zilongwang/ReadingBank huggingface dataset:
Glenohumeral Internal rotation Neutral Neutral Hip Internal Rotation Hip Internal Rotation Hip External Rotation Hip External Rotation Neutral V-Sit Reach Thomas’s Test Thomas’s Test Straight Leg Straight Leg Range of motion Motion Degree of Motion Range of Motion Right Left Right Left Cervical Flexion Lateral Flexion Extension Rotation 50 45 70 80 45 80 Yes Yes Yes Yes Yes Yes Yes Yes Shoulder Abduction Flexion Internal rotation External Rotation 150 150 65 80 150 150 65 80 Yes Yes Yes Yes Yes Yes Yes Yes Hip Internal Rotation Flexion External Rotation 30 105 45 30 105 45 Yes Yes Yes Yes Yes Yes After reevaluating my range of motion, I noticed I am more flexible than I thought. There are a few improvements that I can make with my flexibility. I was very impressed with this assignment because it allowed to learn different variations of range of motion. I was more flexible in my hamstrings when I did the V-sit reach. For internal or external rotation, I am not flexible. I feel tension as soon as I try to extend my arm. Postural Analysis
Frontal View reviewing my assessment in the frontal view, everything is lined up correctly. My knees are perfectly aligned with my feet. Also, my feet are facing forward. There are no specifics issues with overactive or underactive muscles. If there was an issue with overactive or underactive muscle that potentially impact the way I squat, they would be my bicep femoris, TFL, piriformis, and the gluteus maximus and minimus. The underactive muscles would be the medial hamstrings and the gluteus medias, along with the adductor complex. Sagittal View From the sagittal view, my arms are slightly forward. As a result, the overactive and underactive muscle play a role in causing the slight lean of my arms. I do not have an excessive lordosis. In order to reduce the overactive muscles, the following muscles need to be stretched more often; the latissimus dorsi, both the pectoral major and minor, and the Coracobrachialis Teres major. Lastly, to reduce underactive muscles, strengthening the middle and lower trapezius, rhomboids, posterior deltoids and the rotator cuffs will allow to keep my arms straight up.
Shoulder Region Abduction Flexion Extension Internal rotation External Rotation 150 150 50 90 90 150 150 50 90 90 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Knee Region (90-90) Knee Flexion (Passive ROM) 0 150 0 150 Yes Yes Yes Yes Hip Region Flexion Extension Internal Rotation Internal Rotation Abduction Adduction 100 30 45 45 40 20 100 30 45 45 40 20 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Summary of Range of Motion After taking all of my range of motion pictures and analyzing them, I realize that I am about average for them all. I would like to work on all of my range of motions to become above average which will affect me positively in avoiding injuries and increasing flexibility. As a soccer player it would be very important to increase my range of motion especially in my legs to help avoid strains and pulls. I tend to strain my quads more commonly than anything else and that could be that they are over compensating for lack of flexibility, strength, or range of motion in other muscles. Another area in which I strongly want to improve on is my wrist extension. I have had problems for years with that and after seeing doctors they believe due to constantly falling on them through soccer there is inflammation and scar tissue which prevents myself in getting full range of motion in extension my right wrist. When I do pushups I have taught myself to do them on my fists instead of flat palms because I struggle laying them at a flat 90 degree angle with my body weight on it. Anterior view of Overhead Squat
describe the impact of convicts and free settlers on the Indigenous peoples of the regions occupied The short- and long-term impacts of the movement of peoples during this period (ACDSEH085) Students: describe both the immediate and longer-term consequences of transporting African slaves to the Americas assess the impact of convicts and free settlers on the development of the Australian nation Parramatta Female factory, Elizabeth Farm. Students to feedback on different sites in class discussion. Students discuss the differences between convicts, settlers, women etc. Assessment task: Discuss how life differed for various groups in the early colonial period in Sydney 1788 – 1850. In your answer you need to refer to at least two groups in the colony and include two primary sources from own research. Impact of colonial settlement on Indigenous Australians. PowerPoint presentation – Struggling to Survive. Lecture style presentation. Students complete worksheets. Teacher exposition on the Black Wars of Resistance. Class discussion of key primary sources. Enquiry question: Was Pemulwuy the first resistance fighter? Source based enquiry. (UG4) How has the movement of peoples during this period impacted upon our world today? Visual representation which summarizes key points and allows students to view the positive and negative features of migration in the 18th and 19th centuries. Class discussion from after viewing ‘Who do you think you are’. Summary (revisit) What events influenced the movement of peoples around the Evaluation: Students to fill in a table of the ‘push’ and pull’ factors accounting for the movements of peoples 1750 – 1901 compared with the movements of people today. Here then exercise used to generate a class discussion about the changing values and judgments surrounding migration/slavery/convict transportation. arbour​ Foreshore​ Authority These materials have been developed by the AIS through funding provided by the NSW Government to support new syllabus implementation. Copyright is owned by AISNSW. Except as set out below or permitted under the Copyright Act, no part may be reproduced, stored or communicated without the approval of AISNSW. Not for profit organisations may reproduce, store in a retrieval system and communicate the whole or any part of the materials without payment of a fee or other remuneration provided:
this semester. Hopefully working on my hip mobility and strengthening my lower extremity muscles my hip pain will go away. Maybe I will start working on these issues everyday after seeing results. Range of Motion Analysis Motion Degree of Motion Normal ROM? Right Left Right Left Cervical Region Flexion Extension Rotation Lateral Flexion 60 75 80 45 80 45 Yes Yes Yes Yes Yes Yes Yes Yes Shoulder Region Abduction Flexion Extension Internal rotation External Rotation 155 160 50 70 90 155 160 50 70 90 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Knee Region Extension Knee Flexion 0 145 0 145 Yes Yes Yes Yes Hip Region Flexion Extension Internal Rotation External Rotation Abduction Adduction 125 25 35 45 40 20 125 25 35 45 40 20 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
2017-2018 Degree Map: Department of Health and Physical Education School of Health Sciences & Professional Programs | York College | CUNY Room HP-203 | (718) 262-2607 The following is a suggested plan of study for completion of this degree program. The goal of a Four-Year Plan is to ensure that students graduate with no more than 120 credits and in four years. All students should speak with an academic advisor about their academic programs. This document is not a substitute for academic advisement. Students are encouraged to take Winter and Summer courses to facilitate their progress towards graduation. Transfer students do not need to take all courses in the plan; they should consult with an academic advisor. Course Credit Credit First Year – Fall 15 First Year – Spring 15 English Composition (EC): English 125 3 English Composition (EC): English 126 3 Life & Physical Sciences (LPS) course 3 Math & Quant Reasoning (MQR): MATH 111 4 US Experience in its Experience (USED) course 3 College Option (CO): Foreign Language+ 3 College Option (CO): Health Education 111 3 Scientific World (SW): Biology 120 3 World Cultures & Global Issues (WCGI) course 3 Physical Education 150 2 Course Credit Credit Second Year – Fall 15 Second Year – Spring 16 Biology 281 4 Individual & Society (IS) course 3 College Option (CO): Foreign Language+ 3 Physical Education 215 3 Creative Expression (CE) course 3 Physical Education 362 3 Electives (Liberal Arts) 3 Flexible Core (choose one course in any area) 3 Physical Education 350 2 Electives (Liberal Arts) 3 Physical Education 141 1 Course Credit Credit
Radial 60 70 30 20 60 70 30 20 Yes Yes Yes Yes Yes Yes Yes Yes Knee Knee 150 150 Yes Yes Hip 30 45 40 20 100 45 30 45 40 20 100 45 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Cervical Flexion Cervical Extension Cervical Rotation Cervical Lateral Flexion
Africans 17th -19th centuries Inward African countries and the West Indies Whitehaven Slaves were transported to Cumbria from Africa because of the Atlantic Slave Trade Parish registers and historical records Irish people 18th century onwards Inward Mid and north of Ireland Barrow to Maryport and beyond Refugees from revolts and social unrest as well as those escaping the Potato Famine. Agricultural, linen industry, and ironworks labour actively recruited into Cumbria Family and historical records Cornish miners 19th century Inward Cornwall and Ireland West Cumberland iron mines There was a shortage of local labour to work in the mines. Millom’s population grew from 100 to 10,500 Parish registers and historical records Miners Late 19th and early 20th centuries Outward West Cumbria USA, South Africa, Canada, Australia Decline of iron mining in Cumbria and miners’ skills were in demand in other countries Family histories World War I refugees 1914-1917 Inward Belgium, Denmark West Cumberland, Furness West Cumberland and the Furness Area hosted many hundreds of Belgian refugees during World War I. Most worked in the shipyards at Barrow-in-Furness or in coal mines at Whitehaven ? Cumbrian families 1920s-30s Outward West Cumbria Canada, Australia Seeking work, also Canada actively recruiting immigrants for agriculture work Whitehaven News photos and news Cumbrian men and boys 1920s-30s Outward West Cumbria, especially Maryport & Cleator Moor Midlands, South East England, Kent, Essex Men and boys were directed into or sought work at Fords in Dagenham, because of severe unemployment Cumbria Reports of the Commissioners and personal records World War II Evacuees 1939-45 Inward Tyneside West Cumbria National scheme to evacuate children to the countryside from war targets ? World War II refugees 1945-46 Inward Theresienstadt, Prague, Czech Republic Troutbeck For recuperation following their survival of the Holocaust Documents, photographs and oral history Kosovars 1999 Inward Kosovo / Albania Ulverston, Carlisle and Barrow To escape conflict. They were housed at a reception centre in Ulverston, 20 May 1999, and were handed donations of Newspaper articles
PRESENT OR MOST RECENT EMPLOYMENT Name & address of employer: Nature of business/Role/Responsibility: Date of appointment: Job title: Are you still currently employed by this organisation? and details of allowance: Salary Scale and Current Salary: Notice required: Date available to take up new post: Previous Employment Please summarise your employment history since leaving full-time education, paid or unpaid, or working in a voluntary organisation or agency, full or part-time. Start with the most recent. Please continue on a separate sheet if necessary. Employer’s name and address From / Year To / Year Job title and summary of main duties Reason for leaving post Please describe the reason and duration of any period(s) longer than 1 month when you have not been in employment since leaving full-time education. Support of Application
Tile $200 $10 Wood $300 $10 BALCONY/PATIO Missing/ Damaged Cleaning Only Tenant Caused Damages Screens Per 10 SF ($25 minimum) $25 $5 Fence At Cost Storage Room $50 $10 FANS/FIXTURES/BLINDS Missing/ Damaged Cleaning Only Tenant Caused Damages Ceiling Fans No light fixture $65 $5 With light fixture $95 $5 A/C Vents Must be cleaned $25 $10 Fire Extinguisher If broken or missing $75 - Towel Bars If broken or off wall (each) $35 $5 Fireplace Must be clean and free of ashes and was At Cost $10 Mini Blinds Mini-blind replacement (standard size) (Double window $50) $35 $5 Replacement Vertical blind replacement $100 $5 WALL, CEILING AND FLOOR Missing/ Damaged Cleaning Only Tenant Caused Damages Sheetrock repairs Door knob size hole $40 Larger hole-1 square foot $100 Each additional square foot $50 Stain Treatment Kilz stain treatment (each wall) $100 Wall Paint Additional coat of due to covering color/stains $100 Ceiling Paint Ceiling paint due to stains/cigarette smoke $150/Room Flea Treatment Pets $200 Carpet/Vinyl/Tile Replacement 1 year (100% of value) At Cost $10/Room 2 years (80% of value) At Cost 3 years (60% of value) At Cost 4 years (40% of value) At Cost 5+ years (20% of value) At Cost MISCELLANEOUS Missing/ Damaged Cleaning Only Tenant Caused Damages
Interior Doors Doors and Frame (Wood) Replacement $100 Windows Single paned-broken or cracked $155 Double insulated- broken or cracked $205 Sliding Glass Door Replacement of door and tracking $240 Window Sills Cleaned $25 Light Bulbs Missing (each) $5 Keys Re-Keying locks (if not all keys are returned) $95 Garage Remote Not returned (each) $50 Items Left Large furniture removal (each) $75 removal (per bag) $40 Smoke Detector If broken or missing $45 SECURITY SETTLEMENT FORWARDING ADDRESS Rental Account Balance ……………….….. Cleaning/Damage Charges ………………. Total Security Deposit…………………..…. Balance Due From Tenant………………… OR Balance Due to Tenant……………………. Report Prepared By: Date:
Touch his head Lay on the ground Play basketball Fly over Jack’s head Talk to Jack Ride a motorcycle Sit at a desk Fall through a hole Scream at Jack a match Shoot a gun Bang on the door Fly and shoot Ask the girl Shine bright Spin around *Teacher: Cut and distribute cards after students order the pictures, having them match the vocab cards with the correct pictures. This works on sight recognition of vocabulary. Circulate and assist with unfamiliar vocab
AKO- Coaching and Learning from each Teacher: _ Coach:------------ Class _ Date _ Period---------- No. of students-------
Safe System of work Activity: Moving Metal Trolleys Version Number V1 Description of work activity: Moving of metal trolleys loaded with Wooden Components Document Ref: SSOW71 Assessment date: 16/02/2018 Revision date: 16/02/2019 Assessor: Sean Lowe Responsibilities Site Manager: Peter Scott Production Supervisor: Ben Lowe Number of Ops: 50 Associated Hazards Hazards associated with activity: Manual Handling, Moving of Heavy objects, Slips Trips and Falls, Colliding with other objects, Noise Site specific Hazards: Busy working environment, Noisy DOCUMENT REVISION SHEET Document ref: Version NO. Revision Date: Reason for Revision: Change of Details: Review carried out by: Select the trolley that requires moving, grab both of the handles, check the route is clear and safe from obstacles and begin to push the trolley to its destination.
The initial trip (employee’s move to new residence), after employment to the new duty station; and, The trip to bring the family to the new residence (temporary or permanent). Travel reimbursement may include automobile rental under certain circumstances. Mileage Reimbursement for mileage may not exceed the mileage rate established by the IRS in effect at the time of travel. All mileage reimbursements over the amount allowed by IRS as a deduction are taxable. Employee’s Spouse Is State Employee If the employee's spouse is a State employee and otherwise eligible for moving and relocation expenses, reimbursement of any such expenses will be paid to only one employee within the limits prescribed and only to move the primary household to the new location. Funding Disbursements for reimbursable moving and relocation expenses and related taxes, if any, must be funded from monies within the employing University's budget. Expenses Expenditures for travel, testing, interviewing, and related activities incurred by or for a prospective employee before the applicant has accepted the employment offer are termed pre-employment expenses and are not considered moving and relocation expenses. Travel expenses of prospective employees, incidental to an employment interview, may be reimbursed by the University. Such pre-employment expenses will be reimbursed pursuant to the University policies. House-Hunting Expenses House-Hunting Expenses House hunting expenses include the following for employee and spouse while traveling: Cost of transportation (including automobile rental) Meals Lodging Travel expenses for house-hunting purposes are eligible for reimbursement in accordance with the University’s travel regulations.
Moving detection and emails Step 1: open the desk menu by right-click → main menu → set up → Alarm → Motion Step 2: enable the motion function Step 3: set up the trigger, click the “settings” Step 4: Click the email in “alarm” window and enable all channel “Snap” Then click “OK” button to save settings. Step 5: set the motion Area, click the settings Step 6: choose the motion area you want, click and drag the mouse, the screen with block is the motion area you want Step 8: right- click → adjust Sensitivity ( remark: the number smaller, the sensitivity higher) → click “save” Step 9: “Apply” bottom to save the motion settings Step 10: click the “Exit” button into “setup” window Step 11: click the “network” into network settings Step 12: choose the email menu Step 13: set the send email smtp server Step 14: tick the SSL cheek Step 15: set the send email address Step 16: set the send email password Step 17: set the receive email address Step 18: click “Test”button for Test settings
Step 19: The test result will be displayed in warning window Step 20: click “ok” bottom to exit Step 21: click “exit “to exit network window Remark: you will receive the alarm email if the motion alarm done Email setting: Please follow up the below link to set up the email notification:
minimum guarantee of £99 for title hire as detailed above. Please let me know along with your usual Moviola bookings and I will arrange further details with you. If you are one of our Associate Venues Gold or Silver service) and are interested in trialling a Cinegi title, you must have a Laptop or Desktop computer running Windows 10 and be able to connect to broadband internet for downloading Cinegi titles. Full technical specifications are available on the Cinegi website (link below). If you have the necessary equipment and would like to trial this service, please let me know along with your regular Moviola bookings. https://cinegi.com/ Programming Guide The latest menu goes forward until the end of December. A number of films on the menu are not yet released in the UK, but will be available later in the menu cycle. As a result of this, some release dates will be approximate, and we have based dates on our experience of release schedules over our 20 years of collective programming. When you book your films, there is always a chance that release dates will be changed by distributors at short notice, and this is sadly completely beyond our control. We will of course give you the maximum notice we can if one of your choices needs to be changed, and help and advise you on finding a suitable replacement. Please do not be disconcerted if you see films on the menu that you would not usually think of booking. We have 250 venues across the country, showing a huge range of films. Every venue and audience is different and we have therefore tried to include the broadest possible range of films from around the world. There really is something for everyone, and we hope you enjoy choosing your films. Should you have any queries regarding the menu, or would like to discuss your choices further, please do not hesitate to contact me, via email at or by phone at 03330 118764.
For At-risk Students in Grades K & 1 2016-17 Task Person Responsible Timeline How Documentation Complete reading screening assessments to identify at-risk students K-1 grade teachers with school team support Prior to parent/teacher conferences Use of DIBELS data and assessment results as appropriate Notify parents of their child’s at-risk status. 1 Teachers Only Fall Parent Conference Window for Grade 1 After winter DIBELS benchmark for Kindergarten 1st Parent Conference In person K-1: At-Risk Letter Mid-year Progress Monitoring K & 1st Grade Teachers After Mid-Year Benchmark Parent Contact: In person or by phone HomeConnect Letters from mClass Spring Progress Monitoring K & 1st Teachers Progress Monitoring Data Feb-May Parent Contact: In person or by phone HomeConnect Letters from mClass Notify parents of their child’s continued at-risk status. K & 1st Teachers End of the Year Send Home: End of the Year K-1: At-Risk Letter
Move On When Ready: Post-Secondary Entrance Requirements Please check directly with college for up to date requirement: requirements and deadlines are subject to change at the discretion of the institution. from: http://www.usg.edu/student_affairs/students/mowr_dual_admission and individual institution websites Institution SAT (R/M) Reading Math ACT English Math Core GPA Other Enrollment Deadline MOWR Contacts Atlanta Metropolitan College 970 430 400 20 17 17 3 Please contact the Office of Admissions Erica Shirley, Dual Enrollment Coordinator 404-756-4401 Chattahoochee Technical College 460 440 19 19 Compass Test: 30, Algebra: 40 , English 79, Writing 65 Age 16 + Fall: May 20 Spring: Nov. 20 Summer: March 25 Clayton State University 970 430 430 20 17 17 3 9th grade completed Fall: July 15 Spring: Nov. 15 Summer: April 15 Jacqueline Sims, Freshman Coordinator 678-466-4115 Dalton State College 970 450 500 20 19 21 3 9th grade completed Fall: July 1 Spring: Dec. 1 Summer: May 1 Katherine Logan, Director of Admissions 706-272-4524 Georgia Gwinnett College 970 480 460 20 21 19 3 10th grade completion Fall: June 1 Spring: Nov. 15 Donald G. Singer, Director Dual Enrollment 678-407-5220 Georgia Highlands College 1500 480 440 33 20 18 3.75 9th grade entry requirements Priority Deadlines: Spring: Nov.1 Summer &Fall: April 1 Non-priority Fall: Aug. 1 Spring: Dec. 15 Summer: May 15 Sandie Davis, Director, Admissions and Registrar 706-295-6340 1250 480 440 27 20 18 3.5 10th grade entry requirements 970 480 440 20 20 18 3 11th-12th grade entry requirements
Georgia Institute of Technology 2150 (3part) 32 A must complete highest level math & science offered at hs, fall entry only Fall Semester application May 15- June 15. Test score deadline July 15 Laura Simmons, Assistant Director 404-894-4154
Objectives and strategies Objective 1 To manage the road network and abutting land uses to achieve an efficient and safe network, making the most of existing infrastructure. [18.02-4p1 edited] Strategy 1.1 Plan and design road space to complement land use and meet community and business needs. [18.02-4p14] Strategy 1.2 Avoid vehicle access arrangements and car parking regimes and traffic management that adversely affect the efficiency, safety and reliability of the the principal transport networks including Principal Traffic Flow Network and declared arterial roads. [Update] Strategy 1.3 Consider options for development on the Principal Traffic Flow Network and Principal Public Transport Network to gain access from local roads where practicable. [Update] Strategy 1.4 Plan and design transport routes and nearby areas to achieve visual standards appropriate to the importance of the route with particular reference to landscaping, the control of outdoor advertising and, where appropriate, the provision of buffer zones and resting places. [18.02-4p2] Strategy 1.5 Improve the use of existing roads to more efficiently move people and freight by separating incompatible road uses where practicable. [18.02-4p4] Strategy 1.6 Upgrade the national road network connecting key regional centres to export gateways. [6.4.2.1] Particular provisions 1. Clause 52.29 – Land Adjacent to A Road Zone, Category 1, or a Public Acquisition Overlay for a category 1 road. 2. Clause 52.30 – Freeway Service Centre Guidelines for decision makers Consider as relevant: [13.04-1p3] 1. Any approved Integrated Transport and Landuse Guidelines. [Update] 2. A Guide to the Reduction of Traffic Noise (VicRoads, 2003). [13.04-1p7] 3. Any Local SmartRoads Network Operating Plans. [New] 4. Safe System Approach (Guide to Road Safety Part 1: Road Safety Overview (Austroads, 2013). [New] 5. Guidelines for Access Management (Guide to Traffic Management Part 5 Section 2.1) (Austroads, 2008). [New] 12.07 12.07-S-01 Freight and logistics State Policy VC## dd/mm/yyyy Road and rail freight networks need to be planned as part of an integrated transport network. [Update]
Figure 1. The compatible (top) and incompatible (bottom) compound stimuli used in the study (Caparos, et al., 2013). Images not to scale. Procedure E-prime software version 1 (Schneider, Eschman, & Zuccolotto, 2002) was used to present the stimuli and collect behavioural responses. Participants viewed the visual stimuli in the following order: i) viewed instructions on identifying global shapes followed by a block of 24 global target practice trials; ii) viewed instructions on identifying local shapes followed by a block of 24 local target practice trials; iii) completed eight blocks of 72 trials each. The stimuli were presented in blocks to minimise the number of switches as previous research has suggested that individuals with eating disorders have weaknesses in set-shifting (Tchanturia et al., 2004). Prior to each block the participant was instructed to identify global or local shapes in the upcoming block (total four global blocks and four local blocks). Global and local blocks alternated, and the starting condition was counterbalanced across participants. Each began with a fixation cross (1000ms), followed by a blank screen (500ms). Next, a compound stimulus was presented and remained on the screen until the participant had made a response. Responses were collected via a computer keyboard, and participants were instructed to use their left index finger to press the ‘A’ key if the target shape was a square and to use their right index finger to press the ‘L’ key if the target shape was a cross. After
For the 30 participants included in the analysis, EDE-Q global scores ranged from 0 to 4.47. A median was used to create groups with either high or low eating disorder symptomatology (see Table 1). Table 1. Means and standard deviations (SD) for age, and BDI-II, STAI, MOCI and estimated FSIQ scores for the High and Low EDE-Q groups. Total Sample Low EDE-Q High EDE-Q Mean SD Mean SD Mean SD difference Age 28.10 10.24 26.27 6.16 29.33 13.11 U = 94.00, p = 0.437. EDE-Q Global score 1.99 1.18 1.01 0.58 2.97 0.71 t(28) = 8.30, p <0.001. EDE-Q Restraint score 1.66 1.28 0.87 0.79 2.45 1.19 U = 33.00, p = 0.001 EDE-Q Shape concern score 2.79 1.67 1.44 0.99 4.14 0.93 t(28) = 7.70, p <0.001. EDE-Q Eating concern score 1.02 1.05 0.44 0.49 1.60 1.14 U = 42.50, p = 0.003 EDE-Q Weight concern score 2.36 1.48 1.23 0.90 3.49 0.99 U = 11.50, p < 0.001 BDI-II Raw 13.07 10.04 10.80 10.64 15.33 9.20 U = 76.50, p =0.134 STAI state T score 42.53 12.66 33.60 10.24 43.73 11.12 t(28) = 2.60, p = 0.015
MOZ - Mozambique Centralizing office Postal address Telephone, Telefax, Electronic-mail Remarks Mozambican Postal and Telecommunications Regulatory Authority (INCM) Radiocommunications and Technology Directorate 340, Praça 16 de Junho, Bairro da Malanga C.P. 848 Maputo TF : +258 21227100 FAX : +258 21494435 EMAIL : info@incm.gov.mz URL : www.incm.gov.mz Stations in the Terrestrial radiocommunication services Name of the station Postal address Telephone, Telefax, Electronic-mail Maputo 796, Avenida do Zimbabwe Maputo Mozambique TF : +258 21227100 EMAIL : DECH@incm.gov.mz Geographical coordinates Types of measurements Ranges of frequencies for each measurement of service (UTC) Remarks 25°57'27''S 032°35'58''E Frequency measurements 10 kHz - 3 GHz H24 Up to 26.5 GHz only with portable Spectrum Analyzer. 25°57'27''S 032°35'58''E Field strength or power measurements 30 MHz - 3 GHz H24 25°57'27''S 032°35'58''E Bandwidth measurements 3 kHz - 340 kHz H24 25°57'27''S 032°35'58''E Automatic spectrum occupancy surveys 10 kHz - 3 GHz H24 ______________
maize, but also other cereals production, in order to frame appropriate policies and interventions to support farmers, in the context of PEDSA and PNISA. LIMITATIONS Our analysis did not take into account quality differential between imported maize grain and domestically produced maize grain; The public monetary transfers to farmers, in form of input subsidies, are not included at this stage of the analysis. Data were in the process of being collected by the MAFAP team in Mozambique and will allow to compute the Nominal Rates of Assistance. FURTHER INVESTIGATION AND RESEARCH Both maize grain and maize meal are traded at wholesale level in Maputo although maize is ultimately consumed as maize meal. Our analysis focused on price incentives for maize grain traders and farmers. The analysis could be improved by comparing results from two scenarios: (i) computing the indicators using wholesale maize grain prices as we did in our analysi, and (ii) estimating the same indicators using wholesale maize meal prices. This could help us better understand whether the 17 percent VAT on maize grain import had differential impacts on maize grain and maize meal as it would be predicted because millers who import maize grain and process it into maize meal get rebates for their VAT payments; The focus of our analysis was on Southern Mozambique (a maize deficit region). However, Northern Mozambique – a maize surplus region – could be considered as a separate marketing segment and therefore analysis of prices incentives to farmers and wholesalers operating in this region could be undertaken. There had been limited integration between maize markets in Northern and Southern Mozambique due mainly to lack of a bridge in the Zambezi River, causing a natural barrier to maize flow from Northern to Southern Mozambique. The market integration between the two regions has been improving since August 2009 when a bridge was built in the Zambezi River. Maize markets in Northern Mozambique are better linked with markets in Southern Malawi (a major maize deficit region). BIBLIOGRAPHY Acosta, A. 2012. Measuring Spatial Transmission of White Maize Prices between South Africa and Mozambique: An Asymmetric Error Correction Model Approach. African Journal of Agricultural and Resource Economics 7(1), 1-13.
Unit/ Lesson Mozart Math Grade Levels 3, 4, 5 Common Core (ELA) Grade 3: Speaking and Listening Standards K–5 SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested tail or clarification. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Grade 4 Speaking and Listening Standards K–5 SL.4.1 Engage effectively in a of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. 5 SL.5.1 Engage effectively in a of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. SL.5.2 Summarize a written text read or information presented in diverse media and formats, including visually, quantitatively, and orally GLE (Math) Grade 3 MA.3.43 - [Expectation] - Represent and solve problems using DATA from a variety of sources (e.g., tables, graphs, maps, advertisements) MA.3.43 - [Expectation] - Represent and solve problems using DATA from a variety of sources (e.g., tables, graphs, maps, advertisements) Grade 4 MA.4.40 - [Expectation] - Determine the total number of possible outcomes for a given experiment using lists, tables, and tree diagrams (e.g., spinning a spinner, tossing 2 coins) MA.4.39 - [Expectation] - Use lists, tables, and tree diagrams to generate
Put collars on the legs (of food storage tables) to keep rodents from climbing up. Store food (on a high shelf) above the cooking fire. The smoke will keep stored grains dry, kill insects, and chase away rodents. Leave a space between each board. Place the table away from the wall to let air circulate. As the air around and under the food, it will dry up any remaining moisture. Moisture can damage foods and help germs to grow. Rodents and Moisture (Picture 6.3) Make sure grains, legumes and seeds are dry before storing. Germs grow quickly on damp foods. Keep rain out of food stores. Repair leaks where water comes in. food off the ground to keep it from being contaminated by children’s hands. Put collars on the legs to keep rodents from climbing up. Store foods above the cooking fire. The smoke will keep grains dry, kill insects and chase rodents away. Leave a space between each board. Place the table away from the wall to let air circulate. Insects and Stored Foods (Picture 6.4) This is the text for the back of page 49.
Protect your stored from insects. Add a handful of wood ash or ground Neem seed to a kilo of to repel insects. Sew bags closed or use containers with fitted lids to keep out flies. clean dishes under a cloth or in a cabinet so flies cannot land on them.
Ship engines and other fuel oil consumers and fuel oil types used [The ship-specific details are to be added in this section.] Engines or other fuel oil consumers Power Fuel oil types 1 of main engine] [kW] [There can be more than one type of fuel] 2 [Type/model of auxiliary engine] 3 [Boiler] 4 [Inert gas generator] The applied method used for measuring annual fuel oil consumption in metric tonnes is described in the following section. Method using bunker delivery notes (BDNs) [This section should be used if it is the applied method used by the ship.] This method determines the annual total amount of fuel oil used based on BDNs, which are a requirement for fuel oil delivered to and used on board a ship for combustion purposes in accordance with Regulation 18 of MARPOL Annex VI. BDNs are required to be retained on board for three years after the fuel oil has been delivered. The following table sets out how the ship will operationalise the summation of BDN information and conduct tank readings. [The ship-specific details and procedures are to be added in this table.] Procedures Responsible person(s) Equipment 1 [Determining the amount of remaining tank fuel oil at the beginning of the reporting period. For example: On 1 January, readings for tanks containing each type of fuel oil will be taken through soundings. These readings will be verified by the responsible person and recorded and retained on board.] [Chief Engineer and/or Master, etc.] of measurement equipment involved. For example: Electronic sounding devices for No 1 HFO tank, No 2 HFO tank, No 1 MDO tank, and No 2 MDO tank. Sounding rods for No 3 HFO tank, No 4 HFO tank, No 5 HFO tank, and No 6 HFO tank. gauges for HFO day tanks, etc.] 2 [Determining the amount of remaining tank fuel oil at the beginning of the reporting period in the event that a voyage extends across the reporting period. [Chief Engineer and/or Master, etc.] [Type/model of measurement equipment involved. For example: Electronic sounding devices for No 1 HFO tank, No 2 HFO tank,
Group discussion on what implementation looks like in a variety of contexts Measuring fidelity Using data to inform practice Topic in action Explore ways for the learners to incorporate the new knowledge and skills into their teaching. Reflection on what implementation would look like in their classrooms Discuss and potential challenges to implementation and fidelity drift Assessment & reflection Provide opportunity for the learners to reflect on their learning and potential implementation challenges. Post-assessment learner knowledge Reflect on personal teaching context and implementation Closing & follow-up Provide opportunity for learner to outline implementation steps and plans for follow-up coaching. Template for outlining implementation steps in personal teaching contexts and follow-up coaching Additional resources for further learning Scope of the Learning Packages The scope of the learning packages is displayed in the following chart. The chart begins with an overall introduction and a collaborative decision making process for determining which package to begin with and the scope of professional development needed. Use the Collaborative Work Getting Started Guide to support the collaborative decision making process of where to begin. This guide compiles the essential components into a discussion tool. Depending on the results of the discussion, teams can map how to ideally proceed through the learning packages. All of the content areas include action planning for implementation in the teaching context and follow-up learning. To the far right of the scope is internal coaching. Internal coaching is the process of educators who have demonstrated exemplary implementation, coaching their peers, with the goal of working toward school-wide exemplary implementation.
Petition for Initial Detention by Immediate Family Member, Guardian or Conservator. Declarations of: Written sworn statement of the Designated Crisis Responder. Other: A review of the Petition shows that there is sufficient evidence to conclude that Petitioner is an immediate family member, the guardian or the conservator. A review of the Petition and all of the supporting documentation shows sufficient evidence to support the allegation(s) as follows:
(Any facility or provider providing services in accordance with this section shall be referred to as the “Treatment Facility”.) The defendant shall be placed in the custody of the secretary of the Department of Social and Health Services (DSHS) to undergo evaluation and treatment pursuant to RCW 10.77.086(1)(a)(i)(A)(B). Treatment Period: 90 Days: A first felony restoration period of 90 days for a case where the highest charge is a Class A felony or a Class B violent offense. 45 Days: A first felony restoration period of 45 days (for all cases in which the highest charge is a Class C felony or a Class B felony that is not classified as a violent offense under RCW 9.94A.030). 90 Days: A second felony restoration period of 90 days. The court finds that a second restoration period is appropriate under RCW 10.77.084 and RCW 10.77.086 180 Days: A third felony restoration period of 180 days. The court finds that a third restoration period is appropriate under RCW 10.77.086(4). The length of the placement includes only the time the defendant is actually at the facility and shall be in addition to reasonable time for transport to or from the facility. Medication. The Treatment Facility is authorized to administer clinically appropriate voluntary medication for the purpose of competency restoration. The issue of a need for an involuntary medication order has been raised. See separate order regarding involuntary medications. The issue of an involuntary medication order is deferred and may be addressed in a separate hearing. Access to Records. The Treatment Facility and DSHS shall be entitled to receive any of the information described in RCW 10.77.060(1)(a), whether the information is held by another mental health, medical, or education facility, a jail or other correctional facility, or elsewhere. Within 24 hours of the signing of this order: The clerk of the court shall provide this order and the charging documents, including the request for bail and certification of probable cause to DSHS. If the competency evaluation was provided by an independent expert, the clerk of the court shall also provide DSHS with a copy of all previous court orders related to competency or criminal insanity and a copy of any of the evaluation report/s.
MP 3 High Honor Roll Angela Accetturo Olasubomi Ajayi Corinne Antonelli Samantha Applebaum Alyssa Appleby Kristen Appleby Aiden Aschoff Mark Barillari Erin Barry Ian Barry Joseph Basile Michael Batcha Ayse, Bayram Megan Beckler Thomas Begane Jessica Bino Kieran Bonsignore Korina Brenich Aughdon Breslin Brandon Burd Stefanie Canize Thanna Celada Anthony Celentano Joanna Chen Zachary Christian Kendall Connelly Lauren Connelly Sarah Cooper Caroline Cotte Bethany Cousins Devan Daugherty Jacqueline de Raismes Delghiaccio Johanna Deming Julianne DeSanto Christine DeSomma Ashley DeVoe Samantha DiSessa Cindy Dominguez-Henriquez Rachel Donovan Emily Dorman Kristen Dorman Kailey Dorsch Larisa Dowling Julie Duart Nicole Duda Ayah Elkashif Audrey Elliott Samantha Epstein Jacqueline Farkas Sarah Fernando Robert Finke Colette Finn Jonathan Fleck Madison Clare Flynn Hailey Ford Eimhie Alyssa Kaitlyn Gagliano Devyn Gara
Brianna Garland Brianna Genthe Sierra Gibson Sarah Gilligan Grace Gleba Sofia Goldfarb Brandon Graf Holly Grobholz Jessica Groelly Alyssa Gundersen Taylor Hackett Taylor Hamas Zachary Hamilton Trevor Harrison Ryan Henson Kylie Hibbett Hayley Hopkins Dylan Hourihan Brandon Humphrey Katherine Insel Jake Irwin Jenna Ischinger Aleksandria Ivanitski Ryan Janowski Haley Jensen Katherine Johnson Kelsey Johnson Lianna Johnson Ryan Johnson Lawrence Kaspereen Marguerite Kaufer Brandon Kay Giulia Kean Jordan Keegan Amanda Erik Klausfelder Spencer Klingel Katarina Knudsen Kendall Koch Cassandra Koprowicz Thomas Kubena Trevor Juliet LaVigne Ashleigh Laykin Shannon Laykin Amanda Lauziere Anthony Lea Sera Lewis Shannan Lewis Margaret Lynch Danielle Marzigliano Macarena Massarino-Moneta Andrew Mayer Anabell McGann Katelyn McLaren Alyssa Mendoza-Siersma Douglas Mosher Ryan Mosher Taylor Moskal Ciara Motzer Jillienne Moyer
Food, Drinks and Souvenirs Price List Snacks Price Churros $5.00 Fairy floss $3.00 Popcorn $4.00 Ice-cream cone $2.00 Lunch items Price Burger $6.00 Pizza $7.00 Hot chips $4.00 Nachos $5.00 Drinks Price Slushie $5.00
Show bags $10.00 Movie World shirt $7.00 Looney Tunes soft toy $10.00 A DAY AT Movie world! You are going to spend the day at Movie World! You have been given a budget of $200 to spend for the day. This will cover the cost for your rides, food, drinks and even some souvenirs! Make sure you do not go over your budget! Step 1 Have a read of the Movie World information brochure. Choose at least 4 different events and 4 different rides you would like to go on. Record these in your maths book. Step 2 Record the different rides/entertainment on your ‘spending plan’ template. Ensure to include: -Name of ride -Number of turns -Working out -Total amount Step 3. While you are at Movie World you will get very hungry! Record down some food and drinks that you will purchase. You may even like to purchase some souvenirs to remember your amazing trip! Step 4 Record the different foods, drinks and souvenirs on your ‘spending plan’ template. Ensure to include: -Name of item -Price -Quantity -Working out -Total amount Step 5 Calculate the total amount you spent on: -Rides/entertainment -Food, drinks and souvenirs. -How much did you spend altogether? -Do you have any money left? Spending Plan and Entertainment)
Annexure II List of Participants for IA-Training Madhya Pradesh Annexure-iii Internal Assessor Training, MP Participant Feedback Evaluation Topic Average Overview of National Quality Assurance Program and Measurement System Dr. Parminder Gautam 4 Standards for Service Provision, Patient Rights and Inputs Ms.Surbhi Sharma 3.63 Standards for Support Services Ms.Surbhi Sharma 3.77 Standards for General Clinical Services Ms.Richa Sharma 3.68 Case Studies Dr.Parminder Gautam and Ms.Richa 3.76 Standards for Specific Clinical Services and RMNCH+A Dr.Parminder Gautam 3.86 Standards for Infection Control Ms.Richa Sharma 3.54 Key Performance Indicators Dr.Parminder Gautam 3.86 Standards for Quality Management 3.40 Introduction of ‘’KAYAKALP’’ and Roadmap Dr.Parminder Gautam 4 Overall Average 3.76
9. At the end of the service routine, the RET instruction returns the execution to where the program was interrupted. Q.4.a) Draw a neat and block diagram of 8085. 8.5 Ans:- Microprocessor consists of: – Control unit: control microprocessor operations. – ALU: performs data processing function. – Registers: provide storage internal to CPU. – Interrupts – Internal data bus The ALU • In addition to the arithmetic & logic circuits, the ALU includes the accumulator, which is part of every arithmetic & logic operation. • Also, the ALU includes a temporary register used for holding data temporarily during the execution of the operation. This temporary register is not accessible by the programmer. • Registers – General Purpose Registers • B, C, D, E, H & L (8 bit registers) • Can be used singly • Or can be used as 16 bit register pairs – BC, DE, HL • H & L can be used as a data pointer (holds memory address) – Special Purpose Registers • Accumulator (8 bit register) – Store 8 bit data – Store the result of an operation – Store 8 bit data during I/O transfer The Internal Architecture • We have already discussed the general purpose registers, the Accumulator, and the flags.
Assign a staff member/s to meet emergency medical service responders and lead them to the injured person. Consider assigning a staff member to remain with the injured person if they are transported to the hospital. If injured person is a member of school personnel or a student, notify parent, guardian, or other appropriate family member of the situation, include type of injury or illness, medical care given and location where the injured person has been transported. Ensure student or staff medical and personal information from administrative records is sent to the hospital. Notify the superintendent. Notify the school counselor or Crisis Response Team and provide a brief description of the incident if the incident will require supporting staff and students who may need additional support following. Advise faculty and staff of the situation, as appropriate. Give the “All clear” message to the staff if the school went into shelter-in-place. Follow up with appropriate persons and determine if procedures should be activated such as mental health services or crisis interventions. Develop a reentry plan for the next school day and aftercare program. Debrief with the team at the conclusion of the event if needed. Quickly assess the situation. Make sure the situation is safe for you to approach (i.e., live electric wires, gas leak, building damage, etc.). Assess the seriousness of the injury or illness. Call the school nurse or if a life threatening emergency have someone call 911 immediately. Be prepared to provide the school name and address, exact location (floor, room number); describe illness or type of injury; and age of the victim(s). Immediately notify the principal or designee. Protect yourself against contact with body fluids borne pathogens). Administer appropriate according to your level of training until help arrives. Comfort and reassure the injured person. Do not move an injured person unless the scene is unsafe. If the injured person is not breathing or is no pulse, direct someone to retrieve the Automated External Defibrillator (AED) and begin Cardiopulmonary Resuscitation (CPR) or Rescue Breathing until the AED is ready to use, or call staff trained in the use of the AED to respond to the scene and apply the device. If the school is placed in a shelter-in-place refer to that section and follow steps listed. Respond to the emergency and bring the medical “Go-Kit”. Update the principal or designee as needed. SUPERINTENDENT: Notify the mayor/town manager and school committee if appropriate.