zilongwang/ReadingBank huggingface dataset:
Experiment Test Report Template UK Version # Implemented By Revision Date Approved By Approval Date Reason 1.0 <Author name> <mm/dd/yy> <Project Manager name> <mm/dd/yy> <reason> Test Case ID Date Tested Tester Pass/Fail Severity of Defect Summary of Defect Closed prior to Production Release? Comments <Yes> or <No> Test Case ID Date Tested Tester Pass/Fail Severity of Defect Summary of Defect Closed prior to Production Release? Comments <Yes> or <No> Test Case ID Date Tested Tester Pass/Fail Severity of Defect Summary of Defect Closed prior to Production Release? Comments <Yes> or <No> Test Case ID Date Tested Tester Pass/Fail Severity of Defect Summary of Defect Closed prior to Production Release? Comments <Yes> or <No>
criterion based on the displacement responses were proposed and verified in the experimental investigation. The mechanism of internal force redistribution and the subsequent failure process of two kinds of latticed domes were revealed by ALP (please put in full) analysis. The progressive collapse resistance of single-layer latticed domes could be predicted effectively by use of the importance coefficient αjs, the sensitivity index Rij and the stiffness reduction rate C as proposed in this paper, which are based on the member stress, the maximum displacement and the structural stiffness of the damaged structure, respectively. Both the Kiewitt-lamella dome and the Geodesic dome underwent a collapse in the experimental investigation. The collapse of the dome was induced by the unexpected local instability around the initial failure members, a local internal force redistribution was also detected before the overall collapse.The collapse of the Geodesic dome resulted from the rapid change in nodal displacement and the sharp decline of the structural stiffness. The elastic limit displacement of the damaged structure acquired by an buckling analysis was determined as the critical displacement for progressive collapse of single-layer latticed domes, which will varies with the initial failure member and the node for calculation. Acknowledgements This work was supported by the National Key Research and Development Program of
b.) Suppose you have an alphabetized list of the subjects numbered 1 through 22. Carry out the randomization required by our design and report the results. 1.) Alvarez 2.) Bonilla 3.) Cruz 4.) Castillo 5.) Delgado 6.) Florez 7.) Gomez 8.) Hernandez 9.) Hacienda 10.) Izturrez 11.) Lima 12.) Luz 13.) Mavia 14.) Moreno 15.) Nunez 16.) Pujols 17.) Reyes 18.) Rincon 19.) Reyes 20.) Sanchez 21.) Tavarez 22.) Uribe 4.) In an experiment to determine whether suggesting a number of items to purchase (e.g. “limit 4 per customer”) increases the number of items purchased (“An Anchoring and Adjustment Model of Purchase Quantity Decision,” Journal of Marketing Research[1999]:71-81), data were collected at three separate stores. At one store, the display of on sale soup had a sign that said “No limit per person”; at another store the sign said “Limit 4 per person” and the third store had a sign that read “Limit 12 per person.” On the second and third days of the experiment the signs were switched so that each store had each treatment for one day only. a.) Why did the researchers rotate the 3 treatments across the 3 different stores for 3 days? b.) the results of this study showed that there was no day-to-day or store-to-store differences in the quantity of soup purchased. Also, in the stores with the 12-item limit, the average number of cans purchased per person was twice that of the no-limit or 4-item limit. (7 instead of 3.5). This difference was large enough for researchers to conclude that the results were not due to chance alone. If a grocery store manager asked you how he should market the soup, what would you say? c.) If a grocer asked you how she should market lettuce, would you say (based on the results of this study) that a limit of 12 items per person would increase sales over a no limit provision. Explain.
Procedure I am completely confused on the order of each step and how each step leads into the next I understand the order of the steps, but am confused as to how they lead into the next step and why it is successful I understand the order of the steps, and how each step leads to the next, and why it is successful Diagram the procedure and label all materials (Must use color): Questions I still have: Summary:
EXPERIMENTAL DESIGN (The Scientific Method) A step-by-step procedure that scientists used to do experiments. Paul Revere Hates Eggs and Cheese! (Experimental Design Steps: Problem, Research, Hypothesis, Experiment, Analysis, Conclusion) OBSERVATION (Synonym = examination) To examine something closely using all of your senses. An observation does not include opinions. INFERENCE (Synonym = assumption, judgment) An explanation of why something happened. An inference is how you explain what you observed. PROBLEM (Synonym = purpose, question) The question that the experiment is designed to answer. It is the reason that you are doing the experiment. HYPOTHESIS (Synonym = guess) A possible answer to your experiment’s problem. It is a prediction that can be tested. PROCEDURE (Synonym = directions, steps) The steps taken to carry out an experiment. DATA (Synonym = information) Measurements & facts obtained from the experiment. Data are used as a basis for drawing conclusions. ANALYSIS An examination of the results of the experiment. A search for relationships within the data (often by using graphs). CONCLUSION Compares the hypothesis to the experiment’s results. A search for relationships within the data. CONSTANTS Factors which remain the same throughout the experiment; constants do not change or vary. CONTROL (or CONTROL GROUP) The item or group of items which are the standard for comparison. A test that is performed by removing the independent variable.
4 TYPES OF INVESTIGATIONS Investigation Type Purpose Includes a Hypothesis Has Independent and Dependent Variables Has a Control and Experimental Group Descriptive To draw conclusion No, but does answer a question No No Comparative To determine relationships Yes Yes No Experimental To determine a causal relationship Yes Yes Yes Historical (Secondary Research) To use data that already exists to determine causal relationships Yes Yes, but determined by original investigation Yes, but determined by original investigation
However, data from Dr. Rob Currie indicate that alcohol wash accurately reflects the buildup of the mite infestation rate over the course of the year. [7] [8] In order to run a truly valid test of efficacy, one would need to simultaneously measure the mite levels in adjacent untreated control hives, to see whether mite levels would have dropped off spontaneously. I apologize for not having such data. My pitiful excuse is that I initially set up the trial with controls and took mite washes, but midway into taking the 16-day checkback samples, I suddenly realized that I needed to get to the airport for a conference, s0 skipped taking samples from the control group. I missed the flight anyway : ( As a beekeeper, however, I know that the mite levels of the rest of the colonies in my operation typically continue to rise at this time of year, so although I would not be able to publish this data in a refereed journal, I feel that it may be of value to beekeepers whose goal is simply to get below a target infestation rate. Share: Category: Tags: , , ,
Student 1 Student 2 Student 3 Name Code Experiment II. Determination of the Citric Acid Contents in Fruit Juices (Cont’d) Questions (Points) Data and Answers II-3 (2.0) (Show your working) Moles of citric acid Mandarin Apple Masses of citric acid Mandarin Apple
Student 1 Student 2 Student 3 Name Code Experiment III. Anatomy and classification of fruits and seeds Question (Points) Data and Answers III-1 (1.0) Location of the structure(s) originated from A III-2 (2.5) Location of the tissues originated from A, B, C and D
Student 1 Student 2 Student 3 Name Code Experiment III. Anatomy and classification of fruits and seeds (Cont’d) Question (Points) Data and Answers III-3-1 (2.0) fruits Fruits for ① and ② III-3-2 (2.0) Classification schemes for ‘c’ and ‘d’ characters c d III-3-3 (4.0)
Student 1 Student 2 Student 3 Name Code III-3-4 (1.5) Number Alphabet in Box 1 ③ ④ ⑤ ⑥ ------------------------------------ DO NOT WRITE BELOW ------------------------------------ Total points for experiment III
c d III-b III-a III-3-3. [4.0 points] (Answer) 0.5 points per correct fruit (column) 0.25 points for only one mistake per column. Fruit Classification A Acorn B Apple C Bean pod D Lychee E Lemon F Persimmon G Rice H Strawberry Single seed fruit √ √ √ Many seeded fruit √ √ √ √ √ Aggregate fruit √ Multiple fruit True fruit √ √ √ √ √ √ Accessory fruit √ √ Fleshy fruit √ √ √ √ √ Dry fruit √ √ √ III-3-4. [1.5 points] Identify which fruits from box 1 most appropriately are represented by 3, 4, 5 and 6. Points 3 B, E, F in any order 0.25 per correct fruit 4 5 6 H 0.75
Student 1 Student 2 Student 3 Name Code Experiment I. Determination of the Densities of Fruit Juices (Cont’d) I-2 (6.0) I-2-3 (2.0) (Show your working) <x> <y> < x2> <xy > Slope, A cm/g Intercept, B cm I-2-4 (2.0) Spring Constant N/m
Code Experiment II. Determination of the Citric Acid Contents in Fruit Juices (Cont’d) Questions (Points) Data and Answers II-2 (2.0) (Show your working) n(NaOH) = V(NaOH) * c(NaOH) [1] Correct values for each juice [0.5] Moles of NaOH Mandarin mol Apple mol II-3 (2.0) (Show your working) Mole ratio: 3:1 Calculation n(acid) = n(NaOH) / 3 [0.5 per juice] Calculation m(acid) = n(acid) * Mr(acid) [0.5 per juice] 0.25 if error in Mr or missing units Moles of citric acid Mandarin Apple Masses of citric acid Mandarin Apple
Student 1 Student 2 Student 3 Name Code Experiment III. Anatomy and classification of fruits and seeds Question (Points) Data and Answers III-1 (1.0) Location of tissues originated from A III-2 (2.0) Location of tissues originated from A, B, C and D
Student 1 Student 2 Student 3 Name Code Experiment III. Anatomy and classification of fruits and seeds (Cont’d) Question (Points) Data and Answers III-3-1 (2.0) fruits Fruits for ① and ② III-3-2 (2.0) Classification schemes for ‘c’ and ‘d’ characters c d III-3-3 (6.0) III-3-3-1 Draw branch lines to complete the diagram. (4.0 points) III-3-3-2 (0.5 points) A fruit for ③ III-3-3-3 (0.5 points) A fruit for ④ III-3-3-4 (0.5 points) A fruit for ⑤ III-3-3-5 (0.5 points) A fruit for ⑥ ------------------------------------ DO NOT WRITE BELOW ------------------------------------ Total points for experiment III
16 Iain Shepherd iain@marcomdef.co.uk x x x 17 Ian Jenkinson i.d.jenkinson@ljmu.ac.uk n/a n/a x 18 Jaap Gebraad gebraad@stc-r.nl x n/a x 19 Jan Boyesen jb@maritimecenter.dk n/a n/a n/a 20 John Bostock j.c.bostock@stir.ac.uk x x x 21 Lucía Fraga Lago lfraga@cetmar.org x x x 22 Margaret Eleftheriou margaret@hcmr.gr x x x 23 Mascha Stroobant mascha.stroobant@dltm.it x x x 24 Michael Ekow Manuel mem@wmu.se x x x 25 Michael John mc@europeanboatingindustry.eu; office@europeanboatingindustry.eu n/a x x 26 Paola Gualeni n/a n/a n/a 27 Pauhla McGrane x x n/a 28 Paul Gérard info@flanders-maritime-cluster.be x x 29 Pawel Szymanski pawszym1@pg.gda.pl x x n/a 30 Phil Monbet philippe.monbet@polemer-ba.com x x n/a 31 Pierre Erwes pierre.erwes@biomarine.org n/a n/a n/a 32 Rui Azevedo geral@forumoceano.pt x x x 33 Sarai Blanc sb@seaeurope.eu x n/a x 34 Stefano Spennati stefano.spennati@confcommercio.eu x x x 35 Thomas Rasmussen thomas.rasmussen@fh-stralsund.de n/a n/a n/a
36 Tim Deprez x x x 37 Vincent Lequenne n/a x x 38 Westerberg Tine Viveka tvw@hbv.no n/a n/a n/a 39 Willi Wittig (Thomas Pawlik) n/a x x 40 Zacharias Siokouros admin@marinem.org; zacharias.siokouros@marinem.org x x n/a
Interdependence and Connections to Food Web The geoduck is one of the longest living animals with most living up to 100 years (One recorded life was 168 years!) Part of this is due to not having many predators and part of this is due to their sedentary, or inactive, lifestyle. Sitting all day using your siphon to get food is not a lot of work. Shellfish, like geoducks, are an important part of a healthy ecosystem because their active filtering can help improve or maintain water quality. Threats The Geoduck has very few predators other than humans. Some are harvested by divers with special tools, some in special aquaculture farms, and some are harvested on beaches when the tide goes out. However, this is not an easy task. You do not simple DIG a geoduck. You must excavate! Keep in mind, if a geoduck is unearthed it cannot rebury itself. This clam has come out of its shell as a delicacy in many Asian countries! The clams currently sell for huge sums of money. In China they fetch more than US$150/pound and now require policing by the Washington Dept. of Fisheries and Wildlife for illegal harvesting.
Casey Planning Scheme Amendment C228: Minta Farm Precinct Structure Plan Permit Application No PlnA00384/17 Index to Expert Witness Statements & Other Documents or Reports Tab Name Area Victorian Planning Authority – Expert Witness Reports William de Waard of Traffix Group Traffic and transport Chris Butler of Cardno Traffic and transport Matt Ainsaar of Urban Enterprise Employment and economics Leo Martin of GJM Heritage Jonathan Mclean of Alluvium Drainage Ian Smales of Biosis Ecological Victorian Planning Authority – Other documents or reports ‘A study into the take-up of industrial land and future land requirements in Melbourne’ prepared by Jones Lang LaSalle (July 2010) Employment and economics ‘Employment Planning for C21 Business Park: Economic Input to Precinct Structure Plan’ report prepared by Essential Economics Pty Ltd (August 2010) Employment and economics ‘Industrial Land in Melbourne: An analysis of the use, zone, distribution and consumption of industrial land’ report prepared by Spatial Economics (October 2010) Employment and economics ‘Planning For Employment and Industry in Melbourne’s Growth Areas’ report prepared by the Growth Areas Authority (October 2011) Employment and economics ‘Growth Corridor Plans: Activity Centre and Employment Planning’ report prepared by Essential Economics Pty Ltd (November 2011) Employment and economics ‘Species Habitat’ mapping prepared by Biosis (6 February 2018) Ecology ‘Melbourne Water drainage explanatory brief, Minta Farm PSP’ prepared by Melbourne Water (5 April 2018) Drainage Three (3) draft ‘cross-sections’ of the northern east-west waterway proposed in drainage scenario 1 prepared by Alluvium: a. Cross section chainage 100m b. Cross section chainage 200m c. Cross section chainage 400m Drainage Casey City Council Michael Campbell of Lucid Economics Pty Ltd Economics Lucid Economics Review Economics John Richardson of Jacobs Traffic Jacobs Peer Review and Transport Impact Assessment Traffic
What is Significant? The Mount Eliza Centre at 33-33a Jacksons Road, Mount Eliza was formerly the site of the mansion, Beachleigh. It was built in 1878 as the beachside home of the eminent Melbourne architect, Thomas Watts. In 1929 the site was developed by the Children’s Hospital as its Orthopaedic Branch. Beachleigh was adapted to use as nurses’ accommodation at the hospital. On the remainder of the site was built an expansive hospital complex that contained an Administrative Block, Wards, Treatment Blocks and a Chapel/Mortuary. The hospital, opened in 1930, was designed by the architectural firm of Stephenson & Meldrum (later Stephenson & Turner), who emerged during the Inter-war period as the pre-eminent architects in hospital design in Australia. The grounds of the hospital were landscaped to a
Spotlight on Switzerland 2 That’s my world Lernwortschatz English German imagine v sich vorstellen, sich ausmalen share v teilen holiday n Ferien, Urlaub paint v malen dance v tanzen private a privat miss v vermissen, verpassen underline v unterstreichen teach (teach – taught – taught) v unterrichten, lehren photo n Foto remember v sich erinnern (an), denken an (aufpassen, etwas nicht zu vergessen) tree n Baum the same a gleich, der/die/das Gleiche different a anders, verschieden tell (tell – told – told) v sagen, erzählen live v leben, wohnen life (life – lives) n Leben beach n Strand weather n Wetter shell n Muschel, Muschelschale, Schneckenhaus Spotlight on Switzerland 3 Displaying aspects of Switzerland
Nice work 1 Leisure and obligation Lernwortschatz English German theatre n Theater leisure activity n Freizeitbeschäftigung have to (have – had – had) v müssen boy n Junge girl n Mädchen stamp n Briefmarke adult n Erwachsene, Erwachsener child n Kind drive (drive – drove – driven) v fahren (ein Auto oder ähnliches Fahrzeug lenken) water v Wasser make the bed (make – made – made) p das Bett machen do the washing (do – did – done) p die Wäsche besorgen practise v üben, trainieren practice n Übung, Training climb v klettern pet n Haustier money n Geld cook v kochen camera n Kamera house n Haus midnight n Mitternacht noon n Mittag do the shopping (do – did – did) p einkaufen gehen, Einkäufe erledigen card n Karte (Schreibkarte, Spielkarte) Nice work
hate v hassen attack v angreifen Born to be wild 3 Walking with ghosts Lernwortschatz English German plant n Pflanze glue n Klebstoff, Leim track n Spur examine v untersuchen rain v regnen through prep durch sign n Zeichen, Schild wind n Wind deep a tief shrub n Strauch frozen a gefroren tongue n Zunge dawn n Morgengrauen, Tagesanbruch dusk n Abenddämmerung observe v beobachten follow v folgen crossword n Kreuzworträtsel information n Information, Informationen find out (find – found – found) v herausfinden diagram n Diagramm, Grafik
But I thought the units of acceleration were m/s2 That’s a good question. N/Kg is a funny unit for acceleration isn’t it, but this is actually the same as m/s2. Let’s have a look at why by putting in the units on our equation below: acceleration = Force / mass T his is the same as saying: acceleration = (mass x acceleration) / mass Now let’s put in some units into the second equation: acceleration = Kg x m/s2 Kg We can then simplify this equation by removing Kg. acceleration = Kg x m/s2 Kg This leaves us with the units for acceleration, m/s2 acceleration = m/s2
Royal Commission into Institutional Responses to Child Sexual Abuse Explaining the Letters Patent and Terms of Reference This document explains the Letters Patent and Terms of Reference for the Royal Commission into Institutional Responses to Child Sexual Abuse. The ‘Letters Patent’ is the legal document from the Governor-General that gives instructions to the Commissioners about the scope of the inquiry and what the Commissioners should investigate and make recommendations on. The Letters Patent also formally appoint the Commissioners. The full Letters Patent document is available at . This explanation document should not be taken to in any way replace the Letters Patent document, or to have any legal standing. Why the Royal Commission has been set up Child sexual abuse is a crime, and a terrible breach of the right of every child to grow up safe and happy. Child sexual abuse is often associated with other forms of abuse including physical abuse, exploitation, and neglect. All have long-term effects on survivors and their families. There are also costs to the economy and society as a whole. Australia has committed at an international level to do everything it can to protect children from all forms of abuse. This includes taking action to help prevent child abuse from happening and, when child abuse does happen, to help ensure that cases are identified, reported, investigated, and followed up. It is recognised that public, non-government and private organisations provide important services and support to help children and their families. These include childcare, cultural, educational, religious, sporting and other organisations, which play an important role in helping children to grow up safe and happy. But it is important that laws, rules and practices are in place to ensure organisations protect children against the risk of sexual abuse and that claims of abuse and the impacts of abuse are appropriately responded to. It is important that this inquiry explore claims of systemic failures by institutions to protect children from sexual abuse and related matters. The inquiry should identify what can be done in the future to better prevent and respond to child sexual abuse, including holding perpetrators to account and providing justice to victims. People who have been affected by child sexual abuse will be able to share their experiences with the inquiry if they want to, to assist with healing and to inform the Commissioners’ recommendations.
Point of Contact Manager, Health Emergency Preparedness Exercises New York State Department of Health – Office of Health Emergency Preparedness 800 N. Pearl Street, Suite 322 Menands, New York 12204 (581) 474-2893 – W (518) 402-6228 – F
A: Time Personnel Activity Location [Date] [Time] Controllers, evaluators, and exercise staff Controller and Evaluator Briefing [Location] As needed Controllers and exercise staff Set up control cell and walkthrough [Location] [Date] [Time] Controllers and exercise staff Check-in for final instructions and communications check [Location] [Time] Media Media Briefing [Location] [Time] VIPs and selected exercise staff VIP Controller Briefing [Location] [Time] Controllers and evaluators Controllers and evaluators in starting positions [Location] [Time] All Controllers provide player briefs [Location] [Time] All Exercise starts [Location] [Time] All Exercise ends [Location] Following the Exercise All Venue Hot Washes/turn in all Participant Feedback Forms [Location] [Date] [Time] Controllers, evaluators, and elected and appointed officials Controller and Evaluator After Review [Location]
ENFORCEMENT MANUAL CHANGES FOR 2018 Penalty Spreadsheet associated with Guidelines for Characterizing Air Violations 04/11/18 update document; minor formatting change Institutional Controls Procedure Guidance 03/26/18 changed all the ICPG links & documents to one common source link so the revision process is streamlined
Explanation of the Year of Mercy Jubilee Motto & Logo Both the motto and logo provide a fitting summary of what the Jubilee Year is all about. The motto, Merciful Like the Father (taken from the Gospel of Luke, 6:36), serves as an invitation to each of us to follow the merciful example of the Father who asks us not to judge or condemn but to forgive and to give love and forgiveness without measure (cf. Luke 6:37-38) The logo, the work of Jesuit Father Marko I. Rupnik, presents a small summa theologiae (like a theological synthesis) of the theme of mercy. It represents an image very important in the early Church: that of the Son having taken upon his shoulders the lost and the strayed. Jesus carries us, in our weakness, to the home of his Father, the fulfilment for which we have been created. The logo has been designed to express the way in which the Good Shepherd touches the very flesh of humanity and does so with a love that has the power to change one’s life. One particular feature to note is that while the Good Shepherd, in his great mercy, takes humanity upon himself, his eyes are merged with those of humanity. Christ sees with the eyes of Adam, and Adam with the eyes of Christ. Thus we can glimpse in Christ, our new and true humanity and the future which lies ahead: to gaze on the Father and to be held in His love. The scene is captured within the mandorla (the shape of an almond), a symbol quite important in early and medieval iconography, for it calls to mind the two natures of Christ, divine and human. The three concentric ovals, with colours progressively lighter as we move outward, suggest the movement of Christ who carries humanity out of the night of sin and death. Conversely, the depth of the darker colour also suggests the impenetrability of the love of the Father who forgives all. Available to download from:
Resource and administrative costs What impact will the new planning provisions have on the resource and administrative costs of the responsible authority? The rezoning is expected to have minimal administrative cost to the responsible authority as it will enable use of the land for residential purposes consistent with the zoning of the surrounding land. Where you may inspect this Amendment The Amendment is available for public inspection, free of charge, during office hours at the following places: Nillumbik Shire Council Offices Civic Drive, Greensborough The Amendment can also be inspected free of charge at the . Submissions Any person who may be affected by the Amendment may make a submission to the planning authority. Submissions about the Amendment must be received by 6 August 2015. A submission must be sent to: Strategic Planning Nillumbik Shire Council P O Box 476 Greensborough 3088 Or by email: Panel hearing dates In accordance with clause 4(2) of Ministerial Direction No.15 the following panel hearing dates have been set for this amendment: directions hearing: In the week commencing 5 October 2015 panel hearing: In the week commencing 26 October 2015
comprehension of a topic, concept, process, or procedure. Students write in response to a source, which may be a text or other media such as art, music, charts, or graphs. An effective response requires students to read the “text” closely, in order to demonstrate an understanding of the topic and locate evidence from the “text” to support their response. Organizational Structures and Sample Tasks Cause/Effect Classification Compare/Contrast Definition Process Shows why something happened, why certain conditions exist, or what resulted from an action or condition; shows the influence of one event upon another. Organizes ideas/concept/ terms into useful categories; provides related examples and explains how they fit into each category. Explores the similarities and differences between two or more subjects; addresses similarities and/or differences between/among topics; organized either to analyze or inform. Provides more than a dictionary definition; shows what something is. Explains how something works; provides sequential directions for how something is done. Discuss the source of Romeo’s and Juliet’s emotional turmoil and its effects of each individually and as a couple. Explain how Camus’ The Plague is classified as an existential novel. Select another poem by Robert Frost. Compare the selection to the poem studied in class. Define Ionesco’s definition of “man” as illustrated in one of his plays. Shakespearean plot sequencing for his tragedies can be described as formulaic. Explain the advantages and disadvantages for the audience’s knowing what to expect and when. Argument vs. Explanatory Writing: A Snapshot When writing an argument paper, it is important to state a claim that can be argued from different perspectives. The writer of an explanatory response is not
The Freshfields ExpLaw Summer School Timetable Wednesday 26 July pre 10.30am Arrivals Law Faculty Tom Krebs 10.30 – 10.45am Welcome & Introduction White and Case Room Tom Krebs 10.45am – 12:15pm Lecture and discussion: Asbestos White and Case Room Ed Peel 12.15 – 12.30pm: Walk to College 12.30 – 1.15pm Lunch Mansfield College 1.15 – 1.30pm College tour Mansfield College 1.30 – 1.45pm: Walk to Faculty 1.45 – 3:15pm Lecture and discussion: The criminal law of tomorrow White and Case Room Matt Dyson 3.15 – 3.30pm: Break 3.30 – 4.15pm Tutorial Preparation White and Case Room ExpLaw Ambassadors 4.15 – 5.00pm Tutorials Seminar Room L IECL Criminology Seminar Room White & Case Seminar Room K Theodora Koutentaki Sophie Penelope Ehrhardt Hannah Smith Sachintha Dias Mudalige 5-5.15pm Group photo Law Faculty front steps Steve Allen 5.15-6.30pm: Free time 6.30 – 7.30pm Dinner in College St Edmund Hall 8.00 – 9.15pm Ghost Tour Meet at St Edmund Hall Thursday 27 July 8.00 – 8.45am Breakfast St Edmund Hall 8.45 – 9.00am: Walk to Faculty 9.00 – 9.45am Law at Oxford: Course I and Course II The Cube Tom Krebs 9.45 – 10.30am Why study Law at Oxford? The Cube Dori Kimel 10.30 – 10.45am: Break
10.45 – 11.30am LNAT Session The Cube Theodora Koutentaki 11.30am – 12.15pm Oxford Finance and Student Life talk The Cube Caitlin Law 12.15 – 12.30pm: Walk to College 12.30 – 1.15pm Lunch in College Trinity College 1.15 – 1.30pm College tour Trinity College 1.30 – 1.45pm: Walk to Faculty 1.45 – 2.45pm Law Firm Skills Session The Cube Freshfields Bruckhaus Deringer 2.45 – 3.30pm Research Skills The Cube Law library 3.30 – 4.00pm Student and tutor Q&A The Cube Caitlin Law and ambassadors 4.00pm: Departures
b. c. Discuss the imagery. What types of images are used? Explain. a. b. c. d. Point out any examples of the following (or others that may be important) and explain their significance: Metaphor Simile Conceit Personification Metonymy Paradox Allusion Hyperbole Understatement Irony Elliptical construction Enjambment Chiasmus Zeugma Anaphora Repetition
What is the structure of the poem (quatrains, paragraphs, couplets, tercets, etc.)? Is the poem in a recognizable form, such as sonnet, ode, etc.? Is there a rhyme scheme? If so, what is it? Does the form in any way affect the meaning of the poem? Is there a progression/organizing principle of the ideas/images in the poem (contrasting ideas, chronological order, cause and effect, flashback, etc.)
Seeing Possibilities Matrix Content Opportunities to Incorporate an Emphasis on Inclusion Possible Resources/Strategies to Use Child Development Language and Literacy Social-Emotional Development Families and Teams Health, Safety, and Nutrition Curriculum and Programming for Infants and Toddlers Curriculum and Programming for Preschoolers Creative Arts Resources for Supporting Course/Professional Development Values and Content VALUES Two-page annotated collections (0-9) Lots of Resources Examples Family Engagement May 2017 Multi-page, annotated Family Engagement and Children with Disabilities: A Resource Guide for Educators and Parents
It’s Sprinkling – It’s Raining Families and Teams SCRIPT-NC 2 pages of resources on family engagement Annotated resources on family engagement DEC RP Families Teaming and collaboration Health, Safety, and Nutrition SCRIPT-NC 2 pages of resources on health, safety, nutrition Annotated resources on health, safety, nutrition Promoting the Health, Safety & Well-Being of Young Children with Disabilities & Developmental Delays Physical Activity in the Child Care Setting Domain Resources Curriculum and Programming for Infants and Toddlers SCRIPT-NC DEC Recommended Practices for environments, interaction, instruction Grandma and infant Curriculum and Programming for Preschoolers UDL - Kid Can’t Blow Out Birthday Candle DEC Recommended Practices for environments, interaction, instruction ICP Practices* Playing Red Light, Green Light Creative Arts SCRIPT-NC 2 pages of resources on creative arts Annotated resources on creative arts When the Best of Us Stands Up *Practices (from the ICP) Adaptations of Space, Materials, and Equipment Adult Involvement in Peer Interactions Adults’ Guidance of Children’s Free-Choice Activities and Play Conflict Resolution Membership Relationships Between Adults and Children
4. Scaffolded/ Guided Concrete Practice Introduce structured activities that allow students to practice skills clustered into increasingly larger chunks. Now let’s practice remembering POW-TREE. Instructor does power-teach. Now let’s practice using POW-TREE to write an essay on “Students should not have to go outside for recess.” You can use the POW-TREE to argue both sides of a question. Teacher leads this from up front, class participates, and students write answers on g.o. Provide guidance and constructive feedback while students were working on the activities. What is the first part of POW? Keep asking now what is the next step? topic? . . . Reason? . . . Reason? . . . Reason? Explanation? etc., Ending? Teacher prompts students to follow POW TREE and write to answer to the question. You can use white board or elmo to do this. 5. Communicative/ Collaborative Concrete Practice Organize students in differentiated groups and/or an interactive setting. Divide students into pairs or appropriate groups. Set up tasks that require participants to communicate and collaborate. Now you try it – Use POW TREE to write answer to question “What makes an ideal leader.” Monitor students' use of skills during activities. Teacher circulates and prompts when necessary and provides positive feedback. Provide immediate, positive, and corrective feedback regarding the assessment. 8. Wrap-up/ Concluding Activity Provide the opportunity for students to recap what was taught and learned. Did POW-TREE help you answer the question? Were you able to remember the parts of POW-TREE? What else do you need to do to be able to use POW-TREE when you need to? (practice, cue cards, etc) What kinds of questions can POW TREE help you answer?
FC<5kW total 57 70 BC & FC>5kW static 64 80 BC & FC>5kW total 67 85 MF static 57 77 MF total 67 85 CF total 13 13 An indicative benchmark for jet-fan impeller efficiency is 0,60.
Exploitation activity Exploitable object Target group Commercial value or non-for-profit Training Documentation on BtG methodology Stakeholders, public, VET, entrepreneurs Non-for-profit, Training Webinars Stakeholders, public, VET, entrepreneurs Non-for-profit Training Live-seminars Stakeholders, public, VET, entrepreneurs Non-for-profit Commercial Consultation BtG methodology, documentation Stakeholders, public, VET, entrepreneurs Commercial, Non-for-profit Publications Articles on journals and blogs Stakeholders, public, VET, entrepreneurs Non-for-profit Events Workshops, presentations Stakeholders, public, VET, entrepreneurs Non-for-profit Partners’ Role and Contribution All partners of the consortium are responsible for the realization of the Exploitation Plan which will take place after the end of the project. The following table aims to offer a clear view of each partner’s responsibilities. Partner Action/Deliverable Due Date
All Identification of contact person(s) for the exploitation of the project results available for at least 2 years after the end of the project 2015-2015 All Keep to the IPR and Accreditation Agreements 2015-2017 All Promoting the BtG project results on the web site of the organization 2015-2017 BTF Maintenance of the project web-site 2015-2017 BTF Maintenance of the helpdesk/FAQ for the users 2015-2017 All Maintain and update potential clients’ data base 2015-2016 AKEP A follow-up on the exploitation strategies September 2016 BTF, AKEP Webinars on BtG methodology 2016 Monitoring & Evaluation
IVINS CAMPUS Resources for victims of Domestic Violence, Dating Violence, Sexual Assault & Stalking ON-CAMPUS Department of Public Safety and Security 255 E. Center St. Ivins, UT 84738 435-222-1300 Mental Health and Wellness Counselor, Kathy Killian-Harmon 255 E. Center St. Ivins, UT 84738 435-222-1257 Title IX Coordinator, Laura Dement 8401 S. Chambers Rd. Parker, CO 80134 720-874-2481 Student Affairs 255 E. Center St. Ivins, UT 84738 435-222-1270 Dean, Dr. David Park 255 E. Center St. Ivins, UT 84738 435-222-1238 Assistant Dean of Students, Dr. David Roos 255 E. Center St. Ivins, UT 84738 435-222-1252 Anonymous Tip Hotline 255 E. Center St. Ivins, UT 84738 435-222-1313 IN THE METRO SANTA CLARA-IVINS AREA Santa Clara/Ivins Police Department 2603 Santa Clara Drive, Santa Clara, UT 84765 435-652-1122 Santa Clara/Ivins Fire Department 90 Center Street, Ivins, UT 84738 435-673-6712 Washington County Sheriff’s Department 620 S 5300 W, Hurricane, UT 84737 435-656-6500 Washington County Justice Court 87 N 200 E #301, St. George, UT 84770 435-634-5728 Utah Highway Patrol 620 5300 W #216, Hurricane, UT 84737 435-634-2890
Significant risk (select all appropriate options) Previous victim of CSE Unexplained gifts or additional mobile phone Visiting hotels with adults Visiting nightclubs with adults Recruiting others into exploitative situations Meeting known or unknown adults inappropriately Being groomed to meet via the internet Transported from town to town for sexual /or criminal activity with adults Clothes / phones / money / jewellery / drugs / cigarettes Over sexualised appearance Associating with known CSE perpetrators/ drug dealers or other victims of exploitation Presence at hotspot CSE areas such as taxi ranks, bus stations, off licences and take away Information of direct involvement in exploitation from reliable sources Engaging in sexual activity with adults or with peers at young age Presence of frequenting red light areas Comments: Strong Indicators of exploitation (select all appropriate options) Considerable change in school performance / attendance / behaviour Multiple callers to address Receiving calls/text from unknown person / additional unexplained mobile phone or other mobile device Self-harming and/or suicide tendencies / Substance misuse Association with other victims of exploitation Multiple boyfriends/girlfriends Sexualised risk taking (including internet) Involvement in crime or anti-social behaviour STI or Emergency Hormonal Contraception Forming relationships via internet Missing or Absent from home episodes Entering or leaving unknown vehicles Found in areas with no known connection Over sexualised behaviour for age Involvement in exploitative relationships Involved in gang type activity. Possessing large amount of unexplained cash. Suspicious bank account activity Association with risk adults Pregnancy and/or termination Unexplained relationships with adults Evidence of self-harming
Older boyfriend/girlfriend Unexplained physical injuries Exclusion from school due to behaviour – may not have been excluded - reduced timetable/alternative provision Change in physical appearance - weight loss/ weight gain / external signs such as extreme fatigue or sudden increase in tattoos, piercings etc Comments: Early Indicators of CSE (select all appropriate options) Absent/truanting from school Detached from age related activities Lack of interest in education Physically aggressive to other family members Frequent poor behaviour Secretive relationships Returning home late Secretive behaviour Becoming estranged from family Mood swings Hostility towards other family members Secretive about internet use Change in appearance – including sudden increase in make-up or tattoos or piercings etc Change in sporting or leisure activities/ interests (e.g. no longer interested in football / dancing when they used to be) Comments:
Eysenck’s Criminal Personality WHAT ARE THE THEORIES OF PERSONALITY? Introduction This theory argues that criminals have a particular personality type. Criminals and non-criminals differ on certain aspects of personality. Eysenck argues that these differences in personality have a biological basis, but are also moderated by our environment. Therefore, this theory may be able to bridge the gap between biological and psychological explanations of criminality. What personality traits would you expect criminals to have? Why? How would these traits lead to criminal behaviour? Would you expect all criminals to have the same personality type, or would it differ between different types of criminal? What do you think could be the cause of these personality differences? Eysenck’s theory of personality Eysenck did not initially develop his personality theory for criminals. He intended on creating a universal test of personality that could be applied to all people. The test measures three aspects of personality. Extraversion: this is how outgoing and sociable you are. Extraverts enjoy the company of others, and gain pleasure from socialising. People who score low in extraversion are introverts. Neuroticism: this is about how emotional you are. High scores in neuroticism mean someone ay be a worrier, and prone to anxiety and depression. Low scores of neuroticism show that someone has emotional stability. Psychoticism: this is about the willingness to break rules and being non-conforming, being toughminded, inconsiderate, reckless, hostile and impulsive. People low in psychoticism show normality. The following table describes the traits that are associated with the three dimensions in Eysenck's model of personality: Psychoticism Extraversion Neuroticism Aggressive Sociable Anxious Assertive Irresponsible Depressed Egocentric Dominant Guilt Feelings Unsympathetic Lack of reflection Low self-esteem Manipulative Sensation-seeking Tense Achievement-oriented Impulsive Moody
Organizational Segment Institution / Participant / Trial Site No of items / Kind of equipment / Explanation Qualification of staff TV-ÖD TV-L TV-Ä Total months Total (€) 1 Clinical Project Management 2 Project Management 3 Data Management 4 Biometry 5 Quality Assurance / Monitoring number of visits per site (incl. pre-study, initiation, interim and close-out visits) mean number of days per visit (incl. preparation/ post-processing) mean travel time per visit monitoring costs per day total no of days @ x € each 6 Safety / 7 Trial Committees no. of DSMB members no. of meetings @ x € / p 8 Meetings / Travel no. of attendees no. of meetings @ x € / p travel costs monitoring 9 Case Payment Assays / examinations per patient hours of staff per patient €/patient x no of patients 10 Reference Centers no. of samples@ x € 11 Materials consumables trial manuals, files, forms 12 Trial Drug € / patient 13 Insurance € / patient 14 Fees 15 Equipment > 410 € 16 Publications resources for open access publications only 17 Other TOTAL € months = staff inidicated in months where applicable; € = other expenditures indicated in Euro where applicable; / p = per person
10.3 FINANCIAL PLAN No. Organizational segment/ activity/ task Explanation/ Comments/ Items Total ressources required Staff Con- sumables salary group Months1) €2) €2) 1 Clinical Project Management 2 Project Management 3 Data Management 4 Biometry 5 Quality Assurance/ Monitoring number of visits per site (incl. pre-study, initiation, interim and close-out visits) mean number of days per visit (incl. preparation/ postprocessing) mean travel time per visit monitoring costs per day total no of days @ x € each 6 Safety / 7 Trial Committees no. of meetings @ x € / p 8 Meetings / Travel no. of meetings @ x € / p travel costs monitoring 9 Case Payment assays/examinations per patient hours of staff per patient € / patient x no of patients 10 Reference Centers no. of samples@ x € 11 Materials Consumables, trial manuals, files, forms 12 Trial Drug € / patient 13 Insurance € / patient 14 Fees 15 Equipment > 410 € 16 Publications Please note that only resources for open access publications will be granted 17 Other TOTAL TOTAL RESOURCES APPLIED FOR 10.4 Equipment 10.5 Co-financing by industry and / or other third parties 10.6 Other funding
3. Let’s collect some data. Ms. Forman will describe how to use the Vernier probes. Please listen carefully Site #1, Seaside Beach of (°C) pH of (# to the Site #2, Necanicum River Date: (04-21-1988) Time: (0930) Temperature of Water: (°C) pH of Water: (# to the nearest tenth) Salinity: (ppt) General Observations: Site #3, Neawanna Creek Date: (04-21-1988) Time: (0930) Temperature of Water: (°C) pH of Water: (# to the nearest tenth) Salinity: (ppt) General Observations: 4. When you get back to the classroom, choose one person from your group to enter your data into the class data sheet (on G. Classroom) 5. In the meantime, let’s look at some data gathered locally…calculate the mean and find the range. Date pHround Date pHround 11-Oct-2017 8 21-Oct-2017 7.9 11-Oct-2017 7.8 21-Oct-2017 7.9
12-Oct-2017 7.9 22-Oct-2017 7.9 12-Oct-2017 7.7 22-Oct-2017 7.9 13-Oct-2017 8 23-Oct-2017 8.1 13-Oct-2017 7.6 23-Oct-2017 7.7 14-Oct-2017 8.1 24-Oct-2017 7.9 14-Oct-2017 7.6 24-Oct-2017 7.7 15-Oct-2017 8.3 25-Oct-2017 7.8 15-Oct-2017 7.8 25-Oct-2017 7.8 16-Oct-2017 7.6 26-Oct-2017 7.7 16-Oct-2017 7.8 26-Oct-2017 7.4 Average (mean) Average (mean) Range Range 6. Graph it…plot your points and connect them with a trend line. USE A RULER. 7. Make some observations. In one complete sentence, describe what happens to the pH levels during the first week? In one complete sentence, describe what happens to the pH levels during the second week? In one complete sentence, describe the change in the pattern of pH level changes. 8. Stability and Change…Cause and Effect… In the first week there was a stability in the levels… agree disagree In the second week there was a change in the pH level pattern… agree disagree I can tell you right now, that the scientist who presented these data DID NOT KNOW why this happened, but she had a theory…do YOU have a theory?
That you are reading these words right now obviously is in the present time and space. This is real, it needs no proof or defense. In the now and you are experiencing it on the wave crest. This fact is extraordinarily reasonable because self-evidence is undeniable. As part of any experience, it is always available in every moment of the Universe. This is because it registers, unadulterated, directly in our body, mind, and spirit through some or all of our 54 natural senses and, like all things, they, too, only operate in the moment. Self-evidence includes, right now, your senses of sight, reason, consciousness, motion (scrolling, cursor, eye movement), literacy, color, design, trust and place knowing this moment on this page to this period . The only source of knowledge is experience, - Albert Einstein. Look carefully. Is it true that the two statements in bold, below, are identical? Is > “Two plus two equals four” > > > identical with > > > “Two plus two equals four” > Since the second statement is an electronically printed copy of the first, we gain approval when we report that the statements are identical. In addition, society seeks, pays and applauds us to apply our ability to be accurate to strengthen our society’s However, the truth is that when you read them, the two statements are never in the same time and space on this page. For this reason, they are never identical. It is that they are always different time and place information. We learn to overlook this detail as well that our lives are additional heartbeats, breaths, thoughts and metabolic changes different, too, by the time we read the second equation. This space/time truth is “momentous” because it is also absolutely true for each changing moment of the totality of the life of Nature, Earth and us. This self-evident
Task Timing Completed / Date Notes Select a date and confirm the availability of leaders. (Nominate 6 other interested/potential scouts) 3mnths ahead approx. 2 Leaders are required. Book them in!!! Select a route or request a route from leaders Wildwalks.com.au & NPWS are good resources. Prepare a general route plan / itinerary Day 1 From - To / Day 2 From – To General description and other instructions Min distances: 15km walk / 25km canoe / 75km bike Obtain the relevant topographic or waterways map(s) for your hike. Copy and mark up your route (plus grid references etc.) Cartodraft – Bella Vista (8850-1044) Present Journey plan to Troop Council. 2 mths ahead approx. TC and Leaders must approve the trip Prepare a detailed route plan including key locations, grid references, approximate times and distances between points (and escape routes in case of emergency) Refer “Scout Hike Route Planner” Prepare your Food Plan Decide on team or individual cooking Obtain and review other necessary information: Tide charts Train/Ferry/Bus timetables National Parks Closures or special conditions Prepare the recommended Personal Packing List Use standard list and adjust for route, season, location. Patrol gear list (Tents, Cooking gear, First Aid….) Check and arrange other necessary equipment Canoes / Paddles / PFDs / Repair kit GPSr (and spare batteries) EPIRB / PLB (Available from GWS Region for hire) Other (Walky Talkies etc.) Arrange transport for scouts / leaders and equipment Arrange other logistics - book camp site and set a cost for the hike. As required Prepare A1 Permission Note (Part 1,2 &3) At least 4-6 weeks Prepare Bushwalking Activity Notification Intention Form Promote the journey and get commitment from other scouts to come along. Ensure they submit an A1 form At least 4-6 weeks out This is the hardest bit!!! So start early. Review Scout Safe Risk Assessment with SL and send to RAC & LAC At least 2 weeks prior SL is responsible for its preparation. Send A1 Parts 1,2 & 3 to : Regional Activities Commissioner (Mark Fell) Local Activity Coordinator (Depending on location) Emergency Contact (as nominated on the A1) At least 2 weeks before hike Also to Hills District DC (Gavan Hall) & Hills District Bushwalking Coordinator (Kimba)