zilongwang/ReadingBank huggingface dataset:
MAJOR LAWS, ACT, & BILLS FOR THE EOCT Who Issued It? What Did It Say? What did it affect? When was it passed? Why? Proclamation of 1763 The British to the American Colonists. Area west of the Appalachian Mountains 1763 The British wanted to avoid another war with the Natives Stamp Act The British to the American Colonists 1765 Intolerable Acts The British to Boston Only Boston 1774 Northwest Land Ordinance Set the standards for how states would be made 1787 Missouri Compromise (1820) Congress, but written by Henry Clay Missouri, Maine, & western states 1820 Wilmot Proviso Written by Senator Wilmot Never Actually Passed Compromise of 1850 Congress, but written by Henry Clay California, Washington D.C., and western states 1850 Kansas Nebraska Act Kansas and Nebraska 1854 Who Issued It? What Did It Say? Where Did It When Was It Why?
Who Issued It? What Did It Say? Where Did It Affect? When Was It Passed? Why? Lend-Lease Act US & Great Britain 1940 Interstate Highway Act Eisenhower Entire US Civil Rights Act Lyndon B. Johnson Entire US 1964 Voting Rights Act of 1965 Lyndon B. Johnson Entire US 1965 Environmental Protection Agency Nixon 1970 NAFTA (North American Free Trade Agreement) Clinton Eliminated Trade Barriers between the US, Mexico, & Canada
Majura (Northside) Community Centre 3rd Quarterly Energy Report – September 2015 to November 2015 Introduction This report summarises the energy saving results to date for the Majura Community Centre. The site is currently 9 months into its 12 month monitoring period. For the 9 months since the CEEP upgrade works, the site has increased its electricity consumption by 12% (compared to the baseline period). The gas consumption has reduced by 19% over the same period. Results Table : Energy savings to date (9 months from March 2015 to November 2015) Fuel Type Baseline period Monitoring period Saving achieved Electricity 95,561.6 kWh 107,136.3 kWh -11,574.7 kWh Gas 243,365.0 MJ 198,203.0 MJ 45,162.0 MJ Table : Other savings to date (9 months from March 2015 to November 2015) Category Saving Estimated Greenhouse Gas Increase 9.4 tonnes of CO2 equivalent Estimated Financial Cost Increase $1,625 Building Tenant Energy Saving Tips Recommendations for tenants to improve energy efficiencies and increase energy cost savings: Ensure that portable electric fan heaters are not in use Ensure air conditioners are turned off when rooms are left unoccupied Maintain proper switching practices for the lighting system Switch off all equipment at the power source.
A bottom-up approach was undertaken where the community was actively engaged in identifying existing risk reduction infrastructure, their deficiencies, and community requirements. Disaster risk reduction infrastructure McEntire et al (2011) discussed four schools of thought with regard to reducing vulnerability; physical science, engineering, structural, and organisational. It was noted that successful disaster management systems will incorporate the strengths of each of these approaches to form a comprehensive system (McEntire et al., 2011). The engineering school recognises the key role that infrastructure plays in reducing vulnerability to disasters (McEntire et al., 2011), and promotes DRR by building adequate structures and infrastructure. Further, investing in and maintaining critical infrastructure that reduces risk, adjusts to cope with changing climatic conditions and is considered as an essential in making a city / community resilient to natural disasters (UNISDR, 2010). As identified by Bhatia et al (2010), activities in Bangladesh often concentrate on engineered physical systems such as dykes and emergency shelters. Such infrastructure is essential in the case of Bangladesh, given the nature and extent of risk posed by natural disasters; especially cyclones, storm surges and flooding, as well as the inability of poor communities to implement protection measures of their own. Previous research has noted that many people in Bangladesh are left unable to adequately protect their property and livelihoods from floods and cyclone surges due to factors such as shortage of resources and pressure of immediate needs (Thompson and Tod, 1998, Concern Universal Bangladesh, 2010). For example, a study by Concern Universal Bangladesh (2010) found that although the most vulnerable households were aware of the measures that should be taken to reduce the risks to their households, they were unable to implement those measures due to lack of resources. Further, Paul and Routray (2010) emphasised the ineffectiveness of individual, often indigenous, coping strategies beyond a critical threshold, requiring people to seek the safety of places like cyclone shelters when the flood level increases. These issues require special attention should be placed on providing protection to such communities via essential infrastructure in order to safeguard the lives and livelihoods of poorer communities. Whilst recognising the need for a comprehensive disaster
p<.001, AIC=967), indicating that the leadership constructs were distinct. Second, alternative model 2, in which the eight leadership dimensions loaded on one common factor, also had an inferior fit (Δχ2=203, Δdf=18, p<.001, AIC=1071), further supporting the distinctiveness of the leadership constructs. Third, to investigate the distinctiveness of the individual-focused and contingent-reward leadership measure, we specified alternative model 3 so that the individual-focused leadership dimensions and the five contingent-reward items loaded on one common factor. This model had a poorer fit (Δχ2=157, Δdf=7, p<.001, AIC=1048). Fourth, alternative model 4 loaded all TFL and contingent-reward items on one common factor. The worse fit (Δχ2=485, Δdf=9, p<.001, AIC=1345) indicated that there was no common leadership factor. Fifth, alternative model 5 loaded all items from the same source (commitment climate and OCB climate) on one common factor. The inferior fit (Δχ2=172, Δdf=11, p<.001, AIC=1062) showed the distinctiveness of these same source measures. Sixth, alternative model 6 loaded all items of the independent variables and mediators (all leadership dimensions, contingent-reward leadership, commitment climate, and OCB climate) on one common factor. The poorer fit (Δχ2=1457, Δdf=20, p<.001) indicated that the independent variables and mediators were separate constructs. Overall, these results strengthened the confidence in our assumed measurement structure. ***Insert Table 2 about here*** Structural Model Hypotheses testing. In the second step of our SEM analyses, we inspected the structural relationships of our proposed model. In line with the stepwise approach of models in OLS regression analyses, we first specified a model setting the moderation effects to zero, as main effects might be confounded by the interaction term (Aiken & West, 1991), and then inspected the effects of the interaction terms in two separate models. For this three-path mediation model (Hypothesized model A), we followed Taylor and colleagues (2008) and specified a model that integrated the indirect effects from the
Florida is full of beautiful scenery, but the vegetation is exceptionally exquisite. Shopping plazas, residential areas, and highway medians are often elaborately decorated with grand palm trees and tropical plants. Of the many types of vegetation found in Florida, one of the most majestic is the royal palm. Growing to nearly ninety feet tall, it towers over many shopping centers and hotels with splendor. Hibiscus plants, with their picturesque flowers, are a pleasing addition to any landscape. Adorned with pink, red, or orange flowers, the hibiscus sets a tropical scene to homes and businesses alike. Finally, the saw palmetto, though it has a harsh sounding name, works well as a buffer between roads and residences.
REFERENCES Dardjowidjojo, Soenjono. 2003. Psikolinguistik: Pengantar Pemahaman Bahasa Manusia. Jakarta: Yayasan Obor Indonesia. Hornby, A.S. 1989. Oxford Advanced Learner’s Dictionary (New Edition). Oxford: Oxford University Press. Hussain, Sarmad. 2009. Phonetics and Phonology: An Introduction. Online (). Accessed on February 23, 2009. Nababan, Sri Utari subyakto. 1992. Psikolinguistik: Suatu Pengantar. Jakarta: PT Gramedia Pustaka Utama. Philips, Colin. 1999. Phonetics I. Online (). Accessed on February 22, 2009. Unanimi. 2008. The Human Speech Apparatus. Online (). Accessed on February 22, 2009.
Project Milestone NASA ARL Level Description Delivery Dates Initiate regular communication with NAMEM and MNB 3 Visit Mongolia for 1 week and determine needs and best strategies for pollution and analysis tools to be developed Aug 2018 NASA earth system products version 1 4 Evaluate NASA earth system (models and satellite data) over Mongolia and begin assembling useful data) Sept 2018 Develop Forecast Funnel for NAMEM 4 Forecast funnel utilizing NASA earth observations (Satellite and Numerical Weather Prediction) developed for Mongolian climate Feb 2019 Training workshop #1 4 4 week intensive air quality forecasting training session held at NAMEM imparting developed analysis and forecast capabilities Mar-Apr 2019 Evaluation Period #1 5 Improved air quality forecasting and decision-making evaluation period begins at NAMEM November 2019 NASA earth system products version 2 6 Improved forecast funnel utilizing NASA earth observations (Satellite and Numerical Weather Prediction) based on correcting based on feedback and problems from NAMEM Jan 2020 Training workshop #2 6 4 week intensive air quality forecasting training session held at NAMEM imparting developed analysis and forecast capabilities Mar-Apr 2020 Evaluation Period #2 5 Improved air quality forecasting and decision-making second evaluation period begins at NAMEM November 2020 Implementation 8 Improved air quality forecasting and decision-making procedure officially implemented by NAMEM (evaluation period ends) November 2020 Evaluation of decision-making 7 Evaluation of NAMEM improvements in forecasts supporting decision-making. Report and recommendations for sustainable implementation Jan 2021 Sustainability workshop 9 Final training session focused on long-term implementation and sustainability of developed capabilities. Final documentation and websites developed. April 2021 Statements from End-User Organizations
priority treatments to reduce the diversion caused by the one-way street network within the Hobart CBD. Funding sought: Funding application submitted under Nation Building 2. State Government will pursue other opportunities to fund the final agreed implementation measures. Utilise existing DIER resources to assist in planning. Medium-term Investigation of medium-term bus priority treatments at key intersections, such as queue-jump bus lanes and bus-early start signal priority. For the longer-term, consider set-back bus lanes depending on the effect of short and medium term bus priority measures. DIER, Glenorchy and Hobart City Councils Unfunded Medium to long-term Develop a uniform ‘brand’ for bus priority infrastructure, through the use of a distinctive colour. DIER Unfunded: consider utilising existing resources. Short-term. Improved bus stop infrastructure Upgrade bus stop infrastructure, including shelters, seating and passenger information displays and ensure stops are accessible (DDA compliant). Metro Tasmania Part funded: State Government has provided funding to undertake detailed planning Funding sought: Funding application submitted under Nation Building 2. State Government will pursue other opportunities to fund the final agreed implementation measures. Utilise existing Metro resources to assist with planning. Short-term Review bus stop lengths to ensure the space is adequate for efficient bus manoeuvrability. Metro Tasmania Unfunded: consider utilising existing resources. Short-term: undertake as part of bus stop infrastructure upgrade. A better urban environment to support and encourage the use of public transport, walking and cycling. DIER and Glenorchy and Hobart City Councils to ensure urban DIER, Glenorchy and Hobart City
Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner’s work fully meets all the assessment criteria listed above at the correct level and that any specified evidence requirements have been addressed. Assessor Learner Date
BUDGET & BUDGET NARRATIVE List all expenses and funding/income sources for the entire project. Include the amount you are requesting from the Hutchinson Community Foundation as Requested (R). Project Expenses Amount (round to nearest whole dollar) Funding Sources Confirmed, Requested, or Proposed (C, R, P) Total Cost of Project (must match amount on page one) Please provide a narrative of project expenses/funding sources which may require additional explanation. If the proposed project cannot be fully funded, can the project still be completed? Explain. Will the activities continue beyond the proposed period of the grant? If so, how will the work be sustained?
Grading Rubric for Stylized Makeup Name: __________________________ Model:____________________________ Date:____________ Criteria 5 points each Inspiration photos: The student found photos that support and inspire their make-up design. /5 Design on makeup map: The student showed creativity and originality in their design. The students design is unique. /5 Makeup Application: The student applied their design well from their makeup map onto their partners face. Great execution of design. /5 Pitch: Their pitch is entertaining and engages the audience. The student is persuasive in their explanation of why their design is the best and most creative. /5 Makeup Etiquette: Used makeup appropriately, cleaned up after themselves and was courteous to others /5 Total Points:____/25 Notes:
Instructor: Please list students expected to take the make-up or accommodated exam in the student name column. Leave other fields blank for Testing Center staff use. Student Name Student Signature Date Started at: Turned in at: Signed in by: Signed out by: ID Verified Instructor Pick up: Instructor Name (Print):____________________________________ Instructor Signature: _____________________________________ Date: ____________________ Testing Staff Signature: __________________________________
At MakeTheConnection.net, Veterans and their family members can explore information on mental health issues and treatment—and easily access support—in comfort and privacy, anywhere, anytime. Visitors to the Web site can customize and filter their online experience, directly connecting with content that is the most relevant to their own lives and situations. VA’s Make the Connection campaign is raising awareness through public service announcements, advertising and partnerships with Veteran Service Organizations and mental health service providers nationwide. For more information, visit MakeTheConnection.net or VA’s mental health services website at . # # #
Date Time Location Tuesday, May 8 8:30–11:30 a.m. 12:00–3:00 p.m. () Unified 12:00–3:00 p.m. only Unified Wednesday, May 9 8:30–11:30 a.m. 12:00–3:00 p.m. Unified (Ukiah) Thursday, May 10 9:30–12:30 a.m. 1:30–4:30 p.m. Friday, May 11 8:30–11:30 a.m. only Unified 8:30–11:30 a.m. 12:00–3:00 p.m. Norwalk-La Mirada Unified Tuesday, May 15 8:30–11:30 a.m. 12:00–3:00 p.m. Unified Wednesday, May 16 8:30–11:30 a.m. 12:00–3:00 p.m. Unified Unified School District () Thursday, May 17 8:30–11:30 a.m. 12:00–3:00 p.m. Unified Paso Robles Unified Friday, May 18 8:30–11:30 a.m. 12:00–3:00 p.m. () Thursday, May 24 8:30–11:30 a.m. 12:00–3:00 p.m. (Larkspur) Natomas Unified School District () Thursday, May 31 8:30–11:30 a.m. 12:00–3:00 p.m. Unified Friday, June 1 8:30–11:30 a.m. 12:00–3:00 p.m. District () Online Registration
Resistant to both positive and negative DC pulses, And not sensitive to transient currents. Must be sensitive to currents which is average between 0,3-1 A. 3.1.5.2 Cabling and fuse configuration Full load input and output currents must be reviewed for proper cabling and fuse selection. UPS Rating (KVA) Rated Currents (A) Input currents@max charge current (3P+N) Output Currents @100% Load (3P+N) 380V 400V 415V 380V 400V 415V 10 22 20,9 20,2 19,7 18,8 18 15 33 31,4 30,2 29,6 28,2 27,1 20 44 41,8 40,2 30,3 28,8 27,8 It should be noted that with non-linear loads, neutral current may rise up to 1.5 times the phase current. Ground cable must be connected directly to ground line and must be kept as short as possible. Typical ground cable cross sections are 4mm2 for 10 kVA, 6 mm2 for 15 kVA and 10 mm2 for 20 kVA ratings. The length of the cable must not be over 5 meters.
5 EXPLANATIONS of LOGGING UPS will beep when any problem is detected. You can see the first information about the situation on the front monitor panel. This may not be enough most of the time. In this case, you can see the following warnings by using log screen. Event Explanations 1 RS232 Start Command UPS was started by RS232 communication software. 2 RS232 Stop Command UPS was stopped by RS232 communication software. 3 Auto Restart After the batteries discharge totally, UPS restarted itself automatically after the mean time which adjusted that follows the mains getting back to normal values. 4 UPS Startup The main board of the UPS is energized. 5 Soft Start Fail UPS could not ramp the DC bus up. 6 Quick Battery Test Quick battery test has began. 7 Deep Battery Test Battery capacity test has began. 8 Battery Self Test Periodical battery test has began. 9 End Of Discharge Batteries’ voltage has gone below cut off voltage value while UPS was operating on the battery mode. 10 Overload Timeout UPS has operated at overload more than time limit adjusted.The Loads will be transferred to bypass line. 11 End of Battery Test Battery test has completed.You can see the all results via front panel status menu.. 12 Batt. Test Aborted Test was aborted manually or by UPS since the criterias were not provided during battery test. 13 Manuel Switch To BYP Static switchs directions were changed manually to the bypass line via UPS command menu. 14 No Battery No battery detected. 15 Maint. BYP. Sw. On Maintenance bypass switch has been activated. 16 Ambient Abnor. Temp. The ambient temperature is over limit. Check the ventilation of UPS room. 17 Inverter Overtemp. Inverter's temperature is out of limit, in case of 5 degrees more increment ,Load will be transferred to Bypass line. 18 PFC Overtemp. Rectifier 's temperature is out of limit, in case of 5 degrees more increment ,Load will be transferred to Bypass line. 19 STS Overtemp. Static Transfer Switches’ temperatures are out of limits.UPS will be stopped. 20 Outp.PL1 Cur. Limit. Short circuit protection is activated for output L1 phase. 21 Outp.PL2 Cur. Limit. Short circuit protection is activated for output L2 phase. 22 Outp.PL3 Cur. Limit. Short circuit protection is activated for output L3 phase.
Headquarter: İstanbul Deri Organize Sanayi Bölgesi 2. Yol I -5 Parsel 34956 Tuzla/ İstanbul Tel : Fax : E-mail : İzmir Office : Halkapınar Mah. 1348 Sok. 2AE Keremoğlu İş Merkezi Yenişehir – İzmir Tel : Fax : E-mail : Ankara Office : Mustafa Kemal Mah. 2157 Sok. No:4/6 Çankaya-Ankara Tel : /37 Fax : E-mail :
Front View 1 LCD Display 2 Fresh Air Grids 3 EPO button 4 Menu Keys 5 Mimic Diagram Front Interior Wiev 1 Optional Card Slots 9 Ground Terminal Connection 2 RS232 Terminal for Communication Software 10 Output Connection Terminal 3 DC Bus Ramping up Button 11 Battery Connection Terminal 4 External Bypass Switch – CB5 12 Output Breaker – CB3 5 Mains Switch – CB1 13 Battery Start-up Switches – CB4
About The Manual This manual is prepared for the users of "Cabinet: PM3340-520KVA, PM3340-400KVA, PM3340-320KVA, PM3340-200KVA - Model: PM3340-RM" Companion Manuals For further information about this device and its options, please visit Updates Please visit www.makelsan.com.tr for updates. Always use the latest manuals.
400/520kVA Terminal Block: In front of the UPS Back of the UPS 3.3 UPS Module Appearance Front View Rear View Side View Module left switch screw Module right switch screw Module fixed screw Handle LCD display INV fan PFC fan Module output connector slot Module input connector slot 3.4 UPS Module LCD Control Panel LCD control panel introduction
520KVA 23-05-2014 ID:01 08:00 ◄ Setting Record Version ► Battery Test Buzzer Set Default Set Setting of battery test Setting of Buzzer 520KVA 23-05-2014 ID:01 08:00 ◄ Setting Record Version ► Battery Test Buzzer Default 520KVA 23-05-2014 ID:01 08:00 ◄ Setting Record Version ► Restore default setting Password setting 520KVA 23-05-2014 ID:01 08:00 ◄ Command Setting Record Version ► 520KVA 23-05-2014 ID:01 08:00 ◄ Command Setting Record Version ► Language/English Change Password Date Setting 2008-12-22 08:00:00 Back-light Delay 10Min Contrast 20 Self-Test Date disable Back Timing of ON/OFF disable Next Date setting Back-Light Delay setting 520KVA 23-05-2014 ID:01 08:00 ◄ Setting Record Version ►
Mains indicator Green Rectifier in Normal Operation Flashing Green Input mains voltage or frequency out of normal range Off Input AC Not Available Battery indicator Battery Normal, but discharging and powering the load Flashing Green Battery End of Discharge pre-warning, Battery abnormal (high or low Absent or Polarity Reversed), charger abnormal Off Battery and Converter Normal, Battery charging. Bypass indicator Load on Bypass power Flashing Green Bypass not available, out of normal range, Static bypass switch short or broken fault, bypass switch wiring fault, bypass over current Off Bypass Normal, load not on bypass Inverter indicator Inverter Normal and powering the load Flashing Green Inverter failed, Inverter IGBT bridge direct conduct protection, Inverter Thyristor short or broken fault, over load or Parallel Overload, Feedback protection Off Inverter not operating Output indicator UPS output ON and Normal Off UPS output OFF. Fault indicator Off Normal Operation Red UPS fault e.g.
Countersink hole with ⅜" drill bit on one side. File both pieces to remove any burrs after drilling. Assembly of letter opener Place a rivet set in the vise. Place a ⅛" rivet through the hilt topper and letter opener. Position the rivet head into the corresponding hole on the rivet set anvil. Use a ball peen hammer to mushroom the rivet. Hammer the rivet flat against the letter opener back. File any excess material from the rivet to make it smooth against the hilt. Finishing Clean any grease, dirt, or scratches in the metal using emery cloth. Choose an appropriate method of finishing (painting, powder coating, etc.). Assessment Consider co-creating the assessment criteria with your students at the beginning of the activity/ project. You may want to include the following: Shield size is within 1⁄16" to ⅛" of the template size overall Dome is evenly hammered out Outside edge of dome is within 1⁄16" of a 3" circle Shield riveting is flat and smooth Letter opener length is within 1⁄16" Handle riveting is flat and smooth to handle Hilt is within 1⁄16" of length Finishing: all edges are smooth
depremleri Bugün Gazetesi 11.03.2010 Karıncalarla Deprem Tahmini Elazığ Depremi (Star Gazetesi) 20.03.2010 Karıncalar Deprem İçin Çalışıyor Haiti, Elazığ Depremleri . 15.11.2010 İskenderun depremi tahmin edilmişti İskenderun depremi Türkiye Gazetesi 08.01.2011 Isparta Uçağını Deprem Düşürdü Endonezya 8.1, Sumatra 7.6, Japonya 7.0, Şili 8.8, Haiti 7.1, Vanuatu 7.2, Solomon Adaları 7.1, Şili 6.8, Banda Sea 7.2, Sumatra 7.6, Vanuatu 7.5, Şili 7.1, İran 6.5, Costa Rico 6.2, Brailya 6.4, Arjantin 6.9 ve Avustralya 6.4 vd. pekçok deprem İhlas Haber 14.03.2011 Uyardı Van'da deprem oldu Van depremi İhlas Haber 02.04.2011 Akdeniz Depremi Doğru Çıktı Akdeniz depremi İhlas Haber Ajansı 20.05.2011 Kütahya depremini önceden bildi Kütahya depremi Takvim Gazetesi 22.05.2011 Depremi Yine Bildi Kütahya depremi Sabah Gazetesi 22.05.2011 'Karınca' kararınca deprem tahmini Kütahya depremi Kanal24Tv ve 23.10.2011 Uzmanımız bir kez daha haklı çıktı Van'da meydana gelen deprem hakkında Kanal24Tv 06.10.2011 Bugün Ekranda Deprem Var Sismoloji ve Meteoroloji Hakkında Düzce TV 17.04.2012 Karıncalar Deprem Habercisi Düzce Üniversitesi’nde Konferans
Tablo 2 (devamı). Konuya İlişkin Bazı Yayınlar Haber Kaynağı Yayın Tarihi Konu Deprem Büyüklük ve Yer Tahmini Linki Uşak TV 27.04.2012 Simav depremini önceden bildi Simav depremi 02.05.2012 İzmir Depremini Önceden Sms ile Bildirdi İzmir depremi Cumhuriyet Gazetesi 11.06.2012 Karıncadan Deprem Tahmini 877 Deprem Hakkında 11.06.2012 Tutulmalar ve Geçişler Sonrası Marmara Ereğlisi 5.2 12. 2012 Deprem Tahmininde Farklı Bir Yaklaşım Tahminlerimin Tuttuğuna İlişkin Makale ve Liste Sarıyer Posta Gazetesi 15.01.2013 Karıncalar Bizi Kurtaracak Ege Denizi 6.2 Tokat Kültür Haber Dergisi ve Tokat Gündem Gazetesi 15.01.2013 Yılın Ödülleri Sahiplerini Buldu Projedeki Çalışmalara Verilen Ödül Tokat Kültür Haber Dergisi ve Tokat Gündem Gazetesi 15.01.2013 Yılın Ödülleri Sahiplerini Buldu Projedeki Çalışmalara Verilen Ödül 20.02.2013 Deprem Tahmincisi Sütçü'den İlginç Değerlendirme NASA'nın ABD'nin Houston kentindeki kontrol merkeziyle Uluslararası Uzay İstasyonu (UUİ) arasındaki iletişimin Hakkındaki Depremlerle İlgili 21.02.2013 Karıncalarla deprem tahmini yapan öğretmenden yeni iddia NASA'nın ABD'nin Houston kentindeki kontrol merkeziyle Uluslararası Uzay İstasyonu (UUİ) arasındaki iletişimi Kesen
0.7500 4.0000 Fold line 0.7500 Fold line for picture holder created with aviation snips and files on all four corners 6.0000 Body 4.0000 1.0000 1.0000 0.5000 1.0000 1.0000 1.0000 Base 1/8" holes to be drilled through counter sunk on the bottom using a 3/16" drill bit/countersink bit Remove this tab by cutting on the line using aviation snips Remove tab using aviation snips 1/8" holes to be punched
Questacon Maker Project virtual excursions Questacon – The National Science and Technology Centre offers engaging Questacon Maker Project virtual excursion workshops delivered via videoconference to schools across Australia. Whether they are getting hands-on with the innovation process or connecting with scientists from across Australia, students and teachers can explore science, technology, engineering and maths (STEM) through an interactive, real time experience. A variety of Maker Project virtual excursion options are available for schools and other education centres including one-hour STEM workshops, cross-curricula workshops and ongoing projects. One-hour STEM Workshops: Suitable for students in Years 5–10, Questacon’s one-hour STEM workshops will engage students in challenging engineering, design and maths problems. From playing with the aerodynamics of paper planes to solving cryptography puzzles, students will learn skills that will give them confidence to solve problems across the curriculum and beyond! Availability: Audience: Duration: Cost: Monday–Friday 9.30 am, 11.30 am, 1.30 pm (AEST/AEDST) Up to 30 students One-hour FREE Project Programmes: Cross-curricula Workshops and Projects Questacon also regularly partners with other institutions to present interesting, cross-curricula opportunities. Students can discover the science in a variety of areas—whether it be film, art, history or politics—depending on the partnering institution. Availability and duration vary for each programme. Visit the website to see upcoming sessions.
MAKER MOVEMENT MANIFESTO Mark Hatch (2014) The Maker Movement Manifesto MAKE Making is fundamental to what it means to be human. We must make, create, and express ourselves to feel whole. There is something unique about making physical things. These things are like little pieces of us and seem to embody portions of our souls. SHARE Sharing what you have made and what you know about making with others is the method by which a maker’s feeling of wholeness is achieved. You cannot make and not share. GIVE There are few things more selfless and satisfying than fiving away something you have made. The act of making puts a small piece of you in the object. Giving that to someone else is like giving someone a small piece of yourself. Such things are often the most cherished items we possess. LEARN You must earn to make. You must always seek to learn more about your making. You may become a journeyman or master craftsman, but you will still learn, want to learn, and push yourself to learn new techniques, materials, and processes. Building a lifelong learning path ensures a rich and rewarding making life and, importantly, enables one to share. TOOL UP You must have access to the right tools for the project at hand. Invest in and develop local access to the tools you need to do the making you want to do. The tools of making have never been cheaper, easier to use, or more powerful. PLAY Be playful with what you are making, and you will be surprised, excited, and proud of what you discover. PARTICIPATE Join the Maker Movement and reach out to those around you who are discovering the joy of making. Hold seminars, parties, events, maker days, fairs, expos, classes, and dinners with and for the others makers in your community. SUPPORT This is a movement, and it requires emotional, intellectual, financial, political, and institutional support. The vest hope for improving the world is us, and we are responsible for making a better future. CHANGE Embrace the change that will naturally occur as you go through your maker journey. Since making is fundamental to what it means to be human, you will become a more complete version of you as you make.
National Youth Maker Summit Application for Delaware Washington, DC - November 10-13, 2016 Type your answers in the shaded areas. First name Last Name Street City/State/Zip Code County Date of Birth Gender Years in 4-H Age January 1 this year Age today Home phone Parent’s work phone Your cell phone Your E-mail address Mother’s name Father’s name Name of 4-H Club (if applicable) Have you ever been a camp counselor? Name of school Grade in school Do you have any food allergies? Yes No Do you have any special assistance needs? Yes No Food allergy explanation Special assistance needs explanation What career path do you plan to pursue? Ethnicity/race is requested for reporting purposes only to USDA. Ethnicity Hispanic Non-Hispanic Race White Black Asian Am. Indian/Alaskan Native Statement by Teen Applicant I have personally prepared this report and certify that it accurately reflects my work and ideas. I agree to return to my community to implement a Maker project with the other National Maker Summit participants from Delaware. Date: ________________ Signature of 4-H Member: _________________________________________ Approval of this Report Date: ________________ Signature of Parent or Guardian: ____________________________________ Date: ________________ Signature of Local 4-H Leader (not a parent): __________________________ Date: ________________ Signature of County 4-H Agent: _______________________________
New Jersey Library Makerspaces - The Leading Edge 2013-2014 A Joint Initiative of the New Jersey State Library and LibraryLinkNJ Project Launch: September 11, 2013 Application Deadline: December 11, 2013 Evaluation Period: December 13, 2013 – January 6, 2014 Award Notification Date: January 8, 2014 Implementation Deadline: September 9, 2014 Participant Project Report Date: November 21, 2014 “A Makerspace houses a community of Makers. It’s a place where someone would come to learn how to use a new tool or material in a new way, or to see what others are working on because they might want to help out on that project or start something similar. Ideally, your Makerspace should be conducive to inspiration, collaboration, and conversation.” (Makerspace Playbook, p.13) All Documents and support information available at: Overview Goal: Expand New Jersey library horizons with services models that transcend traditional roles. Objectives: ● Jumpstart a pilot project in direct response to library community input during the Statewide Strategic Planning Process (FY2013). ● Subsidize selected LibraryLinkNJ member libraries statewide to achieve a local Makerspace strategic goal. ● Foster “connection development” in New Jersey libraries where users can connect, explore, and create. ● Challenge libraries to expand their education role to embrace and model the new culture of learning by exploring play, innovation, and the cultivation of the imagination as cornerstones of learning. (from: Brown, John Seely and Douglas Thomas. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Cambridge, MA: MIT Press, 2011)
Fewer than 14,999 $3,750 15,000 – 24,999 $3,750 25,000 – 37,499 $5,000 37,500 – 49,999 $7,500 50,000 – 99,999 $10,000 Greater than 100,000 $12,500 Academic, Hospital/Medical Libraries FTE Subsidy Fewer than 2,499 $3,750 2,500 – 4,999 $3,750 5,000 – 7,499 $5,000 7,500 – 9,999 $7,500 10,000 – 19,000 $10,000 Greater than 20,000 $12,500 School Libraries Organization Type Subsidy Public School District – can be used with a single school as a pilot or several schools within a district $5,000 Private School $3,750
MIG welder Plasma cutter or cutting torch Tools Ball peen hammer Files Steel scale Square Tap handle Tap Materials Item # of pieces Material Thickness Width Length Safe body 1 6" square tubing hot rolled steel ⅛" wall 6" 6" Safe backing plate 1 ⅛" hot rolled steel plate ⅛" 6" 6" Safe door 1 ⅛" hot rolled steel plate ⅛" 6" 6" Handle 1 ⅜" hot roller round ⅜" ⅜" ¾" Lock plates 2 ⅛" hot rolled steel flat bar ⅛" 1" 1¼" Hinge pin 1 ⅜" hot rolled round ⅜" ⅜" 5¼" Hinges 2 ½" round tubing 100" wall ½" 1½" Hinges 1 ½" round tubing 100" wall ½" 2" 4 – ¼" UNC bolts 1 – ¼" UNC tapered tap 1 – #7 drill bit Resources How to use an angle grinder https:// How to use a horizontal band saw https:// How to MIG weld https:// How to thread with a tap https://
1 TWYLA THARP 2 JOSE’LIMON 3 GEORGE BALANCHINE 4 PAUL TAYLOR 5 ALVIN AILEY 6 LESTER HORTON 7 GELSEY KIRKLAND 8 BOB FOSSE 9 AGNES DE MILLE 10 SERGE DIAGHALIV 11 MIKHAIL BARISHNIKOV 12 CAROLYN DORFMAN 13 MARK MORRIS 14 MISTY COPELAND 15 RUDOLP LABAN 16 PILOBOLUS DANCE COMPANY 17 JEROME ROBBINS 18 MIA MICHAELS 19 CARMEN DELLAVALADE 20 MARTHA GRAHAM 21 ANNA PAVLOVA 22 ENRICO CECCHETTI 23 ANN REINKING 24 GWEN VERDON 25 FRED ASTAIRE 26 LIZA MINELLI 27 JUDITH JAMISON 28 DEBBIE ALLEN 29 SAVION GLOVER 30 ISADORA DUNCAN 31 MERCE CUNNINGHAM You have two days to complete make up work. It will not be accepted after two days. You will receive a “0” DANCE 1 AND DANCE 2 MAKEUP WORK CALENDAR. WRITE A 1 PAGE REPORT ON THE TOPIC THAT CORRESPONDS WITH THE # OF DAYS YOU WERE ABSENT
Make-up Presentation for Audrey & Smokey Eyes Supply List Re9 Skin Care System Individual Bag for each guest with wash cloth, hair band (to hold hair back), artist palette, small stand-up mirror, cosmetic wedge, disposable eye shadow applicators, disposable mascara applicator, disposable lipstick applicator, Q-tips Brush Sets & Brush Cleaner Foundation Selector Sets Make-up Palettes with the following: Savvy, Promise & Flirt Blusher 2 Make-up Palettes with Linen, Tulle, Smudge, Petal, Inkling, Charade, Eye Shadows (Suede also needed for Women of Color) Mystery and Illume Shadows Make-up Primer Liquid Foundation (1C, 2W,3N, 6N, 8W) for Women of color add (7W, 9W, 10N, 13W and 14N) Fair and Light Concealers Light to Medium Loose Powder Bronzing Powder 5 Eclipse Eye Pencils Black Liquid Eye Liner Black Mascara Lip Liners in Kola & Nice (Naughty & Sienna) Lipsticks in Earth & Decadent Bravo, Twig, Razzberry, Hula and Illusion FC5 Matifying Powder Delicious Prep and Plump Awaken Mist Monroe and Hepburn Eye Pencil Blonde and Auburn Eye Brow Wax Copper and Goldie Sheer Shine Page 1 Deal or No Deal Boxes Make-Up Presentation & Demonstration CD About Face Color Brochure with Face Color Page Make-up 4 Square Close and Order Forms Client Profile Cards Calculator/Pens Hostess Packets & Opportunity Packets Candy for Question Game & Small Gifts to Give Away Spray Bottle with 70% alcohol/ 30% water mix Camera for before/after pictures Craft Palettes for primer, concealer, foundation and loose powder, lipstick, gloss Page 2
#4 M&J's Mixed Cereal Bar Nutritional Info Fat: 4.4g Carbohydrates: 19.3g Calories: 126.6 Protein: 2.8g Ingredients 3/4 cup Honey 3/4 cup Peanut Butter (Smooth or Chunky work) 1/3 cup Dried Cranberries (or your favorite dried berry) 4 cups Honey Nut Cherrios 4 cups Corn Flakes Directions In a large pot combine honey and peanut butter and melt together. Then add cranberries and cereal and mix well. Place a sheet of parcment paper on a large cookie sheet or a 9x13 cake pan and spray with cooking spray. Pour contents onto greased paper and smooth out evenly. Press down on mixture until it is packed very tightly into pan. Chill in fridge for at least 30 minutes. When made in cookie sheet it can be portioned into 24 square bars. Number of Servings: 24 Recipe submitted by SparkPeople user MOXIEJOY79. #5 Homemade Chocolate Chip Cranberry Granola Bars Nutritional Info Fat: 4.9g Carbohydrates: 26.7g Calories: 157.0 Protein: 3.0g Ingredients 1/4 c molasses 1/4 c honey 1/2 c brown sugar 1/2 c peanut butter
Think about how these factors might come into play in the decision-making around To Play or Not to Play. Factors that May Influence Your Decision Internal Influences Previous Experiences Personal Values Personal Circumstances Past experiences with a similar issue Results, positive or negative, of previous decisions in a similar situation Family education Academic training Religion and beliefs Age and maturity level Factors linked to ethnicity or culture Employment Level of action Ambitions and plans Reputation Relations with others External Influences Economic and Political Aspects Seriousness of Situation Organizational, Institutional, and Social Aspects Economic or financial impact of decision Potential political or human rights impact of situation Urgency of decision Individuals directly affected Number of individuals directly affected Relations and links with: Official bodies Individuals Communities Relevant standards or social conventions Other Factors (If any) For marker’s comments only The Reference Material contains a more detailed description of these factors.
3) This step of the decision-making process involves identifying your options for decision or action. You do this by asking yourself some questions from the Reference Material. Refer to the section Step 3 — Identify Your Options and Possible Consequences in the Reference Material. In the table below, record the possible options in To Play or Not to Play, as well as the consequences of each of your options? Options Possible Consequences Option 1: (e.g., Do nothing) Option 2: Option 3: Option 4: Option 5: For marker’s comments only
Figure 8. Data for Action...............................................................................................................31 Figure 9. Training Implementation Levels in Nigeria...................................................................33 Figure 10. Map of Nigeria Showing the 20,000 Public Health Facilities Delivering Routine Immunization.................................................................................................................................34 Figure 11. Implementation Timeline of IVR Project in Nigeria....................................................35 Abbreviations FMoH: Federal Ministry Of Health GAVI: Global Alliance for Vaccination and Immunization M&E: Monitoring and Evaluation RI: Routine Immunization VPD: Vaccine Preventable Diseases WHO: World Health Organization NPHCDA: National Primary Health Care Development Agency FCT: Federal Capital Territory LGA: Local Government Areas RI: Routine Immunization IVR: Interactive Voice Response
Figure 6. IVR Dialogue Phone & Details of Health Worker Date and Time of the call Name of the Settlement (Number) – State, District etc BCG Vaccine Hepatitis B Vaccine Oral Polio Vaccine 1 Oral Polio Vaccine 2 Oral Polio Vaccine 3 Pentavalent Vaccine 1 Pentavalent Vaccine 2 Pentavalent Vaccine 3 PCV 10 – 1 PCV 10 – 2 PCV 10 – 3 Measles Vaccine Yellow Fever vaccine Tetanus Toxoid
Table 1. Number of FTEs Position FTEs Expense per FTE Total Expenses Program Manager 1 $78,000 $78,000 Administrative Assistant 1 $15,000 $15,000 Data Analyst 2 $36,000 $72,000 Outcomes Analyst 1 $36,000 $36,000 Technical support Information systems 2 $40,000 $80,000 Consultants 3 $60,000 $180,000 Training Coordinators 75 $30,000 $2,250,000
10.00 Welcome & Introduction 10.15 Plenary 1: “Making it Count” Philip Provenzano, Assistant Director, IPC 11.00 Tea and Coffee 11.15 Plenary 2: “What should we be measuring and why?” Jackie Daru – IPC Senior Consultant 12.00 Delegate Activity 1 – “Show and Tell Café” Delegates will be asked to share in small groups one area of work in their organisation that is contributing to effectively managing demand. 12.45 Lunch 13.30 Feedback from “Show and Tell Café” 14.00 Plenary 3 – “Commissioning for an Ordinary Life” – Why do we need to think differently about learning disabilities? Sarah Broadhurst – IPC Principal Consultant 15.15 Break 15.30 Delegate Activity 2 Action learning conversations – (see notes below on suggested preparation for this activity) 16.30 Reflection and close of Day 1 19.00 Pre-dinner Session: “How do we measure cost?” Tony Sanders – CEO, Milestone Group PLC 20.00 Dinner Pre-dinner Guest Speaker Tony Sanders, CEO, Milestone Group PLC Tony is a business technologist who has built a reputation through his career for using technology to resolve business issues. With a number of successful businesses to his name, he has more recently turned his attention to the charitable sector where he is using his experience to help identify success and measure outcomes in this highly competitive funding environment. Day 2: 09.00 Introduction to Day 2 09.15 Plenary 4 – Managing demand and the need to change behaviour Mick Mellors – IPC Associate Nic Rattle – IPC Principal Consultant
This decision does not assist this court in determining whether the proceedings before the Disciplinary Committee itself are proceedings that determine civil rights and obligations for two reasons. First, the proceedings at issue here are different from those under consideration in Solomon’s case. Here we are concerned with the proceedings before the Disciplinary Committee itself, not the proceedings brought before the court. Secondly, the rule that governed the question before the Appellate Division is different from the rule in question here. There the court was concerned with the application of a rule regulating appeals as of right to the Appellate Division, whereas here we are concerned with the interpretation of a constitutional provision conferring rights. The difference in the purpose and language of the underlying rule thus renders the reasoning in Solomon’s case of little value in deciding whether the Disciplinary Committee conducting proceedings in terms of s 35 is bound by the provisions of Art 12. There is guidance to be found elsewhere, however. In Vaatz, Levy J correctly pointed out that Art 12 is drafted in language similar to Art 6 of the European Convention for the Protection of Human Rights and Fundamental Freedoms. Given the textual similarity of the two provisions, the jurisprudence on the meaning of Art 6 of the European Convention may be of assistance. The jurisprudence on Art 6 makes plain that the phrase 'in the determination of his civil rights and obligations' covers all proceedings that are 'decisive' of civil rights and obligations. The Court of Appeal for England and Wales has held that disciplinary proceedings that impose a reprimand on a legal practitioner does not amount to a determination of his civil rights or obligations within Art 6(1) of the Convention. The court held that whereas an order that barred a legal practitioner from practice
14. Repeat these steps with the new text, photo, sound and transition for each page. In Office 2010, you can select “apply to all” for the transition animation. 15. Finishing up. Return to your pages such as the title page that have text only and record your sound and set your slide transition for those pages as well. Add an ending page and put a message such as “the end” or “let’s do it again”. If you want the book to repeat itself as long as the child will interact with it, go to the “Slide Show” and select “Set Up Show” Select “Loop continuously until ‘Esc’”. Then select “OK”. This will make the slide show repeat until you press the escape key. 16. Using Your Book
Appendix 1 ASSESSMENT Level 5-6 Civics & Citizenship: Laws & Citizens The following uses the Achievement Standard and is for teacher use only. Teachers may choose to elaborate on the Achievement Standards by developing an assessment rubric to describe student learning and achievement in the task. Content Descriptions Achievement Standards Assessment task 1 Who enforces the laws Assessment Task Proposing new or changing laws High Medium Low Students working at Level 3 - 4 will be able to: (extract only) Recognise the importance of rules and distinguish between rules and laws. Explain how and why laws are enforced and describe the roles and responsibilities of key personnel in law enforcement, and in the legal system. (VCCCL013) Explain how state/territory and federal laws are initiated and passed through parliament. (VCCCL012) Students working at Level 5 - 6 will be able to: (extract only) Explain the role of different people in Australia’s legal system Explain the role of parliaments in creating law. Students working at Level 7-8 will be able to: (extract only) Explain how Australia’s legal system is based on the principle of justice. Describe the types of law and how laws are made.
1 The learner will understand the properties of ceramics materials The learner must know: Assessment Requirements Evidence Location 1.a About using ceramic materials Learners should explore the properties of available materials for ceramics The following assessment methods can be used in the assessment of this standard: Creation of a product Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 1.b Which materials to use for their ceramics item Learners should justify their choice of materials for ceramics item(s)
1 The learner will know about the options from which they can choose The learner must know: Assessment Requirements Evidence Location 1.a The options available to them Learners should identify the options available to them The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Some of the key features of each option Learners should state some of the key features of each option
Making a change to a style file Select Ctrl+Shift+S to save all documents. In Team Explorer – Pending Changes, select the Check In button. If you are prompted to confirm the check-in, please do so. Figure Checking in changes to the style file Switch users and log in as Julia once again. In Solution Explorer, right-click on Site.css and select Get Latest Version from the context menu. Figure Get latest version of style file In the Site.css file, note that the body font-size property has been updated with Cameron’s change, but that we also still have our current change where we updated the color property to red. This demonstrates that, wherever possible, Team Foundation Server 2012 and Visual Studio 2012 attempt to auto-merge changes, rather than needing the user to be involved with the merge process. This can save you several steps when compared to previous versions. Figure Style file showing auto-merged update Switch users and log in as Cameron. Let’s create a change that will force a manual merge process. In Site.css, change the body color property to black. Figure Changing style with a change that will conflict with another user Select Ctrl+Shift+S to save all documents. Check in the pending change.