zilongwang/ReadingBank huggingface dataset:
Priority SARP CE PQ ICAO RECOMMENDATION COMMENTS AND OBSERVATIONS CORRECTIVE ACTION(S) PROPOSED ACTION OFFICE(S) ESTIMATED IMPLEMENTATION DATE(S) Usapia should: Starting Date Completion Date 3.4.8 2 8.200 establish a written requirement to re-evaluate security controls following an act of unlawful interference and to notify ICAO on actions taken to prevent reoccurrence; 3.4.8 3 8.205 identify the entity responsible for the conduct of investigations following an act of unlawful interference; 3.4.8 8 8.210 ensure the introduction of measures to remedy weaknesses so as to prevent recurrence of an act of unlawful interference. National and airport documentation should include the specific procedures for the evaluation including, but not limited to, the maximum time frame for evaluations; 5.3.1 3 8.220 identify the entity that is responsible for notifying ICAO of an act of unlawful interference, and by what means, as soon as practicable after the act is resolved; and 5.3.1 5 8.225 include the minimal contents of the report system. The ICAO Security Manual (Doc 8973) provides model report forms that may be used for this purpose. Finding No. 09 Finding Priority: Audit Area: FAL Priority SARP CE PQ ICAO RECOMMENDATION COMMENTS AND OBSERVATIONS CORRECTIVE ACTION(S) PROPOSED ACTION OFFICE(S) ESTIMATED IMPLEMENTATION DATE(S) Usapia should: Starting Date Completion Date
exercise #1: Review of the`full Monty’ of alkene reactions Organic Chem II Alfred State College Fill in the reagent(s) and conditions for converting 2-methyl-2-hexene to each of the products below: Fill in the missing boxes involved in the conversions of isobutylene below: ~100% anti-Markovnikoff Provide examples of three different pathways leading to cyclo compounds Zn-Cu amalgam/ether a) ethene + CH2I2 ------------ cyclopropane Simmons-Smith reaction OH- b) ethene +CHCl3 --------------- carbene insertion light c) ethene + CH2N2 ----------- c yclopropane + N2 diazomethane carbene insertion wet CCl4 OH- d) ethene + Br2 ----------------------------- halohydrin route to epoxide There are two alternative routes to make anti- versions of 1,2-dihydroxyethane from ethene. What are they ? Formic acid/peroxide a) ethene ------------------- wet CCl4 OH- H+ b) ethene +Br2----------- -------------------------------------- There are two different choices of reagents leading to syn-versions of 1,2-dihydroxyethane from ethene. What are they ? a) KMnO4 cold b) OsO4 in ether Predict the polymer formed by reacting: n etc…. 7. What alkene originally was present if the final product of ozonolysis is:
EXERCISE #10: counting electrons and determining the presence of aromaticity Organic Chem II Alfred State College 10a) Determine the # of p electrons in each of the molecules below notes on p e- counting ...2p electrons for each double bond; radicals may count as p as long as all sigma bonds are first satisfied and filled; CH2=CH2 (C2 H4) (C3H4) (C3H3*radical) C3H3 + (cation) 2 2 3 2 =# p AROMATIC ? yes no yes no yes no yes no 6 5 7 6 = # p AROMATIC ? yes no yes no yes no yes no
$63,000 3. Price-earnings ratio 10 times. EPS = ———— = $2.10; 30,000 $21 ——— = 10 times $2.10 $90,000 4. Acid-test ratio 1.8:1. ———— = 1.8:1 $50,000 $400,000 5. Receivables turnover 10 times. ——————————— = 10 ($50,000 + $30,000) ÷ 2 $63,000 + $27,000 + $18,000 6. Times interest earned 6 times. ————————————— = 6 $18,000 $63,000 7. Profit margin 15.8%. ———— = .158 $400,000 8. Days in inventory 91.3 days. Inventory turnover = $240,000 ——————————— = 4.0; ($50,000 + $70,000) ÷ 2 365 days ———— = 91.3 4.0 $23,000 9. Payout ratio 36.5%. ———— = .365 $63,000 $63,000 10. Return on assets 14%. ———————————— = .14 ($400,000 + $500,000) ÷ 2
Lateral ventricles – (88 & 89), one ventricle in each cerebrum, Third ventricle – (113) – shallow depression around the thalamus in the midbrain Cerebral aqueduct – Sylvian aqueduct – (57) – passage between third and fourth ventricles Fourth ventricle – (59) – wedge shaped space between cerebellum and brain stem, at inferior end 4th ventricle connects or becomes the central canal of the spinal cord Corpus callosum – (41, 42, 43) – large commissure connecting right and left cerebral hemisp heres Fornix – (45) – smaller commissure connecting regions of the limbic system Limbic system – parts of the cerebrum, thalamus, and hypothalamus responsible for emotions, control of physical expression of emotions,
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical Tasks from page 1] Strengths Areas for Improvement [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] Strengths Areas for Improvement
[Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Strengths Areas for Improvement Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
Objective 3 Associated Tasks Observation Notes and Explanation of Rating Target Rating [Insert Objective 3 from Page 2] [Insert information regarding tasks that need to be completed to achieve Objective 3.] [Insert information regarding tasks that need to be completed to achieve Objective 3.] [Insert information regarding tasks that need to be completed to achieve Objective 3.] [Insert information regarding tasks that need to be completed to achieve Objective 3.] Final Rating for Objective 3 Objective 4 Associated Tasks Observation Notes and Explanation of Rating Target Rating [Insert Objective 4 from Page 2] [Insert information regarding tasks that need to be completed to achieve Objective 4.] [Insert information regarding tasks that need to be completed to achieve Objective 4.] [Insert information regarding tasks that need to be completed to achieve Objective 4.] [Insert information regarding tasks that need to be completed to achieve Objective 4.] Final Rating for Objective 4
Exercise Evaluation Guides (EEGs) Evaluator Name: Phone/E-Mail: Onsite Incident Management Relevant Exercise Objectives Demonstrate the ability to direct, coordinate, and control emergency activities using the Incident Command System (ICS) Demonstrate the ability to mobilize, track and demobilize equipment, people and other resources in support of emergency operations Develop and maintain coordinated action plans to accomplish operational objectives Identify and implement appropriate actions to protect emergency workers and the public Implement On-Site Incident Management Reference # Task Task Discussed Not Discussed 1.1 First arriving unit provides initial on-scene report. - Description of the incident - Determine the need for specialized resources - Initial actions being taken - Number of injured recorded - Nature and quantity of additional resources required 1.2 Initiate and implement Incident Command System (ICS). - Establishment of command is communicated to responding units - Command post is established and the location is communicated to responding units and Dispatch Center
Manage Public Information and Warnings Reference # Task Task Discussed Not Discussed 1.1 Activate plans, procedures, and policies for coordinating, managing, and disseminating public information and warnings. - Public information is disseminated according to Incident Action Plan 1.2 Identify public information needs of the affected area. 1.3 Coordinate internal information programs. - Critical incident information is obtained from IC/UC or EOC/IOF staff 1.4 Coordinate external information programs. - Staff instructed on procedures for release of information 1.5 Coordinate public emergency information. - Staff instructed on procedures for Protective Action Decisions Task Analysis Are personnel identified to perform these tasks? _______________________________________________________________________ _______________________________________________________________________
PATIENTS DETAILS: REFERRERS DETAILS: Name: Home Tel: Work Tel: Mobile Tel: Permission to leave messages on voicemail Address: Email: Age: DOB: Name: Profession: Tel: Address: CARDIAC HISTORY NO previous cardiac history Please tick those applicable below for all previous events giving dates where possible: STEMI: Size Site: Date: NSTEMI: Date: Unstable angina: Date: Stable angina: Date: CABG: Date: PCI: Primary Elective Date: Cardiac Arrest: Primary Secondary Date: Valve Repair Replacement Date : Heart Failure: Date: NYHA classification: 1 2 3 4 Current Angina Y N Date of onset: Details of angina: Triggers Relieved by rest or GTN: Y N Arrhythmias Y N Date of onset: Details of arrhythmias: Devices ICD fitted: Pacemaker fitted: Details/Settings: MEDICATION Frequency of use of GTN INVESTIGATIONS ECG ETT: Y N Date: Full Modified Diagnostic Result: +ve -ve Functional METS: B P Pulse Echocardiogram Y N Date: EF : % LV Function Good Moderate Poor Not Known Angiogram: Y N Date: Perfusion scan Y N Date: Myocardial CT Scan: Y N Date: MRI Scan: Y N Date: Result/Treatment planned: OTHER MEDICAL HISTORY CHD RISK FACTORS (tick those applicable) Smoker: Current smoker Ex-smoker Lifelong non-smoker High Cholesterol Physical Inactivity Diabetes: Type 1 Type 2 Hypertension Anxiety Depression Excess Alcohol FH of CVD BMI: Waist Circ: IMPORTANT NOTICE - the patient:- PATIENT INFORMED CONSENT is clinically stable AND does not exhibit contraindications to exercise as per protocol (see Map of The patient agrees for the above information to be passed on to the Exercise Instructor.
GROUP A Name 1. Bakke, Even Reksten 2. Balić, Andrea 3. Batinović, Tina 4. Brandts, Paul 5. Caap, Christopher 6. Chatzigeorgiou, Gabriela 7. Dronsella, Cynthia Isabelle 8. Durdevic, Nikolina 9. Fylling, Lisa 10. Hänsel, Marina Sky 11. Hardung, Leon 12. Lind Rebekka GROUP B Name 1.Hillestad, Anna Hummelvoli 2. Huskić, Dario 3. Kahren, Hanna 4. Kostović, Ana 5. Lange, Matthias 6. Leth-Olsen, Mette 7. Libers, Christian 8. Marcelius, Bjørnar 9. Altø, Ida 10. Bah, Ida Straume GROUP C Name 1. Markanović, Helena 2. Marković, Lucija 3. Mujkanović, Samra 4. Niemeyer, Joshua 5. Øgaard, Berit Marie 6. Osmančević, Adin 7. Otto, Ingken-Victoria Barbara 8. Pinheiro, Clara 9. Pinochet, Erik Ruiz 10. Sannaes, Katrine Helgeland 11. Rasouli, Pezhman GROUP D Name Quazzafi, Aisha Samia Schnell, Sophie Wiebke 3. Slipčević, Ivan 4. Strujić, Dorotea 5. Svensson, Sara 6. Walters, Kristin Laura 7. Weiss, Felicitas Catherine Victoria 8. Mangelsen, Luise 9. Lučić, Mia
GROUP A Name Alto, Ida Ashraf, Hishaam Amann, Veronique Arand, Jule Artuković, Leon Bagnacani, Sara Klusmeier, Chiara Johanna Birkeland, Magnus Boko, Katarina GROUP B Name Brnic, Luka Granger-Sandov, Christopher John Deickert, Josephina Diderichs, Lisa Dorsch, Judith Eichelsdörfer, Astrid Endres, Katharina Flad, Charlotte Schwenkenbecher, Finja Hartnik, Laura Rebecca Kiefer, Franziska GROUP C Name Schmittdiel, Sophia Hagazy, Susan Hanan Fylling, Lisa Haugland, Christian Alexander Mujkanović, Samra Kahren, Hanna Kalezić, Denis Kastner, Paul Philipp Keller, Hannah Maria Lukenda, Marino GROUP D Name Krautwurts, Yannick Kruschel, Emilia-Lula Kurić, Nicole Ana Liebmann, Eline Lučić, Mia Berggren, Thale Lundstrom, Fritiof Mulic, Emma Müller, Fritz Hoven Lorentzen Bjornar GROUP E Name Naustervik, Bergersen Magnus
A: [Note: Because this information is updated throughout the exercise planning process, appendices may be developed as stand-alone documents rather than part of the ExPlan.] Time Personnel Activity Location [Date] [Time] Controllers, evaluators, and exercise staff Controller and Evaluator Briefing [Location] As needed Controllers and exercise staff Set up control cell and walkthrough [Location] [Date] [Time] Controllers and exercise staff Check-in for final instructions and communications check [Location] [Time] Media Media Briefing [Location] [Time] VIPs and selected exercise staff VIP Controller Briefing [Location] [Time] Controllers and evaluators Controllers and evaluators in starting positions [Location] [Time] All Controllers provide player briefs [Location] [Time] All Exercise starts [Location] [Time] All Exercise ends [Location] Immediately Following the Exercise All Venue Hot Washes/turn in all Participant Feedback Forms [Location] [Date] [Time] Controllers, evaluators, and elected and appointed officials Controller and Evaluator After Action Review [Location]
Exercise Session Timetable for Rehabilitation Groups for 2014 Time Monday Tuesday Wednesday Thursday Friday 10.30 – 11.00 Pulmonary Exercise Graeme (EP), Tanya (PT AHA) and Una (key worker and nurse) Pulmonary Exercise Graeme (EP), Tanya (PT AHA) and Una (Key Worker and Nurse) 11.00 - 11.30 Landing on Your Feet Alicia (OT) and Shae (EP) Cardiac Exercise Graeme (EP), Tanya (PT AHA) and Toni (Key Worker and Nurse) 11.30 – 12.00 12.00 – 12.30 Oncology Exercise Shae (EP) Tai Chi Lunch 12.30 – 1.00 Lunch Lunch Case Conference / Interdisciplinary Team Meeting Lunch Lunch – 1.30 Ortho exercise Phase one beginner Roscoe ( PT ) and Tanya (PT AHA) Boost - Fit for Surgery Shae (EP) Cardiac Exercise Graeme (EP) and Tanya (PT AHA) and Toni (Key Worker and Nurse) Ortho Exercise Phase two progression Shae (EP) and Tanya (PT AHA) Landing on Your Feet Alicia (OT) and Shae (EP) 1.30 – 2.00 2.00 – 2.30 Ambulatory Shae ( EP ) and Tanya (PT AHA) Ambulatory Shae ( EP ) and Tanya (PT AHA) 2.30 – 3.00
Lab 4: Aerobic Fitness Assessment II Results Name: Kaitlyn Date: Janurary. 30th, 2013 Resting HR: 71 bpm Resting BP: 124/68 mmHg Age: 21 years Gender: Female Body Mass: 69 kg 85% predicted HRmax (-10bpm): 159bpm Seat Height: Time (min) Resistance (kg or Watts) Cadence (rpm) HR (bpm) RPE First Workload 1 2 3 4 1.0 kp 50 102 104 107 Second Workload 1 2 3 4 1.5kp 50 116 111 116 Third Workload 1 2 3 4 2.0 50 121 133 128 Fourth Workload 1 2 3 4 2.5 50 142 141 145 Fifth Workload 1 2 3 4 3.0 50 153 159 Aerobic Fitness Score = 10 x VO2max = 10 x 41.63 ml/kg/min = 416.3 CPAFLA Health Benefit Zone: (See CPAFLA Figure 7-12) Good
… 1. sweet … 2. salty … 3. fried … 4. sour … 5. frozen … 6. cooked … 7. raw Extra 3. Circle the correct answers. oily • natural • frozen unhealthy • oily • sweet sour • salty • natural sour • spicy • healthy spicy • sour • oily
A: Time Personnel Activity Location Thursday, October 11, 2018 0600 Controllers, Evaluators, Support Staff, Role Players Report to Town and Country Elementary School. Site walk and set-up. Joyce Clark Middle School and Town and Country Elementary 0700 Exercise Participants Report to Exercise Staging for Check-In and Safety Checks Town and Country Elementary School 0730 Exercise Participants Safety Brief Town and Country Elementary School 0730 VIPs / Observers Check-In at Exercise Site Joyce Clark Middle School 0745 All participants Site Lock Down. Observers no longer allowed to enter training areas. Joyce Clark Middle School and Town and Country Elementary 0800 All Participants Start Exercise (StartEX) All locations 1100 All Participants End Exercise (ENDEX) All locations 1130 All Participants Site Clean Up Complete All locations 1200 All Personnel Hot Wash, Lunch Sierra Vista PD
Unit title number Evidence/assessment method Date, time and place of assessment Any reasonable adjustments negotiated Instructing exercise with referred patients (L/503/7491) 12 13 14 written session plan observed session delivery written worksheet Anatomy and physiology for exercise and health (A/600/9051) 15 multiple-choice test: paper-based/online (tutor/assessor to delete as applicable) Applying the principles of nutrition to a physical activity programme (L/600/9054) 16 17 multiple-choice test: paper-based/online (tutor/assessor to delete as applicable) written knowledge questions and case study Learner’s name: Learner’s signature: Date: Assessor’s name: Assessor’s signature: Date: IQA’s name: IQA’s signature: Date:
a) c) b) d) Describe 3 ways by which a patient’s progress (or otherwise) is monitored during the programme, explaining how and when the data is obtained and its importance Method of monitoring How and when the data is obtained Its importance a) b) c) Outline the medico-legal responsibilities of an exercise referral instructor with regard to confidentiality and data protection Confidentiality Data protection Explain the meaning of validity and reliability in relation to measurement of techniques and outcomes Validity
Common causes of specified medical conditions table Condition Common cause(s) Hypertension Hypercholesterolaemia Type 1 diabetes Type 2 diabetes Obesity Asthma COPD Depression General anxiety Stress Osteoporosis Osteoarthritis Rheumatoid arthritis Joint replacement Final result: Learner’s signature: Date: Assessor’s signature: Date: IQA’s signature: Date:
Co-morbidities worksheet Allocated co-morbidities (inserted by tutor /assessor) Considerations for exercise 1. 2. Final result: Learner’s signature: Date: Assessor’s signature: Date: IQA’s signature: Date:
Common causes of specified medical conditions table Medications worksheet Assessment element Assessment outcome Assessor’s signature and date Action plan for achievement and evidence produced for exemption Re-assessment outcome Assessor’s signature and date Assessor’s signature for sign-off IQA’s signature (if sampled) EQA’s signature (if sampled) Understanding Medical Conditions for Exercise Referral continued (R/503/7492) Medical conditions worksheet
Patient review Letter to a healthcare professional assessment Summary of achievement cont. CYQ Level 3 Diploma in Exercise Referral (QCF) Assessment element Assessment outcome Assessor’s signature and date Action plan for achievement and evidence produced for exemption Re-assessment outcome Assessor’s signature and date Assessor’s signature for sign-off IQA’s signature (if sampled) EQA’s signature (if sampled)
action plan, CIMS, and legal/policy frameworks. 2.4.2 Response is supported in accordance with plans and within mandated frameworks. 2.4.3 The systems, processes and resources are appropriate for implementing the action plan. 2.4.4 Agencies confirm their ability to carry out the delegated tasks in a timely manner in accordance with standard operating procedures. 2.4.5 As appropriate, implement site, local, regional and national levels of support. 2.4.6 Establish welfare arrangements that demonstrate an understanding of current frameworks and processes 2.5 Support coordination centres in accordance with standard operating procedures. 2.5.1 Support agencies are able to support the inter-agency coordination centre as required by the lead agency. 2.5.2 Support agencies are able to sustain an operational response for the length of time required. 2.5.3 Support agencies can demonstrate there is a process in place to be able to return to business as usual following a response to a major incident. 3.0 Conduct effective high level All of Government decision making. 3.1 National Security System activated and effective within acceptable period of time. 3.1.1 NSC, ODESC and Watch Groups (National Security System) established as appropriate in a timely manner in accordance with standard operating procedures. 3.1.2 Relevant National Security System Groups provide strategic direction to relevant agencies, allowing comprehensive operational planning as required.
plan in accordance with standard operating procedures. KPI 2.3.2 Threats and associated risks identified by the support agency are considered in the development of the action plan. KPI 2.3.3 Support agency develops a task plan to detail the tasks assigned to it by the lead agency. TO 2.4 Support a tsunami response in accordance with the lead agency’s emergency plan, the action plan, CIMS, and legal/policy frameworks. KPI 2.4.1 Liaison arrangements are maintained as required throughout the duration of the response. KPI 2.4.2 Response is supported in accordance with plans and within mandated frameworks. KPI 2.4.3 The systems, processes and resources are appropriate for implementing the action plan. KPI 2.4.4 Agencies confirm their ability to carry out the delegated tasks in a timely manner in accordance with standard operating procedures. KPI 2.4.5 As appropriate, implement site, local, regional and national levels of support. TO 2.5 Support coordination centres in accordance with standard operating procedures. KPI 2.5.1 Support agencies are able to support the inter-agency coordination centre as required by the lead agency. KPI 2.5.2 Support agencies are able to sustain an operational response for the length of time required. KPI 2.5.3 Support agencies can demonstrate there is a process in place to be able to return to business as usual following a response to a major incident. NO 3.0 Conduct effective high level All of Government decision making. TO 3.1 National Security System activated and effective within acceptable period of time. KPI 3.1.1 NSC, ODESC and Watch Groups (National Security System) established as appropriate in a timely manner in accordance with standard operating procedures. KPI 3.1.2 Relevant National Security System groups provide strategic direction to relevant agencies, allowing comprehensive operational planning as required. KPI 3.1.3 Decisions are communicated to key stakeholders in a timely manner in accordance with standard operating procedures. KPI 3.1.4 Relevant National Security System groups monitor and evaluate decisions throughout the incident. TO 3.2 Effective communication with key stakeholders. KPI 3.2.1 Coordination of domestic and international stakeholders as appropriate in accordance with standard operating procedures.
At the conclusion of the discussion, we anticipate Local and CDEM Group Recovery Managers and the local authorities will have a significant list of questions for the Government to consider. Evaluation If you use the template at Appendix 1 for a table top discussion on recovery, please return the completed template with your exercise evaluation form (see separate instructions for submitting evaluation forms noted on each evaluation form). This will allow the Exercise Coordinators to ascertain the scope, fruitfulness, and depth of the workshop discussion and help shape the picture on a national scale. Please note that all exercise participants are expected to complete exercise evaluation forms regardless of the number of days of participation.
Appendix 1: NWCG Exercise Players List Responsible agencies Ministry of Civil Defence & Emergency Management NZ Police Ministry of Business, Innovation and Employment Ministry of Health Ministry of Social Development Child, Youth and Family Work and Income Ministry for Primary Industries Support agencies (at the request of the NWCG – participation TBC) Ministry of Education Housing New Zealand Corporation NZ Defence Force Te Puni Kōkiri Ministry of Foreign Affairs and Trade MSD – Office for Disability Issues DIA – Office of Ethnic Communities Ministry for Pacific Peoples NZ Red Cross Salvation Army Victim Support St John Save the Children NZ NZ Food & Grocery Council Inland Revenue EQC ACC Insurance Council of NZ Federated Farmers of NZ NZ Veterinary Association NZ Companion Animal Council Royal Society for the Prevention of Cruelty to Animals NZ Institute of Animal Control Officers
A former FBI agent recommends a simple step exercise to beat anxiety OCT. 7, 2016, 11:30 AM My experience with stress during big presentations is usually a double whammy. First, there's the delightful combination of sweaty palms, shaky legs, and violent heart palpitations. And then, there's my desperate attempt to conceal all that from my audience, feigning the calmness of a Zen Buddhist monk. In other words, I've got anxiety about the presentation and then about masking my feelings. I figured (hoped?) I wasn't the only one facing this dilemma — and so about a year ago, I called up Joe Navarro, a former FBI agent and You can say to your audience: "Boy, it's tough talking to a big group!"
"IREAD Ghana Study." Worldreader. Ed. Worldreader. Worldreader, 26 Jan. 2012. Web. 20 "IREAD 2 Midterm Study Results." Worldreader. Ed. Worldreader. Worldreader, Sept. 2013. Web. 20 Apr. 2014. Neary, Lynn. "E-Readers Mark A New Chapter In The Developing World." NPR. NPR, 2 Dec. 2013. Web. 20 Apr. 2014. Neylon, Cameron. "Time for Total Scientific Openness." NewScientist Opinion. NewScientist, 7 Sept. 2011. Web. 20 Apr. 2014. "Our Projects." Worldreader. Ed. Worldreader. Worldreader, n.d. Web. 20 Apr. 2014. <http://www.worldreader.org/what-we-do/our-projects/>. Rebuck, Gail. "Humans Have the Need to Read." The Guardian. Guardian News and Media, 31 Dec. 2011. Web. 20 Apr. 2014. Thurman, Chris. "An Ode to the (real) Book - Long May It Last." Business Day Live. PDFM Publishers, 8 Aug. 2012. Web. 20 Apr. 2014.
model gives for the vapour at mV=VVV=pVV/(ZRT)=0.052 kg, where Z(pR,TR)=0.87 has been found using with pR=p50/pcr=0.5/3.8=0.13 and TR=T50/Tcr=323/425=0.76. For the liquid density, the dilatable liquid model yields kg/m3. The best available data (NIST) gives, for T=323 K, pv=494.8 kPa, L=542.3 kg/m3 kg/m3, i.e. of liquid and of vapour. Comments. Typical commercial butane in Spain has 56% n-butane, 25% propane, 17% iso-butane, 2% pentane, 0,1 g/kg H2O and 1 mg/kg mercaptans, with ºC, L=580 kg/m3 at and pv()=520 kPa. The traditional butane bottle (Fig. 1) is made from 3.2± steel plate (two halves welded in the middle, with a welded collar and screwed valve on the top, and a welded standing ring at the bottom). All bottles are check for resistance with water at 3 MPa, and for air-tightness at 0.8 MPa, and a sample from the lot suffers a hydraulic end test to check that it breaks at >8.5 MPa. Fig. 1. Domestic butane bottle UD-125, with pressure regulator K30 (30 mbar). Fig. 2. Details of the collar, valve and regulator (K30) in a domestic butane bottle.
Phil. 270/570: Third short weekly writing assignment, due Friday, Feb. 10, by noon. Specifications of this week’s assignment: This week’s assignment: 700 – 1,050 (about 2 – 3 pages) of total writing: 525 – 700 words (about 1½ - 2 pages) of summary/exposition of reading 8 from the syllabus: Timothy Williamson, “Preface” and “Introduction” to Knowledge and Its Limits. 175 – 350 words (about ½ - 1 page) of critical commentary about, or a question or questions you have about, the material you’ve summarized above
(ICS 205) 1. Incident Name: 2. Date/Time Prepared: Date: Time: 3. Operational Period: Date From: Date To: Time From: Time To: 4. Basic Radio Channel Use: Zone Grp. Ch # Function Channel Name/Trunked Radio System Talkgroup Assignment RX Freq N or W RX Tone/NAC TX Freq N or W TX Tone/NAC Mode (A, D, or M) Remarks 5. Special Instructions: 6. Prepared by (Communications Unit Leader): Name: Signature: ICS 205 IAP Page Date/Time:
4. Aging paints every action gray, lies heavy on every movement, imprisons every thought. --Sharon Curtin The following sentences or clauses would be more effective were they structured using parallel form. Revise them to make them more effective. Change the wording where necessary. 1. I'd rather you do what I tell you to do than have you imitate me. 2. When you have a cold, you should eat more than you usually do but with a fever you're better off not eating at all. 3. He left town a villain, but when he returned he was considered to be heroic. 4. That family survived poverty; they also had to overcome prejudice; and personal tragedy was another obstacle they met successfully. Directions: Determine whether each sentence contains parallel structures or unparalleled structures. Then, re-write them to fix any mistakes. 1. She was healthy, wealthy, and a regular reader of my column. 2. He was handsome, brave, and the sort of person who would do anything for you. 3. The Budget Information System is a query system, the database is small, and we need to recognize the fact that the response time is unacceptably long. 4. Declining trees have a higher probability of branch failures and of dying prematurely. 5. In the facility construction stage, trees are often wounded by trenching, blacktopping, changing the grade, and heavy machinery. 6. Recreation users inflict many wounds by pounding nails into trees, lantern burns, and damaging their roots with vehicles and heavy equipment. 7. Declaring sustainability as a goal is one thing; putting it into operation has been an elusive goal. 8. The room was beautiful, the service impeccable, and I've never tasted better food in my entire life. 9. You are not only responsible for organizing the conference, but we also want you to introduce the keynote speaker. 10. To assess your effectiveness as a writer, consider whether your writing:
TABLE 7 Latent Factor Correlations for Sample 1 (Banking) 1 2 3 4 5 6 7 8 9 10 11 1. LGD 2. PR1 1 0.24∗∗ 1 3. PR2 0.39∗∗ 0.35∗∗ 1 4. RP1 0.31∗∗ 0.28∗∗ 0.43∗∗ 1 5. RP2 0.18∗∗ 0.33∗∗ 0.27∗∗ 0.27∗∗ 1 6. RP3 0.30∗∗ 0.45∗∗ 0.34∗∗ 0.30∗∗ 0.46∗∗ 1 7. CM 0.28∗∗ 0.35∗∗ 0.43∗∗ 0.44∗∗ 0.27∗∗ 0.35∗∗ 1 8. Interpersonal −0.05 −0.05 −0.07 −0.06 −0.17∗∗ −0.16∗∗ 05 1 9. Leadership −0.01 0.01 0.01 0.01 0.06 0.04 0.03 0.33∗∗ 1 10. Drive −0.05 0.09 −0.01 0.00 −0.05 −0.01 −0.02 0.39∗∗ 0.86∗∗ 1 11. General performance 0 −0.01 −0.01 0.00 −0.04 −0.03 0.00 0.12 −0.04 0.03 1 Note. LGD = leaderless group discussion; PR = presentation; RP = role play; CM = customer meeting. ∗ p < 0.05, ∗∗ p < 0.01.
TABLE 10 Latent Factor Correlations for Sample 4 (EMBA) 1. RP1 1 1 2 3 4 5 6 7 8 9 10 11 2. RP2 −0.34∗∗ 1 1 Note. RP = role play, LGD = leaderless group discussion; GMA = general mental ability. ∗ p < 0.05, ∗∗ p < 0.01.
15. What is a conditional statement? 16. Most conditional statements will require what? 17. All conditions must be placed inside what? 18. What kind of operator is required to make an expression evaluate to true or false? 19. List the 6 relational operators. 20. Java does not use “=” to test for equality? What does it use instead? 21. What kind of operator is “=”? 22. What library is the Scanner class located in? 23. Why is a prompt necessary for program input? 24. What does the nextLine method do? 25. Look at program Java0503.java. This program gives the impression that it will find the sum of 2 entered numbers. Why does it not work? 26. Look at program Java0504.java. How does this program cure the problem of the previous one? 27. What method is used to enter real number information?
24. Rewrite these two statements as one: String name; name = “John”; 25. Rewrite these two statements as one: Bank john; john = new Bank(); Refer to program Java0604.java for questions 26 and 27. 26. Write 1 line of Java code that will make a $150,000 withdrawal from your checking account. 27. Write 1 line of Java code that will make a $400,000 withdrawal from your savings account. 28. Which class lets you control the output appearance of numbers? Refer to program Java0605.java for questions 29 and 30. 29. Write 1 line of Java code that will create a DecimalFormat object that will be used to display numbers with up to 3 digits. 30. Write 1 line of Java code that will use the object you created in the previous question to display the number “23” as “023”. Refer to program Java0606.java for question 31. 31. If the following line of Java code was added to the program, what would be its output? System.out.println(output.format(1234567890)); Refer to program Java0607.java for questions 32 through 34. 32. Does the DecimalFormat object always need to be called output? 33. If the following line of Java code was added to the program, what would be its output? System.out.println(money.format(Math.PI)); 34. If the following line of Java code was added to the program, what would be its output? System.out.println(money.format(345.678)); Refer to program Java0608.java for questions 35.
PreAPCS Exposure Java Exercises 07.01- 03 Date: Name: Period: 1. What are the 2 data fields of the Math class? 2. If you want to call a class method, what do you need to use? 3. If you want to call an object method, what must be created? 4. In the statement int num; int is the _________________ and num is the _________________. 5. In the statement Bank tom; Bank is the _________________ and tom is the _________________. 6. What phrase means the same thing as simple data types? 7. List 3 simple data types. 8. How many values can a simple data type store? 9. What 2 things can objects store? 10. __________ provide information to methods for processing. 11. Methods fall into two major categories, what are they? 12. What kind of values do void methods return? 13. Which of the following is true? (a) A method can be BOTH a void method and a class method. (b) A method can be BOTH a void method and a object method. (c) A method can be BOTH a return method and a class method. (d) A method can be BOTH a return method and a object method. (e) All of the above 14. It is not possible to create large, reliable programs without being very conscious of _______ _______.
15. Why does program Java0705.java not compile? 16. If you are in the main method, and you want to call a hiss method from a Boo class, what would be the exact syntax? 17. What Applet method controls the graphics display of an Applet in the same manner that the main method controls the sequence in an application program? 18. Output to the monitor requires the use of a _____________________ object. 19. If you select to divide the graphics output into multiple modules you need to make sure that you do what? 20. Common methods should be placed in a ____________________. 21. Compare the paint methods of Java0709.java and Java0710.java. In program Java0710.java, why are all of the method calls preceded with “House.”? 22. Refer to the previous question. Why was this not necessary in program Java0709.java? 23. In the paint method of program Java0715.java three different classes appear. Why are methods called from three different classes to draw a house? 24. What is a good start for a graphics program? 25. What are the methods called that are incomplete, but do have a heading and a set of braces? 26. Why are such methods created incomplete? 27. What is the next step in writing your graphics program.
28. Look at program Java1809.java. How would you make this program sort in decending order instead of ascending order. (Hint: It involves changing just 1 character!) 29. Look again at program Java1809.java. Aside from the fact that is the Bubble Sort, what is particularly inefficient about the bubbleSort method used in this program? 30. Why would a swap method be declared private? 31. Look closely at the bubbleSort methods in both programs Java1809.java and Java1810.java. Aside from the swap method, one other line was changed which makes the sort more efficient. What is that change? 32. Look at program Java1811.java. This program used a do…while loop for the outer loop in the sort instead of a for loop. Why is that? 33. Look again at program Java1811.java. How does the Smart Bubble Sort know when the list is sorted?
Mr. Shelton’s AICE Language Rhetorical Devices 2012-2013 Anaphora: Definition: The repetition of some word or words at the beginning of successive phrases, clauses, and sentences. Ex. “To Think on the world…/To Think on death…/To Think on life…”
CSC201: C Programming Language Additional Exercises Friday, Oct 10th 2014 Exercise #2 ____________________________________________________________________ Implement the following decision table using a nested if statement. Assume that the grade point average is within the range 0.0 through 4.0. Grade Point Average (GPA) Transcript Message 0.0 – 0.99 Failed semester – registration suspended 1.0 – 1.99 On probation for next semester 2.0 – 2.99 (no message) 3.0 – 3.49 Dean’s list for semester 3.5 – 4.00 Highest honors for semester Implement the following decision table using a multiple-alternative if statement (if…else if…else….). Assume that the wind speed is given as an integer. Wind Speed (mph) Category Below 25 Not a strong wind 25 – 38 Strong wind 39 – 54 Gale 55 – 72 Whole gale Above 72 hurricane
cex.main=0.7 ) Notice that the number of distances initially increases, peaks ~250 km, then declines. Normally we'd stratify by thinning points so they're no closer than half this distance (~125 km). Initially we did indeed try this but found that it removed so many points that the predictions were much worse... since our goal is to demonstrate removal of bias (and presumably production of better models), let's use a smaller distance (50 km) so we have more points remaining. We can thin the records using a script we wrote inspired by the spThin package. The function randomly removes points based on minimum distances, so your and my results may vary. # thinning distance in meters minDist <- 50000 set.seed(12345) # thin records spatiallyThinnedRecords <- geogThinApprox( x=records, minDist=minDist, longLat=c('longitude', 'latitude') ) # save records! saveRDS(spatiallyThinnedRecords, './Species Records/06 Species Records - Randomly Thinned Presences.rds') nrow(records) ## [1] 29 nrow(spatiallyThinnedRecords) ## [1] 16 How many records did thinning remove? # plot par(mfrow=c(1, 2), pty='s', cex.main=0.7) plot(rangeMap, main=paste0('Unthinned Presences (n=', nrow(records), ')')) sp::plot(countries, add=TRUE, col='white') plot(rangeMap, add=TRUE) points(records$longitude, records$latitude, pch=21, bg='mediumseagreen') plot(rangeMap, main=paste0('Thinned Presences (n=', nrow(spatiallyThinnedRecords), ')')) sp::plot(countries, add=TRUE, col='white') plot(rangeMap, add=TRUE) points(spatiallyThinnedRecords$longitude, spatiallyThinnedRecords$latitude, pch=21, bg='mediumseagreen')
col=c('red', 'mediumseagreen'), pch=16, cex=0.7 ) # vs restricted target sites plot(targetInBuffer$WC01, targetInBuffer$WC12, pch=16, col=alpha('red', 0.05), main='Target Sites in Buffer', xlab='MAT (deg C)', ylab='MAP (mm)', xlim=c(min(targetBg$WC01), max(targetBg$WC01)), ylim=c(0, max(targetBg$WC12)) ) points(records$WC01, records$WC12, pch=21, bg=alpha('mediumseagreen', 0.5) ) legend('topright', legend=c('background', 'presence'), col=c('red', 'mediumseagreen'), pch=16, cex=0.7 ) You can see that the environmental range of the background observable to the model has been truncated greatly--but that's appropriate since we're assuming the species has not been able to disperse to environments outside this. Let's train our niche model! # make training data frame with predictors and vector of 1/0 for presence/background envData <- rbind( records[ , predictors], targetInBuffer[ , predictors] ) presBg <- c(rep(1, nrow(records)), rep(0, nrow(targetInBuffer))) trainData <- cbind(presBg, envData) # create output directory for model object and rasters dirCreate('./Models/Model 11 Niche Model') # smooth model nicheModel <- trainMaxNet( data=trainData, regMult=c(0.5, 1:3), classes='default', verbose=TRUE,
Beginner Start with hands against a wall, do push up. Using a support or hold onto to something, squat until thighs are parallel to floor Sit on a chair/ bench, slide butt off and lower yourself until your shoulders are in line with elbows. Using support, lunge forward, without extending front knee, drop the back knee until it’s 1 inch of the floor, raise back up. Place forearms On a chair, table or elevated platform, assume the plank position, brace your core and hold for 20 secs Intermediate From the floor push up using normal hand stance. No Support, Bring legs parallel to floor Use A lower surface, same controlled motion No Support, perform split squat Hold for 30 seconds from floor Advanced Elevated feet or handstand push up. Full Deep squat Tri cep dip with elevated feet weight on lap. Backward lunge, into forward lunge Hold, then take 5 mini steps backward extending body further. Bonus One armed, clap push ups, varied hand stance, Spiderman push ups. Squat jumps, Pistol Squat Parallel bar dip, Olympic ring dips, Bulgarian split squat, jumping Alternating lunges. Use of swiss ball, or add element that disrupts balance. *once you become proficient in these moves you can explore more difficult exercises. Body weight Workouts *Always warm up with 5 minutes of jump rope a 0.5 to 1 mile jog or bike ride and finish with 5-10 minutes of the same if you want an extra bit of training. For more advanced, or HS college athletes do the Mobility Warm up.
In Addition to these workouts I cannot stress enough how important I feel learning to jump rope is in the development of agility, speed, co-ordination and strength. Therefore I would recommend jump rope into every workout plan for this age group and above. Beginner: 3 sets of 10 for each of the 5 exercises. (This is 3 sets of 10 reps for each exercise). For the plank hold for as long as possible. Intermediate: 1 set of 15 of each exercise, little to no rest. Then do the same with 12 reps and again with 10 reps. Hold the plank for as long as possible for each. Advanced: First round do each exercise for 1 minute. Second round do each exercise for 45 seconds. Third round do each exercise for 30 seconds and the fourth round do each exercise for 15 seconds. Super advanced: Tabata style. Complete the first exercise (push up) for 20 seconds then rest for 10 seconds. Repeat this 8 times (totaling 4 minutes) before moving onto the next exercise. This is a 20 minute routine (25 if you include 1 minute rest in RESULTS 1 MINUTE Push up Squat Tri dip Lunge Plank Week 1 Week 4
Exercise1 (Conditional Format) Batch IV,Year I, Semester I, Room 103 Score Sheet ID Full Name Sex Assignment+ Final Other Total Khmer English Homework 1 ចាន់ មករា CHAN MAKARA M 12 10.5 27 2 ជា សុពទ្ធា CHEA SOPUTHEA M 13 11 29 3 HENG PROSOER M 13 13 4 KIEV SOK M 12 10 28 5 កង ឧត្តម KONG OUDOM M 9 8 24 6 កុសុម KOSOM SOMNOP M 12.5 10 7 LAO BUNNA M 12 13 25 8 ឡាវ សិលា LAO SEYLA M 12 10.5 33 9 MEAN DARA M 11 10 មុំ MOM PUTH M 11 8 34 11 OEUN SENGHAK M 11 11 0 12 ប៉ា PA CHANDARA M 11 11 15 13 PAO VANNA M 10 11 14 PEO CHANTHOU M 11 7.5 26 15 PIDOR MERCREDY M 13 11 28 16 RITHY VANSAKD M 13 14.5 44 17 សីលា SIN SEYLA M 12 9 25 18 SOENG PHEARUM M 12.5 13 27 19 សុឃៈ SRY SOKHAK M 11 11.5 20 SUN PANHA M 13 9 21 សា TORL SA M 12 11.5 27 22 UN RITHPHIRUN M 12 9 37 23 ឈុន CHHUN PUTHA M 13 10 28 24 ជុំ CHUM SOKUNTHEA F 12 8 27 25 HOR SOKHOM M 7.5 17 26 ថុន IM THON M 7.5 3 27 KOUCH MEY F 13 12.5 31
28 ពិសិដ្ឋ MENG PISETH M 11 9 26 29 NGET BUTHAN M 13 9.5 34 30 សុផាន់ណា OUCH SOPHANA M 11.5 31 OUM SELAVICHET M 12 9 28 32 PHLOOK RADET M 13 10 32 33 ផូន សុផាយ PHON SOPHAY M 12 9 18 34 វាន់នី PRAK VANNY M 13 13 38 35 សីហា SEA SEYHA M 36 SNGOUN SOVANN M 12 10 20 37 សំណាង SOK SAMNANG F 38 សុន SON BUNTHAN M 13 9 18 39 នូ NOU YOEUNG M 9 7.5 20 40 សាំង SANG PONLORK M 9 8 3 With the given students’ table score, please Highlight students’ records that have final score less than 15 Use data bar to show the students with highest final score and lowest score Highlight students’ records that have final scores more than 30 and less than 40 Highlight students’ records that have final scores=20 Highlight students’ records who do not have assignment scores Highlight students’ records who do not have mid-term score Highlight female students Highlight students’records who get the highest score Highlight students’records who get the lowest score Highlight students’records who are female and have final score >20 Highlight students’s records who do not have any scores
Go to d:\SDI_GeoService\xampp and run setup_xampp.bat file You get two options: 1) Refresh now ! or x) Exit. Click “1” and “Enter”, Then, press any key to continue Before you can use GeoServer a webserver should be running at your computer. To start the apache webserver, launch xampp_start (do not close the command window that will be opened at start-up of Xampp). Ignore (cancel) possible notifications from the administrator. To test if the webserver is running correct, open a web-browser and type in the address bar. The opening-screen XAMPP should be shown. Ones the webserver is started, GeoServer can be launched, use the shortcut to start GeoServer (again do not close the command window that is opened on start-up). GeoServer can fully be controlled by a web interface, open the address , and the control panel of Geoserver will open. To check if GeoServer is working correct, open the link Layer Preview, located in the left-hand menu under Data. Several predefined Layers are listed. Open the preview of the Tasmania grouped layer-set in OpenLayers. Ones the example data shows up correct, continue creating your own services using the data you downloaded to D:\SDITechnologyData. 1.2 Creating services with GeoServer To be able to publish services, you need first to login in GeoServer. The username password are set to admin and geoserver. The menu at the left-hand side has now several more options available.
In this exercise you will use a Geoportal Server to describe with metadata a dataset or service that you created earlier in this exercise. To do so you will use a Geoportal Server inbuilt metadata editor. Go to http://scomp0952.wurnet.nl:8080/geoportal/catalog/main/home.page This is a start page of the Geoportal. As a service broker you need to log in to manage the content of the portal. Click “login” and use: Username: gptadmin Password: gptadmin Click “Administration” tab. Click “Add” Choose “Use dedicated editor to create metadata manually” and click “Proceed” Choose one of the metadata editors. If you want to describe a dataset, choose ISO 19115 (Data). If you want to describe a service, choose one of these two with (Service). Fill in the fields to describe the dataset and/or a service. If you want, you can use metadata standards as a reference. Click “Save” Go to “Administration” tab. Find your metadata item, mark it and and change its status to “Set as approved” and click “Execute action. You metadata is now available online. Check it by searching the Geoportal (click “Home” tab) using one of the keywords that are present in title or abstract of your metadata. Ask your colleague to search your metadata.
Date Personnel Activity Location [Time] Controllers and exercise staff Check-in for final instructions and communications check [Location] [Time] Media Media Briefing [Location] [Time] VIPs and selected exercise staff VIP Controller Briefing [Location] [Time] Controllers and evaluators Controllers and evaluators in starting positions [Location] [Time] All Controllers provide player briefs [Location] [Time] All Exercise starts [Location] [Time] All Exercise ends [Location] [Immediately Following the Exercise] All Venue Hot Washes/turn in all Participant Feedback Forms [Location]
92283 (class 208, 209) Exercise I Feb 25.14 Class________ Class ID________ Name______________________ Histogram 13 batteries are tested, and the hours that each one lasts is recorded: 9, 12, 14, 10, 15, 10, 18, 23, 10, 14, 19, 25, 11, 1-1) Make a frequency table, using 4-hour class interval, which are: 8 -< 12, 12 -< 16, 16 -< 20, 20 -< 24, 24 -< 28 1-2) Make a histogram graph using the above frequency table 1-3) Based on the histogram, how many batters lasts less than 16 hours? ___________________ 1-4) Describe the overall shape of the distribution. Is it roughly symmetric, skewed to the right, or skewed to the left? 1-5) Is the ‘five number summary’ or ‘the mean and standard deviation’ a better brief summary for this distribution? State your choice and write down the parameters (no need calculate the value). 2-1) What is SRS stand for? _________________________________________________ 2-2) Medical experiments are often double-blind. This means that All individual data are kept confidential Neither the subject nor the doctor know which treatment the subject receives The subjects in the control group receive a placebo treatment
Minutes of the British Hip Society AGM Thursday 6th March 2014 Exeter Cathedral, Exeter Chair John Timperley Apologies for absence were noted John Anderson Stuart Birtwistle Nigel Brewster Richard Harker Riaz Khan Guy McWilliams Gareth Scott Mark Wilkinson Mark Ashworth Tim Board Graham Gie William J Hart Steve Krikler Malcolm Rawes