zilongwang/ReadingBank huggingface dataset:
Explain the limitations of the particle theory in relation to changes of state when particles are represented by solid inelastic spheres which have no forces between them. 2.2.2 In chemical equations, the three states of matter are shown as (s), (l), and (g). Predict (10 minutes) Students sketch a graph to show what happens as water is heated from −10 °C to 110 °C. (Graph axes should be temperature against time. Temperature increases from −10 °C to 0 °C. Plateau at 0 °C, where ice melts to liquid water. Temperature increases from 0 °C to 100 °C. Plateau at 100 °C where liquid water turns to steam. Temperature increases from 100 °C to 110 °C.) Students should annotate their diagrams using particle diagrams. Lesson C3.2 Atoms into ions MS: 5b AQA spec link: 2.1.1 There are three types of strong chemical bonds: ionic, covalent, and metallic. For ionic bonding the particles are oppositely charged ions. Ionic bonding occurs in compounds formed from metals combined with non-metals. For covalent bonding the particles are atoms which share pairs of electrons. 2.1.2 When a metal atom reacts with a atom electrons in the outer shell of the metal atom are transferred. Metal atoms lose electrons to become positively charged ions. Non-metal atoms gain electrons to become negatively charged ions. The ions produced by metals in Groups 1 and 2 and by Aiming for Grade 4 LOs: State the particles involved in ionic and covalent bonding. Describe, with an example, how a 1 metal atom becomes a positive ion. Describe, with an example, how a Group 7 non-metal atom becomes a negative ion. Starters Turning match Label diagram chloride. and Main Making with dot ask ions become Aiming for Grade 6 LOs: Draw dot and cross diagrams of compounds formed between Group 1 and Group 7 elements. Explain how electron transfer allows ionic bonding to occur in the compound formed when a Group 1 metal reacts with a Group 7 non-metal.
Lesson C3.11 Nanoparticles MS: 1b, 1d, 2h, 5c AQA spec link: 2.4.1 Nanoscience refers to structures that are 1–100 nm in size, of the order of a few hundred atoms. Nanoparticles, are smaller than fine particles (PM2.5), which have diameters between 100 and 2500 nm (1 × 10–7 m and 2.5 × 10–6 m). Coarse particles (PM10) have diameters between 1 × 10–5 m and 2.5 × 10–6 m. Coarse particles are often referred to as dust. As the side of a cube decreases by a factor of 10 the surface area to volume ratio increases by a factor of ten. Aiming for Grade 4 LOs: State a definition of nanoscience. Describe how surface area to volume ratio increases as particle size decreases. Recognise that the negative indices in standard form used in nanoscience represent very small numbers. Starters numbers into • 0.000 • 0.000 • 0.000 Surface and a nail in rather wooden splint of iron Aiming for Grade 6 LOs: Describe the size of nanoparticles. Explain why surface area to volume increases as particle size decreases. Convert lengths into standard form.
Plenaries Equations (5 minutes) Ask students to write word equations and balanced symbol equations for all the reactions met in the lesson. Students then use their equations to explain why the reaction of a base and a dilute acid is a neutralisation reaction. High-tier students should also write ionic equations. Explaining procedure (10 minutes) Ask students to review the method to make a copper salt and explain the following: • Copper oxide was in excess (the black reactant left over in a suspension, as all the acid needed to be neutralised). • The residue is discarded (this is the unreacted copper oxide and as such is an impurity in the preparation). • The filtrate is heated and volume reduced by half (to create a hot saturated solution, which on cooling will crystallise out into larger, well-formed crystals of the hydrated salt). Aiming for Grade 8 LOs: Explain the reaction between a metal oxide or metal hydroxide and an acid, including an ionic equation. Generate the formulae of salts given the names of the metal or base and the acid Explain how alkalis are a subgroup of bases. Lesson C5.6 Making more salts AQA spec link: 4.2.2 Acids are neutralised by alkalis (e.g., soluble metal hydroxides) to produce salts and water, and by metal carbonates to produce salts, water, and carbon dioxide. The particular salt produced in any reaction between an acid and a base or alkali depends on: • the acid used (hydrochloric acid produces chlorides, nitric acid produces nitrates, sulfuric acid produces sulfates) • the positive ions in the alkali or carbonate. Aiming for Grade 4 LOs: Safely make a salt by reacting a metal carbonate with a dilute acid. Write a general word equation for metal carbonates and alkalis reacting with dilute acids and use this to make specific word equations. Lesson Starters Making a metal to General a) KOH + OH− + (acid + Aiming for Grade 6 LOs: Describe how to make a dry sample of a salt from reacting a carbonate or an alkali with a dilute acid.
Go to the website http://www.sep.org.uk/archiveXsT099/samples/energynow/student_view.html and explore the interactive activities about energy transfer devices: ‘Animation 11 [1]’, ‘Animation 11 [2]’ and ‘Animation 11 [3]’.
(4 – switch on the kettle (and check that it switches off again when the water boils). Draw an energy transfer diagram to show the energy transfers while the kettle is on, and the processes which make each of these transfers happen. (5 marks) Extension Suggest an energy which might be decreasing while the kettle is on. (1 mark) – switch on the motor (and switch it off again before you leave this station). Draw an energy transfer diagram to show the energy transfers which happen while the motor is on. (5 marks) Extension Explain, in terms of energy transfers, why the motor stops running very soon after it is switched off. (2 marks) Follow-up Go to the website https://phet.colorado.edu/en/simulation/energy-forms-and-changes and run the simulation. Click on the ‘Energy Systems’ tab at the top. The simulation lets you make energy transfers happen by combining different objects or devices: running water from a tap, the Sun, a kettle, a human on a bike, a dynamo (controlled by turning a wheel), a solar panel, a water heater, a lightbulb, and an energy efficient lightbulb.
Energy circus Specification references P 1.1.1 Energy stores and systems, P.1.2.1 Energy transfers in a system WS 1.2. Aims In this activity students will practise describing energy stores, energy transfers, and the processes by which energy transfers take place, as they are prompted by a variety of observations. High-attaining students will also describe factors affecting the capacity of energy stores. Learning objectives After completing the practical students should be able to: describe energy stores, and say when an energy store is increasing or decreasing describe energy transfers, and name processes which make energy transfers happen. Teacher notes Before doing the practical, students should be introduced to the concepts of energy stores, energy transfers, and some of the processes by which energy transfers happen. You should also check whether students remember, from their previous learning, any types of energy store – such as kinetic, elastic, and gravitational potential energy stores. The practical helps students to apply these ideas to a range of scenarios. The activity can be adapted according to the equipment available. Alternatives include: radio-controlled car; wind-up radio; solar-powered cart; MP3 player. Check beforehand that students can access the recommended website (which requires Java to run). Alternatively, you may instead download and save the simulation and then play it offline. Answers for method sheet Wooden block falling onto the floor Gravitational potential energy. (1 mark) Kinetic energy (and thermal energy). (1 mark) To the surroundings / air / (1 mark) By heating; and by sound (waves). (2 marks) Extension i Larger. (1 mark) ii Larger. (1 mark) Candle or spirit burner
6.2.4 Electromagnetic waves have many practical applications. For example: • radio waves – television and radio • microwaves – satellite communications, cooking food • visible light – fi bre optic communications. emphasis on the position of microwaves within it. Link this to the rate at which data can be transmitted – microwaves provide the greatest rate. Discuss the transmission of signals, particularly the need for transmission towers – the phones do not communicate directly. An older, broken phone may be useful here to show the aerial. No link between mobile phone use and brain effects has so far been found – the intensity of the signals are very low and are unlikely to cause damage. Students then complete the Bump up your grade worksheet to consolidate their understanding of the electromagnetic spectrum and how microwaves and radio waves are used in communication. Optical fibres for communication (20 min) Demonstrate a simple transition of light pulsed through a fibre with a torch and convoluted path for the cable. Remind students that visible light and IR are much higher frequency than radio and so fibres will transmit data at a higher rate. Students can compare energy and information transfer through a fibre to that in radio transmissions. Higher-tier students also need to discuss signals and carrier The process here is quite complex and students need to be led through the stages carefully. Plenaries Round the bend (5 min) Give the students a diagram of an Aiming for Grade 8 LOs: Describe in detail how carrier waves are used in the transfer of information. Describe the structure of a communication system, including the effect of a radio wave on the current in the receiver. Discuss the relationship between wavelength, data transmission, and to explain why particular frequencies are chosen for particular transmissions.
Lesson Aiming for 4 Aiming for 6 Aiming for 8 P2.3 Radiation and the greenhouse effect I can state that infrared radiation is electromagnetic radiation with a wavelength shorter than red light. I can compare the emission of infrared radiation with a wavelength shorter than red light. I can describe factors that affect the rate of emission of infrared radiation, including temperature and surface area. I can state that an object cools by emitting infrared radiation and heats by absorbing infrared radiation. I can outline the evidence that changes in the concentration of atmospheric gases are the likely cause of global warming. I can apply the concepts of absorption and emission of infrared radiation to explain why an object maintains a constant temperature. I can describe the greenhouse effect in simple terms. I can describe the greenhouse effect in terms of absorption and emission of radiation. I can fully explain the greenhouse effect in terms of absorption, emission, and wavelengths of electromagnetic radiation. P2.4 Specific heat capacity I can describe materials in terms of being difficult or easy to heat up (increase the temperature of). I can describe the effects of changing the factors involved in the equation. I can evaluate materials used for transferring energy in terms of their specific heat capacity. I can state the factors that affect the amount of energy required to increase the temperature of an object. I can calculate the energy required to change the temperature of an object. I can use the specific heat capacity equation to perform a wide range of calculations in unfamiliar contexts. I can, with some support, measure the specific heat capacity of a material. I can measure the specific heat capacity of a material and find a mean value. I can evaluate in detail the results of an experiment to measure specific heat capacity. P2.5 Heating and insulating buildings I can state some design features used to prevent energy transfer to the surroundings in the home. I can describe how some design features used to reduce energy dissipation from a home work. I can evaluate in detail design features used to reduce energy loss from the home. I can calculate the payback time of a simple home improvement feature. I can compare home improvement features in terms of payback time. I can decide on home improvement features using payback time and savings beyond the payback time.
Lesson P2.1 Energy transfer by conduction MS: 2g AQA spec link: 1.2.1 Unwanted energy transfers can be reduced in a number of ways, for example through lubrication and the use of thermal insulation. Students should be able to explain ways of reducing unwanted energy transfers, for example, through lubrication and the use of thermal insulation. Aiming for Grade 4 LOs: Describe materials as good or poor thermal conductors. Compare the thermal conductivities of materials in simple terms. Relate the thermal conductivities of a material to the uses of that material in familiar contexts. Lesson Starters Frying resistant show a allow transfer.
complete sentences to describe simple scenarios such as the colour of a cup you should us to keep a drink cold on a hot day. Lesson P2.3 More about infrared radiation MS: 3b, 3c AQA spec link: 6.3.2 A body at constant temperature is absorbing radiation at the same rate as it is emitting radiation. The temperature of a body increases when the body absorbs radiation faster than it emits radiation. The temperature of the Earth depends on many factors including: the rates of absorption and emission of radiation, reflection of radiation Aiming for Grade 4 LOs: Compare the emission of infrared radiation from different surfaces (such as shiny and dark). Outline the evidence that changes in the concentration of atmospheric gases are the likely cause of global warming. Describe the greenhouse effect in terms of absorption and emission of radiation. Lesson Starters Warm graphs years
Lightning storm (10 min) Some people propose harnessing the electricity from lightning strikes for power. Students could discuss the advantages and disadvantages of this idea. Lesson P3.2 Energy from wind and water WS: 1.3, 4.4 MS: 1c, 2c, 4a AQA spec link: 1.3 The main energy resources available for use on Earth include: fossil fuels (coal, oil and gas), nuclear fuel, biofuel, wind, hydroelectricity, geothermal, the tides, the Sun, and water waves. A renewable energy resource is one that is being (or can be) replenished as it is used. Aiming for 4 LOs: State that wind turbines, wave generators, hydroelectric systems, and tidal systems are renewable energy resources. Describe some simple advantages or disadvantages of renewable energy systems. Outline the operation of a renewable energy source. Lesson Starters Wind of Water diagram
b    (1) to give     (1) to give R  3.3 Ω (1) (3 marks) c   (1) to give   (1) to give R  3 Ω (1) (3 marks) 3 Resistance of parallel network is 30 Ω (1), total resistance in circuit is 60 Ω (1), use of I  (1) gives a value of I   0.2 A (1) (4 marks) 4 Use of R  V I (1) shows that the effective resistance of the circuit is R  12 V 0.1 A  120 Ω (1), so this means that   becomes   (1), so  − (1) so Rlamp  600 Ω (1) (5 marks) 5 a Resistance of parallel network  10 Ω (1) plus the 20 Ω resistor in series becomes 30 Ω (1). (2 marks) b Current leaving cell is given by I  (1)   0.4 A (1) so current through bulb A is 0.4 A (1), through bulb B is 0.2 A (1) and through bulb C it is 0.2 A marks) c When switch opened, circuit resistance increases (1) to 40 Ω (1) so current decreases (1) to 0.3 A (1). (4 marks)
Lesson P6.1 Density MS: 1a, 1b, 1c, 3b, 3c, 5c AQA spec link: 3.1.1 The density of a material is defined by the equation: density = mass ÷ volume density, ρ, in kilograms per metre cubed, kg/m3 mass, m, in kilograms, kg volume, V, in metres cubed, m3 Required practical: Use appropriate apparatus to make and record the measurements needed Aiming for Grade 4 LOs: Describe density as a property of a material and not a particular object. State that the density of a material is the mass per unit volume. Calculate the volume of some regular shapes and the density of materials, with support. Lesson Starters Material list of good a how the Cocktail
Heating changes the energy stored within the system by increasing the energy of the particles that make up the system. This either raises the temperature of the system or produces a change of state. 3.2.2 If the temperature of the system increases, the increase in temperature depends on the mass of the substance heated, the type of material, and the energy input to the system. The following equation applies: change in thermal energy = mass × specific heat capacity × temperature change [Δ E = m c Δθ ] change in thermal energy Δ E in joules, J mass m in kilograms, kg specific heat capacity c in joules per kilogram per degree Celsius, J/kg °C temperature change Δθ in degrees Celsius, °C. The specific heat capacity of a substance is the amount of energy required to raise the temperature of one kilogram of the substance by one degree Celsius. ice cubes that have food colouring in them. Ask the students to describe the processes taking place. Main Internal energy (20 min) Begin heating the beaker of iced water and discuss the energy transfers involved. Initially there will be no temperature increase, allowing discussion of the latent heat and the repositioning of the bonds of the particles. As the ice melts and the temperature starts to increase, begin to describe the changes in motion for the particles. By the time the water is boiling, the students should have a good understanding of internal energy. Particle behaviour (20 min) Describe the behaviour of the particles in a solid, liquid, and gas with a focus on the forces between the particles. Describe the attraction between individual particles and how the motion changes. Additional details about the behaviour of gases will be covered in the next few lessons. Plenaries Convection revisited (10 min) Repeat the second starter, but ask the students to describe the changes in particle behaviour for the ice. What forces? (5 min) Can the students describe forces are responsible for attraction and repulsion between molecules and Aiming for Grade 8 LOs: Use the concepts of kinetic and potential energy to explain changes in internal energy. Describe the changes in the size of intermolecular forces during changes of state.
Catchwords 1 Would you find the words on the two pages of the dictionary above? Look up the words and translate them into English. Practice of using catchwords to locate words quickly. Once students have completed the activity, check answers as a class. Challenge the most able classes to use one or more of the words in an example sentences of their own. Answers 1 Klatsch – ja gossip 2 – nein bang 3 Kirsche – nein cherry 4 klagen – ja to complain 5 Klippe – ja rock, cliff 2 Break the code by putting the letters of each word in alphabetical order to make a German word. Now look up the German words in your dictionary. What do they mean in English? Use the catchwords to help you locate the correct dictionary page. Further practice of using a dictionary efficiently. Check answers as a class. Again, challenge the most able classes to use one or more of the words in an example sentences of their own. Answers 1 NINGEB – Beginn beginning 2 SNIET – einst once/one day 3 TROD – dort there 4 ETBE – Beet flower bed Victory with verbs 1 Read the German sentences and write the infinitive of the reflexive verbs. Then translate the sentences into English. Practice of finding reflexive in the dictionary. Answers 1 sich sorgen to worry – I worry about my exams. 2 sich entspannen to relax – In the evening, I relax. 3 sich erinnern to remember – Do you remember me?
Appendix 4: Consultation questions Question number Question Answer ✓ 1 Name 2 address 3 Are you responding on behalf of: a) yourself or your family b) an organisation Please tick the appropriate response Personal Organisation If you are responding on behalf of an organisation, please specify 4 We will publish all responses online, with personal information removed, unless you indicate otherwise. If you do not wish your response to be made public, please indicate. Please note that if we receive any Freedom of Information requests, we may still be required to publish your response. Yes publish my response No please don’t publish my response 5 Please rank the bridge options in order of preference, with 1 being your most preferred and 9 being your least preferred Click to return to the bridge options 1a 1b 2a 2b 3a 3b 4a 4b 5 Please indicate your reasons for this choice 6 Yes
If other please specify Information about how the scheme was built Flood risk Other 11 Please tell us what of the day are you most likely to use Willow Walk to help inform our traffic management plan? Please tick all that apply Please provide any comments 6am - 8am 8am - 10am 10am - 12pm 12pm - 2pm 2pm - 4pm 4pm - 6 pm 6pm - 8pm 8pm - 10pm 10pm - 6am 12 How do you use Willow Walk? Please tick all that apply If other please provide details Walking/running Cycling Horse riding Walking with a pushchair/wheelchair Other 13 We need to understand how you use the A34 junction so that we can reduce construction traffic at the busiest times. What times of day would you be most likely to be travelling in and out of South Hinksey? Please tick all that apply Please provide any comments 6am - 8am 8am - 10am 10am - 12pm 12pm - 2pm 2pm - 4pm 4pm - 6 pm 6pm - 8pm 8pm - 10pm 10pm - 6am
Question: The bioluminescent red tide blooms are caused by microscopic phytoplankton called dinoflagellates. Like all plants, they use photosynthesis to produce their food. Do you think that the dissolved oxygen concentration during the beginning of a red tide bloom increases or decreases? Why? Question: The phytoplankton of the red tide bloom end up getting eaten by small animals called zooplankton. What effect will this have on the water’s dissolved oxygen concentration? Question: All other things being equal, will surface water have a higher O2 concentration during summer when the water is warm or winter when the water is cold (but no ice)? How do you know? Question: The deep water masses in the ocean can be at temperatures near 0 C, and they acquired that temperature while exposed to the atmosphere. Do you expect them to have a high or low dissolved oxygen concentration?
Table 6 Performance of oxy-fuel power plant with cryogenic CO2 purification Base case This work Strube and Manfrida (2011) Others IEAGHG 2005/9, Air Productsa EOR case - Costain Air Products Base Case Air Products 17 bar stripping Air Products 30 bar stripping Air Liquide Praxair Pipitone and Bolland (2009)b Case 2 Posch and Haider (2012)b Type 2 Flue gas composition pre-compression and water removal (% mol) CO2 76.0 76.0 75.3 75.3 75.3 75.3 74.4 75.0 77.4 Ar 3.6 3.6 2.3 3.2 N2 14.1 14.1 16.4 11.5 O2 5.5 5.5 6.0 7.9 Separation method Two flash units Two units and stripper Two flash units Flash separator and stripper Two flash separators and stripper Distillation column, stripper, and flash vessel c Stripper column and vessel d Distillation separation Distillation separation CO2 recovery (%) 90.0 90.0 86.5 86.4 85.7 86.6 82.2 86.9 87.6 – 90.1 Total amount of work in the CPU per kg stored CO2 (kJ/kg) 526.8 (146.3 kWh/tCO2) 435.23 (120.9 kWh/tCO2) 492 (136.7 kWh/tCO2) 509 (141.4 kWh/tCO2) 627 (174.2 kWh/tCO2) 412 (114.4 kWh/tCO2) 492 (136.7 kWh/tCO2) 602.9 (167.6 kWh/tCO2) 700 (195 kWh/tCO2) Product gas composition (% mol) CO2 95.5% 99.98% 96.1% 99.97% 99.99% 99.99% 99.9% 99.3% 99.99% O2 1.4% 100 ppm 0.73% 176 ppm 46.5 ppm 35.6 ppm 363 ppm 4000 ppm) 6 ppm Pressure (bar) 110 110 110 110 110 110 110 110 120
plant is small compared to the cost of establishing a firm with local plant. Fragmentation and skilled-labor intensity motivate vertical MNEs, while jointness is associated with horizontal MNEs. It should be noted that fragmentation and jointness are not the same thing. Fragmentation can be interpreted as service provided by skilled labor, such as manager service. Manager skill can be transferred easily by shifting a manager from home to host, but cannot be simultaneously used in both because a manager can only be in one place at any one time. On the other hand, jointness, which can be represented by a blueprint, can easily be shared among plants without reducing the services provided in other locations. Model Structure There are two identical countries, denoted by i and j, producing two final goods using two factors, unskilled labor L and skilled labor S. L and S are required in both sectors and are mobile between sectors, but are internationally immobile. Y is produced with L and S a Cobb-Douglas type constant return to scale technology and under perfect competition. Y will be used as numeraire and so its price is set to unity. The production function for Y is: , (1) where and are skilled and unskilled labor used in the Y sector in country i. Subscripts i and j will respectively be used to denote countries 1 and 2. Marginal products of S and L in Y production are: and , (2) and are wages for skilled and unskilled labor, respectively. Good X is produced with increasing returns to scale technology by imperfectly competitive Cournot firms. X is produced in two stages. In the first stage, the intermediate product M is produced only in country i using skilled labor S alone. In the
Youth and Gangs Grant Application Form 2015 – 2017 Biennium Application Due Date: 5:00 p.m. PDT, March 20, 2015 Application Cover Sheet Project Name: Please provide a project name Contact Person: Please provide a contact person, their affiliation, address, Affiliation: phone number, and email.
Describe the steps the Workforce Investment Board takes to ensure the continuous improvement of Adult and Dislocated Worker services through the system. Describe the information that is reviewed to determine that providers are meeting the employment needs of local businesses and jobseekers. The Workforce Investment Board provides services to eligible job seekers and employers through the Workforce Partnership One-Stop Operator, which represents a Consortium of partner agencies. Continuous improvement of the Workforce Partnership is achieved in a number of ways. A Leadership Team, including WIB staff and partner agency leadership meets periodically to review and discuss services to customers and how the system may need to be adjusted to accommodate change. NYSDOL Common Measure Performance Reports and Customer Service Indicator Performance Reports are analyzed, and procedures are adjusted if necessary. Workforce Partnership Customer Satisfaction reports for Career Center Services and Workshop Services, which include both numerical evaluations and comments, are reviewed to ensure quality services are provided to our customers. This system enables the WIB to eliminate services due to poor evaluations, and expand other services. Training schools are also evaluated based on participant interview reports and placement information. Underperforming training institutions do not receive referrals from the One-Stop Centers. WIB representatives attend regional meetings with business associations to ensure that we are providing training to meet their workforce needs. We also meet with the NYSDOL Business Services Team and confer with the Regional Economist to receive information about skill needs of business sectors. Through attendance at NYATEP (New York Association of Training and Employment Professionals) conferences, the WIB receives information regarding services that may be of value to job seeker customers in their preparation for employment. We also review information from national workforce organizations with regard to creating new services for our customers, and periodically review websites of other WIBs nationally to see what new and additional services they provide to their customers. Describe any partnerships that the WIB and One-Stop Operators have developed to improve services to customers in the local area or region. The local WIB is a member of the Executive Committee of Connect Long Island, a regional group which has undertaken a number of initiatives designed to achieve a positive economic transformation in our region. Connect Long Island is comprised of representatives from industry, labor, education and other stakeholders, and is coordinated by the Long Island Forum for Technology. Other members of the Executive Committee include the Hempstead-Long Beach WIB,
3.1 Preparation for Installation Coordinate installation of Natural Thin Veneer with installation of other components to ensure timely execution of work and sequencing to ensure sound, attractive, and weather tight exterior wall system. Prior to starting installation, inspect project conditions: Verify that back-up wall construction is complete, rigid, plumb, and ready to receive stone. Verify that door and window openings and other penetrations are accurately located, sized, and adequately prepared for application of Natural Thin Veneer. Verify built-in items are properly located and ready for roughing into masonry. Ensure built-in items are free of rust, ice, mud, and other foreign matter and that ferrous items are primed or galvanized. Verify that mechanical and electrical services within walls have been installed, tested, and approved. Concrete: Verify cast-in-place concrete walls have cured 30 days minimum. Verify that surfaces are free of form release and curing agents, oil, bituminous waterproofing, water repellent, dirt, and other foreign material that would be detrimental to mortar bonding. Clean surface as required by sandblasting, acid wash, or other means. Thoroughly rinse cleaned surfaces. bonding agent to concrete in accordance with manufacture’s instructions and application rate. Concrete unit masonry: Verify that joints are flush and masonry walls have cured 30 days minimum. Verify that surfaces are free of oil, bituminous waterproofing, water repellent, paint, dirt, and other foreign material that would be detrimental to mortar bonding. Clean surfaces as required by sandblasting, acid wash, or other means. Thoroughly rinse cleaned surfaces.
10-3 Skills Practice Arcs and Chords ALGEBRA Find the value of x in each circle. 1. 2. 3. 4. 5. 6. In the radius is 34, AB = 60, and m = 71. Find each measure. 7. m 8. m 9. AD 10. BD 11. YD 12. DC 13. In ⨀U, VW = 20 and 14. In ⨀Z, ≅ , SZ = x + 4, and YZ = 5x. What is x? UZ = 2x − 1. What is x?
2009 - 2010 Military Service 2007 - 2009 Finansbank Assistant Internal Auditor Branch Audits, Special Investigations Istanbul, TURKEY 2005 - 2006 Middle East Technical University Student Assistant Solving problems and responding to the needs of the students within the problem solving session. Ankara, TURKEY • Advanced Knowledge of Microsoft Office Package - i.e. MS Word, MS Excel, MS Powerpoint • Knowledge of HTML, CSS, Wordpress • Knowledge of VisualBasic, Excel Macros LANGUAGE SKILSS • English - good command in reading and writing, fluent in speaking (TOEFL: 102/120) • German - beginner HOBBIES Percussion, webdesign, basic programming References and letters of recommendation are available on request.
difficult jumps will be counted. 6. Time violation – 0.5 point deduction for every 5 seconds in excess 7. Falls - Pre-Chicks • 0.25 point deduction for every fall Chicks, Cubs Springs • 0.5 point deduction for every fall 8. Interruption – 0,5 9. Warm up group up to 8 skaters 10.Warm up 5 min. BEGINNERS ISU Judging system Beginners Free Skating only Girls, Boys ( born 2008- 20010 and younger) Free Program:max. 2:00 min (±10 sec.) 1.Maximum five (4) jump elements -at least two (2) of them are solo jumps -at least one (1) and no more than three (2) are jump combinations or sequences 2. At one (1) but not more than two (2) spins min. three (3) revolutions. 3. Step sequence (2/3 cover of the ice), (straight line, circular or serpentine). Axel and double jumps are not allowed! Beginners Boys ( born 2004-2007) Free Program: max. 2:30 min (±10 sec.) (Maximum 1A and 1 double jump are allowed) Free program 2:30 minutes ± 10 sec. 1. Maximum five (5) jump elements -at two (2) of them are solo jumps -at one (1) and no more than three (3) are jump combinations or sequences 2. At least one (1) but not more than two (2) spins min. four (4) revolutions. 3. Step sequence (2/3 cover of the ice), (straight line, circular or serpentine).
MORNING SESSION – DEVICE EPIDEMIOLOGY & TIME SERIES ANALYSES 09.00-09.30h – REGISTRATION 09.30-10.15h – Time series analyses [A Judge / S Hawley] 10.15-11.00h – Introduction to device epidemiology [A Lübbeke-Wolff, Geneva] COFFEE BREAK: 11.00 – 11.30 h 11.30-12.30h – INTERACTIVE SESSION (9): analysing risk minimisation measures effectiveness using interrupted time series methods [S Hawley, D Prieto-Alhambra] LUNCH: 12.30h-13.30h AFTERNOON SESSION – REAL EPIDEMIOLOGY: WORKING WITH INDUSTRY AND REGULATORS. INFORMATION GOVERNANCE 13.30-14.00h - The regulators’ perspective [C Allen, MHRA] 30’ 14.00-14.30h - The industry’s perspective [B Vannieuwenhuyse, IMI-EMIF and Janssen Research and Development] 30’ 14.30-15.15h - Information Governance in RWD Epidemiology [speaker TBC] 45’ 15.15h – Conclusions, Closure, and Departure
Undertake an assessment of the qualifications or competencies of the individual to carry out refrigeration and air conditioning and fire protection work Assess that the individual or company is able to comply with permit conditions detailed by the Regulations refrigeration and air conditioning, and fire protection industry permits in accordance with the Regulations. Process maps for the licence application assessment, review and issue for a new refrigeration and air conditioning licence and new extinguishing agent handling licence are provided at attachments C and D respectively; maintain, separately for refrigeration and for fire protection, electronic registers of permit holder details, made available to the public provide customer service support to members of the refrigeration and air conditioning, and fire protection industries and the general public: Maintain enquiry hotline, and respond to enquiries Maintain enquiry email, and respond to enquiries provide a Program of communications and awareness activities at encouraging and assisting with compliance with the Act and Regulations conduct education activities to check and assist permit holders with compliance with the Regulations, including site visits, newsletters, media and website material to explain the requirements of the scheme. (b) Development of policy guidance and procedures by the Department to support compliance with the Regulations as well as the effective administration of the end-use licensing schemes over time, taking account of changing market and technological circumstances for the regulated industries Administration of OPSGG policy and legislation Manage Australia’s national interests in international negotiations, including consistency with domestic policy and legislation Monitor governance and transparency of the Montreal Protocol’s Multilateral Fund Deliver on reporting obligations the Montreal Protocol and Kyoto Protocol Development and implementation of domestic policy responses to meet international obligations and domestic policy Development, implementation and monitoring of phase out and phase-down Programs Development, implementation and monitoring of emission reduction Programs Research and activities supporting the Program, including science and technology Intelligence, monitoring, compliance and enforcement activities to detect and deal with non compliance Analyse intelligence and conduct risk assessments to address emerging compliance Receive referrals of non-compliance of the import, export and manufacture licensing, the refrigeration and air conditioning industry and fire protection industry, and respond to enquiries
CONTACT US t 1300 363 400 +61 3 9545 2176 e enquiries@csiro.au w www.csiro.au CSIRO Australia is founding its future on science and innovation. Its national science agency, CSIRO, is a powerhouse of ideas, technologies and skills for building prosperity, growth, health and sustainability. It serves governments, industries, business and communities across the nation. Marine and Atmospheric Research Paul Fraser t +61 3 9239 4526 e paul.fraser@csiro.au w www.csiro.au/cmar Marine and Atmospheric Research Paul Krummel t +61 3 9239 4568 e paul.krummel@csiro.au w www.csiro.au/cmar
back-scattered solar UV radiation absorbed by ozone in the atmosphere; the amount of UV absorbed is proportional to the amount of ozone present in the atmosphere. UV radiation: a component of the solar radiation spectrum with wavelengths shorter than those of visible light; most solar UV radiation is absorbed by ozone in the stratosphere; some UV radiation reaches the earth’s surface, in particular UV-B which has been implicated in serious health effects for humans and animals; the wavelength range of UV-B is 280-315 nanometres. Acknowledgements The TOMS and OMI data are provided by the TOMS ozone processing team, , Atmospheric Chemistry & Dynamics Branch, Code 613.3. The OMI instrument was developed and built by the 's Agency for Aerospace Programs (NIVR) in collaboration with the Finnish Meteorological Institute (FMI) and NASA. The OMI science team is lead by the Royal Netherlands Meteorological Institute (KNMI) and NASA. The OMPS Level 3 data used in this report were created from a research dataset developed by NASA's NPP Ozone Science Team using nadir measurements from Ozone Mapping and Profiler Suite(OMPS). All data were downloaded from .
Immunisation training events 2018/19 facilitated by Oxford Vaccine Group The target audience for all events are registered health care health professionals involved in delivering and promoting immunisations. The Introduction to Immunisation courses are for those new to this area of work. (Please note that It is anticipated that a general immunisation update session will be held in Feb 2019 within East Berkshire) Event Date Host Organisation Contact to book /Cost Venue Influenza, Pneumococcal and Shingles Update Training 18th Sep 2018 9-12:30 Oxford Vaccine Group Register at link Cost £45 Berkshire Maestros, Stoneham Court, Reading RG30 4EZ Influenza, Pneumococcal and Shingles Update Training 26th Sep 2018 9-12:30 Oxford Vaccine Register at link below Cost £45 The Richard Doll Building, Old Road Campus, Headington, Roosevelt Drive, Oxford OX3 7LF Introduction to Immunisation Course 9th & 10th Oct 2018 9m-4pm Oxford Training Hub Free – funded by Health Education England (HEE) TBC within Oxfordshire General Immunisation Update Training 6th Nov 2018 9am -1 pm Community Education Provider Network Free – funded by HEE The Gateway, Gatehouse Road, Aylesbury, HP19 8FF Introduction to Immunisation Course 29th & 30th Jan 2019 9 am – 4pm Community Education Free – funded by HEE The Gateway, Gatehouse Road, Aylesbury, HP19 8FF
‘ Learning to be a wonderful me!’ HOLIDAY LIST 2017-18 Term 1 begins Thursday 31st August 2017 Halloween Half Term Monday 30th October – Tuesday 31st October Christmas Holiday Thursday 21st December – Wednesday 3rd January Term 2 begins Thursday 4th January 2018 February Half Term Monday 12th February – Friday 16th February Easter Holiday Monday 26th March – Friday 6th April Term 3 begins Monday 9th April 2018 May Bank Holidays Monday 7th May Monday 28th May School Development Days Friday 4th May Friday 25th May Summer Holiday Term ends 29th June 2018 All dates are inclusive
Please can we have an updated telephone number and email as we are trialling a new assessment App that shares children’s learning. Over the year we will be giving parents updates of your child’s learning in the nursery. Please be gentle as it is a new programme that we are still learning and trialling. WHAT IS SEESAW? For students, Seesaw helps them see their own growth and provides an audience for their work - whether that be peers, parents, or the world at large. For families, Seesaw gives an immediate, personalized window into their child’s day so they can support learning at home. For teachers, Seesaw saves time on organization and communication, makes formative assessment easy, and provides a safe place to teach digital citizenship skills. We have gone green in our school, we received the Green Flag award nearly 2 years ago, we want to apply for this programme again. Contact Mrs Bernie Donaldson to see how you can get involved and consider joining our “Eco –Committee”. School Collections Staff will be collecting updated information with regard to who Collects your child from nursery, if there is someone NOT allowed to collect your child please let the class teacher know. Please keep us informed of any change of mobile numbers, as our text service will be up and running shortly. School Gate/Car Park Now that most children are now in for a longer time and settled, may I remind parents’ not to park in school car park nor open our main Happy Birthday to those children who all celebrate their Birthday in September.
The of May. We will be visiting the Church of the Nativity during the Month of May to celebrate the Month of Mary. Parent’s Play time with your If you would like to come and play with your child in the nursery environment for an hour during the week of 14th May during these times 9-11.30 and 1-1.30 , Please let choose a slot from your child’s class teacher Open Day for New children starting Sept 18 Are scheduled for 15th & 16th May To facilitate these the Nursery will finish at 1 O’clock on these days . Thank You For Your Support Colour of the Our colour of the month is BLUE, could you please send in any blue plastic bottles, cups or jugs that the children could use in the sand and water tray. Nursery will be closed for the week beginning Monday 7th May & is also closed on Mon 28th & Tues 29th May to facilitate staff training.
NAME TYPE OF GOVERNOR APPOINTED TERM OF OFFICE COMMITTEE MEMBERSHIP SPECIAL ROLES OR CHAIRING RESPONSIBILITIES OTHER EDUCATIONAL INSTITUTIONS AT WHICH A GOVERNOR BUSINESS INTERESTS AND DATE NOTIFIED RELATIONSHIP TO ANY MEMBER OF THE SCHOOL STAFF MEETING ATTENDANCE OVER THE PREVIOUS ACADEMIC YEAR Joanne Wright Trust BDAT 1.7.16 -30.6.20 Resigned S&W B&F, CFC Chair LGB None None None LGB 2/2 CFC2 2/2 B&F 1/2 S&W 2/2 Kevin Parent Parents 1.7.16 -30.6.20 S&W, CFC Joint Vice Chair LGB None Member of The Green Party and Local Election Candidate None LGB 5/5 S&W 4/6 B&F 1/6 Fiona Tiley Trust BDAT 1.7.16 -30.6.20 B&F Joint Vice Chair LGB None None None LGB 3/5 B&F 4/6 Sonia Boulby Parent Parent 1.7.16 -30.6.20 Resigned B&F, CFC Chair CFC, Vice Chair B&F None None None LGB 3/5 CFC2 2/2 B&F 4/6 Jackie Trust BDAT 1.7.16 -30.6.20 Resigned B&F, CFC B&F, Vice Chair CFC None None None LGB 5/5 CFC2 2/2 B&F 5/6 Rosemary Cook Trust BDAT 1.7.16 -30.6.20 Resigned S&W Chair S&W None None None LGB 2/3 S&W 1/3
7. Why do different places experience different weather and climate? Learning Outcomes: Candidates should be able to: (a) differentiate between weather and climate (b) explain the daily and seasonal variations in temperature at a particular location (c) compare and explain the variations in temperature between different locationsExplain the differences in relative humidity in different locations (d) explain the formation of convectional rain and relief rain (e) explain how coastal temperatures are moderated by land and sea breezes (f) explain the formation of monsoon winds (g) describe and explain the distribution and characteristics of equatorial, monsoon and cool temperate climates (h) describe and explain the weather and climate of Singapore with reference to rainfall, relative humidity and temperature 8. What is happening to the Earth’s climate? Learning Outcomes: Candidates should be able to: (a) discuss climate change in the last 150 years (b) explain the greenhouse effect (c) discuss the natural causes of recent climate change (d) explain how human activities such as deforestation, burning of fossil fuels, rice cultivation and cattle farming increase greenhouse gases and lead to enhanced greenhouse effectExplain the impact of climate change such as sea level rise, extreme weather events and human health (e) describe the responses to climate change 9. Is the weather becoming more extreme? Learning Outcomes: Candidates should be able to:
Action Plan for [Name of] School Table 1: Issues identified and Actions addressing overarching Public Health Priorities Public Health Priority Issue Identified Action to address issue Timeframe for Action Person(s) responsible for Action Expected Outcome of Action Actual Outcome of Action Follow up Risky Behaviours Smoking Drugs Alcohol Sexual Health Physical Activity Healthy Eating Mental Health & Wellbeing
Séance Support AL Objectif Compétences linguistiques Compétences culturelles Compétences pragmatiques Grammaire Lexique phonologie 1. EXPOSITION OF AND JULIET (2h30) √ Trailer Romeo and Juliet, 1996 √ Webquest √ Game : who’s who? EOC CE/EE EOC/EE Raconter une histoire à travers la description de personnages. Écrits factuels à dominante informative : Trouver les informations pertinentes dans un document (site internet) Messages à dominante informative ou explicative : présenter un personnage de pièce de théâtre. Be going to GN Love at first sight- To fall in love Costume-prop tragedy Pièce de théâtre : Roméo et Juliette, Shakespeare. Exposition Dramatis personae Développement thématique 2 TRAGIC CHARACTER (2h) √ Extraits de scènes de théâtre Romeo and Juliet EOC Écrits à caractère Littéraire : Lire et apprécier un extrait de pièce de théâtre Écrits à caractère Littéraire : Décrire un lieu, des personnes fictives Have to Stop+VING Should Stage,play, playwright, scene, act… Conflicts, Guilt Both Tragedy Prologue-chorus Aisance à l’oral Précision
3 (2h) ALL THE WORLD’S STAGE √ As You Like It, Act 2, Scene 7 IO Échanges à dominante argumentative Justifier sa position, réfuter celle de son interlocuteur Prendre une position et la défendre Can-must Intonation des phrases interrogatives Determinism de parole 5 EVALUATION ORALE EN EOC WORD BOX: VERBS NOUNS To write To act To play To disguise To rehearse A genre A play A playwright A stage An act A A character A comedian A prop A rehearsal
MOBILITY FOR TRAINING MOBILITY AGREEMENT Planned period of the training activity: from [day/month/year] till [day/month/year] Number of training days (minimum 5 days excluding travel days):……… The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 2016/2017 E-mail Faculty / department The Sending Institution Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person name and position Contact person e-mail / phone Type of enterprise: NACE code (if applicable) 85 - EDUCATION Size of enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name ARISTOTLE UNIVERSITY Erasmus code (if applicable) G THESSAL01 Faculty/Department DEPARTMENT OF EUROPEAN EDUCATIONAL PROGRAMMES Address University Campus, Thessaloniki Country/ Country code GREECE - GR Contact person, name and position Ms.Ioanna Georgiadou (Institutional Coordinator) Contact person e-mail / phone +30-2310-995293 Type of enterprise: NACE code (if applicable) 85 - EDUCATION Size of enterprise (if applicable) <250 employees >250 employees For guidelines, please look at the end notes on page 3.