zilongwang/ReadingBank huggingface dataset:
Explain the logic behind the shape of this curve. Explain how an ‘environmental Kuznet’s curve’ applies this basic idea to a different context. 3) Demographic Transition. (3 points) a) Draw a figure illustrating the demographic transition and note the different stages.
CHS – Heather Darlow, FYPC – Vicki Spencer, AMH/LD – Jacquie Burden You can access the Compliance Framework tools via this link on e-source Or you can search for this section on e-source via this search method:
Class L4.1 - SAWHS Loose Movement (4 & 5 year olds) Bennie Walden Equine Dental Technician Sponsored by Prize: 1st – R100 , 2nd –R80 and a bottle of wine from La Couronne No Horse Breeder Owner Handler Studbook Sire Dam Dam Sire Gender 5 Cu Chullain Louisianna Cu Chullain Stud Andrea Trollip Andrea Trollip SAW Golden Louis Duplicate Cu Chullain Kechara Carrick mare 144 Sommelier Hutton Downs Haidee Marklew Haidee Marklew SAW Saruman PR Hutton Down Brocade Hutton Down Bambus gelding 21 Gravitas Ashbank Ashbank Stud (UK) Charne Pestana Kim Bray KWPN Uphill (KWPN) Zonja Gribaldi (Trak) stallion 27 Legacy's Lanzerac Legacy Stud Anuchka Anderson Anuchka Anderson SASH Legacy's Agrando Agrando Winter Gypsey Winterstar stallion 28 Saratoga Osiris Saratoga Stud Anuchka Anderson Anuchka Anderson SAW Waldemar G (KWPN) Alzu Nile Dawn Nile Game XX stallion 29 Bounty Gersdorf Gersdorf Stud (Denmark) Nadine Maheri Nadine Maheri DVB Sunny Boy (OLD) Virkelysts Benida Leandro (HOLST) mare 35 Southcross Le Lion PM Dugmore Cilla Dugmore Cilla Dugmore SAW Principal's Laurence Savannah (F1) gelding 36 Southcross Winstar PM Dugmore Louise Hitchcock Louise Hitchcock SAW Southcross Auf Wiedersehn Davenport Winona Wunderbar gelding Friday - Arena A
Class L4.2 - SAWHS Loose Movement (6 & 7 year olds) Sponsored by German Horse Training (GHT) Prize: 1st - R 100 and a bottle of wine from La Couronne No Horse Breeder Owner Handler Studbook Sire Dam Dam Sire Gender 22 One & Only Jan-Ole Bornhorst (Germany) Aileen Papenfuss Aileen Papenfuss HAN sport pony Offshore Energy R Moonlight Lady Boss stallion Class L5 – La Couronne SAWHS Western Cape Loose Movement Champion (from L1-L4.2) Prize: 1st - R 200 a bottle of wine from La Couronne & a Voucher from Chiron Equine Therapy No Horse Breeder Owner Handler Studbook Sire Dam Dam Sire
SAWHS Ridden Class R4 ARENA B Class R4 - SAWHS Potential Dressage Horse for 4 & 5 year olds Sponsored by La Couronne Prize: 1st - R 100 a bottle of wine from La Couronne and a Voucher from Chiron Equine Therapy, & 2nd R80 No Horse Breeder Owner Rider Studbook Sire Dam Dam Sire Gender 9 Midas Touch Broadway Midas Touch Catherine Fivaz Catherine Fivaz SAW Bacio (KWPN) Beach Haven Opal Ondol V (KWPN) gelding 10 Compton House Fortuna Compton House Stud Debbie Wallin Simone Thyssen HAN Five Star (HAN) St.Pr. Wolandia (OLD) Sandro Hit (OLD) mare 144 Sommelier Hutton Downs Haidee Marklew Haidee Marklew SAW Saruman PR Hutton Down Brocade Hutton Down Bambus gelding 127 Callaho Bellavida Callaho Stud Mari-Jean Hennig NikaylaBurger SAW Benicio Brandenburg Rhapsody Rubin mare 18 Midas Touch Bel Air Midas Touch Brigitte Atwood Brigitte Atwood SAW Bacio (KWPN) Beach Haven Opal Ondol V (KWPN) mare 25 Rivendell Hennessey Rivendell Stud Karin Koep Karin Koep SAW Hotline St.Pr.St. Delovely Don Crusador gelding 27 Legacy's Lanzerac Legacy Stud Anuchka Anderson Carsten Peeters SASH Legacy's Agrando Agrando Winter Gypsey Winterstar stallion 29 Bounty Gersdorf Gersdorf Stud (Denmark) Nadine Maheri Nadine Maheri DVB Sunny Boy (OLD) Virkelysts Benida Leandro (HOLST) mare
$ 20,965 $ 27,985 $ 39,986 $ 59,868 $ 21,093 $ 21,093 $ 47,543 $ 69,657 $ 22,196 $ 26,946 $ 55,120 $ 70,924 $ 24,687 $ 29,515 $ 55,843 $ 71,288 $ 25,347 $ 29,950 $ 59,868 $ 80,408 $ 26,946 $ 31,624 $ 63,737 $ 82,103 $ 27,985 $ 33,144 $ 65,583 $ 83,889 $ 28,775 $ 33,375 $ 69,657 $ 94,623 $ 28,809 $ 33,771 $ 70,924 $ 95,185 $ 31,624 $ 35,622 $ 71,288 $ 97,730 $ 33,105 $ 37,147 $ 77,074 $ 100,807 $ 33,375 $ 38,446 $ 80,408 $ 108,639 $ 34,296 $ 40,525 $ 83,889 $ 110,332 $ 35,622 $ 40,674 $ 89,125 $ 110,572 $ 37,047 $ 44,326 $ 95,185 $ 118,828 $ 39,291 $ 44,990 $ 97,730 $ 122,263 $ 40,525 $ 47,320 $ 100,097 $ 124,872 $ 40,674 $ 48,277 $ 108,639 $ 138,736 $ 44,990 $ 49,679 $ 110,572 $ 161,367 $ 47,320 $ 58,410 $ 122,263 $ 182,028 warehouse worker forklift operator shift supervisor operations manager forklift operator line lead production manager regional manager janitor mechanic office manager operations director
Study Results Use this section to present the results of the analytical work described in Section 2: Study Design. Portfolio Results Provide a list of all portfolios developed. Each portfolio’s content must be itemized in the Data Template Excel workbooks referenced below. A portfolio clearly identifies: New resources that the LSE plans to invest in. This does not include future contracts with existing resources. Existing resources that the LSE owns or contracts with. This includes future contracts with existing resources. Existing resources are those on the 3/15/2018 NQC List, or projects not yet online but that have secured a contract and may therefore be identified in the Commission’s RPS Contracts Database or an Application filed at the Commission, as of January 1, 2018. Each LSE must produce a Conforming Portfolio. Alternative Portfolios are also permitted, provided that any deviations from the Conforming Portfolio are explained and justified. The LSE will identify one portfolio as its Preferred Portfolio. Preferred and Conforming Portfolios Describe the portfolio the LSE prefers to use for planning purposes (i.e., Preferred Portfolio) and for which LSE seeks Commission approval or certification. Explain the reasons for the LSE’s preference and how its Preferred Plan is consistent with each relevant statutory and administrative requirement (refer to PU Code Section 454.52(a)(1)). In providing its rationale, the LSE should assume that other LSEs procure in a manner consistent with the Reference System Plan. If an LSE chooses the Conforming Portfolio as its Preferred Portfolio, the reporting requirements for those portfolios are one and the same. However, if an LSE chooses an Alternative Portfolio as its Preferred Portfolio, because an LSE is required to explain and justify any deviations between its Preferred Portfolio and its Conforming Portfolio, the LSE is expected to provide all information requested in Sections 3, 4, and 5 for both portfolios. In other words, the LSE should present the results for two portfolios, provide evidence showing how both portfolios minimize localized air pollutants and how it will affect the costs for its customers, and provide an action plan associated with both portfolios.
(full time series) STLF (ARIMA) (2010-present) 45.40 34.72 2.136% Holt-Winter’s additive – (full) 59.72 40.40 2.370% ETS(M,Ad,M) (2010-present) 52.90 36.84 2.257% ARIMA – (full) (1,1,2)(0,1,1)[12] 62.69 38.93 2.251% ARIMA (2010 -) (0,0,1)(0,1,0)[12] 58.51 39.62 2.834%
REQUEST FOR APPLICATION Nevada K.I.D.S. Read ~ Nevada’s Read by Grade 3 Program Phase III State Grant Application is due on or before: August 31, 2017 5:00 p.m. (PST) Funding Period: July 1, 2017 – June 30, 2018 Existing Applications: Applicants are requested to submit a paper application. They must be hand-delivered or mailed. (Applications received after the deadline will not be reviewed). Total Funding Amount: $20,500,000.00 (SB 544, Section 21:1–4) Please address questions to: FAQ Posting (listed next to this RFA Announcement on the NDE Website) Dr. Kevin Marie Laxalt Nevada K.I.D.S. Read ~ Nevada’s Read by Grade 3 Program Northern Nevada Program Professional Phone: 775-687-9261 Tabetha Haley Nevada K.I.D.S. Read ~ Nevada’s Read by Grade 3 Program Southern Nevada Program Professional Phone: 702-668-4343 This Application is issued by: The Nevada Department of Education Office of Student and School Supports Submit Applications to: Susan Johnson, Administrative Assistant II Office of Student and School Supports Nevada Department of Education 700 East Fifth Street, Suite 113 Carson City, Nevada 89701 Email Address: Restrictions/Conditions: This grant application process is open to all Nevada public school districts, district-sponsored charter schools, charter schools sponsored by the State Public Charter School Authority, and Achievement charter schools. TABLE OF CONTENTS Page(s) APPLICATION GUIDANCE I. RFA Overview
Narrative Section Question D: Measurable Performance (20 Possible Points) Objectives Table Level I 0–6 Points Level II 7–13 Points Level III 14–20 Points MPO Table includes none or a minimal amount of the required components (including aggregated data and disaggregated data). MPO Table is not clear and is difficult to understand. Identified measurable objectives do not align to the district/charter school literacy plan. Identified measurable objectives pose no challenges for this district/charter school. Identified measurable objectives would be impossible to attain by this district/charter school. MPO Table includes some of the required components (including aggregated data and disaggregated data). MPO Table is fairly clearly labeled and is somewhat easy to understand. Identified measurable objectives somewhat align to the district/charter school literacy plan. Identified measurable objectives pose weak challenges for this district/charter school. Identified measurable objectives would be difficult to attain by this district/charter school. MPO Table includes all required components (including aggregated data and disaggregated data). MPO Table is clearly labeled and is very easy to understand. Identified measurable objectives clearly align to the district/charter school literacy plan. Identified measurable objectives pose achievable challenges for this district/charter school. Identified measurable objectives are clearly attainable by this district/charter school. Comments: Total Points:
• A Confirmation window appears. Click OK. This indicates the creation of the performance document. You will return to the My Evaluations page. Notice that you can no longer edit your goals and indicators as there is no Begin button. (Optional) You can view the information already entered by clicking View at any time. • This action will return you to the page shown previously where all the goals are listed. Completing self-assessment When you are ready to begin your self-assessment, click Begin under Self- Assessment. This action will open the Self-Assessment page. The Self-Assessment page is divided into the boxes on the left side of the page, with the remaining area assigned to the goals and goal-specific ratings and comments. By default, the page opens to the first section, i.e., ARC Goals and Success Criteria.
Équivalences Ces mots français et en anglais se ressemblent – et certains d’entre eux ont le même sens aussi. Mais attention! Leurs prononciations sont différentes. ANGLAIS FRANÇAIS 1 rat rat 2 vent vent 3 pain pain 4 signal signal 5 nation nation 6 rational rational 7 mine mine 8 sale sale 9 nutrition nutrition 10 train train 11 loin loin 12 son son 13 queue queue 14 theatre théâtre 15 television télévision 16 chat chat 17 jungle jungle 18 rare rare 19 grand grand 20 Paul Paul
BALTIC is working towards achieving diversity and welcomes applications from all sections of the community. Why monitor diversity? We are committed to encouraging equality and diversity in all aspects of employment at BALTIC. This information will help us to ensure recruitment and selection at BALTIC is carried out fairly and effectively and will also help us to identify any barriers to recruitment. What information will be collected? This questionnaire asks you to categorise yourself by ethnic group, disability, gender, religion/belief and sexual orientation. This data will be kept on a database and monitored for statistical purposes only. What will happen to the monitoring form? The questionnaire will be separated from your application form and will not be seen by those responsible for and will not therefore, form part of the selection process. What will the information be used for? This questionnaire will contain sensitive personal data which will only be processed in accordance with the Data Protection Act 1998. The data will help us to review our employment policies and practices, particularly where equality of opportunity is concerned. Diversity Monitoring Questionnaire 1. Personal Details a) Job applied for_________________________________ Job reference number:_____________________________ b) Is this job: Full-time Part-time c) Is this job: Permanent Fixed-Term Casual Freelance d) How did you find out about this job: BALTIC website Word of mouth Social Media (please specify)_____________________ Other website (please specify) __________________ Other source (please specify)_____________________
References CDC. (n.d.). Disparities analytics. Retrieved from http://www.cdc.gov/DisparitiesAnalytics/ CMS. (n.d.). Community-based care transitions program. Retrieved from https://innovation.cms.gov/initiatives/CCTP/ MDHHS. (n.d.). Health disparities. Retrieved from http://www.michigan.gov/mdhhs/0,5885,7- 339-71550_2955_2985-273385-,00.html NCQA. (n.d.). Chlamydia screening in women. Retrieved from http://www.ncqa.org/report-
Table 1: List of acquired and derived data used in the viewshed analysis. Data Name Data Description Data Source Open Space Land cover categories representing alternative types of open space National Land Cover Data, 2006 Landscape Heterogeneity Count of the total number of land cover classes within 150 m2 area Derived from the National Land Cover Data, 2006 using moving window analysis Topography Elevation model for the region SRTM, 30-m Topographic Heterogeneity Variation in topography within 150 m2 area Derived from the SRTM, data using moving window analysis Landmark Point data demarcating the location of significant natural and cultural landmarks Geographic Names Information System Development Density Density of human development in a location National Land Cover Data, 2006 Roads Automobile transportation infrastructure Utah AGRC Railroads Rail transportation infrastructure Utah AGRC Mining Infrastructure Point location of existing mining operations Utah AGRC Power Lines Electric transmission lines Utah AGRC Oil & Gas Infrastructure Point location of existing oil and gas operations Utah AGRC Recreation Trails Trail networks representing various recreational use locations throughout the planning area. BLM Moab Field Office Methods Visual Resource Management Comparison of viewshed analysis with VRM methods (Brian will fill this out based on the VRM Guidelines document) m
team had our own ideas on what we thought would help, but would need to remain unbiased while gathering information. We did not want to taint their thoughts, because they have been there and actually know what is going on. Sitting back and listening to everyone that has physically been in the village helped narrow New Beginnings goals. Our main job was to make sure that their plan fit within their goals and the goals of the people in the village. After talking to all the main people in the church and the village we narrowed the search to three specific goals. The biggest and most important goal was clean water for the growing population. Increase in education for younger children and improved literacy for the villagers. Improved health care, involving hygiene education, used medicine, and growing an herb garden. Once we had the three projects our team broke into three smaller teams. Jason “Frazier” and Heath Goad worked on clean water, “Jason” Tolly worked on education, and Kayla Buchen worked on health care. But there is an underlying goal that the church also would like to maintain, which is the fact that they do not want to change the rich culture of the people in the Dominican Republic. Clean Water Research Before We Left The clean water team started to look up information about four weeks before we left on the trip to the Dominican Republic. We wanted to become experts on how to dig wells and understand the situation better. This helped us ask better questions which would help point us the right direction when talking to the church and the villagers at El Mango Limpio. We looked
unique abilities. The ones our team focused on are the ones that are resistant to fungi, bacteria, and algae. We also look at PSI and total cost for each pipe. Types of Pipes and Associated Costs on Average Type Definition Pressure Cost Total Cost CPVC CPVC is designed for use in hot-and-cold-water distribution systems. CPVC systems are ideal for all potable water piping requirements in typical residential (single and motel/hotel, mobile home, manufactured housing, light commercial, and institutional structures. This is also resistant to Fungi, Bacteria, and Algae. 100-1100 PSI 8.99 per 10 feet Plastics x 10-ft CPVC Hot Cold Pipe) $ 269.70 PVC Can be used as water main. They vary in size and strength. The do not do well in the sun, and are solid pipes with little give. Because of this you connect the pieces together with joints and glue, for water main the glue must be used good for people to be around. 450 PSI 139.99 per 100 feet (high pressure braided PVC tubing ) $ 419.97 PE Is a thermoplastic material belonging to a group of polymers called polyolefin. Coils can reach up to 200 meters. Comes as high density, mid density, and low density. Mid-D has the best options pipes can be long with no connections, and they are flexible. 100-800 PSI 130.00 per 300 ft (1" x 300' Polyethylene 160 PSI Well Tubing PE-4710) $ 130.00
Monitoring the effects of disturbance on old-field plant communities in Central New York: Applications to management of a rare snake Portia Osborne SUNY College of Environmental Science and Forestry Final Report Edna Bailey Sussman Foundation December 2010 Summary of proposed work My research focused on the effects of management activities on the habitat for a rare snake, the eastern massasauga rattlesnake (Sistrurus catenatus catenatus; Figure 1), which is listed as endangered in New York. Of the two populations of this species present in the state, I studied the population in central New York, near Syracuse. The New York State Department of Environmental Conservation (NYS DEC) is responsible for managing this population. They have tried both mowing and burning a field in which the males of this snake population tend to bask and hunt for prey during summer months. Through my summer internship with the NYS DEC, my objectives were to evaluate the response of both the plant community, which forms the snake’s habitat, and the snake community to these management activities and, based on these findings, to recommend future management activities to the NYS DEC. Figure 1. Two eastern massasauga rattlesnakes on one of my cover boards.
1. Introduction The focus of our team is developing the topic analysis component of the information retrieval system. Topic analysis helps in discovering abstract topics from tweets and webpages. This would enable the search and retrieval of documents based on topics. The frontend team uses the topics that are identified by our module to design a faceted search. The topics that are identified can also be used in validating results of the clustering team. For designing a topic model we will use the Latent Dirichlet Allocation (LDA) [1] technique. The overall report has been subdivided into various sections. First, a literature review and related references are provided for readers to understand the algorithm of LDA and if required, to know details about the LDA model. Second, we give the overview of our work plan. From this part, readers will get an overall idea of our work outline to understand the function of LDA in the whole project and know the relations and inter-dependencies between our team and other teams. Then we go on to describe in detail the overview of the whole information retrieval system framework and describe the inter-dependencies between different teams. Sections 4.1 4.4 describe in detail the implementation and evaluation of our approach. Finally, we include the user’s manual that contains a step-by-step walk-through of the important software packages and relevant software installation. 2. Background Knowledge and Literature Review 2.1 Important Chapters for Topic Analysis The textbook for the course ‘Introduction to Information Retrieval’ by Christopher D. Manning, Prabhakar Raghavan and Hinrich Schütze [3] has been an indispensable source of information for gaining background knowledge about topic modeling and putting it in perspective with respect to other teams. The chapters relevant for topic modeling are chapter 6, 7, 8 and 18. Among them, chapters 6 and 7 are the most important chapters. Chapter 6, which is “Scoring, term weighting and
Appendix A Appendix H Acronyms ADC Analog Digital Converter A-Hr Ampere-Hour API Application Programming Interface CAN Controller Area Network CDMA Code Division Multiple Access CN Central Node CSV Comma Separated Values CTS Clear to Send DC Direct Current DDNS Dynamic Domain Name System DTE Data Termimal Equipment EDGE Enhanced Data Rates for GSM Evolution
NIC Network Interface Controller NTP Network Time Protocol PC Personal Computer PCB Printed Circuit Board PIC Peripheral Interface Controller PV Photovoltaic RAM Random Access Memory RTCC Real Time Clock and Calendar RTS Request to Send RX Receiver SIM Subscriber Identity Module SMS Short Message Service SN Sensor Node SPARC Scalable Processor Architecture SPI Serial Peripheral Interface Bus SSH Secure Shell SSU Sonoma State University TCP Transmission Control Protocol TX Transmitter UART Universal Asynchronous Receiver/Transmitter USB Universal Serial Bus
Standard 115.316 Residents with disabilities and residents who are limited English Proficient Exceeds Standard (substantially exceeds requirement of standard) xxxMeets Standard (substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (requires corrective action) Auditor comments, including corrective actions needed if does not meet standard Children who are not English proficient are not accepted into the Adelphoi program, because they could not participate in treatment. However parents sometimes do not speak English. I have requested that Spanish language reporting posters be placed in visitation areas. Documentation of this was provided to me prior to the 30 day report. Translators are available as needed. Children with disabilities are accepted on a case by case basis if reasonable accommodations can be made. Resources for these children are provided if needed. STANDARD 115.317 Hiring and Promotion Decisions Exceeds Standard (substantially exceeds requirement of standard) xxxMeets Standard (substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (requires corrective action) Auditor comments, including corrective actions needed if does not meet standard Both policy and practice is compliant with this standard as well as the Pa. Child Protective Services Law. I reviewed 16 staff files and all clearances were in place. Policy has been updated to comply with the revision in the Pa. CPSL and requires updated clearances every three years. I also reviewed a file of staff recently hired and they had appropriate clearances. The most recent LIS did not show any citations for missing clearances.
Part 4 – Evaluation and Surveillance: (J. Luo) For a national plan, things can go terribly wrong without an ongoing evaluation. An outside organization will do an evaluation of the project, while the team along with the Cholera Task Team will be also conducting evaluation on our work as the activities progress. The evaluation plan will be executed at the end of every working year from 2015 to 2018. Objectives: Find out the weak part of the Aba Kolera! plan, address the unexpected issues along the way and improve delivery mechanisms to Haiti’s local residents in the next year/session. Produce valid comparisons between the National Plan and Aba Kolera! As we stated in the case for action, we aim to develop a project that consumes less time and budget to achieve the cholera elimination in Haiti. The evaluation should record data and feedback for a convincing and evidence based comparison.
class Timer { public: typedef double diff_type; Timer(): start(std::clock()), elapsed(0) {} diff_type last() const { return elapsed; } void begin() { start = std::clock(); elapsed = 0; } diff_type end(); diff_type getCurrent(); private: std::clock_t start; diff_type elapsed; }; Timer::diff_type Timer::end() { elapsed = (diff_type)std::clock() - start; elapsed /= CLOCKS_PER_SEC; return elapsed; } Timer::diff_type Timer::getCurrent() { elapsed = (diff_type)std::clock() - start; return elapsed; } fourierAnalysis.m % Import wav audio files, make sure they are same length [control controlFs] = wavread('500HzControl.wav', 50000); [test testFs] = wavread('500Hztest.wav', 50000); % perform fft of signals Xcontrol = fft(control); Xtest = fft(test); % Compute frequency for x axis nControl = length(control) - 1; nTest = length(test) - 1; fControl = 0:controlFs / nControl:controlFs; fTest = 0:testFs / nControl:testFs; % Plot Data figure(1) plot(fControl,abs(Xcontrol))
will inform the School Improvement Process). APPENDICES Appendix A: Components: Integrated Equity Framework Action Plan Appendix B: Implementation Overview: Integrated Equity Framework Action Plan Appendix C: Communications Plan Highlights: Integrated Equity Framework Action Plan FROM John Malloy, Director of Education, at or 416-397-3180 ROUTING Planning and Priorities Committee 5 October 2016 Board 26 October 2016 5 October 2016 26 October 2016
organized by the learning foci that have been Build capacity for system and school leaders so that the focus of our efforts on every in every school supported by the of the Provide specific training opportunities for principal and vice-principals and coaches, consultants and coordinators to provide effective leadership for the school improvement cycle: Plan, Act, Assess, Reflect, realizing that each group of leaders has distinct they related responsibilities for this process. Support principals, coaches, and to facilitate dialogue with all staff, honouring the expertise of all staff leading to a shift in how leadership is shared and exercised and how to contribute to the ongoing improvement of this Leadership Capacity Plan. Build capacity for all leaders, through learning teams, learning centre meetings and through department learning explicitly on the following components: Shifting our practice of leadership to one in which every leader and is open to the influence of all stakeholders’ voices (students, parents, communities and staff) when making decisions in the service of our students. Providing formal and training to better integrate our school improvement and equity as well as to help leaders engage their staff in discussing of issues of power and privilege to confront bias and eliminate Providing formal In conjunction with the School Improvement Process, develop and conduct ongoing training sessions throughout the school year on Ministry of Education PPM156, including transition of students from Section 23 into classroom or program of study (Secondary); and Regulation 181/98, with specific focus on developing and Individual Educational Plans (IEPs) and the Placement and Review (IPRC) process. to identify and any barriers that may exist for our All existing will be reviewed to ensure they are to reflect the Board’s commitment to equity and inclusion. Policy P.031, Rights Review Policy P.034, Workplace Harassment Review our practices with respect to Religious Accommodation, to alignment with revisions to the Human Rights Commission Policy on Creed.
Reconnaissance Orbiter ultraviolet albedo and temperature measurements," Icarus, vol. 255, pp. 58-69, 07/15 2015. [10] B. Imhof, S. Mohanty, H. J. Rombaut, P. J. van Susante, and J. Volp, "New concepts for permanently manned lunar bases, report of the Lunar Base Design Workshop, held in Noordwijk, The Netherlands from 10-21 June 2002," AIP Conference Proceedings, pp. 1 , 2003. [11] H. Kanamori, "For the realization of lunar concrete," in Proceedings of the 4th International Conference on Engineering, Construction, and Operations in Space. Part 2 (of 2), February 26, 1994 - March 3, 1994, Albuquerque, NM, USA, 1994, pp. 942-951. [12] P. S. Nowak, J. Janakus, and C. E. Mitchell, "Atmospheric pressure within lunar structure," Journal of Aerospace Engineering, vol. 7, pp. 398-410, 1994. [13] K. Zeng and D. Zhang, “Recent progress in alkaline water electrolysis for hydrogen production and applications”, Progress in Energy and Combustion Science, vol. 36, no. 3, pp. 307-326, 2010. [14] C. Linkous, “Development of new proton exchange membrane electrolytes for water electrolysis at higher temperatures”, International Journal of Hydrogen Energy, vol. 23, no. 7, pp. 525-529, 1998. [15] J. Klovstad, NASA Cost Estimating, 1st ed. Hampton: Space Mission Analysis Branch, 2015, p. 15.
Without dementia (N=616) $1,680 $1,752 $3,432 Sources: MED assessment data for persons using MaineCare or state-funded home care services at any time during SFY 2010. MDS-RCA assessment data for all residential care residents listed on facility roster as of March 15, 2010. MDS 2.0 assessments for all nursing facility residents listed on facility rosters as of March 15, 2010 except for 831 residents, most of whom were on a Medicare short stay, and whose most recent assessment was a partial assessment that does not record information on dementia. We then used JEN Associates’ Integrated Medical Management Research System (iMMRS®) to link members to MaineCare and Medicare claims data. Member having a chronic disease were identified by using the JEN Chronic Disease annual marker, but limiting the diagnoses to those appearing on inpatient, outpatient, physician, nursing facility or home health claims.
Introduction and Background Information An injury that some mountaineers are prone to is a tearing of the anterior cruciate ligament (ACL) and/or meniscus due to stress on a person’s knees as they climb. Downhill hiking is the major cause of knee injuries like this because more pressure is placed on the joints of the knees when descending. Over time, repeated stress on the ankles, knees, and hips may cause irritation and inflammation, which may ultimately lead to injury. While there are many products on the market that could be used as mountaineering descent aids (sleds, ski bobs, and sit skis), for our client, none of these solutions seem to capture the essence of the sport of skiing; something that our client would like to preserve. Our design focus is to build a device that serves two purposes for our client; our design allows the rider to descend without exacerbating an existing injury, and our design preserves the essence of the sport of skiing. Mission Statement The goal of the Portland State University (PSU) Ski Traverse Capstone team is to create a ski device that will allow a hiker to descend down a snow capped mountain. It was also an important consideration for the client to have a sporty feel while using the device. Design parameters are based upon a rider who is 5’1” and weighs 150 lbs. The ski device will have to be able to carry a minimum load of 180 lbs, and it can weigh no more than 20 lbs. The completion date for a prototype is June 4th. The device should create a new approach for descending down a snow capped mountain in a fun and effective way. The ski traverse is to be small and lightweight to give a rider maximum control and prevent injuries in the event that an accident occurs. Main Design Requirements The product design specifications prescribe the requirements of the design. The PDS includes a goal that is to be met for each requirement, allowing the team to assess the progress of the design ensuring that the project is heading in the right direction to meet or exceed the
UK Content for nutrient balance, straw, organic farming 0.46a 0.39 - - - - Berry et al. 2003 Sweden Straw, cereals 0.64b 0.54 0.64b 0.54 0.64b 0.54 NorFor 2012 Denmark Straw 0.53 0.45 0.64c 0.54 0.59 0.50 NorFor 2012 Norway Straw, cereals 0.61b 0.52 0.61b 0.52 0.61b 0.52 NorFor 2012 Oregon, USA Straw, harvested by combine, 11 cm below flag leaf 0.66 0.56 - - - - El-Nashaar et al. 2010 Oregon, USA Straw, stubble cut 11 cm above soil, below the flag leaf 0.64 0.54 - - - - El-Nashaar et al. 2010 Wageningen, the Netherlands Straw, nutrient balance experiment 1989-1995, - - - - 0.36 0.31 Vos & van der Putten 2000 Wageningen, the Netherlands Stubbles, nutrient balance experiment 1989-1995 - - - - 0.38 0.32 Vos & van der Putten 2000 Not stated if content given for DM or fresh weight, DM assumed here. All cereal crops together Winter barley Table VIII. Phosphorus (P) concentration in crop residues of winter wheat, spring barley and oats, and the source of reference. Location Notes Winter wheat Spring barley Oats Reference DM 15% MC DM 15% MC DM 15% MC Sweden Content in straw SCB nutrient balance 0.12 0.1 0.12 0.1 0.12 0.1 Haak 1988 in Claesson and Steineck 1991 Sweden OECD/Eurostat 0.38 0.32a 0.38 0.32a 0.38 0.32a OECD 2012 Indicated source unknown Sweden STANK in MIND (Swedish Board of Agriculture) 0.12 0.1 0.12 0.1 0.12 0.1 Swedish Board of Agriculture 2013b Finland, Jokioinen Pot experiment - - 0.21 0.18 - - Hakala et al. 2009 UK Content used for nutrient balance, straw, organic farming 0.1b 0.09 - - - - Berry et al. 2003 Oregon, USA Straw, combine harvested 11 cm below flag leaf, mean of 8 cultivars 0.031 0.027 - - - - El-Nashaar et al. 2010
Drive System While the original drive system on the small robot was built, it was intended to be an extremely fast and mobile system to get around the field as fast as possible and pick up as many pile of game objects as it could. It was, however, slowed down and torqued up to suit the electrical engineering team’s needs. The newest design was made to suit the original purpose of the small robot, mainly due to the improvements made to the control code by the electrical engineering team. The drive was designed with four motors, each rotating at 100 RPM, driving a gearbox to gear up the speed 1:3 on omnidirectional wheels, giving a maximum possible speed of . Figure14 shows the initial construction of the chassis. Figure – Drive System for Worlds Small Robot Intake Device After the chassis was constructed, the initial concept for the intake was prototyped: a passive bar that flips up as it drives over a stack of game objects, and sucks them in as it drives past them. This was built to feed the game objects into an inner section that feeds the balls directly to the flywheel launcher. Figure 15 below shows this bar on the finished chassis. Figure – Passive Intake on Front of Chassis In order to build the rest of the intake, the flywheel had to be built and mounted; a vertical intake section was then built to raise the game objects from the floor and bottom section of the robot to the top. It was driven by two motors, each attached to a bevel gear to turn the shafts 90-degrees from the motors mounted orientation. The bevel gears drove a shaft that had a sprocket mounted on the end of it, which drives tank-treads with flaps mounted to it. Those flaps lift the game objects up about , and pushes them into the flywheel. Figure16 shows the top section of this intake. Figure – Hood on Worlds Small Robot
Other GEAR UP Activities. Please complete the following table indicating services provided to GEAR UP schools. Type of Activity Place an “X” in the Column if Your Project Implemented this Type of Activity During the Reporting Period Encouraging student enrollment in rigorous and challenging curricula and coursework Providing services to students in their first year of postsecondary education Supporting the development of implementation of rigorous academic curricula, which may include college preparatory, Advanced Placement (AP), or International Baccalaureate (IB) programs, and providing participating students access to rigorous core academic courses that reflect challenging State academic standards. Supporting dual or concurrent enrollment programs Providing special programs or tutoring in science, technology, engineering, or math Providing an intensive extended school day or school year Providing skills assessments to students Activities specially designed for students who are limited English proficient Enabling eligible students to enroll in AP, IB, or college entrance examination preparation courses Disseminating information that promotes the importance of higher education, explains college preparation and admission requirements, and raises awareness of the resources and services provided by the eligible entities to eligible students, their families, and communities Credit recovery programs Other (please specify)
Standard computer and basic arithmetic skills. Willingness to gain understanding of research governance regulations, research methodology and to undertake ICH GCP training. Research experience in a relevant setting. Community experience Planning & organising Work unsupervised; able to organise own workload. Planning and prioritising work and adhere to study work schedule. Ability to keep accurate records; attention to detail. Maintain confidentiality of study participants and adhere to the requirements of the Data Protection Act. Application and interview Problem solving & initiative Flexible approach to work. Ability to use initiative and judgement to make independent decisions. Application and interview Management & teamwork Motivated to work within the field of research. Assist the study PI with the organisation and management of the studies on a day to day basis. Work as part of a team. Interview Communicating & influencing Excellent verbal and written communication skills. Able to liaise effectively with people from varying backgrounds. Able to deal with potentially distressing and sensitive situations. Build good relationships with members of the team and outside bodies. Application and interview Other skills & behaviours IT skills; competent in using databases. Awareness of Health and Safety issues, e.g. transportation of samples. Experience in venesection. Collection, processing, and logging of study samples. Application Special requirements Work some unsocial hours. Lone working in the community. Physically active. Interview
The participants will be obtained through volunteer participation solicited from various psychology courses on campus, with the incentive of extra credit from willing instructors who have agreed to allow a brief announcement of the study within their classrooms. Students who have decided to be a part of the study will be given a consent form in which they understand what is being asked of them as participants (Appendix A). Students will then be given a survey with regard to their self-esteem (see Appendix D) and body image ratings (see Appendices B & C). As stated in the informed consent form, the participants will be debriefed if they so desire at the end of the study. Materials The resources that will be used for this study are an informed consent and two surveys. Both body image surveys are based on the same material with the exception that one survey is solely for males and the other is for females. The male survey consists of 9 pictures of varied body sizes of the male figure (Appendix B). Starting from the left, the male figures are petite in weight size and increase as they go to the right. At the bottom of each picture there is a number that corresponds with each figure. Thus, allowing the participant to choose their perceived body image. The female survey consists of 9 pictures of varied female body sizes (Appendix C). The body image start out petite on the left and increase as they go to the right. For each picture, there is a corresponding number at the bottom. Results This study will use a correlational study to define if a relationship exists between low self-esteem and poor body image ratings. The descriptive statistics should show that there is a
CHM—Commission on Human Medicines CHM/MHRA . Drug Analysis Prints (DAPs) for Yellow Card data MHRA INCHEM International Programme on Chemical Safety . Toxicology information on chemicals and drugs. TOXNET US National Library Medicine . Toxicology information including pregnancy related toxicity information. Also links to LactMed (see below) for drugs in lactation information. G6PD website Associazione Italiana Favismo . Associazione Italiana Favismo is affiliated with UNIAMO, Italian Federation for Rare Diseases, which is member of EURORDIS, European Organization for Rare Diseases. This site should not be used in isolation for g6pd queries; no single resource is comprehensive. This site contains lists of safe and unsafe drugs and also attempts to quantify risk (low vs. high). Availability IDIS World Medicines IDIS World Medicines Durbin PLC Durbin PLC Pro-file Database Guy’s and St Thomas’ Hospital NHS Trust Sourcing unlicensed ‘special’ medicines. . Registration required. Complementary Medicine Memorial Cancer Centre Integrative Medicine Service Information for patients is also available Complementary Medicine Safety of Herbal Medicines MHRA Contraception and Hormone Replacement Therapy IPPF Directory of Hormonal Contraceptives International Planned Parenthood Federation Registration required. Can be used to identify foreign contraceptive pills. Family Planning Association Family Planning Association Contraception and Hormone Replacement Therapy
Faculty of Family Planning and Reproductive Healthcare Royal College of Obstetricians and Gynaecologists . Useful guidelines including choice of a contraceptive agent at different ages, in breast feeding, inflammatory bowel disease, interactions, missed pills and using pills outside their product licence, EHC and product reviews. Diagnostic tests Labtests online and supported by the Department of Health. . Patient orientated. Drug abuse Drug Misuse and on Clinical Management (The Orange Guide) National Treatment Agency DrugScope DrugScope National Institute on Drug Abuse The National Institute on Drug Abuse (US) Talk to Frank DoH / Home Office Drug administration Intravenous Drug Administration Guides UKMi recommends all centres have access to good quality IV administration guidance. IMG—Injectable Medicines Guide (Medusa) Health of Wales Information Service or . NB. Available free to contributing Trusts and all Trusts in Wales & N Ireland. Stabilis Compiled by hospital pharmacists in France Compatibility and stability data to supplement other resources. Drug interactions HIV Drug Interactions The University of Liverpool Hepatitis drug interactions The University of Liverpool Cytochrome P450 website Indiana University QT prolongation US education organisation AZCERT . List drugs that prolong the QT Interval and/or induce Torsades de Pointes by risk category. Medscape drug interaction checker Medscape Registration required. Guidelines
Name: __________________________________ Section: _____ Exam Score Goal: _____ Final Exam Study Guide Completion of this packet in its ENTIRETY will result in an addition of 10 points to your final exam!!! Atoms What is matter? ______ are the building blocks of matter. All matter is made of __________, which is the smallest unit of an element that can still have the properties of that element. Common outcome of all chemical changes. List the common outcomes of all chemical changes. You will have to on the exam! Elements vs. Compounds Define a. Element- b. Compound- Classify the following as elements or compounds: H2O b. N2 c. CH4 d. O2 e. Al f. H2SO4 _____ Unable to be divided further by physical or chemical means_______________ Can be divided only by chemical means_______________ Has subscripts (If you change the subscript, you change the ratio. If you change the ratio, you change its properties completely!) _______________ l. Is made up of ONE TYPE of atoms_______________ Mixtures vs. Compounds Fill in the missing blanks in the following chart: Compound Mixture Made up of: Two or more DIFFERENT elements Separated by: Do original properties of substances change? YES! Compounds are new substances! Therefore, they will have new properties. These properties may or may not be similar to the properties of the elements which make them up. Does changing the ratio change the substance? No. Mixtures are not formed using a specific and definite ratio.
Case study sites (sampled from the original 25 questionnaire responses) Academic staff participants 3 1 Head of Department, 2 programme leaders, 3 senior lecturers 4 1manager, 1 lecturer 5 4 lecturers, 1 technologist 11 1 Reader, 1 senior lecturer, 1 15 3 lecturers, 1 technologist 19 2 lecturers, 1 e-learning leads 20 1 manager, 2 learning technologists 22 2 lecturers, 2 e-learning leads 23 3 lecturers, 2 technologists Ethical approval The study received approval from the University of the West of England, Bristol, Research Ethics Committee. Results Phase 1 E-Learning development Twenty respondents (80%) stated that the local faculty, department or school supported e-learning and teaching development and use as part of a HEI wide initiative. Only three respondents had experience of departmental or local initiatives with minimal central integration. Two factors were highlighted as important in supporting e-learning development. Twenty-one (84%) felt there was a need for a committed local ‘champion’ of e-learning, and 15 (60%) stated that ‘technological changes and development’ were necessary. Respondents stated a wide range of staff and students were consulted as HEIs developed support processes and that library staff, learning resources staff and IT support staff were the main support for staff developing e-learning. The drivers deemed most important in underpinning e-learning development were, ‘Enhancing quality of learning and teaching’ (15 respondents, 60%), ‘Improving access to learning for part time students’ (14 respondents, 56%) and ‘Improving access to learning for students off campus’ (13 respondents, 52%). E-Learning environments learning developer
Joy Walkey, Coordinator Ms. Walkey oversees our Extended School Year (ESY) Program (special education summer school), assistive technology, augmentative and alternative communication (AAC), professional development, service documentation and Speech and Language Pathologists. She helps to coordinate special education services at the following elementary schools: B.T. Washington, Cesar Chavez, Columbia, Jornada, Sonoma and Sunrise. (575) 527-5910 Deanna Wilkinson, Coordinator Ms. Wilkinson is the academic diagnostic specialist K-5 and oversees the district audiology and vision specialists and the orientation and mobility providers. She helps to coordinate special education services at the following elementary schools: Conlee, Desert Hills, Hillrise, Loma Heights, MacArthur, and Monte Vista. (575) 527-6642