zilongwang/ReadingBank huggingface dataset:
Example Solve the initial value problem: y′ = x + 2y, y(0) = 0 numerically (Euler), finding a value for the solution at x = 1, and using steps of size h = 0.25. xn+1 = xn + h yn+1 = yn + h f(xn, yn) 1. point (0,0) 2. point (0.25, 0) x1 = xo + h = 0.25 y1 = yo + h f(xo, yo) = yo + h (xo + 2yo) = 0 + 0.25 (0 + 2*0) = 0 3. point (0.5, 0.0625) x2 = x1 + h = 0.5 y2 = y1 + h f (x1, y1) = y1 + h (x1 + 2y1) = 0 + 0.25 (0.25 + 2*0) = 0.0625 4. point (0.75, 0.21875) x3 = x2 + h = 0.75 y3 = y2 + h f (x2, y2) = y2 + h (x2 + 2y2) = 0.0625+0.25 (0.5+2*0.0625) = 0.21875 5. point (1, 0.515625) x4 = x3 + h = 1 y4 = y3 + h f (x3, y3) = y3 + h (x3 + 2y3)= 0.21875+0.25 (0.75+2*0.21875) = 0.515625 How accurate is this solution: NOT VERY!!! Analytically: y′ = x + 2y, y(0) = 0 linear differential equation of order 1: Comparison of analytical (blue) and numerical solutions (red) with steps 0.25 and 0.02. The numerical solution gets worse and worse as we move further to the right, and becomes more accurate with the smaller steps. This method is one that truly belongs on a computer! Slope Fields Purpose: To graphically express a differential equation using slope fields.
(B) Sketch a solution curve that passes through the point (0, 1) on your slope field. (C) Find the particular solution y = f (x) to the differential equation with the initial condition f (0) =1. (D) Sketch a solution curve that passes through the point (0, −1) on your slope field. (E) Find the particular solution y = f (x) to the differential equation with the initial condition f (0) = −1. Solutions: 1. y(1)=3.187 2. y(2) = 3.014 3. y(1) = 0.501 4. y(5) = 19.42. Thus, there is approximately 19 fish after 5 weeks. 5. the error is clearly getting much worse as t increases. Time, tn Approximation Exact Error t0 = 0 y0 =1 y(0) = 1 0 %
Euler’s Method and Logistic Growth Solutions (BC Only) Solutions We have intentionally included more material than can be covered in most Student Study Sessions to account for groups that are able to answer the questions at a faster rate. Use your own judgment, based on the group of students, to determine the order and selection of questions to work in the session. Be sure to include a variety of types of questions (multiple choice, free response, calculator, and non-calculator) in the time allotted. Multiple Choice Solutions- Euler’s Method 1. C (2003 BC5) Original x Original y New x = Original x + dx New y = Original y + dy 1 2 0.5 (1+2)*(0.5)=1.5 1.5 3.5 1.5 3.5 0.5 (1.5+3.5)*(0.5)=2.5 2.0 6.0 2. D (2008 BC7) Original x Original y New x = Original x + dx New y = Original y + dy 1 -3 0.5 (2*1+(-3))*(0.5)=-0.5 1.5 -3.5 1.5 -3.5 0.5 2.0 -3.75 3. D (AP-like) 4. C (AP-like)
How to Apply for S-CARD Applicable from March 2, 2016 Types of S-CARD Type Function Application Procedure Note ID S-CARD ▶ ID: Allows you to access the library and any other buildings and get a discount on/off campus member stores ▶ SNU Money (Cyber money only available on campus) Visit the Student Help Center (Room 201 in Building #67) with your official ID Bring your photo (Size 3*4cm) or send it to the Student Help Center by an email () with your Name / Department / Student Number / Contact number S-CARD (ID + Debit Card) ▶ ID: Allows you to access the library and any other buildings and get a discount on/off campus member stores ▶ SNU Money (Cyber money only available on campus) ▶ Debit Card function at NongHyup bank. NongHyup bank on campus with your Alien Registration Card and then visit the Student Help Center Bring your photo (Size 3*4cm) or send it to the Student Help Center by an email () with your Name / Department / Student Number / Contact number Mobile S-CARD ▶ ID: Allows you to access the library and any other buildings and get a discount on/off campus member stores ▶ S-CARD Services: Mobile Student Card, SNU Money (Cyber money only available on campus) etc. Get a card-type S-CARD → Download S-CARD Application (Google Market or App Store) → Running the Application and login → Click the icon of S-CARD Only students who have an account of mySNU can get this card. Also, it allows you to access to barcode of NFC/QR of smart phones Mobile S-CARD: You can download and use it only if getting a card-type S-CARD first. Students who already graduated or completed your degree in SNU cannot apply for S-CARD but students who registered as a researcher can do. Register S-CARD: After getting your card-type S-CARD, you must officially register on the website () or Mobile Application S-CARD in advance. Inquiries: Student Help Center in Office of Student Affairs Location: 2nd floor of Building #67 (Du-re-mun-ye-gwan) Tel.: +82-2-880-5248 or 5249 E-mail:
U.S. Department of Health and Human Services, Office for Civil Rights (2006). HIPAA privacy rule: Disclosures for emergency preparedness. Available at . This tool helps making decisions about the disclosure of protected health information for emergency preparedness purposes. This document provides three main questions. U.S. Department of Labor, Office of Disability Employment Policy (2002). Communicating with and about people with disabilities. Available at This document highlights communication with people with disabilities during emergency situations. It informs about affirmative and negative phrases. Moreover, tips for communicating with people with various disabilities are proposed. United Cerebral Palsy. (2007). When disaster strikes: An emergency preparedness checklist for providers of services and supports for people with disabilities. Available at . This tool was designed to "help community providers of services for individuals with disabilities to fully engage their organization, including staff, volunteers and the individuals they serve, in community, organizational and personal preparedness for emergencies and disasters" (p. 1) United Nations Educational Scientific and Cultural Organisation (UNESCO) & International Institute for Educational Planning (IIEP) (2006). Guidebook for Planning Education in Emergencies and Reconstruction. Chapter 8: Children with Disabilities – Tools and Resources, p. 10. Available at . This guide is addressed primarily to staff of ministries of education, including national, provincial and district level planners and managers, in countries affected by conflict or natural disasters, or hosting refugees from a neighboring state. United Nations High Commissioner for Refugees (UNHCR) (2011). Working with Persons with Disabilities in Forced Displacement. Available at This Guide discusses the specific needs of refugees with disabilities. A detailed guidance and concrete action steps are described. Tools Content Wells, C. (2007). Disaster preparedness for families of children with special needs, p.4-14. Available at p. 4-14 This document includes different tools like "Emergency Supply Kits" as well as tips for developing an emergency plan. Furthermore, there are tips to help families to support their children. In addition, web resources are provided. After this overview over guidelines, handbooks, tools and good practice we will summarize the main recommendations regarding people with disabilities in emergencies and diasters. Below you can find a summary of key recommendations for the support of people with disabilities. All key
Suggested table 3: Relevant guidelines for diagnosis and management Name of society/organisation issuing guidelines Date of issue or last update Country/ies to which guideline applies Summary of recommendations (Level of evidence/grade of recommendation for the indication under assessment) Include a link to relevant guidelines if publicly available
Example table 14: Frequency and severity of adverse events Study [insert study reference or identifier] System organ/ class/adverse events All grades Serious adverse events Death Intervention (n = x) n (%) Comparator (n = x) n (%) Relative risk (95% CI) Risk difference (95% CI) Intervention (n = x) n (%) Comparator (n = x) n (%) Relative risk (95% CI) Risk difference (95% CI) Intervention (n = x) n (%) Comparator (n = x) n (%) Relative risk (95% CI) Risk difference (95% CI) Class 1 (for example, nervous system disorders) Adverse event 1 Adverse event 2 Class 2 (for example, vascular disorders) Adverse event 3 Adverse event 4 CI, confidence interval Adapted from European Public Assessment Reports published by the European Medicines Agency From tables 3a and 5 of the EUnetHTA safety guideline
Table 4: Regulatory status of the technology Country Organisation issuing approval Verbatim wording of the (expected) indication(s) (Expected) Date of approval Type of approval (full, conditional, exceptional) Launched (yes/no). If no include proposed date of launch Marketing authorisation number (if available) Country of application Other countries
Table 8: Regulatory and reimbursement status of comparators Comparator name Regulatory authorisation status (yes/no/ongoing) Status of reimbursement recommendation (positive/negative/ongoing) Date of reimbursement decision If positive, level of reimbursement* Restrictions on reimbursement *Indicate if the comparator has complete or partial reimbursement. If partial reimbursement give a percentage of reimbursement
Table 26: Risk of bias at study level: non-randomised studies Study reference/ ID Outcome Bias due confounding Bias in selection of patients into the study Bias in measurement of interventions Bias due to departures from intended interventions Bias due to missing data Bias in measurement of outcomes Bias in selection of the reported result Overall bias [Low/ moderate/ serious/ critical/ NI] [Low/ moderate/ serious/ critical/ NI] [Low/ moderate/ serious/ critical/ NI] [Low/ moderate/ serious/ critical/ NI] [Low/ moderate/ serious/ critical/ NI] [Low/ moderate/ serious/ critical/ NI] [Low/ moderate/ serious/ critical/ NI] [Low/ moderate/ serious/ critical/ NI] NI=No information Insert reasons for the classification chosen
From the table above 27% of the respondents strongly agree with existence of just in time 7% were not sure, 13% disagreed and 53%strongly disagreed with the existence of just in time .This implies that Nzoia Sugar Company delays in the production of its products leading to improper management of inventory hence customer dissatisfaction. 4.2.3 Scheduling procedure for production process Table 8: Showing response on production process Response Frequency Percentage Strongly Agree 6 23 Agree 3 10 Not sure 1 3 Disagree 5 17 Strongly disagree 15 50 Total 30 100 Source: Primary data From the above table 23% strongly agree of the respondents, 10%Agree, 3% of the respondents were not sure 17% disagree 50% strongly disagree with the employment of material requirement planning. This implies that the company has a poor production scheduling procedure which may in turn lead to production of poor quality products that do not satisfy customers hence customer dissatisfaction. 4.2.4Measuring inventory according to value Table 9: Showing results on inventory value Response Frequency Percentage Strongly agree 4 13 Agree 12 40 Not sure 0 0 Disagree 8 27 Strongly disagree 6 20 Total 30 100 Source: Primary data
4.5 Finding the Relationship between Inventory Management and Customer Satisfaction 4.5.1 Correlation between inventory management and customer satisfaction. Table 21: Correlation between inventory management and customer satisfaction Inventory management Customer satisfaction Inventory Pearson correlation Management sig.(2-tailed) N 1.000 . 30 .83** .000 30 Customer Pearson correlation Satisfaction sig.(2-tailed) N .83** .000 30 1.000 . 30 **. Correlation is significant at the 0.01 level (2-detailed) Source: Primary data From the table above findings show that there is a positive relationship between inventory management and customer satisfaction evidenced by a correlation coefficient between the variables of 0.83. This implies that inventory management may be one of the factors that lead to customer satisfaction where by Inventory management systems helps in controlling of shortages when an order is raised by customers thus satisfying customer demands.
Saxena. (2003) “Warehouse management and Inventory control’’, 5th Edition, New Delhi, India. Kamukama Nixon. (2006) “Cost and management accounting’’ 1st edition. Bhatia H (1996), operations management, Macmillan process ltd. Robert S, and Bernard W.Taylor, 2000, “Operations. Management’’, 3rd Edition: prentice Hall Waswa Balunywa. (1998), “A handbook of business Administration”, 3rd edition.
EUNICE L. BLAVASCUNAS Whitman College 324 Maxey Hall 345 Boyer Ave. Walla Walla, WA 99362 Current Appointment Assistant Professor of Anthropology and Environmental Studies. Whitman College, Walla Walla, Washington. August 2015-present Research and Teaching Experience Rachel Carson Fellow, August 2013-October 2014. Rachel Carson Center for Environment and Society, Munich, Germany Research Associate/Faculty Associate, July 2012-Present. University of Maine Anthropology Department/College of the Atlantic Research Fellow, October 2010-September 2011. The Havighurst Center for Russian and Postsocialist Studies, Miami University Social Science Teaching Fellow, September 2008-September 2010. Program on the Environment, University of Washington Instructor, Charles University Prague January-February 2007 Instructor, University of California Santa Cruz Anthropology Department July 2004, July 2005 Teaching Assistant, University of California Santa Cruz Anthropology Department 2001-2007 Teaching Assistant, University of Texas at Austin Geography Department 1997-1998 Teacher, Universytet Powszechny, Teremiski, Poland April 2005-June 2006 Education Ph.D. Cultural Anthropology, University of California Santa Cruz. 2008 M.A. Cultural Anthropology, University of California Santa Cruz. 2003 M.A. Cultural Geography, University of Texas at Austin. 1999 B.S. and B.A. Environmental Science and Liberal Arts, The Evergreen State College. 1994 Research Interests Environmental Anthropology, Environmental History, Science Technology Studies, Political Ecology, Sustainability, Animal Studies, Postsocialist Anthropology, Forest and Conservation Management, Peasant Studies
mixed result on masculinity(L. Manrai & A. Manrai, 2011). Comparison of South Korea and the United States South Korea belonging in the eastern hemisphere and U.S in the west, it’s clear that both countries carry very different sets of cultural values. This paper will further go in depth of these differences through the use of Hofstede’s Cultural Dimensions. Source: (“THE HOFSTEDE CENTRE,” n.d.). Dimensions Power Distance Individualism Masculinity Uncertainty Avoidance Pragmatism (Confucian Dynamism) Indulgence South Korea 60 18 39 85 100 29 United States 40 91 62 46 26 68 Comparison (=,>,<) S. Korea > United States S. Korea < United States S. Korea < United States S. Korea > United States S. Korea > United States S. Korea < United States Power Distance The main focus of power distance will be the fact that all human are not equal in
Researcher: Certification #: Mailing Address: Phone: Fax: e-mail: Today’s Date: Intended Disposition of Crop Product Name EPA Reg. # Active Ingredient(s) Federal EUP? [Yes/No] If yes, EUP# & Company Name Intended Crop/Site/Target Pest Estimated Number of Acres Estimated Amount of Active Ingredient Used Crop Destruct [Yes/No] & Intended Method Tolerance/ Exemption Reference* Location of Application
Table 2 : Summary of the analytical system for each laboratory Laboratory code Thermodesorption GC Detection JRC unspecified unspecified unspecified NPL TurboMatrix 650 ATD Perkin Elmer Varian 3900 FID VSL TurboMatrix 350 ATD Perkin Elmer Autosystem XL Perkin Elmer FID METAS ATD 350 Perkin Elmer Clarus 500 Perkin Elmer FID LNE ATD 350 Perkin Elmer Clarus 600 Perkin Elmer FID Traceability of results for samples is made by the calibration of the previous instruments with a reference gas mixture. A summary of the different calibrations performed is available in table 3. Table 3 : Summary of calibration strategy for each laboratory Laboratory code Calibration range Standard used JRC Calibration curve of 5 points covering an amount range from 30 to 600 ng Gas mixture concentration (nmol/mol) Benzene : 9.8 ± 0.2 Toluene : 9.69 ± 0.19 Ethylbenzene : 10.23 ± 0.2 M+P-xylene : 20.95 ± 0.21 O-xylene : 10.38 ± 0.21 NPL Single point calibration Calibration range for each compound 400 - 700 ng Reference gas mixture prepared by NPL Concentration (nmol/mol) Benzene : 248.53 ± 2.49 Toluene : 251.17 ± 2.51 Ethylbenzene : 253.46 ± 2.53 M-xylene : 250.12 ± 2.50 P-xylene : 251.89 ± 2.52 O-xylene : 252.15 ± 2.52 VSL CX & TA (LNE) 400 ng (x3) 500 ng (x3) 550 ng (x3) 600 ng (x3) 650 ng (x6) 700 ng (x3) 800 ng (x3) TA (VSL) 50 ng (x3) 70 ng (x3) 100 ng (x6) 125 ng (x3) 150 ng (x6) 200 ng (x3) 5 different gas mixtures depending on the amount of BTEX to load BTEX mixture concentration (nmol/mol) LNE samples 100 150 200 VSL samples 10 25 METAS Calibration range per compound (ng) BTEX gas mixtures generated
METAS results agree within less than 2% relative to the assigned reference values except for benzene (underestimation of 3%). LNE results agree within less than 2% relative to the assigned reference values except for o-xylene (underestimation of 4%). Generally, all laboratories have shown good reproducibility of the results for the five compounds. To conclude, in most cases, measurements of benzene, toluene, ethylbenzene, and o-xylene by each of the participating laboratories on the two sorbent types (Carbopack X and Tenax TA) agree within 5% of the assigned reference values. This EURAMET comparison demonstrates very good comparability between institutes. It can be also interesting to note that according to laboratories, analytical uncertainties are very different. METAS gets the lowest uncertainties and yet they generally agree well with the assigned reference values.
:AVER:ADV OFF ! ADVANCED FILTER OFF :AVER OFF ! MOVING FILTER OFF !*************************** Misc **************************************** :SENS:CURR:NPLC 10 ! meas. rate 10*0.02 s :SENS:CURR:RANGE 1E-12 ! meas. range for 1E pA and 100 fA ! CHANGE THIS FOR THE HIGHER CURRENTS: 1E-11 and 1E-10 :SYST:AZER:STAT ON ! Auto Zero ON (side effect: this doubles the measurement time!) The data transfer to the computer is initiated by the command: :READ? The instrument will respond with a text string giving the measured current in ampere. Operating instructions for the PTW Unidos E Annex A4 The instrument was designed for use as a dosimeter and then modified. Therefore it is has some more functions than needed for the comparison. It can measure electrical charges as well as electrical currents. In our case only the current range is used. The instrument may be programmed remotely using the RS-232 interface. RS-232 parameters: 9600 Baud, 8 bits, no parity, 1 stop-bit. As manual range setting is quite simple, only this method will be described here: Key [MOD] : toggles between the modes Charge and Current. Key [RGE] : toggles between the ranges Low (max. 112 pA), Med (max. 12.5 nA) and High (max. 1.2µA). Key [NUL] : starts a zeroing procedure which takes 130 s. For all current values the correct setting is: “Current” and “Low”. After warming up, the zeroing procedure must be started. The instrument has a built-in filter algorithm which can be adjusted only via the RS-232 interface by the undocumented parameter “CUA”. The setting after power-on is “CUA 10”. This leads to the fact that successive measurements are strongly correlated. To circumvent this, the undocumented command CUA 1
Summary of results form (one sheet per standard and nominal current) Annex A7 Standard: Nominal Current: Date of Ambient temperature Uncertainty of ambient temperature Ambient pressure Uncertainty of ambient pressure Ambient humidity Uncertainty of ambient humidity Supplied Current Transfer measuring range Reading of transfer instrument Ratio result) Standard uncertainty of measurement (combined type A and B) Degree of freedom Proposed scheme for an uncertainty budget Annex A8 Quantity Estimate Standard uncertainty Probability distribution Sensitivity coefficient Uncertainty contribution Degree of freedom
Appendix: Measurement results Leica D510 Reference instrument indicated length in m EDM indicated length in mm Uncertainty in mm (k = 2) Length independent part Length dependent part (L in m) 0 .. 0,3 0 .. 5 0 .. 10 0 .. 15 0 .. 20 0 .. 25 0 .. 30 0 .. 35 0 .. 40 0 .. 45 0 .. 50 Leica D810 Reference instrument indicated length in m EDM indicated length in mm Uncertainty in mm (k = 2) Length independent part Length dependent part (L in m) 0 .. 0,3 0 .. 5 0 .. 10 0 .. 15 0 .. 20 0 .. 25 0 .. 30 0 .. 35 0 .. 40 0 .. 45 0 .. 50
Bibliography Julie Davis, “Jerusalem Embassy is a Victory for Trump, and a Complication for a Middle East Peace”, New York Times, May 14, 2018, Accessed June 20, 2018 Peter Baker and David Halbfinger, “Trump’s Hopes of Being the ‘Neutral Guy’ in the Mideast seems long gone”, New York Times, March 5, 2018, Accessed August 1, 2018 Dalia Hatuqa, “Mohammad bin Salman has throne the Palestinians Under the Bus”, Foreign Policy, June 25, 2018, Accessed June 26, 2018 Mark Landler, “Trump abandons Iran Nuclear Deal he long scorned”, New York Times, May 8, 2018, Accessed, June 26, 2018 BBC, “Saudi Arabia country profile”, April 24, 2018, Accessed June 27, 2018 Jonathan Marcus, “Israel and Saudi Arabia: The Relationship emerging into the open”, BBC, April 3, 2018, Accessed June 30, 2018 Jonathan Marcus, “Why is Saudi Arabia and Iran are bitter rivals”, BBC, November 17, 2017, Accessed June 27, 2018 Anne Barnard and Maria Abi-Habib, “Why Saad Hariri had That Strange Sojourn in Saudi Arabia”, New York Times, December 24, 2017, Accessed June 30, 2018 Aljazeera, “Lebanon’s Saad Hariri designated as next Prime Minister”, May 24, 2018, Accessed June 30, 2018 Ben Hubbard, “Saudi Prince says Israelis have right to ‘their own land’”, New York Times, April 3, 2018, Accessed June 29, 2018 Anne Barnard, David Halbfinger, and Peter Baker, “Talk of a peace plan that snubs Palestinian roils Middle East”, New York Times, December 3, 2017, Accessed June 30, 2018 Ethan Bronner and Michael Slackman, “Saudi Troops entered Bahrain to help put down unrest”, New York Times, March 11, 2011, Accessed July 5, 2018
in Europe, centuries of agricultural practice have largely obscured the finer details, leaving only the larger elements of the scours clearly visible. The following are a number of images from various locations to illustrate flood features: Fig. 5(a) Dry cascade. This image shows the dry cascade and associated flow patterning north of the Junggar Pendi basin in western . This feature is over 100 Km in length. Fig. 5(b) Flood scour west of Balkash. This image shows a detail of the flood scour between Lake Balkash and the Aral Sea. The white flecks are scoured out depressions that have become dry lakebeds mineralized with white salts (According to IGRAC – the – this region is the largest and most strongly affected of all the World’s saline groundwater regions). The flow here was from east to west. Fig. 5(c) Turgai flood scour.
This image shows part of the flood scour northeast of the . The dark specks are scoured out depressions that have become marshes and small lakes. The flow here was from northeast to southwest. Fig. 6 The Aral Sea, showing sediment deposition to the north and to the northeast, and antidunes to the east. Fig. 7(a) The Karakum desert south of the Aral and East of the Chink Kaplankyr. Much of the terrain in this image is overlain with modern sand dunes but the underlying flow patterning is clearly discernable. The feature shown is in . Virtually all of is covered with flow patterning of one kind or another, all the way to the Afghan border.
AIRCRAFT OPERATIONAL LIMITS Distance range and autonomy The aircraft can fly for 10 minutes with the nominal payload elements. The autopilot can be configured to restrict the distance between the aircraft and the home point and set a limit for the maximum altitude above the ground level. The maximum distance between the aircraft and the home point will be about 200 meters and the maximum altitude above ground level will be restricted to 50 meters. Take-off and landing The RPAS is VTOL so take-off and landing operations are performed vertically from and to any flat surface. Therefore, a runway is not needed for taking-off and landing. Speed limitations Maximum climb rate and descent speed: 6 m/s. Maximum speed: 15 m/s. Maximum roll/pitch angle: 35º. Maximum angular speed: 150º/s. Aircraft operational conditions Maximum wind speed: 8 m/s. Temperature operational range: -5º C to +60º C. The RPAS cannot operate in rain/snow conditions. The RPAS cannot operate when the meteorological conditions can cause the formation of ice. The RPAS cannot operate in low-visibility conditions (e.g. foggy days) and during night. RPAS maintenance RPAS maintenance will be performed according to the Maintenance Manual. Meteorology The pilot will not authorize the flight if unfavorable weather conditions are experienced or expected in the short term. Weather forecast information will be consulted one day in advance and they will be updated every 5 hours. Special attention will be paid to the aircraft operational limits indicated in section 2.6.4.
Failure of a multiple motors during the flight 3/3/-2 7 During the preflight, the operation of the aircraft motors is checked. In the event of a failure in multiple motors, the safety pilot will try to take control of the aircraft and lead it to an area such that the potential damages are minimized. Flight volumes have been defined such that in the event of failure of multiple motors, the aircraft will not crash against people or critical infrastructure. 2/2/-2 2 RC radio runs out of batteries 2/3/-2 4 During the preflight, the levels of the batteries of the RC radio are checked. The RC radio includes an indicator of the battery level on a screen so the pilot can estimate the remaining flight time. The batteries of the RC radio have autonomy of 4 hours, much longer than the duration of any of the flights to be performed. In the event that the indicator of low battery level gets active, the safety pilot will immediately land the aircraft. 1/1/-2 -1 Control system failure (software or hardware) 3/3/-2 7 Both the software and hardware in charge of controlling the aircraft have been already widely tested in flight. If any failure is experienced during the flight, the safety pilot will take control of the aircraft and land it safely. 2/2/-2 2 Potential damages in populated areas around the flight area 2/3/-2 4 Flights will be performed in an unpopulated area. Flight volumes have been defined such that no houses will be overflown during the competition. 1/3/-2 1
Tasks/ aims Teacher’s work Learner’s work T 1-About the unit : Aim: To activate learners’ prior knowledge and introduce the theme of the unit. T. interacts with his pupils to elicit information related to the title of the unit. While introducing the topic, T. have his pps look at picture p.138, explore it to elicit the main ideas and vocabulary. Pupils respond orally to T’s questions. Pps study the picture on p.2 and say what it signifies for them. 15 mn 2- project workshop Aim: To brainstorm the main ideas of the project and scheme its work plan. T. links his pps with a real situation to elicit information concerning the targeted project. While interacting with his pps, T. jots down the main steps of the project in a form of map tree. Pupils guess discuss, interpret and deduce what will be the content of the project in accordance with the overall purpose Pupils communicate the content and classify them according to their importance. Pps take notes 20 mn 3- Group division Aim: To make pps feel responsibility towards their assignment without feeling arbitrariness. T. asks pps to form their groups according to their affinity T. reminds his pps that each member within the group should participate and communicate something (collecting photos, drawing, communicating a piece of information, copying, giving one’s point of view, writing the draft, evaluating…) T. reminds his pps to feel free to ask their T. for any help in order to put into practice their project works. T. reminds his pps that or ‘copy pasting’ works are totally rejected by the teacher. T. sets the deadline for project restitution. T. reminds pps that the best article will be published on the next school wall magazine to encourage readership. Pps form their groups and write down their names in a sheet of paper Pps copy down the work plan of the project. 15 mn About the unit: Brainstorming TT: Today, we will get in touch with the fourth unit entitled ‘Eureka!’/ju r̀i:k3/. What can you say about the word ‘Eureka’? Is it an English word?
Dear Racer, please note our pit form has been updated and now includes both electric and additional facility requests, please take a moment to check you have completed all of the required information. We are writing to you to ask for your help. As most of you know we have a limited area for pitting of your vehicle and we normally have to squeeze everybody in and make best of what we have. It is therefore essential that you give us your exact width and length dimensions so we can try to plan it as properly as possible, please make the effort to measure your combination so that you can give us the exact measurements. We will not guarantee a wider pit space than 7.00 meters and that will include your awning. Those of you who have a wider combination will not be able to use your awning here at Santa Pod and I advise you to make contact with us a minimum of 3 weeks prior to the event to see if we can sort something out, but only after you have filled in the extra pit space form. Thank you for your help. THIS FORM MUST BE COMPLETED AND SENT BACK TO SANTA POD RACERS CLUB TOGETHER WITH YOUR ENTRY FORM PLEASE. PLEASE COMPLETE THE SECTION THAT BEST REPRESENTS YOUR RACE OPERATION
4.2: Enhance capacity to arrive at consensus in standards setting process. 4.2.1: Improve the understanding of Codex Members and delegates of the importance of and approach to consensus building of Codex work. Members and delegates awareness of the importance of consensus in the Codex standard setting process improved. - Training material on guidance to achieve consensus developed and made available in the languages of the Commission to delegates. - Regular dissemination of existing material to Members through Codex Contact Points. - Delegate training programs held in association with Codex meetings. - Impediments to consensus being achieved in Codex identified and analyzed and additional guidance developed to address such impediments, if necessary. Question to the Committee: Are there problems with finding consensus in the Committee? If yes – what are the impediments to consensus? What has been attempted and what more could be done?
Reinhart, Carmen, and Kenneth Rogoff. 2009. This Time Is Different: Eight Centuries of Financial Folly (Princeton University Press). Shambaugh, Jay. 2012. “The Euro’s Three Crises.” Brookings Papers on Economic Activity, no. 2, Spring Uhlig, Harald. 2010. “Euro Area Business Cycle Dating Committee: Determination of the 2009 Q2 Trough in Economic Activity”, VoxEU, 4 October. Woodford, Michael. 2011. “Simple Analytics of the Government Expenditure Multiplier.” American Economic Journal: Macroeconomics. 3 (1), pp. 1–35. Wyplosz, Charles. “Bailouts: the next step up?” VoxEU, 21 February 2009.
1) PERSONAL DETAILS Surname: First name(s): Gender: Address: Postcode: City: Country: Mobile phone no.: Telephone no.: E-mail address: Date of birth: Place of birth: Nationality: 2) EDUCATION (in reverse chronological order) Secondary education (Indicate schools attended) Please indicate ONLY those studies for which a certificate or diploma has been obtained. From (dd-mm-yy) To (dd-mm-yy) Full-time or Part-time Name of school/ institution Title of qualification in original language and English Insert new row (if necessary) Post-secondary education (Indicate colleges or other relevant institutions attended) Please indicate completed and ongoing studies. From (dd-mm-yy) To (dd-mm-yy) Full-time or Part-time Name of institution Title of qualification in original language and English Insert new row (if necessary)
Table 6 (continued) The table includes results from the following OLS regression: NI_Assets = β0Return + β1NegRet + β2Return*NegRet + β3Post + β4Post-Merger*Return + β5Post-Merger*NegRet + β6Post-Merger*Return*NegRet + ε Variables are defined in table 2, and the regressions include firm fixed effects. The table also includes a comparison of the coefficient of interest, i.e. the coefficient on the interaction Post-Merger*Return*NegRet, between the samples of segment and non-segment firms (column 3), non-segment and low-compliance segment firms (column 6), and non-segment and high-compliance segment firms (column 9). Statistical tests on the differences in the coefficients on the triple interaction term are t-tests computed by running stacked regressions in which the first of each pair of models is run after adding an interaction between each term in the model and Segment (column 2), Low-Compliance Segment (column 5), or High-Compliance Segment (column 8) designations. *** indicates statistical significance at the 0.01 level, ** indicates statistical significance at the 0.05 level, and * indicates statistical significance at the 0.10 level (two-tailed test).
Table 8: Change in accounting quality Measure Sign of the dif. if AQ higher Pre-Merger Post-Merger Difference (post-pre) Difference in differences StdDev of NI + Non-Segment 0.0583 0.0633 0.0050 0.0120 Segment 0.0613 0.0783 0.0170** Non-Segment 0.0583 0.0633 0.0050 0.0027 SegmentLowCompl 0.0739 0.0816 0.0077 Non-Segment 0.0583 0.0633 0.0050 0.0154 SegmentHighCompl 0.0558 0.0762 0.0204** StdDev of NI/ StdDev of OCF + Non-Segment 0.6858 0.6944 0.0086 0.1387* Segment 0.6454 0.7927 0.1473** Non-Segment 0.6858 0.6944 0.0086 0.1023 SegmentLowCompl 0.7055 0.8164 0.1109 Non-Segment 0.6858 0.6944 0.0086 0.1602* SegmentHighCompl 0.6127 0.7815 0.1688** Correlation of Accruals and OCF + Non-Segment -0.6646 -0.6900 -0.0254 0.2246*** Segment -0.7497 -0.5505 0.1992*** Non-Segment -0.6646 -0.6900 -0.0254 0.1138 SegmentLowCompl -0.7278 -0.6394 0.0884 Non-Segment -0.6646 -0.6900 -0.0254 0.2921*** SegmentHighCompl -0.7626 -0.4959 0.2667*** 0.2667*** (continues on next page)
Vizsla European Field Trial Championships 20th Europa Cup 2018 – Hungary REGISTERED NAME OF DOG KENNEL CLUB REG STUD BOOK NO HV / HWV Sex FULL DATE OF BIRTH BREEDER SIRE (BLOCK LETTERS) DAM (BLOCK LETTERS) Team GB / Derby Dog 1 2 Owner (s) Handler Microchip Number Tattoo Number Pet Passport Number Pet Passport Expiry Date Titles Health Tests (Please specify results) 1 2 FCI Working Awards Promoting Society Date FCI Working Awards Promoting Society Date FCI Working Awards Promoting Society Date 1 2 KC Working Awards & Type (FT or SPT) Promoting Society & Stake (N – AA – O; A – J) Date KC Working Awards & Type (FT or SPT) Promoting Society & Stake (N – AA – O; A – J) Date KC Working Awards & Type (FT or SPT) Promoting Society & Stake (N – AA – O; A – J) Date 1 2
21 OBJECTIVE OF THE MOBILITY EXPERIENCE * Replace with text 22 EDUCATION OR TRAINING INITIATIVE IN THE COURSE OF WHICH THE MOBILITY EXPERIENCE WAS COMPLETED Replace with text 23 COMMUNITY OR MOBILITY PROGRAMME INVOLVED Replace with text DURATION OF THE EUROPASS MOBILITY EXPERIENCE 24 FROM * 25 TO * Skills acquired during the mobility experience 26A ACTIVITIES/TASKS CARRIED OUT * Replace with text. 27A JOB-RELATED SKILLS Replace with text 28A LANGUAGE SKILLS Replace with text 29A COMPUTER SKILLS Replace with text 30A ORGANISATIONAL / MANAGERIAL SKILLS Replace with text 31A COMMUNICATION SKILLS Replace with text 32A OTHER SKILLS Replace with text 33A DATE * 34A SIGNATURE OF THE REFERENCE PERSON/MENTOR * 35A SIGNATURE OF THE HOLDER * Headings marked with an asterisk are mandatory. Record of courses completed and individual grades / marks / credits obtained 26B STUDENT MATRICULATION NUMBER * Replace with text
Use the labeled map to label the following on the blank outline map: Label each of the following cities in BLACK: London Madrid Paris Rome Vienna Warsaw Label each of the following bodies of water in BLACK and color them BLUE: Atlantic Ocean Baltic Sea Mediterranean Sea North Sea Label each of the following political entities in BLACK and color each a different color than bordering locations: Austria Brandenburg Corsica Denmark England France Holy Roman Empire Ireland Italian States Kingdom of Naples Norway Ottoman Empire Poland Portugal Prussia Russia Sardinia Scotland Spain Spanish Netherlands Sweden Swiss Confederation
Modern European History Unit 2 – Crusades and Culture in the Middle Ages Medieval Europe Map Activity Use the “Europe, c. 1300” map to help you label the following on the outline map: Label each of the following political locations in BLACK and color each a different color than bordering locations: Aragon-Catalonia Bosnia Bulgaria Byzantine Empire Castile-Léon Corsica Crete Cyprus Denmark England Granada Holy Roman Empire Hungary Ireland Kingdom of Naples Lithuania Navarre Norway Papal States Poland Portugal Sardinia Scotland Serbia Sicily Sweden Teutonic Order Label each of the following bodies of water in BLACK and color them BLUE: Atlantic Ocean Baltic Sea Black Sea Mediterranean Sea North Sea
You will also read about two different people with intellectual disabilties. We did an interview with a girl called Irit. She and her sister climbed very high mountains in India. This interview is on page xx. We did another interview with Robert Martin. He is a self-advocate. Robert is the first person with an intellectual disability to sit on a United Nations Committee. You can read the interview on page xx. If you have any ideas for stories we should write about, please send them to s.el-amrani@inclusion-europe.org. Topic Europe in Action conference on “Love, life and friendship”
How does it feel to be the first person with intellectual disabilities to have a seat on the UN Committee? I feel pretty proud being the first person with a learning disability on the UN Committee. I want to do my best to represent people with learning disabilities and speak about their problems. I’m the first person with learning disabilities but I don’t want to be the last one. I like to think that many other people can do the same. I also would like to thank all the people that helped me to be here. How was your first day at the UN CRPD Committee? The first day I was a little nervous. I did not know what was going to happen. I knew it was going to be hard and that I was going to work a lot. But I have the experience of being involved in the Convention and being at the UN before. The other people on the Committee supported me a lot. They accepted me as a committee member and I made a lot of new friends. What are the challenges in your daily work and what do you like most? One of the difficult things in my work is to read the documents and choose what to ask. I have 2 assistants that help me with the texts and in the meetings.
EUROPEAN LABOUR LAW Time: 24-28 September, 2018 Instructors: Sara Hungler () Assistant Professor, ELTE; Ana Muñoz () Lecturer of Labour Law, Carlos III University Course description: The course addresses the fundamental question as to the purpose of EU labour law: whether the regulations are primarily economic, social or both. The course begins with an examination of the development of EU law, focusing on the shift from employment law to policy. In regard to the changes of the regulatory system, the course introduces both the traditional rule-making in the field of employment law and other legislative techniques. The course give an overview on the substantive area of employment law, examining the free movement of persons, equal treatment, restructuring of the enterprise, posted workers, participation and industrial action, social protection social insurance, and competition law aspects of labour law. Course Schedule: Topic Lecturer Date/Time Lecture Room 1 The evolution of employment law: from hard law to policy Sara Hungler Mon, Sep 24 2 The Status of Uber drivers- experiences from Spain, the UK and the EU Ana Muñoz Mon, Sep 24 10:00 – 11:30 3 European Social Dialogue Sara Hungler Tue, Sep 25 8:00-9:30 4 The right to strike in the European Union: Viking, Laval and Beyond . Sara Hungler Tue, Sep 25 5 Equality: development, principles and equal pay Sara Hungler Wed, Sep 26 8:00 – 9:30 6 Second generation employment discrimination: A European perspective (obesity, discrimination by association, disability, etc). Ana Muñoz Wed, Sep 26 10:00 – 11:30 10:00-
Monthly data collection on the current migration situation in the EU Thematic focus: Disability August 2016 Persons with disabilities make up around 15% of the global population, and comprise a significant minority of refugees and migrants. In addition to pre-existing physical, sensory, intellectual or psychosocial impairments, people may acquire or develop impairments during the migration process. When identified, these impairments place an obligation on Member States to provide specific support throughout the arrival, registration and asylum process. This thematic focus explores practices in four areas crucial to persons with disabilities and victims of torture in the current migrant situation en Fundamental Rights Report 2016 Chapter 8: developments in the implementation of the Convention on the Rights of Persons with Disabilities May 2016 Five years on from the EU’s accession to the Convention on the Rights of Persons with Disabilities (CRPD), for the first time in 2015 a United Nations (UN) treaty body, the Committee on the Rights of Persons with Disabilities (CRPD Committee), reviewed the EU’s fulfilment of its human rights obligations. In its concluding observations, the CRPD Committee created a blueprint for the additional steps required for the EU to meet its obligations under the convention. At national level, the CRPD is driving wide-ranging change processes as Member States seek to harmonise their legal frameworks with the convention’s standards. en (summary en – fr) Violence against children with disabilities: legislation, policies and programmes in the EU December 2015 The report outlines relevant international and European standards and reviews national legislation and policies addressing violence against children with disabilities. The report also explores the extent and different causes, settings and forms of such violence, and presents measures and initiatives to prevent it. en Summary report: Violence against children with disabilities: legislation, policies and programmes in This summary report presents the main research findings identified in the FRA report on Violence against children with disabilities: legislation, policies and programmes in the EU. The report gives a short summary of the key findings and outlines 10 key bg - cs - da - de - en - fr - hr - it - lt - nl - pl - pt - sl - sv
Name Country code Standard VAT rate VAT registration number format VAT return filing Non-resident VAT threshold Website Austria MwSt or UmSt AT 20% U followed by eight digits all in one block Electronically and monthly. Annual returns are due 30 June following the tax year Nil Belgium TVA or BTW BE 21% Ten digits (before 1/4/05 was nine digits, now with a prefixed 0) Monthly or quarterly Nil Bulgaria DDS BG 20% Nine or ten digits Monthly 50,000 BGN Croatia joined EU on 01/07/13 VAT HR 25% Eleven digits Quarterly or monthly Nil Cyprus флА or VAT CY 19% Eight digits followed by a letter. Quarterly or monthly 15,600 € Czech DPH CZ 21% Eight, nine or ten digits. Monthly or quarterly Nil Denmark MOMS DK 25% Eight digits. Quarterly or monthly if turnover exceeds € 26,000,000 Nil Estonia KM EE 20% Nine digits. Monthly Nil Finland ALV FI 24% Eight digits. Monthly Nil
http://www.webarchive.ja.net/services/publications/archive/newsletters/network-news/issue28/news28.txt http://en.wikipedia.org/wiki/Synchronous_Digital_Hierarchy http://en.wikipedia.org/wiki/CLNP
EUROPEAN STATES Albania Andorra Austria Belarus Belgium Bosnia and Herzegovina Iceland Liechtenstein Kosovo (?) Ukraine EUROPEAN CITIES Amsterdam Athens Barcelona Belgrade Berlin Bern Birmingham Brussels Bucharest Budapest Chernobyl Copenhagen Dublin Hamburg Helsinki Kiev London Lisbon Liverpool Madrid Manchester Milan Minsk Moscow Munich Naples Oslo Paris Prague Reykjavik Riga Rome St. Petersburg Sarajevo Stockholm Tallinn Vienna Vilnius Warsaw Zurich
4. Jolyon Howorth, “The EU as a Global Actor : Grand Strategy for a Global Grand Bargain”, Journal of Common Market Studies, Vol. 48, No. 3 2010, pp 455-474. Dr. Purusottam Bhattacharya Professor of International Relations Jadavpur University, Kolkata, India
After reaching Norway, Hudson chose to sponsor his journeys. What was the name of that company? What was the that Hudson sailed when with this second company? Hudson sailed under the companies Company in what ship? Hudson journeyed to Greenland, Iceland, and Labrador before after being trapped in the ice? . Draw and label Henry Hudson’s routes of his explorations. Watch the video about Henry Hudson. Write 3 facts that you learned in the video. 1. _________________________________________________________ 2. _________________________________________________________ 3. _________________________________________________________ Play this . Out of the 6 sections, how many did you get correct? Hudson made the whaling industry popular with his travels in the Arctic. Read about whales. Click on the whale that you would like to draw. of your choice below. Label.
European Colonization of North America England Spain France Netherlands Imperial Goals Varied. Virginia-economic profit. NE- religious freedom for Puritans. Maryland- Catholics. Penn- Quakers. Georgia- debtor, buffer colony, South Carolina profit, etc. Area (s) settled Large number of colonist settled along the Atlantic coast. Distinct colonial regions emerge 1) New England 2) Middle 3) Southern Types of people who came? Varied by region. NE- Puritan families. Virginia- early male dominated. Middle- diverse religious & ethnic groups. Significant individuals Lots of people. Virginia- John Smith, Nathaniel Bacon. NE- John Winthrop, King Philip etc. Role of Religion Largely Protestant, but religious pluralism. Puritans in New England. Anglican church in Virginia. Quakers in Penn, Catholics in Maryland. Great Awakening ^ religious diversity Economic activity Varied. NE- mixed- farm & trade Middle- farming (cereal crops) Southern- cash crops / plantations Labor-Indentured servants to African slavery. Relationship with native population Lived separate from natives. Religious conversion not a priority. Numerous conflicts. NE- Metacom’s War. Chesapeake- Powhatan War Key Concept 2.1.I: Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their “English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native “Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into the Spanish colonial society.” “French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.? “French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to