zilongwang/ReadingBank huggingface dataset:
14. T = CAN taste PTC t = CAN’T taste PTC Tt x Tt T t TT Tt Tt tt T t What is the probability of TT? 25% What is the probability of Tt? 50% What is the probability of tt? 25% What is the probability you can taste PTC? 75% What is the probability you can’t taste PTC? 25% 15. Cross an AB blood type mother with a homozygous B blood type father: A B AB BB AB BB AB x B B B What blood type(s) do the offspring have? AB and B blood Are the offspring heterozygous or homozygous? 50 % heterozygous and 50% homozygous Are the parents homozygous or heterozygous? AB heterozygous and B homozygous What is the co-dominance? When two traits are both dominant they both show Which blood type shows co-dominance? AB shows co-dominance 16. Make a Punnet square for dimples crossing DD x dd D = Dimples d = no dimples D D Dd Dd Dd Dd d d What is the probability of a person having dimples? 100% What is the probability of a person having no dimples? 0 % What is the probability of a person being DD? 0 % What is the probability of a person being Dd? 100 % What is the probability of a person being dd? 0 %
Genetics Unit Vocabulary Mitosis Meiosis Chromosome Allele Locus Karyotype DNA Gene Genetics Zygote Homozygote Heterozygote Dominant Recessive Incomplete Dominance Codominance Somatic Gamete Gregor Mendel Hybrid Pedigree Haploid Diploid Daughter Cell Homologous Mutation Genetics Unit Vocabulary Mitosis Meiosis Chromosome Allele Locus Karyotype DNA Gene Genetics Zygote Homozygote Heterozygote Dominant Recessive Incomplete Dominance Codominance Somatic Gamete Gregor Mendel Hybrid Pedigree Haploid Diploid Daughter Cell Homologous Mutation Genetics Unit Vocabulary Mitosis Meiosis Chromosome Allele Locus Karyotype DNA Gene Genetics Zygote Homozygote Heterozygote Dominant Recessive Incomplete Dominance Codominance Somatic Gamete Gregor Mendel Hybrid Pedigree Haploid Diploid Daughter Cell Homologous Mutation Genetics Unit Vocabulary Mitosis Meiosis Chromosome Allele Locus Karyotype DNA Gene Genetics Zygote Homozygote Heterozygote Dominant Recessive Incomplete Dominance Codominance Somatic Gamete Gregor Mendel Hybrid Pedigree Haploid Diploid Daughter Cell Homologous Mutation
A researcher wants to determine how the color of Snapdragon flowers is inherited: by complete or simple dominance, co-dominance, or incomplete dominance. She found the following three colors in nature. Explain how she could design an experiment to show how the color is inherited. Use a Punnett Square to clarify your answer above. Bibliography “Blood smear illustrating sickle cell anaemia. Stained with Giemsa. Note the distinctive "sickle" shape, and "target cells" with concentric rings of red stain.” by Keith Chambers. Scooter Project http://www.sicklecellanaemia.org/teaching-resources/resources/scooter44-63/scooter44.html. Licensed under CC BY-SA 3.0 via Wikimedia Commons - “Andlusian fowl” by maralpz2006. Blue Andalusian thread! Backyard Chickens. “Roosters and Chickens” by Annette Mickelson. News from Oak Creek Ranch. “Some Red and Roan Cattle” by Nesikep.
How do you determine if a plant with a dominant phenotype was homozygous (PP) or heterozygous (Pp)? (Fill in the blanks, based on your own understanding of the powerpoint). You need to design a _______________ cross, by crossing the known genotype with a homozygous _______________ individual. If the offspring all have the dominant phenotype, then the original parent genotype is __________________ (ex. PP). If _______ of the offspring has a dominant phenotype and the other ________ of the offspring has a recessive phenotype, then the original parent genotype is _______________ (ex. Pp). In genetics, dominant alleles mask the expression of recessive alleles; however, there are two exceptions. What are they? Dominant alleles mask recessive ones, with two exceptions. Exception 1: ________________________________________ Exception 2: ________________________________________
II. Linked Genes What are linked genes? If genes are “linked”,this means they are ______________ on the _______________ ___________________________. The linked genes are most likely ____________ ________________ and will _________undergo Mendel’s Law of _______________________ ____________________, unless _____________ over ____________________ the linked genes. III. Gene Mapping What is gene mapping? Genes that are __________________ together on the same chromosome are _________ likely to cross over, therefore, _________________. Genes that are ______________ apart on the same chromosome are ______________likely to cross over and segregate Genes that are on ________________chromosomes will _______________ _________________ independently X-linked Group Practice Beyond Mendel: Sex-Linkage IV. Sex-Linkage or (X-linked) When a gene is found on the _____ chromosome, it is considered ______-_______________________.
Dominant Alleles Mask Recessive Alleles Summary: Got Gametes? Each of you are gametes – or individual alleles – for a trait. Your single letter can be combined with another single letter (i.e., Hh) to form a genotype. S Sharp Teeth s Dull Teeth H Hair h Bald F Fuzzy ears f Hairless ears G Green Skin g Red skin E Big Eyes e Little eyes B Butt chin b No butt chin N Big nose n Little nose P Potato feet p Non-potato feet C Cat pupils in eyes c Round pupils in eyes
D d d Dd dd d Dd dd D D d Dd DD d Dd Dd A A A AA aa a Aa Aa A a a Aa aa a Aa aa 13. What do the letters on the outside of the Punnett square stand for? 14. What do the letters on the inside of the Punnett square stand for? 15. In corn plants, normal height, N, is dominant to short height, n. Complete these four Punnett squares showing different crosses. Then, shade red all the homozygous dominant offspring. Shade green all the heterozygous offspring. Leave all the homozygous recessive offspring unshaded. N N n n N N N N N n N n N n n n Monohybrid Cross Worksheet 16. In guinea pigs, short hair, S, is dominant to long hair, s. Complete the following Punnett squares acording to the directions given. Then, fill in the blanks beside each Punnett square with the correct numbers. a. One guinea pig is Ss and one is ss. Expected number of offspring:
How do you determine if a plant with a dominant phenotype was homozygous (PP) or heterozygous (Pp)? (Fill in the blanks, based on your own understanding of the powerpoint). You need to design a _______________ cross, by crossing the known genotype with a homozygous _______________ individual. If the offspring all have the dominant phenotype, then the original parent genotype is __________________ (ex. PP). If _______ of the offspring has a dominant phenotype and the other ________ of the offspring has a recessive phenotype, then the original parent genotype is _______________ (ex. Pp). In genetics, dominant alleles mask the expression of recessive alleles; however, there are two exceptions. What are they? Dominant alleles mask recessive ones, with two exceptions. Exception 1: ________________________________________ Exception 2: ________________________________________
27c. Explain how genes influence a person’s characteristics (represented by the fatter gray arrows). A complete answer will include the words alleles and protein. 27d. Summarize the answers to questions 27a-27c in a sentence that explains why parents and their children generally have similar characteristics. 28. Explain why two siblings who have the same biological mother and father can have different characteristics. Can you have a genetic condition that was not inherited? Sometimes, mistakes occur in the biological processes that result in inheritance. For example, a mistake in meiosis can cause an egg to have two copies of chromosome 21. 29. Fill in the blanks to show normal meiosis in the father and the results of fertilization. The extra copy of chromosome 21 in each of the child’s cells causes abnormalities in development. These usually include some reduction in intelligence, as well as some differences in appearance. The child has Down syndrome. This genetic condition was not inherited, but instead was caused by a mistake in meiosis. Achondroplasia is a type of dwarfism with very short legs and arms. Achondroplasia is caused by the D allele of a gene that provides the instructions to make a protein that regulates bone growth. Genotype Protein Phenotype (characteristics) dd Normal regulator protein that stops bone growth after a person has reached adult height Person has normal height and mortality risk. Dd Both normal regulator protein and overactive regulator protein Person is very short and has somewhat elevated mortality risk; person has achondroplasia. DD Overactive regulator protein that excessively inhibits bone growth Abnormalities are so severe that fetus dies before birth or baby dies shortly after birth. 30. Based on the above information, explain how the Dd genotype results in dwarfism. 31a. A child has achondroplasia. His genotype is DD ___ Dd ___ dd ___. 31b. Neither of the child’s parents has achondroplasia. Both parents have the genotype, DD ___ Dd ___ dd ___. 31c. Did this child inherit a D allele from either of his parents? yes ___ no ___
Rph1 Pa 70 2H Reaction to Puccinia hordei 1 26:107 Oderbrucker Rph2 Pa2 88 5HS Reaction to Puccinia hordei 2 37:212 Peruvian Rph3 Pa3 121 7HL Reaction to Puccinia hordei 3 26:156 Estate Rph4 Pa4 218 1HS Reaction to Puccinia hordei 4 42:302 Gull Rph5 Pa5 122 3HS Reaction to Puccinia hordei 5 37:224 Magnif 102 Rph6 Pa6 575 3HS Reaction to Puccinia hordei 6 26:501 Bolivia Rph7 Pa7 136 3HS Reaction to Puccinia hordei 7 37:228 Cebada Capa Rph8 Pa8 576 Reaction to Puccinia hordei 8 26:502 Egypt 4 Rph9 Pa9 32 5HL Reaction to Puccinia hordei 9 37:201 HOR 2596 Rph10 137 3HL Reaction to Puccinia hordei 10 26:174 Clipper C8 Rph11 267 6HL Reaction to Puccinia hordei 11 26:247 Clipper C67 Rph12 333 5HL Reaction to Puccinia hordei 12 26:281 Triumph Rph13 590 Reaction to Puccinia hordei 13 28: 31 PI 531849 Rph14 591 Reaction to Puccinia hordei 14 28: 32 PI 584760 Rph15 Rph16 96 2HL Reaction to Puccinia hordei 15 37:214 PI 355447 rpr1 707 4H Required for Puccinia graminis resistance 1 42:757 Morex Rpt1 Pt 667 3HL Reaction to Pyrenophora teres 1 43:177 Tifang Rpt2 Rpt2c 237 1HS Reaction to Pyrenophora teres 2 43:110 CIho 9819 Table 3. (continued) Locus symbol* BGS no. Chr. loc.† Locus name or phenotype p. Parental cultivar Rec. Prev. Rpt3 QRptts2 711 2HS Reaction to Pyrenophora teres 3 43:208 Tennessee Awnless D22-5 Rpt4 QRpt7 48 7HL Reaction to Pyrenophora teres 4 43: 61 Galleon
Homozygous When both alleles of a pair are alike. (Ex. TT or tt) Heterozygous When the two alleles in the pair are different. (Ex. Tt) Codominance When two different alleles are fully expressed in a heterozygous individual. Incomplete Dominance When both alleles are partially expressed resulting in a new phenotype.
What is the percent probability of having offspring show the dominant trait? Answer ___________ What is the percent probability of having the offspring show the recessive trait? Answer: ____________ Example: Tongue Rolling Parent 1: rR Parent 2: RR Create a Punnett square to show the offspring of these two parents? What is the probability of a child who can roll their tongue? Answer: _______________
____________________ Curly Hair Pointed Heads are dominant to round head __________ or ________ Pointed Heads ___________________ Round heads Green peas are recessive to yellow _________ or __________ Yellow Peas __________________ Green Peas Freckles are recessive to no freckles __________ or ________ No Freckles _________ Freckles
Mutations & Genetic Variability 12. A genetic mutation that causes a codon that should code for a specific amino acid to be changed into a stop codon results in a shortened protein product and is known as A. a nonsense mutation. B. a frame shift mutation. C. a silent mutation. D. a chromosomal mutation. DNA & Genetics 13. During a stage of protein synthesis, codons in mRNA molecules are used to specify the sequence of amino acids in polypeptide chains. What is this process called? A. codification B. gene expression C. translation D. transcription Heredity 14. AB blood type is an example of __________. A. independent assortment B. polygenic inheritance C. incomplete dominance D. codominance Biotechnology 15. Technology Enhanced Questions are not available in Word format. Mutations & Genetic Variability 16. Most heritable differences are due to
D. It decreases the probability that the gamete will receive a dominant allele for pea shape. Heredity 58. Guinea pig coat color is determined by a single gene. The allele for black coat color is dominant to brown. In a cross between two black-haired guinea pigs, 20 offspring are born. If both parents were heterozygous, probability would predict that approximately how many of the 20 offspring would have brown hair? A. 10 B. 15 C. 5 D. 0 Mutations & Genetic Variability 59. Errors that are made during DNA replication may result in A. identical twins. B. a viral infection. C. mutations. D. radioactive decay. Mutations & Genetic Variability 60. An organism's genotype describes its specific combination of alleles. For example, an Aa genotype is heterozygous for the A allele. An organism's phenotype describes a visible trait, such as tall height, brown eyes, or black fur. How does genotypic variation occur? A. Genotypic variation occurs when alleles are randomly sorted during sexual reproduction. B. Genotypic variation only occurs during binary fission. C. Genotypic variation occurs when alleles are randomly sorted during asexual reproduction.
organism's physical traits. C. DNA sequences both code genetic instructions within an organism and express an organism's physical traits. D. Instructions coded by DNA sequences are translated into nucleotides which express an organism's physical traits. DNA & Genetics 75. The nucleotide of DNA is one large molecule composed of three smaller molecules. Which of the following sets of molecules bond together to form a nucleotide? A. deoxyribose, a nitrogen base, a phosphate group B. a nitrogen atom, a phosphate atom, and a five-carbon sugar C. adenine, thymine, and cytosine D. a purine, a pyrimidine, and a five-carbon sugar DNA & Genetics 76. All cells contain DNA, which provides information for the cells to make A. different kinds of proteins. B. new types of genes. C. different kinds of DNA. D. new types of organisms. Heredity 77. One possible form of a gene that codes for a particular trait is known as _______. A. a chromosome B. a genotype C. a phenotype D. an allele DNA & Genetics
9. The “blue” Andalusian variety of chicken (really a gray color) is produced by a cross between the black and white varieties of this chicken. Only a single pair of alleles is involved in this character. What color chickens, and in what proportions, would you expect to get if you crossed two blue? What type of inheritance is this? 10. If a homozygous white-haired guinea pig (WW) is crossed with a heterozygous white-haired guinea pig (Ww), what percentage of their offspring will be black? 11. If the genes of a gene pair result in both traits being expressed, the genes are ________________ How are codominant alleles written? (Give an example trait with letters) 12. Define incomplete dominance and give an example, listing phenotypes and genotypes.
17. Solve this cross RW (pink) crossed with RW (pink), gives what percentage of flower colors? RR = red RW = pink WW = white (Use a Punnett square) 18. What is Mendelian genetics? Give an example. Is the trait of eye color likely controlled by Mendelian genetics? Why or why not? 19. Mom is heterozygous for a straight thumb, and Dad is homozygous recessive with no straight thumb. Having a straight thumb is a dominant trait. What percent of their kids are likely to have a straight thumb? (use T = straight thumb, and t = no straight thumb) Mom and dad are heterozygous for a widow’s peak. A widow’s peak is a dominant trait. What is the probability that they will have a child who has a widow’s peak? Also, write the genotype and phenotype ratios for mom and dad’s potential offspring
1. State initial management for patients with suspected metabolic disorder. Study Enns article “Diagnosing inborn errors of metabolism” Learning Module 2: IEM Discussion with Attending/Fellows Medhub Self-assessment MK - Demonstrate an investigatory and analytic thinking situations MK - Demonstrate sufficient knowledge of the basic and sciences appropriate to pediatrics 2. Comprehend the hyperammonemia order set including the rationale for the diagnostic tests. Review hyperammonemia order set. Learning Module 2: IEM Study Enns article “Diagnosing inborn errors of metabolism” Clinical consult when available Medhub Self-assessment MK - Demonstrate an investigatory and analytic thinking situations MK - Demonstrate sufficient knowledge of the basic and sciences appropriate to pediatrics PBLI Use information technology to manage information, medical information; and support their own education · 3. Review the California Newborn Screen. Recognize which diseases are and are not screened for. State 10 diseases that are screened and 5 which are not. Study Primer on Expanded Newborn Screening Learning module 2: IEM Review the California Newborn Screen website. http://www.cdph.ca.gov/programs/NBS/Pages/default.aspx. Fellow/Attending discussion PBLI Use information technology to optimize learning\ MK - Demonstrate an investigatory and analytic thinking situations MK - Demonstrate sufficient knowledge of the basic and sciences appropriate to pediatrics 4. Interperet Urine Organic Acids/Serum Organic Acids/Acylcarnitine profile. Clinical consultations Learning Module 2: IEM Fellow/Attending discussion MK - Demonstrate an investigatory and analytic thinking situations MK - Demonstrate sufficient knowledge of the basic and sciences appropriate to pediatrics Goal 3. Understand the principles of inheritance and genetic counseling. Resident Objectives: Instructional Strategies Evaluation ACGME Competency Goals 1. Define the modes of genetic inheritance. Learning Module 3: Cleft lip and palate Genetics prenatal conference Fellow/Attending feedback Self-assessment MK - Demonstrate an investigatory and analytic thinking situations MK - Demonstrate sufficient knowledge of the basic and sciences appropriate to pediatrics · 2. Construct a 3 generation pedigree for a patient that you will see in clinic. Predict the most likely mode of inheritance. Genetics prenatal consult Outpatient clinical encounter Fellow/Attending feedback Self-assessment MK - Demonstrate an investigatory and analytic thinking situations MK - Demonstrate sufficient knowledge of the basic and sciences appropriate to pediatrics PC - Provide family-centered patient care that is culturally developmentally and age-appropriate
QUESTION 2: 10 Minutes (Taken from DBE Nov 2015, Paper 2) A lack of immunity to infections (agammaglobulinemia) is a sex-linked recessive genetic disorder in humans. The dominant allele is represented by XA and the recessive allele is represented by Xa. An individual with the disorder is described as affected and an individual without it is described as unaffected. The pedigree diagram below illustrates inheritance of this disorder. 2.1 Name the genotypes of individuals: (a) 1 (b) 2 (2) (2)
Discussions with Truckie Rob. Play 2 songs Discussions with Darryl about Senator Culleton. Play 2 songs Now, before we start to wrap things up, I want to give everyone another update on the political party website - Thankfully, people are finally starting to wake up and understand the importance of the Commonwealth Constitution and also understanding that the people within all the major parties, plus the majority of the minor ones, haven’t got the first clue about it or how to apply it in Parliament. People are also realising that the current government are facing a real crisis and are desperately close to collapsing and, the problem is, that anyone else that steps in is just going to create a similar mess because the fundamentals of our laws – their compliance with the Commonwealth Constitution, is missing so anyone else that steps in is going to continue making the same mistakes. Conversely, Darryl, myself and a number of others that we have lined up to take on roles within the Power 2 People party do understand the Constitution and our first point of business, once we get into power, will be to ensure that all laws are checked against the Constitution for their validity and any that aren’t are immediately amended so that they do comply. So, if you want to live in a country where the people do truly exercise the power and control. If you want to live in a country where the basis for the laws in that country is the Commonwealth Constitution. And, if you want to live in a country where true criminals are punished appropriately and genuine, law abiding people are free to go about their day – as long as they are not harming others - without being controlled by a handful of people wielding arbitrary power over them, then please make sure you sign up as a member of our Power 2 People party. Again, just a reminder that, signing up as a member of the party doesn’t mean that you need to stand up in parliament or anything like that – although we obviously have positions available for people that would like to play a functional role within the party – it simply means that you support what we are trying to achieve and you want to be pro-active in bringing about the important changes that this country desperately needs.
rehberlik etmek ve destek olmaktır. Burada sözü edilen rehberlik ve destek aşağıdaki biçimde gerçekleştirilir: Okul Deneyimi dersi sırasında öğretmen adayının etkinliklerini rapor ettiği dosya düzenli biçimde denetlenerek, görevlerini yerine getirip getirmediği değerlendirilir. Öğretmen adayının başarı notunu hesaplamada haftalık raporların değerlendirilmesi esas alınır. Ancak öğretmen adayının devam çizelgesi ve uygulama okulundaki etkinlikleri de göz önünde bulundurulur. Ara sınav notu ilk yedi gözlem raporundan, final notu diğer yedi rapordan verilir.
SCHOOL EXPERIENCE SCHEDULE WEEK 1. Your Department in School (Part I) WEEK 2. Your Department in School (Part II) WEEK 3. The Teacher’s Day WEEK 4. A Pupil’s Day ( Female ) WEEK 5. A Pupil’s Day ( Male ) WEEK 6. Meeting with School Director WEEK 7. School and Society WEEK 8. What Helps People Learn WEEK 9. Classroom Interaction WEEK 10. Feedback to Learners WEEK 11. Classroom Management (Part A) WEEK 12. Classroom Management (Part B) WEEK 13. Designing Worksheets WEEK 14. Marking pupils’ work SCHOOL EXPERIENCE GUIDELINES FOR STUDENTS School Experience is about observation as a learning tool. It enables teacher trainees to slip into professional experience, and view the classroom environment from a teacher’s perspective. In this way, they practice and improve the skill to see and select, identify and prioritize among co-occuring experiences. They will then internalize their own experiences, establish links between theory and practice, and discuss these with their teachers and classmates.
OBSERVATION TASK 10 FEEDBACK TO LEARNERS Feedback encompasses not only correcting students, but also offering them an assessment of how well they have done, whether during a drill or after a longer language production exercise. How does the teacher give feedback to students? Note some specific examples. What did the student do or say? What did the teacher do or say? Comment on the intentions or attitudes you think might underlie the teacher’s response. Consider: Facial expression; gesture; movement; noises; listening ( really listening?); answering ( really answering? ); correcting; ignoring; etc. For example: Student: The student said a sentence about her weekend trip to the country. Teacher: The teacher nodded rather automatically. He didn’t seem very interested. He said Mmm that’s interesting and then repeated the question he had asked previously. Commentary: I felt the teacher wasn’t really interested in what the student wanted to say because he was trying to elicit a sentence using the present simple. OBSERVATION TASK 11 (Part A) CLASSROOM MANAGEMENT Summary: Start thinking about classroom management.
2. Komisyon. Fakülte - Okul İşbirliği. YÖK - Dünya Bankası Öğretmen Eğitimi Dizisi. Ankara. 1998 3. Sands Margaret-Özçelik Durmuş A. Okullarda Uygulama Çalışmaları. YÖK - Dünya Bankası Öğretmen Eğitimi Dizisi. Ankara.1997. 4. Aday Öğretmen Kılavuzu. YÖK - Dünya Bankası Öğretmen Eğitimi Dizisi. Ankara.1998. 5. T.C. Milli Eğitim Bakanlığı, Öğretmen yetiştirme ve Eğitimi Genel Müdürlüğü. Öğretmen Adaylarının Milli Eğitim Bakanlığına Bağlı Eğitim-Öğretim Kurumlarında Yapacakları Öğretmenlik Uygulamasına İlişkin Yönerge.. Ankara. Temmuz 1998. 6. Scrivener Jim. Learning Teaching. Heinemann. 1994. 7. Harmer Jeremy. The Practice of ELT. Longman. 2001
Tier 2 Intervention Inventory Tier 2 Intervention Capacity (# of students at one time) Coordinator Description of students intervention is an appropriate fit Evaluative Data to be Used # of students Maintain, Revise, or Cancel? Referred Successful Check-in, Check-out 20 S. Smith Students who engage in problem behavior in order to obtain adult attention or who find adult attention reinforcing SWIS Data Charts, Student/Family/ Teacher interview Social Skills Groups 6-8 (up to 3 groups) Counselor Community Agency Students who need to gain skills in friendship, anger management and conflict resolution. Pre/Post survey of teachers/students, SWIS data Homework Club <10 Teachers or Staff Students who struggle academically or lack the organizational skills or to complete homework independently Homework/classwork completion, academic scores Lunch Bunch <5 Teachers or Staff Students who are relationship driven and may benefit from behavior coaching or relational skills Student survey, referral data Recess Review 10 Counselor High School Mentors Students who need to learn appropriate playground behavior. SWIS Data, Observation
Key Environmental/Cultural Resources Compliance Milestones Task/Submittal LPA Responsibility MoDOT Responsibility Time Needed to Complete this Task Determine NEPA classification Provide adequate project information with Request for Environmental Review (RER) which would include at a minimum, a detailed description and location map Review documentation, provide comments and identify remaining tasks 30 days Complete NEPA: 1. Programmatic CE 2. Letter CE 3. CE2 4. EA 5. EIS Prepare and submit required documentation with the RER or to MoDOT Environmental contact Submit documentation (revised by LPA as needed) to FHWA (no FHWA submittal for PCE) 1. Programmatic CE– 4 weeks 2. Letter CE–6 weeks 3. CE2–10 weeks 4. EA–18 months 5. EIS–36 months *These vary greatly depending on the project Comply with Section 106 (cultural resources) Obtain SHPO's concurrence Make SHPO aware that FHWA is lead federal agency. Ensure Section 106 compliance Generally 10 weeks *Can take 6–12 months if SHPO determines adverse effect Section 4 (f) 1. Historic bridge programmatic 2. Public land prog. or de minimis 3. Full draft and final evaluation 1. Prepare MOA 2. Provide documentation 3. Provide documentation 1. Review MOA 2. Review & submit to FHWA 3. Review & submit to FHWA 1. 6 months 2. 60 days 3. 12 months Comply with Clean Water Act Sections 404 and 401 Obtain permits, provide USACE Section 106, ESA Sect 7 (T&E), 6(f) with application. Make USACE aware that FHWA is lead federal agency. Ensure compliance Nationwide: 6–8 weeks Individual: 4–6 months Comply with Endangered Species Act (ESA) 1. Perform Heritage database review (2 step process if Level 2 or 3) 2. Perform IPaC review 1. Review documentation and revise as needed 2. Document official effects determinations for FHWA 1–6 months (if not formal consultation)
<Place Engineer’s Seal Here on JSP Table of Content Page> <Signed & Dated> A. WORK ZONE TRAFFIC MANAGEMENT PLAN JSP-02-06A 1.0 Description. Work zone traffic management shall be in accordance with applicable portions of Division 100 and Division 600 of the Standard Specifications, and specifically as follows. 2.0 Traffic Management Schedule. 2.1 Traffic management schedules shall be submitted to the engineer for review prior to the start of work and prior to any revisions to the traffic management schedule. The traffic management schedule shall include the proposed traffic control measures, hours traffic control will be in place, and work hours. 2.2 The contractor shall notify the engineer prior to lane closures or shifting traffic onto detours. 2.3 The engineer shall be notified as soon as practical of any postponement due to weather, material or other circumstances. 2.4 In order to ensure minimal traffic interference, the contractor shall schedule lane closures for the absolute minimum amount of time required to complete the work. Lanes shall not be closed until material is available for continuous construction and the contractor is prepared to diligently pursue the work until the closed lane is opened to traffic. 2.5 Traffic Congestion. The contractor shall, upon approval of the engineer, take proactive measures to reduce traffic congestion in the work zone. 2.5.1 Traffic Delay. The contractor shall be responsible for maintaining the existing traffic flow through the job site during construction. If disruption of the traffic flow occurs and traffic is backed up in queues of 15 minute delays or longer, then the contractor shall review the construction operations which contributed directly to disruption of the traffic flow and make adjustments to the operations to prevent the queues from occurring again. Traffic Safety. 2.5.2.1 Where traffic queues routinely extend to within 1000 feet (300 m) of the ROAD WORK AHEAD, or similar, sign on a divided highway or to within 500 feet (150 m) of the ROAD WORK AHEAD, or similar, sign on an undivided highway, the contractor shall extend the advance warning area, as approved by the engineer. 2.5.2.2 When a traffic queue extends to within 1000 feet (300 m) of the ROAD WORK AHEAD, or similar, sign on a divided highway or to within 500 feet (150 m) of the ROAD WORK AHEAD, or similar, sign on an undivided highway due to non-recurring congestion,
each arm, treatment & survive or treatment & die, will change as a result of the intervention. Information that will be required to populate the model is prevalence and incidence data for the different skin lesions, age, indigenous or non-indigenous, demographic data (e.g. farmers are particularly prone to skin cancer). Figure 2: decision analytic diagram – inflammatory skin conditions Table 8 is a list of the resources to be considered in the economic analysis. The full list of MBS telehealth items likely to be substituted has not been included in the table as there are 14. Instead a couple of the items are included. Table 8: List of resources to be considered in the economic analysis Provider of resource Setting in which resource is provided Proportion of patients receiving resource Number of units of resource per relevant time horizon per patient receiving resource Disaggregated unit cost MBS Safety nets* Other govt budget Private health insurer Patient Total cost Resources provided to identify eligible population (asynchronous consult) referrer GP Clinic 2504 (Level) C Extended 210.90 0 70.30 referrer GP Aged care Divided by pts seen (max 6) 35 (incl item 23) Extended Lesser of 300% of derived fee or $500 0 (36.60 +45.80)/? Referrer nurse Home or aged care 82224 161.10 8.05 53.70 Referrer (health check) GP Rooms, elsewhere not institution Once every 9 mths A34 or 715 Extended $500 0 $208.10 referrer nurse Home or camp At least 20 mins 82210 Extended 119.25 5.95 39.75 Resources provided to deliver proposed intervention (asynchronous consult) diagnosis specialist rooms 104 (85%) 10.92 72.75 follow-up specialist rooms 105 (85%) 6.45 36.55 treatment GP Clinic Depend on plan 23 Extended 108.90 0 36.30 treatment nurse Home or aged care facilities Depend on plan 82200 Extended $28.80 1.40 9.60 treatment GP or GP aboriginal MS Video (pt of ACCHS “ 2126 LevelB 146.85 0 48.95 treatment GP aged care institution “ 2125 (incl 2100) extended Lesser of 0
referral to a specialist dermatologist by telecommunications Survival (melanoma only) Proportion of patients refused an asynchronous consult Rate of requests for additional images or information Patient satisfaction Number of misdiagnoses Rates of inappropriate management Uptake in remote communities service & support) Increase in referrer time Reduction in specialist time Staff training costs Costs to the patient Table 6 provides a list of the resources to be considered in the economic analysis. Table 6: List of resources to be considered in the economic analysis Provider of resource Setting in which resource is provided Proportion of patients receiving resource Number of units of resource per relevant time horizon per patient receiving resource Disaggregated unit cost MBS Safety nets* Other govt budget Private health insurer Patient Total cost Resources provided to identify eligible population (asynchronous consult) referrer GP Clinic 2504 (Level) C Extended 210.90 0 70.30 referrer GP Aged care Divided by pts seen (max 6) 35 (incl item 23) Extended Lesser of 300% of derived fee or $500 0 (36.60 +45.80)/? Referrer nurse Home or aged care 82224 161.10 8.05 53.70 Referrer (health check) GP Rooms, elsewhere not institution Once every 9 mths A34 or 715 Extended $500 0 $208.10 referrer nurse Home or camp At least 20 mins 82210 Extended 119.25 5.95 39.75 Resources provided to deliver proposed intervention (asynchronous consult) diagnosis specialist rooms 104 (85%) 10.92 72.75 follow-up specialist rooms 105 (85%) 6.45 36.55 treatment GP Clinic Depend on plan 23 Extended 108.90 0 36.30 treatment nurse Home or aged care facilities Depend on plan 82200 Extended $28.80 1.40 9.60 treatment GP or GP aboriginal Video (pt of ACCHS “ 2126 LevelB 146.85 0 48.95
Recipe tsp/tbsp/ cup g/ml oz/lb Ingredient Milk per portion (ml) Milk protein per portion Temperature Start with half a muffin and then one muffin: half a muffin : one muffin 12.5 ml 25 ml 0.0.875 g 0.875 g Bakes 6 muffins 2 cups 250 g 8 oz Flour (wheat or wheat free) 180⁰C - 200⁰C or 350⁰F- 400⁰F Bake for 15 – 20 mins Tip – use a whisk and milk and oil together. This makes the muffins light ½ tsp 3 g Xanthan Gum – if wheat free flour is used 2 ½ tsp 10 g 1/3 oz Baking powder 2 level tbsp 25 g 2/3 oz Sugar – if your child is older you can add 2-3 tablespoons Pinch Salt ¼ cup 50 ml 1 2/3 fl oz Sunflower oil or Canola oil 1 cup 250 ml 8 fl oz Milk** ½ cup and 1 tbsp 110 g 3.9 oz Finely chopped/mashed fruit: apple/pear/banana Vanilla essence to taste Mix flour, xanthan gum, baking powder, sugar and salt Mix oil and milk together and to the dry ingredients Finally add in chopped fruit and vanilla (additional) and mix through Bake in oven 1.5 muffin = equivalent to baked milk muffin from Mount Sinai Recipe(1) (which contains 1.3 g milk)
Start with half pancake and then 1 pancake as indicated below: half a pancake : one pancake 21 ml 42 ml 0.735 g 1.47 g Bakes 6 pancakes 1 cup 125 g 4.5 oz Flour (wheat or wheat free) Fry in a hot pan using oil of choice until golden brown and crispy 2 ½ tsp 10 g 1/3 oz Baking powder ¼ tsp 1-2 g pinch Salt 2 tbsp 30 ml 1 fl oz Sunflower or Canola oil 1 cup 250 ml 8 fl oz Milk** 2/3 cup 50 ml 1.5 fl oz Water Add all ingredients into a mixing bowl and mix together Fry in a hot pan Some children do not like cake or pancake textures: For these children there is the option of boiling a small potato, adding 42 ml of milk (1.3 g protein) and some milk free spread, cover with foil and bake in the oven for 40 minutes at 180⁰C - 200⁰C or 350⁰F- 400⁰F. This product does not contain any wheat in the food matrix and it may therefore affect the allergenicity. Step 4: CHEESE Food tsp/tbsp/ cup g/ml oz/lb Ingredient Milk per portion (ml) Milk protein per portion Temperature Cheese 2 ½ tbsp 15 g ½ oz Cheese*** 15 g 3.43 g 85⁰C or 185⁰F (no need to further heat this – just an indication of how cheese is made)
Step 5: YOGHURT Food tsp/tbsp/ cup g/ml oz/lb Ingredient Milk per portion (ml) Milk protein per portion Temperature Yoghurt ½ cup 125 ml 4.5 fl oz Yoghurt 125 ml 6.0 g depending on brand 98⁰C (no need to further heat this – just an indication of how yoghurt is made) Once your child tolerates yoghurt, butter, spread, chocolate buttons, fromage frais, petit filous (be careful of the sugar content), you can introduce softer cheese like cream cheese and camembert/brie – remember to use pasteurised soft cheese for children Step 6: MILK Food tsp/tbsp/ cup g/ml oz/lb Ingredient Milk per portion (ml) Milk protein per portion Temperature Pasteurised Milk ⅖ cup 100 ml 3.5 fl oz Pasteurised Milk** 100 ml 3.47 g 57-68⁰C 15-20 seconds Both pasteurised milk and infant formula is produced this way – there is no need to further heat this. ¾ cup 200 ml 7 fl oz 200 ml 6.95 g
Meetings for the purpose of scientific presentations or discussions may be sponsored by the Chapter after they have been approved by the Program Committee. It is the duty of the to notify all members of the Chapter in advance of non-business meetings. Bylaw VII. Committees. Section I. Committee. (1) The Committee composed of at least four appointed by the Council shall be responsible for the The Committee shall elect its own chairperson. Section II. Special Committees. Committees as necessary for the proper operation of the Chapter shall be established by the President and ratified by the Council. Bylaw VIII. Responsible Conduct. All members shall abide by Iowa State University rules and regulations as well as all state and federal laws. Bylaw IX. Amendments. A proposed amendment to the Bylaws must be submitted in writing to the President who will furnish all members of the Chapter with copies of the proposed amendment at least one month before either special or annual business meetings at which the amendment is to be discussed. Not more than one (1) week after the amendment has been discussed by the members at the business meeting, the President shall conduct a ballot of members. The amendment will be adopted if it receives an affirmative vote by of the members voting. Bylaw X. Finances. Section I. Fiscal Year. The fiscal year of the Chapter shall be the academic year commencing on the 1st day of July and ending on the 30th day of the following June. Section II. Finances.
4 Ans 5 Ans f(x) = + , 0 x 2 f ’(x) = cos x – sin x , f ’(x) = 0 , gives cos x = sin x , x = , 6 ANS 7
GREAT PASSION PLAY SPONSORS LODGING Ridgetop Resort and Chapel of the Angels 479-253-5163 Enchanted Forest 479-253-8639 Thurman’s Lodge 479-253-8689 888-349-7626 Best Western Inn of the Ozarks 800-552-3785 Best Western Eureka Inn 800-221-3344 Wanderlust RV Park 479-253-7385 Red Bud Valley Resort and Wedding Chapel 877-253-9028 Hidden Springs B&B/Cottages 800-433-6735 Can-U-Canoe Riverview Cabins 479-253-5966 Candlewick Inn 479-253-7111 RESTAURANTS Korner Kafe 479-721-5370 Myrtie Mae’s 800-552-3785 Simply Scrumptious Tea Room & Emporium 479-253-2300 Grandma’s Beans & Cornbread 479-253-6561 La Familia Tex-Mex 479-253-2939 Forest Hill Restaurant Steak House 479-253-2422 Rowdy Beaver Restaurant 479-253-8544 Route 62 Diner 479-253-8776 Bavarian Czech-German Restaurant 479-253-7741 Pine Mountain Theater 479-253-9156
Post Incident/Physical Restraint Protocol Guideline Form 699N January 2017 Page 1 of 1 GUIDELINE OF PROCEDURES TO BE CONSIDERED FOLLOWING AN INCIDENT/PHYSICAL RESTRAINT, WHERE APPLICABLE. Where appropriate the procedures listed below should be followed. Injuries assessed and appropriate medical intervention accessed: Yes D No D NA D School Administration contacted: Yes D No D Parents contacted: Yes D No D Staff debriefed: Yes D No D Follow-up support provided to staff: Yes D No D Follow-up support provided to student: Yes D No D Follow-up support provided to victim: Yes D No D Ministry of Education Violent Incident Form Special Education Student (IPRC’d) completed (not necessary for planned physical restraint): Yes D No D Employee’s Report of Workplace Violent Incident Form completed on-line Yes D No D Yes D No D Completion of entry into student’s behaviour log (for planned or occasional restraints): Yes D No D Behaviour/Safety plans reviewed and amended as required (or created for unplanned physical restraint): Yes D No D If injury, completion/submission of TDSB Employee’s Report of Accident Injury Form Yes D No D Caring and Safe Schools informed: Yes D No D Superintendent of Education informed: Yes D No D Case conference scheduled: Yes D No D Completed a Management of Risk of Injury Summary Yes D No D Staff training requested: Yes D No D
DSC – SFL-1RJ Rejoinder Outline of Scott F. Linde DSC – Exhibit 1 - Tariff filing DSC – Exhibit 2- Schedule F-1 updated 4/2/2015 For Bureau of Investigation & Enforcement: I&E – 1 Direct of Anthony D. Spadacchio I&E – 1 SR Surrebuttal of Anthony D. Spadaccio I&E – 2 Direct of Christopher Keller I&E – Exhibit 2 to accompany the Direct of Christopher Keller I&E – 2 – SR Surrebuttal of Christopher Keller I&E – Exhibit 2 – SR to accompany surrebuttal of Christopher Keller I&E – Direct of Kokou M. Apetoh For Office of Consumer Advocate: OCA – 1 Direct of Ashley E. Everette OCA – 1S Surrebuttal of Ashley E. Everette OCA – 2 Direct of Terry L. Fought OCA – 2S Surrebuttal of Terry L. Fought No Formal Complainants appeared at the evidentiary hearing. Main briefs were filed on April 24, 2015, and Reply briefs were filed on May 5, 2015. The record closed on May 5, 2015 with receipt of Reply briefs. FINDINGS OF FACT Delaware Sewer Company is a jurisdictional utility providing sewage service to 38 Pennsylvania customers in Delaware Township, Pike County. OCA is a statutorily created public advocate empowered to represent the interests of consumers before the Public Utility Commission.
LIST OF SELECTED CANDIDATES FOR CLASS XI (SCIENCE) 2017 Sno Name of student Father’s Name Admission Category Department Caste Category No of Transfers CGPA 1 Savita Kalauri Mr.Harish Chandra I Defence Gen 03 10.0 2 Isha Ipshita Mr.Deepak Kumar Panda I DRDO Gen 02 10.0 3 Sheela Kumari Mr.Durga Bahadur I RIMC Gen - 10.0 4 Priya Bahuguna Mr.Vijay Kumar I Defence Gen - 9.4 5 Abhishek Chauhan Mr.Attar Singh I DRDO Gen - 9.2 6 Priyanshu Singh Mr.Himmat Singh Pharswan I Defence Gen - 9.2 7 Aditya Krishnan Mr.Sreesa Kumar S I Air Force Gen 03 9.0 8 Aditya Nath Mr.Vikram Lal I BSF SC 03 8.5 9 Nitin Bhandari Jitendra Singh Bhandari III State Govt. ST - 10.0 ( I/C ADMISSION ) (PRINCIPAL)
LIST OF SELECTED CANDIDATES FOR CLASS XI (HUMANITIES) 2017 Sno Name of student Father’s Name Admission Category Department Caste Category No of Transfers CGPA 1 Rohit Kumar Mr.Lalit Ram I Ex-Army SC - 9.4 2 Ashish Rawat Mr.Vijay Singh I Defence Gen 01 7.6 3 Chetan Pravin Patil Mr.Parvin Patil I Defence Gen 03 7.4 4 Km.Ruchi Mr.Jeet Singh I Defence Gen - 7.2 5 Somya Kohli Mr.Bhupendra Kohli I Post Office Gen - 6.8 ( I/C ADMISSION ) (PRINCIPAL)
LIST OF SELECTED CANDIDATES FOR CLASS XI (COMMERCE) 2017 Sno Name of student Father’s Name Admission Category Department Caste Category No of Transfers CGA 1 Neha Yadav Mr.Nara Singh Yadav I Defence OBC - 8.8 2 Kritika Pundir Mr.Yudhbir Singh I Botni.SOI Gen - 8.4 3 Rahul Singh Mr.Balbir Singh I Defence Gen 03 7.6 4 Arjun Mr.Krishan Kumar I Defence Gen 01 7.4 5 Bhawana Mr.Anil Kumar I Defence Gen 03 7.2 6 Jyoti Mr.Rambir Singh I Defence Gen 03 7.0 7 Priyanka Thapa Mr.Prem Singh I Defence Gen - 6.8 8 Abhay Thapa Mr.Pawan Thapa I Ex.Army Gen - 6.8 9 Ranjan Paswan Mr.Bahadur Paswan I Defence SC - 6.8 10 Bimesh Mohan Mr.Brij Mohan I Defence SC - 6.4 11 Shakshi Thapliyal Mr.Ram Prasad Thapliyal III State Govt. OBC - 7.0 12 Sandhiya Prajapati Mr.Chandrapal Prajapati V Pvt. OBC - 9.6 ( I/C ADMISSION ) (PRINCIPAL)
Class -1 ( Maths ) Learn the poem of counting numbers from 1 to 9 . Class – 4 ( Maths ) 1. Write the multiplication tables from 1 to 12 and learn it by heart . 2. Practice of addition , subtraction , multiplication . CLASS – 4 ( Hindi ) बीस पेज सुलेख | 2 - मन के भोले बादल कविता को याद करो और | 3 - विलोम शब्द | पसंद , , संतोष , ज्ञानी , , बुद्धिमान , 4 - कलई खुलना , छक्के , नाक भौह , का अपने मे प्रयोग करो | 5 - के साथ शब्द जोड़कर छ शब्द | संज्ञा , और कहते है ? 6 - मन के भोले बादल और जैसा पाठ से दस शब्द चुन कर उनके विलोम शब्द |
Ardmore Beer Distributors Reference: ___R 25-3___ Prepared by: ____TB_____ Date: __8/19/14___ Reviewed by: ___________ Ardmore Beer Distributors Revenue Cycle – Cash Receipts Flowchart For the Year Ended December 31, 2014 Receptionist Accounting Clerk
27 Panel for fire alarm system Philips, Agni, Minimax, Edward, Notifier, Honeywell, System Sensor 28 Zonal Panel Philips, Agni, Minimax 29 Fire Door Pacific / Equivalent 31 Main panel with ACB’s – (Febricator) L&T,GE Power Control, Siemens, Madhu Electric
review. It does not imply they accept or agree with them and they can have the recommendation reviewed as well as the right of appeal as delineated in Gold Guide. Signed by: (Chair of panel) Signed by: (Trainee) Date: Date of next review: Signed by: (Postgraduate Dean) Date:
Name of Action Energy saving (thousand MWh) CO2 Saving (Tons) Cost of Measures (USD) Promotion of energy efficient products and services 100 89 5,000 LED bulbs for Outdoor lighting 300 271 120,000 Sensors in Buildings 100 89 7,000 Transport system improvements 0.23 0.2 6,800 Residential Building Improvements (roof and windows) 15 18 819,000 Public Campaigns 150 135 35,000 Total 665.23 602.2 992,800
LOCAL power Action 1: Action 2: … 1: 2: … 1: 2: … 1: 2: … 1: ___ 2: ___ … 1: ___ 2: ___ … 1: ___ 2: ___ … Wind power
CHPs: Heat and Power 1: 2: … 1: 2: … 1: 2: … 1: 2: … 1: ___ 2: ___ … 1: ___ 2: ___ … 1: ___ 2: ___ … District heating plant
PUBLIC OF AND Energy efficiency Action 1: Action 2: … 1: 2: … 1: 2: … 1: 2: … 1: ___ 2: ___ … 1: ___ 2: ___ … 1: ___ 2: ___ … energy
Action 1: ____________ Action 2: ____________ … 1: 2: … 1: 2: … 1: 2: … 1: ___ 2: ___ … 1: ___ 2: ___ … 1: ___ 2: ___ … support and grants raising and local Public awareness program to promote renewable energy sources, energy saving technologies and energy efficiency actions; USD 35000 150 135
Other - Please specify: Action 1: Action 2: … 1: 2: … 1: 2: … 1: 2: … 1: ___ 2: ___ … 1: ___ 2: ___ … 1: ___ 2: ___ … TOTAL: 602.2
impacted by utility acquisitions subject to the Commission’s jurisdiction. Answer at 3. That contention is fact-specific, and NCWA then goes on to state: The Authority’s interest in this proceeding stems from the Authority’s overlapping service territory with Suburbia. The Authority’s service territory covers all of North Coventry Township and portions of East Coventry Township. Because the Suburbia system is located wholly within North Coventry Township, the Authority’s service territory inevitably overlaps with that of Suburbia, which differentiates the Authority’s interest in the subject matter of this proceeding from the interests of the parties in the cases relied upon by the Joint Applicants. Answer at 4. In both NCWA’s Protest and in its Answer, NCWA includes documents as “Attachment A” in each respective filing, including a purported system map with its Protest and an Asset Purchase Agreement with its Answer. Neither of these documents are of any value without the benefit of testimony to explain what they are, or whether they do establish an “overlap.” However, Aqua produced nothing of probative value that would contradict the assertion that the service territories overlap. That being said, any doubt with respect to the factual averments in a preliminary objection must be resolved in favor of the non-moving party by refusing to sustain the preliminary objections. Boyd v. Ward, 802 A.2d 705 (Pa.Cmwlth. 2002) (Emphasis added). In this case, the “doubt” is the extent of the area served by Superior/Suburbia and whether that area does, in fact, overlap with the service area of NCWA. Given this unresolved factual issue, the Preliminary Objection must be denied. CONCLUSIONS OF LAW 1. Commission regulations permit the filing of preliminary objections. 52 Pa.Code § 5.101(a).