zilongwang/ReadingBank huggingface dataset:
Key facts at a glance – Multicultural Football Tournament Date: Sunday, 30 September 2018 Venue: Tauranga Boys’ College fields, Cameron rd. Hosted by: Multicultural Tauranga and New Zealand Police, with support from TBC and TCC Entry fee: $40.00 per team Format: Five-a-side; max. 8 registered players/team, min. 16 years old, Women teams are welcomed to register this year Registration: Deadline Monday, 22 September 2018 Registration Aim: 20 teams of different ethnicity registered on a first-in first-served basis. Each team should have at least four members from the country or ethnic community they are representing unless they are registering as a mixed team. ‘Double-ups’ will be advised upon receipt of registration and put on a waiting list. If registration is oversubscribed, the team entry fee will be refunded. Final decision of placements will be at the discretion of the organising committee. Draws and other information will be e-mailed one week before the tournament. The Registered Player List is to be given to the tournament controller before tournament commencement. Payment is required at registration. Format Five-a-side, maximum of eight registered players per team Minimum age 16 years 20 teams in four pools of five teams Rolling substitutions: Five-a-side rules apply Pool play: 10 minutes each way (no half-time break) At the end of pool play points will be tallied: Win – 3 points. Draw – 1 point The top team from each pool goes forward to semi-finals Semi-finals: 12.5 minutes each way (no half-time break) The two winning teams proceed to the finals. There will be a final play-off for 3rd and 4th placing. Finals: 12.5 minutes each way (no half-time break)
Ethnic Studies Final Review Chapter 1 Afrocentric perspective Amalgamation Assimilation Biological race Blaming the victim Class Colonialism Conflict perspective Dysfunction Emigration Ethnic cleansing Ethnic group Functionalist perspective Fusion Genocide Globalization Immigration Intelligence quotient Internal colonialism Labeling theory Marginality Melting pot Migration Minority group Panethnicity Pluralism Racial formation Racial group Racism Resegregation Segregation Self-fulfilling prophecy Sociology Stereotypes Stratification World systems theory Chapter 2 Authoritarian personality Bogardus scale Color-blind racism
Contact hypothesis Discrimination Ethnocentrism Ethnophaulisms Exploitation theory Hate crime Normative approach Prejudice Racial profiling Scapegoating theory Social distance Stereotypes Chapter 3 Absolute deprivation Affirmative action Discrimination Dual or split labor market Environmental justice Glass ceiling Glass escalator Glass wall Income Informal economy Institutional discrimination Irregular or underground economy Redlining Relative depravation Reverse discrimination Total discrimination Wealth Chapter 4 Asylees Bilingual education Bilingualism Brain drain Chain immigration Globalization Mixed status Nativism Naturalization Refugees Remittances Sinophobes Transnationals Xenophobia Chapter 5 Civil religion Creationists
Denomination Ethnicity paradox Intelligent design principle of interest Secessionist minority Symbolic ethnicity White privilege Chapter 6 Crossover effect Environmental justice Fish-ins Internal colonialism Kickouts or pushouts Millenarian movements Pan-Indianism Powwows Sovereignty World systems theory Chapter 7 Abolitionists Afrocentric perspective Civil disobedience De jure segregation Ebonics Jim Crow Relative deprivation Restrictive covenant Riff-raff theory Rising expectations Slave-codes Slavery reparation Sundown towns White primary Chapter 8 Acting White Apartheid schools Class De facto segregation Differential justice Gerrymandering Income Redlining Tracking Underemployment Victim discounting Victimization surveys Wealth Zoning laws
Viet Kieu Yellow peril Chapter 13 Cultural capital Evacuees Hui kuan Issei Kibei Nisei Sansei Social capital Tongs Tsu Yonsei Chapter 14 Anti-Semitism Diaspora Fringe-of-values theory Halakha Holocaust Holocaust revisionists In-group virtues Judaization Kashrut Marginality Out-group vices Peoplehood Yiddishkait Zionism Chapter 15 Androgyny Displaced homemakers Feminine mystique Feminization of poverty Gender roles Glass ceiling Matrix of domination Mommy tax Mommy track Occupational segregation by gender Pay equity Second shift Sexism Sexual harassment Suffragists Chapter 16 Apartheid Color gradient
ETHNICITY and ETHNIC GEOGRAPHY – Chp. 7 KNOW Apartheid multinational state Balkanization nationalism Balkanized nationality Blockbusting nation-state Centripetal force race Centrifugal force racism Ethnic cleansing self-determination Ethnicity sharecropper Multi-ethnic state Triangular slave trade BE ABLE TO Describe the distribution of major ethnicities within the USA: Identify sates/regions in which they are clustered Regions in which they are mostly absent Provide reasons for the present distribution Give and describe examples of ethnic conflicts in at least 3 different regions. Discuss the roles, both positive and negative, of nationalism in a state. Define and give examples of part-nation states, multinational state, and stateless nations. READING ASSIGNMENTS Rubenstein, Chapter 7: Ethnicity Kuby, Chapter 13: Breaking Up is Hard to Do: Nations, States, and Nation-States
This document reflects an updated and revised ethnicity data protocols for the health and disability sector. It intends to more closely align health and disability sector processes and systems with the ethnicity data standard, as well as provide additional guidance to support high-quality ethnicity data. Table 3 outlines the changes to the protocols since their release in 2004, and the current alignment between the Protocols and the Statistical Standard. Some further detail on the specific areas where the protocols do not fully align with the Statistical Standard is provided in the text below the table. 6.1 Table 3: Protocol revisions and alignment with Statistical Standard for Ethnicity 2005 Area Statistics New Zealand Statistical Standard for Ethnicity Ministry of Health Ethnicity Data Protocols for the Health and Disability Sector 2004 2005 review 2009 2004 2009 revision 2016 revision Applies to administrative collections Health and disability sector Health and disability sector Health and disability sector Collection Self-identified Standard census question Self-identified Standard census question Self-identified Standard census question Self-identified Standard census question Process of collection Self-administered forms Internet Interviewer Telephone interviewing Proxy response Self-completion (form/questionnaire) Telephone Proxy response Self-completion Telephone Proxy response Self-completion (form/questionnaire) Electronic (including online/internet/ portal) Verbal assisted response Proxy response Electronic/ online collection of ‘other’ ethnicities Allows an exemption process for collection where there is no facility to record free text ‘other’ categories (an identified list of Level 2-4 ethnicity categories) No guidance No guidance Response to standard question ‘other’ to be recorded directly and either manually entered or electronically converted into the correct code Frequency of collection Census No guidance for other collections No guidance No guidance 3 yearly Process for collection No guidance No guidance No guidance Guidance for collection, confirmation and correction Classification system Four levels ETHNIC05 classification changes Five levels ETHNIC classification changes Five levels ETHNIC05 classification changes Five levels ETHNIC05 classification changes
Africa’s Ethnic Groups - KEY Ethnic Group Location Ancestry Religion Language Arab Northern Africa Migrated from Southwest Asia; trading gold and salt in camel caravans Mostly Muslim Arabic Ashanti Ghana & Ivory Coast (West Africa) Kingdom began in 1701 when Golden Stool united clans Traditional African religions – belief in supreme god, natural spirits (animism), and Golden Stool as the source of the peoples’ power -Some Christianity & Muslim Asante (Twi) Bantu Central & Southern Africa Migrated from south of Sahara 2,000 years ago Some Muslim, some Christian, some animist Bantu family of languages (over 650) Swahili Eastern Africa (Kenya, Tanzania, Mozambique) Arab traders from Southwest Asia blended with local African people Muslim, plus some local traditional African beliefs Swahili – blend of Arabic and Bantu
implementing the vision of a festival to celebrate excellence in movies that enhance our understanding of the social world. Ethnographic film—“ethnografilm” in Greg Scott’s been broadly defined, yielding a huge variety of styles, formats, and themes. We have the best fringe theatre on the planet! Most important, we have a community of filmmakers and scholars gathered for present inspiration and collaborations yet to come. What could be better? Wesley Shrum Challenging Audiences—and Filmmakers How does ethnographic film articulate critical analysis with critical participation? Videographic study can make visible in powerful ways what is hidden in an arena of study. It can challenge dominant images of that arena while formulating and attempting to scale up alternative images. As a form of knowledge production and committed expertise, ethnographic film often races past the written text, challenging audiences both within and beyond its chosen field
Susan Arnold Director, Art for Film Program, Lee Magnet Student Artists Alexis Allen Jacori Andrus Carra Babin Talia Bell Ryane Bickham Larissa Brewer Christaijua Brooks Nhi Bui Orlando Burks Taylior Burton Candis Bynum Destiny Campbell Michelle Cannon Freddie Coates Antoine Collins Kassandra Crissman David Cruz Destiny Curtis Ahlam Dabit Jakayla Davis Kyla Davis Nautica Day Alaysia Deflanders Jasmine Dobbins Julia Dornier Anthony Dyson Cindy Eburda Jason Egler Andrew Elliot D'Ona English Minerva Florles Attylaka Follins Joline Fontenot Darius Frazier Lanaya Freeman Khofie Garner Jimmie Givens Kiyanna Givens Kiara Goins Garrett Grzybowski Riley Guidry Haylie Hansberry Sidney Hearns
Raven Heard Raven Hogan Takia Huckaby Tyronne Jackson Gabriel Jackson Germika Jackson Jaylynn Jackson Keyvon Jackson Trinity James Devon Johnson Tayshun Johnson Chris Jones Alania Jones Tessie Landry Nayah Lawrence Grant Legaux Simon Lewis Hanna Lu Kelsey Mack Maurice Mark Alexis Marrioneaux Torin McClanahan Danielle McCorkle Denis Menjivar Madeline Miletello Darlene Miranda Johnté Nelson Savannah Newman Anh Nguyen Destinee Nguyen Wendy Nguyen Olivia O'Oalloran Chyna Page Aylesha Patterson Kimberleigh Patterson Brandon Persica Brandon Persica Taniyah Porter Je'Koby Prenell-Johnson Alexandria Rainwater Tyana Randle Victoria Riley Lance Sherman Darius Simmons Katherine Skiles Asarel Smith Jude Smith Taiya Sterling Christian Turner Desiree Verrett Kendalyn Walker Jalin Walker Javorian Warren Ashlin Wharton Adarian Williams Ayriel Williams Chelsea Williams Jasmine Williams Terrika Williams Dakota Wise
the process used to make the decision and the reasons why certain options were chosen over others. Ethical decision-making requires that leaders: (a) Are fully informed about the important facts relevant to a decision; (b) Involve stakeholders who will be affected by the decision, as appropriate; (c) Clarify and explicitly consider important organizational and social values pertinent to the decision; (d) Ensure that the anticipated benefits of the decision outweigh the anticipated harms; (e) Take into account the underlying implications of the decision; and (f) Consider whether the decision would seem reasonable to others outside the organization. 6a. Outline your decision process: What components, values, and guidelines did you consider? What parties or persons did you involve? How did you communicate your decision and the rationale you used to stakeholders? 6b. Using a specific example, describe your decision-making process when faced with significant ethical concerns. 4. Supporting ethics by knowing what their IE program is and what it does, championing the program, and supporting participation in the local ethics program. Examples include: (a) Dedicating appropriate resources to IE staff to meet the ethics needs of the facility. (b) Participating in education sponsored by the IE program. (c) Requesting ethics consultation for specific ethics questions or concerns. (d) Providing feedback to leadership about the quality and effectiveness of the IE program and any suggestions for change. (e) Working with the PE Team to address ethics quality in their area of responsibility. (f) Keeping up to date on IE activities and, as relevant to their leadership role, the specific activities of each IE core function. 7. Describe your past roles in raising awareness and championing ethics programs at your organization. 8. What suggestions or recommendations have you made with regard to improving the quality and effectiveness of your organization’s ethics program?
Information Sheet for Student Exchange in the Academic Year 2017/18 valid until further notice Name of University ETH Zurich Technion – Israel Institute of Technology Website of University http://www.technion.ac.il/ http://www.int.technion.ac.il/ Office dealing with study abroad/exchange Student Exchange Office (general) and (incoming students) For Incoming Exchange Students with worldwide exchange programmes: Technion International Head/Director of Student Exchange Office Dr. Angelika WITTEK (Ms) Phone: +41 44 632 23 52, , Skype: awittek Prof. Anat Rafaeli, Head of Technion International Exchange Coordinator (Incoming) Myriam KELLER (Ms) Phone: +41 44 632 20 86; Fax: +41 44 632 12 64 , Skype : myriam.keller.ethz Ms. Dana Ben-Ari Exchange Coordinator (Outgoing) Myriam KELLER (Ms) Phone: +41 44 632 20 86; Fax: +41 44 632 12 64 , Skype : myriam.keller.ethz Ms. Lior Davidi Postal Address ETH Zürich Student Exchange Office Rämistrasse 101 HG F 23.1 8092 Zürich SWITZERLAND Technion International Mauerberger building Technion City Haifa 3200003 ISRAEL Departmental Exchange Coordinators (if applicable) Each department at ETH Zurich has one or more departmental exchange coordinators, who are the points of contact for all academic questions related to an exchange. For a complete list of all departmental exchange coordinators see For any academic questions or queries, faculty members of our partner universities are welcome to get in touch directly with the respective departmental exchange coordinators. N\A Semester dates (not including examinations, see below) Autumn semester 2017/18: 18 Sep 2017 – 22 Dec 2017 (not including examinations) Spring semester 2018: 19 Feb – 01 June 2018 (not including examinations) See also Winter semester October to February Spring semester March to June Examination dates Autumn Semester 2017/18 End-of-semester exams: 11 – 22 Dec 2017 / 08 – 19 Jan 2018 Examination session: 22 Jan – 16 Feb 2018 February
TVT-SECUR (TVT-S) TVT-Exact TVT-Abbrevo Other _________________________________________ _________________________________________ Date of Implantation as to Each Product: ________________________________ ________________________________ ________________________________ Hospital(s) where Plaintiff was implanted (including City and State): __________________________________ __________________________________ Implanting Surgeon(s): ___________________________________ ___________________________________ Counts in the Master Complaint brought by Plaintiff(s): Count I – Negligence Count II – Strict Liability – Manufacturing Defect Count III – Strict Liability – Failure to Warn Count IV – Strict Liability – Defective Product Count V – Strict Liability – Design Defect
Count VI – Common Law Fraud Count VII – Fraudulent Concealment Count VIII – Constructive Fraud Count IX – Negligent Misrepresentation Count X – Negligent Infliction of Emotional Distress Count XI – Breach of Express Warranty Count XII – Breach of Implied Warranty Count XIII – Violation of Consumer Protection Laws Count XIV – Gross Negligence Count XV – Unjust Enrichment Count XVI – Loss of Consortium Count XVII – Punitive Damages Count XVIII – Discovery Rule and Tolling Other Count(s) (Please state factual and legal basis for other claims below): s/ Attorney(s) for Plaintiff Address, phone number, email address and bar information:
Pages 192-199 (Moral Realism) Are there real moral facts? Is nonobjectivism a better paradigm than moral realism? What is the basic assumption of a modest moral realism? Pages 201-209 (Morality’s Scope) Who gets moral consideration according to theological voluntarism, social contract theory, Kantian theory and utilitarian theory? How would you evaluate Tom Regan’s idea of “animal rights”? What is the range of moral concern in Eastern religions and Darwinian ethics? Pages 220-232 (Free Will) Contrast “determinism” and “free will.” Is compatibilism a good mediating theory? What are the arguments for determinism based on religion, physics, biology, social science and literature? What is the difference between “simple”, “deep”, and “rationalist” types of compatibilism? Explain the difference between Campbell’s idea and Sartre’s notion of free will. Pages 244-252 (Freedom and Responsibility) Is “free will” a necessary assumption for moral responsibility? If “determinism” is true, could we praise or blame anyone? Are “rewards” and “punishments” based on the assumption of “free will”? UNIT II REVIEW Examine the following ethical theories: Theological voluntarism Kantianism Humean sentimentalism Intuitionism hedonism utilitarianism social contract egoism pragmatism ) cultural relativism ) virtue ethics
A Minimum Acceptable Score was also established for each Part in Sections B and C, based on all four Committee members’ scores combined. If a Part in a vendor’s proposal was scored below the Minimum Acceptable Score, no points were awarded for that Part. For the cost proposal Deloitte provided a summary of each vendor’s financial result and suggested point assignment, based on guidance provided by staff regarding the total points allocated to this portion of the proposal. Points for the cost proposal were assigned by allotting 100% of the points to the lowest cost vendor. The second lowest cost vendor received the portion of the total points that represents the difference in their costs from the lowest cost vendor. For example, if the second lowest cost vendor was 5% more expensive than the lowest cost vendor they would receive 95% of the possible points available. The same scoring arithmetic was used for each vendor. The following table shows the maximum points assigned for each Part. Maximum Points Awarded to Top Scoring Vendor(s) Section B – Proposer Qualifications: Part 1.0 – Organization Capabilities 55 Part 2.0 – Staff Qualifications 40 Part 3.0 – Vendor References 55 Section B Total Points 150 Section C – Administrative Capabilities: Part 1.0 – Client, Member & Provider Services 70 Part 2.0 – System Capabilities 70 Part 3.0 – Claims Administration 60 Part 4.0 – Transition, Implementation & Turnover Plans 25 Part 5.0 – Formulary Management & Clinical Programs 100 Part 6.0 – Network Accessibility & Disruption 75 Part 7.0 – Medicare Part D 100 Section C Total Points 500 Section D – Cost Proposal – Total Points: 350 Total Overall Points 1,000 Discussion In general, the vendors whose proposals were evaluated by the committee appear to be capable of administering the Board’s programs. However, Navitus’ proposal was the most thorough, and best addressed the specific needs of the Board, as illustrated by the scoring and point allocation shown in the table on the next page and in Attachment A.
Will all data be kept for 10 years in accordance with Trinity’s data storage policy? □ □ If the study is continuing, what is the anticipated date of completion? Modifications to the procedures for which approval was granted: Adverse outcomes associated with the conduct of the research: End of Project Report Template School of Dental Science Research Ethics Committee End of Project Report Form Name of applicant: _____________________________________________________ Title of project: _____________________________________________________ Date: _________________ Questions: YES NO Is a summary of the outcomes of the project either 1) provided in the space below, or 2) attached (e.g. thesis or published work)? □ □ Were there any modifications to the procedures for which approval was granted? If so, please provide details in the space below. □ □ Were there any adverse outcomes associated with the conduct of the research? If so, please provide details in the space below. □ □ Is all data being stored in accordance with Trinity’s data storage policy, in adherence to the Freedom of Information Act, and in compliance with the requirements of the Data Protection Commissioner? □ □
Program Summary Form Prior and/or Current After-School Experience/ Funding Sources (check all that apply): Extended School Day Advantage After School 21st Century Community Learning Centers Beacon Program New York City OST Program Federally funded program: __________________________ Locally funded program: _________________________ Other: ___________________ Student Populations to be Served in this Grant (check all that apply): Elementary Middle School High School Types of Service Providers Participating in this Grant (check all that apply): National Organizations (e.g., Boys & Girls Clubs, YMCA/YWCA, Big Brothers/Big Sisters) Community-Based Organizations (local or foundations) Libraries or Museums Businesses Colleges or Universities County or Municipal Agencies (e.g., police, Parks & Recreation, Social Services) BOCES Faith-Based Organizations Hospitals/Clinics/Health Providers Public School District For-Profit Corporations Other Services to be Provided in this Grant (check all that apply): Academic Support/Enrichment Mathematics Science English Language Arts Social Studies Art, Music, Dance, Theater Entrepreneurial Education Physical Fitness, Wellness Technology, Video or Media Library Services Family Literacy Other Family Education Tutoring/Mentoring Internships/Externships STEM Health Nutrition Youth Development Drug/Violence Prevention Counseling Character Education Service Learning Other ________________ Is the application for a school-wide proposal that will serve grades 6-8? Yes: 5 points. No: 0 points. Does the applicant plan to implement extended-learning time by changing the school day, week and/or year during the 2013-14 school year equivalent to at least half of the extended learning time of a full school year? Yes: 5 points. No: 0 points Does the applicant plan to serve students who attend: a. schools eligible for school wide programs under Title I, Section 1114 of the No Child Left Behind Act, or b. schools with at least 40 percent of its students eligible for free or reduced price lunch. A complete list of eligible schools is available at: . Yes: 10 points. No: 0 points
Lunge Quadriceps Hamstrings Gluteals Feet facing forward and a comfortable distance apart from each other Step back with one leg – lift back heel off the floor Front knee in line with front ankle Drop back knee so that both knees are at 90 degree angle Keep hips tucked under to keep tension on back thigh Drop back knee lower (if not already at 90 degrees) Use hand weights (held by the side of the body Deadlift – used as a safe lifting technique before any other exercises are taught Quadriceps Hamstrings Gluteals Erector Spinae Feet facing forward and a comfortable distance apart from each other Weight into heels and hips back Knees in line with ankles Keep weight close to the body Adopt a wider stance if required and lift the weights from inside of the thighs (this is recommended for individuals with less flexibility and ROM in their thighs)
apart from each other Elbows up to 90 degrees in line with the shoulders Wrists straight, palms facing forward Raise arms overhead without the weights touching Avoid locking elbows Perform the exercise in a split stance for extra stability Lateral raise Deltoids Feet facing forward and a comfortable distance apart from each other Raise the arms to shoulder height Avoid locking the elbows Knuckles facing the ceiling - wrists straight Increase the weight being lifted Perform the exercise in a split stance for extra stability Front raise Anterior deltoid Feet facing forward and a comfortable distance apart from each other Raise the arms to shoulder height Avoid locking the elbows Knuckles facing the ceiling - wrists straight Increase the weight being lifted Perform the exercise in a split stance for extra stability Perform one arm a time Upright row Anterior deltoid Trapezius Feet facing forward and a comfortable distance Increase the weight being lifted
the floor – head and neck stay in alignment Hands down by sides or resting on lower back Raise upper body – lifting as high as comfortable – keeping lower body in contact with the floor at all times Extend arms straight overhead Superman Erector Spinae Lie on the front, body in contact with the floor Look directly down at the floor – head and neck stay in alignment Raise opposite arm to leg Keep hips in contact with the floor and eyes looking down Avoid locking the joints Increase intensity by coming onto all fours - knees under hips, hands under shoulders Raise alternate legs only or alternate arms only to make the exercise easier Plank Muscles within the core section Lie on the front, body in alignment Knees in contact with Increase the lever length by straightening the legs and lifting the
FACULTY OF ENGINEERING LAB SHEET ANALOG AND DIGITAL COMMUNICATIONS ETM 2046 TRIMESTER 1 (2012-2013) ADC2 – Digital Carrier Modulation ADC2 – Digital Carrier Modulation with MATLAB and SIMULINK A) OBJECTIVES To understand digital carrier modulation such as ASK, FSK and PSK and QAM.
Glossary Term Definition Reference EDMS Computer-based applications dealing with the management of documents throughout the document life cycle eTMF A formalized system of organizing and storing digital content such as documents, images, and other digital content items in an electronic record management system for clinical trials. The Term TMF encompasses documents related to strategies, methods, tools and personnel engaged throughout the lifecycle of the clinical trial regulated content. Items in a TMF may be required for compliance with government regulatory agencies. eCTD The eCTD is a global specification produced by the International Conference on Harmonisation (ICH) for electronic submissions of clinical trial data. It is used by regulatory agencies such as the US FDA and European Medicines Agency http://www.ich.org NCI National Cancer Institute: is part of the National Institute of Health (NIH) and coordinates the U.S national Cancer program and conducts and supports research, training, health information dissemination, and other activities related to the causes, prevention, diagnosis, and treatment of Cancer. http://www.cancer.gov/ NCI EVS NCI Enterprise Vocabulary Service: provides terminology content, tools, and services to code, analyze, and share cancer and biomedical research, clinical, and public health information. http://evs.nci.nih.gov/ Presentation Layer The presentation layer (or tier) in n-tier architecture is the tier in which users interact with an application.
version” location noted above for possible later revisions of this document. Any other numbered Versions and other technical work produced by the Technical Committee (TC) are listed at . TC members should send comments on this specification to the TC’s email list. Others should send comments to the TC’s public comment list, after subscribing to it by following the instructions at the “” button on the TC’s web page at . For information on whether any patents have been disclosed that may be essential to implementing this specification, and any offers of patent licensing terms, please refer to the Intellectual Property Rights section of the TC’s web page (). Citation format: When referencing this specification the following citation format should be used: [eTMF-v1.0] Electronic Trial Master File (eTMF) Specification Version 1.0. Edited by Aliaa Badr, Jennifer Alpert Palchak, Rich Lustig, Catherine Schmidt, Zack Schmidt, Airat Sadreev, Troy Jacobson, and Prabhat Vatsal. 08 August 2016. OASIS Committee Specification Draft 02. . Latest version: .
1. General Information Introduction This manual describes the ORE Offshore Shallow Push Off Release / Transponder (SPORT-MFE). This model is a lightweight, robust and easily deployable instrument. It can function both as an acoustic release and/or transponder unit for use at depths up to 400 meters and with release loads up to 250 Kg and lifting loads to 650 Kg. General Description The SPORT-MFE has been designed for use as an instrument location and recovery system on oceanographic moorings and platforms. Additionally, the precision, high output power transponder feature, and coded interrogate make this instrument ideal for use with positioning systems in difficult acoustic environments. The SPORT-MFE utilizes a version of the ORE Offshore proven Binary Acoustic Command System (BACS) code structure. The BACS coding structure provides 12,000 possible secure command codes. Each release is factory programmed with its own unique command set, including ENABLE, DISABLE, STATUS and a RELEASE command. Whenever the instrument receives a command it responds with a status reply message which indicates the orientation of the instrument (tilted or not tilted). The transponder function can be turned on or off with the ENABLE and DISABLE commands. There is also an Auto disable which will disable the transponder function if the system does not receive anything for a preset time period. This prevents running the batteries down if it is left enabled by mistake. When disabled the transponder will not reply when interrogated. This ensures that the unit will not interfere with nearby instruments and that no battery energy is wasted replying to interrogate signals meant for other systems. The transponder Enable / Disable command has no effect on the Release command. The RELEASE command causes the mechanism on the instrument to rotate and to push off the threaded release link. While it is releasing the system transmits 1 ping for each complete rotation of the release shaft. Once the threaded link is completely pushed out the instrument is free. Upon completion of the release function the system will change to the enabled state if it was disabled. If the system was enabled when it is released it will remain enabled. The RELEASE command is not affected by the state of the transponder function (enabled or disabled). 1.2 Specifications 1.2.1 Mechanical
4. References LJ Technical System, “An Introduction to Analog Communications – Curriculum Manual AT02” LJ Technical System, “An Introduction to Analog Communications – Student Workbook AT02” Simon Haykin, "Communication Systems", Wiley, 5th edition, 2009.
Additionally, from this detailed section, you can take actions. If you take any action on behalf of or with this beneficiary, then you can simply click “Record Effort” and a blank Effort will appear. You then simply complete a new Effort, and be sure to enter the new Next Date of Contact so they are put back on your To Do List if you are going to continue to provide them services. If you determine you aren’t going to address the task for this beneficiary today, then you can simply click on the “Other Actions”, select “Change Due Date”, and enter in a new Due Date to push this task out to a future date. And finally, to see the details for an assessment alert on your To Do List, click the “+” to the left of the name of the assessment you have altered to have something done on. The details will appear, similar to the “Provide WIPA Services” noted above. From the To Do List you can choose to Update the Assessment, or take other actions, whichever is relevant when this date arrives. Adding Items to another staff member’s “To Do” List It is possible to add follow up items to another staff person’s “to do” list. This is most commonly used when an intake specialist enters initial beneficiary information into ETO, but a different CWIC will be providing the actual services to the beneficiary; or when another staff person may be assisting with data entry. Follow up items can be added to another staff member’s “to do” list via assessments by using the steps previously outlined for the ‘schedule follow up alert’ section at the end of the assessment. The difference here is that you will select the box next to ‘Schedule Follow-up Alert to show on Other Staff’s To-Do List’ as identified below. In the WIPA Program, once you check this box, another drop down will open that allows you to select the staff person who you are assigning the follow-up to. After hitting ‘submit’, the alert will be added to that person’s “To Do” list. The process is slightly different in the I&R assessment. The follow up section looks similar to above, however, there is also an ‘Assigned Staff’ field already shown where you can choose who to assign the follow-up to.
describe. Motor Aspects of Writing Computer Access Composing Written Material -Increased time to complete assignments None -Recorder -Checklists Communication Reading (Reading, understanding, and following directions) None None -Checklists -Recorder X Organization -Write daily assignments in planner -Binders for each subject -Planner -Binder system -Planner (teacher/parents sign) -Paper filing system -Locker shelves Assessing Students’ Needs for Assistive Technology (2009) Task A. If currently completes task with special strategies and / or accommodations, describe. B. If currently completes task with assistive technology tools, describe. C. Describe new or additional assistive technology to be tried. Math Recreation and Leisure Activities of Daily Living (ADLs) Mobility Positioning and Seating
STUDENT INFORMATION Student Name Grade Date of Birth Ansley B. 6th 09/01/2000 School Date AT Plan Review Date Faith Lutheran School 09/05/12 09/07/12 POINT OF CONTACT (Individual assigned to keep the Implementation Plan updated) Mrs. Burns, Resource Teacher EQUIPMENT EQUIPMENT AND SOFTWARE TO BE USED STATUS (e.g., owned by school, will purchase, will borrow, etc…) Timer Will purchase Daily Planner Already purchased Paper filing system Will purchase Recorder Will borrow Locker shelves Will purchase Checklists Mrs. Toms will create using a checklist software and will laminate EQUIPMENT TASKS TASK (e.g., order/procure AT, load software, adapt/customize devices/software, set up at home/school, maintain/repair, etc.) PERSON RESPONSIBLE DATE DUE Purchase timer, locker shelves, filing crate, dividers Mrs. B. 9/10/12 Set up planner at school/home Mrs. Toms and Mrs. B. 9/12/12 Research checklist sites and create lists Mrs. Toms 9/10/12 Procure recorder Mrs. Burns 9/10/12 IMPLEMENTATION TEAM NAME (List all individuals who will implement the AT with the student.) ROLE (e.g., administrator, teacher, family member, service provider, etc…) Mrs. Stoeppelwerth, Mrs. Doty, Ms. Greinke Middle School Teachers Mr. Hibbs Principal, 6th Grade Math Teacher Mrs. Burns Resource Teacher Mrs. Toms 4th Grade Teacher/Tutor Mr. and Mrs. B. Parents
X and Facts Table 3 * and / Facts Table 3, 4, 5, 6 2D Shapes Library K, 1, 2, 3, 4, 5, 6 3D Shapes Library 1, 2, 3, 4, 5, 6 The 3D images can be clicked on and rotated. Models 2, 3, 4, 5, 6 Array Builder 2, 3, 4, 5 Blocks K, 1, 2, 3 Base 10 Blocks 1, 2, 3, 4, 5, 6 Base 10 Blocks Flat 1, 2, 3, 4, 5 K, 1, 2 K, 1, 2
Builder Card Deck – Math K, 1, 2, 3, 4, 5, 6 OPTIONS: 0-6, 0-9, 0-10, 0-20, 1-5 and 10, 1-6 and 10, 1-10, 1-20, 2-9, 5 cards with dots, 6-18, 11-20, a set of fractions, Fractions-almost one, 10 random fractions, fractions with numerator 1, black dots and number 1, dots arranged in a triangle, geometric representations of numbers, polygons, black dots, black numbers, blue numbers, fraction cards Card Deck – 5, 6 Card Deck – Money 1, 2, 3 Card Deck – K, 1, 2, 3, 4, 5 5, 6 G5 OPTIONS: 2-Sided Fraction, Fraction Of, Prism Pile-Up, Property Pandemonium G6 OPTIONS: 2-Sided Fraction, Landmark Shark, Ratio Comparison Ratio Cards, Ratio Comparison Situation Cards, Solution Search Number
Fraction Circles 1, 2, 3, 4, 5, 6 Click the hammer to break apart the parts. Fraction Models 3, 4, 5, 6 In 10s and 100s. K, 1, 2, 3, 4, 5, 6 Line Plot 2, 3, 4, 5, 6 Money 1, 2, 3, 4, 5 Money – Small Bills 1, 2, 3, 4, 5 Grid K, 1, 2, 3, 4 Number Line K, 1, 2, 3, 4, 5, 6 Whole Numbers, Decimals, and Fractions Pan Balance K, 1, 2, 3, 4 Pattern K, 1, 2, 3,
Ten Frames – Double Ten Frame (horizontal & vertical) Venn Diagram – 2- and 3- Circles What’s My Rule? BACKGROUNDS- GRADE 2 Base-10 Grids – Place Value Mat Clocks – Clock Face & Writing & Telling Time Facts Practice Foot Long Foot Fraction Circles 2, 3, 4, 5, 6, 8, 10, 12, and no Frames & Arrows Geoboards Graphing
Math Boxes Math Word Banks Measurement – Converting Pounds to Ounces, Converting Units of Liquid Measure, Cups-Pints, Feet & Yards, Inches & Feet, Liquid Measurements, Measurement Conversion, Measuring Capacity, Grams-Kilograms, Ounces-Pounds, Picture of Little, Pints-Quarts, Quarts-Gallons, Minutes-Hours Name Collection Boxes G4-6 Number Grids Number Line Poster – 1, 2, and 3 Number Lines – Blank, No Partitions, 0 to 25, -1 to 10, -1 to 12, -10 to 10, -5 to 20, -5 to 21, -5 to 5, Number Line Model Percent Circle Place Value Posters Routines – Exit Slip Rulers
technique, the first being the use of a thermal mass. A thermal mass is a property of the mass of a building that enables it to store heat. We have been able to do this with the concrete floor of the building. Using sunlight through the windows will allow the floor to soak up heat and then radiate that heat throughout the day and night to keep the room from cooling to an uncomfortable temperature. In order to make this solar mass effective we needed to have a way to get heat to our thermal mass. Using many windows throughout the building will again help with the heating of the room throughout the day, but is also used to cut down the amount of lighting need for the building during the day. This idea was incorporated throughout the entire building to limit the amount of man-made light needed while also adding to the aesthetics of the building. Natural light is also much easier on eyes, making the people in the building more comfortable and making this wellness center a place for people to feel relaxed and comfortable is one of our main goals. (See Appendix A and B) Conclusion: Our design provides Elizabethtown College with a new wellness facility that will fulfill mind, body, and spiritual needs. The wellness center meets all the requirements given to us by the college and is designed to be LEED v4 certified. The building will stand where the current softball field is and will be able to be used by the student population, as well as staff, but still has space capable of be used by outside personal if the situation presents itself. It also has green features on the building that will not only help with the aesthetics of the building but will help with keeping the costs of the building down while it is in use. While working on this project we learned a multitude of different things about the process of designing a green building. Some of the most notable things we learned are just how difficult and time consuming the process is. We were given free rein on how to design the building, as long as we were able to meets the requirements given. And because of this there were long hours put into how the final design would look and function. This being said we feel that this is a completely viable design that could be used as a basis when the college begins the official design.
Appendix: ETP Studentship Project Proposal Form Return this completed form by e-mail to Stephen Mark Williams, ETP Executive Director - by 31st August 2018. The whole form should be no longer than 5 pages. Project Title Proposer/Supervisor Lead University Name Position Address Email Tel No Co-Supervisor Co-University Name Position Address Email Tel No Industrial sponsor Organisation Contact name Position Address Email Tel No Funding sources Total project cost £k (over 3.5 years) Industry funding £k University funding £k ETP funding £k (max £30k per project) Student Do you have a potential student already identified: Y / N Name Email Dates Date of this form Project start date Project end date
Hall, Swimming Pool, Busses and Hallways, etc. Treat others the way you want to be treated yourself. Understand yourself and others and work to develop and improve. Complete reflection time as requested. Outdoor Agreements/Rights and Responsibilities Right (You have a right to…) Responsibility Climb trees Only climb trees that are marked. Play in the forest Respect the boundaries. Use toys from the shed Put them back in the shed where they belong (even if you weren’t the one to get them out) Protected head and body Wear a helmet in PYP 1-2 when cycling on red bikes. Be careful Enjoy the swing Don’t stand on swings Play for a certain time limit Come and line up when called Listen to the teacher Dress appropriately for the weather Enjoy time with your friends and feel included and welcome Be inclusive, treat others with respect, and follow the Friends guidelines. Have a snack outside Eat near the benches. Play in the snow Bring your own and be responsible for sled and helmet. PYP are required to wear a helmet when sledding and MYP by choice. No snowballs as this is a kind of play fight Sled ride Use the designated area FRITIDS ONLY
APPENDIX 2: International School of Älmhult, expectation document Students We expect of you as a student to: Follow our Essential Agreements*. Use respectful language and no hurtful words. Treat others the way you want to be treated yourself. Bring appropriate personal belongings and school materials and look after them Have the right to be listened to, and shown respect and care. Have the obligation to show others the same respect and care. Accept democratic decisions. Have the right to a quality IB education. We also expect you to be responsible for your Please: Make sure that homework and other work is properly done and handed in on time. Appreciate and respect eath others’ differences. Guardians We expect of you as a guardian to: Trust that the school wants the best for your child. Send your child to school rested, fed and with the correct equipment. Speak positively about the school and school-work to your children. Think about your child’s right as an individual but also responsibilities as members of a group. Give the necessary information about the child to the school, in order for us to be able to meet the child in the correct way. Make sure that your child does his/her homework, until they are ready to take the responsibility on their own. Reads information from the school on the webpage. School You can expect that the staff at the International school: Use a respectful language and no hurtful words. Work professionally to deliver the IB-program as well as fulfill the expectations of the Swedish curriculum. Follow the school’s equal treatment plan, where we work to create a safe learning-environment for the students. Differentiate for the diverse needs of our students Have a good dialogue with students and guardians, through: Development talks Parent meetings Newsletters/webpage Informal contact as needed
GENERAL DESCRIPTION The Emergency Phone shall consist of a vandal resistant hands-free speakerphone communications device with a stainless steel faceplate and metal button. The Emergency Phone shall be Talk-A-Phone model ETP-100M, no substitutions, and have one anodized aluminum tactile button labeled "FOR HELP PUSH ONCE" and one 0.375" diameter red light emitting diode (LED) labeled "YOU MAY SPEAK WHEN LIGHT ON" and MOMENTARY LIGHT INDICATES ALARM RECEIVED, HELP COMING". The unit shall be programmable from a remote location and have a two number dialing capability, reverting to the second number if the first is busy or does not respond. The unit shall be totally on both sides after connection is initiated at site or by attendant. The unit shall be phone line powered, requiring no outside power source or battery back-up. DIP switch programming, push to talk devices, and devices requiring external power are not acceptable. The unit shall have a dedicated communication line. Chassis, back box and face plate shall be constructed of 22 gauge #4 brushed stainless steel. Unit shall measure approximately 4.81" W x 8.81" H x 2.5" D. Unit shall weigh approximately 4 lbs. Signage shall be silk-screened directly to faceplate. Push button and switch shall be a single assembly rated for 1,000,000 cycles. Epoxy seals shall protect contacts and terminals from hostile environments and solder flux. Case shall be moisture-proof, and designed to accommodate the high shock military specifications of MIL-STD-202, method 207. Case shall be aluminum alloy, anodized clear. Button shall be aluminum painted uv-resistant black. Speaker and microphone shall be protected by non-ferrous metal screen to provide a barrier against vandalism. Unit shall be capable of operating on standard phone lines or analog PBX extensions. Unit shall dial at approximately 10 tones per second. All programming shall be stored in non-volatile EEPROM memory. Button shall provide tactile feedback. Unit shall be programmable from a remote telephone via keypad entry. Call timer shall be programmable from 1 to 4320 minutes.
GENERAL DESCRIPTION The unit shall be a highly visible, outdoor-rated LED Blue Light, model ETP-EL, no substitutions, with built-in flash activation relay. Unit shall operate from -40ºF to 150ºF. Unit shall be housed in a vandal resistant, blue polycarbonate refractor housing measuring approximately 6.9" H x 5" Diameter (6.6” diameter base) Gasket shall be made from UV-resistant EPDM foam rubber Unit shall weigh approximately 4 lbs. Refractor housing shall have a prismatic pattern to increase visibility at greater distances. Unit shall have ultra-bright LEDs that produce a peak of 209 lumens (exceeds 1,000,000 candle power). Unit shall flash approximately 78 times per minute. Unit shall continue to produce 70% of the iniital lumens after 50,000 hours of operation Unit shall operate on 96-132VAC. 12VDC and 24VAC/DC version is also available. Unit shall have two 18GA pairs, approximately 15 feet in length: one for power and one for activation of the built-in relay. Light shall consume 7.8 watts maximum, 35A peak inrush current Unit shall use Mounting Bracket, model ETP-MBKT, to mount to 4" square box. Low voltage version, model ETP-EL 12/24, shall accept 12VDC or 24VAC/DC. This version shall have a low-power mode. Unit shall be Certified to UL Standard 1598.