zilongwang/ReadingBank huggingface dataset:
F.A.S.T. Handgun Student KEY Name:________________________________________ Date:____________ (Circle one) Guns should always be pointed in a safe direction T Your finger must remain straight, outside the trigger guard when you are not shooting T A revolver has a cylinder that rotates every time you pull the trigger. T "Safe Direction" means if the gun is discharged there will be no injuries and little damage T Center fire case cannot be reloaded, rim fire have a primer in the middle of the case head F The bottom of the case with lettering/numbers is called a head stamp T You should always consult your Owners Manuel for the proper ammunition to be used T Single stack magazine has one cartridge over the other; Double stacked are staggered T A Hang Fire is a noticeable delay when the cartridge is fired T A Squib load is when the bullet gets stuck inside the barrel of the gun T A single Action ”Cowboy” gun is the preferred weapon for self-defense F All pistols have manual safety’s F You should practice shooting skills and keep records of when you do so. T A Semi-Auto pistol has an internal removable magazine that contains the cartridges and fires each time you pull the trigger T The frame is the skeleton of a handgun where all the other components are T The sights on a revolver are on the slide; a semi-auto's sights are on the barrel F All handguns have visible hammers F 18. A stoppage is a failure of a firearm to complete the cycle of operation T 19. A revolver grip (how you hold it) is different from a semi-auto grip T 20. You always focus on the rear sight when aiming F 21. When cleaning your firearm you should always consult the owner’s manual T 22. When you hear command "Cease Fire", you must stop firing immediately and await further instructions T 23. Every state recognizes every other state's carry laws F 24. Guns must be stored where children and untrained or unauthorized adults cannot have access to them T 25. If your firearm has a malfunction there is no way to fix it in the field F 26. The biggest most powerful handgun is always best for self-defense F
Project Title (and acronym) FASTECH Feedback and Assessment for Students with Technology Start Date September 2012 End Date August 2014 Lead Institution Bath Spa University Partner Institutions University of Winchester Project Director Professor Paul Hyland Project Manager & contact details Dr Tansy Jessop Project website Project blog/Twitter ID @FASTECH_UK Design Studio home page w/browse/#view=ViewFolder&param=Bath%20Spa%20 and%20Winchester%20FASTECH Programme Name Strand A: Assessment and Feedback Programme Manager Lisa Gray Summary FASTECH (Feedback and Assessment for Students with Technology) is a research and development project working on 15 undergraduate degree programmes at Bath Spa University and the University of Winchester. FASTECH’s first principle is to work with programme team members, using baseline evidence, to develop technology strategies to address assessment and feedback challenges. The project uses a of technology strategies, in response to evidence and negotiation with lecturers and student fellows on the programmes. A key element of the FASTECH project is the use of paid Student Fellows to act as change agents, co-developers and on the project. Programme evidence about assessment and feedback is drawn from baseline data collected through the HEA-funded TESTA National Teaching Fellowship Project, which is an evidence-based project leading to changes in programme assessment (). TESTA is constructed around a set of assessment principles which have proven value in helping students to learn from assessment. These principles inform FASTECH’s research and development agenda, deriving from conditions to improve student learning identified by Graham Gibbs through a review of disciplinary literature (Gibbs and Simpson 2004). The assessment challenges which FASTECH has addressed through technology interventions are linked to Gibbs’ assessment principles, and are as follows: Student effort not being distributed across weeks and modules; range scale
Key Accountabilities Key Performance Indicators Work with service users in a way that enables them to reach their greatest level of independence. Contribute to the development of quality Individual Development Plans (IDPs) for service users, and work in accordance with implementation plans. Support people to develop skills; to include contributing to and implementing programmes and plans for developing a range of skills in the following areas: Physical environment Physical body (including personal cares) Feelings and emotions Relationships and Communication Individuality and Autonomy Work Conversant with IDP goals of service users; works in accordance with implementation plans; keeps accurate records of progress towards goals as applicable; participate constructively in IDP meetings if required to do so Evidence of an attitude towards and practice of enablement Involvement in programmes to support service users to develop life skills Accurate and appropriate communication when required Service quality, compliance, continuous improvement Weighting ** Key Accountabilities Key Performance Indicators Work at all times in accordance with Hohepa’s policies, procedures, standards and requirements; take responsibility for maintaining an awareness of requirements; seek advice from senior staff (ES Coordinator, Day Activities Coordinator, Cluster Leader, House Leader, On Call etc.) if unsure. Work in a safe manner, conscious of the health and safety implications of different aspects of the work; liaise closely with the Farm H&S representative, and consistently comply with Health and Safety procedures; be proactive in identifying and effectively dealing with hazards and risks in all aspects of the work. Report all incidents, accidents and near misses, and participate in investigations and follow-up actions to learn from incidents and achieve improvements. Make suggestions for changes to improve service quality Keep and maintain all necessary records and provide reports, in accordance with Hohepa guidelines and to meet required standards, formats and timeframes. Evidence of compliance with policies and requirements Maintains accurate records; reports and progress notes provide meaningful and relevant information Is aware of Health & Safety requirements; proactive in dealing with hazards, reports all incidents Follows H&S protocols, guidance and operating instructions (eg in use of machinery, driving tractors and other vehicles, work at heights); trains others to work in the same way, and is a consistent role model of safe work practices Participates in reviews of incidents, accidents, trial evacuations etc.; shares ideas for improvements, makes suggestions for positive change An effective member of the Hohepa team Ability to make a positive difference. Weighting ***
document may not select. not select. > 1 document (not referee or student letters) Yes Yes All docs selectable; user can indicate order to include in PDF User may or may not select. If >1 doc is selected, user must indicate order. All docs selectable; user can indicate order to include in PDF; IS THIS STILL TRUE? At least one document must be selected. If >1 doc is selected, user must indicate order. > 1 document (not referee or student letters) No Yes All docs selectable; user can indicate order to include in PDF User may or may not select. If >1 doc is selected, user must indicate order. All docs selectable; user can indicate order to include in PDF; IS THIS STILL TRUE? User may select 0 to many documents. If > 1 doc is selected, user must indicate order. > 1 document (Referee or student letters) Yes Yes All docs selectable; user can indicate order to include in PDF User may or may not select. If >1 doc is selected, user must indicate order. All docs user indicates order to include in PDF; NO; ORDER IS PREDETERMINED User must indicate order. NO; PREDETERMINED > 1 document (Referee or student letters) No Yes All docs selectable; user can indicate order to include in PDF User may or may not select. If >1 doc is selected, user must indicate order. All docs user indicates order to include in PDF; NO; ORDER IS PREDETERMINED User must indicate order. NO; PREDETERMINED n/a No No Grayed out, not selectable None Grayed out, not selectable None n/a Yes No Grayed out, not selectable None Selectable None; taken care of in PDF generation. Note that the last row should never happen for Draft and Final long forms because to generate them, all required sections must be complete, which means that all required sections will contain data as form data or as documents.
Pope Francis, encyclical letter, Laudato Si’: On Care for Our Common Home, May 24, 2015 241. Mary, the Mother who cared for Jesus, now cares with maternal affection and pain for this wounded world. Just as her pierced heart mourned the death of Jesus, so now she grieves for the sufferings of the crucified poor and for the creatures of this world laid waste by human power. Completely transfigured, she now lives with Jesus, and all creatures sing of her fairness. She is the Woman, “clothed in the sun, with the moon under her feet, and on her head a crown of twelve stars” (Rev 12:1). Carried up into heaven, she is the Mother and Queen of all creation. In her glorified body, together with the Risen Christ, part of creation has reached the fullness of its beauty. She treasures the entire life of Jesus in her heart (cf. Lk 2:19,51), and now understands the meaning of all things. Hence, we can ask her to enable us to look at this world with eyes of wisdom.
You are important members of the crew and your participation in all activities is essential to the smooth running of the voyage. For example you will help to put the sails up and down and trim them by winding the winches. You will take a turn at steering the boat under supervision. You will be able to learn a bit about how we navigate the boat if you want to. You will help keep the boat clean and tidy and take your turn at cooking and washing up. Feel free to ask any questions and share any problems with your watch leader or any member of the sailing staff. Above all sailing is a team adventure activity and we hope that you will have fun. How do the watches work? The crew are divided into two teams called watches. The watch system allows the activities of the voyage to continue right through the day and night, although you will have times when you are on or off duty (on or off watch). Exactly how the watches are organised will be decided by your skipper, according to your destination and the weather, but a typical system has watches that are four hours long. PERSONAL DETAILS Full Name: Next of Kin Name: Date of Birth: Telephone: Age: Mobile: Address: Address: Mobile Telephone: E-Mail: Relationship to you: E-Mail: Payment can be made by cash in person, cheque (payable to CatZero Limited) or by bank transfer as follows: Bank: NatWest Sort Code: 560006 Account: 22053824 A 20% deposit is required to secure your booking (£590), followed by 50% by the end of March 2015 (£1,475) with the remaining 30% (£885) payable the month before departure. Fundraising If you are raising funds, we ask that you pay the required 20% deposit on booking and sign the declaration below to commit to raising the funds to pay for the voyage: I am raising funds for CatZero in order to participate in the Fastnet Race on 16th August 2015 and will aim to raise a minimum of £ . Signed:
The person who takes care of the school grounds spread fertilizer on the playing field grass one morning. That afternoon it rained and some of the fertilizer on the grass mixed with water and lay in puddles on the playing field. Where do you think the fertilizer could end up? Do you think the fertilizer mixed with water on the playing field could get into the atmosphere and come back down as rain with fertilizer mixed into it? YES NO If you think yes, explain how. If you think no, explain why not. Do you think the fertilizer mixed with water on the field could get into School Creek? YES NO If you think yes, explain how. If you think no, explain why not. Do you think the fertilizer mixed with water on the field could get into the groundwater? YES NO If you think yes, explain how. If you think no, explain why not. Do you think the fertilizer mixed with water could get inside of grass on the playing field? YES NO If you think yes, explain how. If you think no, explain why not. Where Can Construction Site Dirt Go? A school is doing a construction project and had to dig up some of the ground around the school. The project left a lot of dirt exposed on the surface of the ground. One problem is that when it rains, the rain could wash away a lot of the dirt exposed by the construction project. In a rain storm, where might the dirt go? For each choice below, decide if the dirt would go there, circle YES or NO, and then explain your answer.
educational expenditure in hospital and community services. This included expenditure of £262 million supporting salaries and associated costs of trainee doctors, dentists, clinical psychologists, healthcare scientists and intern nurses who all spend a significant proportion of their time delivering patient care. The fact that NES receives this allocation from the Scottish Government Health and Social Care Directorate means that we are able to ensure that the money is ring fenced to pay for clinicians in training, thereby ensuring that SG policy in relation to workforce numbers is implemented, and protecting the supply of trained clinicians for the future. A further £91 million was paid to NHS Boards to support the Additional Costs of Teaching (ACT) that they incur in providing clinical training opportunities for undergraduate medical and dental students. Our Key Outcomes for 2014-2019 1: – A demonstrable impact of our work on healthcare services. 2: – A workplace learning environment where there is excellent access to education for all healthcare staff. 3: – Flexible access to a broad range of quality improvement education in the workplace. 4: – Leadership and management development that enables positive change and encourages the values and behaviours expected of staff. 5: – A key role in analysis, information and modelling for the NHSScotland workforce to help strengthen workforce planning. 6: – A range of development opportunities for support workers and new and extended roles to support integration. 7: – Improved and consistent use of technology with measureable outcomes for learning, user satisfaction, accessibility and impact. 8: – Consistently well developed educational support roles and networks to enable education across the workplace.
9: – An efficient and effective organisation where our staff are enabled to achieve their potential and where our values and ways of working are evident in everyday practice. CONTACTING NES Key Contacts Title Name Email address Telephone Number Chief Executive Malcolm Wright 0131 656 3204 Director of Medicine Professor Stewart Irvine 0131 656 3347 Dean of Postgraduate Dental Education Dr David Felix 0131 656 3228 Director of Nursing, Midwifery and AHP Colette Ferguson 0131 656 3370 Director of Allied Health Professions Sonya Lam 0131 656 3412 Director of Pharmacy Professor Rose Marie Parr 0141 223 1601 Director of Psychology Judy Thomson 0141 223 1448
Director of Finance and Corporate Resources Caroline Lamb 0131 656 3295 Director of Human Resources and Organisational Development Dorothy Wright 0131 656 3311 Postgraduate Dean East Professor Philip Cachia 01382 632288 Postgraduate Dean North Professor Gillian Needham 01224 553537 Postgraduate Dean South East Professor William Reid 0131 656 3464 Postgraduate Dean West Dr Alastair McLellan 0141 223 1506 Head of Corporate Communications Christine Patch 0131 656 3206 Head of Planning and Performance Donald Cameron 0131 656 3223
Authority to disclose information Authority already held and dated (dd/mm/yy) OR Authority attached (select) Acknowledgement - please complete this section if an acknowledgement is required By email (select) Reference number to be quoted OR - by Post (select) (Please attach your template) Additional information required Trade Finance (select) One of the facility account numbers Derivative & Commodity Trading (select) One of the facility account numbers
Data Model Highly normalized centralized data warehouse model Denormalization in support of reporting requirements often serviced from BI applications such as SQL Server Analysis Services Dimensional data structures hosted on the database with relatively low concurrency, high volume analytical requests Large range scans are common Ad-hoc analytical use cases Highly normalized operational data model Frequent denormalization for decision support; high concurrency, low latency discrete lookups Historical retention of data is limited Denormalized data models extracted from other source systems in support of operational event decision making Data Architecture Significant use of heap table structures Large partitioned tables with clustered indexes supporting range-restricted scans Very large fact tables (for example, hundreds of gigabytes to multiple terabytes) Very large data sizes (for example, hundreds of terabytes to a petabyte) Minimal use of heap table structures Clustered index table structures that support detailed record lookups (1 to few rows per request) Smaller fact tables (for example, less than100 GB) Relatively small data sizes (for example, a few terabytes) Database Optimization Minimal use of secondary indexes (described earlier as index-light) Partitioning is common Heavy utilization of secondary index optimization Choosing a FTDW Reference Configuration There are three general approaches to using the FTDW methodology described within this document. The first two are specific to the use of published, conforming Fast Track reference architectures for data warehousing. These approaches enable the selection of predesigned systems published as part of the FTDW program. The third approach treats core Fast Track methodology as a guideline for the creation of a user-defined data warehousing system. This final approach implies detailed workload profiling and system benchmarking in advance of purchase or deployment. It requires a high degree of technical knowledge. Option Pros Cons 1. Basic Evaluation Very fast system set-up and procurement (days to weeks) Minimize cost of design and evaluation Lower infrastructure skill requirements Possibility of over-specified storage or under-specified CPU 2. Full Evaluation Predefined reference architecture tailored to expected workload Evaluation takes effort and time (weeks to months)
Asperin - actions *** available for Faculty and Other Academic Ranks only*** Role(s) Aurora depts or workgroups Employee Category(s) Salary View? Lookup Access Only Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Appt Actions – preparer only (includes lookup role) Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Appt Actions – dept level approver (includes lookup role) Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Asperin – Extra Comp *** available for Faculty and Other Academic Ranks*** Role(s) Aurora depts or workgroups Employee Category(s) 61 up? Extra Comp Actions - preparer only (includes lookup role) or Extra Comp Actions - dept level approver (includes lookup role) Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other
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Role(s) Aurora depts or workgroups Employee Category(s) Salary View? Lookup Access Only Academic Appts All Faculty Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Appt Actions – preparer only (includes lookup role) Academic Appts All Faculty Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Appt Actions – dept level approver (includes lookup role) Academic Appts All Faculty Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Asperin – Extra Comp *** available for Faculty and Other Academic Ranks*** Role(s) Aurora depts or workgroups Employee Category(s) 61 up? Extra Comp Actions - preparer only (includes lookup role) or Extra Comp Actions - dept level approver (includes lookup role) Academic Appts All Faculty Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Aurora - Actions *** Available for Staff, Temps, LHTs, TA/TFs ***
Role Aurora depts or workgroups Employee Category(s) 61up? Lookup Access Only (general) ALL ALL except Sr Faculty Academic Appts All Faculty Athletics Staff(coaches & assistant coaches) DCE Special Exclusion (DCEG, DCEI, DCET) Exempt Staff House Jr Faculty Non-Exempt Staff Non Ladder Faculty OFA Special Exclusion Post Docs Researchers Senior Faculty TA/TF Temp Staff (LHTS & Student Temps) Other Appt Actions – preparer only (action initiator) TA/TF Temp Staff (LHTS & Student Temps) DCE Special Exclusion (DCEG, DCEI, DCET) Exempt Staff Non-Exempt Staff Athletics Staff (coaches & assistant coaches) OFA Special Exclusion House Appt Actions – Depratment Level Approver (Dept Admin) TA/TF Temp Staff (LHTS & Student Temps) DCE Special Exclusion (DCEG, DCEI, DCET) Exempt Staff Non-Exempt Staff Athletics Staff (coaches & assistant coaches) OFA Special Exclusion House Aurora – add pay ***For access approval for TA/TF add pays, contact Ian Richmond*** Role Aurora depts or workgroups Add Pay Actions – initiator only Add Pay Actions – dept level approver PeopleSoft - Quick Hire (hiring directly into PeoplSoft)
Asperin - actions *** available for Faculty and Other Academic Ranks only*** Role(s) Aurora depts or workgroups Employee Category(s) Salary View? Lookup Access Only Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Appt Actions – preparer only (includes lookup role) Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Appt Actions – dept level approver (includes lookup role) Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other Asperin – Extra Comp *** available for Faculty and Other Academic Ranks*** Role(s) Aurora depts or workgroups Employee Category(s) 61 up? Extra Comp Actions - preparer only (includes lookup role) or Extra Comp Actions - dept level approver (includes lookup role) Academic Appts All Faculty House Jr Faculty Non Ladder Faculty Post Docs Researchers Senior Faculty Temp Academics Visiting Faculty Other
He had no idea of any danger at Chatterley before the explosion. He could not firm any idea as to the cause of the explosion. He should be glad to carry out any suggestions which might be made for the future safety of the works. The jury deliberated for a considerable time, and they returned a verdict of accidental death, accompanied by the following recommendation:- That the precautions mentioned By Mr Longridge for the safety of the other boilers should be carried out, that particular attention by the persons in authority at the colliery to the way in which the men carry out their work, and that greater care be taken by the men on their change of turn.
Exercise Name: [Insert exercise name] Exercise Date: [Insert exercise date] Organization/Jurisdiction: [Insert organization or jurisdiction] Venue: [Insert venue name] Response Exercise Objective: [Insert exercise objective] Core Capability: Fatality Management Services Provide fatality management services, including body recovery and victim identification, working with state and local authorities to provide temporary mortuary solutions, sharing information with mass care services for the purpose of reunifying family members and caregivers with missing persons/remains, and providing counseling to the bereaved. Organizational Capability Target 1: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 2: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference] Organizational Capability Target 3: [Insert customized target based on plans and assessments] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Critical Task: [Insert task from frameworks, plans, or SOPs] Source(s): [Insert name of plan, policy, procedure, or reference]
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] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] 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
2 US TREASURY FATCA & 7 1.1471-1 7 4 7 7 1.1471-1T 18 § § § 1.1471-2 25 1.1471-2T 31 § § § 1.1471-3 36 4 4 1.1471-3T 67 § § § § § § § 1.1471-4 96 100 111 119 122 124 125 U.S. 126 A A (A) (B) (C) (F) (A) (B) (C) (D) (E) (A) (B) (A) (B) (C) (B) (A) (B) (A) (B) (A) (F) (C) (D) (E) (C) (D) (E) (F) (G) (H) (C) (D) (D) (H) (G)
128 1.1471-4T 129 § 129 § 129 § 132 § 132 § 139 § 140 § 140 § 141 141 1.1471-5 142 U.S. 142 144 § 151 152 152 157 164 165 § 166 § 166 § 166 166 1.1471-5T 167 § 167 § 168 U.S. 169 § 169 § 169 § 172 § 178 § 178 178 180 181 § 181 181 1.1471-6 182 182 182 183 183 U.S. 184 184 § 185 185 185 1.1471-6T 186 § 186 A (B) (B) (A) (B) (A) (B) (A) (A) (A) (E) (C) (C) (D) (C) (E) (C) (D) (E) (F) (C) (D) (D) (F) (E) (F) (F) (H)
§ 186 § 186 § 186 187 § 188 § 188 188 1.1472-1 190 190 NFFE— 190 190 193 193 § 193 § 193 193 1.1472-1T 195 § 195 § 195 § 195 § 200 § 200 200 200 § 200 200 28, 2017. 200 1.1473-1 202 2015-66] 202 U.S. 206 U.S. 209 210 211 211 1.1473-1T 212 § 212 § 214 § 215 215 1.1474-1 216 216 218 218 219 224 224 1042 1042-S. 224 224 U.S. 224 224 (B) (B) (B) (A) (B) (A) (B) (A) (A) (A) (C) (D) (D) (C) (D) (D) (C) (C) (C) (D) (E) (E) (F). (E) (E) (E) (F) (F) (F) (F) (F) (F)
1.1474-1T 226 § 226 § 226 § 229 § 229 § 232 232 1.1474-2 233 233 235 235 1.1474-3 236 236 236 236 1.1474-4 237 237 237 1.1474-5 238 238 239 240 1.1474-6 241 241 1441, 1442, 1443— 241 1445— 241 1446— 242 4 3 242 § 243 243 1.1474-6T 244 § 244 § 244 § 244 3406. 244 § 244 244 1.1474-7 245 245 245 245 301.1474-1 246 246 246 246 246 247 (B) (B) (B) (A) (B) (A) (B) (A) (B) (A) (B) (A) (B) (A) (A) (A) (A) (C) (C) (C) (C) (C) (C) (C) (D) (C) (D) (D) (H). (E) (E) (E) (E) (F) (F) (E).
Gr. 7 K. Gauci Gr. 7 S. Davis Gr. 6/7 M. Fuller Gr. 6 T. Bennett Gr. 6 & 5 B. Snow Gr. 6FI & 5 FI A. Brandolini Gr. 5/6 S. Birett Gr. 4/5 M. Pasia Gr. 4 B. Deuel Gr. 4 B. Vespi Gr. 3/4 M. Prohaska Gr. 3 J. Tarnowski Gr. 3 W. Sparrow Gr. 3 L. Hawkins Gr. 2 M. Murano Gr. 2 B. Stewart Gr. 2 C. Novak Gr. 1/2 B. Phelan Gr. 1 K. McLelland Gr. 1 S. Antao SK/1 C. Robertson JK/SK R. Hadden JK/SK S. Shore JK/SK C. Jones ME Class H. Hoang Educational Assistant L. DeFrancesco Educational Assistant S. Doody Educational Assistant B. Duke Educational Assistant M. Martino Educational Assistant L. Ostermann Educational Assistant L. Pasqua Educational Assistant M. Quilang Educational Assistant B. Somerville Child & Youth Worker A. Cuellar English/Second Lang H. Richard ESL (am) B. Phillips Junior Literacy C. Reel Resource G. Scian Resource/Computers T. Consoli Phys. Ed. V. Bendall FRENCH A. Alfieri FRENCH J. Derasmo FRENCH C. Romero FRENCH A. Scollard LIBRARY J. Eason VOCAL MUSIC R. Faraci INSTRUMENTAL D. Smith Head Caretaker R. Almacen Night Caretaker D. Selga Night Caretaker R. DeVera Clerk Typist B. Hughes Secretary T. Penney Vice Principal M. Dutil-Hoffman Principal S. Miller
HANDBOOK We have received the Our Lady of Fatima Handbook 2012/2013 and have reviewed the contents with our child(ren). Family Name: _____________________________________ 1) Child’s Name: ________________________ Teacher: ____________________ Grade: ____ 2) Child’s Name: ________________________ Teacher: ____________________ Grade: ____ 3) Child’s Name: ________________________ Teacher: ____________________ Grade: ____ Parent’s Signature: __________________________________ Date: __________
1) Child’s Name: ________________________ Teacher: ____________________ Grade: ____ 2) Child’s Name: ________________________ Teacher: ____________________ Grade: ____ 3) Child’s Name: ________________________ Teacher: ____________________ Grade: ____ Parent’s Signature: __________________________________ Date: __________
I-NOTE NO. NAME DELIVERY ADDRESS 22 Tehsildar Fatehpur NIC Computer Center,NIC Computer Centre Room Sadar,Dist-Fatehpur. 157 Bindki Tehsil Office , BindkiTehsil, Dist -Fatehpur. 158 Khaga Tehsil Office , KhagaTehsil, Dist -Fatehpur. 370 Bindki Tehsil Office , BindkiTehsil, Dist -Fatehpur. 371 Khaga Tehsil Office , KhagaTehsil, Dist -Fatehpur. 697 Amauli BDO ,Amauli Block, BindkiTehsil, Dist -Fatehpur 698 Deomai BDO ,Deomai Block, BindkiTehsil, Dist -Fatehpur 699 Malwan BDO ,Malwan Block, BindkiTehsil, Dist -Fatehpur 700 Asothar BDO ,Asothar Block, Fatehpur SadarTehsil, Dist -Fatehpur 701 Bahua BDO ,Bahua Block, Fatehpur SadarTehsil, Dist -Fatehpur 702 Bhitaura BDO ,Bhitaura Block, Fatehpur SadarTehsil, Dist -Fatehpur 703 Haswa BDO ,Haswa Block, Fatehpur SadarTehsil, Dist -Fatehpur 704 Dhata BDO ,Dhata Block, KhagaTehsil, Dist -Fatehpur 21,Collectorate
I-NOTE NO. NAME DELIVERY ADDRESS 705 Hathgaon BDO ,Hathgaon Block, KhagaTehsil, Dist -Fatehpur 706 Vijaipur BDO ,Vijaipur Block, KhagaTehsil, Dist -Fatehpur 1047 Zila Viklang Kalyan Adhikari Vikas Bhawan Sri.Saptarshi Kumar 1077 District Employment officer,District Employment office,Mohalla Ishmailgunj,Faithpur Sri.R.C Srivastava 1206 Zila Samaj Kalyan Adhikari, Collectrate Bhawan, Faithpur Sapthrishi Kumar 1285 District Informatics Officer, NIC District Centre, NIC Computer Centre Room No. Campus ,Fatehpur Mr. Ram Sewak 1381 CMO, District Hospital Chief Medical Officer
Vision-Based Autonomous Surface Ship 5th Generation Authors: Moscicki, Travis; Williams, Cullen; Koenig, Justin; Long, Andrew; Miranda, Mario; Davis, Harold; Mesa, Bianca This year’s RoboBoat team is looking to build on the successes of last year’s effort while reducing the chances of encountering the same difficulties. The main considerations for the project were to introduce an easily navigable high level planner, a robust vision system, a state of the art acoustics system, and to increase the overall appeal of the vessel. The introduction of so many new components required finding every possible way to shave weight while maintaining stability. In pursuit of our goal of victory, Team Owltonomous has implemented all of the above mentioned systems, a new superstructure, a new power system, and still weigh in less than we did in 2014. As we continue to test during the weeks leading up to the competition, we have prepared for and plan to address the inevitable bugs that seem to appear in the time it takes to move the vessel from the bench to the water. Go Owls! Mechanical Systems Hulls While the V-BASS platform is a veteran contender, this generation has undergone intensive structural renovations, including a decrease in length and re-designed superstructure. To ensure the vehicle's structural integrity and to confer as much as possible from the curvature of the original Bailey hull design, a one foot section was removed from the middle of the vessel. An optimal seam for reattachment was created by cutting the connecting edges on a 12 degree bias. The junction was finalized by filling the seam with fiberglass sheets of increasing width and epoxy resin. A physical buoyancy test was conducted to confirm the patch was water tight, determine the new vehicle's stability and determine its tolerance for additional weight. An identical configuration of kill switch, propulsion batteries, and motor controllers are contained inside each of V-BASS hulls, requiring a seal of the topside panels. In
1 of 16 Literary Feuds: Ernest Hemingway vs. William Faulkner Faulkner: “Something was; it was too much to have vanished that quickly and completely-the air polluted and rich and fine which had flowed over and shaped that abundance and munificence, which had done the hydraulic office to that almost unbroken progression of chewed food, which had held intact the constant impact of those sixteen years of sitting down: so why should not that body at the last have been the unscalable sierra, the rosy virginal mother of barricades for no man to conquer scot-free or even to conquer at all, but scar no mark of himself (That ere child aint going to look no more like nobody this country ever saw than she did, he though.)-the buggy merely a part of the whole, a minor and trivial adjunct, like the on her clothing, the clothes themselves, the beads which one of the three of them had given her.” Hemingway: In the fall the war was always there, but we did not go to it any more. It was cold in the fall in Milan and the dark came very early. Then the electric lights came on, and it was pleasant along the streets looking in the . There was much game hanging outside the shops, and the snow powdered in the fur of the foxes and the wind blew their tails. The deer hung stiff and heavy and empty, and small birds blew in the wind and the wind turned their feathers. It was a cold fall and the wind came down from the mountains. We were all at the hospital every afternoon, and there were different ways of walking across the town through the dusk to the hospital. Two of the ways were alongside canals, but they were long. Always, though, you crossed a bridge across a canal to enter the hospital. There was a choice of three bridges. On one of them a woman sold roasted chestnuts. It was warm, standing in front of her charcoal fire, and the chestnuts were warm afterward in your pocket. The hospital was very old and very beautiful, and you entered through a gate and walked across a courtyard
Housing/Estates Services: Details Action to be taken Officer/team responsible Update/ Resolution? Fly tipping rear of 157 Magyar Crescent Needs clearing Estates team Fly tipping rear of 119 Magyar Crescent Needs Clearing Estates Team Fly tipping (mattress and mower) rear of 30 Faultlands Close Needs clearing Estates Team BT inspection hatch adjacent to 39 Faultlands Close needs relaying Report to BT DR
Faulty Reasoning Defining and Examples Logical thinking is critical in a debate, both in arguing your position and in tearing down your opponents’ arguments. Be sure not to argue by using faulty reasoning! See the definitions and examples below. Practice identifying faulty reasoning by making your own examples. Definition Over Generalization “Look at those kids writing on that wall; all teenagers are vandals.” Arriving at conclusions based on too few examples. Faulty Comparisons “I’m not worried about high school; I breezed through junior high” Comparing two subjects that are actually more different than they are similar. Mistaking the cause “Ever since we bought that ski-doo, his marks have fallen.” Assuming an effect is due to only one cause and ignoring other possible causes. Name Calling “You’re too young to understand.” Resort to derogatory statements rather than providing logic.
Identify each statement as one of the types of faulty reasoning: #) Over Generalization “Look at those kids writing on that wall; all teenagers are vandals.” Faulty Comparisons “I’m not worried about high school; I breezed through junior high” Mistaking the cause “Ever since we bought that ski-doo, his marks have fallen.” Name Calling “You’re too young to understand.” “You know, there’s plenty wrong with American kids. There are more crimes committed today by juveniles than ever before in the USA. TV commercials are a bunch of baloney. American women should stop nagging about wanting to be liberated. Think of it—50 years ago they didn’t have such conveniences as vacuum cleaners and dishwashers! “Of course it’s her fault, officer. She’s a woman, and everyone knows how they drive.” Miss Anthony won’t let us start a horseback riding club and she can’t even walk straight. No we won’t allow students into faculty meetings. They did that at Gramm School and look what happened; student riots almost every week. That’s the last time you’ll go camping with Henry. You always get sick a few days after you come back.
Since a2=a* then The sequence quantities can be expressed in terms of the phase quantities by finding the inverse of the matrix as follows: For a balanced three phase system, The above equations apply to voltages also. Sequence representations of power system elements: ELEMENT SYMBOL POSITIVE SEQ NEGATIVE SEQ GENERATOR/SOURCE LINE TRANSFORMER Fault Calculations: Using the station power one line diagram presented earlier as shown below, and the associated per unit diagram, calculate the three phase fault and the phase to ground fault at points A,B,C,D,E,F. Figure 8 Station Power Example One Line Diagram
Purpose and scope This Fauna Inventory Report forms part of the basic information required to start managing protected land. It should serve as a useful reference for managers, and also the logical basis of management actions. The specific purpose of this document is to: Identify any EPBC-listed animal species that are the targets of conservation measures under the MSA Provide enough information about the distribution of animals on the land to allow management planning to proceed. Fulfil (for the survey area) DELWP’s commitment to produce a detailed inventory of the fauna values within the WGR () Provide a qualitative baseline describing the fauna when the survey area is brought into the WGR This document does not: constitute a management plan, describe the vegetation of the survey area (available in DELWP ()), make any claims about the likely presence or absence of values not recorded. The Survey Area This report covers the Western Grassland Reserve - Mount Cottrell Nature Conservation Reserve (NCR), a rectangular block of land on the west of Troups Rd South, Mount Cottrell (44.3 ha). The survey area is shown in Figure 1. Figure 1. The location of Mount Cottrell NCR. Insert shows the location of Mount Cottrell NCR (red) within the Western Grassland Reserve. Previous survey information This area has not been the subject of any previous fauna surveys. Methods The site was surveyed using the methods described in DELWP (2015c). As this is a small property dominated by grassland not all survey techniques described in DELWP (2015c) were conducted. Figure 2 shows the survey locations. Figure 2. Survey locations at Mount Cottrell NCR by survey type.
Crested Pigeon Ocyphaps lophotes – - Willie Wagtail Rhipidura leucophrys – - Zebra Finch Taeniopygia guttata – - Masked Lapwing Vanellus miles – - Reptiles Tiger Snake Notechis scutatus – - Common Blue-tongued Lizard Tiliqua scincoides – - Frogs Spotted Grass Frog Limnodynastes tasmaniensis – - Insects Golden Sun Moth Synemon plana Spiders Ground Spiders Gnaphosidae Wolf Spiders Lycosidae Prowling Spiders Miturgidae Long Spinneret Ground Spiders Prodidomidae Jumping Spiders Salticidae Redback Spider Theridiidae (Latrodectus hasseltii) Ant Spiders Zodariidae
Common name Scientific name Roof tile grids Remote cameras Call recognition and spotlighting (frogs) Diurnal survey (reptiles) Diurnal survey (birds) Spotlighting – Plains Wanderer Call playback – Noc. Birds Bat detectors Spotlighting – arboreal mammals Area search - GSM Spider surveys – pitfall and/or vacuum Additional species from Incidental Records Other surveys Mammals Gould’s Wattled Bat Chalinolobus gouldii Chocolate Wattled Bat Chalinolobus morio Cat* Felis catus Eastern Grey Kangaroo Macropus giganteus Eastern Bent-wing Bat Miniopterus schreibersii oceanensis Southern Freetail Bat Mormopterus planiceps (lp) Eastern Freetail Bat Mormopterus ridei House Mouse* Mus musculus Long-eared Bats Nyctophilus geoffroyi/gouldi/timoriensis European Rabbit* Oryctolagus cuniculus Inland Broad-nosed Bat Scotorepens balstoni Fat-tailed Dunnart Sminthopsis crassicaudata White-striped Freetail Bat Tadarida australis Common Brushtail Possum Trichosurus vulpecula Large Forest Bat Vespadelus darlingtoni Southern Forest Bat Vespadelus regulus Little Forest Bat Vespadelus vulturnus Red Fox* Vulpes vulpes Black Wallaby Wallabia bicolor Birds Spiny-cheeked Honeyeater Acanthagenys rufogularis Yellow-rumped Thornbill Acanthiza chrysorrhoa Brown Goshawk Accipiter fasciatus Common Myna* Acridotheres tristis Common Skylark (I) Alauda arvensis
Prowling Spiders Miturgidae Goblin Spiders Oonopidae Daddy Long-legs Spiders Pholcidae Long Spinneret Ground Spiders Prodidomidae Jumping Spiders Salticidae Redback Spider Theridiidae (Latrodectus hasseltii) Ant Spiders Zodariidae ^ Most likely Eastern Long-necked Turtle Chelodina longicollis
October 2017 FAUQUIER COUNTY & SCHOOLS WORKERS’ COMPENSATION PANEL OF PHYSICIANS Ren Royston, MD Bob Houska, MD Kevin Olson, MD Thy Lan T Olson, MD Countryside Family Practice 8255 E Main Street Suite A Marshall, VA 20115 Monday – Friday 7am to 5pm 540-364-1581 John Bourgeois, MD Sally Markell, NP Warrenton Urgent Care 75 West Lee Highway Warrenton, VA 20186 Monday – Friday 91m to 7 pm Saturday 10am to 4 pm Sunday 12pm to 5 pm 540-351-0662 John Anderson, MD Gloria Galdamez, MD Daniel Gray, MD Cornell Shelton, MD Sentara Pratt Medical Group – Jack Johnson 12101 Carol Lane Fredericksburg, VA 22407 Monday – Friday 8:30am to 5pm Bloodborne Pathogens 540-785-7810 Joseph David, MD Jae Lee, MD Demetrius Maoury, MD Kevin McCarthy, MD Kelsey Cooper, NP Piedmont Internal Medicine 419 Holiday Court Suite 100 Warrenton, VA 20186 Monday – Friday 7am to 7 pm Saturday 8am to 12 pm 540-347-4200 Nelson Gustin, MD William Bender, MD Patricia Houser, MD Megan Williams, DO Amherst Family Practice 1867 Amherst Street Winchester, VA 22601 Monday – Friday 7 am to 6pm Saturday 9 am to 2pm 540-667-8724 Philip Peacock, DO Chi Young, MD Kimberly Manning, NP Prince William Family Medicine 8078 Crescent Park Drive Suite 201 Gainesville, VA 20155 Monday, Wednesday & Thursday 7:30am to 6:45pm Tuesday & Friday 7:30am to 4pm Appointment Necessary Bloodborne Pathogens 703-753-4999 Balwinder Singh, MD Gainesville Urgent Medical 7588 Gardner Park Drive Gainesville, VA 20155 Monday – Friday 9am to 8pm Saturday & Sunday – 9am to 12noon Walk In – No Appointment Necessary Bloodborne Pathogens 703-753-7797
For more information, please contact BRF Communications Officer, Florence Jones, at florencejones@brf.org.uk or on 01865 319717. About The Bible Reading Fellowship: The Bible Reading Fellowship is passionate about making a difference through the Christian faith. We want to see lives and communities transformed through our creative programmes and resources for individuals, churches and schools. BRF works in four main areas: individual Christian growth, church outreach in the community, teaching Christianity in primary schools, and children's and family ministry.
Use Case List Register Request Respond Show User Announcement Reward Redeem Use Case 1: Register User System Thoughts User’s Actions On Stage Back Stage Preconditions Accesses registration page Main Success Scenario Sign up for Favor Net Fill in Form, Submit Acknowledge Create user record from form, initialize points total. history Exceptions/Extensions Negative Acknowledge User already exists# No change
Use Case 2: Request User System Thoughts User’s Actions On Stage Back Stage Preconditions Accesses request page Time and location sensed User known and Registered Main Success Scenario Wants favor Fill in Form, Submit Acknowledge Record request, identify likely responders. Send requests. Exceptions/Extensions Use Case 3: Respond Request User System Thoughts User’s Actions On Stage Back Stage Preconditions User’s receiving device active. User is registered. Has contact information. Main Success Scenario
Use the equivalent of the Pythagorean Theorem for 3D to find the distance from the origin to the center of the sphere in the octant with all positive coordinates. This would be . Add on an additional radius to reach to the outside edge of a sphere, giving . 51 Recall that a right triangle is inscribed in a circle. Thus, an acute triangle would have vertex C outside the circle that has the midpoint of segment AB as its center. To be acute, you would also need the angles at A and B to be less than 90°. Therefore, find the area of the region inside the large triangle below. Then subtract the areas of the small triangle and the circle. You would have 6 The area of the rectangle is 144, so the square must be 12 x 12. Draw the radii to the points of tangency. The triangles are then similar. Extend the lines in the drawing to the left until they intersect. That point of intersection is . The slope of the line through the centers is , which will be the tangent of the angle, , formed at . You then need . Use the Law of Cosines and solve the quadratic equation for . Use the property of secants to find that DC = 1. Due to congruent angles, we know that with a ratio of similitude of 8:1. Using the areas of the three regions to be M, N, and K, as marked in the figure, we then know that M = 64N. We also know by AA~ Theorem that with a ratio of similitude of 2:1. This means that M + K = 4(K + N). Substituting, we get , so and . Draw . Use the ratios of special right triangles. Then the area of the square is . Note: For fun, TNYWR = 28!
Healthy Lunchbox Challenge Circle the foods you would like to have in your school lunch box Breads Baguette Crackers Focaccia Pita bread Pizza bread Rice cakes Rolls Sandwich bread Tortillas/wraps Spreads Hommus Honey Jam Vegemite Sauce Mayonnaise Pesto Snacks Dried fruit Popcorn Yoghurt Rice crackers Soya crisps Dip and crackers Other grains Pasta Rice Couscous Quinoa Protein Egg Chicken Tuna Tofu Ham Beef Vegetables Asparagus Carrots Lettuce Avocado Cucumber Tomato (fruit) Sprouts Capsicum Broccoli Celery Eggplant Green beans Mushrooms Snow peas Spinach Zucchini Fruits Apples Apricots Pears Bananas Blueberries Cherries Cranberries Dates Figs Mango Pawpaw Pears Prunes Raisins Grapefruit Grapes Kiwifruit Melon Nectarines Oranges Mandarins Peaches Pineapple Plums Raspberries Strawberry