zilongwang/ReadingBank huggingface dataset:
Univariate Statistics on Each Variable Analyze -> Descriptive Statistics -> Frequencies FREQUENCIES VARIABLES=formula p511g /STATISTICS=MEAN MEDIAN /HISTOGRAM . Frequencies Statistics newform p511g N Valid 303 303 Missing 0 0 Getting the Regression Coefficients using the CORRELATION Procedure Note that I checked the [Exclude cases listwise] button. You have to do this if you’re going to use the output to compute regression parameters, as I am here. Correlations [DataSet0] G:\MDBT\InClassDatasets\P5100 Regression example p511g vs newformula.sav Descriptive Statistics Mean Std. Deviation N newform 1179.37 92.164 303 p511g .8687 303 Correlationsb newform p511g newform Pearson Correlation 1 .518** Sig. (2-tailed) .000 p511g Pearson Correlation .518** 1 Sig. (2-tailed) .000 **. Correlation is significant at the 0.01 level (2-tailed). b. Listwise N=303 Computing the regression parameters, b and a, from the correlation output . . . The b of the regression is r * SY/SX = 0.518 * .08011 / 92.164 = 0.000450 The a of the regression is Y-bar - b*X-bar = 0.8687 – 0.000450*1179.37 = 0.3380 So the prediction formula is Predicted p511g = 0.3380 + 0.000450*ACTCOMP
If it does, then it we could make better decisions about whether to admit or deny admission based on the combination of predictors than by using just ACTCOMP. The analyses SPSS The data are from a study of the relationship of GPA to personality. I saved the data to a separate file to make it easier to accessing using Rcmdr. (The original file had 900+ columns, making it somewhat unwieldy.) First, a review of the relation of GPA to ACTCOMP . . . (data are PSY 5100 MR example data.sav in the Inclass datasets folder) Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .367a .135 .134 .659112 a. Predictors: (Constant), ACTCOMP Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 1.403 .102 13.821 .000 ACTCOMP .073 .005 .367 16.104 .000 a. Dependent Variable: FirstReseosgpa As we would expect, ACTCOMP predicts GPA – not perfectly, but significantly. Now, a Multiple Regression, with two predictors – ACTCOMP and hc. hc is HEXACO Conscientiousness scores. The HEXACO is a popular general personality questionnaire which measures six traits – Honesty/Humility, Emotionality, eXtraversioni, Conscientiousness, and Openness to Experience. I discussed it in last week’s lecture on using r to assess convergent validity (What is nc in the above list of variables?, you might ask. It’s NEO Conscientiousness measured using the NEO personality questionnaire. I decided to use hc in this example because hc is a measure you’ll be more likely to be able to use yourself. (You have to pay to use the NEO.) Besides, as we discovered last week, nc and hc exhibit very high convergent validity. The Output Variables Entered/Removeda Model Variables Entered Variables Removed Method 1 hc, ACTCOMPb . a. Dependent Variable: FirstReseosgpa b. All requested variables entered. Model Summary R R Square Adjusted R Square Std. Error of the Estimate
Independent Groups / Between Subjects Design US: One way Between Subjects Analysis of Variance Skewed: Kruskal-Wallis Kruskal-Wallis Crosstabulation with Chi-square Test Matched Participants or Within-subjects / Repeated Measures Design Repeated Measures Friedman ANOVA Advanced analyses If this familiar, it should. It’s the same table presented in Lecture 9 on Two group comparisons, except that it now covers comparisons of two or more groups. One-Way Between-subjects Analysis of Variance Comparing the means of 3 or more groups. Suppose are three groups – Group A, Group B, and Group C. Why not just perform multiple t-tests. t-test comparing Mean of Group A with Mean of Group B t-test comparing mean of Group A with Mean of Group C t-test comparing mean of Group B with Mean of Group C The above 3 t-tests exhaust the possible comparisons between 3 groups. Problem with the above method: It’s very difficult to compute the correct p-value for the tests, which makes it difficult to use in hypothesis testing. What is needed is a single omnibus test. Such a test was provided by Sir R. A. Fisher. It’s based on the following idea Consider 3 populations whose means are all equal:
139 0 57 67 140 0 47 64 141 0 30 36 142 0 41 46 143 0 58 63 144 0 51 70 145 0 54 69 146 0 50 65 147 0 64 79 148 0 66 77 149 0 33 35 150 0 69 72 151 0 45 53 152 0 40 57 153 0 54 66 154 0 55 65 155 0 45 67 156 0 50 70 157 0 41 56 158 0 42 62 159 0 59 72 160 0 56 64 161 0 63 71 162 0 49 57 163 0 41 56 164 0 51 71 165 0 62 65 166 0 56 78 167 0 85 90 168 0 54 61 169 0 44 55 170 0 51 63 171 0 39 57 172 0 31 37 173 0 57 71 174 0 45 56 175 0 40 43 176 0 34 48 177 0 45 66 178 0 34 42 179 0 52 61 180 0 33 50 181 0 46 63 182 0 46 51 183 0 40 49 184 0 47 66 185 0 67 76 186 0 60 77 187 0 44 54 188 0 59 71 189 0 61 81 190 0 62 78 191 0 47 56 192 0 57 60 193 0 56 77 194 0 57 77 195 0 54 70 196 0 58 62 197 0 48 53 198 0 52 71 199 0 51 56 200 0 48 52 The expected result – from Lecture 8 . . . 6. A salvage design: The Pretest-Posttest with Nonequivalent Groups Design It is important to note that the pretest and posttest must be the same instrument. One of the most frequently employed designs in the social sciences. Some outcomes lead to defensible arguments for treatment differences. Others do not. The ideal outcome: If this pattern of results occurs – no difference on the pretest, difference favoring the treatment group on the posttest, most researchers would argue that it is evidence for the existence of a treatment effect. Using our new knowledge of factorial designs, we can recognize this as such a design . . . Type of work – vs. no Teams – is the Row factor. Time – Pre vs. Post – is the Column factor.
RL1 L1 – L2 RL2 L3 – L4 RL3 L5 – L6 RL4 L7 – L8 RL5 L9 – L10 RL6 L11 – L12 RL7 L13 – L14 – L15 RL8 L16 – L17 – L18 RL9 K1 – K2 RL10 K3 – K4 RL11 K5 –K6 RL12 K7 – K8 RL13 K9 – K10 RL14 K11 – K12 RL15 K13 – K14 – K15 RL16 K16 – K17 – K18 RL17 J1 – J2 RL18 J3 – J4 RL19 J5 – J6 RL20 J7 – J8 RL21 J9 – J10 RL22 J11 – J12 RL23 J13 – J14 – J15 RL24 J16 – J17 – J18 RL25 H1 – H2 RL26 H3 – H4 RL27 H5 – H6 RL28 H7 – H8 RL29 H9 – H10 RL30 H11 – H12 RL31 H13 – H14 – H15 RL32 H16 – H17 – H18 LEDs FUNCTION CHECK:
INPUT VOLTAGE APPLIED VALUE (V) VT RATIO APPLIED DISPLAYED SECONDARY VALUE (V) DISPLAYED PRIMARY VALUE (KV) VA VB VC VAB VBC VAC VB-C/S MEASUREMENTS: Inj. Values Exp. Values Meas. Values Cur (A) Vol. (V) Angle MVA MW MVAR P.F MVA MW MVAR P.F 1.0 66.4 0.0 274.4 274.4 0 1.0 45 194 -194 0.707 90 0 -274.4 0 135 -194 -194 -0.707 180 -274.4 0 -1.0 225 -194 194 -0.707 270 0 274.4 0 315 194 194 0.707 SETTING CHECK: Ensure all the settings are applied for used Functions………………………………………..…… [ ]. PICKUP TEST. Settings: IS1 A
type t rev guard setting (ms) t rev guard measured (ms) Reverse/ forward 20 + TRIP TIME BACK-UP OVER CURRENT TEST I>1: PICK-UP AND DROP-OFF TEST: Current settings Is R-PHASE B-PHASE Pick-up Drop-off Pick-up Drop-off Pick-up Drop-off DT: Is ± 2% , IDMT: 1.1 Is ± 2% TIMING TEST Current Setting Is Setting TMS Current Setting Is Times Op. Time Calculated Sec. Actual Op. Time Sec. BACK-UP EARTH FAULT TEST: PICK-UP AND DROP-OFF TEST: Current setting N-Phase Pick-up Drop-off
Model Variables Entered Variables Removed Method 1 ORTHTIM3, ORTHTIM2, ORTHTIM1b . Enter a. Dependent Variable: NUMRIGHT b. All requested variables entered. Summary Model R R Square Adjusted R Square Std. of the Estimate Change Statistics R Square Change F Change df1 df2 Sig. F Change 1 .973a .946 .935 1.487 .946 82.185 3 14 .000 a. Predictors: (Constant), ORTHTIM3, ORTHTIM2, ORTHTIM1 ANOVAa Model Sum of Squares df Mean Square F Sig. 1 Regression 545.524 3 181.841 82.185 .000b Residual 30.976 14 2.213 Total 576.500 17 a. Dependent Variable: NUMRIGHT b. Predictors: (Constant), ORTHTIM3, ORTHTIM2, ORTHTIM1 Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Beta 1 (Constant) 14.167 .351 40.407 .000 ORTHTIM1 1.557 .103 .940 15.170 .000 ORTHTIM2 -.369 .094 -.244 -3.939 .001 ORTHTIM3 -.061 .064 -.059 -.955 .356 a. Dependent Variable: NUMRIGHT
Generally, EFA programs do not allow you to specify or fix loadings to pre-determined values. That’s a problem that needs to be fixed in EFA software. (I want us to have our cake and eat it too.) In contrast to the exploration implicit in EFA, a factor analysis in which some loadings are fixed at specific values is called a Confirmatory Factor Analysis. The analysis is confirming one or more hypotheses about loadings, hypotheses representing by our fixing them at specific (usually 0) values. Below is shown the path diagram of a confirmatory analysis model – one in which the primary loadings are represented but the secondary, aka, cross loadings are set to 0. In the diagram, a loading or correlation that has been set to 0 is simply left out of the diagram. Hmm. The path diagram is certainly simpler than that of an EFA. It turns out that the mathematics of CFA is simpler also, resulting in CFAs being used for most relations studies – structural equation models. EFA vs. CFA of Big Five testlets Start 11/6 The data are from Wrensen & Biderman (2005). The 50 Big Five items were used to compute 3 testlets (parcels) per dimension. More on why testlets were used later. A testlet is a mini-scale – the mean of 2-5 items. Here, each was the mean of 3 items. More on testlets in a few pages. Data were collected in two conditions – honest response and fake good. The honest response data will be analyzed here.
Question Answers Extra information Marks AO / Spec ref. 01.1 The current flows one way and then the other. The frequency is 50 Hz. Remove marks for any extra boxes ticked. 1 1 AO1 P2.3.1 01.2 neutral and live Award no marks if two boxes ticked. 1 AO1 P2.3.1 01.3 0 V 1 AO1 P2.3.1 02.1 To step-up the potential difference between power station and cables 1 1 AO1 P2.4.3 02.2 The higher potential difference a lower current. This reduces the rate of energy transfer from the cables No marks for efficiency increases. 1 1 AO1 P2.4.3 02.3 For: gives access to mains electricity Against: unsightly OR danger of children climbing Accept any sensible answers. 1 1 AO3 WS 1.4 03.1 3.5 × 4 14 (V) Accept 14 (V) with no working shown for 2 marks. 1 1 AO2 P2 03.2 = potential difference × current Accept P = V I 1 AO1 P2.4.1 03.3 14 × 5 70 W Allow error carried forward from 03.1 for full marks. Accept 70 with no working shown for 2 marks. 1 1 1 AO1×1 AO2×2 P2.4.1 03.4 energy transferred = power × time Accept E = P t 1 AO1 P2.4.2 03.5 70× 600 (s) 42 000 (J) Allow error carried forward from 03.3. 70 × 10 (min) = 700 1 mark. Accept 42 000 with no 1 1 1 AO2 P2.4.2 03.6 systematic error 1 AO3 WS 3.7 04.1 energy transferred = charge flow × p.d. 1 AO1 P2.4.2 04.2 18.0 × 12 216 J 1 1 AO2 P2.4.2 04.3 Measure the energy transferred 1 AO2
Question Answers Extra information Marks AO / Spec ref. 01 alternating live neutral neutral live Any order for second and third answers 1 1 1 1 1 AO1 P2.3.1 02.1 higher potential difference a lower current This reduces the rate of energy transfer from the cables. 1 1 1 AO1 P2.4.3 02.2 For: gives access to mains electricity Against: unsightly OR danger of children climbing Accept any sensible answers. 1 1 AO3 WS 1.4 03.1 3.5 × 4 14 (V) Accept 14 (V) with no working shown for 2 marks. 1 1 AO2 P2 03.2 50 = current × 14 3.57 (A) Accept 3.57 (A) with no working shown for 3 marks. Accept 3.6. 1 1 1 AO2 P2.4.1 03.3 energy transferred = × time Accept E = P t 1 AO1 P2.4.2 03.4 50 × 600 30 000 J Accept 30 000 with no working shown for 2 marks. 50 × 10 = 500 1 mark. Do not accept j for the unit. 1 1 1 AO1×1 AO2×2 P2.4.2 03.5 systematic error 1 AO3 WS 3.7 04.1 energy transferred = charge flow × p.d. Accept E = Q V 1 AO1 P2.4.2 04.2 216 = charge flow × 12 18 coulombs Accept 18 with no working shown for 3 marks. Accept C for coulombs. 1 1 1 1 2×AO2 P2.4.2
0 1 . 1 Describe the mains supply of electricity. Tick two The current one way and then the other. The current flows in one direction only. The frequency is 65 Hz. The frequency is 50 Hz. The frequency is 45 Hz. (2 marks) 0 1 . 2 Name the two in the cable connected to a plastic hairdryer. Tick one box. neutral and earth neutral and live live and earth (1 mark) 0 1 . 3 What is the potential difference between the neutral and the earth? Choose one from the box. (1 mark) 0 2 The National Grid is a nationwide network of transformers and cables. 0 2 . 1 Describe what step-up transformers are used for in the National Grid. (2 marks) 0 2 . 2 Explain why the energy in the National Grid is transferred efficiently. (2 marks)
Two projectiles are fired at the same initial speed on level ground. Prove that that if one projectile was launched at an angle of w.r.t. the ground and the other at an angle such that ( + ) = 90o that they have the same range. For the case when = 60o and = 30o, which projectile takes the longest time to hit the ground? Sketch for the two projectiles (a) the trajectory and (b) the vertical displacement against time. P5697 A rocket takes off from the launch pad with constant thrust. Which choice shows how the acceleration and velocity changes as it rises? Explain your answer. Given the radius of the Earth is 6400 km, a rocket places a satellite into a stable orbit of altitude 4020 km. Calculate the period of the satellite, P5777 A space probe P is in a stable orbit around small, distant planet. Sketch the orbit of the space probe. The probe fires a forward-facing rocket that reduces its orbital speed by half. Sketch the subsequent motion of the planet. (HSC 2005). A missile travelling at 90% of the speed of light has a rest length of 10 m. Calculate the length of the moving missile as measured by a stationary observer directly under the flight path of the missile. P5854 (a) Give two reasons to explain why the concept of g-force is useful. (b) Explain why the space shuttle is apparently “weightless” while in orbit. Two astronauts landed on a very small asteroid orbiting the Sun between Mars and Jupiter. They experienced almost negligible weight force. Explain. P5876 Calculate the escape velocity from the Earth’s surface (m.s-1 and km.h-1). Earth’s mass ME = 5.971024 kg Earth’s radius RE = 6.38106 m universal gravitation constant G = 6.67310-11 N.m2.kg-2 The idea of a universal aether was first proposed to explain the transmission of light through space. Michelson and Morley attempted to measure the speed of Earth through the aether. Evaluate the impact of the result of the Michelson and Morley experiment on scientific thinking. P5891 In 1970 NASA launched Apollo 13, their third mission planned to land humans on the Moon. Half-way to the Moon a huge explosion crippled the spacecraft. The only way
Qualifications/ Education Educated to degree or equivalent, or proven track record of relevant extensive work experience, demonstrating expertise in voice or UC networking Cisco accreditation in CCNA ITIL foundation course (or higher) Skills/Training Good understanding of key principles of telecommunications including SIP, TDM, ISDN30, DPNSS Ability to provide 3rd line support on all components of Microsoft Lync including Enterprise Voice Reasonable level of understanding of IPv4 networking and protocols Good personal skills with proven ability to communicate effectively with customers Ability to work independently and as part of a team Demonstrable analytical and technical problem solving skills Ability to provide administrative support on NEC telephone systems Understanding of mobile operators and services Demonstrable project delivery and change management skills Experience Experience in designing and implementing a UC system across a large corporate organisation Experience in working on large scale voice systems with at least 2000 end users Experience in working with Windows Servers, Active Directory, and LDAP Demonstrable project management experience in IT, telecommunications or network related projects Experience in working with an ITIL service delivery framework Experience in dealing with party suppliers and/or contract management Experience in call logging/call billing systems (preferably BTS) Experience in configuration of Sonus SBC2000 session border controller device which interfaces to all University voice systems and the public telephone network (PSTN) Experience in working in IT service delivery within the higher education sector Experience in delivering global IT services across international boundaries Experience in structured cabling systems, patching & jumpering Experience in delivering a number of large scale IT projects
Mental Health Services  Crisis interventions for mental health-related emergency situations and/or conditions.  Identification, assessment and diagnostic evaluation to determine the beneficiary’s mental health status, condition and specific needs.  Inpatient hospital psychiatric care for mentally ill beneficiaries who require care in a 24-hour medically-structured and supervised licensed facility.  Other medically necessary mental health services:  Psychotherapy or counseling (individual, family, group) when indicated;  Interpretation or explanation of results of psychiatric examination, other medical examinations and procedures, or other accumulated data to family or other responsible persons, or advising them how to assist the beneficiary;  Pharmacological management, including prescription, administration, and review of medication use and effects; or  Specialized community mental health clinical and rehabilitation services, including case management, psychosocial interventions and other community supports, as medically necessary, and when utilized as an approved alternative to more restrictive care or placement. Substance Abuse Services Initial assessment, diagnostic evaluation, referral and patient placement;  Outpatient Treatment;  Federal Food and Drug Administration (FDA) approved pharmacological supports for Levo-Alpha-Acetyl-Methadol (LAAM) and Methadone only; or  substance abuse services that may be provided, at the discretion of the PIHP, to enhance outcomes. Medicaid Health Plan Services If you are enrolled in a Medicaid Health Plan, the following kinds of health care services are available to you when your medical condition requires them. visits planning ups aids and speech therapy Health Care (shots) and X-ray Home Care supplies health (limit of 20 outpatient visits)
SCRCCG.enquiries@nhs.net Tel via: 01723 343660 Reference By NHS Scarborough and Ryedale CCG Scarborough Town Hall - York House St Nicholas Street Scarborough North Yorkshire YO11 2HG Address line 1 Address line 2 Address line 3 Address line 4 Address line 5 Tel: 01723 343660 Website: www.scarboroughryedaleccg.nhs.uk ENTER DATE (this letter should be sent from the chair of the disciplinary panel) Dear Outcome of Disciplinary Hearing I am writing to confirm the outcome of the disciplinary hearing held on XXXXXXXXX, which I conducted under the CCG’s Disciplinary Policy and Procedure. Also present were (names and job titles) The purpose of the hearing was to consider the following: List purpose or allegation(s) [Mitigating circumstances, acknowledgements etc.] The members of the disciplinary panel considered carefully all of the evidence presented at the hearing together with the written investigatory information before them. Outcome The decision of the panel was that you be issued with XXXXXXXXXXXXX, which will remain on file for 12 months, subject to no further breach of discipline.
Tel via: 01723 343660 Reference By Email NHS Scarborough and Ryedale CCG Scarborough Town Hall - York House St Nicholas Street Scarborough North Yorkshire YO11 2HG Address line 1 Address line 2 Address line 3 Address line 4 Address line 5 Tel: 01723 343660 Website: www.scarboroughryedaleccg.nhs.uk ENTER DATE Dear Induction and Probationary period Further to our discussion I write to confirm the agreed dates for your review meetings: Week Date Time All meetings will be held in (complete venue) and if you are unable to attend any of these meetings please let me know as soon as possible. sincerely Name Job Title
The velocity v is the time derivative of the displacement r To find the time interval tR it takes for the displacement of the object to go from r = RE to r = 2 RE is found by integration of the above equation where the lower limits are (t = 0 r = RE) and the upper limits are (t = tR r = 2 RE) QED
Tel via: 01723 343660 Reference By Email NHS Scarborough and Ryedale CCG Scarborough Town Hall - York House St Nicholas Street Scarborough Yorkshire YO11 2HG Address line 1 Address line 2 Address line 3 Address line 4 Address line 5 Tel: 01723 343660 Website: www.scarboroughryedaleccg.nhs.uk ENTER DATE Dear Informal Meeting I am writing to you in accordance with the Scarborough and Ryedale CCG Management of Attendance Policy. As you have been absent from work due to sickness since [date] I would like to meet with you informally to discuss any help or assistance the [organisation] can offer you. I would be grateful if you could call me on [number] to arrange an appropriate time and location In the meantime if there is anything further you need from me in relation to your sickness please do not hesitate to contact me. Kind regards Name Job Title
Adoption Leave Options / Entitlements Returning to work following Adoption Leave Not returning/undecided whether to return to work following Adoption Leave 12 months or more continuous service with NHS at the end of the week prior to being matched with a child OPTION 1 8 weeks at Full Pay including any SAP, MA or equivalent benefits receivable 18 weeks at Half Pay reduced only where half pay plus SAP, MA or equivalent benefits exceeds full pay 13 weeks at SAP (if payable) 13 weeks Unpaid Leave OPTION 2 6 weeks SAP, paid as 90% of Full Pay (of average weekly earnings) 33 at the lesser of standard rate SAP or 90% of average weekly earnings 13 weeks Unpaid Leave More than 26 but less than 12 months continuous service with NHS at the end of the week prior to being matched with a child OPTION 3 39 at the lesser standard rate of SAP or 90% of average weekly earnings 13 weeks Unpaid Leave OPTION 4 39 weeks at the lesser standard rate of SAP or 90% of average weekly earnings 13 weeks Unpaid Leave
KIT Record SPARM 1 – Application for Shared Parental Leave (Maternity) SPARA 1 – Application for Shared Parental Leave (Adoption) Application for Variation or Cancellation of SPL Shared Parental Leave in Touch (SPLIT) Days Record Ordinary Maternity Support (Paternity) Options / Entitlements Appendix 1 Returning to work following Maternity Support (Paternity) Leave 12 months or more continuous service with NHS by the beginning of the week in which the baby is due or the adopted child is due to be placed OPTION 1 Payment made at full salary, including regular payments and bonus, less any SMSP, for up to two weeks (two consecutive weeks or two separate occasions of one week.) 41 or more weeks but less than 12 months continuous service with NHS by the beginning of the week in which the baby is due or the adopted child is due to be placed OPTION 2 1 week Maternity Support (Paternity) Leave paid at three days Maternity Support (Paternity) Leave plus remaining days SMSP only OPTION 3 2 consecutive weeks Maternity Support (Paternity) Leave paid at three days basic pay and remaining days SPP only
Less than 41 continuous service with NHS by the beginning of the week in which the baby is due or the adopted child is due to be placed OPTION 4 Up to three days Occupational Maternity Support (Paternity) Leave plus average pay (inclusive of SMSP)
4kV fast transient and 2.5kV oscillatory applied common mode and differential mode to opto inputs (filtered), output relays, and power supply. 4kV fast transient and 2.5kV oscillatory applied common mode to communications. Surge Immunity Test EIA(RS)232 ports excepted. As per IEC 61000-4-5: 2005 Level 4, Time to half-value: 1.2/50 µs, Amplitude: 4kV between all groups and case earth, Amplitude: 2kV between terminals of each group. Immunity to Radiated Electromagnetic Energy As per IEC 2007, Class III, and IEC 60255-26:2013: Frequency band 80 MHz to 3.0 GHz Spot tests at 80, 160, 380, 450, 900, 1850, 2150 MHz Test field strength 10 V/m Test using AM 1 kHz @ 80% As per IEEE/ANSI C37.90.2: 2004: 80MHz to 1000MHz, zero and 100% square wave modulated. strength of 35V/m. Radiated Immunity from Digital Communications As per EN61000-4-3: 2006, Level 4: Test strength, frequency band 800 to 960 MHz, and 1.4 to 2.0 GHz: 30 V/m, Test using AM: 1 kHz / 80%. Radiated Immunity from Digital Telephones As per IEC 61000-4-3: 2006, and IEC 60255-26: 2013: 10 V/m, 900MHz and 1.89GHz. Immunity to Conducted Disturbances Induced by Radio Frequency Fields As per IEC 61000-4-6: 2008, Level 3, Disturbing test voltage: 10 V Frequency Magnetic Field Immunity As per IEC 2009, Level 5, 100A/m applied continuously, 1000A/m applied for 3s. As per IEC 61000-4-9: 2001, Level 5, applied in all planes. As per IEC 2001, Level 5, 100A/m applied in all planes at 100kHz/1MHz with a duration of 2s. Conducted Emissions As per EN 2010: Class A:
ONLINE: MATHEMATICS EXTENSION 2 EXERCISE p6502 Consider an object of mass m falling due to gravity. The object was released with an initially velocity v0. The resistive force due to the medium the object falls through is of the form and directed in the opposite direction to the motion. Derive the following results Comment on the acceleration a, velocity v and displacement x as ? Sketch graphs for acceleration a, velocity v and displacement x time graphs for v0 > vT v0 = 0 and v0 < vT where v0 is the initial velocity. Solution The forces acting on the object are the gravitational force FG (weight) and the resistive force FR. In our frame of reference, we will take down as the positive direction.
The equation of motion of the object is determined from Newton’s Second Law. where a is the acceleration of the object at any instance. The initial conditions are When a = 0, the velocity is constant v = vT where vT is the terminal velocity We start with the equation of motion then integrate this equation where the limits of the integration are determined by the initial conditions (t = 0 and v = v0) and final conditions (t and v) In every case, the velocity v tends towards the limiting value vT. Plots of the velocity v as a function of time t
m = 2.00 kg = 5.00 kg.s-1 g = 9.80 m.s-2 vT = 3.92 m.s-1 Initial values for velocity v0 [m.s-1] blue: 10 red: vT magenta: 2 cyan: 0 The acceleration a as a function of time t is Initial values for velocity v0 [m.s-1] blue: 10 red: vT magenta: 2 cyan: 0 We can now calculate the displacement x as a function of velocity t
Initial values for velocity v0 [m.s-1] blue: 10 red: vT magenta: 2 cyan: 0 So far we have only considered the case where the initial velocity was either zero or a positive quantity (), i.e., the object was released from rest or projected downward. We will now consider the case where the object was project vertically upward (v0 < 0). Note: in our frame of reference, the origin is taken as x = 0, the position of the object at time t = 0; down is the positive direction and up is the negative direction. When the object is launched upward at time t = 0, the initial velocity has a negative Let u be the magnitude of the initial velocity v0 Therefore, the equation for the velocity v as a function of time t can be expressed as We can now find the time tup it takes for the object to rise to its maximum height xup above the origin (remember: up is negative). At the highest point v = 0, therefore,
We can integrate this equation by a substitution method or an algebraic manipulation method. Substitution Method Algebraic manipulation QED For the object projected up with an initial velocity v0 = - u where u > 0, the maximum height reached xup occurs when v = 0 Note: up is negative and down is positive in our frame of reference.
For the parameters m = 2.00 kg = 5.00 kg.s-1 g = 9.8 m.s-2 u = 10 m.s-1 vT = 3.92 m.s-1 The time to reach maximum height is tup = 0.507 s The max height hup reached is hup = 2.013 m xup = - 2.013 m
Question Answers Extra information Marks AO / Spec ref. 01.1 all molecules same size as Liquid molecules touching Space between molecules Gases Only a few molecules molecules not touching 1 1 1 1 1 AO1 P3.1.1 01.2 more gas liquid less, temperature Accept either order. Accept either 1 1 1 2 AO1 P3.1.1 02.1 The pressure of the gas decreases. no marks if more than one box ticked. 1 AO1 P3.3.2 02.2 The gas molecules hit the container surface more Award no marks if more than one box ticked. 1 AO1 P3.3.2 02.3 0.06 2 260 000 135 600 (J) Accept 135 600 (J) with no working shown for 2 marks. 1 1 AO2 P3.2.3 03.1 D, C, E 1 mark for one letter in the correct order. 2 for all three correct. 2 AO2 P3.1.1. WS 2.2 03.2 The ice cube may melt so the mass will be less Accept any sensible answer. 1 1 AO3 WS 3.7 03.3 2800 kg/m3 Accept 2800 with no working shown for 2 marks. 1 1 1 2×AO2 1×AO1 P3.1.1 04.1 0.5 × 45 000 22 500 22.5 (kJ) Accept 22.5 (kJ) with no working for 3 marks. 1 1 1 AO2 P3.2.3 04.2 180 – 25 = 155 0.5 × 210 × 155 16 275 (J) Accept 16 275 (J) with no working shown for 3 marks. 1 1 1 AO2 P3.2.2 04.3 The energy is used to re-join the molecules. 1 AO1 P3.1.1 04.4 Wear gloves. Accept any sensible answers. 1 AO3
Question Answers Extra information Marks AO / Spec ref. 01.1 D, C, E, A 1 mark for one letter in the correct order. 2 marks for two in the correct order. 3 marks for all in the correct order. 3 AO2 P3.1.1 WS 2.2 01.2 The ice cube may melt. random error Accept any sensible answer. 1 1 AO3 WS 3.7 01.3 2800 kg/m3 1 mark for correct answer. 1 mark for correct unit. 1 1 1 AO2×2 AO1×1 P3.1.1 02.1 The internal energy store of the gas does not change. Award no marks if more than one box ticked. 1 AO1 P3.3.3 02.2 temperature 1 AO1 P3.3.3 02.3 0.06 2 260 000 135 600 (J) Accept 135 600 (J) with no working shown for 2 marks. 1 1 AO2 P3.2.3 02.4 reduces the amount of chemicals used Any sensible answer. 1 AO3 WS 1.4 03 Solid particles have less energetic than liquid particles Liquid particles are less energetic than gas particles. particles are in contact. liquid particles are in contact. Liquid and gas particles are free to move. Solid particles vibrate about a fixed position. 1 1 1 1 1 1 AO1 P3.1.1 04.1 = 0.5 kg 0.5 × 45 000 22 500 22.5 (kJ) Accept 22.5 (kJ) with no working shown for 4 marks. 1 1 1 1 AO2 P3.2.3 Question Answers Extra information Marks AO / Spec ref. 04.2 16 275 = 0.5 × specific heat capacity × 155 Accept 210 with no working shown for 3 marks. 1 1 AO2×3 AO1×1
0 1 . 1 Put the statements in the correct order to describe how the equipment shown in Figure 1 can be used to find the density of an irregular shaped object. The first one is done for you. Figure 1 A The density of the object is . B Place the dry object on the balance and record the mass in kg. C Carefully lower the object into the water. D Tie a piece of cotton around the object. E Measure and record the amount of water displaced into the measuring cylinder. (3 marks) 0 1 . 2 A student used the equipment in Figure 1 to find the density of an ice cube. Name one possible cause of error in the investigation and name the type of error. (2 marks) 0 1 . 3 Calculate the density of the metal cube shown in Figure 2. The mass of the cube is 16.8 kg. Give the unit of density. Figure 2 Density = Unit: (2 marks) 0 2
2-3: AFJROTC Officer Ranks: Second Lieutenant C/2Lt First Lieutenant C/1Lt Cadet Captain C/Capt Cadet Major C/Maj Cadet Lieutenant Colonel C/Lt Cadet Colonel C/Col Enlisted Ranks: Airman C/AB Cadet Airman C/Amn Cadet Airman First Class C/A1C Cadet Senior Airman C/SrA Staff Sergeant C/SSgt Technical Sergeant C/TSgt Master Sergeant C/MSgt Senior Master Sergeant C/SMSgt Cadet Chief Master Sergeant C/CMSgt 2-4: Active Duty Officer Ranks:
Question Answers information Marks AO / Spec ref. 01.1 2 marks for all correct. 1 mark for at least one correct. 2 AO1 P4.1.1 01.2 12 1 AO2 P4.1.1 01.3 6 1 AO2 P4.1.1 01.4 Protons Neutrons 1 1 AO1 P4.1.1 02.1 0.026 1 AO1 WS 3.3 02.2 nuclear industry medical, for example, X-rays Accept any sensible nonnatural source. 1 1 AO1 P4.3.1 03.1 A: gamma and beta B: gamma C: alpha, beta, and gamma 1 1 1 AO1 P4.2.1 03.2 Any one from use to handle samples keep sample in box Accept any sensible answers. 1 AO3 WS 1.5 03.3 radiation can be detected outside the body. The half-life is long enough for the test to be carried out. The half-life is short enough so that a radioactive isotope is not in body for a long time. 1 1 1 AO2 P4.3.3 04.1 5730 × 2 11 460 (years) Accept 11 460 (years) with no working shown for 2 marks. 1 1 AO2 P4.2.3 Question Answers Extra information AO / Spec ref. 04.2 Any six from: It’s one of the ways communities of scientists find out what is going on in their field. Accept any other credible answers. 6 AO3 WS 1.6
Question Answers Extra information Marks AO / Spec ref. 01.1 0.72 + 0.28 + 0.4 + 0.4 = 1.8 0.4 Accept 2/5 or 40%. 1 1 1 AO2 WS 3.3 01.2 Any one from: nuclear weapon testing nuclear power (stations) nuclear accidents medical uses. 1 AO1 P4.3.1 01.3 2 1 AO2 WS 3.3 01.4 No, with a reasonable explanation: only going for two weeks so total exposure well under lowest limit for causing cancer OR Yes, with a reasonable explanation: all levels of radiation are (potentially) hazardous and harm caused by lower doses may not have been recorded No mark is awarded for circling yes or no but explanation must be relevant for circles answer. 2 AO3 WS 3.5 01.5 0.026 1 AO1 WS 3.3 02.1 1 mark for each label. Accept negative particle for electron. Do not accept proton. 2 AO1 P4.1.3 02.2 Same number of protons different number of neutrons. 1 1 AO1 P4.2.1 03 Accept with no working for 2 marks. 1 1 AO2 P4.2.3 Question Answers information Marks AO / Spec ref.
What was tested How was it tested Description Software application open and work I clicked onto the Microsoft word icon twice and it opened up I double clicked on MS word for it to open and it opened up the file Desktop shortcuts go to the right place When creating shortcuts for Word, Publisher and Outlook they all successfully created a shortcut onto the desktop, and if you are to click it, it should open In for me to create the shortcuts I was to right click on (for example) Microsoft word then select the option “Sent to desktop” and after doing so it created a shortcut onto the desktop Correct date and time are set After being able to alter with the time and date, I managed to change it back to the correct time I clicked on the bottom right corner which displays the time and date, then followed on to click “change time and date settings” after doing so I was able to change the time and date Default folder on MS word is working Now when I click on Ctrl+S it directs me to the “ICT” folder in my documents By clicking on the “options” setting in Microsoft word, I clicked on “Save” and was able to change I could have my files being saved to. I selected my “ICT” folder, and now when I hit the “Save As” button it directs me to that folder
if more than 1 line is drawn from any box in List A, none of those lines gain any credit 3 (b) (i) (the detector) reading had gone down ‘it’ equals detector reading accept the reading in the table is the smallest accept 101 is (much) lower than other readings / a specific value eg 150 do not accept this answer if it indicates the readings are the thickness 1 more beta (particles / radiation) is absorbed / stopped accept radiation for beta particles / radiation accept particles being detected 1 (ii) six years 1 (iii) alpha would not penetrate the cardboard accept the property – alpha (particles) cannot pass through paper / card accept alpha (particles) are less penetrating (than beta) in air is neutral 1 [7] M7.(a) inside the Sun 1 (b) fusion 1 (c) energy 1 [3]
accept equals 42He or 42α for 1 mark an particle is a helium nucleus is insufficient for this mark 1 [8] M9.(a) (i) splitting of a(n atomic) nucleus do not accept splitting an atom 1 (ii) Neutron 1 (b) (i) nuclei have the same charge or nuclei are positive accept protons have the same charge 1 (ii) (main sequence) star accept Sun or any correctly named star accept red (super) giant 1 (c) (i) any two from: • easy to obtain / extract • available in (very) large amounts • releases more energy (per kg) do not accept figures only • produces little / no radioactive waste. naturally occurring is insufficient seawater is renewable is insufficient less cost is insufficient 2 (ii) any one from: accept any sensible suggestion • makes another source of energy available • increases supply of electricity • able to meet global demand • less environmental damage accept a specific example • reduces amount of other fuels used. accept a specific example 1
Test Plan Test Purpose Test Data Expected outcome Actual Outcome Passenger Details The purpose of the passenger details table is to display all the information within the fields of the table Passenger ID, Title, First Name, Surname, Gender, DOB, Address, Town and Post code. Every piece of information should be showing as the table is being viewed Relationships To be able to have relationships linked with other tables Passenger ID The relationships created will work when viewed in datasheet view, also for the primary keys to be linked into a foreign key
Query 1 To create a using the passenger details and only having the first name and surname, along with the gender post code, date of payment, price and flight ID being selected to be shown in the table Gender & Town Instead of having all fields in the table show, the ones selected whilst creating the query are to display Query 2 To have the show only customers’ details living in the town of London appear on the table Terminal & Class All customers’ details that live in London are shown on the table Input Mask With the mask the format has been set for 00/00/0000 (dd/mm/yyyy) to display the DOB of customers. Also once being typed in it should only accept that format. Date Of Birth & Date Once on the datasheet view all DOB are written out in the 00/00/0000 format. Drop Down List To have details preview in a list instead of having it typed in Gender Once clicked the option to choose M or F for gender will appear in a drop down list
Adiabatic = no heat exchange, Q ∆U= - W Ex. Free (adiabatic) expansion. γ = Cp/Cv , TVγ-1 = constant, pVγ = constant. Isochoric = constant volume W = 0 Isothermal = constant temperature if ideal gas, U is proportional to T (not p or V), ∆U = 0 and Q = W. For an ideal gas, Cp (constant pressure) = Cv (constant volume)+ R. 20. The Second Law of Thermodynamics. The Second Law (4 versions): 1. Heat flows spontaneously from hot to cold, not the other way around. Clausius. 2. Heat cannot be converted completely into work. The efficiency of a heat engine or refrigerator is never = 100%. Efficiency, e = W/QH = 1 – |QC/QH| And 2nd Law is that e never reaches 1. Otto (automobile) = 1 – 1/rγ-1, where r is the compression ratio (Volume ratio—max to min). Carnot Cycle (most efficient) e = 1 - TC/TH. Must be Kelvin temperature. 3. Entropy (∆S = Q/T at a constant temperature) always increases for a macroscopic closed system). ∆S≥0. ∆S = ∫dQ/T. This is the same for all processes leading between two states. Thus we can choose a process which is easy to calculate (like isothermal, T =const.). 4. Information: S =k ln w, w is the number of microscopic states.
Collect evidence in a variety of contexts. Test an idea or prediction based on scientific knowledge and understanding. Plan investigative work Suggest questions that can be tested and make predictions; communicate these. Design a fair test and plan how to collect sufficient evidence. Choose apparatus and decide what to measure. Obtain and present evidence Make relevant observations and comparisions ina variety of contexts. Measure temperature, time, force and length. Begin to think about the need for repeated measurements of, for example, length. Present results in drawings, bar charts and tables. Consider evidence and approach Identify simple trends and patterns in results and suggest explanations for some of these. Explain what the evidence and whether it supports predictions. Communicate this clearly to others. Link evidence to scientific knowledge and understanding in some contexts. Biology Humans and animals Know that humans (and some animals) have bony skeletons inside bodies. Know how skeletons grow as humans grow, support and protect the body. Know that animals with skeletons have muscles attached to the bones. Know how a muscle has to contract (shorten) to make a bone move and muscles act in pairs. Explain the role of drugs as medicines. Living things in their environment Investigate how different animals are found in different habitats and are suited to the environment in which they are found. Use simple identification keys. Recognise ways that human activity affects the environment e.g. river pollution, recycling. Chemistry States of matter Know that matter can be solid, liquid or gas. Investigate how materials change when they are heated and cooled. Know that melting is when a solid turns into a liquid and is the reverse of freezing. Observe how water turns into steam when it is heated but on cooling the steam turns back into water. Physics Sound Explore how sounds are made when objects, materials or air vibrate and learn to measure the volume of sound in decibels with a sound level meter. Investigate how sound travels through different materials to the ear. Investigate how some materials are effective in preventing sound from travelling through them. Investigate the way pitch describes how high or low a sound is and that high and low sounds can be loud or soft. Secondary sources can be used. Explore how pitch can be changed in musical instruments in a range of ways. Electricity and magnetism
P8 project list. Tutorial and example projects discussed in and lab Remember that to complete the task of finishing a project, once it is tested and verified section 4), it must be reported or documented in sheets of paper or word processor, using text, schematics, tables, equations, diagrams, flow charts, timing diagrams, etc. This section is devoted completely to the project P_Ch2. Analysis projects Analyse the CLK_Generator used in the Light_System_NEXYS2 project Specifications Analyse the CLK_Generator code available in the demonstration project Light_system prototyped for the NEXYS 2 board. . Planning Design projects Designing a CLK_Generator for the project Timer_MMSS Specifications Design a CLK_generator block to derive squared synchronous signals of 100 kHz, 1.6 kHz, 20 Hz and 1 Hz, from a quartz crystal oscillator of 50 MHz. Figure . Block diagram for the CLK_Generator. Planning Figure . Proposed schematic based on a chain of frequency dividers and T-FF Development Test & verification 1-hour real-time programmable timer Timer_MMSS orchestrated as a dedicated processor Specifications Figure Sketch and symbol for the Timer_MMSS. Figure Sketch, feature list and example of a timing diagram for the Timer_MMSS. Planning Figure Dedicated processor: Dataparh and control unit.
Alzheimer’s Biomarkers Request form IMMUNOLOGY DEPARTMENT CPL, St. James’s Hospital, Dublin 8. Tel.: 4162925 / 4162061 / 4162075 FOR LABORATORY USE ONLY PLEASE AFFIX SPECIMEN NUMBER BARCODE LABEL HERE Patient Details (Complete Fully OR Attach an Addressograph Label inside the dotted line below): Surname First Name Male Female Date of Birth / / Ethnicity (if relevant) Patient’s Address: Clinician Referral laboratory address or stamp Clinician’s Telephone Name: Hospital Clinician’s This is mandatory to ensure the Signature doctor can be contacted during routine laboratory working M.C.R.N. hours 8am to 8pm. Date Taken: Time Taken: Date/Time Received: TEST Sample Type Sample handling and dispatch Alzheimers’ Biomarkers (ALZH) CSF Please ensure that pre-analytical requirements (see below) are met Clinical Presentation – NB please fill in details Background FIRST symptom Please tick Clinical Diagnosis Please tick Age at onset of clinical symptoms Memory Amnestic MCI MMSE Language Non-amnestic MCI MOCA Visuospatial Alzheimer’s Disease Behaviour Primary progressive aphasia (PPA) semantic variant Executive Functions PPA logopenic variant Others PPA nonfluent variant Behavioral variant frontotemporal dementia Other Treatment: Is patient receiving AD medication Yes/No Sample Requirements for Alzheimer Biomarker Testing on CSF
Include ways of working that clearly link to the developed assessment in the course of study Year 10 Guidelines — Business Knowledge and understanding and ventures Successful enterprises and ventures are run by managers who are responsive to stakeholder needs and wants and are able to predict the possible and probable directions of the market Entrepreneurial behaviour, skills and activities can impact positively and negatively on a variety of stakeholders Management of an enterprise or venture is a complex process involving the generation of enterprising ideas, the development of business proposals and plans, the undertaking of ventures and the evaluation of the outcomes Include ways of working that clearly link to the developed assessment in the course of study Year 10 focus Explain why a business proposal or plan is needed when starting a business Prepare a business proposal or plan for a new business idea Examine what needs to be included in a business plan Examine how an individual decides if a business will be successful
COMPLETING PROGRAM REQUIREMENTS (SHORT-TERM B. TOTAL NUMBER OF YOUTH WHO WERE IN THE PROGRAM DURING THE REPORTING PERIOD C. PERCENT (A/B) 18 Number and percent of program families satisfied with program (short-term) A. Number of program families served during the program period satisfied with the program B. Total number of program families served during the program period C. Percent (A/B) 19 Number and percent of program youth satisfied with program (short-term) A. Number of program youth satisfied with the program B. Total number of program youth served during the program period C. Percent (A/B) 20 Number and percent of program staff with increased knowledge of program area (short-term) A. Number of program staff trained during the reporting period who report increased knowledge B. Total number of program staff trained during the reporting period C. Percent (A/B) 21 Number and percent of program youth formally processed (short-term) A. Number of first-time offenders formally processed B. Number of first-time offenders C. Percent (A/B)
7 Number of system improvement initiatives A. Number of current initiatives 8 NUMBER OF PROGRAMS IMPLEMENTED A. NUMBER OF NEW PROGRAMS IMPLEMENTED 9 Number of IT improvements implemented A. Number of IT improvements implemented 10 Number of RAIs developed A. Number of risk assessment instruments developed 11 Number of program/agency policies or procedures created, amended, or rescinded A. Number of program/agency policies or procedures created, amended, or rescinded 12 Number of research studies conducted A. Number of studies conducted 13 NUMBER OF PROGRAM YOUTH SERVED A. NUMBER OF PROGRAM YOUTH CARRIED OVER FROM THE PREVIOUS REPORTING PERIOD, PLUS NEW ADMISSIONS DURING THE REPORTING PERIOD 14 Number of service hours completed A. Total number of program youth service hours