zilongwang/ReadingBank huggingface dataset:
funding sources are available through various pre- and post-disaster programs operated by other federal agencies. Daniels, Roosevelt, Sheridan, and Valley Counties have hired Integrated Solutions Consulting (ICS) from West Fargo, ND to update our Multi-Hazard Mitigation Plans (PDM) .We have completed Task 1- Organize Recourses- which consist of coordinate with Mitigation Planning Team, update process and identify hazard. Task 2-Risk Assessment-Community profile, Hazard Profile & various analyses-which consist of community profile, Risk(vulnerability, disaster modeling Etc.), Estimate losses. Task 3- Prioritize Mitigation Strategy- which consist of Review and analyze the results of the Hazard profiles and loss estimation, updating goals & objectives, review the implementation strategy, capabilities assessment. To be completed is Task 1- public involvement, Task 3-Identification and prioritization of mitigation actions. Task 4- Complete Multi-Hazard Mitigation Plan Update, which consist of write, print and distribute draft of the updated plan, Review the documented planning process. Task Update. Valley County, City of Glasgow and Towns of Fort Peck, Nashua, and Opheim invite your input concerning mitigation projects to be added to the updated Multi-Hazard Mitigation Plan. For those wishing to participate in this opportunity a list of the recommended projects can be found online at valleycountymt.net. Input will be accepted up until 30 days upon the date of this announcement. If you have any questions please contact Rick Seiler, Valley County Disaster and Emergency Coordinator, at rseiler@valleycountymt.gov or 406-263-1479
Multinational companies (global table) Types: P=private company, usually listed on stock exchange; S=state- or municipal- owned enterprise; PS or SP: mixed private/state ownership; PE=private equity Home country Type % own state/ Sales 2012 Employees 2012 EWC Global agreement Africa Europe/EECA Asia-Pacific Latin America North America Website Actis UK PE ~ 104,170 x x x AEI USA/UK PE ~ ~ x http://www.aeienergy.com AES USA P $17.3 billion 27,000 x x x x x Aggreko UK P £1.6billion 5,685 x x x Cheung Kong P 9,500 x x x China Light & Power China/HK P HK$105bn. 6,581 x China Three Gorges China S 100 ~ ~ x E.on Germany P €132bn. 72,083 Y x http://www.eon.com EDF France SP 84 €72.7bn 158,760 Y x x x EGAT Thailand S 100 22,460 x http://www.egat.co.th/en/ Enel-Endesa Italy P 31 €85bn. 74,000 Y Y x x x EPM Colombia S 100 PC12587bn. ~ https://www.epm.com.co/site/ Finagestion France PE n/a n/a x Fortum Finland S 100 €6.2bn. 10,400 Y x Gas Natural Fenosa P 24904 17,270 x x x x http://www.gasnaturalfenosa.com GdF-Suez France PS 37 €97bn. 219,300 Y x x x x http://www.gdfsuez.com Iberdrola Spain P €35.4bn. 30,706 Y x x x x http://www.iberdrola.es IC Power/Israel Corporation Israel P x Intergen/Huaneng 50 ~/~ 100000 x x x ISA Colombia SP 51 USD$2.4bn. x http://www.isacapital.com.br/ J-Power Japan P JFY 656.1 bn. 7,156 x x x http://www.jpower.co.jp/english/ . E
Kepco South Korea SP 51 19,278 x x Meiya Power China/HK PE n/a n/a x Powertek Malaysia S 100 ~ x x RWE Germany P 15 €53billion 68,581 Y x Singapore Power Singapore S 100 $8.7 billion ~ x State Grid Corp China China S 100 ~ x x x x TAQA Abu Dhabi SP 73 $7.6bn 2,800 x x Vattenfall Sweden S 100 SEK 167.3bn 32,794 Y x
List of Figures List of Tables List of Abbreviations [Any acronyms or abbreviations used should also be defined the time they appear in the text.] 1. Summary [It is strongly recommended to address all elements outlined (whenever applicable) for any advice request, regardless of the scope of the questions. This summary will inform the background information section of the final advice letter. An upper limit of 3 pages for the summary is recommended] 1.1. Background information on the disease to be treated 1.1.1. Overview of the disease {} [Relevant epidemiological data, information on natural history of the disease and evolution on treatment should be discussed.] 1.1.2. Treatment options {} [The company should list all technologies (drugs, devices, procedures) that present relevant alternatives for the treatment of the pathology (stage, line of treatment) and discuss the current standard therapy with regard to the respective labelling status in Europe and North America. In the case of the existence of new treatments that are in advanced phases of development, this information should be included.] trial
Office use: MIPS approved CO initials: Date: Labels approved CO initials: Date: Agricultural ingredient (descending order by weight). Standard 40.8.7 lists additives considered to be from agricultural origin. Inc. yeast & yeast extract. Weight (kg) % of total Status (organic, organic wild harvested) Supplier of ingredient Organic certifier of ingredient Farm certifier – livestock products (we require this information to check if the product is produced to equivalent standards) Total weight: (kg) 100% Expected yield: (%) Non-agricultural ingredients (e.g. water, salt, selected additives) Weight E-number Supplier Additional comments: Processing aid Purpose Supplier
Gardner's Definition: People with highly developed logical/mathematical intelligences (math smart) understand the underlying principles of some kind of a causal system, the way a scientist or a logician does; or can manipulate numbers, quantities, and operations, the way a mathematician does. Archimedes Sir Isaac Newton Galileo Copernicus Einstein Pythagoras Euclid Kepler Pascal "Math kids, may enjoy: Listing or organizing Using deductive reasoning skills Using abstract symbols and formulas Solving and/or story problems Doing brainteasers Analyzing data Using graphic organizers Working with number sequences Computing or Calculating Deciphering codes Forcing relationships/Syllogisms Creating or finding patterns Hypothesizing/Conducting an experiment Interpersonal Intelligence (People Smart”) Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence. Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives. Gardner's Definition: Interpersonal intelligence, (people is understanding other people. It’s an ability we all need, but is at a premium if you are a teacher, clinician, salesperson, or a politician. Anybody who deals with other people has to be skilled in the interpersonal sphere. Abraham Lincoln George Washington Gandhi Dr. Joyce Brothers Oprah Winfrey Jesse Jackson Martin Luther King Rev. Billy Graham
Executive Summary Access to land, under clear and efficient processes that take into account environmental, heritage, cultural values and land ownership issues, is fundamentally important to the successful management of competing interests of mining, energy, agriculture, environment, community and other significant land users. On 10 June 2011, Territory and Australian Government Ministers responsible for resources and energy portfolios endorsed the development of the Standing Council on Energy and Resources (SCER) Multiple Land Use Framework (MLUF). The MLUF is designed to be used by decision makers, primarily regulators, to achieve multiple and sequential land use outcomes that: Utilise land for different purposes simultaneously and sustainably within an area, with a view to maximising the benefits for all Australians, and to retain options for current and future uses to maximise net benefits to present and future generations. Utilise land sequentially, enabling land to be used later for another purpose once the current land use has ended or been terminated, noting sequential land use may be a reinstatement of the former land use or development of an alternative land use. The MLUF features: Four desired outcomes; Eight principles to guide land access and land use decisions; and Nine components to consider in planning, preparing and assessing land access and land use decisions. Desired Outcomes Shared commitment by government, industry and the community to multiple and sequential land use – Minimise incidences of conflict over land use by improved ability to recognise differing needs and benefits to all stakeholders early, then using a risk-based approach to mitigate adverse impacts and realise mutual benefits. Better informed public discourse – Increased transparency and consistency in land use decisions, public access to relevant information, improved understanding of land access regulations relevant to each activity, as well as recognising the benefits of coexistence and collaboration through multiple land use approaches. Merit based land use decisions – Ensure land is not designated for a single use only, excluding other potential uses, without fully understanding the consequences. Providing certainty for industry and improved community confidence in land use decisions. Deliver acceptable outcomes for affected communities and landholders – Promote the view that multiple and sequential land use approaches can be benefit all stakeholders and engender greater confidence in, and positive engagement by, communities and landholders affected by industry developments. The MLUF is underpinned by a comprehensive research study that examined issues at play in multiple and sequential land use and the possible ways of addressing these issues based on leading practice approaches. The research study included stakeholder consultation, situation analysis and international leading practice.
Table 1. Iodine intake requirements by life stage according to various authorities Age EFSA AI (µg/d)(30) USA RDA (µg/d)(31) ICCIDD/UNICEF/WHO RNI (µg/d)(32) 0-6 mth - 110 (AI) 90 7-12 mth 70 130 (AI) 90 1-6 yr 90 90 90 7-10 yr 90 90-120 120 11-14 yr 120 120-150 120-150 15-17 yr 130 - - 15-50 yr - 150 ≥ 18 yr 150 - - Pregnancy 200 220 250 Lactation 200 290 250 Abbreviations: AI, Adequate Intake; RDA, Recommended Dietary Allowance; RNI Recommended Nutrient Intake. Figure legends
How can MSA affect communication? The majority of people diagnosed with MSA will experience problems with their communication. This may include: Slurred speech (dysarthria) Strained/hoarse/croaky/tremulous vocal quality Speaking at a very fast rate Reduced facial expression/ability to maintain eye contact Small, spidery handwriting Reduced body language, including hand gestures People with MSA can experience decreased cognitive functioning, which may also impact communication. People may experience: Slow thinking/slow learning/ reduced attention and inability to follow fast conversations. Losing one’s of thought while speaking Difficulties problem-solving and forward planning Problems storing and retrieving memories Difficulty making sense of perceptions/concepts Problems with language (e.g. word- finding difficulties) Difficulty sequencing actions, making it harder to carry-out everyday tasks How can Speech and Language Therapy help? Your Speech and Language Therapist can: advice/strategies & provide specific exercises/programmes to help improve speech intelligibility Introduce alternative communication systems, which can help you to express yourself if speech becomes difficult. How can MSA affect swallowing? MSA may affect your ability to swallow. Symptoms may include: Coughing/choking when eating and drinking Drooling and poor saliva management Difficulty clearing and controlling food/drink in the mouth Delayed swallow reflex Food sticking in throat Problems swallowing medication Discomfort in chest or throat Recurrent infections Increased phlegm which is difficult to clear Fatigue when eating and drinking Reduced oral intake resulting in malnutrition, weight loss, reduced energy, dehydration and constipation How can Speech and Language Therapy help? It is important to identify symptoms of swallowing difficulties early. The Speech and Language Therapist can offer advice regarding swallowing techniques, food/drink texture modification (dependent on the stage of your condition) and saliva management. They can provide compensatory strategies to help ensure food and drink is being swallowed safely. Alternative methods of eating and drinking (e.g. feeding tubes) may also need to be explored in the long- term.
2a.15 Other short term programmes of the Issuer1 Optional 2a.16 Ratings/s of the Issuer Ratings can come under review at any time by the rating agencies. Investors shall refer to the relevant rating agencies in order to have access to the latest ratings. Indicate only “Rated” or “Not rated”, and the name/s of the rating agency/ies 2a.17 Additional information on the issuer … 2b Information concerning Issuer2 2b.1 Legal name … 2b.2 Legal form/status … 2b.3 Date of … 2b.4 Registered office or equivalent (legal address) Full address and contact details 2b.5 Registration number, place of registration … 2b.6 Issuers’ mission … 2b.7 description of current activities … 2b.8 Capital or equivalent Amount and description of capital (or equivalent) 2b.9 List of main shareholders (optional) Holding more than 5% of the capital of the Issuer2, when applicable. Otherwise indicate “Not applicable”. 2b.10 Listing of the shares of the Issuer2 Information about the stock exchanges where the Issuer2's shares are traded. If the Issuer2’s shares are not listed, indicate “Not applicable”. 2b.11 Composition of governing bodies and supervisory bodies At the effective date of the Information Memorandum 2b.12 Accounting Method Optional 2b.13 Accounting Year Optional: Starting on […], ending on […] 2b.14 Fiscal Year Optional: Starting on […], ending on […] 2b.15 Other short term programmes of the Issuer2 Optional 2b.16 Ratings/s of the Issuer Indicate only or “Not rated”, and the name/s of the rating agency/ies
Multiple viewpoints on slavery Person Two details of person’s view on slavery Actions taken to support viewpoint Frederick Douglass 1. 2. James Kirke Paulding 1. 2. John C. Calhoun 1. 2. Hinton Helper 1. 2. Abraham Lincoln 1. 2. William Lloyd Garrison 1. 2.
Lisa ……………. on her book for more than 2 years. is working has worked was working has been working …………………. to Meghan for the last two months. was engaged is engaged has been engaged has been engaged Mr. Smith ………………………… last year. had built a new garage got a firm a new garage had a firm building a new garage got a new garage built The old hospital ………………….. to make way for a new supermarket when plans were halted. is torn down was torn down had been torn down was torn down The building was looking a little shabby and …………………….. when the fire out. was likely to be painted was to be painted was painted was due to be painted Emma ……………………. by the river when the accident occurred. was sitting was sat sat had sat You could see Tom ………………………… when he was awarded his medal for bravery. was due to cry was on the verge of tears was ready for tears was bound to cry Within the next couple of years, I hope a cure for cancer …………………………… . will have been will be found is likely to be found is being found
The combustion of 43.9 g of ammonia produces __________ g of. A) 2.58 B) 178 C) 119 D) 0.954 E) 43.9 100) The combustion of ammonia in the presence of excess oxygen yields and: The combustion of 28.8 g of ammonia consumes __________ g of oxygen. A) 94.7 B) 54.1 C) 108 D) 15.3 E) 28.8 ANSWERS Atoms, Molecules, Ions & Compounds 1) C 2) A 3) D 4) C 5) A 6) B 7) A 8) B 9) C 10) D 11) C 12) B 13) A 14) E 15) C 16) A Structure of Atoms 17) B 18) A 19) A 20) A 21) E 22) D 23) B 24) D 25) A 26) C 27) D 28) C 29) B 30) D 31) B 32) E 33) A 34) A Periodic Properties 35) D 36) A 37) A 38) D 39) D 40) C 41) B 42) E 43) D 44) B 45) C 46) D 47) D 48) C 49) E 50) C Chemical Bonding & Molecular Geometry 51) A 52) E 53) A 54) D 55) B 56) B 57) B 58) B 59) A 60) B 61) B 62) A 63) C 64) C 65) B 66) D 67) A 68) B 69) D 70) C 71) A 72) A 73) D 74) C Mole 75) D 76) B 77) D 78) D 79) B 80) B 81) A
82) E 83) B 84) B 85) A 86) A 87) A Chemical Reactions 88) B 89) C 90) B 91) A 92) E 93) A 94) C 95) B Stoichiometry 96) E 97) D 98) B 99) C 100) A
about the buoyant force on each block? (Ρaluminum = 2700 kg/m3, ρiron = 7800 kg/m3, ρlead = 11300 kg/m3) (A) Faluminum > > Flead (B) Faluminum < Firon < Flead (C) Faluminum < Firon > Flead (D) Faluminum = Firon = Flead (E) Faluminum > Firon < Flead Physics Midterm Review Answer Key B B C C A B B A E A D B B B B C D D C C D B C A A C D B C B A B C A D D A C C E E B D C E B D B E E C C E B E A A B C E C B E E B C C A E A A D C A A D E D E A E D E B E A C E D D
Essential Desirable At least 18 months’ experience of working in the community with people who have mental health issues and additional support needs X Understanding of safeguarding and what may constitute “abuse” X Knowledge of appropriate services that Elmore clients may need support to access. X Experience of working with people who are difficult to engage X Understanding of relevant legislation that affects clients including Homelessness, Mental Health Act and welfare benefits. X Ability to proactively risk assess and adhere to risk procedures. X Experience of working in line with a recovery approach X Experience of working as part of a team X Ability to keep accurate casework records, database records and maintain filing systems X Ability to work within financial policies and procedures X IT literacy (word, excel, outlook and use of databases) X Understanding of the principles of equality and diversity and the Single Equality Act 2010. X Experience of working independently and managing own case load. X Ability work autonomously in line with policies and procedures X The ability to be flexible and adapt to change X Emotional resilience to sustain working with people in distress and with difficult lives X Experience of working as part of a multi-disciplinary team X Car driver with full license and access to vehicle for work use X
Four clinical of MS have been described: relapsing/remitting MS (RRMS), primary progressive MS (PPMS), secondary progressive MS (SPMS), and progressive/relapsing MS (PRMS). Diagnosis requires two or more episodes of symptoms and two or more signs that reflect pathology in anatomically non-contiguous white matter tracts of the CNS. Symptoms must last >24 hours and occur as separate episodes at least one month apart. At least one of the two signs must be present on neurological examination, while the other may be detected by paraclinical tests such as intrathecal IgG (oligoclonal bands and visual evoked potentials). Four clinical types of MS have been described: relapsing/remitting MS (RRMS), primary progressive MS (PPMS), secondary progressive MS (SPMS), and progressive/relapsing MS (PRMS). New evidence and consensus in 2010 has led to further revision of the McDonald Criteria for diagnosis of multiple sclerosis. The use of imaging for demonstration of dissemination of central nervous system lesions in space and time is defined. The 2010 revisions simplify the diagnostic criteria, maintain their diagnostic sensitivity and specificity and support earlier diagnosis and more uniform and widespread use. (Ann Neurol 2011 Feb; 69(2): 292-302. Diagnosis is required Clinically definite RRMS as defined by McDonald et al (2001) criteria Yes neurologist By which specialty Yes - Neurologist Diagnosis to be made by a neurologist according to McDonald 2010 (A) Diagnosis must be verified Diagnosis must be confirmed by a neurologist No By specialty Exclusion Criteria Primary progressive MS. Primary progressive MS. Unchanged trial
Virginia Department of Health Office of Licensure and Certification Multiple Location License The Regulations for the Licensure of Home Care Organizations () permit the issuance of a Multiple Location License. A Multiple Location Licensee may have one or more branch offices serving portions of the total geographic area served by the licensee, provided each branch office operates under the supervision and administrative control of the licensee. A licensee who wishes to obtain a Multiple Location License shall indicate their branch offices within Section 5 of the . Any addition or removal of a branch office require 1) notice to the Office of Licensure and Certification 2) reissuance of the Multiple Location License and 3) payment of the processing fee necessary for reissuance. The issuance of a Multiple Location License does not exempt a facility from the requirement to post the facility's current license from the Department of Health for public inspection at each location. (12VAC5-150 F). The Department will accept the following methods as appropriate posting: The Multiple Location License posted at the licensee's main location and photocopies posted at branch locations. The Multiple Location License posted on the licensee's website.
there are three identical vases available to be purchased. Buyer is willing to pay €30 for one, buyer is willing to pay €25 for one, and buyer is willing to pay €20 for one. If the price is €25, how many vases will be sold and what is the value of consumer surplus in this market? surplus is the area
Student ID #: Date:_____________ Student Last Name: Student First Name: High School Graduation Date: What was your overall unweighted HS GPA? Student must have attended a US high school within the last 10 years Please select the Highest English Course Taken: Please select the Highest English Taken Grade: 12th Grade Advanced Placement A 12th Grade Honors English A- 12th English B 11th Advanced Placement B+ 11th Grade Honors English B- 11th English C None of the above C+ C- D F None of the above Please select the Highest Math Course Passed: Please select the Highest Math Course Passed Grade: Pre-Algebra or Lower A Trigonometry A- PreCalculus B Calculus or higher B+ Algebra I B- Integrated Math 1 C Integrated Math 2 C+ Geometry C- Algebra II D Integrated Math 3 F Statistics None of the above Integrated Math 4 None of the above Student Signature Form must be filled out entirely. Submission of form does not guarantee placement. Please note, you may be asked to provide a copy of your high school transcript (official or unofficial) for verification purposes Updated in PS Staff Initials: FOR OFFICE USE ONLY:
APPENDIX 1: SAFEGUARDING RISK ASSESSMENT MATRIX Key: A score of 1 indicates a considerable strength and a score of 5 indicates a severe difficulty DEVELOPMENT Strength Score Difficulty Health Normal foetal development in pregnancy Good general health with no repeat injuries or illnesses No physical or genetic disorders Child eats a healthy diet and takes exercise Meeting developmental milestones with good prognosis for future health No sexualised behaviour or evidence of CSE Foetus at risk during pregnancy Poor physical health with repeat injuries or illnesses including hospitalisation Physical or genetic disorders Poor diet and little exercise Persistent failure to thrive, poor prognosis for future health, evidence of poor physical care Sexualised behaviour, evidence of possible CSE such as STIs Education Good development of cognitive and language skills Ready for school, interest in learning Interest in and self-motivation to learn No evidence of SEND or SEND but making progress with suitable support Significant delay in development of cognitive and language skills Not to participate in or cannot adjust to educational context No interest in or self-motivation to learn Evidence of SEND or failure to achieve despite support Emotional and behavioural Emotional state well regulated with appropriate responses and shows good concentration Secure attachment behaviour towards parents and other adults Expresses feelings well and shows sympathy and empathy No evidence of mental health difficulties Exhibits persistent or recurrent states of frustration, arousal or distress with poor concentration Insecure or disorganised attachment behaviour towards parents and other adults Lack of or inappropriate expression of feeling, lack of sympathy or empathy Evidence of mental health difficulties Anti-social behaviour and risk taking
Do NOT turn to next page Before the“START”whistle is blown. Otherwise, you will receive a penalty. [ CHEMISTRY ] *Part of periodic table of elements, showing the atomic numbers and atomic symbols. 1 H 2 He 3 Li 4 Be 5 B 6 C 7 N 8 O 9 F 10 Ne 11 Na 12 Mg 13 Al 14 Si 15 P 16 S 17 Cl 18 Ar 19 K 20 Ca 31 Ga 32 Ge 33 As 34 Se 35 Br 36 Kr 1. is incomplete information for neutral atoms I and II. Atom I II Number of protons 7 Number of neutrons 7 a Number of electrons 7 b Mass number 15
Which of the following is correct? (A) a = 7 (B) b = 8 (C) Atomic number of I is 14. (D) I and II are isotopes of the same element. 2. Which of the following is the correct order of the decreasing ionic radius for Na+, Mg2+, O2−, and F−? (A) Na+ > Mg2+ > F− > O2− (B) Mg2+ > Na+ > O2− > F− (C) O2− > F− > Na+ > Mg2+ (D) F− > O2− > Mg2+ > Na+ 3. Which of the following molecules has a non-zero dipole moment? (A) CO2 (B) CCl4 (C) C2H2 (D) H2Se 4. The reaction rate is the change in concentration of a reactant or product with time, the unit of which is M/s. When the reaction rate depends on the n-th power to the concentration of a reactant, [R]: where k is the rate constant, it is called an n-th order reaction. The following graph shows [R] as a function of time for the chemical reaction R P. (P denotes the product). M = moles/litre Which of the following is correct for both n and the unit of k for the reaction R P? (A) 0, 1/s (B) 0, M/s (C) 1, 1/s (D) 1, M/s
① At t = 0 h, balloon X contained Ne. ② Internal pressure of balloon X was constant throughout the above change. ③ At t = 1 h, balloon Y contained a mixture of gases. (A) ① (B) ② (C) ①, ③ (D) ②, ③ [ PHYSICS ] 11. Bats use ultrasonic waves to catch prey. When stationary, a bat emits ultrasonic waves of frequency 82.5 kHz. The bat now starts following a moth along the +x direction. The speeds of the bat and moth are 9.00 m/s and 8.00 m/s, respectively. The bat now emits and detects the wave reflected by the moth. The velocity of sound is 340 m/s. Which of the following is the closest frequency for the detected wave by the bat? (A) 82.7 kHz (B) 82.8 kHz (C) 82.9 kHz (D) 83.0 kHz 12. A ball of mass 1.0 kg is projected with a velocity of 10 m/s horizontally from the edge of a building at a height of 20 m. While falling, the ball splits into two identical pieces, X and Y without external forces. Then, X and Y hit the ground simultaneously at a point 10 m and R horizontally from the building, respectively. Consider the gravitational acceleration to be 10 m/s2 . What is the distance R? (Assume there is no air resistance.) (A) 20 m (B) 30 m (C) 40 m (D) 50 m 13. A ball X with mass m travels on a frictionless track, as shown in the figure below. After barely
Lines 7-17 (“Samples of … Hunger”) are primarily characterized by repetitive syntax that provides accumulation of detail uniform descriptions that lend an air of monotony to the passage phrases that echo one another in a series of rhymes disparate images that disorient the reader independent clauses that contain contrasting images Which of the following is true of the sentence “It was prevalent everywhere” (lines 17-18)? The sentence echoes the rhythm of those that precede it. The sentence introduces a series of sentences similar in style. The brevity of the sentence emphasizes its content. The pronoun “It” establishes a deliberate and profound sense of ambiguity. The understatement in the sentence conveys an ironic meaning. Which of the following best describes the author’s figurative treatment of “Hunger” (lines 18-33)? By sustaining an allegory, the author develops “Hunger” as a complex character. By addressing “Hunger” repeatedly, the author captures is elusive and foreboding nature. By repeating the word “Hunger,” the author trivializes its impact. By changing the metaphor frequently, the author illustrates the omnipresence of “Hunger.” By imagining various scenarios, the author creates a history of “Hunger” and deprivation. The description of the “drops of oil” as “reluctant” (line 33) suggests which of the following? The oil separated from the potatoes the people were trying to eat. The impoverished people were hesitant to use up the precious oil. The meager supply of oil was nearly exhausted. I only III only I and III only II and III only I, II, and III The passage establishes a mood of guarded optimism stoic determination grim despair bewildering chaos violent retribution The primary purpose of the passage is political advocacy moral exhortation cultural comparison philosophical reflection social criticism Which of the following best describes the tone of the passage? ambivalent ironic hopeful hysterical insistent Questions 22-33. Read the following poem carefully before you choose your answers. The Imaginary Iceberg 1 We'd rather have the iceberg than the ship, although it meant the end of travel. Although it stood stock-still like cloudy rock and all the sea were moving marble. 5 We'd rather have the iceberg than the ship; we'd rather own this breathing plain of snow though the ship's sails were laid upon the sea as the snow lies undissolved upon the water. O solemn, floating field,
The application fee for a multiple dog application is $68.00 all dogs must be registered prior to application. (non refundable) Applications for more than two dogs or 3-6 dogs must be for (companion, working dogs) multiple dogs for breeding, racing or commercial purposes (ie not just companion dogs) relate to a kennel. When a multiple dog application is received, Shire staff will contact all neighbours, whose boundaries are within a 50 metres radius of the applicants’ property boundary, asking whether they have any objections to the proposal. Once all paperwork has been collated, the Ranger will notify the applicant of the progress, and make arrangements to inspect the property. If there are no objections and the Ranger is satisfied with the premises, an approval will be granted. If there are objections, or the Ranger is not satisfied with the premises, the application will be submitted to Council for their decision. It is up to the applicant to confirm when the application will go to council, if they wish to attend. Agendas are available on Council’s website Any proven complaints from neighbours regarding your dogs offending against the Dog Act 1976, could see the permit being revoked and the numbers having to be reduced to a maximum of two within 14 days. Once approved, the applicant must hold and maintain valid registrations for each dog kept on the premises, the exemption is only valid for the life of the dogs, should any of the dogs die, be sold, go missing or given away, it cannot be replaced prior to seeking further approval. I have read and understand the requirements: ___________________________________ ______________________________ Signed Owner/Occupier Signed Ranger Date: _______________________________ Date: _________________________
A topic sentence: It should introduce the main idea/topic of the paragraph and your attitude towards it. Supporting sentences: Supporting sentences explain/develop the topic sentence by offering facts, details, evidence, or examples A closing sentence: It should sum up the main idea in your paragraph. Rubric Level 1 Level 2 3 Level 4 Knowledge and understanding -the poster demonstrates a limited understanding of the intelligence -the poster demonstrates some understanding of the intelligence -the poster demonstrates a considerable understanding of the intelligence -the poster demonstrates a thorough understanding of the intelligence Thinking and Inquiry -uses creative abilities with limited effectiveness when creating his or her poster -uses creative abilities with some effectiveness when creating his or her poster -uses creative abilities with considerable effectiveness when creating his or her poster -uses creative abilities with a high degree of effectiveness when creating his or her poster Communication -organizes and expresses his or her ideas with limited effectiveness when composing the reflection -organizes and expresses his or her with some effectiveness when composing the reflection -organizes and expresses his or her ideas with considerable effectiveness when composing the reflection -organizes and expresses his or her ideas with a high degree of effectiveness when composing the reflection Application -applies his or her intelligence to situations involving friends, family, or the community with limited effectiveness -applies his or her intelligence to situations involving friends, family, or the community with some effectiveness -applies his or her intelligence to situations involving friends, family, or the community with considerable effectiveness -applies his or her intelligence to situations involving friends, family, or the community with a high degree of effectiveness Descriptive feedback:
Estimates, Model fit and Collinearity Diagnostics are checked. Click Continue to return to the Linear Regression dialogue box. To create residual plots to check the homogeneity of variance and normality assumptions, click Plots just below Statistics to open the Linear Regression: Plots dialogue box. Click and move “*ZRESID” to the Y box. Click and move “*ZPRED” to the X box. Check “Histogram”. Click Continue to return to the Linear Regression dialogue box. To check for outliers and influential cases, click Save just below Plots to open the Linear Regression: Save dialogue box. Under Residuals, check “Standardized”. Under Influence Statistics, check “Standardized DfBetas”. Click Continue to return to the Linear Regression dialogue box. Click OK at the bottom of the Linear Regression dialogue box to run the multiple linear regression analysis. We now examine the output, including findings with regard to multicollinearity, whether the should be trimmed (i.e., removing insignificant predictors), violation of homogeneity of variance and normality assumptions, and outliers and influential cases. The R2 is .225. This means that the independent variables explain 22.5% of the variation in the dependent variable.
Character Profile Name: Date of Birth & Death (if applicable): Gender: Place of Birth: Place of Residence Family: Education: Personal Qualities: Other Important Information: What were his or her contributions? How did contributions impact the community or province? References Features of National Identity Concept Definition Attribute/Example of Concept Pluralism
2. Circle the best strategy. Algorithm Rectangular Area model Algorithm Rectangular array Area Algorithm Rectangular array Area model 1. Read the equation. 27 x 38 = 12 x 3 = 3,407 x 6 = Name ____________________ Date _______________ 3. Solve
2. Circle the best equation for this strategy. 12 x 58 = 4 x 3 = 1,265 x 3 = 12 x 58 = 4 x 3 = 1,265 x 3 = 12 x 58 = 4 x 3 = 1,265 x 3 = 1. Read the strategy. Rectangular Array Algorithm Area Progress Monitoring tools for Division: Name ___________________________ Date ___________
3. 2. Circle the best strategy. Algorithm Rectangular Area Model Equation Rectangular Array Area Model Equation Rectangular Array Area Model 1. Read the equation. 606 ÷ 5 = 42 ÷ 7 = 3,738 ÷ 6 = Name _______________________________ Date _________________
Tell the students that they must make sure that the O-ring is not twisted or cut during installation. Also, let them know that an improperly seated side ring flange or lock ring could fly off during inflation. Never attempt to seat the side ring flange or lock ring during or after inflation. Serious injury or death could occur. (ON SLIDE #53) (7) Step 7. Inspect all rim components to ensure that they are properly seated. Place rim and tire assembly in an inflation safety cage. (ON #54, 55) (8) Step 8. Using a pneumatic tire hose with an in-line inflator gage, inflate the tire to 40 psi maximum to seat both tire beads. Both tire beads should seat before reaching 40 psi. If tire beads fail to seat, deflate the tire, determine the cause of failure, and take corrective action. If needed, add additional tire and rim lubrication, and repeat this step. (ON #56) (9) Step 9. Visually inspect all rim components to ensure that are properly seated and allow the tire to deflate. (ON SLIDE #57) (10) Step 10. Install the valve core (2) into valve stem (1). (ON SLIDE #58) (11) Step 11. Inflate the tire to the normal operating pressure (see appropriate vehicle technical manual for proper tire psi). Visually inspect all rim components to ensure that they are seated. (ON SLIDE #59) (12) Step 12. Install the valve cap (3) onto the valve stem (1) finger-tight. (ON SLIDE #60) (13) Step 13. Remove the rim and tire assembly from the
9 x 6 6 x 11 3 x 1 1 x 8 4 x 0 10 x 3 10 x 8 7 x 3 2 x 7 7 x 4 4 x 11 5 x 1 8 x 1 7 x 11 7 x 6 7 x 12 6 x 12 5 x 2 8 x 11 3 x 9 2 x 11 11 x 1 7 x 10 2 x 3 11 x 5 12 x 1 6 x 7 2 x 1 6 x 8 8 x 2 11 x 4 6 x 1 5 x 9 3 x 7 9 x 0 8 x 5 4 x 1 5 x 11 9 x 3 10 x 4 11 x 7 12 x 7 10 x 11 6 x 10 1 x 2 2 x 9 12 x 4 1 x 1 11 x 11 9 x 10 Name ______________________________ Need 60 digits with no mistakes to pass 0-12b 7 x 9 12 x 11 10 x 7 6 x 2 4 x 9 1 x 4 12 x 6 4 x 5 10 x 5 6 x 9 11 x 12 5 x 10 10 x 10 12 x 9 8 x 9 12 x 5 11 x 9 9 x 9 6 x 0 11 x 3 3 x 4 7 x 7 4 x 4 1 x 10 3 x 2 10 x 2 5 x 7 5 x 12 8 x 4 1 x 9 4 x 10 2 x 6 11 x 6 9 x 11 1 x 7 9 x 8 8 x 10 12 x 3 7 x 5 1 x 12
10 x 1 1 x 11 3 x 8 9 x 12 2 x 2 7 x 8 2 x 12 7 x 1 1 x 0 2 x 5 Name ______________________________ Need 60 digits with no mistakes to pass 0-12b Name ______________________________ Need 60 digits with no mistakes to pass 0-12b 7 x 9 12 x 11 10 x 7 6 x 2 4 x 9 1 x 4 12 x 6 4 x 5 10 x 5 6 x 9 11 x 12 5 x 10 10 x 10 12 x 9 8 x 9 12 x 5 11 x 9 9 x 9 6 x 0 11 x 3 3 x 4 7 x 7 4 x 4 1 x 10 3 x 2 10 x 2 5 x 7 5 x 12 8 x 4 1 x 9 4 x 10 2 x 6 11 x 6 9 x 11 1 x 7 9 x 8 8 x 10 12 x 3 7 x 5 1 x 12 10 x 1 1 x 11 3 x 8 9 x 12 2 x 2 7 x 8 2 x 12 7 x 1 1 x 0 2 x 5 Name ______________________________ Need 60 digits with no mistakes to pass 0-12b
12 x 4 2 x 4 11 x 4 1 x 4 8 x 4 2 x 4 3 x 4 12 x 4 9 x 4 4 x 4 Name ______________________________ Need 60 digits with no mistakes to pass 4 Name ______________________________ Need 60 digits with no mistakes to pass 4 12 x 4 5 x 4 11 x 4 7 x 4 4 x 4 6 x 4 2 x 4 1 x 4 10 x 4 8 x 4 3 x 4 1 x 4 9 x 4 3 x 4 8 x 4 8 x 4 1 x 4 3 x 4 6 x 4 10 x 4 5 x 4 10 x 4 10 x 4 9 x 4 11 x 4 4 x 4 12 x 4 7 x 4 10 x 4 11 x 4 2 x 4 8 x 4 4 x 4 9 x 4 7 x 4 1 x 4 8 x 4 1 x 4 5 x 4 2 x 4 12 x 4 2 x 4 11 x 4 1 x 4 8 x 4 2 x 4 3 x 4 12 x 4 9 x 4 4 x 4 Name ______________________________ Need 60 digits with no mistakes to pass 4
8 x 4 3 x 4 7 x 4 11 x 4 5 x 4 11 x 4 4 x 4 1 x 4 8 x 4 4 x 4 3 x 4 1 x 4 9 x 4 8 x 4 5 x 4 1 x 4 9 x 4 2 x 4 3 x 4 4 x 4 11 x 4 1 x 4 11 x 4 1 x 4 6 x 4 6 x 4 6 x 4 7 x 4 9 x 4 9 x 4 5 x 4 11 x 4 10 x 4 1 x 4 8 x 4 5 x 4 11 x 4 7 x 4 8 x 4 3 x 4
unit fractions of stuff unit fractions of cake unit fractions of length units fractions of number non-unit fractions <1 of stuff non-unit fractions <1 of cake non-unit fractions <1 of length non-unit fractions <1 of number non-unit fractions >1 of stuff non-unit fractions >1 of cake non-unit fractions >1 of length non-unit fractions >1 of number half of half of a half of .... dividing whole numbers that go exactly from times tables dividing whole numbers that do not go exactly but are within times tables scope
Multiplying and Dividing Terms 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Multiplying and Dividing Terms 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Multiplying and Dividing Terms: ANSWERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Use the diagram below to compare sexual and asexual reproduction. List characteristics sexual reproduction in the right circle. List the characteriistics of asexual reprodcution in the left circle. Where the two circles overlap, write the characteristics and the two types of reproduction have in common. Word wall Use a word wall to record words about the topic. Ask students what words they would like to place on the word wall from today’s lesson. A word wall might include a topic title or picture and words which we have seen or heard about the topic. It is an organized collection of words and images displayed in the classroom. It supports the development of vocabulary related to a particular topic and provides a reference for students. Tips on using a Word Wall Add words gradually, and include images where possible, such as drawings, diagrams or photographs. Build up the number of words on the word wall as students are introduced to the scientific vocabulary of the unit. Position the word wall so that students have easy access to the words. They need to be able to see, remove and return word cards to the wall, A classroom could have one main word wall and two or three smaller ones, each with a different focus, for example, high- frequency words. Choose robust material for the word cards. Write or type words on cardboard and perhaps laminate them. Consider covering the wall with felt- type material and backing each word card with a self- fastening dot to make it easy for students to remove and replace word cards. Word walls do not need to be confined to a wall. Use a portable wall, display screen, shower curtain or window curtain. Consider a cardboard shape that fits with the unit, for example, an animal silhouette for an animal characteristics unit. If students use a different classroom each lesson, the word wall can be recorded on butcher’s paper that can be rolled and moved with each lesson. Organise the words on the wall in a variety of ways. Place them alphabetically, or put them in word groups or groups suggested by the unit topic. Lesson 2 Identify specialised cell structures Understand how various cell parts function How cell parts are related to the genetic process by creating a model to depict the function of the cell parts.
Multiplying Polynomials Independent Practice 5(x + 2) 2. 7(-5v – 8) 2x(-2x – 3) 4. 4x(6x2 + 10) 5. (2n + 2)(6n + 1) 6. (4n + 1)(2n + 6) 7. (x – 3)(6x – 2) 8. (8p – 2)(6p + 2) 9. (6p + 8)(5p – 8) 10. (3m – 1)(8m + 7) 11. (2a2 – 1)(8a – 5) 12. (5n + 6)(5n2 – 5) 13. (4p3 – 1)2 14. (7k2 – 3)(k2 – 2k + 7)
Tensilica manycore N (user defined) Y Y N [13] based on Tensilica tools manycore Y Y Y N (shared memory) CoWare manycore N (user defined) N (user defined) Y N [28] based on Coware tools manycore N (problem specific topology) N (user defined) Y N Altera multicore N (user defined) N Y N [21] based on Altera tools multicore Y Y Y N (mailbox) Xilinx multicore N (user defined) N Y N Daedalus on Xilinx tools manycore Y N Y Y Srijan multicore Y Y (not integrated) Y Y RAMP based on Xilinx tools massively parallel N (user defined) N Y N (user defined through API) MILAN manycore Y N Y Y To build a usable toolchain takes man-years of effort and requires years of sustained effort and funding. "It takes approximately four years and many millions of dollars to prototype a new architecture in hardware, even at only research quality" [29]. And so we must limit our research to solving open problems with the hope that we can bring forward a platform which supports both MPSoC and ASIP technologies. Some open problems in the field of configurable MPSoC are: Describe mathematically the tradeoff between the number of processors and the number of custom instructions for an MPSoC with ASIPs. Extract concurrency in a general way from application software and apply it to the design of an MPSoC. This will require a balance between compile-time and run-time scheduling. Find a balance between AMP and SMP approaches based upon application software. Describe the proper mix of interprocessor communication hardware (point-to-point, busses, network-on-chip, shared memory) by analyzing application software. Describe the topology and memory hierarchy of a massively parallel MPSoC by analyzing application software. References Tom R. Halfhill, "The Future of Multicore Processors," Microprocessor Report [online], Dec. 2007 Mar. 12, 2009], available from World Wide Web: <http://www.mdronline.com/mpr_public/editorials/edit21_53.html>.
Learning Strategies Underlining Different colors Highlighting Symbols Flow charts, timelines Charts and graphs Pictures, videos, posters, slides Different spatial arrangements on the page Flashcards Textbooks with diagrams, pictures Lecturers who use gestures and picturesque language SWOT – Study Without Tears, Visual learners! : Convert your lecture into a learnable package by reducing them into page pictures. Use intake techniques to do this : Reconstruct the images in different ways – try different spatial arrangements : Redraw your pages from memory : Replace words with symbols or initials : Look at your pages Attending lectures Attending tutorials Discussing topics with other students Discussing topics with your lecturers Explaining new ideas to other people Adding rhymes or tunes to your studying Using a tape recorder Remembering the interesting examples, stories, Describing the overheads, pictures and other visuals to someone who was not there Leaving spaces in your lecture notes for later recall and “filling in” SWOT – Study Without Tears, Auditory learners! Convert your lecture notes into a learnable package in the following ways: Your lecture notes may be poor because you prefer to listen. You will need to expand your notes by talking with others and collecting notes from the textbook Put your summarized notes onto tapes and listen to them Ask others to “hear” your understanding of a topic Read your summarized notes aloud Explain your notes to another “auditory” person
Method to resolve: • Went through each of the trouble shooting steps listed above in the Troubleshooting Multi Server Issues steps. • Also checked both the system and SQL logs which were not showing anything strange • Ran the http://Server2/<installname>/eware.dll/usercount at the point when there were a user logged into each server • Then checked what was happening in the IIS logs from this user count call. These logs are in C:\inetpub\logs\LogFiles\W3SVC1 • The user count command here was showing a different IPV6 address to the ones being declared in the configuration screen Resolution: • this third IPV^ address into the IP address field in the database configuration screen. • Reset IIS on both of the app servers and log into both servers individually and then the load balancing worked as expected.
Support the Maintenance Contract Manager to collate data in relation to preparing Management Team and Board Reports. 6. General Attend and actively participate in team and staff meetings. Adhere to all company policies and procedures Participate in the induction of new staff. Undertake training and development opportunities relevant to the role, including attendance at external seminars, conferences or meetings as deemed appropriate. To undertake all other tasks appropriate to the role as directed by the Maintenance Contracts Manager. This list of duties is not exhaustive and is subject to change to meet the requirements of the Association. Person Specification Person Specification – Multi-skilled Maintenance Operative Section Criteria Essential Desirable Education NVQ Level 2 or City & Guilds. Experience & Knowledge Min 5 years’ experience in Maintenance Experience of working in the social housing sector. Customer & Quality Focus Commitment to consistent quality service delivery Communications Ability to communicate sensitively and effectively with older people Ability to communicate confidently and effectively with external stakeholders. Problem Solving When organising maintenance and other activities, the post holder is expected to use their initiative, work efficiently and in accordance with the organisation’s policies. Planning, Organising and administrative Highly organised and able to work to conflicting and challenging deadlines Ability to achieve operational objectives Good IT Skills – Microsoft Office & Housing Management Systems Commitment and Motivation Self-Motivated and ability to work unsupervised.