zilongwang/ReadingBank huggingface dataset:
Student has to submit the final copy of his/her thesis duly approved by his/her supervisor to the Examinations Section of the University, within 60 days after the last paper of Final Term Examination. Semester Examination: All semester examinations except the final exam of the semester shall be conducted by the Department / Institutions / College, as the case may be. In each semester, students shall be required to appear in quizzes, mid terms, final examination, give presentation, participate in group discussion, and submit projects / assignments / laboratory reports, where ever applicable. These shall having different weightage contributing towards the overall assessment in percent marks and be determined by the teacher / instructor concerned, according to Regulation 8 of these regulations. This weightage shall be determined, on the basis of the following instructions: In case a student joins a course after it has started, he/she shall be responsible for any missed quizzes, assignments and lectures. The marks in missed quizzes etc shall be considered zero while make-up tests, assignments, projects and labs can be arranged in consultation with the teacher / instructor / head of department / institution, what ever the case may be. There shall be no Supplementary / Special Examination in a Semester System; if a student fails in a course, he/she is required to repeat it. In case a student repeats the course which has already been taken, the old grade will be substituted with the new grade, (for CGPA calculation) and both the grades will reflect on his / her transcript, i.e. old course grade and new course grade. Instructor / teacher of each course in semester shall be bond to submit students’ evaluation profile according to the format given in Schedule-II of these regulations. Distribution of Marks: Overall 10% marks in each subject shall be awarded for internal evaluation comprising of Stages, Quizzes / Class Tests, Assignments, Attendance Marks for all regular semesters of under graduate (level 6)shall be distributed as follows; Mid Term Examination: 20% Final Term Examination: 70% Quiz / Tests / Assignments / Presentations: 10% Marks for all regular course work semesters of Masters / M.Phil. (level 7) and Ph.D. (level 8) shall be distributed as follows Mid Term Examination: 30% Final Term Examination: 50% Quiz / Tests / Assignments / Presentations: 20%
ability to participate in pain treatment rehabilitation, manage stress, and increase their problem-solving and self-management skills. Vocational Assistance: Vocational assistance can define future employment opportunities or assist patients in obtaining future employment. Refer to Return-to-work section for detailed information. Interdisciplinary programs are characterized by a variety of disciplines that participate in the assessment, planning, and/or implementation of the treatment program. These programs are for patients with greater levels of perceived disability, dysfunction, de-conditioning and psychological involvement. Programs should have sufficient personnel to work with the individual in the following areas: behavior, functional, medical, cognitive, pain management, psychological, social and vocational. The following programs are listed in alphabetical order. Formal Interdisciplinary Rehabilitation Programs: Interdisciplinary Pain Rehabilitation: An Interdisciplinary Pain Rehabilitation Program provides outcomes-focused, coordinated, interdisciplinary team services to measure and improve the functioning of persons with pain and encourage their appropriate use of health care system and services. The program can benefit persons who have limitations that interfere with their physical, psychological, social, and/or vocational functioning. The program shares information about the scope of the services and the outcomes achieved with patients, authorized providers, and insurers. The interdisciplinary team maintains consistent integration and communication to ensure that all interdisciplinary team members are aware of the plan of care for the patient, are exchanging information, and implement the plan of care. The team members make interdisciplinary team decisions with the patient and then ensure that decisions are communicated to the entire care team. The Medical Director of the pain program should ideally be board certified in pain management, or be board certified in his or her specialty area and have completed a one year fellowship in interdisciplinary pain medicine or palliative care recognized by a national board, or have two years experience in an interdisciplinary pain rehabilitation program. Individuals who assist in the accomplishment of functional, physical, psychological, social and vocational goal must include: a medical director, pain team physician(s), and pain team psychologist. Other disciplines on the team may include, but are not limited to: Biofeedback Therapist, Occupational Therapist, Physical Therapist, Registered Nurse, case manager, exercise physiologist, psychologist, psychiatrist, and/or nutritionist. Time to Produce Effect: 3 to 4 weeks. Frequency: Full-time programs - no less than 5 hours/day; programs - 5 days/week and for part-time programs- 4 hours/day for 2-3 days per week. oriented
According to the map, which areas had a concentration of chemical industries? Where was oil production concentrated? How many years after Bell invented the telephone did Marconi send radio waves across the Atlantic Ocean? Who has not heard of the women silkworkers’ dirty, unhealthy, and badly paid work; of the women in the spinning and weaving factories working fourteen to sixteen hours (except for one hour for both meals); always standing, without a single minute for repose, putting forth an enormous amount of effort. And many of them have to walk a league or more, morning and evening, to get home. From an article in L’Atelier, a Parisian newspaper, 1842. How does the passage indicate that the silkworkers’ job was physically demanding? “I was the conscript Sent to hell To make the desert The living well; I bore the heat, I blazed the track— Furrowed and bloody Upon my back. I split the rock; I felled the tree: The nation was— Because of me! From Mary Gilmore, Poetry in Australia What is the main idea or message of this poem?
Philadelphia University Student Name: Faculty of Engineering Student Number: Dept. of Electrical Engineering First Exam, First Semester: 2016/2017 Course Title: Fundamentals of Engineering Date: 24/11/2017 Course No: (610111) Time Allowed: 50 minutes Lecturer: Dr. Firas Obeidat No. of Pages: 1 Question 1: (5 Marks) Objectives: This question is about Significant figures. Perform the following calculations. Report your answer to the correct number of significant figures. 150.5124 + 10.01 – 160.35 + 20.0 2) 120.305 × 3.06 – 10.32 ×20.0 3 x 0.080 ÷ 2.045 4) (504 + 63.08) ÷ (18.5 + 0.005) Question 2: (5 Marks) Objectives: This question is about linear interpolation and linear regression. x y 0 0 1.5 0.11 3.0 0.26 4. 5 0.35 6.0 0.50 7.5 0.61 9.0 0.68 10.5 0.81 12 0.92 13.5 1.02 The relationship between y and x is listed in the table: Estimate y at x=5 using linear interpolation? If the relation between x and y can be given by Find c using least squares regression? Question 3: (10 Marks) Objectives: This question is about Statistics. For the set (21 23 26 27 28 30 30 31 32 35 37 40). Determine: Range (2) Mode (3) median (4) Mean (5) Mean absolute value (6) Standard deviation (7) Variance (8) If the set is classified into four classes, (21-25), (26-30), (31-35) and (36-40). Draw the histogram. (9) Find the probability less than 27 (10) Find the probability less than 35 Good Luck Answers Question 1: 150.5124 + 10.01 – 160.35 + 20.0=20.1724=20.2 120.305 × 3.06 – 10.32 ×20.0=368-206=162
Number of Operational Items by Standard Reminder: While these specific topics are released by the start as test items, we do not the exact type of problem you will be asked to solve. More importantly, math is interconnected and requires using other topics (not specifically listed) to assist in solving a problem. Consider the number of times we have referenced previous strategies or units to solve problem throughout this course. Math III Specific Standard Number of Operational Items The Real Number System N-RN.3 – Unit 2 Rational vs. Irrational Numbers 1 The Complex Number System N-CN.2 - Unit 3 Complex Numbers and Operations 1 Seeing Structure in Expressions A-SSE.4 Unit 6 Geometric Series 1 Arithmetic with Polynomials & Rational Expressions A-APR.2 Unit 4 Polynomial Remainder Theorem 2 A-APR.3 Unit 4 Zeroes of Polynomial 1 A-APR.6 Unit 2 and 4 Simplify Rational Expressions and Long Division 1 Creating Equations A-CED.3 Unit 6 Linear Programming 1 Reasoning with Equations & Inequalities A-REI.2 Unit 4 and 6 Solve Radical and Rational 1 A-REI.4.a Unit 3 Completing the Square 1 A-REI.4.b Unit 3 Solving Quadratic Equation 1 A-REI.11 Unit 4, 5, 6 Graphing Functions 1 Interpreting Functions F-IF.4 Unit 3 – 7 Analyze Graphs (extremas, intercepts, increase/decrease, end behavior, positive/negative, period, symmetry, etc) 2
Building Functions F-BF.3 Unit 3 – 7 Graphing Functions and Transformations, Even/Odd Function 2 F-BF.4.a Unit 3 – 7 Inverse Functions 2 Linear and Exponential Models F-LE.3 Unit 5 Exponential Functions grow faster than other functions (Compare and Contrast) 1 Trigonometric Functions F.TF.1 Unit 7 Radian Measure of Angle 1 F.TF.2 Unit 7 Unit Circle 1 F.TF.5 Unit 7 Modeling Periodic Behavior with Trig (Sine and Cosine) 1 Congruence G-CO.10 Unit 1 Triangle Theorems 1 G-CO.11 Unit 1 Parallelogram Theorems 1 Similarity, Right Triangles, & Trigonometry G-SRT.5 Unit 1 Congruent and Similar Triangles 2 Circles G-C.5 Unit 7 Arc Lengths and Sector Area 2 Expressing Geometric Properties with Equations G-GPE.1 Unit 7 Equation of Circle 2 Modeling with Geometry G-MG.3 Unit 7 Designing an object or structure 1 Interpreting Categorical and Quantitative Data S-ID.4 Unit 8 Normal Distribution 1 Making Inferences and Justifying Conclusions S-IC.4 Unit 8 Analyze Survey Data 1 * Some standards not designated with tested items (i.e., “–”) may be a prerequisite standard, may be tested within the context of another standard or may be included as an embedded field test item.
Draw a pyramid of energy for an ocean ecosystem where phytoplankton are consumed by zooplankton which are eaten by sardines which are consumed by otters. The phytoplankton contain 80,000 J of energy. How many trophic levels are in the food chain described in question 3? Explain why there is a loss of energy at the higher levels. Study the following food web. Describe all the population changes that would occur if a new species of frog entered the ecosystem. a pesticide killed all the birds. 11. a) Draw the carbon cycle. b) Classify each process as a carbon sink, a carbon source or a neutral process. 12. The three processes of the carbon cycle that humans have had the greatest impact on are combustion of fossil fuels/biomass, the dissolving of carbon dioxide into the oceans, and the process of photosynthesis. Explain how humans impact each process and why it is causing a problem in terms of sustainability of ecosystems. 13. a) Explain why Asian carp are considered to be an invasive species. b) Which of the five requirements for a sustainable ecosystem would be affected by the introduction of Asian carp to the Great Lakes? Describe how these requirements are affected. 14. Throughout this unit, we considered the following human impacts on ecosystems of our world: Human Impact #1 Deforestation Human Impact #2 Large Scale Meat Production Human Impact #3 Plastics – A Consumer Product Human Impact #4 Invasive Species For each of these human impacts: a) Discuss how this activity affects the lithosphere, the hydrosphere, the atmosphere, and the biosphere. b) Describe how this activity can make ecosystems unsustainable by its impact on the five requirements for a sustainable ecosystem. c) Describe two possible solutions or alternative practices that would reduce its impact. Space Unit - Knowledge Topics – This is only a list of topics. See the test review for questions. Big Bang Theory and evidence. Formation of Stars- life and death, different types of stars. Our Solar System- Solar Nebula Theory. Properties of planets- atmosphere and distinguishing characteristics for each, comparison of inner terrestrial and outer Gas Giants. Celestial Bodies and Eclipses. Triangulation Canada’s contribution to space Galaxies.
AURORA HIGH SCHOOL EXAM SCHEDULE WINTER 2015-2016 Wednesday, December 16, 2015 Exam Review Session* 8:00 – 9:30 a.m. 7th Period Exam Lunch 11:15 – 12:40 p.m. 8th Period Exam Thursday, December 17, 2015 1st Period Exam 2nd Period Exam Lunch 11:15 – 12:40 p.m. 5/5a – 5a/6 Period Exam Friday, December 18, 2015 4/4a – 4a/5 Period Exam 3rd Period Exam Lunch 11:15 – 12:40 p.m. Make-up Exams*
humans, other organisms and the environment. Appreciate the ways in which society uses science to inform Discuss how science influences decisions on an individual, local, national or international level. WJEC Antibiotics 1.5 The Wider Curriculum Incidence of disease; disease control. Antibiotic overuse. Antibiotics 2.6 Pathogens, spread of human disease and control of infection. The human body acts as host to other living organisms some benign, or possibly beneficial, and some harmful. These may be microoganisms or multicellular parasites. Pathogens are organisms which cause disease in a favourable host tissue. Meaning of the following terms: infectious disease, carrier, animal reservoir, endemic, epidemic, vaccine, antibiotic, resistance, vector, toxin, antigenic(sero) types. Antibiotics may be bacteriostatic or bactericidal and act on bacteria by interfering with specific metabolic pathways, as exemplified by penicillin acting on cell wall formation in Gram positive bacteria. Viruses are not susceptible to antibiotics. Problems of antibiotic resistance, due to over use. How science Works Use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and scientific ideas Analyse and interpret data to provide evidence, recognising correlations and causal relationships consider ethical issues in the treatment of humans, other organisms and the environment Appreciate the ways in which society uses science to inform How science Works Use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and scientific ideas Analyse and interpret data to provide evidence, recognising correlations and causal relationships consider ethical issues in the treatment of humans, other organisms and the environment Appreciate the ways in which society uses science to inform decision-making Other relevant Curriculum links: The e-Bug 15-18 resources also cover a range of other A-levels and applied courses: AQA Science in Society - 3.1.2 Infectious diseases now AQA Health and Social Care- 3.10.4 Strategies to Prevent Disease: Immunisation
H0:  = 64.2 Ha:  < 64.2 Calculate test statistic ZT = 63.0, n= 61, σ = 2.7 Z-test = (63.0 – 64.2) /(2.7 / ) = x7.81 = -3.47 Find the p-value P (Z ≤ -3.11 ) = 0.0003 Is the test statistical significant at level = 0.01? Yes, the test is statistical significant at level  = 0.01 and reject H0 because: p-value = 0.0003 < 0.01
N(7.0, 1.25) Population Normal Distribution X0 = 5.0 Z0 = (5.0 – 7.0) / 1.25 = -1.6 P (Z ≤ -1.6) = 0.0548 = 5.48 % P (Z ≥ -1.6) = 1 - 0.0548 = 0.9452 = 94.52% b) You chose three babies at random. What is the probability that their average birth weight is more than 5.0 pounds? Hint: Write out Sampling distribution N(µ, ). Locate X0 and calculate Z0 (Z-score), then given the probability that the question asked for. N(7.0, 1.25/ Sampling Mean Normal Distribution X0 = 5.0 Z0 = (5.0 – 7.0) / (1.25 /) = - 2.77 P (Z ≤ -2.77) = 0.0028 = 0.28% P (Z ≥ -2.77) = 1 - 0.0028 = 0.9972 = 99.72 % Choose 5A or 5B. 5A. Women’s height. The average height of 18-year-old American women is 64.2 inches with standard deviation 2.7 inches. You wonder whether the mean height of this year’s female graduate from your local high school is shorter than the national average. You measure an SRS of 61 female graduates and find that = 63.0 inches. (20 points)
and possibly valuable interests – and the regulation is working a grave diminution in value on those property interests. But Fatboy’s case for true “distinct investment-backed expectations” is weak. Even aside from the regulation, Fatboy likely wasn’t going to be able to drill in most areas of Springfield anyway, due to the private covenants limiting disruptive commercial activity. Fatboy, in fact, was in a unique place to be aware of those restrictive covenants because of its status as homebuilder (typically one would expect the homebuilder to have a close relationship with developers, who likely put some of the covenants in place). Fatboy, of course, can counter that its investment-backed expectations were based on the possibility of doing horizontal drilling from several hundred feet away; that sort of drilling would not be affected by the private covenants. But the profitability of horizontal drilling is highly speculative at this point. And there is no evidence that Fatboy ever had any concrete plans or expectations about its ability to build in Springfield (indeed, nobody – including Fatboy – has as yet sought permission to drill in or around Springfield). Mere speculation about a hypothetical economic activity is not sufficient to justify Fatboy’s argument that it had distinct investment-backed expectations which were imposed upon by Springfield’s regulation. (Contrast Penn Central, where the company had clear plans to develop a skyscraper.) Finally, Fatboy can argue that this case falls under Lucas v. South Carolina Coastal Council. If the regulation effects a total wipeout of Fatboy’s property interest, then it is definitely a taking unless the activity being banned wasn’t part of Fatboy’s title to begin with based on background common-law principles of property law and nuisance law. It’s arguable whether or not an operation such as fracking would have been an inherent limitation on title under the common law (we can be sure that the process of extracting gas from prehistoric shale was unknown at common law!), but that question is irrelevant because the regulation does not effect a
Area of Course Physical-Skill Physical- Fitness Physical-Tactics Factors Impact on Performance You must understand how these factors impact positively/negatively on performance Technique Accuracy Consistency CRE Muscular Endurance Speed Personal Strengths & Weaknesses Role Related Demands Describe Explain Describe Explain Describe Explain Q1 Gathering Data IOS Video Scattergraph Standardised Fitness Tests Time Related Obs Schedule Match Analysis Knowledge of Results D Ex An Ev D Ex An Ev D Ex An Ev Q2 Approaches to Develop Performance Shadow Rep Drills Conditioned Games Interval Training Weight Training Opposed/Unopposed Practices Walk Through Pace of Practice D Ex An Ev D Ex An Ev D Ex An Ev Q 3 Monitoring and Evaluating Performance Training Dairy Video Coach Feedback IOS Training Diary Standardised Fitness Tests HR Monitor Training Diary Video Analysis Knowledge of Results D Ex An Ev D Ex An Ev D Ex An Ev
Determine fHi, fHo, fβ and ft of the amplifier shown in the figure. Suppose βmid=100, Vbe=0.7 V, Vt= 25mV, Cbe=30pF, Cbc=5 pF and Cce= 1pF. Ignore ro, Cwin and Cwout. Good luck
SYDNEY RUSSELL SCHOOL JOB DESCRIPTION EXAM INVIGILATOR POSITION: EXAM INVIGILATOR HOURS & PAY: £10.20 per hour PURPOSE OF JOB: To support the Lead Invigilators and Examinations Officer with the day to day operations of examinations. MAIN ACTIVITES: To ensure a calm environment which will give all students the best possible opportunity to be successful in their exam To help organise students at the start and end of each exam To help provide the correct information and material for successful completion of the exam To be vigilant, whilst not disrupting the candidates To refer to the Examination Officer if it is suspected that malpractice is taking place To help in the collection of exam scripts which need to be collected in order To ensure students do not leave an examination venue until instructed to do so at the end (unless escorted for exceptional reasons) Assisting with the preparation of seating plans and notices to be placed outside venues Assisting candidates prior to the start of examinations by directing them to their seats and advising them about possessions permitted in examinations venue Ensuring candidates do not talk once inside examination venue Invigilating during examinations, dealing with queries raised by candidates and dealing with examination irregularities in accordance with strict procedures Assisting with the preparation of script envelopes Assisting with the packing of examination papers, stationery and equipment prior to the examinations and the delivery to and from venues as appropriate To help scribe and read for students who require additional help. The above mentioned duties are neither exclusive nor exhaustive and the postholder may be required to carry out such other appropriate duties as may be required by the School Business Leader or Principal within the grading level of the post and the competence of the postholder PERSON SPECIFICATION EXAM INVIGILATOR
atom Z A nº of p+ nº of n nº of e- charge anion, cation or neutral atom electron configuration atom Z A nº of p+ nº of n nº of e- charge anion, cation or neutral atom electron configuration
Physics and Chemistry (answers) Exam for 4th ESO Name: Date: Complete the following table. There are 20 rows. Each row has a value of 0.5 points. To obtain the 0.5 points of each row, the row must be completely correct. atom Z A nº of p+ nº of n nº of e- charge anion, cation or neutral atom electron configuration 6 13 6 7 6 0 neutral atom 1s2 2s2 2p2 48 112 48 64 48 0 neutral atom 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2
atom atom Z A nº of p+ nº of n nº of e- charge anion, cation or neutral atom electron configuration 13 27 13 14 10 +3 cation 1s2 2s2 2p6 22 48 22 26 22 0 neutral atom 1s2 2s2 2p6 3s2 3p6 4s2 3d2 7 14 7 7 10 -3 anion 1s2 2s2 2p6 4 9 4 5 2 +2 cation 1s2
Please sign and return to your manager. Exam Officer – Person Specification Essential Desirable Qualifications Grade C/4 GCSE Maths & English or equivalent or have relevant vocational experience Vocational qualifications relating to software systems Experience Organising Key projects Experience of producing accurate data for reporting and assessment Information gathering and analysis Two years’ experience of working in an exams officer role Experience of working in a secondary school environment Knowledge Knowledge of GCSE and exam season work Working knowledge of SIMS and SIMS Examinations and/or Assessment Manager Evidence of familiarity with relevant local and national policies, priorities and statutory frameworks, particularly in regard to current education objectives and practice Knowledge of statutory data reporting requirements such as school census Skills Excellent IT skills Ability to focus on detail and accuracy when compiling reports Excellent communication skills Excellent organisational and planning skills including the ability to be flexible in order to achieve targets Ability to work to deadlines
What organelles are found only in plant cells? Only in animal cells? You are told that the cells on a microscope slide are plant, animal, or bacterial. You look at them through a microscope and see cell walls and no membrane-bound organelles. You conclude correctly that the cells are plant cells. are animal cells. are bacterial cells. could be either plant or bacterial cells. could be plant, animal, or bacterial cells. In the plasma membrane, the fatty acid tails, are hydrophilic and face outward toward the aqueous solution on both sides of the membrane are hydrophilic and face inward, shielded from water are hydrophobic and face outward toward the aqueous solution on both sides of the membrane are hydrophobic and face inward, shielded from water are none of the above *If you can write a brief definition of the organelles discussed in class, then you will do great on the portion of the exam that focuses on cellular organelles.
(2) Sheltered walkways around key transport nodes To provide a comfortable walking environment to and from transport nodes, sheltered walkways are planned between key transport nodes such as MRT and LRT stations, bus interchanges and bus shelters and nearby amenities such as hawker centres and commercial buildings. (3) Barrier-free accessibility To meet the needs of the less physically able, all MRT stations and bus interchanges will be made barrier-free and all public buses will be wheelchair-accessible by 2020. (4) Facilitating cycling as a mode of transport A $43 million pilot programme is underway to construct dedicated cycling paths in 7 HDB towns to facilitate intra-town cycling. These off-road paths segregate cyclists from on-road vehicles and pedestrians and are safer for cyclists of all skill levels. Under the Walking and Cycling Plan in July 2016, property owners will need to consider the safety, convenience and accessibility for pedestrians and cyclist in the design of their new commercial developments. Owners will get Gross Floor Area-exempt space for the provision of bicycle parking, showers and locker rooms. (5) Integrated Transport Hub Integrated transport hubs will be co-locate airconditioned bus interchanges, MRT/LRT stations and shops. They will make transfers more convenient and allow commuters to run errands, shop or have a meal on their way home. Such hubs are planned in Bedok, Bukit Panjang, Hougang, Joo Koon, Jurong East, Marina South and Yishun in the next 10 years. Restraint Measures on vehicles Given the limited land and greater priority for housing and work, less reliance will be placed on private transport. Vehicle growth will be tightly controlled through restraint measures such as the Electronic Road Pricing (ERP). D Commercial nodes and industries To support the growth of core sectors in the industries, plans are underway for:
(ii) Almost all symbols (whether Latin or Greek) should be typed in italics. The three main exceptions are mathematical functions (cos, ln, etc.), subscripts that relate to names or words (kB, Eext, etc.), and physical units (mA, kg, etc.). Vectors should be normally be typed in bold italic (without arrow or underline). Subscripts and superscripts should be 9-point size. Type 0 (i.e. zero), not o (i.e. the letter ‘oh’), for superscript or subscript ‘nought’. Put a space between quantity and unit, and between elements of a unit (e.g. 59 m s–1, not 59ms–1). Do not use a hyphen (‘-’) as a minus sign, the correct symbol (‘–’) is longer. Punctuate formulae and symbols as parts of the sentence that contains them. [9] Turn Over 3. Define the vector potential and state how it is related to the A long thin wire, length L, in free space carries a current I. Provided the magnitude of the vector potential A at a distance r from the midpoint of the wire on a line perpendicular to its axis is (a) What is the direction of the vector A? [2] (b) Use the the vector potential to find an expression for the magnetic flux density B due to the wire. [4] Hence find the flux through the square loop (which lies in the same plane as the wire) shown in the diagram. [5] If the loop has a resistance and the current I flowing in the straight wire increases at a rate of 3 A s–1 what current is induced in the loop if its area is 5 cm2 ? Ignore the self-inductance of the loop, i.e. ignore the field due to induced currents circulating. Under what circumstances would you expect this to be a poor approximation? [4]
SECTION 1 - EMPLOYEE DETAILS (to be completed by employee) Family Name: First Name: Title: Preferred Name: Gender: Male Female Other Date of Birth: Have you worked at Macquarie University before? No Yes- Staff No: The address and bank details below are required if you are a new staff member or if details have changed Home Address: State: Postcode: Postal Address: (if different from home) State: Postcode: Email Address: Contact Number: FINANCIAL INSTITUTION DETAILS (for deposit of pay) Financial Institution: BSB Number: -– Acct. Holder’s Name: (if different from above) Account Number: (maximum 9 digits) SECTION 2 - POSITION BUDGET INFORMATION (to be completed by local administrative staff) BUDGET PERIOD: Start Date: End Date: Office: Student Administration MGSM Dept. Code: Account Code: Job Number (HR USE ONLY) Position No. Level Salary Step Hourly rate No of hours Total amount 1 2 3 4 5
Date AM Exam – 9.00am PM Exam – 1.00pm 12/03/2018 VCert PE Resit Art 8201/X 8, 9, 10 May 2018 Unit 1 Individual Showcase BTEC Performing Arts exams Monday 14/05/2018 ICT Unit 1: Living In A Digital World 5IT01 01 Travel & Tourism Resit BTEC 21474E Computer Science Unit 1: Computer Systems J276/01 Religious Studies Route A Component 1 C120U10-1 Tuesday 15/05/2018 Combined Science Biology Paper 1 1SC0 1B Foundation & Higher Wednesday 16/05/2018 Religious Studies Route A Component 2 C120U20-1 Thursday 17/05/2018 Combined Science Chemistry Paper 1 1SC0 1C Foundation & Higher Computer Science Unit 2: Algorithms & Programming J276/02 Tuesday 22/05/2018 English Literature Component 1 C720U10-1 Geography A Paper 1: The Physical Environment 1GA0 01 Wednesday 23/05/2018 Applied Business Unit 2: Financial Records 5AB02 01 Combined Science Physics Paper 1 1SC0 1P Foundation & Higher Thursday 24/05/2018 Mathematics Paper 1 1MA1 1 Non Calculator Foundation & Higher Religious Studies Route A Component 3 Option 3 C120U30-70/1 Friday 25/05/2018 English Literature Component 2 C720U20-1 Monday 04/06/2018 History Paper 1: Thematic study and historic environment 1HI0 11 Media Studies Unit 1 48101 Tuesday 05/06/2018 English Language Component 1 C700U10-1 Geography A Paper 2: The Human Environment 1GA0 02
Spanish Paper 1- Listening 8698L Paper 3 – Reading 8698R Foundation & Higher Thursday 07/06/2018 Mathematics Paper 2 1MA1 2 Calculator Foundation & Higher Friday 08/06/2018 English Language Component 2 C700U20-1 History Paper 2: Period study and British depth study 1HI0 25 Monday 11/06/2018 Combined Science Biology Paper 2 1SC0 2B Foundation & Higher Geography A Paper 3: Geographical Investigations: Fieldwork and UK Challenges 1GA0 03 Tuesday 12/06/2018 Mathematics Paper 3 1MA1 3 Calculator Foundation & Higher History Paper 3: Modern depth study 1HI0 31 Wednesday 13/06/2018 Combined Science Chemistry Paper 2 1SC0 2C Foundation & Higher Health and Social Care: Understanding Personal Development and Relationships A912/01 Thursday 14/06/2018 Spanish Paper 4 - Writing 8698W Foundation & Higher Catering Food Preparation and Nutrition Component 1 C560UA0-1 Friday 15/06/2018 Combined Science Physics Paper 2 1SC0 2P Foundation & Higher Tuesday 19/06/2018 Certificate in Further Mathematics Paper 1 8360/1 Non Calculator Thursday 21/06/2018 Certificate in Further Mathematics Paper 2 8360/2 Calculator Friday 22/06/2018 Product Design Unit 1 45551 Friday 22/06/2018 Trinity Grade 6 & 7 Music Exams (13 students from Year 9, 10 & 11)
Note: it’s fine to use 12 cents for a kW-h. Also, the campus rate of 8.5 cents is fine too. V. 126 Cast of Characters You’ve seen this slide at least a dozen times in lecture, … 1. (20 points, the total points does not match the of answers, –2 points each error) Fill in the blanks. List ALL of the chemical formulas in the 126 Cast of Characters that match the item. Example: __N2 and O2_____ make up 99% of the atmosphere. Your turn. Write NONE if the atom or molecule is not shown in the “126 Cast of Characters.” ___ O2_________ about one fifth of the atmosphere __H2O CH4_CO2_ can function as a greenhouse gas ______ Ar_______ found inside of an incandescent bulb ______ Hg _______ found in a fluorescent bulb (milligram amounts) ___CH4_and CO2__ a gas present in dry air at < 500 ppm (0.05%) ___ CH4_and N2___ can burn (produce an oxide) in the presence of O2 ____H2O and_CO2_ released to the atmosphere when methane burns ___none or O2__ produced by plants via the process of photosynthesis Grading: No matter how many errors you made, we took off a maximum of 2 points per question. This means that we gave you 4 free points because there are only 8 questions. For this question only, we awarded full credit if you got 2 out of 3 answers: __H2O CH4_CO2_ can function as a greenhouse gas 2. (6 points) Yeah, we know. You cannot really see atoms and molecules. It takes a power of the imagination to do this. In the slide above, name one item that is right in the way in which atoms and molecules are imagined.
1. Short answers (2 points each, 20 points total) A. is a "dead end" product of meiosis. It is used as a means of disposing of extra chromosomes during oogenesis. For this reason, it receives very little of the cytoplasm that was present in the mother cell. B. refers to observable properties of an individual. C. Genes present in only one copy in otherwise diploid organisms, such as X-linked genes in human males, are said to be . D. was viewed by many as proof of the chromosome theory of inheritance. E. The stage of the cell cycle, composed of G1, S and G2 phases, when the cell is not dividing is called . F. The cells make up most of the body. These are all the cells except for the germ cells. G. The serves to hold sister chromatids together and provides the point of attachment for the spindle during cell division. For the following, please provide a brief definition of the term given: H. pseudoautosomal region: I. haploinsufficient: J. homozygous:
g) Is there a value of k that makes the function g continuous at x = 0? If so, what is that value? 5. Please find out where the following functions are continuous: a) b) c) d) 6. Find the value of k, if any, that would make the following function continuous at x = 4. 7. Prove that the function has at least one solution in the interval [1, 2]. Also, prove that the function has at least one solution in the interval 8. Use the definition of derivative to find the derivative of the function . Note that we of course know by our various shortcut rules that the derivative is . Do the same for the function and for (use definition!)
9. Consider graph of f(x) you see below, and find the sign of the indicated quantity, if it exists. If it does not exist, please say so. f(0) f’(0) f(-2) f’(-2) f(2) f’(2) 10. Consider the function whose graph you see below, and find a number x= c such that a) f is not continuous at x= a b) f is continuous but not differentiable at x= b c) f’ is positive at x= c d) f’ is negative at x= d
potential market as more individuals and small business are moving their file backups to secure online servers that can be accessed around the clock. Here is a summary of data projections for this business: Selling price per year per customer account: $95 Direct Supplies $23 Direct Labor 8 Overhead 6 Selling expense 5 Variable costs per unit $42 Overhead $195,000 Advertising 55,000 Administrative expense 68,000 Total annual fixed costs $318,000 Required: Compute the annual breakeven point in customer accounts. Suppose managers projects sales to 6,500 customer accounts next year. If that projection is accurate, how much profit will the company realize? To improve profitability, management is considering the following four alternative courses of action. (in performing the required steps, use the figures from items 1 and 2, and treat each alternative independently.) Calculate the number of digital lockbox accounts that must be sold to generate a targeted profit of $95,400. Assume that costs and selling price remain constant. Calculate the operating income if the company increases the number of accounts sold by 20 percents and cuts the selling price by $5 per account. Determine the number of accounts that must be sold to break even if advertising costs (fixed costs) increase by $47,700. Find the number of accounts that must be sold to generate a targeted profit of $120,000 if variable costs decrease by 10 percent. Question Three:
Black Hispanic White Other Total armed 312 214 659 55 1240 unarmed 50 23 50 5 128 undetermined 18 12 23 2 55 Total 380 249 732 62 1423 P(unarmed) P(Black) P(unarmed and Hispanic) P(Black or unarmed) P(unarmed given Hispanic) 8) A customer buys a $200 protection plan for their smartphone. It covers the phone for 2 years. If you break your phone they will give you $750 to buy a new phone (so you actually only get 750 – 200 = 550). If there is a 0.35 (35%) chance you will break your phone, what is the probability you do not break the phone? Complete the table below, let X= Amount of money you get from the plan Break your phone Do not break X $550 -$200 P(X)
Exam 2 Lilac 1 “Myoglobin/Hemoglobin”, coordination sites 2 “Myoglobin/Hemoglobin”, fetal Hb 3 “Myoglobin/Hemoglobin”, physiology 4 “Myoglobin/Hemoglobin”, functions 5 “Gas Transport” 6 “Antibodies & Antigens”, IgG 7 “Antibodies & Antigens”, clinical correlate 8 “Antibodies & Antigens”, clinical correlate 9 “Antibodies & Antigens”, function 10 “Enzymes: Catalysis & Kinetics”, kinetics 11 “Enzymes: Isozymes & Regulation”, clinical correlate and case study 12 “Enzymes: Mechanisms-Serine Proteases”, catalytic triad 13 “Enzymes: Isozymes & Regulation”, regulation 14 “Enzymes: Isozymes & Regulation”, regulation 15 “Overview of Nutrients”, definitions 16 “Cobalamin, Folic Acid” 17 “Overview of Nutrients”, essential 18 “Vitamins of CHO Metabolism”, co-enzymes 19 “Vitamins of CHO Metabolism”, co-enzymes 20 “Overview of Nutrients”, water soluble vitamins 21 “Antioxidants”, AO species 22 “Antioxidants”, AO species 23 “Chemistry of Life”, functional groups 24 “Cobalamin, Folic Acid”, functions 25 “Cobalamin, Folic Acid”, case study
Exam 2 Blue 1 “Myoglobin/Hemoglobin”, coordination sites 2 “Myoglobin/Hemoglobin”, fetal Hb 3 “Myoglobin/Hemoglobin”, physiology 4 “Myoglobin/Hemoglobin”, functions 5 “Gas Transport” 6 “Antibodies & Antigens”, IgG 7 “Antibodies & Antigens”, clinical correlate 8 “Antibodies & Antigens”, clinical correlate 9 “Antibodies & Antigens”, function 10 “Enzymes: Catalysis & Kinetics”, kinetics 11 “Enzymes: Isozymes & Regulation”, clinical correlate and case study 12 “Enzymes: Mechanisms-Serine Proteases”, catalytic triad 13 “Enzymes: Isozymes & Regulation”, regulation 14 “Enzymes: Isozymes & Regulation”, regulation 15 “Overview of Nutrients”, definitions 16 “Cobalamin, Folic Acid” 17 “Overview of Nutrients”, essential 18 “Vitamins of CHO Metabolism”, co-enzymes 19 “Vitamins of CHO Metabolism”, co-enzymes 20 “Overview of Nutrients”, water soluble vitamins 21 “Antioxidants”, AO species 22 “Antioxidants”, AO species 23 “Chemistry of Life”, functional groups 24 “Cobalamin, Folic Acid”, functions 25 “Cobalamin, Folic Acid”, case study
Exam 2 Pink 1 “Enzymes: Catalysis & Kinetics”, kinetics 2 “Enzymes: Isozymes & Regulation”, clinical correlate and case study 3 “Enzymes: Mechanisms-Serine Proteases”, catalytic triad 4 “Enzymes: Isozymes & Regulation”, regulation 5 “Enzymes: Isozymes & Regulation”, regulation 6 “Cobalamin, Folic Acid” 7 “Overview of Nutrients”, essential 8 “Vitamins of CHO Metabolism”, co-enzymes 9 “Vitamins of CHO Metabolism”, co-enzymes 10 “Antioxidants”, AO species 11 “Antioxidants”, AO species 12 “Chemistry of Life”, functional groups 13 “Cobalamin, Folic Acid”, functions 14 “Overview of Nutrients”, definitions 15 “Introduction to Nucleotides”, definitions 16 “Cobalamin, Folic Acid”, case study 17 “Nucleotides: Composition and Structure”, complementarity 18 “Nucleotides: Composition and Structure” 19 “Nucleotides: Composition and Structure”, structure 20 “Nucleotides: Composition and Structure”, hyperchromic effect 21 “Nucleotides: Composition and Structure”, melting temperature 22 “Nucleotides: Composition and Structure”, hybridization 23 “Nucleotides: Composition and Structure” 24 “Introduction to Nucleotides”, clinical correlate 25 “Introduction to Nucleotides”, structures
C. Gene therapy to introduce a mutant ATP synthase with a c-ring with 12 subunits. Data Tables and scratch work G = RT ln + ZF Go’ = -nFEo’ R = 8.314 J/ mol . K F = 96,485 J/V . mol Go’ = -RT ln Keq Cofactor Structures: Scratch paper: Nothing on this page will be graded. You can remove this page, but please turn it in with your exam.
Exam 3 Pink 1 “Purines”, clinical correlate and case study 2 “Purines”, .pdf 3 “Pyrimidines”, .pdf 4 “Pyrimidines”, .pdf, clinical correlate 5 “Pyrimidines”, .pdf, clinical correlate 6 “Purines”, clinical correlate 7 “Purines”, .pdf 8 “Nucleotides: Composition and Structure” 9 “DNA Synthesis” 10 “DNA Synthesis” 11 “DNA Synthesis”, polymerase 12 “DNA Synthesis”, primase 13 “RNA Synthesis and Processing” 14 “RNA Synthesis and Processing” 15 “DNA Synthesis” 16 “RNA Synthesis and Processing” 17 “Genome Organization” 18 “Genome Organization” 19 “Regulation of Gene Expression” 20 “Regulation of Gene Expression” 21 “Intro to and Thermodynamics of Metabolism” 22 “Overview of Carbohydrate Metabolism” 23 “RNA Synthesis and Processing” 24 “RNA Synthesis and Processing” 25 “Nucleotides: Composition and Structure” Exam 3 Yellow 1 “Purines”, clinical correlate and case study 2 “Purines”, .pdf 3 “Pyrimidines”, .pdf 4 “Pyrimidines”, .pdf, clinical correlate 5 “Pyrimidines”, .pdf, clinical correlate 6 “Purines”, clinical correlate 7 “Purines”, .pdf 8 “Nucleotides: Composition and Structure” 9 “DNA Synthesis” 10 “DNA Synthesis” 11 “DNA Synthesis”, polymerase 12 “DNA Synthesis”, primase 13 “RNA Synthesis and Processing” 14 “RNA Synthesis and Processing”
41 B) 1.5 m 51 D) 10 42 E) Virtual, erect and the same size as the object 52 E) 1.7x1011 m 43 A) 34.7° 53 D) 433 nm 44 C) 15 cm 54 D) 96.2 nm 45 C) 80 cm 55 C) 0.59I 46 A) 40 cm 56 D) 1.56 47 E) The wavelength of light is much smaller than the wavelength of radio waves. 57 B) - 5.6 D 48 A) 5.0 × 1014 Hz 58 B) 3.3x 49 B) 3.0 cm 59 C) 18 cm 50 B) It decreases. 60 A) + 2.7 D
Exam 4 Lilac 1 “Glycolysis”, galactose 2 “Glycolysis”, energy 3 “Glycolysis”; aerobic vs anaerobic 4 “Glycolysis”; “PPP” 5 “Glycolysis”, reactions 6 “Glycolysis”, reactions 7 “Glycolysis”, reactions 8 “Gluconeogenesis” 9 “Pyruvate Dehydrogenase Complex” (Citric Acid Cycle) 10 “Citric Acid Cycle”, reactions 11 “Citric Acid Cycle”, reactions 12 “Citric Acid Cycle”, energy 13 “Glycolysis”, enzymes 14 “Pyruvate Dehydrogenase Complex” (Citric Acid Cycle) 15 “Glycogenolysis” 16 “Glycogenolysis” 17 “Glycogenesis” 18 “Electron Transport Chain” 19 “Gluconeogenesis” 20 “Intro To & Thermodynamics of Metabolism”, oxidative vs. substrate phosphor 21 “Electron Transport Chain” 22 “Electron Transport Chain” 23 “Intro To & Thermodynamics of Metabolism” Exam 4 Blue 1 “Glycolysis”, galactose 2 “Glycolysis”, energy 3 “Glycolysis”; aerobic vs anaerobic 4 “Glycolysis”; “PPP” 5 “Glycolysis”, reactions 6 “Glycolysis”, reactions 7 “Glycolysis”, reactions 8 “Gluconeogenesis” 9 “Pyruvate Dehydrogenase Complex” (Citric Acid Cycle) 10 “Citric Acid Cycle”, reactions 11 “Citric Acid Cycle”, reactions 12 “Citric Acid Cycle”, energy 13 “Glycolysis”, enzymes 14 “Pyruvate Dehydrogenase Complex” (Citric Acid Cycle) 15 “Glycogenolysis” 16 “Glycogenolysis”
Exam 4 Pink 1 “Glycolysis”, galactose 2 “Glycolysis”, energy 3 “Glycolysis”; aerobic vs anaerobic 4 “Glycolysis”, reactions 5 “Glycolysis”, reactions 6 “Glycolysis”, reactions 7 “Gluconeogenesis” 8 “Citric Acid Cycle”, reactions 9 “Pyruvate Dehydrogenase Complex” (Citric Acid Cycle) 10 “Citric Acid Cycle”, reactions 11 “Citric Acid Cycle”, energy 12 “Glycolysis”, enzymes 13 “Glycogenesis” 14 “Gluconeogenesis” 15 “Glycogenolysis” 16 “Glycogenolysis” 17 “Glycolysis”; aerobic vs anaerobic 18 “Glycolysis”, energy 19 Variety….. Exam 4 Yellow 1 “Glycolysis”, galactose 2 “Glycolysis”, energy 3 “Glycolysis”; aerobic vs anaerobic 4 “Glycolysis”, reactions 5 “Glycolysis”, reactions 6 “Glycolysis”, reactions 7 “Gluconeogenesis” 8 “Citric Acid Cycle”, reactions 9 “Pyruvate Dehydrogenase Complex” (Citric Acid Cycle) 10 “Citric Acid Cycle”, reactions 11 “Citric Acid Cycle”, energy 12 “Glycolysis”, enzymes 13 “Glycogenesis” 14 “Gluconeogenesis” 15 “Glycogenolysis” 16 “Glycogenolysis” 17 “Glycolysis”; aerobic vs anaerobic 18 “Glycolysis”, energy 19 Variety…..
The VMS shall have the ability to look for keywords in the ASCII data and use these to execute various events such as PTZ presets, recording video, recording audio and sending email notifications. The VMS software shall be able to send a predefined email based on an event trigger. The VMS software shall also support SSL and TLS connections for transmissions of the mail. The VMS software shall have a feature to export a video segment from specific cameras or audio inputs to a CD or DVD upon an input trigger or other event being activated. The VMS software shall be used to connect different types of events, such as input triggers, to a desired action such as recording video or triggering an alarm. The VMS software shall recognize the following event types: Video Motion Video Loss Input Trigger POS Port POS Profile Health IP Camera Connection Software Trigger Analytics The VMS software shall be able to execute the following action types: Record Video Output Trigger Output Video Send an email Burn a CD/DVD Call a PTZ Preset The VMS software shall have the ability to configure each video input’s recording time on an hourly basis. This shall allow the user to schedule when to record on motion, when to record on event and when to not record. The VMS shall use a combination of a user name and a password to authenticate the user’s permission level. The VMS shall allow granularity of permissions by creating custom user groups. The members of these custom user groups shall all have the same permissions. The VMS client shall be able to use OpenGL and Direct 3D to decompress and render video. The VMS shall allow the user to perform a visual thumbnail search. The user can select one camera to see one image per set time period. The user shall be able to play video from that image or zoom in to a time range. The VMS client can be configured to automatically switch views on any trigger within the event monitoring function. The VMS software shall allow the user to input time-based triggers through event monitoring, including the time of day and day of week. 2.03 HYBRID SERVER NETWORK VIDEO RECORDER (NVR) HARDWARE FEATURES
Part Number Storage Size 1. IPZ-8TB-R2-RAID 8 TB, 6 TB Available 2. IPZ-12TB-R2-RAID 12 TB, 10 TB Available 3. IPZ-16TB-R2-RAID 16 TB, 14 TB Available 2.05 CERTIFICATIONS CE and FCC, Class A (all models) 2.06 WARRANTY 3-year warranty on parts and labor and a 3-year Software Subscription Agreement (SSA) 2.07 VIDEO MANAGEMENT SYSTEM HARDWARE Minimum Server Requirements The VMS server software shall operate on the following minimum requirements: Processor: Intel® Atom Processor D525, 1.8 GHz or greater Graphics: 1280x1024x32 bits RAM: 1 GB NIC: 1x100 Mbps (minimum), 1 Gbps (preferred) Disk Drive: JBOD, Minimum sustained non-sequential write capacity 15 Mpbs, Digital Enterprise Class drive (RE4 or better), or Seagate Barracuda ES.2 drives or better Operating Systems: Microsoft® Windows 2003 Server (all versions) Microsoft® Windows 7 (all versions) Linux Ubuntu 8.04 or higher Minimum Client Requirements Processor: Intel® Atom D525 1.8 GHz or greater Graphics: 1280x1024x32 bits RAM: 1 GB NIC: 10/100/1000 baseT Ethernet Disk Drive: Western Digital Enterprise Class drive (RE4 or better), or Seagate Barracuda ES.2 Drives or better Operating Systems: Microsoft® Windows XP (all versions) or higher Linux Ubuntu 8.04 or higher Mac OSX 10.4 or higher Recommended Server Requirements Processor: Intel® Core i7-2600 Processor, 3.4 GHz or Xeon E3-1220 Graphics: 1280x1024 RAM: 4 GB NIC: 2x1Gbps (minimum), 4x 1 Gbps (preferred) Disk Drive: RAID-5 (minimum), RAID-6 (preferred), minimum sustained non- sequential write capacity 70 MBps Operating Systems: Microsoft® Windows XP (all versions) Microsoft® Windows Vista (all versions)