zilongwang/ReadingBank huggingface dataset:
Calibration type FullCAM Tree species Planting geometry Minimum sampling data required to use a calibration after 5 years from the planting date Available FullCAM Regimes (Initial Rotation) Maximum allowable age of planting for simulation Generic Mixed species environmental planting n/a No sampling required Mixed species environmental planting (1970-present All Plantation low: planting; No prunes) 100 years No sampling required Mixed species environmental planting (1970-present All Plantation high: planting; No prunes) 100 years No sampling required Mixed species environmental planting (1970-present All Plantation medium: Non-commercial planting; No prunes) 100 years Specific Mallee eucalypt kochii Block No sampling required Mallee eucalypt kochii, Geometry block 15 years Wide linear No sampling required Mallee eucalypt kochii, Geometry wide 15 years Narrow linear Stocking > 2,300 stems/ha Mallee eucalypt kochii, Geometry narrow, Stocking >2,300 15 years No sampling required Mallee eucalypt kochii, Geometry narrow, Stocking <2,300 15 years Specific Mallee eucalypt loxophleba lissophloia Block No sampling required Mallee eucalypt loxophleba lissophloia, Geometry block 15 years Wide Linear No sampling required Mallee eucalypt loxophleba lissophloia, Geometry wide 15 years Narrow linear Stocking > 2,300 stems/ha Mallee eucalypt loxophleba lissophloia, Geometry narrow, Stocking >2,300 15 years No sampling required Mallee eucalypt loxophleba lissophloia, Geometry narrow, Stocking <2,300 15 years Specific Mallee eucalypt polybractea Block No sampling required Mallee eucalypt polybractea, Geometry block 15 years Wide linear No sampling required Mallee eucalypt polybractea, Geometry wide 15 years
Historic baseline Hybrid baseline Project carbon Selected outputs have a tick next to their entry, and on the folder(s) where they are located. Unselect all items so that the text reads ‘0 outputs selected’. C100_5% C10 Select the tree carbon pools: Carbon / Forest / Plants / C mass of trees. Click ‘OK’. Default baseline Hybrid baseline Historic baseline Select the tree carbon pools: Carbon / Forest / Plants / C mass of trees. Select the debris carbon pools: Carbon / Forest / Plants / C mass of debris. Click ‘OK’. Project carbon Select the tree carbon pools: Carbon / Forest / Plants / C mass of trees. Select the debris carbon pools: Carbon / Forest / Debris / C mass of forest debris. Select the CH4 emissions from fire: Carbon / Whole / Emissions / CH4 emitted due to fire. Select the N2O emissions from fire: Nitrogen / Whole / Emissions / N2O emitted due to fire. Click ‘OK’. Running Simulations To run the simulation, press the icon in the top menu bar: Viewing outputs Outputs can be viewed by clicking the icon (circled) at the top of the Output window as either: Graph Tabular form Transferring outputs into a spreadsheet To transfer data into a Microsoft Excel or equivalent spreadsheet for analysis: Copy all the output data by clicking on the icon (circled) in the top of the Output window. Open Microsoft Excel (or equivalent spreadsheet software), and ‘Paste’ the data copied from FullCAM into the spreadsheet. For example:
Hot Canapes Crumbed chicken lollypops with Caesar dressing Thai style fish cakes with cucumber dipping sauce gf Salt and pepper squid with wasabi and lemon aioli Mini vegetarian kebabs with peanut dipping sauce gf/v/vegan Mini Greek spinach and feta filo pastries v Coconut and macadamia prawns with curried aioli g/f Chicken and ricotta sausage rolls Potato nest filled with salmon mornay, lemon and dill g/f Potato nest filled with herbed mushrooms v/vegan Mini slides with Angus beef, caramelised onion, lettuce and tomato Pork sausages in a petite bread roll with Dijon mustard Vegetable and tofu skewers with peanut satay gf/v/vegan Spanakopita – spinach and feta mini filo pastry v/vegan Mini gourmet pies
Type Of Substance Formed From Structure Bonding Description Properties Examples Metallic Metals Giant Metallic Lattice of positive metal ions held in a cloud of delocalised electrons. High melting and boiling points; electrical conductors Gold, copper, steel, silver Ionic Metals and non-metals. Giant Ionic Lattice of alternatingly charged ions, held by electrostatic force. High melting and boiling points Sodium chloride, magnesium oxide all salts. Covalent Molecular Non-metals Simple Covalent Help together by a shared pair of electrons, with weak intermolecular bonds. Low melting and boiling points Water, ammonia, diatomic elements. Giant Covalent Non-metals Giant Covalent Giant three-dimensional tetrahedral structure with no free electrons.. Sublimes at very high temperatures; hard: electrical insulator Diamond Layered hexagonal structure with some free electrons. Sublimes at very high temperatures; soft; electrical conductor Graphite
Magnesium – reacts rapidly with dilute acids to make colourless solutions of magnesium salts. Zinc – reacts readily to make colourless salts. Aluminium – does not react due to impervious aluminium oxide coating. Iron – reacts slowly to form pale solutions of Iron (II) chloride or Iron (III) sulphate. Acid + Metal Oxide → Salt + Water Acid + Metal Carbonate → Salt + Water + Carbon Dioxide Acid + Metal Hydroxide → Salt + Water ACID + PRODUCTS METAL SALT + HYDROGEN METAL OXIDE SALT + WATER METAL CARBONATE SALT + CARBON DIOXIDE + WATER METAL HYDROXIDE SALT + WATER Definitions Acids are substances which dissociate in water and form an H+(aq) ion. Acids are proton donors. Acids only behave like acids when dissolved in water. Hydrogen chloride dissolves in water to form hydrochloric acid, in methylbenzene is does not dissociate, and so does not behave like an acid. Bases are substances which react with acids and form a salt and water. This includes metal oxides, metal carbonates and metal hydroxides. Alkalis are bases which dissolve in water to form the OH-(aq) ion. Most alkalis are metal hydroxides, but ammonia is also an alkali. Salts are formed when the hydrogen in the acid is replaced by a different positive ion – usually a metal ion. Neutralisation is the reaction of an acid with a base. A salt and water is always produced. Salt Preparation Rules for Solubility: All sodium, potassium and ammonium compounds are soluble. All chlorides except silver chloride are soluble. All sulphates are soluble, except for barium and calcium sulphate. All hydroxides are insoluble, except sodium, potassium and ammonium.
Dissemination of public engagement practice through conference presentation with national or international recognition. Band 2 Professor Use your research expertise to undertake research activities that demonstrate an “effect on, change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia”. Leading and driving the delivery of a viable impact case study or studies evidencing reach and significance. Activity that supports this includes: Major contribution to the role of the University in its civic setting, including public engagement and knowledge transfer activities with demonstrable beneficial impacts outside the University. Patent applications. Significant economic benefit derived from the successful establishment of spin out companies or other examples of commercial success. Designing and constructing prototypes. Securing significant external funding for knowledge exchange projects. Engagement with national or international policy working groups. Dissemination of public engagement practice through conference presentation with international recognition. Band 3 Professor Using your research expertise undertake research activities that demonstrates an “effect on, change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia”. Leading and driving the delivery of a viable impact case study or studies evidencing reach and significance. Activity that supports this includes: Play a major role in the University and beyond in the advancement and embedding of public engagement activity within higher education. Significant economic benefit derived from the successful establishment of spin out companies or other examples of commercial success. Securing significant external funding for knowledge exchange projects. Leading international policy working groups. Securing international recognition of success in public engagement and commercialisation activities. Teaching Criteria
Rivers: lower (black) and upper (red) Crooked and SF Crooked (green) Date/time: 6 Aug 2005 14:30-15:06, 6 Aug 16:16-17:17, and 7 Aug 13:13-14:14 Duration: 2.63 h Flight direction: upstream Air temperature: 34.9 °C (6 Aug) and 32.2 °C (7 Aug) Notes: The large temperature difference between the two surveys was caused by cold water released from the Prineville Reservoir, not the difference between survey dates and times. The upper section was surveyed directly after the lower section on the same day. The complexity of this profile was most likely caused by the dam and cold-water inputs near the mouth; these differences were much larger than any influences attributable to different survey dates. Rivers: lower (black) and upper (red) Pudding Date/time: 12 Aug 2004 14:07-15:48 and 11 Aug 16:01-17:59 Duration: 2.97 h Flight direction: downstream Air temperature: 33.1 °C (12 Aug) and 33.5 °C (11 Aug) Notes: The similar temperatures and weather conditions for the surveys made it appropriate to combine these surveys. If the upper section had been surveyed later in the day (like the lower section), the upper section would have been very similar in shape to the lower section. Rivers: lower (black) and upper (red) Rogue Date/time: 30 July 2003 14:30-15:59 and 31 July 14:20-15:29 Duration: 2.62 h Flight direction: upstream Air temperature: 39.1 °C (30 July) and 36.6 °C (31 July) Notes: The similar temperatures and timing made it appropriate to combine these surveys. Rivers: lower (black) and upper (red) Russian Date/time: 24 July 2004 14:27-15:36 and 23 July 14:08-15:46 Duration: 2.69 h Flight direction: downstream Air temperature: 22.6 °C (24 July) and 23.7 °C (23 July) Notes: The similar temperatures and timing made it appropriate to combine these surveys.
Table A3. Potential implications of flight direction on profile classification Actual Profile Shape Downstream direction: Expected bias: stronger cooling trend in headwaters Upstream direction: Expected bias: weaker cooling trend in headwaters Asymptotic No effect No effect; but if slope levels out, it may be misclassified as linear or uniform Linear May be misclassified as asymptotic No effect; but if slope levels out, it may be misclassified as uniform Parabolic No effect No effect; we did not observe asymptotic profiles where temperature increased in an upstream direction Uniform May be misclassified as asymptotic No effect; water temperatures are unlikely to be warmer upstream
Name Care Home Address Care Home Unit (If Applicable) Telephone number Date of Birth Date of admission to care home GP: Name: Address: Tel: Category of Care: Residential □ EMI Residential □ General Nursing □ EMI Nursing □ CHC Funded □ Short term respite □ Other □ (specify below) EMERGENCY CONTACT DETAILS Name: Address: Telephone: Relationship Name: Address: Telephone: Relationship
Contextualizes Chronicles Identifies Incites Introduces Narrates Outlines Creates Expresses Foreshadows Hyperbolizes Illustrates Overstates Personifies Presents Represents Satirizes Symbolizes Understates USES Utilizes Employs Advocates Argues Accepts Advocates Alludes Attacks Attributes Challenges Claims Concludes Considers Defends Defies Demonstrates Elicits Envisions Evokes Explores Guides Highlights Illuminates Imagines Implies Indicates Interprets Justifies Manipulates Moralizes Observes Ponders Promotes Proposes Qualifies Questions Rationalizes Reflects Ridicules Suggests Description Defines Depicts Describes Details Develops Displays Dramatizes Explains Illustrates Summarizes Traces Addressing Comparisons Compares Contrasts Correlates Differentiates Distinguishes Juxtaposes Addressing Characterization Categorizes Characterizes Transforms Depicts Transitions Contrasts Connections Illustrations (examples) However Although But On the other hand Yet In contrast Unlike Ironically Paradoxically Accordingly Similarly Likewise As well as In a similar manner In like manner Equally Following As a consequence For example For instance To illustrate To support In fact Especially notably Beginning Ending CERTAIN DEATH! YOU MUST AVOID! To open Initially At first In essence Ultimately Therefore As a result of First, second, third… Moving on Anyway The next point is… In Conclusion Universal Ideas A non-comprehensive list of universal ideas derived from an original document provided by John Williamson Addiction Alienation Ambition Anarchy Apathy Apostasy
G: Conquer Question(s): (insight) “Tell-Tale Heart” Prose response prompt TAG Exposition from the prompt C and C Conquer Answer T: A: G: Command: Conquer Question(s): (textual) (insight) “Hills Like White Elephants” Prose response TAG Exposition from the prompt C and C Conquer Answer T: A: G: Command: Conquer Question(s): (textual) (insight) “Naked Lunch” Prose Response TAG Exposition from the prompt C and C Conquer Answer
Bradbury, I., Boyle, J. and Morse, A. (2002) Scientific Principles for Physical Geographers,Harlow: Prentice Hall. Books with more than two authors: Campbell, N. A. et al. (2008) Biology. 8th Ed.London: Pearson. E-Book: Sadler, P. (2003) Strategic Management,[Online] Sterling. VA Kogan Page. Available from: http://www.netlibrary.com/reader/, (Accessed: 6th May 2012). Journal article printed: Trefts, K. & Blacksee, S. (2000) Did you hear the one about Boolean Operators? ncorporating comedy into the library induction.Reference Services Review, 28 (4). p. 369-378. Journal article online: Wilson, J. (1995) Enter the Cyberpunk librarian: future directions in cyberspace. Library Review, [Online] Emerald Database 44 (8). p. Available from: http://www.emeraldinsight.com. (Accessed: 30th January 2012). Chapter/section from a book of collected writings: Marshall, W. A. (1975) The Child as a Mirror of his Brain’s Development. In Sants, J. & Butcher, H. J. (eds.). Development Psychology. Aylesbury, Bucks: Hazell Watson & Viney Ltd. Conference papers from conference proceedings: Fedchak, E. & Duvall, L. (1996) “An engineering approach to electronic publishing” In: Proceedings of the International Workshop on Multimedia Software Development,25-26 March, Berlin, Los Alimos, Ca: IEEE Comput. Soc. Press, pp. 80–88. Theses and dissertations: Whitehead, S.M. (1996) Public and private men: masculinities at work in education management, Ph.D. thesis, Leeds Metropolitain University Official publications: Department of the Environment (1986) Landfilling wastes. London: HMSO (Waste management paper, 26)
has had a different usage than the way it is used in the Bible. So we all need to understand what grace means -from a Biblical definition -and then solidify our understanding of our own beginning with God. For some of us, this very study will be the doorway into that first experience of grace that enables us to say, "I finally understand what grace is, and I'm sure I'm a recipient of it." For others of us, we will be able to affirm afresh how truly amazing God's grace is! Our Need for Grace Some people assume that they are not-so-bad. They feel that they have tried to live a good life and treat others fairly, so they don't need any special help from God. Let's see if scripture addresses this. Read the following passages, and in your own words write out the message of the following verses: Romans 3:10 -18, 23 Galatians 3:22 Isaiah 59:2 and 64:6 ~ Sometimes we can be too proud to make such an admission of moral failure. How would you describe the relief God stands ready to offer so that we do not have to shy away from being utterly honest admitting our sinful condition? Matthew 11:28-30 Isaiah 1:18
7 Advice and/or decisions I have given, stand as 1 2 3 4 5 6 7 the final decision of a group. 8 I can see the positive results very quickly that 1 2 3 4 5 6 7 may come from a negative situation. 9 I find that I enjoy attacking Biblical problems I 2 3 4 5 6 7 and researching the issues. IO I have a good record of achieving my set goals. I 2 3 4 5 6 7 11 I enjoy managing programs more than people. I 2 3 4 5 6 7 12 When I see a need, I feel an immediate obligation I 2 3 4 5 6 7 to meet it. 13 I always feel compelled to prescribe a step by 1 2 3 4 5 6 7 step plan of action for the solution of problems. 14 I believe God uses me as a channel of His 1 2 3 4 5 6 7 resources. 15 I tend to enjoy the process more than the results 1 2 3 4 5 6 7 in a plan of action. 16 I especially enjoy the process more than the I 2 3 4 5 6 7 results in a plan of action. 17 One result that I look for in presenting God's 1 2 3 4 5 6 7 truth, is true repentance. 18 I identify with people and their problems to the I 2 3 4 5 6 7 degree that I am sometimes affected by them personally. 19 I find it easy to reduce Biblical truths down to 1 2 3 4 5 6 7 principles for living. 20 I am able to easily distinguish between what is 1 2 3 4 5 6 7 produced by God and what has its origin in Satan. 21 When I communicate the Word of God, I 1 2 3 4 5 6 7 consistently look for ways to illustrate truth. 22 I enjoy associating with those who display a I 2 3 4 5 6 7 definite direction in their life. 23 I concentrate more on doing practical things that 1 2 3 4 5 6 7 need to be done, rather on why they should be done. 24 I have discovered that I do not have to wait for I 2 3 4 5 6 7 clear evidence and confirmation before making a decision. 25 I feel that I am able to trust God in difficult 1 2 3 4 5 6 T circumstances without hesitation or indecision.
table title and table (or between figure caption and figure). Tables and figures should be numbered consecutively with single Arabic numerals. Table 1. Experimental data A B C a1 b1 c1 a2 b2 c2 a3 b3 c3 Fig.1. Sketch of the sample. Do not reduce figures or tables to a size that is difficult to read. References in Text References should be cited in the text by author and year (Chianelli et al., 1994) and listed in alphabet order by the first author according to the format of journal, book, conference, web etc. as shown later. The references must be written with 8 point Arial or Helvetica. RESULTS DISCUSSION All the results obtained should be discussed in detail. CONCLUSIONS State the main findings in brief only. ACKNOWLEDGEMENT Acknowledgement comes here. NOMENCALTURE A area, m2 cp specific heat, J/kgC h heat transfer coefficient, W/m2C Greek Letters density, kg/m3 Subscripts f surrounding fluid Superscripts * reference condition REFERENCES Abdu-Khader, M. M. and J. G. Speight, 2004, The concepts of energy, environment, and cost for process design. International Journal of Green Energy 1: 137-151. (for Journal) Dahlquist E., E. Thorin, and J. Yan, 2006, Alternative Pathways to a Fossil-Fuel Free Energy System in the Mälardalen Region of Sweden, International Green Energy Conference II, June 25-29, 2006. Oshawa, Ontario, Canada. (for Conference) Kreith, F. and J. Kreider, 1978, Principles of Solar Engineering. New York: Hemisphere-McGraw-Hill. (for Book) Chianelli R. R., M. Daage, and M. J. Ledoux, 1994, Fundamental studies of transition-metal sulfide catalytic materials, In Advances in Catalysis, Vol. 40, edited by D. D. Eley, H. Pines, and W. O. Haag. Burlington, Mass.: Academic Press. (for Contribution to a Book) , accessed on February 15, . (for website)
Topic Old/current policy Actual practice if differs from policy Suggested new policy and practice Rationale for c hange Late start and form/proce ss There was no real policy or process – students who wanted to take courses had to complete the cumbersome late drop/add process, that technically, required hardship documentation and had to be completed within 2 weeks of start of term – even though the course in question still had registration open. except the deadline is violated constantly for legitimate reasons. Establish a late start registration and adjustment policy and form that allows students to easily register for latestart courses (those that begin in October/March) that have availability and/or to drop those same courses within the appropriate drop/add periods Establish and better communicate that the drop/add periods for latestart courses differ from courses. Need formal form so stud don’t unnec complete lat class that ha Eliminate co need for mul Working to t start registr online but in manual proc type is need Also need to anyone goin notifies Aid packaged/a with the pro credits process and ents and staff essarily e add form for a s not yet begun nfusion and tiple signatures ry to put late- ation process the meantime, ess of some ed. ensure that g through this so that they are djusted correctly per number of
16-17-11.012* Health Professions HES BA in Health Promotio and Wellness A 68 credit hour undergraduate program that replaces the B.A. in Health and Exercise Scie Health Promotion and Wellness with a stand-alone degree. nce with a concentration in 13
skipped 9 8. Did you know that we offer extended hours on a Monday evening between 6pm and 8pm? Response Percent Response Total 1 Yes 29.60% 156 2 No 70.40% 371 answered 527 skipped 9 9. Would you be interested in a facility for telephone consultations? Response Percent Response Total 1 Yes 83.17% 435 2 No 16.83% 88 answered 523 skipped 13 10. How did you schedule your appointment? Response Percent Response Total 1 By phone 65.58% 343 2 Online 25.62% 134 3 Came into the clinic 8.80% 46 answered 523 skipped 13 11. Please complete the following: Very Difficult Confusing Could be better Easy Response Total How easy was it to schedule your appointment over the phone? 12.4% (61) 1.0% (5) 37.5% (184) 49.1% (241) 491 How easy was it to order repeat prescriptions online? 8.5% (28) 6.4% (21) 21.3% (70) 63.7% (209) 328 answered 503
21 MLK DAY Annie 2nd Tech Rehearsal 3:15-6:30pm Beauty and the Beast 1st Dress Rehearsal 4:30-8:30pm Spelling Bee Rehearsal 6:30–10pm 22 June B. Jones 3:30 to 7:00pm Annie 1st Dress Run 3:15-6:30pm Beauty and the Beast 2nd Dress Run 5:30-10:00pm 23 Beauty and the Beast Show #1 (Student Matinee) 10:00am Annie Final Dress Run 3:15-6:30pm Spelling Bee 1st Dress Run 5:00pm-10:00pm 24 Annie Show #1 (Student Matinee) 10:00am June B. Jones Spacing/Tech 3:30 - 7:00pm Spelling Bee Final Dress Run 6:00pm-10:00pm 25 Beauty and the Beast Show #2 (Student Matinee) 10:15am June B. Jones Tech/Dress Rehearsal 3:30 - 7:00pm Spelling Bee Show #1 7:30pm 26 June B. Jones Final Dress Rehearsal 8:30 - 1:00pm Annie Show #2 1:00pm Beauty and the Beast Show #3 4:00pm Spelling Bee Show #2 7:30pm 27 June B. Jones #1 11:00am Annie Show #3 1:00pm Beauty and the Beast Show #4 4:00pm 28 Beauty and the Beast Show #5 (Student Matinee) 10:00am 29 June B. Jones Show #2 (Student Matinee) 9:30am June B. Jones Show #3 (Student Matinee) 11:30am 30 Annie Show #4 (Student Matinee) 9:30am Annie Show #5 (Student Matinee) 11:45am 31 June B. Jones Show #4 (Student Matinee) 10:00am Beauty and the Beast Show #6 7:30pm February 1 Annie Show #6 (Student Matinee) 10:00am Spelling Bee Show #3 7:30pm 2 June B. Jones Show #5 11:00am Annie Show #7 1:00pm Beauty and the Beast Show #7 4:00pm Spelling Bee Show #4 7:30pm 3 June B. Jones Show #6 11:00am Annie Show #8 1:00pm
Constitution sat with doors closed, and that this was done purposely, that nothing but the result of their labours should be seen, and that that result should be judged of by the people free from any of the bias shown in the debates. It should also be borne in mind, and the fact is still more important, that the debates in the convention that framed the Constitution, and by means of which a pro-slavery interpretation is now attempted to be forced upon that instrument, were not published till more than a quarter of a century after the presentation and the adoption of the Constitution… [Slavery’s] hope of life, in the last resort, is to get out of the Union. I am, therefore, for drawing the bond of the Union more completely under the power of the Free States. What they most dread, that I most desire. I have much confidence in the instincts of the slaveholders. They see that the Constitution will afford slavery no protection when it shall cease to be administered by slaveholders. They see, moreover, that if there is once a will in the people of America to abolish slavery, this is no word, no syllable in the Constitution to forbid that result. They see that the Constitution has not saved slavery in Rhode Island, in Connecticut, in New York, or Pennsylvania… Historical Debate: Is the US Constitution a Pro-Slavery or Anti-Slavery document? Name: _________________________________ Pd: ________ Date: ___________________ William Lloyd Garrison “The Great Crisis!” Debrief Questions Respond to each of the following questions with a short paragraph, citing at least one quotation from the text. To Garrison, the Constitution is essentially a compact (or agreement) between which two groups? He then asserts that the Constitution is fundamentally invalid; what is his reasoning? What document does he consider superior to the Constitution? What is his reasoning? What is Garrison’s purpose in the long, final paragraph? Who is he mocking? How and why does he mock them?
SECTION 1 Who am I? DUE: Traits/Skills/ Activities Chart and Paragraph Healthy Living Plan (including your nutritional health, emotional health, positive choices, and your physical health) SECTION WHO AM I? Traits/Skills/ Activities Chart Fill in the chart below. Attach h a typewritten half page (9-10 sentences minimum) describing how your traits, skills and activities connect to your career plan. Personality Traits Example: extravert, congenial, social, reflective, easy-going, integrity, responsible, loyal, etc. Use one or more of the following tools Jung Typology Test Keirsey Temperament Sorter®-II Five Factor Personality Test List of YOUR personality traits
Choir Letter The purpose of the choir letter is to reward students that spend time above and beyond that which is required to further their musical skills. Students must accumulate 25 points in order to attain a choir letter. Students who receive a choir letter all four years will receive special recognition. Activities and points awarded are as follows: Activity Points Date Completed District/MCDA/ACDA Audition 10 (per) _________________ Accepted 5 _________________ All-State Choir Audition 10 _________________ Accepted 5 _________________ District Contest – Small Ensemble 5 _________________ District Contest – Solo 10 _________________ Rating of I, II 10, 5 _________________ State Contest – Small Ensemble 5 _________________ State Contest – Solo 10 _________________ National Anthem Sporting Event (solo) 1-3 ________________ Fund Raiser Work 2 _________________ Attend Approved Outside Concert 1-3 _________________ Director Points for service to vocal music 1-5 (awarded at the discretion of the director) Total _____
Use(1) Use, Service or facility Properties with AC Underlying Zone Corridor Mixed-Use Areas (CMU-A) Avenue Thoroughfare Corridor Mixed-Use Centers (CMUC-C)-2 Crossroads Centers Use Standard A. Automotive Sales, Service, Repair Auto Sales- New and Used P C (2) (3) (4) Auto Service and Repair (major)- Not attached to Auto Sales P C (2) (5) (3) (4) Auto Service and Repair (minor)- Not attached to Auto Sales P P (5) (3) Auto Rental or Lease Agency, Including Limousine Service P P (3) Auto Service Station, Primary C-B C-B (6) Auto Parts and Accessory Store P P (5)(3) Auto Wash, Self-Service or Automatic P P ((3) (5) (7) Camper Shell – Sales, Repair, Rent P P (3) (5) Motorcycle, Sports Cycles, Trail Bikes, Jet Skis, Snowmobile, Ultra-Light, Moped – Sales, Rent, Service, Repair P P (5)(3) (14) B. Business Services Advertising Business P P Blueprinting-Photostatting Service P P Computer Programming/Software and System Design P P Computer Sales, Rental and Lease P P Computer Service and Training P P Data Processing Service P P Delivery Service P P (8) Drafting Service P P Furniture Rental Agency P P (8) Janitorial Service P P Locksmith – Safe Repair Shop P P Use(1) Use, Service or facility Properties with AC Underlying Zone Corridor Mixed-Use Areas (CMU-A) Avenue Thoroughfare Use Standard
single-family residential zoning require a minimum 80-foot setback. Residential and Live-Work (5) 3 stories/40-feet Min. 12 DU/a Max. 30 DU/a 1 story buildings adjacent to single-family residential zoning require a minimum 20-foot setback. 2 story buildings adjacent to single-family residential zoning require a minimum 40-foot setback. 3 story buildings adjacent to single-family residential zoning require a minimum 60-foot setback. Required Setbacks Avenue Frontage(4) Side Street Frontage (4) Rear at Residential Commercial and Mixed-Use Min. 16-feet from back of curb Min. 16-feet from back of curb Min. 20-feet minimum from property line Residential and Live-work Min. 10-feet from property line Min. 15-feet from property line Min. 15-feet minimum from property line Parking Requirements Total Min. Required On-Site Minimum Off-site/Shared Commercial Retail 1 per 300 SF NA 1 Per 300 SF Office 1 per 300 SF NA 1 per 300 SF Commercial Mixed-use Blended Requirement NA 1 per 300 SF for commercial Residential Blended Requirement Blended Requirement 1 per 300 SF for commercial Residential Apartments 1.25 per DU 1 per DU 0.25 per DU Residential Townhouses 2 per DU for 2+ BR 1 per DU for 1BR/S 2 per DU for 2+BR 1per DU for 1BR/S NA Live-work 2 per DU 1 per DU 1 per DU Other Uses Per County Zoning Standards Per County Zoning Standards Per County Zoning Standards
Responsibility and accountability Blast Designer Shotfirer Driller Blast Controller Shotfirer Supervisor Drill and Blast Supervisor Team members 2. Blast location Description History of blasts from site location 3. Geology Material Type Density UCS (MPa) Youngs Mudulus MPa (usually GPa) Poissons ratio Tensile strength (MPa) 4. Moisture content before and after blast
A) PERFORMANCE OF ESSENTIAL JOB DUTIES Provide your numerical ratings from 1-5 on FEEDBACK TABLE A based on the following rating standards. Use N/A only if the employee does not perform task. FEEDBACK TABLE A - Essential Duties (See Evaluation Factors on previous page) N/A 1 2 3 4 5 1 Job Duty: Prepare, recommend and implement procedures and processes related to the use and operation of school facilities and the Facility Use Department Comments: 2 Job Duty: Develop and implement effective customer service standards Comments: 3 Job Duty: Supervise Facility Use staff, both permanent and temporary/additional, including the hiring, training, scheduling and work goals for the successful operation of the department Comments: 4 Job Duty: Develop and maintain district-wide calendar of facility use, including event planning, operation and maintenance Comments: 5 Job Duty: Plan, organize, coordinate the day-to-day implementation of facility permits at all school sites Comments: 6 Job Duty: Conduct tours of facilities for prospective clients and consults them on facility usage, availability and estimated costs Comments: 7 Job Duty: Confer with site administrators and staff to determine use of facilities for permits Comments: 8 Job Duty: Serve as liaison with event organizers and staff to arrange details for facility use Comments: 9 Job Duty: Resolve production and facility usage problems Comments: 10 Job Duty: Regularly visit school sites to assess permit use; conduct facility inspections before, during and after permits to ensure compliance with rules of use and safety regulations; arrange for facility and equipment maintenance and inspections to ensure timely and appropriate completion Comments: 11 Job Duty: Coordinate, facilitate, and act as the primary liaison between the City of Malibu, City of Santa Monica, and Santa Monica College in the development and operations of joint use agreements Comments: 12 Job Duty: Oversee marketing and promotion for all facilities in the District Comments: 13 Job Duty: Prepares an annual budget and a five-year plan for the Facility Use Department Comments:
35. Data transferring technologies - research and describe in your own words the following methods of transferring data. Then, for each method list three advantages and three disadvantages. Advantages Disadvantages E-mail is _________________ _________________________ _________________________ 1. 2. 3. 1. 2. 3. SMS (Text message) is ______ _________________________ _________________________ 1. 2. 3. 1. 2. 3. Peer-to-peer file sharing is ______________________ _________________________ _________________________ 1. 2. 3. 1. 2. 3. 36. Compare the use of an external hard drive for storing back-ups of Fun Gym’s website with using cloud storage by completing the table below: External Hard Drive Cloud Storage Amount of storage
Fun Match Report Form Please submit this form via an e-mail attachment within 5 days after your Fun Match to: NADAC, 24605 Dodds Rd., Bend, OR 97701 Date of Fun Match: Host Club: Location: Chairperson: Were there any instances of aggression by any dogs? Include the names of the dogs and owner/handlers, and the registration number of the dogs involved. Indicate what action was taken. Were there any instances of poor sportsmanship? Include the names of the persons involved. Indicate what action was taken. Please describe any complaints made by exhibitors. Indicate who made the complaint, what the problem was, and what was done to rectify the problem. Please indicate an overall impression of how the Fun Match went. What could have gone better? What changes, if any, would you make next time? What were you most pleased with? Submitted by: Date: FUN-Match Report form 1-10-13
Suggested Resources We hope you enjoy the webinar Fun with Team-Building and suggest the following resources to continue your learning after the program. DISC Analysis This assessment can be purchased from Since we did not have a budget for our team-building, we used for the assessment, and then we looked at the DISC Blog for help interpreting the results. Myers-Briggs Personality Test There are many different versions of this test. We used Book Riot did a round-up of books about the test here: Four Tendencies Gretchen Rubin's site: Framework/quiz: Assessing Your Team What not to do: How to decide: All the best, The People of PCI Webinars “If you want to earn more, learn more.” - Unknown
1 - Distribution CMDR Opt - Assistant CMDR 1 - Safety Officer 4 - Forms/Data Entry 1 - T/A Leader 2 - T/A Attendant 1 - Logs Leader 4 - Re-Supplier 4 - Supplier / Stacker 6 - Loader 1 - Distribution CMDR Opt - Assistant CMDR 1 - Safety Officer 2 - Forms/Data Entry 1 - T/A Leader 2 - T/A Attendant 1 - Logs Leader 2 - Re-Supplier 2 - Supplier / Stacker 4 - Loader 1 - Distribution CMDR Opt - Assistant CMDR 1 - Safety Officer 2 - Forms/Data Entry 1 - T/A Leader 1 - T/A Attendant 1 - Logs Leader 1 - Re-Supplier 2 - Supplier / Stacker 4 - Loader 1 - Distribution CMDR Opt - Assistant CMDR N/A - Safety Officer 2 - Forms/Data Entry 1 - T/A Leader 1 - T/A Attendant 1 - Logs Leader 1 - Re-Supplier 1 - Supplier / Stacker 3 - Loader
Formal arguments are declared with the function A type (int, float, char, etc) must be included with the formal argument There may be 0, 1, or many arguments Function Definition Include declaration and body body should contain code to implement what their name describes (no more – no less) value-returning functions must have return statement Any variables used must be declared as arguments or local variables Write a complete declaration, fully specifying each formal argument Write the code for the function Function Arguments Write the declaration for each: Call the function DisplayMenu none void DisplayMenu() { cout << “Choose a menu option” << endl; cout << “1. Spanish” << endl; cout << “2. French” << endl; cout << “3. German” << endl; cout << “4. English” << endl; cout << “5. Exit” << endl; } CalcSquare num,square Square num
Dear Collaborating Teacher: Thank you for supporting our student teacher. We hope the experience has been positive and beneficial to you and your students. We are rapidly approaching the due date for the midterm evaluation. The midterm evaluation is intended as a goal-setting document and will focus on areas of emerging strengths and prioritized needs for improvement. Page 46-47 of the student teaching handbook reflects the steps to be taken in completing this midterm evaluation. I have also summarized them below: Attached is the midterm form for your review and contemplation. We need to arrange a time to meet to discuss and finalize the evaluation. Prior to that date, it would be beneficial if we would both write up a draft with scores and a narrative. When we meet we will confer on the scores and finalize the document. Please let me know when you are available for this conference. It would be beneficial to complete the midterm by:________________. Best Regards, **Add your name & contact information here
Week 2 (where a fortnightly roster is used) Day Start time (e.g. 8:30am) Unpaid break (e.g. meal break) Finish time (e.g. 5pm) Other times/ Breaks Total (hours minus unpaid breaks) Break begins (e.g. 12:30pm) Return to work (e.g. 1:30pm) Monday hrs Tuesday hrs Wednesday hrs Thursday hrs Friday hrs Saturday hrs Sunday hrs Total: hrs Signature of employee: Date: / / Name of manager/supervisor: Signature of manager/supervisor: Date: / /
October – June 2016/17 Holiday Programme October 24th – 28th October 2016 Halloween week: Baking Mask Making Pumpkin Designing Hanging Ghosts Potent Potions Halloween Fancy Dress Party and movie day (Friday) And much much more… Bookings being taken now December 19th - December 23rd 2016 Closed Monday 26th – 30th December 2016 And Monday 2nd January 2017 Christmas week: Bauble making Christmas baking Candy cane crafts Christmas collage Snow globes Christmas decorations for our Christmas party on the Friday Please book after 1st November 2016 20th February – 24th February 2017 Roald Dahl week: Storytelling Invent you own tasty treats Mr Twits food tasting Learn all about magic Mr Fox craft activites Georges Marvellous Medicine collage Puppet making Design your own book cover competition And lots lots more… Please book after 4thJanuary 2017 10th April – 21st April 2017 Closed Friday 14th April and Monday 17th April 2017 Easter/Spring weeks: Easter Egg hunt Egg decorating/crafts Easter Bunny crafts Marzipan Animals Flower Fondants Daffodil Windmill Fabric Flower crafts Grow a grass head monster Animal mask making Please book after 27th February2017 30th May – 2nd June 2017 Closed Monday 29th May 2017 Healthy Living/Sports week: Smoothie making Guess the food tasting Sports on the stray Food science Healthy food poster And lots of other activities… Please book after 25th April 2017 Training days Holiday Funclub are open: Tuesday 3rd January at St Peters (All Schools except Highfield) Monday 24th April at St Peters (St Peters, Pannal and Rossett schools only) Monday 24th July at St Peters (St Peters, Highfield and Oatlands only) Tuesday 25th July at St Peters (St Peters, Highfield and Oatlands only) Summer programme out in January 2017 bookings can be made for Summer after 6th June 2017
Function & Promotions Officer • Permanent Full Time Position • Worked over a 9 day fortnight • Assist with the operations of the Ararat Town Hall, Alexandra Oval Community Centre & Gum San Great Hall facilities This position will liaise with sporting clubs, associations and community groups along with conferencing and business events held at Council venues. It includes processes for hire of the facilities, promotion and marketing. This role would suit someone with a confident, friendly personality who enjoys community interaction and has excellent communication and organisational skills. To apply or find out more: Visit or contact the People & Culture team on (03) 5355 0215 or . Applications close: Tuesday 31 July 2018 at 4.00pm.
// 1. declare function // 2. use function, pass values // 2. use function, pass values Conversion from Regular Function to Lambda #2 Regular Function Lambda Function (define (countNegative aList) (cond ((null? aList) 0) ((not (list? aList)) (if (< aList 0) 1 0)) (else (apply + (cons (countNegative (car aList)) (map countNegative (cdr aList))))))) (define (countNegative2 aList) (length (filter (lambda (x) (< x 0)) aList))) Both filter and length are HIGHER order functions (pre-built) Filter function requires 2 parameters, the algorithm and the list Sources Dr. Dylan Shell 314 notes Gambit Scheme Manual Basics of Function Programming Total Functions
Function Notation & Evaluating Function NAME:__________________________________ DATE:________________________ PER:_____ 1. Given 3. Fill in the table and then sketch a graph. x f(x) -5 -3 0 1 -5 2. Given . Fill in the table and then sketch a graph. x f(x) -8 0 2 8 3 3. Evaluate the following expressions given the functions below: g(x) = -3x + 1 f(x) = x2 + 7 a. g(10) = b. f(3) = c. h(–2) = d. j(7) = e. h(a) f. g(b+c) h. Find x if g(x) = 16 i. Find x if h(x) = –2 j. Find x if f(x) = 23 4. Translate the following statements into coordinate points. a. f(–1) = 1 b. f(2) = 7 c. f(3) = 0 5. Given this graph of the function f(x): Find: a. f(–4) = b. f(0) = c. f(3) = d. f(-5) = e. x when f(x) = 2 f. x when f(x) = 0
NAME:_____________________ Function Notation Practice DATE:___________ 1. Evaluate the following expressions given the functions below: g(x) = -3x + 1 f(x) = x2 + 7 a. g(10) = b. f(3) = c. h(–2) = d. j(a) = e. Find x if g(x) = 16 f. Find x if j(x) = 23 2. Combine the following functions and evaluate when necessary. f(x) = 6x + 8 g(x) = 5x - 12 h(x) = 2x j(x) = 3x2 + 7x - 1 a. Find g(x) + f(x). b. Find g(x) - f(x). c. Find f(x) + j(x). d. Find (g*h) (x). e. Find (j - g)(4). f. Find (f/h)(x). g. Find (f*h)(2) h. Find f(2) * h(2) 3. Translate the following statements into coordinate points, then plot them. a. f(–1) = 1 b. f(2) = 7 c. f(1) = –1 d. f(3) = 0 e. Is f(x) a function? How do you know?
Luczynski, K. C. & Hanley, G. P. (2013). Preventing the development of problem behavior by teaching functional communication and self-control skills to preschoolers. Journal of Applied Behavior Analysis, 46, 355-368. Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1, 16-23.
Trigonometric Graphing Storyboard Week 1 Form groups Team building activities ==> Launch the project Goals ==> KWL Team roles Team contract Week 2 Spaghetti activity and/or SAS Curriculum Pathways Investigation: Why are Sine and Cosine ==> Called Circular Functions Internet investigation of the amplitude of the sine and cosine functions. ==> Distribute Music Knowledge Rating Scale Internet investigation of the period of the sine and cosine functions. Week 3 Internet investigation of phase shift of the sine and cosine functions. ==> Internet investigation of the graphs of the tangent, cotangent, secant, and cosecant trigonometric functions. ==> Families of Graphs Investigation Progress check with each team Week 4 CBR Investigation ==> Test: Online Mini Quiz Complete CBR Investigation ==> Choose the musical instrument for the group project. Use a microphone and a computer interface to analyze sound. Revisit KWL and revise Week 5 “Seeing Music” Illuminations Activity ==> Work on the Music Knowledge Rating Scale Continue research to develop musical instruments. ==> Work on music related activities: “Music in the Air” Continue research on music vocabulary and connections to mathematics. Begin to build musical instruments. Week 6 Prepare presentation of the project Introduce inverse functions: ==> Tutorial at themathpage.com and SAS Web Inquiry 114 Peer review of projects Begin making final ==> presentations Peer evaluation Project reflection
Music Knowledge Rating Scale As you learn the definition write the definition under “What It Means.” Word Know It Well Have Seen or Heard It Have No Clue What It Means amplitude consonance crest decibel dynamics frequency harmonics harmony vs dissonance hertz music octave period
int productofdigit(int n) { int prod=1; while (n!=0) { int digit=n%10; prod*=digit; n/=10; } return prod; } int productofdigit(int n) { int prod=1; while (n!=0) { int digit=n%10; if (digit!=0) prod*=digit; n/=10; } return prod; }
evaluate and reward professional performance of the faculty. Included in this subcategory are sabbaticals, faculty awards, and organized faculty development programs. 4 - Student Services Administration This subcategory includes expenses for organized administrative activities that provide assistance and support (excluding academic support) to the needs and interests of students. This subcategory includes only administrative activities that support more than one subcategory of student activities and/or that provide central administrative services related to the various student service activities. In particular, this subcategory includes services provided for particular types of students (for example, minority students, veterans, and disabled students). Some institutions consolidate various activities in a unit titled enrollment management. Expenses for this unit would be included in this subcategory. Excluded from this subcategory are activities of the institution’s chief administrative officer for student affairs, whose activities are institution wide and therefore should be classified as institutional support. This category includes the following subcategories: Social and Cultural Development - Includes expenses for organized activities that provide for students’ social and cultural development outside the formal academic program. This includes cultural events, student newspapers, intramural athletics, student organizations, etc. Expenses for an intercollegiate athletics program are included in this subcategory if the program is not operated as an auxiliary enterprise (in which case all the related expenses would be reported as auxiliary enterprises). Counseling and Career Guidance - Includes expenses for formally organized placement, career guidance, and personal counseling services for students. This includes vocational testing and counseling services and activities of the placement office. Excluded from this subcategory are formal academic counseling activities (academic support) and informal academic counseling services provided by the faculty in relation to course assignments (instruction). Financial Aid Administration - Includes expenses for activities that provide financial aid services and assistance to students. This does not include outright grants to students, which should be classified as revenue reductions, agency transactions, or expenses. Student Admissions - Includes expenses for activities related to the identification of prospective students, the promotion of attendance at the University, and the processing of applications for admission. Student Records - Includes expenses for activities to maintain, handle and update records for currently and previously enrolled students. Student Health Services - Includes expenses for organized student health services that are not self-supporting; health services that are self-supporting are reported as auxiliary enterprises. 5 - Institutional Support
On the following chart, indicate the behaviors the person uses to achieve the communicative outcomes listed. Communicative Functions Complex speech (sentences) Multiple-word phrases One –word utterances Echolalia Other vocalizing Complex signing Single signs Pointing Leading Shakes head Grabs/Reaches Gives Objects Increased movement Moves close to you Moves away or leaves Fixed gaze Facial Expression Aggression Self-injury Other Request attention Request help Request preferred food/objects/ activities Request break Show you something or some place Indicate physical pain (headache, illness) Indicated confusion or unhappiness Protest or reject situation or activity With regard to the person’s receptive communication, or ability to understand other persons… a. Does the person follow spoken requests or instructions? If so, approximately how many? (List if only a few.) ________________________________________________________________ ________________________________________________________________ Does the person respond to signed or gestural requests or instructions? If so, approximately how many? (List if only a few.) _____________________________________________________________ _____________________________________________________________