exam that is required for a particular occupation or progress in attaining technical or occupational skills as evidenced by trade-related benchmarks, such as knowledge-based exams Counting: Student must be enrolled in an IET and pass a technical/occupational exam, as outlined below. Reporting: Applicable only to IET. Programs must enter a supplemental record into TEAMS, with documentation on file. Documentation for this gain may include: Passage of a component exam in a Registered Apprenticeship program Employer-required knowledge-based exam Satisfactory attainment of an element on an industry or occupational competency-based assessment completion test necessary to obtain a credential Key Points: Applicable only to IET U.S. Department of Education is piloting this measure to determine whether this type of gain should be identified for performance accountability in the future.
full estimated costings (procurement not required at this evidence that match funding is in place where relevant clear evidence of need, and relevance to the LECP/other plan. Appendix A Type of Intervention Possible Funding to be allocated Please tick Purchase and replacement of Flashing Amber Safety Lights. Max €7,000 per set Purchase of Child safety signs Max €1000 per sign Purchase of Speed safety signs indicating that cars are entering a particular zone. Max €14,000 per set Upgrade Road markings on approach roads to Schools/community facilities. Max €1,000 Erect pedestrian crossings in small towns and villages at schools/community facilities. Max €22,000 Construction and upgrading of access footpaths next to schools or community facilities. Max €30,000 Car Parking facilities to access schools or community facilities. Max €30,000 Provision of Bus Shelters Max €25,000 Provision of Public Lighting Max €30,000 Overall max per project if are a number of elements above included in applications for a single location Max €50,000
INTERIM REPORT II Measure Alignment Work Group Charge: The Work Group was charged with developing a common set of core measures that could be used for ACO payment and contracting purposes in an effort to advance payment reform. The stated objectives of the Work Group are: Develop multi-payer measure set aligned closely with CMS ACO and MaineCare measures supplemented with metrics to address specific populations. To minimize the reporting burden, initial phase will rely on claims-based measures and available uniform survey results. Identify outcomes measures for adoption as reporting capabilities grow. Establish protocol for identification of “pending” measures (outcomes, functional status, etc). Recommend selected measures to Pathways to Excellence (PTE) for consideration for public reporting. Composition: A multi-stakeholder work group was established under the auspices of the ACI Steering Committee. Participants included representatives of: Health Systems/Providers Central Maine Health – Ned Claxton, MD Eastern Maine Health – Frank Bragg, MD MaineGeneral Health – Barbara Crowley, MD MaineHealth – Mark Fulton, MD Martin’s – Jeff Bland and Donna Gartland Mid Coast Health – Carl Demars, MD Penobscot Community Health – Theresa Knowles Independent Practitioners, Mike Szela, MD and Terry Ann Scriven, MD Payers Aetna – Louise McCleery Anthem – Stephanie Parker Cigna – Mark Still, Tiffany Pierce, MD, Rob Hockmuth, MD Geisinger – Pam Hageny Harvard Pilgrim – Kathy Coltin Maine Community Options – John Yindra, MD MaineCare – Kevin Flanigan, MD, Peter Kraut, Stephanie Martyak, Amy Wagner Plan Sponsors Bath Iron Works – Michelle Probert MEA Benefits Trust – Chris Burke
Respondents were asked to identify the top three health problems that are most concerning in their community. Cancers was selected as the clear top concern, followed by aging problems, heart disease and stroke, alcohol and drug related illness and death, high blood pressure, and diabetes (Figure 9). *Respondents were asked to select the top 3 from a given list. Respondents were asked to identify the top three risky behaviors that are most concerning in their community. The top three selections were alcohol and drug use, being overweight, and texting/cell phone use while driving (Figure 10). *Respondents were to select the top 3 from a given list. The vast majority of respondents their community as either “somewhat healthy” (48.3%) or “healthy” (42.6%), responses in position 3 and 4 on a 5-point scale (Figure 11). Respondents tended to rate their overall health as slightly higher than their rating of the overall health for their community, with 30.5% rating their health as “somewhat healthy”, 56.5% as “healthy”, and 9.3% as “very healthy” (Figure 12, compare to Figure 11 above). All but 16.7% of respondents reported spending at least some time volunteering for community service (Figure 13). Key Informant Interview Results
Virginia Department of Education 2018 Name: Customary Measurement BINGO length of a new pencil length of a person’s arm weight/mass of a newborn baby temperature of freezing water weight of an elephant distance from Virginia to California liquid volume of a container of milk temperature of boiling water length of a paper clip weight of a large dog liquid volume of a serving of soda normal body temperature liquid volume of a large bucket weight/mass of a nickel liquid volume of a small carton of milk volume of a container of ice cream length of a football field measurement of new carpet needed for your room temperature of the classroom liquid volume of a bathtub Name: Metric Measurement BINGO
length of a new pencil length of a van weight/mass of a newborn baby temperature of freezing water weight/mass of an elephant height of the room liquid volume of a large container of soda temperature of boiling thickness of a dime weight/mass of a grain of salt liquid volume of a small cup of coffee normal body temperature liquid volume of a car’s gas tank weight/mass of a nickel length of a baseball bat weight/mass of a paperclip length of a walking race weight/mass of a 12 year old temperature of the classroom liquid volume of a bathtub Name: Equivalent Units BINGO 8 quarts =____ gallons 2 pounds = _____ ounces 2.75 meters = ____ centimeters 250 mL = _____liters 6.5 grams = _____ milligrams
133 milligrams = _____ grams 2 feet = _____ inches 3 quarts =_____ pints 1 ton = _____ pounds 88 meters = _____ kilometers 160 ounces = _____ pounds 1 quart = _____ cups 5,000 meters = _____ kilometers 1 mile feet 1 mile = _____ yards 8.3 meters = ____ centimeters 8.5 liters = _____ milliliters 6 kilograms = _____ grams 21 feet =_____ yards 15 = _____ feet
2.ME.2a3 Estimate the length of an object using units of feet and inches 3.ME.2e3 Measure to solve problems using number lines and ruler to 1 inch, ½ inch, or ¼ of an inch 1.ME.2b1 Express length of an object as a whole number of lengths unit by laying multiple copies of a shorter object end to end 4.ME.2e4 Select appropriate tool for measurement: mass, length, angles 2.ME.2b2 Select appropriate tool and demonstrate or identify appropriate measureing techniques 4.ME.2e5 Construct a given angle 2.ME2c1 Determine whether a situation calls for a precise measurement or an estimation 4.ME.2e6 Measure right angles using a tool (e.g., angle ruler, protractor)
Apply formula to solve one step problems involving volume shapes using a calculator (i.e., cubes, spheres, and cylinders) 6.ME.2a2 one step real world measurement problems involving unit rates with ratios of whole numbers when the unit rate (3 inches of snow falls per hour, how much in 6 hours) H.ME.2b3 Describe or select why two figures are or are not similar 7.ME.2e1 one step real world problems related to scaling H.ME.2b4 Apply the formula to the area of a sector (e.g., area of a slice of pie) 6.ME.2a3 the formula to find the area of triangles 7.ME.2e2 Solve one step problems involving unit rates associated with ratios of fractions H.ME.2b5 Apply the formula of geometric figures to solve design problems (e.g., designing an object or structure to satisfy physical restraints or minimize cost) 8.ME.2f1 Apply the Pythagorean Theorem to determine lengths/
Are meals that are provided for overtime work which exceeds beyond the normal work schedule excludable from employee’s wages? Answer: Generally yes. If the following three conditions are met, occasional meal money may be excludable from income as a de minimis fringe benefit: Occasional – Meal is reasonable in value, and not provided regularly or frequently, and Provided for Overtime Work – Overtime work necessitates an extension of the employee’s normal work schedule, and 3) Enables Overtime Work – Provided to enable the employee to work overtime. Meals provided on the employer’s premises that are consumed during the overtime period, or meal money expended for meals consumed during that period, satisfy this condition. Regularly provided meal money does not qualify for the exclusion for de minimis fringes provided by an employer. Meal reimbursements as part of a company policy or union contract may not qualify as an excludable de minimis benefit because the benefit is required and may not be considered occasional. In this case, the employer would have the opportunity to set up the administrative procedures for reporting the benefit. In no event will meal money calculated on basis of number of hours worked (e.g. $5.00 per hour for each hour worked over 8 hours) be excludable as a de minimis fringe benefit. See Publication 15-B, Employer’s Tax Guide to Fringe Benefits; Reg. 1.132-6(d)(2) # # # Helpful information can be found on the FSLG website: – Fringe Benefits – Employer’s Tax Guide to Fringe Benefits (revised annually) Reviewed on 01/18/2017 by: Allison Jones, FSLG Tax Specialist Federal, State and Local Government Ph: 316-651-2193 Kansas State Department of Education | Landon State Office Building| 900 SW Jackson Street, Suite 356 | Topeka KS 66612 | School Finance | (785) 296-3872 | Craig Neuenswander, Director | |
PMI 5th Math – Measurement & Data and Volume Unit Homework and Classwork Answer Key Classwork 195 10 0.36 has 4 oz more than Francis. 2 yds, 2 ft, 9 in No. He will be 2 oz short. Homework 60 1 5 16 ft Yes. 10 lbs = 160 oz. So it is not too much for her to lift. 40 oz Classwork 0.772 4011 7055 2.5 mL 60,000 meters p/h .436 km or 436 m Homework 880 0.015 .63 1 ½ kg = 1.5 kg = 1,500 g Yes. It is exactly 300 mL, which is what is needed to refill the bottles. 2,800,000 mm Classwork c. volume a. B b. D c. F d. D e. C. f. B g. B. h. B length, width, height answers will vary Homework a. B b. A c. B d. C e. C f. E g. C h. C base answers will vary Classwork answers will vary b c b Homework answers will vary a b b Classwork a. 40 in2 b. 240 in3 a. 6 ft2 b. 54 ft3 a. 3 m2 b. 18m3 a. 40 units3 b. 19.5 cm3 c. 21 m3 d. 30 in3 e. 5000 yd3 any 3 factors that multiply to 240 any 3 factors that multiply to 420 any 3 factors that multiply to 540 any 3 factors that multiply to 96 Homework a. 15 units2 b. 60 units3 a. 5 cm2 b. 10 cm3 a. 3 yd2 b. 15 yd3 a. 45 cm3 b. 60 ft3 c. 210 m3 d. 67.5 mi3 e. 55.8 units3 any 3 factors that multiply to 36 any 3 factors that multiply to 72 any 3 factors that multiply to 144 any 3 factors that multiply to 84 Classwork 6 units3 11 units3 8 units3 11 units3 Homework 5 units3 10 units3 16 units3 17 units3 Classwork 125 cm3 10 in 20 m 3 yd 1584 mi3 9 mm 15 km 13 m Homework 4 cm 13 m 4 cm 5 yd 10 m
Free Childcare for 2 Year Olds The Early Learning Programme (ELP) for 2 Year Olds is a Government initiative that provides free childcare places for eligible 2 year olds. Eligible children will be entitled up to 15 hours per week of free early education for a total of 38 weeks. Free places are available in participating childcare providers across the city. If your child's 2nd birthday falls between They will be entitled to their free place from 1st April to 31st August The 1st September 1st September to 31st December The 1st January 1st January to 31st March The 1st April Contact the Families Information Service to check your Eligibility Tel: 0800 458 4114 Email: Website: Eligible children qualify for a place from the school term after the 2nd birthday.
Baseline variables Already measured (i.e. during DFS) Lighting (pre-implementation): each lighting type has already been measured using temporary/instantaneous meters. The electrical demand of each type of light fitting is provided in table <X> (either include below or refer to an attachment). <X>: Sample measurements of lighting power (pre-implementation) Type of Lighting Areas affected Number of Measurements (sample) Average Lighting Power (W) (extrapolated) Lamp A Open Office, Enclosed Office 11 40 Lamp B Open Office 7 60 Lamp C Corridors, Enclosed Office 12 50 Fitting A Open Office, Enclosed Office 11 30 Fitting B Open Office 7 35 Fitting C Corridors, Enclosed Office 12 20 <Option 1 – Use temporary (e.g. HOBO) loggers to determine run of sample locations and extrapolate for all other similar areas> Peak and off-peak run hours of lighting (pre-implementation): Run hours to be measured using sample measurements taken from temporary (e.g. HOBO) loggers to determine current operating hours of lighting in certain zones, which are then extrapolated for all other similar areas. Table <X>: Sample measurements of lighting run hours (pre-implementation) Area Sample area/s Measurement time/duration Run hours (sample) Annual run (extrapolated) Open office Bld A, L2 west open area 4 weeks (1 Mar 2013 – 31 Mar 2013) 264 3432 Enclosed offices Bld A, L2, rooms 2.5, 2.6, & 2.7 4 weeks (1 Mar 2013 – 31 Mar 2013) 207 2691 Corridors Bld A corridor 4 weeks (1 Mar 2013 – 31 Mar 2013) 327 4251 Stipulated (not measured) <Option 2 – Stipulate run hours based on discussion with Agency staff> Peak and off-peak run hours of lighting (pre-implementation): Individual run hours in each area where it is proposed to install this solution are stipulated in the table below. Run hours were determined through discussions with staff in each area. Table <X>: Stipulated lighting run hours (pre-implementation) Area Stipulated Run hours (per week) Stipulated Annual run hours (extrapolated) Open office 66 3432 Enclosed offices 50 2600 Corridors 45 2340
4. A football is 100 yards long. How many inches long is the field? A 33.3 in B 300 in C 1,200 in D 3,600 in 5. Adrian is on the cross country team at Spring High School. If he ran 3 miles at his last meet, how many feet did he run? A 5,280 feet B 9 feet C 15,840 feet D 108 feet 6. Julian walks a total of 900 meters to work each day. How far does he walk to work in 10 days? A 9,000 km B 900 km C 90 km D 9 km 7. Ms. Zab gave a group of 5 students a total of 18.75 liters of water for a science experiment. If each student in the group used the same amount of water for their experiment, how much water did each student use? A 3.75 mL B 18,750 mL C 375 mL D 3,750 mL
Oscar has the choice between four pizzas below. Determine which pizza has the greatest area. Show your work. Ex 1) A field consists of a rectangle and a half-circle, as shown below. What is the perimeter of the field? Show your work. Ex 2) The figure below is made of a triangle and a rectangle. Determine the area of the figure. Show your work.
Directions to the school Measurement Contact Lists Data Collection Manual of Procedures “Please wait” signs for doors Smiley face signs “Remove stuff from pockets” signs “Don’t leave anything behind” signs Step by step height measurement sign Step by step weight and body fat measurement sign (Tanita) Step by step weight measurement sign (Seca) Master copies of In Person Eligibility Form, Student Contact Information and Recall Availability forms PLEASE let Amy know if any of the equipment is damaged and needs maintenance and if anything is running low and we need to buy more. Appendix B: Scale calibration log SCALE CALIBRATION LOG Calibration is obtained by one 5 lb (2.27 kg) weight. If the scale is off by more than 0.3 kg, it cannot be used. Date Team Lead Initials Seca # Tanita # Value Comments kg kg kg kg kg kg
Unit 2 Measurement Practice – KEY US and Metric Conversions 6.RP.3d (#1-20) 1. 6 feet = _6 x 12 = 72 inches 2. 64 oz = _64 x 16 = 4 _ lbs 3. 54 fl oz = 54 ÷ 8 = 6.75 cups 4. 3 miles = 3 x 5280 = 15840 ft 5. A fence measures 30 feet. How many yards long is the fence? 30 ÷3 = 10 yards 6. Colt is making lemonade for his baseball team. He made 4 gallons. How many cups of lemonade does he have? 4 x 16 = 64 cups 7. The average Asian elephant weighs about 3 tons. How many pounds is this? 3 x 2000 = 6000 pounds Use the following information to answer questions 8 and 9. Mrs. Smith picked 16 pints of blueberries for her famous blueberry cobbler. 8. How many quarts of blueberries does she have? 16 ÷ 2 = 8 quarts 9. She needs 34 cups of blueberries for her famous cobbler. Does she have enough? Why or why not? _16 x 2 = 32 cups. She does NOT have enough for her famous recipe. 10. 70 m = 70 x 100 = 7,000 cm 11. 5000 g = 5000 ÷ 1000 = 5 kg 12. 4 L = 4 x 1000 = 4,000 mL 13. Your shadow is 950 millimeters long. How many centimeters is this? 950 ÷ 10 = 95 centimeters 14. Layla’s dog weighs 25,700 grams. How many kilograms does the dog weigh? 25,700 ÷ 1000 = 25.7 kilograms
The standard error is always smaller than the sample standard deviation. Propagation of Uncertainty Whenever we combine measurements via mathematical operations (addition, subtract, multiplication, and division) we need to properly handle the uncertainty. Doing so is called the propagation of uncertainty and it can get rather involved as the mathematical operations get more complicated. Instead of deriving the rules (using algebra or calculus), we will make use of the end result. Addition The uncertainty of the sum of measurements L and J is the sum the uncertainty of L and the uncertainty of J. Subtraction The uncertainty of the subtraction of measurements L and J is the sum the uncertainty of L and the uncertainty of J. Multiplication The uncertainty of the product of measurements L and J is slightly more complicated than for simple addition and subtraction. It is given by adding the relative uncertainties for L and J and multiplying the resulting sum by the product of the two measurements. You can obtain the percent uncertainty of the product by adding the percent uncertainties for L and J. Division The uncertainty of the quotient of the measurements L and J is similar to the rule above for multiplication. Simply replace the product (LJ) with the quotient (L/J). You can obtain the percent uncertainty of the quotient by adding the percent uncertainties for L and J. Multiplication by a Constant The uncertainty for multiplying a measurement and its uncertainty by a constant is given by
Michael's sales numbers is greater than the range of Stanley's sales numbers by $5,677.00. B. The range of Michael's sales numbers is less than the range of Stanley's sales numbers by $8,883.00. C. The range of Michael's sales numbers is greater than the range of Stanley's sales numbers by $8,691.00. D. The range of Michael's sales numbers is less than the range of Stanley's sales numbers
Measures of Variation with Box Plots Homework Find the measures of variation for the following data. Then construct a box plot. Determine measures of variation for the following data. Then construct a box plot. The number of hours Jose studied each day for the last month is shown in the plot below. Determine the interquartile range. What was the greatest amount of time Jose studied in a day? What was the What percent of the data lies between 1.5 and 3.25? Explain. Measures of Variation with Box Plots Homework Find the measures of variation for the following data. Then construct a box plot. Determine measures of variation for the following data. Then construct a box plot. The number of hours Jose studied each day for the last month is shown in the plot below. Determine the interquartile range. What was the greatest amount of time Jose studied in a day? What was the least? What percent of the data lies between 1.5 and 3.25? Explain. Measures of Variation with Box Homework Find the measures of variation for the following data. Then construct a box plot. Determine measures of variation for the following data. Then construct a box plot. The number of hours Jose studied each day for the last month is shown in the plot below. Determine the interquartile range. What was the greatest amount of time Jose studied in a day? What was the What percent of the data lies between 1.5 and 3.25? Explain. Measures of Variation with Box Plots Homework Find the measures of variation for the following data. Then construct a box plot. Determine measures of variation for the following data. Then construct a box plot. The number of hours Jose studied each day for the last month is shown in the plot below. Determine the interquartile What was the greatest amount of time Jose studied in a day? What was the least? What percent of the data lies between 1.5 and 3.25? Explain.
Review, NATO. “The History of Cyber Attacks - a Timeline.” “United Nations Launches Global Cybersecurity Index.” “What Is Cyber Defense? - Definition from Techopedia.” “What Is Cyberterrorism? - Definition from WhatIs.com.” searchsecurity.techtarget.com/definition/cyberterrorism. “What Is Cyberterrorism? - Definition from WhatIs.com.” searchsecurity.techtarget.com/definition/cyberterrorism. “3 Ways Governments Are Fighting Hackers.” Magazine: State and Local Government News for America's Sept. 2016, Appendix or Appendices Appendix I This resolution is about the development of global cyber security and protecting critical information. The topic is “Creation of a global culture of cybersecurity and taking stock of national efforts to protect critical information infrastructures” https://ccdcoe.org/sites/default/files/documents/UN-091221-CultureOfCSandCI.pdf Appendix II This document shows another resolution about the creation of cyber security. https://www.itu.int/ITU-D/cyb/cybersecurity/docs/UN_resolution_57_239.pdf
FromCurrency – Lookupfield CurrencyCode from table COMPANYINFO (dataareaid = dataareaid) ToCurrency (VARCHAR(3)) Date (DATETIME) Rate (Numeric 4) Create a Script Action as below and add it as a Pre Script to data cleansing on the ExchangeRates table. Make sure you have a Time table called Time or modify the script accordingly. Also make sure the time table is above the ExchangeRates table in the tree INSERT INTO [dbo].[ExchangeRates_R] ( [DataAreaId] ,[FromCurrency] ,[ToCurrency] ,[Date] ,[Rate] ,[DW_SourceCode] ) select [DataAreaId] ,'MST' ,b.currencycode ,a.datevalue ,b.exchrate ,'FillScript' from dbo.Time_V a left join dbo.ExchRates_V b on a.datevalue > b.Fromdate and a.datevalue <= b.todate where b.currencycode is not null Create a table called ReportingCurrencies containing the following fields: CurrencyCode (VARCHAR(3)) Name – Lookupfield TXT from Table Currency (CurrencyCode = CurrencyCode) Add Custom Data to the ReportingCurrencies table for the currencies you want to use for reporting. Make sure you are using the exact same currency code as those in the ExchangeRates table from the data source. Create the following dimensions on the OLAP side: Reporting Currency: Key: ReportingCurrencies.CurrencyCode Name: ReportingCurrencies.Name Transaction Currency: Key: Currency.CurrencyCode Name: Currency.TXT Create a cube for transactions containing your transactions and the table ExchangeRates as fact-tables Setup dimension relations Transactions fact-table: Company.DataAreaID Time.Date Transaction Currency.CurrencyCode ExchangeRates fact-table:
DECLARATION This project, as presented in this is my original work and to the best of my knowledge has not been presented for any other university award in any university. …………………………………… Date…………………….. CLIFF MOKUA MAYAKA I46/69383/2013 This project has been submitted with my approval as the university supervisor. ………………………………….. Date………………………….. DR PHILLIPNGARE SCHOOL OF MATHEMATICS UNIVERSITY OF NAIROBI
0.007 0.007 0.007 1983 2.67 2.67 2.66 0.007 0.007 0.006 1984 2.71 2.70 2.69 0.007 0.007 0.006 1985 2.68 2.67 2.66 0.007 0.007 0.006 1986 2.69 2.68 2.66 0.007 0.007 0.006 1987 2.71 2.70 2.68 0.007 0.007 0.006 1988 2.73 2.71 2.68 0.007 0.006 0.006 1989 2.73 2.71 2.67 0.006 0.006 0.006 1990 2.77 2.73 2.70 0.006 0.006 0.006 1991 2.79 2.74 2.71 0.006 0.006 0.006 1992 2.81 2.75 2.72 0.006 0.006 0.006 1993 2.84 2.77 2.73 0.006 0.006 0.006 1994 2.84 2.77 2.72 0.007 0.007 0.006 1995 2.87 2.79 2.73 0.007 0.006 0.006 1996 2.87 2.80 2.73 0.007 0.007 0.006 1997 2.88 2.80 2.72 0.007 0.007 0.006 1998 2.91 2.84 2.76 0.006 0.006 0.006 1999 2.91 2.84 2.76 0.007 0.006 0.006 2000 2.94 2.86 2.78 0.006 0.006 0.006 2001 2.98 2.90 2.81 0.006 0.006 0.006 SAT Math Percentile 0.01 0.00013 SAT Verbal Percentile 0.01 0.00012 Male -0.25 0.005