zilongwang/ReadingBank huggingface dataset:
building, IER Whiteboard Seminar Room (1) 3rd Floor, East building, IER 12 LAN, LCD projector, PC, Screen Seminar Room (2) 3rd Floor, East building, IER 16 LAN, LCD touch screen, PC Seminar Room (3) 3rd Floor, East building, IER 12 LAN, LCD projector, PC, Screen Seminar Room (4) 3rd Floor, East building, IER 8 LAN, LCD projector, PC, Screen Conference Room 3rd Floor, East building, IER 40 LAN, LCD projector, PC, Screen Hitotsubashi Hall Chiyoda-ku, Tokyo Please ask to the Faculty Support Office staff for details. Reference: Hitotsubashi University meeting facilities Name Place Capacity (people) Equipment Kanematsu Auditorium West campus 1,080 PA system, Screen, Microphone Mercury Hall East campus 410 Conference Room, Sano Shoin Hall Nearby West campus 72 LAN, LCD projector, PC, Screen, Microphone Seminar Room, Sano Shoin Hall Nearby West campus 17 LAN, LCD projector, PC, Screen, Microphone Sunroom, Sano Shoin Hall Nearby West campus 50 LAN, Microphone, Video Seminar Room, Faculty Building 3 East campus 24 LCD projector, Screen, Video, DVD, Microphone Conference Room, Faculty Building 3 East campus 75 LCD projector, Screen, video, DVD, Microphone * Reservation required prior to use. Fees may apply to use some facilities. * For facility location map, please refer to Form 1 Fiscal 2017 Joint Usage and Research Center, Institute of Economic Research, Hitotsubashi University Project Research
Meeting name: Meeting date: from: day____ month_____ year______ until: day____ month_____ year______ Meeting venue: (1) Institute’s seminar room (2) Joint-Research Laboratory (3) Others List of participants: Name Research organization/department Position Sex Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Note: Please add fields as necessary. Please attach the meeting program if you have. Form 3 Fiscal 2017 Joint Usage and Research Center, Institute of Economic Research, Hitotsubashi University Project Research -- Research Report Date: ___ ____, 20__
Rooms must be reserved prior to use. Please note that a key must be borrowed prior to use, as the joint research laboratories and seminar rooms are usually locked. Name Place Capacity (people) Equipment On-site facility (Joint-Research Laboratory 1) 3rd Floor, IER Library 4 Stata V.14 Joint-Research Laboratory 2 3rd Floor, West building, IER 12 LAN, Screen, Whiteboard Seminar Room (1) 3rd Floor, East building, IER 12 LAN, LCD projector, PC, Screen Seminar Room (2) 3rd Floor, East building, IER 16 LAN, LCD touch screen, PC Seminar Room (3) 3rd Floor, East building, IER 12 LAN, LCD projector, PC, Screen Seminar Room (4) 3rd Floor, East building, IER 8 LAN, LCD projector, PC, Screen Conference Room 3rd Floor, East building, IER 40 LAN, LCD projector, PC, Screen Hitotsubashi Hall Chiyoda-ku, Tokyo Please ask to the Faculty Support Office staff for details. Reference: Hitotsubashi University meeting facilities Name Place Capacity (people) Equipment Kanematsu Auditorium West campus 1,080 PA system, Screen, Microphone Mercury Hall East campus 410 Conference Room, Sano Shoin Hall Nearby West campus 72 LAN, LCD projector, PC, Screen, Microphone Seminar Room, Sano Shoin Hall Nearby West campus 17 LAN, LCD projector, PC, Screen, Microphone Sunroom, Sano Shoin Hall Nearby West campus 50 LAN, Microphone, Video Seminar Room, Faculty Building 3 East campus 24 LCD projector, Screen, Video, DVD, Microphone Conference Room, Faculty Building 3 East campus 75 LCD projector, Screen, video, DVD, Microphone * Reservation required prior to use. Fees may apply to use some facilities. * For facility location map, please refer to
Form 2 Fiscal 2017 Joint Usage and Research Center, Institute of Economic Research, Hitotsubashi University Project Research -- Research Meeting Report Project title: Meeting name: Meeting date: from: day____ month_____ year______ until: day____ month_____ year______ Meeting venue: (1) Institute’s seminar room (2) Joint-Research Laboratory (3) Others List of participants: Name Research organization/department Position Sex Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Male/Female Note: Please add fields as necessary. Please attach the meeting program if you have.
Please send your feedback to Valencia through the SFI when it opens. We want to learn more about your experiences while we continually improve our courses. Course Calendar (Tentative): Reading Should Be Done for the Day of Discussion Week 1 Mar. 5 Start of H2 Week 2 Mar. 10 & 12 Spring Break (no class!!) Week 3 Mar. 16 Introductions / Syllabus review/ Writing samples/ MLA Format Qualities of Good Writing/The Writing Process Mar. 18 !! Drop-refund deadline 11:59 pm Sentence Structure/ Narration Discussion of “Shooting an Elephant” (133) and “Thirty-Eight Who Saw Murder” (127) in class Narrative Reflections Due, in class, for peer review on the 23rd. Week 4 Mar. 23 Narration/ Using a Rubric to Evaluate/Description/RENNS “Only Daughter” (111) and “Girl” (258) discussed in class HW: Work on Narrative-Descriptive Essay Mar. 25 Peer Review/Instructor Conferences: Essay #1 Due at 11:55 p.m. Week 5 Mar. 30 Discussion of Using Compare and Contrast (371-372) “Two Ways to Belong in America” (404) “Sadie and Maud” (430) Apr. 1 Discussion of “Why Chinese Mothers are Superior” (410) “Sex, Lies, and Conversation” (423) Week 6 Apr. 6 Discussion of “Mother Tongue” (466) Apr. 8 Peer Review Mixed Strategies Essay/Bring Draft Apr. 10 !! Withdrawal deadline 11:59 pm Week 7 Apr. 13 Mixed Strategies Essay Due 11:55 p.m. Argument discussion and exercises/ In-class Debate of “Citizenship” readings (593) Apr. 15 Discussion of Persuasion and “Letter from a Birmingham Jail” (566) Week 8 Apr. 20 Discussion of Satire and “A Modest Proposal” (692): Apr. 22 In-class Works Cited Workshop/Bring Sources and Draft to Class/Discussion of Plagiarism Week 9 Apr. 27 Final Paper Conferences with Professor Smith Apr. 29 Final Exam: Paper 3 Due by April 29th 11:55 p.m. Disclaimer: More specific guidelines for assignments will be given during classroom instruction and on Blackboard The course outline and syllabus are subject to change
Future Cities Water efficient technologies need to be considered when planning cities and their water use. Build a route for stormwater in a multimedia maze containing water harvesting and recycling technologies. How may water efficient cities be designed in the future? water, sustainable, technology, efficiency, urban, conservation Earth science – hydrology (water cycles, quality & conservation) Groundwater Removing groundwater to use above ground can impact on groundwater resources. A scaled model of a rural property with water tank, stream and groundwater reserve shows the connectivity of surface and groundwater. water, technology, pump, rural, artesian, groundwater Earth science – hydrology (water cycles, quality & conservation) H2Rocket Use electricity to split water molecules into hydrogen gas and oxygen gas. The hydrogen gas can then be used to fire a toy rocket into the air. After the hydrogen and oxygen gas have combusted, they recombine to form water, which you can see as droplets of water inside the rocket container. water, electrolysis, hydrogen, oxygen, energy, chemical formula, photosynthesis Chemistry – material science, atoms & particles Chemistry – chemical energy Physics – forces & motion (inertia, gravity, push, pull, acceleration) Hidden Water Calculate how much water is used to manufacture items in our daily lives, from food to clothing and cars. This multimedia exhibit allows users to select an item and guess the amount of embedded water in that object (i.e., the volume of water used to manufacture a pair of jeans). water, manufacturing, conservation, efficiency, embedded content, consumer Earth science – hydrology (water cycles, quality & conservation) Chemistry – environmental chemistry Chemistry – material science, atoms & particles Technology Hydrotram A spectacular water sculpture representing the water cycle has simulated thunderstorms and rainfall, to create flowing water that moves around systems representing agricultural and urban water cycle, rainfall, science-art Earth science – hydrology (water cycles, quality & conservation) Earth science – atmosphere &
after its completion. Prior to release, a faculty member in charge of discussion papers will review the contents. If you wish to publish any research results, please save the relevant information as a PDF file and email it to the Faculty Support Office. We are able to provide up to 90 hard copies of published discussion papers upon request. Submission of research reports Principal investigators should submit the results of the research by the end of April 2019. Please fill in the necessary sections of Form 3, and submit an electronic version of research report (PDF file as well as the Word file before converting into PDF) to the email address kyodo-riyou@ier.hit-u.ac.jp. Information disclosure For the purposes of information dissemination, project research applications, and research reports may be published on the Institute’s Joint Usage and Research Center’s website in whole or in part. Applications for project research, research reports, research results, record of facilities usage at the Institute of Economic Research, research meeting report, and other documentation related to the implementation of project research may be used when appropriate in business reports or other such publications produced by the Institute. Contact details Address: Institute of Economic Research, Hitotsubashi University, 2-1 Naka Kunitachi, Tokyo, 186-8603, Japan Fax: +81 42 580 8333 (Please specify a recipient’s name.) Section Person in charge Office Phone E-mail Joint Center Usage & Joint Research Committee Prof. Ryo Kambayashi +81 42-580-8364 Faculty Support Office Akemi Okayasu Yuki Matsuzaki 1st Floor, East building, IER 2nd Floor, East building, IER +81-42-580-8382 +81-42-580-8327 Administration Office 1st Floor, East building, IER +81-42-580-8312 IER Library 1st Floor, West building, IER +81-42-580-8320 Research Centre for Information and Statistics of Social Science 2nd Floor, Research Centre for Information and Statistics of Social Science +81-42-580-8391 center@ier.hit-u.ac.jp Government Survey Micro Data 3rd Floor, Research Centre for Information
_________________ and _________________ had simply failed. They started looking to alternatives like _________________ and _________________. Capitalism: an economic and political system in which a country's trade and industry are controlled by private owners for _________________. Fascism: an authoritarian and _________________ right-wing system of government and social organization. Communism: a political theory advocating _________________ leading to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs. By 1935 governments started introducing new _________________ like minimum wage laws, maximum hours, sick benefits, etc. Government _________________ (socialism) like this was a radical departure from the “liberal” approach of the past. Good government used to be one that gave virtually absolute freedom to individuals. During the Great Depression good governments were ones that regulated the economy passing laws to protect citizens. RISE OF THE DICTATORS (1930s) The Great Depression and the political instability following World War I led to the emergence of new types of _________________ and _________________.
Form 1 ７．Preferences（志望先） Department（専攻名） Educational Program（教育プログラム） Preferred academic advisor（希望する指導教員） Date of contact with preferred academic advisor（希望する指導教員との連絡日）____ /____ /_____ 日 *Please make prior contact to receive application consent. ※必ず出願前に連絡を取り、出願の許可を得てください。 ８．Educational background （学歴） Name and Address of School （学校名及び所在地） Year and Month of Entrance and Completion (入学及び卒業年月) Duration of Attendance （修学年数） Diploma or Degree awarded, Major subject, Skipped years/levels （学位・資格， 専攻科目，飛び級の状況） （高校） Name (学校名) Location (所在地) From （入学） To （卒業） years （年） and months （月） Higher Education （高等教育） Undergraduate Level （大学） Name (学校名) Location (所在地) From （入学） To （卒業） years （年） and months （月） *-1 Graduate Level （大学院） Name (学校名) Location (所在地) From （入学） To （卒業） years （年） and months （月） Total years of schooling mentioned above （以上を通算した全学校教育修学年数） As of October 1,2019 Years and months （年） （月） * If the blank spaces above are not sufficient for the information required, please attach a separate sheet． ((注) 上欄に書ききれない場合には，適当な別紙に記入して添付すること｡) Notes: １. Any school years or levels skipped should be indicated in the fourth column (Diploma or Degree awarded, Major Subject, Skipped years and levels). (Example: Graduated high school in two years, etc.) 3
Form 1 ９．Employment record: Begin with the most recent employment, excluding part-time jobs.（職歴：アルバイトは除く。） Name and address of organization （勤務先及び所在地） Period of employment （勤務期間） Position （役職名） Type of work （職務内容） From To From To １０．Japanese language proficiency: Provide a self-evaluation of your skill level by inserting an X in the appropriate spaces below. （日本語能力を自己評価のうえ，該当欄に×印を記入すること｡） Excellent （優） Good （良） Fair （可） Poor （不可） （読む能力） Writing （書く能力） Speaking （話す能力） １１．Foreign language proficiency: Provide a self-evaluation of your skill level by inserting an X in the appropriate spaces below. （外国語能力を自己評価のうえ，該当欄に×印を記入すること｡） Excellent （優） Good （良） Fair （可） Poor （不可） English （英語） French （仏語） German （独語） Spanish （西語） Others( ) (その他) １２. Person to be notified in applicant's home country in case of emergency: (緊急の際の母国の連絡先) ⅰ） Name in full: （氏名） ⅱ） Address: with telephone number, facsimile number, e-mail address Present address（現住所） Telephone/Facsimile E-mail address ⅲ) Occupation: （職 業） Ⅳ） Relationship: （本人との関係）
Form 4-2 Description of research project Research collaborators (*2) Name Position Affiliation Roles in this project [ ] Put a tick mark, if PI’s affiliation joins GADRI or has an academic exchange agreement with DPRI. (Principal Investigator)
DPRI facilities to be used (*2) (from appendix II) Expenses (*5) Supplies/ venue use fees/ printing/ DPRI facilities use fees (*3) Travel expenses Costs of furniture and fixtures (*4) Item Amount (units of 1000 yen) Item Amount (units of 1000 yen) Item Amount (units of 1000 yen) Subtotal Subtotal Subtotal Total (units of 1000 yen) Related recent research results within past 5 years (*6) Form 6-4
11. Higher Education (Start from the latest one. Include your current status if you are a doctoral student now.) Name of University Location Degree Field From – To (Month, Year) 12. Previous Appointments (Start from the latest one. Include your current appointment.) Name of Institution Location Position From – To (Month, Year) 13. Awards (Title, Organization, Year) 14. Language Ability Assess your proficiency in reading, writing, listening and speaking of Japanese, English, and other languages on a scale of 5 to 1. (5: Advanced 4: Upper Intermediate 3: Intermediate 2:Elementary 1: Beginner/None) Reading Writing Listening Speaking Japanese English 15. Past/Present Stay(s) in Japan over 3 months City From – To (Month, Year) Purpose of the stay
September Tues. & Thurs, Math 203, 3:30-5:00 pm / Office Hours: Tues, 1:30-3:00, 1122 BUTO H331/2017 Monday Tuesday Thursday Fri. 1 2 3 READINGS UBC ACADEMIC YEAR BEGINS 4 5 6 7 8 9 10 UBC CLOSED – LABOUR DAY IMAGINE UBC – NO CLASS Introduction & organization Course Overture on ‘Silencing the Past’ 11 12 13 14 15 16 17 HOFSTADTER, essay on Lincoln Sectional Politics, Lincoln, & the Coming of the Civil War PP: The Territorial Question Mini-lecture on Lincoln’s Second Inaugural Address & His Final Speech Discussion: Is Hofstadter Fair to Lincoln? DUE: AUTOBIOGRAPHIES 18 19 20 21 22 23 24 WILLS, chapters to be assigned What is Wills getting at? NO CLASS 25 26 27 28 29 30 BRINKLEY, essay in the course pack LEMANN, chapters to be assigned Video: “Reconstruction – The Second Civil War” WDWTW? Video: “Reconstruction – The Second Civil War” WDWTW? Sat. Sun. Wed.
1.) Emancipation, Reconstruction, & Restoration – Men & Women, White & Black Hofstadter Brinkley Wills Lemann DuBois The South, in general; Louisiana & Mississippi, in particular; Washington, D.C.; Kansas Make your own chart for this question, complete with rows dedicated to the questions cited in the paragraphs just above. 2.) The Nadir & Jim Crow Lemann Twain, “The Birth of a Nation” The South 3.) The Agrarian Revolt & Populism Beatty “All God’s Dangers” The South, Mid-West, & Central Plains 4.) Workers & Businessmen, Labour & Capital Hofstadter Livesay Krause The Northeast & Mid-West 6.) The Imperial Republic: Domestic & ‘Foreign’ Relations Ostler Twain, & “The Way West” “Last Stand at Little Big Horn” “Geronimo” The West & the Great Plains The Philippines & Cuba 7. ) The Imperial Republic, Global Environmental History, & ‘The Unsustainable Exploitation of Nature’ Isenberg Twain, redux The West & the Great Plains
Your written assignments must be: 1. Prepared only on a typewriter or a computer. Handwritten work is not acceptable. And faxes or e-mails of your work cannot be accepted by the Department of History. 2. Double-spaced and formatted in a simple, easy-to-read font, such as Times New Roman. The size of the font must be 12-point. 3. Set so it has margins of one inch on both sides, and at the top and bottom. 4. Numbered by pages and stapled in the upper left corner. (Do not use paper clips or creative folding.) 5. Backed-up, always, at regular intervals. (I recommend every three minutes.) Use a USB an external hard drive, a network storage service, and/or a hard copy. Computer or printer crashes or problems are not acceptable reasons for late submissions. The Faculty of Arts requires that written work conform to accepted standards of English expression; if writing does not meet such standards, it cannot be evaluated. Late work cannot be accepted, except under the extraordinary circumstances discussed above. Regular attendance should put virtually everyone in a position to achieve marks with which he or she is happy. The key is doing the reading, on time, and coming to class, prepared. Remember that the weekly readings must be completed before the Tuesday lecture. Here are the approximate weightings of the requirements for H331: Assignment Date Due Approximate Weight Autobiographical statement on your expectations and on the reasons for your enrollment in H331. Build the statement upon a brief intellectual history of yourself and your development as a thinker. 1-page maximum. Thursday, Sept. 13, at the beginning of class. Mandatory, but no mark awarded. Two percentage points deducted from final mark if not submitted on time. Brief reading notes on the weekly assignments. maximum. Must be typed/printed, and will be collected at the beginning of class. Guidelines can be found below. Throughout the term. Only 5 will be marked, on a scale of 0-10, and the submission with the lowest mark will not be counted. 40%. Each of the top four assignments therefore carries with it a weight of 10% of the final grade.
17 Sept. Video: “Two Nations of Black America” DeMott, “Put On a Happy Face” 19 Sept. Race, Hollywood, History, & Myth – Buddy Films, Trayvon Martin, & Oscar Grant 24 Sept. Demographic Overview: Politics, History, & African-American Communities Melville 26 Sept. “Benito Cereno” 1 Oct. Origins of Slavery Jordan, Nash 3 Oct. Origins of Slavery 8 Oct. Video: “Africans in America: The Terrible Transformation” Morgan Equiano (optional) 10 Oct. What was “the Terrible Transformation?” 15 Oct. Race & Slavery in Colonial America & the New Republic Video: “Jefferson’s Blood” Walker, Jefferson 17 Oct. Video: “Jefferson’s Blood” 22 Oct. Race, Slavery, and Memory: The Case of Thomas Jefferson Walker 24 Oct. “Mongrel America” 29 Oct. Silencing and Unsilencing the Past Trouillot, Wood 31 Oct. Trouillot & Wood 5 Nov. Slavery, Song, & Resistance Douglass 7 Nov. Douglass 12 Nov. Nat Turner Oates 14 Nov. Frederick Douglass & Nat Turner 19 Nov. Gendered Resistance & Soul Murder Jacobs Painter, on Sojourner Truth Fox-Genovese 21 Nov. Gender & Slavery: Harriet Jacobs & Sojourner Truth 26 Nov. Slavery – what we know, and don’t know Painter, “Soul Murder” 28 Nov. Putting it all together: your collective sense of slavery
10 Oct. Slavery as a Global System Equiano, selections TBA NO READING REPORT DUE THIS WEEK. BUT: 12 Oct. What was “the Terrible Transformation?” Who was Equiano? CRITICAL ESSAY IS DUE. SUBJECT: THE ORIGINS OF SLAVERY IN THE “NEW WORLD” 17 Oct. Video: “Jefferson’s Blood” Walker, selections; Jefferson, selections. Other readings on Jefferson are optional. 19 Oct. Video: “Jefferson’s Blood” Race & Slavery in Colonial America & the New Republic 24 Oct. Race, Slavery, and Memory: The Case of Thomas Jefferson Peter Wood, course pack Begin Douglass, Narrative of the Life of…. 26 Oct. Video: “When the Lion Wrote History,” a biography of Frederick Douglass READING REPORTS DUE ON WALKER & JEFFERSON 31 Oct. Song, Religion, & Resistance Prince or Jacobs Finish Douglass’s autobiography; his speech on the Fourth of July is optional, but highly recommended 2 Nov. Documentary on the Abolitionist Movement READING REPORT DUE ON PRINCE, OR JACOBS, OR DOUGLASS’S AUTOBIOGRAPHY
10 Oct. Slavery as a Global System Equiano, selections TBA NO READING REPORT DUE THIS WEEK. BUT: 12 Oct. What was “the Terrible Transformation?” Who was Equiano? CRITICAL ESSAY IS DUE. SUBJECT: THE ORIGINS OF SLAVERY IN THE “NEW WORLD” 17 Oct. Video: “Jefferson’s Blood” Walker, selections; Jefferson, selections. Other readings on Jefferson are optional. 19 Oct. Video: “Jefferson’s Blood” Race & Slavery in Colonial America & the New Republic 24 Oct. Race, Slavery, and Memory: The Case of Thomas Jefferson Peter Wood, course pack Begin Douglass, Narrative of the Life of…. 26 Oct. Video: “When the Lion Wrote History,” a biography of Frederick Douglass READING REPORTS DUE ON WALKER & JEFFERSON 31 Oct. Song, Religion, & Resistance Prince or Jacobs Finish Douglass’s autobiography; his speech on the Fourth of July is optional, but highly recommended 2 Nov. Documentary on the Abolitionist Movement READING REPORT DUE ON PRINCE, OR JACOBS, OR DOUGLASS’S AUTOBIOGRAPHY
7 Nov. Slavery, Gender, & Resistance Fox-Genovese Painter, on Sojourner Truth 9 Nov. Women & Slavery READING REPORT DUE ON FOX-GENOVESE 14 Nov. The Turner Insurgency & the Place of Violence in Resisting Oppressive Regimes Oates, Fires of Jubilee 16 Nov. Toward the political crisis of the 1850s Video Presentation, TBD READING REPORT DUE ON OATES 21 Nov. Slavery – what we know, and don’t know Painter, on “Soul Murder” 23 Nov. Discussion: Painter & Coates READING REPORT DUE ON PAINTER, “SOUL MURDER” 28 Nov. Not merely an afterthought: Cotton – the commodity that drove it all Review & prepare for the final written exercise 30 Nov. Final class of the term: Putting it all together – your collective sense of slavery and its legacies 5 Dec. Exams begin Due date for final paper to be announced. 20 Dec. Exams end GUIDELINES FOR READING NOTES AND OTHER WRITTEN SUBMISSIONS If there is more than one reading, do a one-page response for each text that you have read. The reading notes are intended to assist you in mastering and evaluating what you have read, and they also should help our discussions. Additionally, your notes will help you understand the larger patterns that inform the course of African-American History from the 15th Century through the 1850s, and therefore your notes will help you prepare for the written essay that is due in October and for the final written exercise in December. Do not use any outside
Select your board (Arduino Mega 2560 in our case) Select your serial port. If you don’t know which COM port select, disconnect your device after noting which ports are showing. The one that disappeared is the one you want. Upload your program Parts Here is a list of materials required to complete this project: Parts ordered online: Item Source Price QTY Shipping Total Arduino Mega 2560 Microcontroller rev 3 64.95 1 0 64.95 Arduino Ethernet Shield , 45.95 1 0 45.95 Arduino Box 11.95 1 0 11.95 Pig tail for power 2.95 2 0 5.9 6vDC power for board 9.95 1 0 9.95 12v 5A pwr supply for actuators 19.95 1 0 19.95 Servo wire 12.95 1 0 12.95
//192 is soft stop #define SABER_MOTOR2_FULL_FORWARD 255 #define SABER_MOTOR2_FULL_REVERSE 128 // Motor level to send when issuing the full stop command #define SABER_ALL_STOP 0 SoftwareSerial SaberSerial = SoftwareSerial( SABER_RX_PIN, SABER_TX_PIN ); // Setting up the actuator pots, connected to a8-a11: //analogRead(Actuatorx) reads in the value from the pin. int Actuator1 = A8; // selects the input pins for the actuator pot int Actuator2 = A9; int Actuator3 = A10; int Actuator4 = A11; // places to store actuator loaction values int Actuator1Value = 0; int Actuator2Value = 0; int Actuator3Value = 0; int Actuator4Value = 0; //setting up select pins. 52 in motor controller 1, 53 is motor controller 2 int MC1 = 52; int MC2 = 53; void initSabertooth( void ) { // Init software UART to communicate // with the Sabertooth 2x5 pinMode( SABER_TX_PIN, OUTPUT );
} if (Actuator3Value > 700) { digitalWrite(MC1, LOW); digitalWrite(MC2, HIGH); SaberSerial.write(byte(SABER_MOTOR1_FULL_FORWARD)); //delay(15); digitalWrite(MC1, LOW); digitalWrite(MC2, LOW); } else // writing to act 3 to soft stop { digitalWrite(MC1, LOW); digitalWrite(MC2, HIGH); SaberSerial.write(byte(64)); //delay(15); digitalWrite(MC1, LOW); digitalWrite(MC2, LOW); } if (Actuator4Value > 700) { digitalWrite(MC1, LOW); digitalWrite(MC2, HIGH); SaberSerial.write(byte(SABER_MOTOR2_FULL_FORWARD)); // delay(15); digitalWrite(MC1, LOW); digitalWrite(MC2, LOW); } else { //writing to Act 4 to soft stop digitalWrite(MC1, LOW); digitalWrite(MC2, HIGH); SaberSerial.write(byte(192)); // delay(15); digitalWrite(MC1, LOW); digitalWrite(MC2, LOW); } } Code part two:
Arduino Ethernet Shield , 45.95 1 0 45.95 Arduino Box 11.95 1 0 11.95 Pig tail for power 2.95 2 0 5.9 6vDC power for board 9.95 1 0 9.95 12v 5A pwr supply for actuators 19.95 1 19.95 Servo wire 12.95 1 12.95 Motor Controller 59.99 2 0 119.98 Firgelli Actuators 129.99 4 0 519.96 Actuator Mounting 9 4 0 36 Totals 847.54
arising? situation arises? Risk Describe a potential event or situation that could cause your project to stall. Likelihood rating Consequence rating Risk rating Prevention strategy What actions will you or your partner organisations undertake to reduce the likelihood of the situation arising? Mitigation strategy What actions will you or your partner organisations undertake to manage or minimise impact if the situation arises? Risk Describe a potential event or situation that could cause your project to stall. Likelihood rating Consequence rating Risk rating Prevention strategy What actions will you or your partner organisations undertake to reduce the likelihood of the situation arising? Mitigation strategy What actions will you or your partner organisations undertake to manage or minimise impact if the situation arises?
28th March 2018 Dear Parent / Carer, It’s back… Heath for Health Community FUN RUN John Ball presents our 5th annual Heath for Health school and community Fun Run. The fun run will take place on Blackheath on Sunday 20th May 2018, beginning with a fun and dynamic Dance based warm up, a 5km run for adults and families, followed by a one mile race for children. All registered runners will receive a limited edition 2018 medal. This has always been a real community event and an important fundraiser for the school and our chosen charities. The benefits of participating extend well beyond the event day. This year the charities are Shine Cancer Support, The Norrie Disease Foundation and The Age Exchange. The children’s only event is a 1mile route which children could walk, jog or run. It is a manageable distance which should encourage children of all abilities to take part. The 5km event is open for parents, staff, families and adults in the local community. Children may participate but only with a registered adult who will complete the event with the child. Again, all abilities are welcome. Children may only enter one event. Heath for Health was developed with the hope to become a great starting point for introducing reticent children and adults to exercise. It has become that and so much more! There are training programmes on our website and virtual training via our FB- Heath for Health and Twitter @heathforhealth accounts will begin on 8th April so please join us! There will be 1st, 2nd and 3rd places awarded to participants, who are running the event competitively and a race clock so that all entrants can work on personal bests or with the view to improve their time in future events. We also reward children who demonstrate the School Games Core Values: Passion, Determination, Self-Belief, Team-Work, Respect or Honesty. The classes who have the most participation are rewarded with a whole class prize. This has included trips to Adventure Golf, Millwall Football Stadium a Nutrition and cooking workshop. If you are able to offer any prizes from your company or contacts, please do let us know.
Works Cited Adam Jones, Brian. “I Fought to Defend Colin Kaepernick’s Actions.” The New York Times, 1 Sept. 2016, www.nytimes.com/roomfordebate/2016/09/01/americans-and-their-flag D. Ellis, Chad. “Tinker v. Des Moines Independent Community School District.” Encyclopaedia Britannica, 31 October 2017, Gandhi, Mahatma. “Silence becomes...speaking out.” Goodreads, “Honor.” English Oxford Dictionary, Oxford, en.oxforddictionaries.com/definition/honour. Leepson, Marc. “Don’t Mess With the Stars and Stripes.” The New York Times, 1 Sept. 2016, www.nytimes.com/roomfordebate/2016/09/01/americans-and-their-flag Lowery, Wesley. “Study Finds Police Fatally Shoot Unarmed Black Men at Disproportionate Rates” The Washington Post, 7 April 2016, www.washingtonpost.com/national/study-finds-police-fatally-shoot-unarmed-black-men- at-disproportionate-rates/2016/04/06/e494563e-fa74-11e5-80e4-c381214de1a3_story.htm l?tid=a_inl&utm_term=.11aa057d8442 Robinson, Rashad. “Colin Kaepernick’s Actions Show That Symbols Pledge Allegiance to Principles.” The New York Times, 1 Sept. 2016, www.nytimes.com/roomfordebate/2016/09/01/americans-and-their-flag “West Virginia State Board of Education v. Barnette.” Encyclopaedia Britannica, 21 May 2014, www.britannica.com/event/West-Virginia-State-Board-of-Education-v-Barnette.
If the user application is built to read: Then the user should run h5augjpss with this option: netCDF-4 files –o1 netCDF classic (netCDF-3) files -o1 and –o4 Files with dimension scales or other attributes and the data file does not have these attributes -o2 Files with geolocation datasets (datasets labeled Height, Latitude, and Longitude (or links labeled Height, Latitude, and Longitude to datasets)) and the data file does not have these datasets -o3 IDV and Panoply use netCDF-Java. If the version of netCDF-Java is 4.2 or later, then the JPSS data files do not need to be changed with h5augjpss. If the version of netCDF-Java is earlier than 4.2, then the data files need to be changed with h5augjpss using the –o1 option. If visualization is required, then the –o3 option should also be used. When Not to Run h5augjpss If an application requires an attribute that is not found in the XML schema file or the geolocation file, then h5augjpss will not be able to change the JPSS data file enough. If the commonly required changes that h5augjpss can make will not help, then you might want to consider using the HDFView or h5edit tools to change the data file. See the “Making Changes to JPSS Data Files after Using h5augjpss” chapter on page 33 for more information.
Sequencing Overview, Core Courses Grades 7– 12 The following sections summarize the sequence of courses of the four core subjects from 7th to 12th grades. Note that several paths are available in order to provide appropriate instruction for students of all levels. English/Language Arts/Reading (ELAR) The following charts show the sequence of middle school and high school ELAR courses. Path Grade Course Options or Pre-AP to AP 7 8 9 Pre-AP English I 10 Pre-AP English II 11 Pre-AP English III 11 12 AP English III, Language English IV 12 Dual-Credit* English IV AP English IV, Literature 7 8 9 Pre-AP/GT English I 10 Pre-AP/GT English II 11 GT/AP English III, Language 11 12 AP English III, Language GT/AP English IV, Literature 12 AP English IV, Literature AP English IV, Literature
(3). Make Effects you can import video as well (4). Output controller data and put it into SD card For more details, please refer to the tutorial video post above. Test file download: (one line 200 pixels, for WS2811, WS2812 strip, copy them to sd card) Step3. Control panel with 4 buttons Power controller and panel up, now you should be able to control panel with four buttons. Step4. Control panel via phone APP for android phone: LED DPF LED DPF download:
The Families of Functions covered throughout Algebra I and II include: Linear Quadratic Polynomial Rational Exponential Square Root Cube Root Absolute Value Determine to which family each function graphed below belongs. Note: In the case of exponential functions the graph may be a translation of an exponential function. Quadratic (and/or polynomial) Polynomial Exponential Rational
Albert Wohlstetter, “Delicate Balance of Terror” (1958), Dr. Strangelove, a film by Stanley Kubrick The Pulsing Heart of Air Force film, Airborne Alert, 1959 US Air Force film, US Catholic Bishops statement on nuclear war (1983), Ronald Reagan, “Star Wars Speech” (March 23, 1983), Lesson 12. Morning in Jimmy Carter, “Malaise Speech” (July 15, 1979), Ronald Reagan, “Time to Recapture Our Destiny” (July 17, 1980), Ronald Reagan, “First Inaugural Address” (January 20, 1980), Ronald Reagan, “Tear Down This Wall” (June 12, 1987), Francis Fukuyama, “The End of History?” The National Interest (Summer 1989), Charles Krauthammer, “The Unipolar Moment,” Foreign Affairs (America and the World, 1990/1991), Lesson 13. Post-Cold War Debate Samuel Huntington, “The Clash of Civilizations?” Foreign Affairs (Summer 1993), Robert Kaplan, “The Coming Anarchy,” The Atlantic Monthly (February 1994), Thomas L. Friedman, “A Manifesto for the Fast World,” New York Times Magazine (March 28, 1999), William Kristol and Robert Kagan, ‘Toward a Neo-Reaganite Foreign Policy,” Foreign Affairs (July / August 1996), William Kristol and Robert Kagan, “The Present Danger,” The National Interest (March 2000),
(5) For child(ren) over 12 years of age CONSENT place and date . name and signature of the child over 12 years of age: . CONSENT place and date . name and signature of the child over 12 years of age: . (6) Consent physician I hereby declare to have sufficiently informed the aforementioned participant about the aims of this study. The participant agreed to participate voluntarily by signing and dating the informed consent form. place and date . name and signature .
Language Use Term Review 1 Grammar Vocabulary Comprehension 5% 30 Week 7 Mathematics Term Review 1 Numbers to 20 Add and Subtract Numbers showing positions Number bonds Shapes and Patterns 30% 40 Week 8 Mother Tongue Speaking Chinese/ Malay/ Tamil Situational dialogue in authentic settings 10% 10 Week 5 Listening Chinese/ Malay/ Tamil Appropriate response to listening stimulus 10% 10 Week 6
Harrison, Mary-Catherine. See English humanist criticism 1950- Harrison, Michael. See Historians. Harrison, Nicholas. See English historical scholarship 1950- Harrison, Paul. See Philosophers. Harrison, Peter. See English historical scholarship 1950- Harrison, R. See English historical scholarship 1950- Harrison, R. See Scientists. Harrison, R. J. See Scientists. Harrison, Robert. See Philosophers. Harrison, S. J. See English historical scholarhip 1950- Harrison, Stephen. See English historical scholarship 1950- Harrison, T. See Historians. Harrison, Tatiana. See English reviewers 1950- Harrison, Teresa M. See Cybertheorists. Harrison, Terry. See Scientists. Harrison, Thomas. See English aesthetic criticism 1950- Harrison, Tony. See English authors. Harrison, Victoria. See English feminist criticism. Harrison, Wilfrid. See English historical scholarship 1950- Harrison, William. See English authors. Harrison, William M. See English humanist criticism 1950- Harrison Matthews, L. See Scientists. Harrod, L. D. See Linguists. Harrold, Charles F. See English historical scholarship 1900-1950. Harrold, Francis B. See English cultural criticism. Harrower, Elizabeth. See English authors. Harroy, Jean-Paul. See Philosophers. Harruney, Luky. See Walker, Henry. Harrus-Révidi, Gisele. See French psychoanalytic criticism. Harry, G. See French historical scholarship 1900-1950. Harry, Miriam. See French authors. Harry, Myriam. See French historical scholarship 1950- Harsbarger, Scott. See English reviewers 1950- Harsdoerfer, Philip. See German Renaissance criticism. Harshav, Benjamin. See Israeli structuralism. Harsnett, Samuel. See English authors. Harsent, David. See English authors. Harst, Marie-Therese. See German historical scholarship 1950- Hart, Alfred. See English historical scholarship 1900-1950. Hart, B. H. Liddell. See English historical scholarship 1950- Hart, Bernard. See Philosophers. Hart, C. W. M. See Philosophers. Hart, Charles. See English authors.
SECTION 4 - PART A - DESCRIPTION OF SITE OF EXISTING FOOTPATH/BRIDLEWAY/RESTRICTED BYWAY Section of footpath/ bridleway/ restricted byway to be indicated by a bold continuous line on the map (1) Description (include details of any existing limitations or conditions e.g. kissing gate, bridge and indicate if authorised by the Highway Authority) (2) Definitive Width (if known) Name each owner, lessee or occupier of land over which the existing route runs. Rights of statutory undertakers, if any, to be clearly indicated for each section of the route (3) (1) Each section should be distinctively lettered, e.g. A-B, B-C, etc. When there are no sections insert “whole path” in this column. Add the letters to the plan. (2) Describe each section of the route by reference to the commencing and ending points and indicate whether the path proceeds in a straight line between those points or whether it follows an irregular course e.g. the course of a stream. (3) Where names differ for various sections of the route the owner, lessee and occupier of each section must be clearly indicated.
SECTION 4 - PART B - DESCRIPTION OF SITE OF PROPOSED NEW FOOTPATH/BRIDLEWAY/RESTRICTED BYWAY Section of footpath/ bridleway/ restricted byway to be indicated by a bold dashed line on the map (1) Description (include details of any proposed limitations or conditions e.g. kissing gate, bridge) (2) Width (metres) Name each owner, lessee or occupier of land over which the proposed route will run. Rights of statutory undertakers, if any, to be clearly indicated for each section of the route (3) (1) Each section should be distinctively lettered, e.g. A-B, B-C, etc. When there are no sections insert “whole path” in this column. Add the letters to the plan. (2) Describe each section of the route by reference to the commencing and ending points and indicate whether the path proceeds in a straight line between those points or whether it follows an irregular course, e.g. the course of a stream. (3) Where names differ for various sections of the route the owner, lessee and occupier of each section must be clearly indicated.
Dated: …………………………………….. Signed: ……………………………………. Signed: ……………………………………… Print name: ……………………………….. Print name: ………………………………….
Corby Borough Council – Person Specification The ideal candidate will be able to demonstrate the following skills, knowledge and experience Criteria Skills, Knowledge, Experience etc Essential / Desirable Method of Assessment Education / Qualifications 3 GCSE’s or Equivalent E Application Skills / Experience Experience working in a busy office E Interview General clerical & administrative duties E Application I.T – day to day use of integrated housing management systems & standard software packages D Application/Interview Customer Care Awareness E Interview IT Skills – Word & Excel E Application Good written communication skills E Application Good telephone manner E Interview Flexible E Application/Interview Team Player E Application/Interview Able to prioritise workload & meet deadlines E Interview Customer focused E Application/Interview Commitment to equality & diversity issues E Application/Interview Miscellaneous Driving Licence D Application
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training First Degree or equivalent professional qualification Expected to undertake PCAP within 2 years if limited teaching experience (unless the candidate already has an equivalent qualification) Masters degree or working towards Masters degree Teaching qualification (or willingness to work towards one) Published in appropriate field of expertise Application Interview Work Experience Ability to undertake duties of the post Evidence of: Experience of working at an advanced level utilising comprehensive physical assessment and examination skills Scholarly or professional practice development experience in one of the Faculty’s main research themes Evidence of expertise in minor illness and minor injuries Previous experience in a HEI health and social care programmes. Experience of online teaching and learning Evidence of presentations at regional, national and/or international conferences or events Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: A knowledge and understanding of the strategic landscape for advanced practice. An active contribution to University activities such as committees and scholarly/research groups Application Interview
your application demonstrates how you meet the essential criteria. You will be assessed by your completed application form (A), at interview (I) and in some instances through an exercise (E). Essential criteria A, I, E Qualifications Educated to degree level or other evidence of high level analytical and communication skills. A, I Experience Experience of office administration preferably within an educational environment; Experience of servicing meetings; Experience of working as part of a team in a flexible and co-operative manner in order to achieve objectives; Proven experience of customer service standards. A, I A, I A, I A, I Technical/work based skills Ability to plan, prioritise and organise work effectively, problem solving and meeting conflicting work deadlines; Ability to use information retrieval systems and produce cogent reports; Ability to communicate information to staff and students in an understandable way both orally and in writing; Ability to develop and maintain good working relationships with colleagues at a variety of levels; Ability to work with a minimum of supervision and take responsibility for setting and meeting own objectives. A, I A, I, E A, I, E A, I A, I Other requirements Excellent level of computer skills including Microsoft Office, databases and online systems; Ability to adapt and develop to meet changing situations; Ability to deal with confidential information in a discreet manner. A, I, E A, I A, I Desirable An interest in the objectives, needs and priorities of the HE sector; A familiarity with Sharepoint; Working knowledge of SITS (CAMS). A, I A, I A, I Any appointment is generally made at the bottom of the salary range for the grade dependent upon experience and previous salary. This is a full time post and is permanent. The University of Brighton welcomes job sharers. Job sharing is a way of working
Construction Type Protection Class Year Built # of Stories Total Area County Equipment Breakdown? Yes No Yes No Yes No Yes No Yes No Yes No Property Extension? Yes No Yes No Yes No Yes No Yes No Yes No Year & Type of Update: Plumbing Heating Wiring/Electric Roof Repaired? Roof Replaced? Type of Roof Paint Sidewalks Patio balconies & railings Parking areas Any prior losses to mold? Yes No If yes, has mold been completely remediated? Yes No D. Additional Information (Required for all applicants) Fire Protection: S Sprinklered? Yes No All Units? Yes No Common Areas Only? Yes No Smoke Detectors in each unit? Yes No If yes: Hard-wire Battery How often checked? Fire extinguishers? Yes No In common areas? Yes No In each unit? Yes No Number of units per fire division: Security (Completion not required for dwelling or boarding/rooming house occupancies): Do residents’ doors or windows contain any of the following? Viewing windows in front doors Dead Bolts Window locks/bars Lock pins for windows and sliding glass doors Master Keys and Locks: How are locks handled upon vacancy of residents: Re-keyed Changed completely How does management handle the monitoring of master keys? Criminal Incidents: Does management advise residents of all criminal activity that has taken on premise? Yes No How is this done? Is this information provided to prospective renters, if requested? Yes No Is security provided? Yes No If yes, what type? Patrol Gated Access Alarm Systems in each unit If patrol: Armed Unarmed Is the security 24 hours? Yes No
Aspects which will not lead to development or other change (Step 3b) Policy 32: Transport as an Economic Driver Policy 24: Outdoor Sports Facilities Policy 23: Development involving Open Space These policies mainly provide criteria for the assessment of development, and do not promote development themselves. The implementation of these policies will therefore have no impact on any European sites. Aspects which make provision for change but which could have no conceivable effect on a European site, because there is no link or pathway between them and the qualifying interests, or any effect would be a positive effect, or would not otherwise undermine the conservation objectives for the site (Step 3c) Policy 5: New Homes Policy 6: Regeneration Opportunities Policy 7: Network of Town Centres Policy 8: Leisure, Retail and other Development on Arran Policy 10: Supporting Sustainable Tourism Policy 11: Employment Locations (outwith centre network) Policy 12: Business Development on Arran and Cumbrae Policy 36: Safeguarding of workable mineral resources These policies promote development but, due to the location and nature of the development they promote, with many having a positive impact and there being no link or pathway to the European sites, would not conceivably undermine the conservation objectives of those sites. Policy 9: Shopfronts, Signs and Advertisements Policy 30: Digital Infrastructure and New Communications Equipment Policy 33: Energy Infrastructure Development Policy 31: Sustainable Transport and Active Travel Policy 34: Waste Management Facilities Further assessment of effects may be required when there is more detail on the developments at planning application stage.