zilongwang/ReadingBank huggingface dataset:
Please ensure that a copy of this Form is sent to a minimum of 7-10 days in advance of expected arrival date to site. Visitors must have their visit approved by their PetroChina Canada (PCC) Representative. Failure to follow this process will result in the form being rejected. All Fields to be Completed Date of Arrival: Phone #: Job Name (Last, First): Middle Initial: Employer: Site Supplier: Division / Department (Indicate): Projects Drilling Completions Logistics Seismic Site Wide Services Camps Operations Maintenance Support Staff Others (Specify) Site Access Requested (Check all that apply): Central Processing Facility Ops Lodge Fuel Station Other (Specify) Supervisor: Phone #: Emergency Contact: Phone #: Worker Signature: Orientation Date: PCC Rep. Name: PCC Rep. Signature: For Visitors Only Note: If participating in a group visit or tour, this form is required to be completed per person, not per group. Visits are only for 24 hours only unless approved by a PCC Representative. Type of Single Visit Group Visit Site Tour Areas of Requested Access: Escort Name: Date of Departure: Escort Signature: Date: PCC Approver Name: PCC Approver Signature: Date: To be Completed by PCC HSSE/Corporate Security Signed Security Waiver: Yes No Type of (check all that apply): Central Processing Facility Ops Lodge Fuel Station Other (Specify) Temp Card Issued: Yes No Card #: Card Expiry:
MQ-210 Calibration Uncertainty ± 5 % (see calibration Traceability below) Measurement Repeatability Less than 1 % Long-term Drift (Non-stability) Less than 2 % per year Non-linearity Less than 1 % (up to 3000 µmol m-2 s-1) Response Time Less than 1 ms of View 180° Spectral Range 410 to 655 nm (wavelengths where response is greater than 50 % of maximum; see Spectral Response below) Directional (Cosine) Response ± 5 % at 75° zenith angle (see Cosine Response below) Temperature Response 0.06 ± 0.06 % per C (see Temperature Response Operating Environment 0 to 50 C; less than 90 % non-condensing relative humidity up to 30 C; less than 70 % non-condensing relative humidity from 30 to 50 C; separate sensors can be submerged in up to depths of 30 m Meter Dimensions 126 mm length; 70 mm width; 24 mm height Sensor Dimensions 24 mm diameter; 33 mm height Mass 180 g Cable 2 m of two conductor, shielded, twisted-pair wire; TPR jacket (high water resistance, high UV stability, flexibility in cold conditions) Calibration Traceability
including electronic submission of grant proposals, performance reports and financial claims. administering all grant-related paperwork. If an on-line system is not available, fully utilize other software for streamlining documentation and tracking grant-related information. Before considering an electronic process, the State should establish that it has the statutory authority to accept electronic signatures. Review the HSO’s prior Management Review (MR), Corrective Action Plan, HSP and AR reviews and any outstanding Program Assessment Recommendations to determine if there are outstanding items which should be completed regarding MR required actions or recommendations, recommendations regarding projects or related to the implementation of the HSP. A proactive approach to resolving outstanding items will assist the HSO in responding to inquiries from the NHTSA Region and in preparing for the next MR or Program Assessment. MR Part II. B.1 Review the delegation of authority documents to ensure the names and titles provided are accurate. Consider providing for alternate delegation of authority and signature authority in case of the temporary absence of the designee(s) MR Part 1 Date Federal funds must be obligated to the HSP within 30 days of each grant award MR Part III B.2a Sec. 154 Open Container – a split letter is due 60 days after the funds are made available by FHWA. HSO activities must be included in the HSP or an amendment to the HSP. Highway Safety Grant Resources-Section 154 and 164 Sec. 164 Repeat Offender - a split letter is due 60 days after funds are made
2.28 How does the Service conduct inventory and monitoring activities in wilderness? Long-term wilderness stewardship requires that we inventory and monitor wilderness character. Conditions prevailing within a wilderness area at the time of designation serve as a benchmark for the area’s wilderness character. A. We will not allow degradation of these conditions. B. We should conduct baseline inventories for key wilderness resources and identify the nature, magnitude, and source of any threats that originate both within and outside the wilderness area. Baseline data also provide a frame of reference for the limits, thresholds, and indicators identified in the WSP that may trigger refuge management activities, including limiting public use. C. Inventories also give us the information necessary to evaluate the effects of refuge management activities, refuge uses, and external threats on wilderness character. We will evaluate proposed inventory and monitoring Refuge Wilderness Stewardship Plan Wilderness Management Goals: All resources and uses within the wilderness will be managed and coordinated in a manner that recognizes the interrelationships of these components and their effect on wilderness. Wilderness work will be accomplished with the minimum tool required to achieve a desired result. The chosen tool, equipment, or structure will be the one that least degrades wilderness values temporarily or permanently. IV. Stewardship: Wildlife and Fish: Wildlife and fisheries are recognized as an integral part of wilderness and contribute significantly to overall biodiversity. Human activities that threaten populations of species native to the wilderness may be restricted as needed to protect their viability. Conduct species re-introductions, wildlife habitat surveys, and population assessments in a manner compatible with the wilderness environment.
MRDL Form 1 Chlorine and Chloramines, Maximum Residual Disinfectant Level (MRDL) Monthly Worksheet PWSID #: ___________ SYSTEM NAME: __________________________ DATE: ____________ Month: _______________ Year: 20 __ __ Column A Column B Column C Column D Column E Column F Column G Sample # Location ID # Level Recorded Routine TC (mg/L) Recorded Repeat TC (mg/L) Recorded Increased Routine TC Chloramine (mg/L) Level Recorded Other Compliance Chloramine (mg/L) Repeat any entry in Columns C, D, E, or F in this column (mg/L) (there should be only one sample per row) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Add all the numbers in column G and enter the sum here → → Chlorine/Chloramine Chlorine/Chloramine
5.6 Are participants the opportunity to re-consent to the research after they have been debriefed? (attach debrief and consent form) Yes No N/A If you answered ‘No’, explain your answer. 5.7 Does this research involve the direct investigation of any illegal behaviour? Yes No 5.8 Does this research have the potential to elicit information about illegal behaviour? Yes No (See National Statement chapter 4.6 – People who may be involved in illegal activities.) If you answered ‘No’ to both questions above, go to SECTION 6 If you answered ‘Yes’ to either question please provide the details below: 5.9 Has this illegal behaviour already been dealt with by the criminal justice system? Yes No Unsure If you answered ‘Yes’ go to SECTION 6 Describe the types of illegal behaviour that are the subject of this research or might be identified in this project.
respect to which the alleged victim may be examined or cross-examined. Such evidence is still subject to challenge under Mil. R. Evid. 403. (d) For purposes of this rule, the term “sexual offense” includes any sexual misconduct punishable under the Uniform Code of Military Justice, federal law or state law. “Sexual behavior” includes any sexual behavior not encompassed by the alleged offense. The term “sexual predisposition” refers to an alleged victim's mode of dress, speech, or lifestyle that does not directly refer to sexual activities or thoughts but that may have a sexual connotation for the factfinder. (e) A “nonconsensual sexual offense” is a sexual offense in which consent by the victim is an affirmative defense or in which the lack of consent is an element of the offense. This term includes rape, forcible sodomy, assault with intent to commit rape or forcible sodomy, indecent assault, and attempts to commit such offenses.
5th 2 – Kleenex Boxes 2 – Pocket Folders w/prongs 8 – Composition (wide ruled lines) 2 – packs of 24 count (#2 pencils) 2 – packages of loose leaf paper 1 – pack of dry erase markers 1 – pack of Colored Pencils 1 – bottle of white Elmer’s Glue 3 – packs of glue sticks 1 – sharpener w/lid 1 – box of thin markers (10 1 – box of crayons (24 count) 1 – pack of highlighters 1 – pair of headphones 1 – pair of scissors (Fiskars) 1 – school bag for supplies (Zippered) 1 – binder with clear pocket on front (1-inch) 1 – Clorox Wipes 1 – bottle of hand sanitizer 1 – box of plastic bags (quart sized – girls & gallon sized - boys) 1 – backpack (no wheels) SLU/PAS 1-School Size backpack (Please NO small backpacks, Notebook and Folder must fit in backpack, No Wheels) 1-White 2inch 3Ring Binder 2-Composition Notebooks 1-package of #2 pencils 2-bottle of Elmer’s glue 1-box of 24 count Crayola Crayons 1-boxes of Crayola Markers 1-package of color dry erase markers 4-toothbrushes 2-Adult toothpaste Hair Brush 2-packs of baby wipes 4 boxes of Kleenex 1-Large Bottle of GermX 4-pack of Clorex Wipes **Please include a clean change of clothes for your child (School shirt, school pants, undergarment, and socks) these clothes will stay in the classroom in case of emergencies. Reminders/Recordatorios: School starts on July 30, 2018 Las clases empiezan el 30 julio School Uniform/Uniforme: Top: White/Purple/Orange Polo Bottom: Khaki/Gray Playera Polo: blanca/morada/naranja Pantalon: Visit us at/Visitenos en: Tweeter: @MRidge_ES
Project Name: [insert project name] Site installation checklist# Proposed location: Site / building / floor / room no. [Is this room allocated to your project? if not then contact FM for space review. If major refurbishment is required you will need to consult your Faculty space representative as well.] Specialist laboratory / site /room info [Insert any specialist laboratory/site information - e.g. PC2 lab, clean room, laser lab, magnet lab.] Site installation requirements have been obtained from suppliers? Yes / No Services review carried out by; [insert names of FM contacts, Lab Managers / Operations Manager / other] Specialist services required (add others where needed; provide suppliers specifications where applicable) Service Category Services in the site / room Service needed Y / N Service already available Y / N Comments Please include details for those services which need to be added for the project (i.e. Y-needed but N-not already available) Attach the relevant manufacturer’s site installation details where applicable, and where detailed costings are being requested from FM Power 3 phase power 15 amp power Additional power capacity / circuits Other special power (specify) UPS or power conditioning Heating/Cooling Cooling water Chiller / heat exchanger Close control of A/C (temp / humidity / pressure) A/C or ventilation to deal with increased heat load Cryogen supply Speciality Gases Helium recovery Gas reticulation / specialist
Errata (2012-09-24) At Dearborn™ Real Estate Education, we are proud of our reputation for providing the most complete, current, and accurate information in all our products. We are committed to ensuring the kind of quality you rely on. Please note the following changes, which will be reflected in the next printing of Modern Real Estate Practice, Eighteenth Edition. Page/Location Was Change to 4, second sentence of second paragraph under “Real Estate: A Business of Many Specializations” A real estate broker acts A real estate broker acts 36, sentence of second full paragraph individual retirement (IRAs) individual retirement accounts (IRAs) 109, key condemnation deed restrictions condemnation covenants, conditions, and restrictions (CC&Rs) deed restrictions 126, bulleted list In severalty, title is held by one individual or corporation In title is held by two or more individuals In trust, where a neutral individual holds title for the benefit of another In severalty, title is held by one individual or corporation In where title is held by two or more individuals In trust, where a neutral individual holds title for the benefit of another 126, fourth paragraph Most states recognize various forms of co-ownership. Most states recognize various forms of co-ownership. 133, last sentence of paragraph Low-rises, town houses, and detached structures can all be condominiums. Low-rises and detached structures can also be condominiums. 134, 8.2, second row under “Town House” Town houses are often organized as condominiums. Town houses are organized as associations. 141, question 4 A man owns one of 20 town houses in fee simple, A man owns one of 20 units in a building in fee simple, 143, key terms rectangular (government) survey system rectangular survey system 154, first paragraph have local official datum have a official datum 154, A-head LAND ACQUISITION COSTS [change to C-head]
at the end of the lesson what they learned. Students will also name the six steps of the scientific method. (Students write all of this down when they enter the room) It is posted on the board. Teaching Strategy Students will build a foldable over the Scientific Method. Students will watch a BrainPOP over Scientific Method. Students will read science scenarios and pick out the independent variable, the control, and the dependent variable. 1. Students will complete a lab to practice variables and the Scientific Method. 2. The teacher will model her expectations of what goes into a lab report. Students will write the lab report as they conduct the experiment. When finished students will grade themselves with a the lab rubric. 1)Students will take a summative assessment over Scientific Method and Lab Safety. Summarizer Students will complete the KWL chart over what they have Students will tell their partner the parts of the scientific Students will answer 2 out of 3 conclusion questions correctly.
any Action Planned in response to it At the end of each stage of your programme VLE feedback summarising the results of your cohort’s evaluation of the stage and any Action Planned in response to it Programme Leader On assessment After submission of formatively assessed work Verbal, written or electronic feedback on your assignment VLE generic feedback on your cohort’s performance on the assignment The opportunity for verbal/electronic feedback and discussion of your assignment Module team Module Leader Module Team or Personal Tutor submission of work Electronic feedback on your assignment VLE generic feedback on your cohort’s performance on the assignment The opportunity for verbal/ electronic discussion of your assignment Module Leader Module Leader Module team or Personal Tutor In-class/VLE activities Feedback on your activities Module team Your fellow students Student/staff meetings Programme boards Information on what the programme team has done as a result of feedback from previous cohorts Information on what the programme team has done as a result of feedback from your cohort External Examiner’s comments on your programme of study Course Representatives Course Representatives Course Representatives At appropriate points in your programme of Feedback on Professional Behaviour, attendance, Personal & Professional Development Personal Tutor or Programme Leader ACADEMIC CALENDAR Term Start date (w/c) End date (w/c) 1 30.9.13 9.12.13 2 6.1.14 24.3.14 3 21.4.14. 12.5.14
Surname Name: First Name: Student Number: Email address: Study Load: Domestic Student International Student Faculty: Discipline: Sub-discipline: Completed Subjects (Previous Studies) MQ units to be recognised and credited FACULTY USE ONLY Institution e.g. USyd, QUT Program Name e.g. BBus, BSc Subject Name Subject Code Year completed Grade Unit Code Unit Name Approved (Yes/No) Reason code Office Use Only Recommendation Name Signature Date MRes Advisor Associate Dean Approval HDR Delegate Date sent to Faculty: Returned to HDRO: AMIS Date:
chains. The “head” (phosphate) is hydrophilic, and the “tails” (fatty acids) are hydrophobic. Now, sketch the phosphor- lipid bilayer that makes up a cell membrane. Label the hydrophilic heads, the hydrophobic tails, and the location of water. Study your sketch. Why are the tails all located in the interior? What are steroids? Concept 5.4 Proteins have many structures, resulting in a wide range of functions 28. Table 5.1 is loaded with important information. Summarize the five focus types here. Type of Protein Function Example Enzymatic
Monitoring: With the ICU MRI-compatible monitor, you can monitor ECG (which will have a lot of artefact), NIBP or invasive pressures, SpO2, and capnography. At this stage, we do not have anaesthetic agent monitoring. The risks of awareness in a non-paralysed patient receiving volatile agents is low, as are the potential consequences of awareness given that the patient is not undergoing surgery. The master monitor stays in the scanner with the patient. The slave monitor sits, with you, outside the scanner in the control booth. If, for clinical reasons, you wish to sit in the scanning room with the patient, this is fine. The monitor employs a similar logic to the Datex monitors in theatre – i.e. a control wheel which is rotated and then pressed to confirm the selection. Recovery: Transport the patient to main PACU after the scan. The anaesthetist will need to decide whether to allow the patient to emerge and be extubated in the MRI suite before transport, or to transport the patient anaesthetised. Either is preferable to allowing the patient to emerge en route. If the decision is to transport the patient anaesthetised, then a propofol infusion, or manually administered boluses will be required. For the transport, take with you the “airway grab bag” and whatever drugs you think you might need (or the whole drug trolley if you have an extra pair of hands).
Urinary bladder: Normal. Genitalia: Extremities: Normal. Note: Detailed evaluation of the extremities is limited on MRI. IMPRESSION: Pulmonary Hypoplasia with TLV = mL. Modified McGoon . PPHI= .PPLV= %.
Procedure that requires prior approval Application form: - MRI Scanning – Open / Standing / Annual Name of Referring Clinician GP Name and Surgery Patient NHS Number Is the patient/guardian aware of the proposed treatment and have they consented to you raising this request on their behalf? Yes No Has the patient/guardian consented for their personal and clinical information to be provided to the IFR service via all means, including electronic and automated approvals, to enable full consideration of this funding request? Yes No Is this a patient/guardian led application? Yes No Most Urgent: Decision needed within a week as the patient’s life may be in danger. Immediate: Decision needed within 3 weeks as delay will not be clinically appropriate. Routine: Decision needed in 4 to 6 weeks. Prior approval is required for all open and standing MRI scans. Please complete this form clearly detailing how the patient meets the criteria and email the completed form to the IFR service: Please complete this form clearly detailing how the patient meets the criteria and email the completed form to the IFR service: for consideration. The policy statements are available at . Please complete the following sections in full. Incomplete applications will not be considered and will be returned. Clinical Criteria required for consideration of treatment Please Tick Please indicate type of scan is requested: Open Standing Annual scan Please provide details of the purpose of the scan and why it is appropriate? Is the application on the basis of the patient being claustrophobic? If so has the patient been reviewed by the Radiology Department and discussed their concerns regarding MRI scanning to alleviate any fears? Has the patient sedation and failed to tolerate the MRI scan? Has the patient tried sedation and failed to tolerate the MRI scan in a wide bore MRI scanner? Was sedation offered under clinical supervision (oral sedation)? Have other modalities e.g. CT scan been considered as an alternative if suitable? YES NO YES NO YES NO YES NO YES NO YES NO Has the Radiology Department formally assessed the patient and found them unsuitable (e.g. due to the habitus of the patient and the restriction of the MRI scanner)? Please provide details of the patient’s Body Mass Index (BMI): Details of the habitus of the patient: YES NO
Colette Orlandi MCL Administrative Support Assistant Safety Committee Support Maria DiCola MCL Technical MSC Safety Officer Chad Eichfeld Nanofab Research and Development Engineer Nanofab Safety Tim Klinger MRI Engineering Aide MSC Building Support/Safety Assistant Jeff Long MCL Technical Staff Mel Hainey Student Leader Member Wall Signs Lizz Michael Student Leader Member Lead Lab Manager Tony Barthel Student Leader Member SOPs Henninger Research Equipment Designer MatSE Liaison Consultant Bruce Walker MRI Administrative Support Coordinator MSC Building Support/Safety Assistant New Members Chan Student Leader Member Lead Lab Manager Mingda Zhou Student Leader Member Ganesh Bhimanapati Student Leader Member Linsenbigler EHS Mike Houser EHS Ray Alexander OPP Engineer; MSC Building Faculty Partners Roman Asst. Prof, Materials Science and Engineering
Fall 2013 GMAT Exam Preparation Class GMAT Prep Class $250 + book for TAMU-SA students (includes current and alumni) $350 + book for students Required Text: The Official Guide for GMAT Review (13th ed. Paperback) Graduate Management Council ISBN: 978-111-810-9793 Book Price: $35 (approx price) may be found at a reduced price at various book vendors’ websites. For More Information: Please Call the College of Business at 210-784-2301 Sponsored by: Business Organization for Student Success (BOSS). Proceeds will benefit all official College of Business Student organizations Payment: Check or Money Order only. Please make payable to: B.O.S.S. TAMU-SA Do you still need to take the GMAT for the MBA program at Texas A&M University-San Antonio? The College of Business is sponsoring a GMAT test preparation class! When: Friday evenings for 10 weeks from 6:00 p.m. - 9:00 p.m. *Practice Tests/Location: Friday, September 13th Texas A&M University-San Antonio Brook City Base Campus Room 170 2601 Louis Bauer Drive San Antonio TX 78235 Preparation Class/Workshop Location: Texas A&M University Antonio Brooks City Base Campus Room 171 2601 Louis Bauer Drive San Antonio TX 78235 Why: To help develop strategies, skills and increase comfort for taking the GMAT exam, which is a computer adaptive aptitude test, required for admission into the MBA program Capacity: Limited to 25 students; first come-first served Cost: $250 for TAMU-SA students; $350 non-TAMU-SA students (cost does not include required textbook). Payable by Check or Money Order Only. Instruction: Provided by Lonestar Tutoring Registration: Payment-in-full is required at the time of registration and is nonrefundable. TAMU-SA students have first priority. A registration form is attached to the flyer. If you would like additional information, please contact The College of Business Cynthia Kinney-Lee Email: Phone: 210-784-2301
aac_frame_length 13 length of the frame including header (in bytes) ADTS_buffer_fullness 11 0x7FF indicates VBR No_raw_data_blocks_in_frame 2 ADTS Error check crc_check 16 Only if protection_absent == 0 Raw block of data Variable Table 3.1: ADTS header format [3] Profile bits ID 1 (MPEG-2 profile) 00 (0) Main profile 01 (1) Low complexity profile (LC) 10 (2) Scalable sample rate profile (SSR) 11 (3) (reserved) Table 3.2: ADTS profile bits in header [3] 3.4 SUMMARY In this chapter, the AAC audio coding standard is discussed with a detailed description of the encoding process. Low complexity profile with ADTS bit stream formatting is used as per the advantages explained in the chapter. Chapter 4 focuses on the MPEG-2 transport stream and the multiplexing algorithm implemented.
[11] K. Brandenburg, “MP3 and AAC explained”, AES 17th International Conference, Florence, Italy, September 1999. [12] J. Nightingale, Q. Wang and C. Grecos, “HEVStream: A framework for streaming and evaluation of High Efficiency Video Coding (HEVC) content in lossprone networks”, IEEE Transactions on Consumer Electronics, vol. 59, pp.404-412, May 2012. [13] G. Sullivan, P. Topiwala and A. Luthra, “The H.264/AVC video coding standard: overview and introduction to the fidelity range extensions”, SPIE Conference on Applications of Digital Image Processing XXVII, vol. 5558, pp. 53-74, August 2004. [14] C. Fogg, “Suggested figures for the HEVC specification”, ITUT/ISO/IEC Joint Collaborative Team on Video Coding (JCTVC) document JCTVCJ0292r1, July 2012. [15] K.R.Rao, D. Kim and J.J. Hwang,” Video coding standards: AVS China, H.264/MPEG-4 Part10, HEVC, VP6, DIRAC and VC-1"´, Springer, 2014. [16] I.E.Richardson, “The H.264 advanced video compression standard”, 2nd Edition, 2010. [17] ISO/MP4 information: http://en.wikipedia.org/wiki/MPEG4_Part_14. [18] T.Schierl et al, “RTP Payload Format for High Efficiency Video Coding”, Nokia, February 27, 2012.
[36] MPEG 2 TS: [37] VLC software and source code website [38] Ffmpeg software and official website [39] “FAAC and FAAD AAC software” www.audiocoding.com [40] DivX player : www.divx.com [41] MKVToolNix GUI preview [42] T.Ogunfunmi, M. Narasimha, “Principles of speech coding”, Boca rattan, FL, CRC press, 2010. JVT REFLECTOR Queries/questions/clarifications etc. regarding H.264/H.265 Jvt-experts-bounces@lists.rwth-aachen.de ; on behalf of; Karsten Suehring [karsten.suehring@hhi.fraunhofer.de]
What is the format of the Math Recovery® Intervention Course? 10 days of face-to-face instructional sessions throughout the first year Individual, virtual coaching sessions Facilitated virtual, collegial video sharing meetings Access to online community Kit of materials includes textbooks and tools for assessments and intervention teaching A 1 to 2-year learning journey to become a certified Math Recovery® Specialist Math Recovery® Intervention Course Requirements Participate in all course sessions, coaching sessions and video sharing sessions Complete a minimum of 100 hours of 1-on-1, videotaped Math Recovery® intervention teaching Complete 1 hour per day, per student 4 to 5 days per week (30 minutes of 1-on-1, videotaped teaching, with approximately 30 minutes to review the recorded lesson in order to plan, prepare, and reflect) Complete an assessment portfolio and a capstone project Demonstrate competencies with Math Recovery® assessments, teaching and planning Who should take the Math Recovery® Intervention Course? Mathematics Teachers Math Interventionists Curriculum Leaders & Coaches The Mission of US Math Recovery Council® is: To transform numeracy education To connect research with practice To empower educators to advance student mathematical thinking and success …through Math Recovery® principles. US Math Recovery Council® 14665 Galaxie Avenue, Suite 200 Apple Valley, MN 55124 Phone: 952-683-1521 Fax: 952-683-1525 INTENSIVE INTERVENTION STUDENT SUCCESS CONNECTING RESEARCH WITH PRACTICE
Math Recovery ® Intervention increases student achievement by: Intervening with students before they fall further behind their peers Using diagnostic assessments to identify student’s individual understanding of a variety of number concepts Designing targeted lessons to meet student’s learning goals Providing assessments and monitoring student progress Teaching strategies that hold students accountable for learning Math Recovery ® Intervention Specialists develop mathematics expertise by: Learning to administer research- based diagnostic assessments with students Providing one-on-one videotaped intervention lessons informed by data Having access to current mathematical research and Participating in collegial team meetings with Math Recovery® educators Reflecting on videotaped assessments and instruction for personal learning and instructional planning purposes Children gain confidence from solving problems that are challenging to them. A engagement and success lead to improved mathematical disposition and academic success. What are the additional benefits of becoming a Math Recovery ® Intervention Specialist? Option to advance to Champion training, to deliver US Math Recovery® professional development to other educators in your district Enhanced ability to provide primary, secondary and tertiary interventions Confidence to influence school-wide mathematics instruction
**Teacher Appr Night** 7th Grade Mavs vs. Beck JH @ MRHS **Teacher Appr Night** 8th Grade Mavs vs. Beck JH @ MRHS Practice - 3:00 - 5:00 Practice - 3:00 - 5:00 Practice - 3:00 - 5:00 16 8th pract till 4:15 17 7th No practice 18 19 20 7th Mavs vs. Seven Lakes JH @ SLHS 7th Mavs vs. Seven Lakes JH @ SLHS Practice - 3:00 - 5:00 Practice - 3:00 - 5:00 Early Dismissal No Practice 23 24 25 26 27 7C/8C Games 5:30 & 7:00 7B/8B Games 5:30 &7:00 7A/8A Games 5:30 & 7:00 All Equipment check-in Early Dismissal No Practice A & B Practice 2:45 - 4:00 A Practice 2:45 - 4:00 Game Times: C Team - 5:00 B Team - 6:00 A Team - 7:15 Coaching and Support Head 8th Phillip Soliz – Remind 81010 @MR8F ph.281-237-7462 Samuel Serrano – ph. 281-237-7471 Stephen DeForke – ph. 281-237-7433
Please specify_____________________________________________________
Valid 1 11 11.0 21.2 21.2 2 18 18.0 34.6 55.8 3 15 15.0 28.8 84.6 4 5 5.0 9.6 94.2 5 3 3.0 5.8 100.0 Total 52 52.0 100.0 Missing 0 48 48.0 Total 100 100.0 Doctor's Diagnosis Frequency Percent Valid Percent Cumulative Percent Valid 1 11 11.0 21.2 21.2 2 15 15.0 28.8 50.0 3 16 16.0 30.8 80.8 4 7 7.0 13.5 94.2 5 3 3.0 5.8 100.0 Total 52 52.0 100.0 Missing 0 48 48.0 100 100.0 Overall Frequency Percent Valid Percent Cumulative Percent Valid 1 7 7.0 13.2 13.2 2 21 21.0 39.6 52.8 3 15 15.0 28.3 81.1 4 7 7.0 13.2 94.3 5 3 3.0 5.7 100.0 Total 53 53.0 100.0 Missing 0 47 47.0 Total 100 100.0 Physician Visit Frequency Percent Valid Percent Cumulative Percent Yes 82 82.0 91.1 91.1 No 8 8.0 8.9 100.0 Total 90 90.0 100.0 Missing 0 10 10.0 Total 100 100.0 24 Hour Alcohol Lock-up Frequency Percent Valid Percent Cumulative Percent
Insurance Provider Frequency Percent Valid Percent Cumulative Percent Yes 50 50.0 53.2 53.2 No 44 44.0 46.8 100.0 Total 94 94.0 100.0 Missing 0 6 6.0 Total 100 100.0 Credit Card Frequency Percent Valid Percent Cumulative Percent Valid Yes 70 70.0 73.7 73.7 No 25 25.0 26.3 100.0 Total 95 95.0 100.0 Missing 0 5 5.0 Total 100 100.0 Cash Frequency Percent Valid Percent Cumulative Percent Valid Yes 75 75.0 78.9 78.9 No 20 20.0 21.1 100.0 Total 95 95.0 100.0 Missing 0 5 5.0 100 100.0 Check Frequency Percent Valid Percent Cumulative Percent Valid Yes 72 72.0 75.8 75.8 No 23 23.0 24.2 100.0 95 95.0 100.0 Missing 0 5 5.0 100 100.0 Supplemental Health Coverage Availability Frequency Percent Valid Percent Cumulative Percent Yes 68 68.0 71.6 71.6 No 27 27.0 28.4 100.0 Total 95 95.0 100.0 Missing 0 5 5.0 Total 100 100.0
Health Hazard Carcinogen Mutagenicity Reproductive Toxicity Respiratory Sensitizer Target Toxicity Aspiration Toxicity Flammables Pyrophorics Self-Heating Flammable Gas Self-Reactives Organic Peroxides Exclamation Mark Irritant (skin and eye) Skin Sensitizer Toxicity Narcotic Effects Respiratory Tract Irritant Hazardous to Ozone Layer (Non-Mandatory) Gas Cylinder Under Pressure Corrosion Skin Eye Damage Corrosive to Metals Exploding Bomb Explosives Self-Reactives Organic Peroxides Flame Over Circle Oxidizers Environment (Non-Mandatory) Aquatic Toxicity and Crossbones Acute Toxicity (fatal or toxic)
MRL harmonisation request template The following will help you provide FSANZ with the information to support requests to harmonise with an established MRL in Codex or another country and applications. Please complete a separate row for each MRL requested. Complete the table, with an accompanying letter and forward to Requestor: Contact details: MRL requested Status in Standard 1.4.2 Details on size and nature of market including volume of food imported and the cost impacts of a lack of harmonised MRL Highest residue (HR) and supervised trial median residue (STMR) data, if available Chemical Commodity descriptor numerical value in mg/kg Source of requested MRL (e.g. Codex or source country) Reference link to published MRL and residue definition in source country /
4. Methodology The data will first be imported into the python file using a csv file reader. From here the data will be cleaned up to remove any unnecessary and the important data will be compiled into their respective data structures of list and dictionaries. The unemployment data will only be considered from 2000 to 2010 so that it matches the census data. In order to compare the yearly census housing data with the monthly unemployment rates the yearly unemployment rate for each county will be computed. A graph will then be constructed to better visualize the unemployment data for each county for each year. The years of interest are from 2006 to 2010. Trends in the unemployment data will then be analyzed to see which counties were affected the most. The sum of squared residuals was used to calculate how much each counties rates differed from the state rate. Next the occupancy rate changes for each county were extracted from the census data along with the raw number of occupied houses. 5. Results Results Housing Occupancy Rate Change King County -2.89 % Occupied Homes Change King County -76,226 Housing Occupancy Rate Change King County -1.50 % Occupied Homes Change Adams County -287 These are results for the unemployment analysis. The graph shows the unemployment rates for each county along with the state average. The sum of squared residuals for King County was calculated to be 3.61 and 4.84 for Adams County. This result means that on average King County was closer to the state average over time. However the King County rate was below the state at all times. The housing bubble occurred at the end of 2006, but the unemployment rates didn’t see a large increase until 2009. This result is more inline with the financial crisis which
The unfair conduct of an employer relating to refusal to reinstate or reemploy an employee in terms of an agreement S 186(2) (c) Former employees can be protected against refusal for re-engagement in terms of a prior arrangement. The unfair conduct of an employer relating to an employee suffering an occupational detriment on account of a protected disclosure (whistle blowing) S186(2) (d) requirements have to be me in this instance The employee must have made a protective disclosure The employer must have taken retaliatory action which amount to the employee suffering from an occupational detriment The detriment suffered must be on account of (the LRA) or partly on account of (the PDA) making the protected disclosure – that is causation Occupational detriment means in this instance; Any disciplinary action Dismissal, suspension, demotion, harassment or intimidation Transferral Refusal of a transfer or promotion, denial of appointment Subjection to a term of employment Subjection to a term of retirement that is altered or kept altered to the employee’s disadvantage Refusal for a reference threatened with the above or subject to any other aspect related to work security, employment opportunities etc. Protected disclosure is that related to specific persons such as lawyers, employer’s members of Cabinet, the public protector or Auditor general. A general protected disclosure includes that to the media. The employee must; Make the disclosure in good And reasonably believe and The information disclosed is substantially true Courts have generally protected employees by interdicting employers from any action after protected disclosures has been made. Chapter 8 Dismissal and Termination of Employment Introduction In terms of S185(a) every employee has the right not be unfairly dismissed. Dismissal in defined in S186 and an employee who alleges unfair dismissal must prove; That they are an employee Was dismissed in terms of one of the actions of S186 The burden of proof will then shift to the employer who must show the dismissal was not unfair by; Providing reasons – substantive fairness Showing due process was followed – procedural fairness Definition of dismissal Definition is covered in S186 covered below by a sub section.
Fill in only one square per stage STAGE # HITS x POINTS PER HIT SUBTOTAL 0 TGT +0 1 TGT +1 2 TGTS +4 3 TGTS +9 4 TGTS +16 1 (400m) x 4 2 (300m) x 3 3 (200m) x 2 4 (100m) x 1 TOTAL SUBTOTAL… PLUS POINTS…
Victory volley to empty muskets Regulars march to Concord Eight colonists killed – five sets of fathers and sons broken by death THE NORTH BRIDGE RAISING THE MILITIA Samuel Prescott carries the alarm to Concord and beyond Militia begin arriving from other towns Debate what course of action to take – march out and meet the Regulars, wait in town, or retreat to Punkatasset Hill for more reinforcements Acton Introduce Isaac Davis and family has four sick children but marches with his minutemen anyway “Take care of the children” ARRIVAL OF THE BRITISH Colonel Smith’s forces arrive in Concord, begin searching town Not much is found 3 cannon destroyed Liberty pole torn down Burning of the Liberty pole Fire spreads Colonists and Regulars work together to extinguish flames From Punkatasset Hill, smoke is seen “Will we stand here while they burn our town?” OF CONCORD Colonel Barrett orders the militia to march to the North Bridge “Don’t fire unless fired upon Isaac Davis and Acton militia lead the way “I have not a man who is afraid to go.” Regulars at North Bridge outnumbered by approaching militia Withdraw across bridge, lose formation Regulars fire without orders Initial volley kills Isaac Davis and Abner Hosmer “Fire fellow soldiers, for God’s sake, fire as fast as you can!” Major Buttrick orders militia to fire on Regulars Half of the regular officers killed Regulars break and run MERRIAM’S CORNER MERRIAM’S CORNER
2017-2018 Marvin Ridge Middle School 2831 Crane Road Waxhaw, NC Phone: 704-290-1510 - Fax: 704-243-0153 www.mrms.ucps.k12.nc.us Principal James Eversole Assistant Principals 6th Grade – Pat Greene 7th Grade – Marni Menkin 8th Grade – Dion Mapp Front Office Staff Schelly Conneely – Administrative Assistant Rebecca McBride – Data Manager (Schedules & Attendance) Gina Rastia– Bookkeeper Jeannie McDonald – Receptionist Katie Hilborn – Nurse Tom Luisa – School Resource Officer Transportation Angela Brooks – Transportation Specialist 704-290-1531 Cafeteria Colleen Piechocki – Manager – 704-290-1530 Attendance Information – 2017-2018 Absences, Tardies, Early Dismissals ABSENCES
Cheerleading - $210 Fee 6th Grade Basketball – Girls – No Fee 7th & 8th Baseball Boys - $315 Fee 2 Teams – 6th, 7th & 8th Grade Cheerleading - $210 Fee 7th Grade Basketball Cheer – No Fee 7th & 8th Grade Tennis Boys - $210 Fee 6th, 7th & 8th Grade Cross Country – $210 Fee Boys and Girls – 6th, 7th & 8th Lacrosse - $315 Fee 6th, 7th & 8th Grade Tennis Girls - $210 Fee 6th, 7th & 8th Grade Lacrosse Boys - $315 Fee 6th, 7th & 8th Grade Volleyball Girls - $210 Fee 2 Teams – 6th, 7th & 8th Grade Golf Boys - $210 Fee 6th, 7th & 8th Grade Dance Team - $315 Fee 6th, 7th & 8th Grade Golf Girls - $210 Fee 6th, 7th & 8th Grade Field Hockey Girls - $375 Fee 6th, 7th & 8th Grade Boys Volleyball - $210 Fee 6th, 7th & 8th Grade
To view external choices You can also get a report of what modules have been chosen outside the student’s department by choosing “External” under the “Module Criteria” heading. Again, the “Information to view” drop-down offers a choice as to whether it is the students or their modules that are displayed. Student Numbers on Modules The eighth option on the Main Menu drop-down takes you to a simple summary of the number of students on the modules in a department and their confirmation status. File Upload – Module Registrations and Marks A facility is available for departments who use own module registration systems to upload module registration data in XML format. This is by arrangement with the Exams Office and is accessed through the “Upload Module Registrations ” tab on the left, under “Main Menu”. There is a user guide for the XML Module Registration Upload downloadable from that page or directly from: http://www2.warwick.ac.uk/services/its/servicessupport/studentadmin/modules/xmlimportuserguide.docx In addition, module marks can be uploaded. Links to the marks upload pages are again on the left hand menu, entitled “Upload Marks – XML Format” and “Upload Marks – CSV Format”. The mark upload user guide is downloadable from the upload page, if you have access, or directly from: http://www2.warwick.ac.uk/services/its/servicessupport/studentadmin/modules/markuploaduserguide.docx 15 Progress Summary The seventh drop-down option on the Main Menu allows you to see a progress summary, indicating how many students are at each module registration status on each route. If you choose department “All”, the report will show all routes across all departments of the University. Otherwise, choose the department you are interested in:
(3 total weeks to complete) lines and angles. G.CO.D.12 - Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). G.MG.A.1 - Use geometric shapes, their measures, and their properties to describe objects.★ I can find counterexamples to disprove conjectures. I can correctly interpret geometric diagrams by identifying what can and cannot be assumed. I can identify, write, and analyze the truth value of conditional statements. I can find counterexamples to disprove conjectures. I can and analyze biconditional statements. I can write converse, inverse, and contrapositive of a conditional statement. I can the Law of Detachment and Law of Syllogism in logical reasoning. I can statements based on logic when constructing my proof. I can correctly interpret geometric diagrams by identifying what can and cannot be assumed. I can identify and apply the basic postulates about points, lines, and planes. I can order statements based on logic when constructing my proof. I can identify and use properties of congruence and equality Reasoning and Proof Sections 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 following breakdown of standards: 80% G.CO.C.9 10% G.CO.D.12 10% G.MG.A.1
G.CO.C.9 - Prove theorems about lines and angles. G.CO.D.12 - Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). G.GPE.B.3 - Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. I can and apply theorems about the angles formed by parallel lines and a transversal (corresponding, alternate interior, alternate exterior, and consecutive interior). I can find slopes of lines. I can use slope to prove lines are parallel or perpendicular. I can find the equation of a line parallel or perpendicular to a given line that passes through a given point. I can find the distance between a point and a line and between parallel lines.
CATEGORY 16. Pneumatic Tools: UNSPNC Code 2713 The products allowed in this category include but are not limited to pneumatic versions of any of the following: hammers, drills, compressors/related sanders, hand tools. etc. No installation, maintenance or repair services are included. CATEGORY 17. Motors & Accessories: UNSPNC Codes 2700 and 2711 The products allowed in this category include but are not limited to: generators, electric motors, pulleys, gears, power transmissions, etc. EXCLUDED: Automotive related products. No installation, maintenance or repair services are included. CATEGORY 18. Material Handling: UNSPNC Codes 2410 and 3019 The products allowed in this category include but are not limited to: Carts, scales, bubble wrap/packaging materials, boxes, shelving, tape measures, levels, storage, ladders, winches, pallets, dolly, casters, etc. No installation, maintenance or repair services are included. EXCLUDED: CATEGORY 8. Power & Hand Tools: UNSPSC Codes 2700 and 2711 The products allowed in this category include but are not limited to: wrenches, screwdrivers, pliers, pliers, saws, drills, masonry/concrete/woodworking tools, hammers, bits, vises, heat/glue/caulking/staple guns, scythes/ sickles, shovels, rakes, hoes, grinders, lathes, chisels, brooms, files, awls, levels, stud finders, pipe bending tools, picks, axes, hatchets, machetes, chainsaws, post-holers, utility knives, and clamps. This includes various types of the above list including hand and power versions. Battery Powered options are also included. No installation, maintenance or repair services are included.
Books: Eternity and Freedom: A Critical Analysis of Divine Timelessness as a Solution to the Foreknowledge-Free Will Debate. Lanham: University Press of America, 1995. The Storms of Providence: Navigating the Waters of Calvinism, Arminianism, and Open Theism. Lanham: University Press of America, December 2003. Articles: “Why Divine Foreknowledge?” Religious Studies. 36 (September 2000): 251-275. “Is Faith in Christ a Sinful Act?” The Asbury Theological Journal 57-58 (Fall 2002, Spring 2003): 41-53. “Divine Providence, Simple Foreknowledge and the ‘Metaphysical Principle,’” Religious Studies 40 (2004): 471-483. “Divine Guidance and an Accidentally Necessary Future: a Response to Hunt.” Religious Studies 40 (2004): 493-498. “Does God Know Best?” Philosophia Christi 9 (2007): 383-405. Book Reviews: Review of Alan Padgett’s God, Eternity and the Nature of Time in International Journal of the Philosophy of Religion 40 (October 1996): 117-119. Review of Brian Austin’s The End of Certainty and the Beginning of Faith in the March 2001 Rhaphael (web-newsletter for Appalachian College Association, Religion & Philosophy). Review of Thomas Weinandy’s Does God Suffer?, Pierre-Marie Emonet’s God Seen in the Mirror of the World: An Introduction to the Philosophy of God, and John Sanders’ The God Who Risks: A Theology of Providence in Perspectives in Religious Studies 28 (Fall 2001): 305-309. Review of William A. Dembski’s Intelligent Design: The Bridge Between Science & Theology, Neil A. Manson’s, et. al., God and Design: The Teleological Argument and Modern Science, and Gregory R. Peterson’s Minding God: Theology and the Cognitive Sciences in Perspectives in Religious Studies 31.2 (Summer 2004): 225-229. Review of Andrew Moore’s Realism and Christian Faith: God, Grammar, and Meaning (Cambridge University Press, 2000) and James Burne’s God: Thoughts in an Age of Uncertainty (London: Continuum, 2001) in Perspectives in Religious Studies 32 (Summer 2005): 225-227.