zilongwang/ReadingBank huggingface dataset:
Meta House Wish List Baby Items Diapers & wipes (sizes newborn,4,5,6) Good Start Formula High chairs New potty seats Baby swings, bouncers Baby laundry detergent Baby wash, lotion, powder, cream Bassinets Bibs – small & large Bottles (4 oz. and 8 oz.) and bottle brushes New breast pumps New car seats and booster seats (cannot accept used) New clothing Baby wash cloths Teething rings Sippy cups Ear syringes and saline spray Baby nail clippers and Swaddle Me swaddle wraps Pull-Ups/Nighttime diapers for ages 3-7 Backpacks, front carriers, slings Children’s Items Bikes Outdoor toys Games New clothing, socks, underwear, etc. Tickets to museums, events, parks, movies, children’s events Personal Care Items New socks & underwear Women’s sweatshirts and shirts (sizes S-XXL) yoga pants and sweatpants (sizes S-XXL) Tampons and liners New maternity clothing Nicotine patches (21 mg) Deodorant Hair products for African American (moisturizer, relaxers, shampoo, conditioner, etc.) Hygiene items (shampoo, conditioner, body wash) Make up highlighted in purple are high priority Thank you for your generosity! Hobby & Exercise Supplies Journals Yoga & Zumba workout DVDs Resistance bands, stability balls, medicine balls, kettle bells Art supplies Arts & crafts projects White craft paper rolls (48”W x 60’L) Building crafts Adult board games Sports equipment, adult bikes Yarn, knitting needles, crochet hook Yoga mats Tickets to sporting events, plays, etc. Household Kitchen appliances Blender, food processer, mixer, etc. Cleaning supplies Dish soap, floor cleaner, all-purpose cleaner, laundry soap etc. Household supplies (Toilet paper, paper towel, sponges, brooms etc.) Lamps (esp. reading/bedside) Shower curtains New pillows & twin size bed sheets Batteries Rockers & Gliders Chairs (dining room, lawn, etc.) Coffee Makers & coffee Dehumidifier (new or barely-used) DVD players Fans (box or stand-up) Lightweight vacuum cleaners Pots & pans Serving bowls w/ covers Clocks Office/Program Supplies on recovery, addiction, AA, CA, NA Folders with pockets Spiral notebooks Donations Meta House CANNOT use: Used clothing, mattresses or bedding Mouthwash or items containing alcohol Stuffed animals Used car seats
Metabolic Bone Disease HOME CARE FOR GREEN IGUANAS AND OTHER REPTILES WITH SECONDARY NUTRITIONAL HYPERPARATHYROIDISM (metabolic bone disease) Susan Horton, DVM This disease syndrome affects any reptile but most especially those reptiles with a very fast growth rate including but not limited to: Sulcata tortoises, Leopard Tortoises, Bearded Dragons, Leopard Geckos, Chameleons, frogs, Thai Water Dragons, and of course Green Iguanas. It is purely a disease of inadequate husbandry Your reptile has been diagnosed with a metabolic condition that took many months to develop. It is critically deficient in calcium and/or vitamin D 3. Young reptiles have a tremendous need for calcium as they grow. When calcium is not available to them, they start to remove calcium from their own bones. This causes them to become soft and rubbery. They fracture easily. Muscle also needs calcium to function properly. A calcium deficient reptile will tremor, have difficulty eating, walking, defecating, and urinating. Diet, as well as environment have both contributed to creating this disease state. The recovery process may take months. Many pets recover completely. Some are left with permanent deformities or nervous deficits. Some will die. During the recovery process, your reptile will need you to help feed it and nurse it back to health. Some reptiles take weeks before they start to gain weight and eat well on their own. Their recovery hinges on providing the correct environment and nutrition. This handout will help you through the critical stages of recovery. MEDICATIONS: Calcium supplementation: Calciliquid- Give cc by mouth daily for 30 days. Dose is based on current body weight. I will prescribe this after your reptile has been examined. Pick out a powdered commercial calcium supplement that is phosphorus free. Use this on the days you are not using the multivitamin supplement below. Multivitamin supplement: A powdered supplement should be depended on your reptile's current needs. We will decide this after the examination. Decided at the time of examination.
A Simile Like Love, A Metaphor is Love by Allen Steble (love is like) Love is like a painting filled with all colours and shades love is like a bleeding cut with many sharp blades love is like a never ending story that always begins with a kiss love is like a space everlasting that fills bitterness with bliss love is like the circle of eternity always there to take for free (love is) Love is an open clear pool where no hate can dare swim love is a captured sunset where the warmth never grows dim love is desire held in the eye that spreads quickly to the heart love is a black starry night sky a metaphor of glorious art love is a deep dark hole of mystery always there to take free What is the Sun? by Wes Magee Sun is an orange dinghy sailing across a calm sea it is a gold coin dropped down a drain in Heaven the Sun is a yellow beach ball kicked high into the summer sky it is a red thumb-print on a sheet of pale blue paper the Sun is a milk bottle's gold top floating in a puddle When Great Trees Fall by Maya Angelou When great trees fall, rocks on distant hills shudder, lions hunker down in tall grasses, and even elephants lumber after safety. When great trees fall in forests, small things recoil into silence, their senses eroded beyond fear. When great souls die, the air around us becomes light, rare, sterile. We breathe, briefly. Our eyes, briefly, see with a hurtful clarity. Our memory, suddenly sharpened, examines, gnaws on kind words unsaid, promised walk never taken. Great souls die and our reality, bound to them, takes leave of us. Our souls, dependent upon their nurture, now shrink, wizened. Our minds, formed and informed by their radiance, fall away. We are not so much maddened as reduced to the unutterable ignorance of dark, cold caves.
If ΔG°’ for the C ↔ D reaction is +10 kJ/mol, show how you would calculate the ratio of D to C at equilibrium. For the reaction E ↔ F, assume is 5 times as much F as E at equilibrium. How would you calculate ΔG°’ for this reaction? What is the sign of ΔG°’ for this reaction? What is the Keq for this reaction? If the ΔG°’ for the reaction G ↔ H is +5 kJ/mol, in what direction will the reaction proceed with the following starting concentrations? The starting concentration of G is 0.3 M and H is 0.3 M. The starting concentration of G is 0.3 M and H is 2.5 M.
Note that you will be assigned one of the three clients. Use the Internet to research a career as a dietician or a nutritionist. These careers are similar, but there are some differences. Fill in the table below to compare the two professions. Similarities Differences Both experts in food and diet Know how diet, nutrition and supplements affect the body and overall health Both considered to be healthcare professionals Dieticians are considered to be nutritionists but not all nutritionists are dieticians Dietician has a slightly higher ranking due to more education and licensing Nutritionists do not necessarily have any professional training and may be self-proclaimed nutritionists; therefore it is important to check their credentials before trusting them; Nutritionists should not diagnose diseases Create two career journals: 1) Dietician and 2) Nutritionist. Describe the education required for the position and the standard salary range for individuals in this field. List at least five duties of this biomedical professional. Under your list, write a short paragraph describing how a dietician and nutritionist might help the patient you have been specifically assigned. In the first session with either Jeremy, Trisha, or Hans, you collect basic information from the client and record height and weight. The patient has been asked to keep a detailed food log, chronicling all of his or her meals, drinks, and snacks, for the past week. You have a partially completed Client Report relating to your specific patient. Your task will be to analyze the patient’s diet and complete this report. Bulleted items describe the tasks you will need to complete to finish your assessment. You will receive more instructions as you complete each step. Know that body Mass Index (BMI) is a measure of body fat based on both height and weight of an individual. BMI is a simple numeric measurement that can be used to determine whether an adult is overweight. View the Howard Hughes Medical Institution video clip on BMI at Record important information from the video clip in the space below. Standard BMI values: What is considered a healthy BMI? What BMI values are associated with being overweight or obese? A BMI below 18.5 (shown in white) is considered underweight. A BMI of 18.5 to 24.9 (green) is considered healthy.
world does not have a finite number of positions, it is an empirical fact that it does not have this spatiotemporal structure; thus, the position-based interpretation cannot make the axiom of infinity analytic. Therefore, I think Lavers’ concern that the position-based interpretation does not make the axiom of infinity analytic is justified, although I demur from his reasons for this conclusion offered in this symposium. REFERENCES Carnap, Rudolf (1932/1959). “Elimination of Metaphysics through the Logical Analysis of Language,” in Logical Positivism, A. J. Ayer (ed.). New York: Free Press, 60-81. Carnap, Rudolf (1934/1937). Logical Syntax of Language, A. Smeaton (trans.). Chicago: Open Court. Carnap, Rudolf (1939). “Foundations of and Mathematics,” in International Encyclopedia of Unified Science, O. Neurath, R. Carnap, and C. Morris (eds.). Chicago: University of Chicago Press, 139-214. Carnap, Rudolf (1963). “Intellectual Autobiography,” in The Philosophy of Rudolf Carnap, P. Schilpp (ed.). LaSalle: Open Court. Creath, Richard (1990). Dear Carnap, Dear Van. Berkeley: University of California. Frost-Arnold, Greg (2013). Carnap, Tarski, and Quine at Harvard. Chicago: Open Court. Lavers, Gregory (forthcoming). “Carnap on Abstract and Theoretical Entities,” in Ontology After Carnap, Blatti and Lapointe (eds.). New York: Oxford University Press. Mancosu, Paolo (2004). “Harvard 1940-41: Carnap, Tarski and Quine on a Finitistic Language of Mathematics for Science,” History and Philosophy of Logic 26: 327-357. Quine, W. V. (1953). “Two Dogmas of Empiricism,” in From a Logical Point of View. Cambridge: Harvard University Press.
http://uppit.com/v/0M2K0AD7 New links, love javacisnotrecognized. Once they have downloaded (Shouldn't take long), extract the files from the winrar file using winRAR, if you do not have winRAR, please download it here as you will need this for like all downloads on moparscape and any other private server forum: Direct Download for WinRAR: http://www.rarlab.com/rar/wrar380.exe Here's a pic of basically how to extract it. ___________________________________ Step 2 (Update as of March 2009 - This Step Is now required.) Ok, open up the files you just downloaded. They should look a lot like this? Open up the file named "Main.java" Press Ctrl + F, or just go to edit > Find. A little window should pop up, which will look like this: "World169.runescape.com" Type what it says in there and press "Find Next". This will then scroll down to near the end of the text file.
For the drop/inventory model, you do not need to add animation, just select no animation from the ddm. Ok, now go to where you placed the anchor models, there should be two new models in there. Cut or copy two new models (They should be 23133b.dat for example), into where you placed the Gzip application. Like this. Then, you will need to literally, just drag the two .dat onto the gzip application as shown below. This will then turn them into zipped files, i.e, gzipped. Now, cut and paste these models into your client models folder. If you do not currently have a client, please go to the moparscape downloads section, i recommend one of Galkon's base clients. Ok, now you will need to rename the models you just pasted to a number between 8000 and 15000, if you use any lower, it will cause your cache to permanently corrupt, if you go any higher, it will just cause your client to not run. Here's mine, i named them 14123 and 14124 simply because it carries on from my previously added models. Now, run your server, and run your client, log in When logged in. I would need to type: add model 14123 add 14124 That is correspondent to my model id's.
Institute of Biomedical Science Education Department, 12 Coldbath Square, London, EC1R 5HL Tel: 020 7713 0214 – Fax: 020 7837 9658 E-mail: CPD Events and Courses Attendance Sheet Activity Title MetBioNet BMS Training Annual Conference Back to the Future IV Inborn Errors of Metabolism A glimpse at the past, present and future of IEM-Why we do what we do. Activity Summary Activity Details Date(s) of Activity: Friday 19th October 2018 Venue: Manchester Centre for Genomic Medicine St Mary’s Hospital, Oxford Road Manchester, M13 9WL CPD Category (Please tick one option only) Formal Education Professional Activity Self-directed Learning Work Based Learning Other Content (web content, links to external websites etc.) Contact Address (for correspondence) Contact Details (for queries) Name: June Petty Name: June Petty Address: Willink Biochemical Genetics Unit Manchester Centre for Genomic Medicine St Mary’s Hospital, Oxford Road Manchester, ☎Tel: +44 161 701 2307 E-mail: Post Code: M13 9WL Website: Key Learning Outcomes Please continue on a separate sheet if necessary
21. Why do the clouds form on the mT side instead of the cP side? Warm air rises and cold air sinks 22. What process creates clouds? Rising air cools by expansion, causing water vapor to condense 23. What is a possible source region for the cP and mT air masses? cP: Canada mT: Gulf of Mexico 24. What type of front is this? Cold (bulge)
Agent contact details – as supplied Types of Taximeter Radio Taxis () Ltd. Radio Taxis SO15 1JR Digitax 8071 9223 or 023 8071 9200 Mr. Ian Meter Masters mobile agency Sheriff, Cygnus & Aquila 895 638 Web: Mr. Wayne Shorney Telephone: 07802 586186 Email: WS Installations Mobile Agency Digitax Mr. Gino Piccinino SO17 1TW Cygnus & Digitax 234 4327 Mr Trevor Lendon N'Andrews Garage SO15 3HT Rem & Halda 8077 1777 Mr. Les Slater Telephone 363 294 www. lscommercials.co.uk LS Commercials Mobile agency Viking Mr. Matthew Jordan JVS Auto Electrical Bishopstoke SO50 8JW 638 777 Email:
Describe the process that you will use to verify that output has not varied by more than 50% from the average output during the period in the variable energy baseline is measured: How will you measure or calculate total energy consumption? Describe how you will measure or calculate the energy consumption before the implementation (ie, for the measurement period Tb): Describe how you will measure or calculate the total energy consumption after the implementation (ie, for the measurement period Ta): How will you calculate net energy savings? Net energy savings is the sum of electricity savings and gas savings. Describe how you will calculate the net energy savings (ie, provide details about spreadsheets or other calculation tools that you will use): Attachment Provide the calculation spreadsheet(s) / tool(s) used to calculate energy savings. The spreadsheet / tool must show the steps and formulae used to calculate energy savings. Provide a worked example showing how the baseline period, measurement periods Tb and Ta, fixed and variable energy consumption, production outputs, total energy savings and net energy savings are calculated. File name(s) – calculation spreadsheet / tool: File name(s) – worked example: How will you ensure the accuracy of energy savings and ESC calculations? You must have appropriate procedures for checking calculations of energy savings and ESCs. If during an the auditor identifies errors in calculations from which ESCs have been registered, you may be requested, or required, to forfeit any improperly created ESCs. Describe how your procedures will ensure the accuracy of energy savings and ESC calculations:
Removing – removing EUE and not replacing it, with the result that there is a reduction in the consumption of energy compared to what would have otherwise been consumed. What EUE will be included in the proposed RESA? Include all relevant end-user equipment. Provide a list of EUE that will be included in the proposed RESA: Describe your experience implementing projects the above EUE: Will you be installing new EUE (where there is no existing EUE)? Check the appropriate box and respond accordingly. No Go to Question 15 Yes Provide a response to Question 14 How does the energy efficiency of the new EUE compare to other EUE that provides the same function? New EUE installed as part of the proposed RESA must have a greater energy efficiency than the average energy efficiency of other EUE that provides the same type of function, output or service. Refer to clause 5.3B of the ESS Rule. Describe how you will ensure that the efficiency of new EUE will be greater than the average energy efficiency of other EUE that provides the same type of function, output or service: Will you be removing or replacing EUE? Check the appropriate box and respond accordingly. No Go to Question 18 Yes Provide a responses to Questions 16 and 17 How will you ensure that EUE that is removed as part of the proposed RESA is not refurbished reused or resold? Equipment that is removed as part of the RESA must be disposed of appropriately. It must not be refurbished, re-used or resold. Refer to clause 5.3A of the ESS Rule. Describe how you will ensure that EUE that is removed as part of the RESA is not refurbished, reused or resold:
No meter_reader_id xs:nonNegativeInteger Must be Meter Reader’s unique numeric ID at ISO New England. No begin xs:dateTime; Internet date/time format with a time zone Date/time beginning the meter interval for an individual reading and its MW value(s). For a Reading Block with Hourly meter_interval_type, this is the date/time beginning a specific hour. For a Reading Block with Five Minute meter_interval_type, this is the date/time beginning a specific five minute interval. No (for Energy asset) mw xs:decimal; 9999999.999 Reading for an Energy asset must specify this element for each reading, containing the MW value. Reading Block for an FCM Demand asset must not specify this element. Yes tfl_mw xs:decimal; 9999999.999 Reading Block for an FCM Demand asset may specify this element for each reading, containing the Hourly Total Facility Load MW value. An hour without tfl_mw is considered to be a reading with Hourly Total Facility Load undefined. Reading Block for an Energy asset must not specify this element. dgo_mw xs:decimal; 9999999.999 Reading Block for an FCM Demand asset with fcm_demand_asset_sub_type specify this element for each reading, containing the Hourly DG Output MW value. Reading Block for an FCM Demand asset with other fcm_demand_asset_sub_type must not specify this element. Reading for an Energy asset must not specify this element.
unique numeric ID at ISO New England. No Begin Date/time; Internet date/time format with a time zone Date/time beginning the meter interval for an individual reading and its MW value(s). For a Reading Block with Hourly Meter Interval Type, this is the date/time beginning a specific hour. For a Reading Block with Five Minute Meter Interval Type, this is the date/time beginning a specific five minute interval. No MW Number; 9999999.999 Reading Block for an Energy asset must specify this field for each reading, containing the MW value. Yes TFL MW 9999999.999 Reading Block for an FCM Demand asset specify this field for each
Facility Load undefined. Reading Block for an Energy asset must not specify this element. dgo_mw xs:decimal; 9999999.999 Reading Block for an FCM Demand asset with sub-type specify this element for each reading, containing the Hourly DG Output MW value. Reading Block for an FCM Demand asset with other must not specify this element. Reading Block for an Energy asset must not specify this element. No (for FCM Demand asset) version xs:dateTime; Internet date/time format with a time zone Reading Block for an FCM Demand asset must specify this
Meta House Wish List **Items highlighted in purple are high priority Baby Items New car seats (especially infant; cannot accept used) New toddler bed sheets Good Formula Diapers & wipes (sizes newborn,4,5,6) Pull-Ups/Nighttime diapers for ages 3-7 New potty seats High chairs Baby laundry detergent Baby wash, lotion, powder, cream Bassinets Bottles (4 oz. and 8 oz.) and bottle brushes New breast pumps New clothing Baby wash cloths Baby nail clippers and combs Backpacks, front carriers, slings, swaddle wraps Children’s Items Winter coats, hats, mittens, boots School supplies (backpacks, markers, crayons) New clothing, socks, underwear, etc. Tickets to museums, events, parks, movies, children’s events Games Personal Care Items Winter coats, hats, mittens, boots Hygiene items, full size - shampoo, body wash, lotion, deodorant Hair products for women of color (moisturizer, relaxers, shampoo, conditioner, etc.) New makeup (*especially for women of color) Slippers Tampons and liners New maternity clothing Nicotine patches (21 mg) New women’s sweatshirts and shirts (S-XXXL) New women’s yoga pants and sweatpants (S-XXXL) Hobby & Exercise Supplies Journals Art supplies Sports equipment: Adult bikes & helmets, softball mitts, kickballs, volleyball, volleyball net, basketball hoop, basketballs, ball pumps Adult board games Yoga & Zumba workout DVDs Yoga mats Tickets to sporting events, plays, etc. Household Items New comforters, pillows, and twin-size sheets New mattresses – twin Laundry Baskets Kitchen appliances/items Blender, food processer, mixer, etc. Tall garbage cans with lids Cleaning supplies Dish soap, floor cleaner, all-purpose cleaner, laundry soap etc. Household supplies (Toilet paper, paper towel, sponges, brooms etc.) New shower curtains Portable shelving units and storage bins Bath towels and kitchen towels Batteries Coffee Makers & coffee Dehumidifier (new or barely-used) DVD players Fans (box or Lightweight vacuum cleaners Pots & pans Serving bowls w/ covers Lamps (esp. reading/bedside) Office/Program Supplies Books on recovery, addiction, AA, CA, NA Folders, spiral notebooks
11.0 Procedure Describe the sample processing and instrumental analysis of the method, and the detailed instructions for analyst 12.0 Data Analysis and Calculations Provide instructions for analyzing data, and equations and definitions of constants used to calculate the final sample analysis results. 13.0 Method Performance Provide method performance criteria for the method, including precision/bias statements regarding detection limits and source/limitations of data produced using the method. 14.0 Pollution Prevention Describe aspects of the method that minimize or prevent pollution known to be or potentially attributable to the method 15.0 Management Describe waste minimization practices and proper disposal of waste and samples. 16.0 References List references for source documents and publications that contain ancillary information. Note: Each method should be a free-standing document, providing all information necessary for the user to perform the method. References within a method should be restricted to associated or source material. Procedural steps or instructions should not be referenced as being found elsewhere, but should be included completely within the method.
First Aid Provision: The names of First Aiders are posted on all notice boards and are recognisable with green first aid polo shirts. Welfare Provision: Canteen with eating and drinking facilities is provided for all staff. Male and female toilets on site. Schedule of PPE: Hearing protection, Eye protection, and Protective footwear must be worn whilst carrying out this task. Emergency Procedures: Copies of the companies emergency procedures are posted by all fire this is also discussed with all employees during their induction. Completed by: Phone: Signature: Date:
Safe System of Work Activity: Frame Assembly Description of work activity: Stapling wooden components together using a staple gun. Assessment date: 17/02/2017 Assessor: Alan Neale Responsibilities Site Manager: Pete Scott Assembly/Dispatch Supervisor Alan Neale Number of Ops: 36 Associated Hazards Hazards associated with activity: Personal/Colleague injury by way of stapling. Exposure to noise and to compressed air. Slips trips and falls Site specific Hazards: Busy work environment, movement of work trolleys in factory, excessive noise. Work Procedures & Control Measures
1 Standard links In the present Methodological Guidelines there are used references to the following normative documents: RK ST 1.5 – 2008 system of standardization of the Republic of Kazakhstan. General requirements to structuring, preparing, treating, preparing and content of standards. RK ST 1042 – 2001 Organizational-managerial documentation. requirements to preparation of documents. GOST 2.104 – 2006 USDD. Basic inscriptions. GOST 2.105 – 95 USDD. General requirements to text documents. GOST 2.106 – 96 USDD. Text documents. GOST 2.109 – 2006 USDD. requirements to drawings. GOST 2.111 – 68 USDD. Compliance assessment. GOST 2.301 – 68 USDD. Formats. GOST 2.303 – 68 USDD. GOST 2.304 – 81 USDD. Drafting typefaces. GOST 2.316 – 2008 USDD. of making inscriptions, technical requirements and tables in drawings. GOST 2.321 – 84 USDD. Letter designations. GOST 7.32 – 2001 System of standards on information, library and printing. GOST 8.417 – 2002 SSI. Units of physical values. 2 Designations and abbreviations In the present Methodological Guidelines there are used the following abbreviations: RK ST – standard of the Republic of Kazakhstan; SGOSE – state general obligatory standard of education; SO – standard of organization; ND – normative documents; PC – personal computer; UIWP – undergraduate’s individual working plan; R&D – scientific-research and experimental-research work. 3 General information 3.1 Text documents are divided into documents containing mainly straight text (summaries, reports, explanatory notes, master’s/doctor’s theses, etc.) and documents containing texts divided into columns (specifications, sheets, tables, etc.).
Aircraft (AC) RWY Approach METAR phenomena Visibility Runway visual range Ceiling Crosswind Tailwind Below landing minima Weighting IAP M PD IAP M PD IAP M PD AC M PD AC M PD Boeing B737-800 23 No thunderstorms, or heavy precipitation 4200 2500 -41 N/A N/A N/A 750 1100 47 33 3 91 10 -26 360 Yes 61 23 RNAV RNP 1700 47 480 129 3 91 -26 360 No 231 23 ILS I 800 213 250 340 3 91 -26 360 No 608 05 RNAV RNP 2200 14 421 161 3 91 26 -160 Yes 178 05 RNAV GNSS 2800 -11 500 120 3 91 26 -160 Yes 113 34 RNAV RNP No thunderstorms, or heavy precipitation 1900 100 -95 N/A N/A N/A 257 4998 1845 33 5 100 10 -5 150 Yes 1785 27 ILS I -88 550 363 -34 176 2740 0 -1 110 Yes 2735 16 ILS I -88 550 125 -77 206 2326 0 100 5 50 Yes 2274 16 ILS II N/A N/A 300 125 -58 98 5000 0 100 5 50 Yes 4967 16 ILS IIIa N/A N/A 175 125 -29 48 10312 0 100 5 50 Yes 10309 16 ILS IIIb N/A N/A 75 125 67 0 49980 5 100 0 5 -500 Yes 09 RNAV RNP 2300 -96 N/A N/A N/A 397 1159 0 85 10 1 90 Yes 1091 This example is shown for two different locations, each with five instrument approach procedures (IAPs) applying to the selected aircraft. Data from each of the five rows would be applied to every METAR and SPECI in the same fashion. Note that even if other runways exist, the algorithm has excluded these based on none of the instrument approach procedures applying to the selected aircraft. For example, consider the top five rows showing instrument approach options for runways 05 and 23 for a Boeing 737. Even if the airport had an additional runway 18/36, only runways 05 and 23 are combined for comparison because published instrument approach procedures applicable to the aircraft and in this example do not exist for runway 18 and 36. These comparisons are covered in further depth in the section ‘Instrument approaches linked to aircraft models’ on page 48.
Speed (knots) Speed (knots) 1 A 0 90 2 B 91 120 3 C 121 140 4 D 141 165 5 E 166 300 6 NULL NULL 46: Instrument landing system (ILS) categories ILS Id ILS Height (feet) Visual 1 I 200 550 2 II 100 300 NULL 3 IIIa 100 175 NULL 4 IIIb 50 50 NULL 5 IIIc 0 0 NULL 6 Not NULL NULL NULL 7 Not NULL NULL NULL Table 47: Landing approach types Approach Type Id Approach name 1 GBAS GNSS 2 RNAV GNSS 3 RNAV GNSS (RNP) 4 ILS 5 LOC 6 LOC/DME 7 NDB 8 VOR VOR/DME 10 NDB/DME
Section 3: Survey population and sample design This section describes the target population, the survey population and the sample design for the NZHS. Target and survey population The target population is the population the survey aims to represent. The survey population is the population that was covered in the survey. Target population The target population for the NZHS is the New Zealand ‘usually resident’ population of all ages, including those living in non-private accommodation. The target population is approximately 3.6 million adults (aged 15 and over) and 0.9 million children (aged from birth to 14 years), according to the Statistics New Zealand Census population figures for 2013. Previously (2006/07 and earlier), the NZHS included only people living in private accommodation. The target population for the current NZHS includes people living in accommodation to improve coverage of older people in an ageing population. Survey population Approximately 99 percent of the New Zealand usually resident population of all ages is eligible to participate in the NZHS. For practical reasons, a proportion of the target population is excluded from the survey population. The following are excluded from the survey population: most types of non-private dwellings (prisons, hospitals, hospices, dementia care units and hospital-level care in aged-care facilities) households located 0n islands other than the North Island, South Island and Waiheke Island. Included in the survey population are people living in aged-care facilities (rest homes) and those temporarily living away from their household in student accommodation (university hostels and boarding schools). Sample design The sample design for the NZHS has been developed by the National Institute for Applied Statistics Research Australia (NIASRA), University of Wollongong, Australia. The sample design used in the current year, year 5 or 2015/16, is slightly different from the sample design used in the previous four years. The main changes are listed below. The first-stage selection units are now Statistics New Zealand’s household surveys frame primary sampling units (PSUs) rather than census meshblocks used in the previous four
Cost Cooling = (1 + K2) L1 U$,grid P consumed hardware -( As (1) above) TABLE - C Country U$,A&M, cooling Cost Cooling - (A) Rate /sqft Lagos, Nigeria 65 / watt / month (1 + 1) (0.8 x 65 x 5) / 106 = $ 520,000 (A)/30000= $17.33/ft Accra, Ghana 288 / watt / (1 + 1) (0.8 x 288 x 5) / 106 = $ 2,304,000 (A)/30000= $76.80/ft Senegal 151 / watt / month (1 + 1) (0.8 x 151 x 5) / 106 = $ 1,208,000 (A)/30000= $40.27/ft Cape Town, SA 61 / watt / month (1 + 1) (0.8 x 61 x 5) / 106 = $ 488,000 (A)/30000= $16.27/ft The cost of cooling is highest in Ghana followed by Dakar, Senegal, then Lagos, Nigeria and cheapest in Cape Town, South Africa. In terms the cost of cooling, the most conducive city is Cape Town in South Africa while the most expensive is Accra in Ghana. Lagos, Nigeria is not also expensive 3.3.6 Overall Model for Data Center Cost of Space, Power and Cooling Totaling – Table A , Table B & Table C Country Cost Space – A Cost Power - B Cost Cooling – C Total Cost = A+B+C
Courses are arranged in the professional education sequence around five questions: Exploring Teaching — I Teach?” Academic Preparation — “What Shall I Teach?” Understanding Learners — “How Do Students Learn?” Organizing for Teaching — “How Shall I Teach?” Schooling and Cultural Context — “Why Do We Teach?” Figure 5. Reflective teacher model. Digital Resources: Video: [Online], Available at: , Accessed [08 August 2017]. [Online], Available at: , Accessed [08 August 2017]. Documents in pdf and ppt format: [Online], Available at: , Accessed [08 August 2017]. [Online], Available at: ,Accessed [08 August 2017]. Characteristics and Challenges of Data Warehouse Teaching (Mieczysław Owoc) Specialty of Data Warehouse Teaching State of the art The purpose of this project is to identify and elaborate innovative methods of teaching Data Warehouses related subjects in order to streamline the process of education in following aspects: Increase efficiency of knowledge gathering by students. We aim to achieve a better understanding of presented material by students. We like students to fulfill defined goals of courses, gather skills and competences by devoting less effort comparing to traditional methods. We would like the course to be useful for: Students with various levels of preliminary competencies Students who attend courses remotely Students possessing low-performance own computers
Discussing on including new case studies with a description, a dataset, research questions and not giving step-by-step information for solving them; Stressing importance of ETL processes and valid data sources. Some of the innovative teaching methods in DW are tested in validated in two intensive study programs, carried out within the DIMBI project. As a result, these methods may be used for future teaching of Business Informatics.
Name:_____________________________________ Methods and Purposes of Settlement in Texas Directions: Read each statement and decide whether it is most closely associated with the Spanish, Mexican, or Anglo settlers that colonized Texas. Place a number in the box marked “What I Think” that corresponds to the proper group: Throughout the class discussion be sure and place the appropriate letter in the “What I Know” column. S-Spanish, M-Mexican, or A-Anglo Statement What I Think What I Know Explorer Pineda maps the Gulf Coast ‘laying claim’ to the region in 1519. Came for easy payment and cheap prices in land. Lived on the Empresario grants. Used civil settlements (towns) and Empresario grants as a method of getting settlers. Brought settlers from Europe. Built missions and presidios like La Bahia, Alamo, Ysleta, etc. Settled because of the Colonization Law of 1825. Continued to build upon previously established towns (San Antonio, Nacogdoches, Goliad, etc.) Wanted economic opportunities with large ranches and Tejano culture. Wanted to grow cash crops and have small businesses. Tried to increase the population in northern Mexico. Main focus was Gold, God, and Glory. Wanted a “new start” and to escape debts from another country. Wanted to secure control in the ‘New World’ Tried to increase the population of Tejas y Coahuila Participated in the Independence movement from 1810-1821. Wanted to help convert the American Indians to the Catholic faith. Established San Antonio in 1718.
crystallization process, which is highly susceptible to environmental conditions, the film quality of perovskite on different planar substrates exhibits large difference under varied deposition conditions. In addition, the electronic and physical nature of the internal heterojunctions within the perovskite solar cells are also important and require careful control and optimization for efficient and reproducible devices. Presently, many researchers in different laboratories still experience poor reproducibility of devices when they follow the reported experimental procedural descriptions in the literature, which hinders and slows the global progress of perovskite solar cells research. Therefore, it is essential to have a detailed and high-reproducible methodology for the fabrication of efficient planar perovskite solar cells. If a standard and reproducible “control cell” existed, it would also make fair comparison between different progress in different laboratories easier. In this paper, we present detailed procedures for the fabrication of reproducible planar perovskite solar cells (n-i-p and p-i-n structures) based on one-step coating process. We use the benchmark MAPbI3(Cl) perovskites fabricated from precursors composed of methylammonium iodide (MAI) and two different lead metal sources including lead chloride (PbCl2) or lead acetate trihydrate (Pb(Ac)2·3H2O) as the example to discuss key parameters for the fabrication of high-quality perovskite films. In addition, we point out and discuss the key processes affecting the device performance of perovskite solar cells and our optimization strategy. We provide detailed information about the reagents, equipment and deposition parameters for PbCl2 and Pb(Ac)2·3H2O routes developed in our lab. We believe that this methods paper will be a useful guideline for the community to fabricate high-reproducible perovskite films and efficient planar solar cells based on one-step solution processed MAPbI3 perovskites. Conventional n-i-p perovskite solar cells fabricated from 3:1 MAI:PbCl2 precursor The embodiments of perovskite employed as light harvester in solar cells were fabricated
and total amount) Outcome data 15* Cohort numbers of outcome events or summary measures over time Case-control study—Report numbers in each exposure category, or summary measures of exposure study—Report numbers of outcome events or summary measures Main results 16 (a) Give unadjusted estimates and, if applicable, estimates and their precision (eg, 95% confidence interval). Make clear which confounders were adjusted for and why they were included (b) Report category boundaries when continuous
Methods for Integration Practice Questions Inverse Chain Rule Integrate these: Partial Fractions Integrate these: Logarithms Integrate these: Integration by Parts Integrate these: Integration by Substitution Integrate these: You choose the method - Methods for Integration - Answers Practice Questions Inverse Chain Rule Partial Fractions Logarithms Integration by Parts Integration by Substitution
1.02 Methods of Organizing Information-Graphic Organizer Directions: Fill in key word descriptions and examples as teacher discusses each method of organizing information. Method of Organizing Information Description Example (Answers Will Vary) Indexed order e.g., Alphabetical Items of a sequence can be arranged by some familiar characteristic. The most common is alphabetical. Alphabetical is a logical way to arrange a booklet on vitamins (A, B, B1, and so on) or a directory of company employees. Chronological A method of organization in which actions or events are presented as they occur (or occurred) in time. Information presented in time sequence, either forward or backward, is chronological You can present events in the order in which they happened. History books are written this way. Inverted pyramid (aka anticlimactic order) The lead paragraph summarizes the story, and the following paragraphs present the facts in order of decreasing importance. You can use this format in journal articles, letters, memos, and reports. Useful for ranking items (such as candidates, where the best are placed first). Climatic order (aka clincher order) The arrangement of details or ideas in order of increasing importance or force: the principle of saving the best for last. It is frequently used in a sales pitch or for increasing motivation gradually. Designed to impel immediate action or leave a sweet taste in the reader’s mouth. Spatial/Geographical Order of location A method of organization in which details are presented as they are (or were) located in space--such as, from left to right or from top to bottom. Geographical organization is illustrated by the division of a business into sales by state, county, or city. Simple to Complex Order of increasing difficulty (aka progressive level of disclosure) For difficult, technical, or abstract topics, the best plan of organization is often from simple to complex. Good teachers, for example, with simple, basic concepts and proceed to more complex topics. Inductive (indirect) This plan supplies examples, stories, facts, or reasons first and then draws conclusions from them. For example, a report written to convince management to fund an employee fitness program might begin with the advantages of a fitness program. After
Name Date Research task – Methods of production Advantages of job production Disadvantages of job production Advantages of flow production Disadvantages of flow production Define ‘specialisation’ in the production process List four factors that make up ‘efficiency’ in the production process Define ‘lean’ production Define ‘Just-In-Time’ production Define ‘Just-in-Case’ production Define ‘Kaizen’ production Stretch & challenge activity Research how staffing and motivation fits in with the production process.
METHODS OF CALCULUS REVIEWS – EXAM 1 NON-BUSINESS sections ONLY Tuesday, September 4 (ROJAS) 7:00-9:00PM ONLINE Wednesday, September 5 (JOHNSON) 6:00-8:00PM IN GN102 BUSINESS sections ONLY Wednesday, September 5 (ROJAS) 7:30-9:30PM ONLINE For online reviews, go to to access the session via for Business. These sessions will be recorded and posted to the MLC webpage at
Jump In Standard of Excellence (Enhanced) Essential Elements 2000 Publisher GIa Publications, Inc. Neil A. Kjos Company Hal Leonard Corporation $16.50 $9.95 $8.99 CD/DVD included? CD CD Both First Note Bb concert D concert F concert Location of key other than Bb Pg. 19 of 48 Pg. 16 of 48 (#65) Pg. 16 of 48 (#76) Introduction of Triple Meter Pg. 13 Not done in Book 1 Not done in Book 1 First Note “over the break” Pg. 12 Concert A Pg. 27 (#118) Concert Eb Pg. 24 (#119 Concert D Software on CD None iPas Finale Notepad, SmartMusic Biggest Advantages Use of several keys , Introduction of accompaniment roles, Use of several meters Easy to understand, Software, Many pages Software, Easy to understand Biggest Disadvantages Price, Difficult for students to teach themselves, Only 9 tunes No use of triple meter, Heavy emphasis on Bb major No use of triple meter, Heavy emphasis on Bb major
Glossary Table 7.1 1-for-1 Residential Downlight Replacement Method Definitions Term Definition ACP Accredited Certificate Provider. Control Gear Lighting ballast, transformer or driver needed to operate a light source. Energy Saver Refer to section 3.1 of this guide. ESS Energy Savings Scheme. ESS Rule Energy Savings Scheme Rule of 2009. Implementation to section 3.3 of this guide. Lamp An artificial source of visible light. Lighting Equipment A lamp or luminaire plus any control gear necessary to operate the lamp or luminaire. Luminaire The apparatus that distributes, filters or transforms the emitted from a light source, including lamps, control gear and all components necessary for fixing and protecting the lamps. Purchaser Refer to section 3.2 of this document. RESA Recognised Energy Saving Activity.
Literacy method of differences, partial fractions. Research Research the use of the method of differences for summing convergent infinite series. Memory If then Skills By considering where or otherwise, find the sum of the following series Using the method of differences show that Use the identity to find Find using an appropriate function and the method of differences. Stretch By considering the function Find the sum of the first terms of the series Let . Simplify . Use your result to find the sum of the first terms of the series
Handler (including certified applicator) Information and PPE Handler Name, Address, and Phone Number Employer Name, Address, and Number Tasks Handlers are Trained and Authorized to Perform* (check number(s) from below) PPE all that apply) Respirator Information (leave blank if “no respirator” is checked under PPE) 1 2 3 4 5 6 7 8 9 10 11 Long-sleeved shirt/long-pants, shoes, socks Chemical-resistant apron Chemical-resistant footwear and socks Protective eyewear (NOT goggles) Chemical-resistant gloves Half-mask air-purifying respirator Full-face air-purifying respirator Self contained breathing apparatus Other: No respirator PPE training date: Make: Model: Type: Style: Size: Cartridge type: Fit test date: Training date: Medical qualification date: Make: Model: Type: Style: Size: Cartridge type: Fit test date: Training date: Medical qualification date: Make: Model: Type: Style: Size: Cartridge type: Fit test date: Training date: Medical qualification date: The above handler has received Fumigant Safe Handling Information within the past 12 months. *1. Loaders, drivers, tractor co-pilots, shovelers, cross-ditchers, or other direct application participants 2. Cleaning up fumigant spills (does not include emergency personnel not associated with the application) 3. Tasks with liquid contact potential 4. Installing, perforating or removing tarps 5. Repairing, or monitoring tarps until14 days after the application is complete if tarps are not perforated and removed during those 14 days. 6. Monitoring fumigant air concentrations 7. Handling or disposing of fumigant containers 8. Cleaning, handling, adjusting, or repairing equipment that may contain fumigant residues 9. Installing, repairing, operating, or removing irrigation equipment in the application block or buffer zone 10. Performing scouting, crop advising, or monitoring tasks in the application block or buffer zone 11. Performing other WPS handling tasks Comments/notes:
Medical – hospitals, clinics, nursing homes, veterinarians Mail American Hospital Association (AHA) best management practices (BMP) literature Workshops Onsite visits BMP requirements Permits Date/content of mailing Participation/Reduction Progress, quantity recycled Adoption/implementation Mercury-free wherever practicable. Spill management. Dental Clinics Mail appropriate BMP literature Meetings with dentists Onsite visits Survey(s) Adherence to American Dental Association’s (ADA’s) BMPs (voluntary or mandatory) Mercury recycling (voluntary or mandatory) Adoption of removal equipment meeting ISO standards (voluntary or mandatory) Permits Date/content Participation Adoption /implementation Quantity recycled Adoption/implementation (Note: Certain facilities do not use or generate mercury, some measures may not apply) Capture and recycle mercury used or generated. Minimize mercury discharges. Schools – secondary Mail BMP literature Workshops Onsite visits Permits Date/content Participation Reduction progress Quantity of mercury recycled Mercury free wherever practicable. Spill management. Schools – Colleges/Technical, laboratories See Medical and School Sectors See Medical and School Sectors Other industries and businesses with potential for mercury contributions Mail chemical/equipment literature Onsite visit during pretreatment inspection Application of local limits and/or require BMPs for IUs Require PMPs in IU permits Reduction progress Quantity recycled Phase out of mercury containing devices and chemicals. Spill management. General Public Promote mercury clean sweeps Displays at community events Public service announcements Outreach at schools Establish local mercury website Date/contents Quantity of mercury recycled Website hits Reduced use of mercury containing products. Recycling of mercury products. Spill management. Step 5: Create an Implementation Plan for Mercury Management and Reduction Measures for the Next Five Years See Section 5.4 for additional information Select Mercury reduction strategies To start preparing your implementation plan, use the resources listed in this template and the attached sector worksheets to evaluate reduction strategies specific to your facility and mercury contributors. Prioritize activities according to the potential reduction opportunities of mercury contributors that have been recorded in the sector worksheets. Develop a timeline