zilongwang/ReadingBank huggingface dataset:
The program has included Standards of Conduct in the member service agreement. There are no mandated requirements for what must be in standards of conduct. However, program must establish program specific conduct and consequences. Prohibited Activities - 45 CFR § 2520.65, Terms and Conditions V.C. Each of the following are listed in member service agreement: 1. Attempting to influence legislation. 2. Organizing or engaging in protests, petitions, boycotts, or strikes. 3. Assisting, promoting or deterring union organizing. 4. Impairing existing service agreements for services or collective bargaining agreements. 5. Engaging in partisan political activities or other activities designed to influence the outcome of an election to any public office. 6. Participating in, or endorsing, events or activities that are likely to include advocacy for or against political parties, political platforms, political candidates, proposed legislation, or elected officials. 7. Engaging in religious instruction; conducting worship services; providing instruction as part of a program that includes mandatory religious instruction or worship; constructing or operating facilities devoted to religious instruction or worship; maintaining facilities primarily or inherently devoted to religious instruction or worship; or engaging in any form of religious proselytization. 8. Providing a direct benefit to: a) a business organized for profit; b) A labor union; c) A partisan political organization; or d) A nonprofit organization that fails to comply with the restrictions contained in section 501(c)(3) of the Internal Revenue Code of 1986 related to engaging in political activities or substantial amount of lobbying except that nothing in these provisions shall be construed to prevent participants from participating in advocacy activities undertaken at their own initiative; and e) An organization engaged in the religious activities described above in prohibited activity 7, unless CNCS assistance is not used to support the religious activities. 9. Conducting a registration drive or using CNCS funds to conduct a voter registration drive; 10. Providing abortion services or referrals for receipt of such services 11. Such other activities as CNCS may prohibit. AmeriCorps members may not engage in the above activities directly or indirectly by recruiting, training, or managing others for the primary purpose of engaging in one of the activities listed above. Individuals may exercise their rights as private citizens and may participate in the activities listed above
The program has included Standards of Conduct in the member service agreement. There are no mandated requirements for what must be in standards of conduct. However, program must establish program specific conduct and consequences. Living allowance pay schedule is included Prohibited Activities - 45 CFR § 2520.65, Terms and Conditions V.C. Each of the following are listed in member service agreement: 1. Attempting to influence legislation. 2. Organizing or engaging in protests, petitions, boycotts, or strikes. 3. Assisting, promoting or deterring union organizing. 4. Impairing existing service agreements for services or collective bargaining agreements. 5. Engaging in partisan political activities or other activities designed to influence the outcome of an election to any public office. 6. Participating in, or endorsing, events or activities that are likely to include advocacy for or against political parties, political platforms, political candidates, proposed legislation, or elected officials. 7. Engaging in religious instruction; conducting worship services; providing instruction as part of a program that includes mandatory religious instruction or worship; constructing or operating facilities devoted to religious instruction or worship; maintaining facilities primarily or inherently devoted to religious instruction or worship; or engaging in any form of religious proselytization. 8. Providing a direct benefit to: a) a business organized for profit; b) A labor union; c) A partisan political organization; or d) A nonprofit organization that fails to comply with the restrictions contained in section 501(c)(3) of the Internal Revenue Code of 1986 related to engaging in political activities or substantial amount of lobbying except that nothing in these provisions shall be construed to prevent participants from participating in advocacy activities undertaken at their own initiative; and e) An organization engaged in the religious activities described above in prohibited activity 7, unless CNCS assistance is not used to support the religious activities. 9. Conducting a registration drive or using CNCS funds to conduct a voter registration drive; 10. Providing abortion services or referrals for receipt of such services 11. Such other activities as CNCS may prohibit. AmeriCorps members may not engage in the above activities directly or indirectly by recruiting, training, or managing others for the primary purpose of engaging in one of the activities listed above.
OneStar Foundation OR Office of Civil Rights and Inclusiveness Attn: Director of National Service CNCS 9011 Mountain Ridge Dr. 1201 New York Avenue, NW Suite 100 Washington, DC 20525 Austin, TX (800) 833-3722 (TTY and reasonable (512) 287-2000 (voice) accommodation line) (512) 287-2039 (fax) (202) 565-3465 (FAX); (email) Public Notice of Non-discrimination. The grantee must notify members, community beneficiaries, applicants, program staff, and the public, including those with impaired vision or hearing, that it operates its program or activity subject to the non-discrimination requirements of the applicable statutes. The notice must summarize the requirements, note the availability of compliance information from the grantee and CNCS, and briefly explain procedures for filing discrimination complaints with CNCS. The grantee must include information on civil rights requirements, complaint procedures and the rights of beneficiaries in member service agreements, handbooks, manuals, pamphlets, and post in prominent locations, as appropriate. The grantee must also notify the public in recruitment material and application forms that it operates its program or activity subject to the nondiscrimination requirements. Sample language, in bold print, is: This program is available to all, without regard to race, color, national origin, disability, age, sex, political affiliation, or, in most instances, religion. Where a significant portion of the population eligible to be served needs services or information in a language other than English, the grantee shall take reasonable steps to provide written material of the type ordinarily available to the public in appropriate languages.
November 2018 Week Monday Tuesday Wednesday Thursday Friday 16 5th Placement 27 6th Placement 7th Placement 8th Protection and Risk 9th Placement 17 12th Placement 31 13th Placement 14th Placement 15th Protection and Risk 16th Placement 18 19th Placement 35 20th Placement 21st Placement 22nd 1 / 2 Work Based Learning Day 23rd Placement 19 26th Placement 40 27th Placement 28th Placement 29th 30th Placement December 2018 Week Monday Tuesday Wednesday Thursday Friday 20 3rd Placement 44 4th Placement 5th Placement 6th Protection and Risk Exam 7th Placement 21 10th Interims Placement 48 11th Placement 12th Placement 13th CRPSW 1/2 WBLD 14th Placement 52 22 17th Holiday 18th Holiday 19th Holiday 20th Holiday 21st Holiday 23 24th Holiday 25th Holiday 26th Holiday 27th Holiday 28th Holiday January 2019 Week Monday Tuesday Wednesday Thursday Friday 24 31st Holiday 1st Holiday 2nd Placement 3rd Placement 4th Placement 25 7th Placement 56 8th Placement 9th Placement 10th Dissertation 11th Placement 26 14th Placement 60 15th Placement 16th Placement 17th 18th Placement 27 21st Placement 64 22nd Placement 23rd Placement 24th 25th Placement February 2019
Week Monday Tuesday Wednesday Thursday Friday 28 28th Placement 68 29th Placement 30th Placement 31st CRPSW AOP WBLD 1st Placement 29 4th Placement 73 5th Placement 6th Placement 7th 8th Placement 30 11th Placement 77 12th Placement 13th Placement 14th 15th Placement 31 18th Placement 81 19th Placement 20st Placement 21st 22nd Placement 2019 Week Monday Tuesday Wednesday Thursday Friday 32 25th Placement 85 26th Placement 27th Placement 28th 1st Placement 33 4th Placement 89 5th Placement 6th Placement 7th 8th Placement 34 11th Placement 93 12th Placement 13th Placement 14th 15th Placement 35 18th Placement 97 19th Placement 20th Placement 21st 22nd Placement
Delayed neutrons are generated: Immediately after the fission. After fragmentation of cosmic rays. After the radioactive decay of some fission fragments that are called precursors of delayed neutrons. During slowing-down of fast neutrons. Answer: c) The multiplication factor is: The ratio between the number of neutrons in one generation to the number of neutrons in the previous generation. The ratio between the number of fast neutrons produced in fast and thermal fission and the number of fast neutrons produced in the thermal fission. Proportion of delayed neutrons in the total number of neutrons. Answer: a) Thermal non-leakage factor Pt is: The probability that a thermal neutron will not escape from the core. The probability that a thermal neutron will escape from the core. The probability that a thermal neutron will be absorbed in resonances. Answer: a) Fast non-leakage factor Pf tells: The probability that a fast neutron escapes from the core. The probability that a neutron that is slowing-down will not be absorbed in resonances. The probability that fast neutron begins slowing-down in the core. Answer: c) Select 2 correct answers: If multiplication factor is k = 1, then the reactivity of the core is ρ > 0. If multiplication factor is k = 1, then the reactivity of the core is ρ = 0. If multiplication factor is k > 1, then the reactivity of the core is ρ < 0. If multiplication factor is k > 1, then the reactivity of the core is ρ > 0. If multiplication factor is k < 1, then the reactivity of the core is ρ > 0. Answer: b) and c)
Figure 7.2: A worker in Tyvek coveralls with a respirator. In areas where increased surface or air contamination is probable or confirmed, one or several pieces of additional protective equipment are also used according to the level of contamination: additional rubber gloves, shoe covers, Tyvek coveralls, special protective clothing, a respirator, a half mask, a mask, an air-supplied mask. Table 7.5: Protective clothing in a controlled area (example). Type of clothing washable single use for the body cotton overalls yes underwear yes Tyvek yes TOPSTRE yellow overalls yes WET overalls yes PE suit yes COOLINE cooling jacket yes for the head cotton cap yes helmet yes for the hands cotton gloves yes rubber gloves yes for the feet protective yes low covers yes high covers yes Figure 7.2 shows an example of additional protective equipment (Tyvek, respirator) and Table 7.5 gives the characteristics of various typical kinds of equipment. Respiratory protective equipment The basic aim of any type of breathing apparatus or respirator is to effectively reduce the inhalation of airborne substances which are harmful to health into the lungs. Since breathing equipment to a certain extent hampers natural breathing and/or the performance of work operations, decisions on the use of breathing equipment should be made in the knowledge that:
design features (such as leak detection) are provided on the assumptions of a single failure and the loss of off-site power, and by the incorporation of suitable redundancy, diversity and independence. Emergency core cooling Core cooling is provided in the event of a loss of coolant accident so as to minimize fuel damage and limit the escape of fission products from the fuel. The cooling provided ensures that: The limiting parameters for the cladding or fuel integrity (such as temperature) do not exceed the acceptable value for design basis accidents (for the relevant reactor design); Possible chemical reactions are limited to an allowable level; The alterations in the fuel and internal structural alterations do not significantly reduce the effectiveness of the means of emergency core cooling; and Cooling of the core is ensured for a sufficient time. Design features (such as leak detection, appropriate interconnections and isolation capabilities) and suitable redundancy and diversity in components are provided in order to fulfil these requirements with sufficient reliability for each PIE, on the assumption of a single failure. Adequate consideration is given to extending the capability to remove heat from the core following a severe accident. Inspection and testing of the emergency core cooling system The emergency core cooling system is designed to permit appropriate periodic inspection of important components and to permit appropriate periodic testing to confirm the following: The structural integrity and leak tight integrity of its components; The operability and performance of the active components of the system in normal operation, as far as feasible; and The operability of the system as a under the conditions specified in the design basis, to the extent practicable. Heat transfer to an ultimate heat sink Systems are provided to transfer residual heat from all components important to safety to an ultimate heat sink. This function is carried out at very high levels of reliability in operational states and in design basis accidents. The reliability of the systems is achieved by an appropriate choice of measures including the use of proven components, redundancy, diversity, physical separation, interconnection and isolation. Adequate consideration is given to extending the capability to transfer residual heat from the core to an ultimate heat sink so as to ensure that, in the event of a severe accident, acceptable temperatures can be maintained in structures, systems and components important to the
Module 06 Course Project Template (with example) Employee Next Role Readiness Strengths Weaknesses Short-term Training Plan Target Date Mr. Operations Manager CEO 1 Year Understanding of the operational and financial elements of the business. Lacks exposure to the business specific sales points Spend 1 day a week with the sales team to better understand the sales process 6/1/20xx Strength 2... Weakness 2… Plan 2… Strength 3... Weakness 3… Plan 3…
Open panorama of Exterior Perspective view. To navigate the panorama: View direction = click and drag left mouse button in the view Zoom magnification = scroll wheel Note: An internet connection is required to view interactive panoramas. A landline connection is recommended for best experience. Close the file without saving. This concludes Exercise 2. Solar studies Solar studies help you visualize the impact of natural light and shadows on the exteriors and interiors of projects. Create solar studies to see how shadows from terrain and surrounding buildings affect a site, or where natural light penetrates a building at specific times of the day and year. By showing the impact of natural light and shadows on your project, solar studies yield valuable information that can help support effective passive solar design. Exercise 3 — Creating Solar Studies In this exercise we will look at the configuration settings for creating studies of an existing exterior perspective camera view of a Revit model. Objectives: Open a 3D view for rendering Configure rendering parameters Generate rendering View rendered image Perform solar study View solar rendering Navigate to the folder containing the downloaded resources for Module 8.
Click Download Image to proceed with file download. The file should appear in your Downloads folder or whichever folder you set for downloads. Exercise 5.2 – Downloading interactive panoramas Panoramas have a dedicated download method due to the nature of its file type as HTML. Login to your A360 account per the instructions in Exercise 5.1. Click on the expansion arrow for project: to reveal thumbnail images of renderings. Click the Panorama icon adjacent to the word Show in the banner of the project folder to display panoramas if they exist. Identify the panorama you wish to download and hover your cursor over the image to reveal the pull down menu button. Click the pull down menu button to display the menu. Select As HTML Viewer option. You may then open the HTML file inside a web browser to display the panorama and interact with it just as you did online in A360. Note: It is recommended that you open the HTML file in Google Chrome for best experience. Exercise 5.3 – Downloading solar studies Solar studies are unique in that it is a collection of still images and will be downloaded as a Zip file. Login to your A360 account per the instructions in Exercise 5.1.
702 Reading in the Content Areas Disciplinary Literacy A master reading teacher demonstrates knowledge and skills consistent with the characteristics of highly effective educators. Unsatisfactory/Emerging Level: Rarely demonstrates the knowledge or skills to teach reading. Basic Level: Occasionally demonstrates the knowledge or skills to teach reading, but growth is needed. Proficient Level: Usually or consistently demonstrates the knowledge or skills to teach reading with no areas of concern. Distinguished Level: Demonstrates model knowledge and skills to teach reading; the individual could teach, supervise, or mentor other educators in this area. Element Unsatisfactory/ Emerging Basic Proficient Distinguished Points
I. Disciplinary Literacy Instruction Evaluation and Selection of Materials IRA Standard – 2 Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. The introduction rationale describing the unit is vaguely described or missing. 0 points The introduction provides a general idea of a unit that would support not only grade level but reading level of students. 1 point The introduction describes a unit that is supported by expository texts and websites. No paragraph of explanation is provided before the list is given. 3 points The introduction clearly defines instruction that is supported by non-fiction expository texts and websites and explains the connection to teaching a concept. 4 points __/4 points IRA Standard 2.3 Candidates demonstrate knowledge Provides 4 information and 2 digital/online Provides 5 annotated, varied information print Provides 8 annotated, varied information print and Provides a minimum of 10 annotated, rich and varied informational print and 5 __5/ points
engagement with the features of diversity. Wisconsin Teaching Standard 8 Standard –3 digital and online resources. Little or no explanation of ethical use and evidence-based selection strategies. Does not include an explanation linking the research to the personal selection process. 1 digital and online resources, but the response does not include evidence of ethical use and evidence-based selection. Includes some explanation linking the research to the personal selection process. 1.5 points use and evidence-based selection. Includes an explanation linking the research to the personal selection process. 2 points II. Writing Mechanics NCTE Standard 6 (Related to writing and conventions) Content is written in a that does not facilitate communication. Content has numerous grammatical, spelling or punctuation errors Content is written in a style that minimally facilitates communication. Content is more than 6 grammatical, spelling or Content is written in a style that generally facilitates communication. Content is largely free of grammatical, spelling or punctuation errors. .8 point Content is written with a professional voice and has a professional appearance. Content is free of grammatical, spelling, capitalization and punctuation errors. 1 point __/1 point
Dimension Exposure Coastal Landscape Hazard Hazard of People in Hazard Zone Measures at center of most urban area m) of high point along from urban center to coast m) High point to or to of transect (for example, “large hill near the coast, flat near urban center”) Number of hurricane strikes since 1900 of these strikes with category >= 3 2010 county Galveston County, Texas area: Galveston) Hudson County, New Jersey area: Jersey City) St. Johns County, Florida (Urban area: St. Augustine) close
Chapter 4 | Insert Chapter Title Lorem ipsum dolor sit amet, consectetur adipiscing elit. Proin consectetur magna eget imperdiet maximus. Sed euismod dolor at nisl fermentum mollis a sit amet urna. Etiam eu nisl elit. Donec mauris libero, euismod ut sapien imperdiet, sodales gravida libero. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam consequat ligula a sapien fringilla placerat. In hac habitasse platea dictumst. Nunc luctus, nisl id sagittis tempor, diam urna tempus ante, nec mattis augue massa eu mi. This template has prepared the section breaks already. Note that there is a first page header and footer, then odd page header and footer, and even page header and footer. Leave the first page header blank. The first page footer should have the page number. Even page headers at all times have the chapter title. Odd page headers shall at all times have the short title of the book. (Leave out the subtitle, if any.) For page numbering in the footers, either all odd pages have the page number right-aligned and even pages have it or all pages bear the page numbers center-aligned. Ut sed erat mauris. Donec nec ultricies nulla. Duis fermentum est id elementum feugiat. Duis eu sodales odio. Donec
Cladding strain is maintained at less than 1.0%. Fuel rod internal pressure is maintained at less than 155 bar. To prevent a DNB condition in the core, the actual heat flux must be less than the critical heat flux by a certain margin everywhere in the core. The limits applied during Category III (Infrequent Faults) and Category IV (Limiting Faults) which assure integrity of the cladding are: Peak cladding temperature (PCT) during a LOCA will not exceed 1200°C. By limiting PCT the zirconium-steam reaction is limited and thus cladding oxidation. This reaction increases significantly above 1200°C. Cladding oxidation will not exceed 17% of the total cladding thickness to prevent excessive loss of local cladding strength and ductility. Hydrogen generation (due to zirconium-water reaction) will not exceed 1% of the hydrogen generated if all the zirconium surrounding the fuel were to react; this is to prevent accumulation of an explosive mixture of hydrogen in the containment. A hydrogen burn in the containment could exceed its design pressure. Coolable core geometry must be maintained to prevent cladding failure from blocking coolant channels. Long term cooling must be provided to assure that the decay heat can be removed, preventing additional core damage. During the LOCA condition the reactor should be tripped. heat is transferred from the fuel to the coolant and dictates the cladding temperature. To limit the PCT, decay heat has to be limited which can be managed by limiting the maximum heat flux during normal operation. Limiting (defined in Module 1) in the core during normal operation means limiting the maximal heat flux in the core, which dictates the limit of the PCT during a LOCA. Integrity of the reactor coolant system The integrity of the second barrier Reactor Coolant System is assured by a set of values for pressure in the RCS. For example a Westinghouse PWR has the following values: Normal operating pressure is 154.1 bar. Design pressure of the Reactor Coolant System is 171.3 bar, the lift setting of the pressurizer safety valves. The Pressure Safety Limit is 110% of the design pressure, which represents 188.6 bar. The Reactor Protection System generates a reactor trip signal if the pressurizer pressure exceeds the value of 163.8 bar. The trip prevents the pressure Safety Limit from being
10) 10) Stakeholder Name and Role What is the impact of the change on them? What is their current understanding of the change? What is their attitude towards the change? (Positive, Negative) What influence do they have over the program? (H, M, L) What are key issues and concerns?
Conduct formal observation(s) followed by post-conference discussion Administrator and Teacher Beginning of Second Semester Facilitate mid-year review of: documentation log and evidence related to each performance standard instructional strategies being implemented to reach student achievement goals Administrator and Teacher Modify instructional strategies for student academic progress as needed and conduct ongoing progress monitoring of student progress Teacher Second Semester Conduct formal observation(s) followed by post-conference discussion Administrator and Teacher Last Two Months of School Submit documentation log and student academic progress data to administrator Teacher Review teacher’s documentation log and all available student academic progress data to make summative rating decisions (e.g., student achievement goal-setting data, Student Growth Percentile, student achievement data, SOL assessment results, other valid measures) Administrator Final teacher evaluation conference (ratings on each standard and overall summative rating discussed) Administrator and Teacher
or carbon dioxide) is injected through a series of injection wells into the ore body to dissolve the uranium (Figure 1.10). The lixiviant solution is then collected in a series of recovery wells, from which it is pumped to a processing plant (Figure 1.11), where the uranium is extracted from the solution, usually by . The uranium extract is then further purified, concentrated, and dried to produce . Monitoring wells are checked regularly to ensure that uranium and chemicals are not escaping from the drilling area. Figure 1.10: In situ leaching/recovery (© USNRC). Figure 1.11: Hobson ISL processing in . Yellowcake produced by any method (conventional milling, Heap Leach or ISL) is transported to a facility for further processing. Table 1.1 compares the main environmental and safety regulatory issues for the three main types of milling (also known as “recovery”) facilities. Table 1.1: Characteristics of uranium milling facilities Feature Conventional Uranium Mill Heap Leach Facility ISL Recovery Method Physical and chemical process to extract uranium from ore. Physical and chemical process to extract uranium from mined ore that has been piled in a heap. Chemical process to extract uranium from underground deposits. Surface Features Mill building(s), process tanks, tailings impoundment, and evaporation ponds. Process buildings, heap pile consisting of crushed ore. Well fields, header houses, processing facility, storage or evaporation pond. Generated Mill tailings, pumps, and other process equipment that cannot be decontaminated. Heap pile remains in after processing; pipes, pumps, and other process equipment that cannot be decontaminated. Liquid (disposed of in injection wells or through an evaporation system), pipes, pumps, and other process equipment that cannot be decontaminated. Decommissioning Demolition of mill and site buildings, Demolition of site buildings, final Restoration of groundwater,
1.4 Chemical Tanker (see Figure 4): Rudder with conventional propeller Tank heating/ tank wash room Cofferdam, empty space between two tanks Vent pipes with pressure- vacuum valves Hose Manifold Transverse horizontally corrugated bulkhead Wing tank in double hull Double bottom tank Tanktop Longitudinal vertically corrugated bulkhead 12. Railing 13. Catwalk 14. Deck longitudinals Forecastle deck with anchor & mooring gear 16. Bow thruster 17. Bulbous bow
1.5 LNG Tanker (see Figure 5): Rudder Propeller Tailshaft Propulsion turbines Condenser Boiler Uptake/ funnel Stores crane Spherical cargo tanks Centre column with ladder and cargo pumps 11. Cargo tank safety devices 12. Walkway 13. Forward lookout cabin 14. Manifold 15. Hose crane Insulation
4.2 General Arrangement Plan (GA) The GA roughly shows the division and arrangement of the ship. The following views are displayed: •A (SB) side view of the ship •The plan views of the most important decks •Sometimes cross-sections, or a front and back view are included The views and cross-sections mentioned above, display among other things: •The division into different compartments (i.e. tanks, engine room, holds) •Location of bulkheads •Location and arrangement of the superstructures •Major equipment (i.e. winches, loading gear, bow thruster, lifeboat) In addition to these, some basic data are included in the drawing such as: •Principal dimensions •Volumes of the holds •Tonnage
Trading area: Movable bulkhead: Tanktop strength: Hatch strength: Dutch 1998 / 1999 boxed shape / sid 2964 meterton 2800 meterton 2056 / 1168 88.95 12.50 meter 04.34 meter 09.30 meter B.V. 1 3/3 E cargo- ship deepsea – BRG unrestricted waters incl. river Rhine 108 teu 2 15 mt/m² I mt/m² Ventilation: Dimensions of holds length/breadth/depth Hold 1: Dimensions of hatches I: Tank capacity Fuel: Ballast: Fresh water Engine equipment Main engine: Output: Consumption electrical, 6 airchanges p/h 62,40 x 10,24 x 6,75 meter 62,40 x 10,24 meter 217 cbm 1307 cbm 24 cbm Wartsila 8L20 1320 bhp 10.5 knots on 5.500 liters MGO Explanation on the specifications (1)Deadweight. (2)Deadweight Cargo Capacity at Summer draught. (3)Maximum draught. (4)Air draught at summer draught, if the (loaded) vessel is not at summer draught, additional ballast may be used. (5)Bureau Veritas, the ship is built according to the Rules and Regulations of the classification bureau for this type of ship.
5.4 Ferry Length o.a.: Length b.p.: Breadth moulded: Depth maindeck: (1) upperdeck: (2) Design draught: (3) power at MCR: speed at design draught: Passenger capacity: No of passenger cabins: Dead weight: Trailer lane length: Car lane length: 172.90 meter 160.58 meter 25.70 9.40 meter 15.10 6.35 meter 44,480 kW 28 knots 1.600 160 4.500 Ton 1.780 450 meter Explanation on the specifications (1) Power of the main engine. MCR = Maximum Continuous Rating. (2) Maximum total trailer length available. (3) Maximum total car length available. 5.5 Gas tanker Dutch Rotterdam LPG (1) Carrier S.P. (2) 9.3 bar -48C 2PG (3) 9031985 Dead weight (summer &MI): 3566 tons 3200 m³ Deutz SBV 9M 628 1690 kW at 900 rp.m. Deum/MWM TBD (4) 234V8 3x331 kW MDO 10 Required minimum crew: 10
Tibia- Fibula- Patella- Tarsals- Metatarsals- Phalanges- Complete the Review activity on page 6 Assessment: See the instruction on page 7 of the lesson. Be sure to review rubric to learn how you will be graded. 1.05 Honors Bone Markings Palpation- page 2 and 3 Focus Question: Can you identify key bone markings and explain their importance? Types of Bone Markings: Projections- Depressions- Openings- Structure: The _________________ of a bone marking is related to its function. Such functions include: Projections for Movement:
HELP SOCIETY Doing something which contributes to improving the world we live in. HELP OTHERS Being directly included in helping other people, either individually or in small groups. PUBLIC CONTACT Having a lot of day-to-day contact with the public. WORK WITH OTHERS Working as a team member toward common goals. WORK Doing projects by myself, with limited contact with others. COMPETITION Engaging in activities which pit my abilities against others. MAKE DECISIONS Having the power to decide courses of action and policies. WORK UNDER PRESSURE Working in situations where time pressure is prevalent.
INFLUENCE PEOPLE Being in a position to influence the attitudes or opinions of other people. KNOWLEDGE Engaging in the pursuit of knowledge and understanding. WORK MASTERY Becoming an expert in whatever work I do. ARTISTIC CREATIVITY Engaging in creative artistic expressions. GENERAL CREATIVITY Having the opportunity to create new programs, materials, or organizational structures. AESTHETICS Participating in studying or appreciating the beauty of things, ideas, etc. SUPERVISION Having a job in I am directly responsible for the work of others. CHANGE AND VARIETY Having work activities which frequently change.
PRECISION WORK Working in situations where attention to detail and accuracy are very important. STABILITY Having a work routine and job duties that are largely predictable. SECURITY assured of keeping my job and receiving satisfactory compensation. RECOGNITION publicly recognized for the high quality of my work. FAST PACE Working in circumstances work must be done rapidly. EXCITEMENT Experiencing a high degree of (of frequent) excitement in the course of my work. ADVENTURE Having work duties which require frequent risk taking. FINANCIAL GAIN Having a high likelihood of achieving very great monetary rewards for my work.
of impact: People and the Environment; here the radiation doses to people or the amount of radioactive material released into the environment are considered. Radiological Barriers and Control; here events are considered where the primary barriers preventing a large release are significantly damaged, or events where the primary barriers are intact but there is a major spillage of radioactive materials or significant increase in the dose rate. Defence-in-Depth; here events without any direct impact on people or the environment are considered, but for which the range of measures put in place to prevent accidents did not function as intended. Figure 7.2 illustrates some examples of past nuclear or radiological events by INES. People and Environment Radiological Barriers and Control Defence-in-Depth 7 Chernobyl, Ukraine,1986 Significant release of radioactive material to the environment resulting in widespread health and environmental effects Fukushima, Japan, 2011 Significant release of radioactive material to the environment resulting in widespread environmental effects 6 Kyshtym, Russian Federation, 1957 Significant release of radioactive material to the environment after the explosion of a high activity waste tank 5 Windscale pile, UK, 1957 Release of radioactive material to the environment following a fire in the reactor core Goiania, Brazil, 1987 Four people died after being overexposed from an abandoned and ruptured high activity source NPP Three Mile Island, USA, 1979 Severe damage to the reactor core 4 Tokaimura, Japan, 1999 Fatal overexposures of workers following a criticality event at a nuclear facility New Delhi, India, 2010 Radioactive material in scrap metal facility resulting in acute exposure of scrap dealer Stamboliysky, Bulgaria, 2011 Overexposure of four workers at an irradiation facility, Saint Laurent des Eaux, France, 1980 Melting of one channel of fuel in the reactor with no release outside the site 3 Lima, Peru, 2012 Severe overexposure of a radiographer Sellafield, UK, 2005 Release of large quantity of radioactive material, contained within the installation Fleurus,Belgium, 2008 Release of Iodine-131 into the environment from the radionuclide production facility Vandellos, Spain, 1989 Near accident caused by fire resulting in loss of safety systems at the nuclear power station
If you want to back to the you should turn the steering wheel to the _____. Give the meaning of each of the letters on the gear-shift selector and explain when each gear should be used. P R N D 2 L Describe two situations in which you should NOT use cruise control. 1- 2- Which ignition position is used to:
29. Suzie is in moving into her own apartment. She has saved to afford this expense. She needs to secure her heat, water and electric. What type of credit would she need? Service credit Loan Fixed rate credit card Variable rate credit card Meia works a minimum wage job, 7.79$ an hour at a popular retail chain. She works 20 hours each week and her tax rate is 15%. Because of school she only works about 35 weeks out of the year. Which amount is her yearly gross income closest? $ 4635.00 $ 5635.00 $ 5453.00 $ 818.00 31. Which tax plan best represents the Federal Tax system in the United States? Tax Plan A Tax Plan B Tax Plan C Tax Plan A and B
Personal Math Trainer “Your Turn” Math on the Spot #2 Example #2 Personal Math Trainer “Your Turn” Personal Math Trainer (Homework Practice) Lesson 2.4 Math on the Spot #1 Example #1 Personal Math Trainer “Your Turn” Math on the Spot #2 Example #2
and the problem-solving that they experienced were worth it. 4 *In reflecting back on this experience integrating this particular technology into her students’ learning, Ms. Jones realized that she had gotten so excited about the game-based, engaging experience that the simulation provided that she hadn’t fully considered how well playing the game would connect with her curriculum. *She also questioned whether the way she encouraged the students to play the game truly helped to improve their problem-solving. Another image of the same teacher just used in slide 3, realizing something Then show “Was it worth it?” added to the slide. 5 *As this scenario illustrates, even with the best intentions, it can be challenging to integrate use of educational technologies in ways that are well-aligned with both **curriculum goals and **teaching approaches. It’s far too easy to become technocentric when we think that our students will enjoy using a particular technology. **In this module, then, we will share a way of planning instruction that helps to ensure that technology, content, and pedagogy are balanced and fit together well. Image of old-school level with a bubble Add text underneath: technology (left), curriculum goals (right), teaching approaches (center) Level with techs appears first, then curric goals teaching approaches as we say them As we add the text on the ends, make the lean in that direction, then end with it level (at “ensure”) 6 *If the goal is balance among curriculum, teaching approaches, and technology use, how is this accomplished? Since 2005, educational technology researchers have been exploring this Repeat briefly the level with 3 labels image - Level image disappears. Image of brain made of
*When a teacher uses all of these types of knowledge together, we say that the teacher is using TPACK. *How can teachers develop their TPACK? 8 *One way to do this is to introduce teachers to different technologies that can be used in their teaching. Unfortunately, this approach can be technocentric, putting too much emphasis upon finding ways to incorporate use of technologies in instruction. We have discovered another, more organic, way to help teachers to develop their TPACK: *through instructional planning. First image: just add a question mark to TPACK. Image of little guy with big hammer surrounded by nails. - Cube transition, then planning book with “Instructional Planning” underneath it. 9 *Here’s what we know how experienced teachers plan instruction. Researchers have found that teachers’ planning is focused upon *learning goals and objectives, and is sensitive to *students’ learning needs and preferences. Also (and importantly), experienced teachers’ plans are structured with a sequence of learning activities for their students. So, how can we use what we know about how teachers plan instruction to help build TPACK? Image of professional working on something at her desk Bullets: Learning goals Students’ needs/preferences Learning activities 10 *One way is to consider all of the different learning activities that are available within particular curriculum Same slide as above Circle “learning activities”
The cause of a fall is often an interaction between patient’s risk, the environment, and patient risk behavior. Increase in hazardous environments increases the risk of falls. The use of a patient identifier (e.g., identification bracelet) helps to highlight to staff those patients at risk for falls. A fall risk assessment should include review of history of falls, mobility problems, medications, mental status, continence, and other patient risks. 5. Patients with impaired mobility should be: Confined to bed Encouraged to mobilize with assistance Assisted with transfers Referred for exercise program or prescription of walking aids as appropriate 6. The management of the acutely confused patient should include all of the following except: Moving patients away from the nursing station Involving family members to sit with the patient Orienting patients to the hospital environment Reinforcing activity limits to patients and their families 7. of the following statements is false? Fall prevention efforts are solely the nurses’ responsibility. A patient who is taking four or more oral medications is at risk for falling. A patient who is taking psychotropic medication is at higher risk for falling. Testing or treatment for osteoporosis should be considered in patients who are at high risk for and fractures. 8. In hospital settings, intervention programs should include: Staff education on fall precautions Provision and maintenance of mobility aids Postfall analysis and problem-solving strategy Bed alarms for all patients, regardless of risk 9. When assessing patients, which of the following statements is false? All patients should be assessed for fall risk factors at admission, at a change in status, after a fall, and at regular intervals. Medication review should be included in the assessment. All patients should have their activities of daily living and mobility assessed. Environmental assessment is not important in the hospital as it is all standardized.
23. Use the production possibilities diagram of days spent doing homework and days spent playing video games to answer the following question. Tina has 3 hours of spare time each day. How many hours will Tina have for her homework if she spends 6 days playing video games? 1 3 4 10 If Bob wants to open a Burger restaurant, which of the following would be necessary capital resources? Restaurant manager, cash register, water Servers, advertisements, plates A location for the shop, burgers, plates Silverware, cooks, coupons in a local flyer Kalli’s new jewelry store has really started to increase in sales giving Kalli enough money that she can now start looking at expanding her business to further her success . Keeping in mind that Kalli is using the business structure of a sole proprietorship, which answer below would be the best one for her to consider? Offering stock options to potential investors Hiring additional staff Expanding her products to include more sizes and designs Moving the business to a larger location
small. Since the samples were reliably normalized and belong to the same data set, the Value statistic is likely preferable. Describe a statistical test that would be appropriate for testing whether a significant difference exists between the levels of expression of the three genes that we are considering here between the two samples. In general, either a t-test family comparison (if a normality assumption is justified by the number and distribution of the data) or a Mann-Whitney U test (given more than ~5 samples per group) would be appropriate here. To simplify our analysis of the balance of fermentation to TCA cycle, we act on the log2 ratios of CS/LDHB levels in each sample. Observing that the log ratios are not normally distributed, we use the Mann Whitney U test, obtaining p=0.0007907 and a confidence interval of 0.29 – 0.97, thus suggesting a roughly 50% increase in fermentation in the metastatic cells. Exercise 2 – Analysis of high-throughput sequencing data For the remainder of this lab session, you will work through a series of steps that could be applied to analyze a typical Illumina sequencing experiment. Typically, you would need access to a cluster or server with all of the described software installed on it. For simplicity, today we will simulate that situation be listing off the command line that would be used at each step, and having you act on only a small subset of the data to see what occurs at each step. Download the bundle containing the files that we are analyzing, and unzip it in a suitable location. The files are available on the course website. Quality control Given an initial set of fastq files from a sequencing run, you might run fastQC on those files as follows. fastqc reads.fastq The fastQC plot in fastqc_example.pdf shows a run where several QC metrics failed. Inspect the results, consulting the fastQC documentation at as needed. What to be the underlying cause for the QC problems? How would you recommend preprocessing the data before proceeding? The per-cycle base pair compositions indicate the presence of a single, strongly over-represented sequence. The “Over-represented sequences” heading shows that
Stormwater Pollution Prevention Plan Evaluation North Dakota Department of Transportation ____________ District, ______________, _______________, ND ________ ______________ Fax: ______________ PROJECT INFORMATION REVIEWED BY: __________________________________ _____________ (Name) (Date) SWPPP Component Yes No Comments Describes the overall project and type of construction activity. Estimates the total area of the site and the total area expected to be disturbed. Proposed timetable/schedule of activities including major phases, BMP implementation and removal, disturbances and stabilization for the major portions of the site. Describes the soil within the disturbed area. Identifies all outfalls. Names surface water(s) and municipal storm sewer system at or near disturbed area that will receive runoff. Will discharged water flow to a water body listed as impaired under Section 303(d) of the CWA? (Obtained from the NDDoH ). If so, is the water body and impairment identified? [Part II(C)(1)(g) and Part II(C)(4)(g)] For bodies identified as impaired, does the SWPPP describe and conform to the Waste Load Allocations (WLA) of the water body? All pollutant sources, stormwater and non-stormwater identified. (Pollution can include nutrients, suspended solids, organic carbon, bacteria, hydrocarbons, trace metals, pesticides, chlorides, thermal impacts and trash and debris.) Describes the best management practices (BMPs) both temporary and permanent and rationale for the selection of all BMPs. Describes the installation, removal (if applicable), and maintenance requirements of selected BMPs. If any BMPs are not feasible, an explanation must be included [Part II(C)(2)].
documentation systems can be found on page 66 of the Toolkit. If a member of the IT Department is on the Implementation Team, he or she can discuss changes to the system that are possible. ASK: Can (name of IT representative) speak to the possibility of building pressure injury prevention into the electronic documentation system? Instructor’s Note: In general, IT can be an issue. Some facilities may be able to modify theirs, while others cannot. Slide 25 SAY: Incorporating a new set of practices involves changes in the way people do their work. To manage the change process more efficiently, consider doing the following: Ensure staff members understand their new roles, know why the new roles are important, and have the knowledge and tools to carry out their roles. Help reduce resistance to change by ensuring that staff understand the reasons for change and agree that change is needed. To help staff accept the new set of practices fully, ensure they understand that those practices offer promising strategies for providing high-quality care to patients. With senior leadership