zilongwang/ReadingBank huggingface dataset:
policies to control pain effectively while limiting the availability of narcotics, especially for those known patients who are seeking drugs via the ED. Other HCHD employees, Dr. Russell Moy and staff psychiatrist, Julie Stancliff are on a separate subcommittee of the same taskforce, Outpatient opiate/substance treatment. A permanent drop off site for prescription drugs was established in November 2013 Outreach to High Risk Individuals and Communities Community Objective Strategy Actions Timeline Performance Measure Measurable Indicators Intervention/ Treatment Increase number of citizen receiving treatment services. HCHD will establish a partnership with Harford County Public School guidance counselors to address needs of children of parents (currently in treatment at the Health Dept.). The needs of the children will be addressed through community programs. In partnership with the Upper Chesapeake Health System- HealthLink, promote 2015 2015 Number of mental health consumers in treatment Number of People Treated for Opiate Addiction Increase the number of people participating in publically funded addiction services by 10%. In 2012, there were 1,372 served. In 2015, there will be over 1,509 served in publically funded addiction services. Increase the number of people entering the public mental
Community Objective Strategy Actions Timeline Measure Indicators Intervention/ Treatment Emergency Treatment through Medication ~ Rescue and "Alternative" Work with hospitals to identify patients who frequently use the emergency department and develop a mechanism for rapid treatment referrals. Work with EMS providers to continue monitoring the usage of Nar-Con as a rescue medication. Explore with Dr. Chris Welsh opportunities for the use of Naloxone at the community level. 2013 and ongoing 2013 and ongoing 2014 Deaths due to Overdoses Decrease overdose deaths by 10%. In 2010, there were 38 deaths. By 2015, deaths will be decreased to 34. Note: Deliverables are based on funding availability.
then mainstream Game Theory is extraordinarily general. It can offer some advice about what rational choice people should do in any social and economic interaction that can be described as a game: that is, rational people will/should play a strategy that is in a Nash equilibrium with others. This is an amazing claim and it explains why Game Theory can claim to be a general theory: it has something to say about any strategic interaction. Perhaps, not unsurprisingly, in view of such a claim, the Nash equilibrium solution concept has attracted considerable critical scrutiny. Since each action in a Nash equilibrium is the best for each player given the action of the others, the solution concept seems like a natural extension of rational choice reasoning to settings where dominance reasoning alone does not deliver a determinate outcome. In fact, it is now recognised that we must assume not only that each player is rational in the rational choice sense, but also that they each have common knowledge of rationality (that is, each knows that each is rational and knows that each knows that each knows that each is rational, and so on) and that each holds commonly aligned beliefs about what are rational inferences from any datum like a game. The additional assumptions are important. So long as a person knows through the common alignment of beliefs that there will be a unique inference about what rationality demands and if there is common knowledge of rationality in the rational choice model, then it follows that unique equilibrium must enjoy the property of being a Nash equilibrium. If it was not a Nash equilibrium, then someone would be expecting someone to do something that is not a best response to what others are doing and this contradicts the assumptions of rationality and common knowledge of rationality. Although the assumption of common knowledge of rationality is obviously strong, it has been relaxed in various models of bounded rationality that have become part of the mainstream canon. For example, Level-k models allow for individuals to have different levels of strategic sophistication (see Crawford et al 2013). Level 0 players don’t think strategically at all, they just choose. Level 1 players are strategic thinkers but they only take strategic thinking one stage by taking the best action given that they think they are playing against level 0 players. Level 2 players have thought through two levels of strategic thinking and take the best action given that they think they are playing against level 1, and so
Hargrove PBIS Matrix Hallways Cafeteria Bathrooms Assemblies Bus Playground Classroom BE Safe -Always walk on 3rd tile -Keep moving in a line -walk on the right side of the hall -Enter quietly and remain in a single file line -Stay seated while eating -Keep water in sink -Listen to the monitor -No -Enter and exit orderly and quietly -Follow all staff directions -Stay seated (crisscross applesauce) -Remain seated until a complete stop -Keep isles clear -Load and unload in a single file line -Seat to seat -Back to back -walk; no running from the bus -Always walk as you enter and exit the playground -Use equipment appropriately -Sand stays on the ground, don’t throw sand -Be clean -Follow rules of movement -Four chair legs on the floor at all times BE Respectful -Keep quiet -Be mindful of other classes -Keep your place in line and wait your turn -Use good manners -Be quiet -Respect privacy -Flush after each use -Listen to presenters -Applaud at appropriate times -Participate when asked to do so -Use appropriate language -Use a quiet voice -Follow drivers’ instructions - Use appropriate language -Let others join in -Raise hand to speak and wait your turn -Use manners -Treat others with kindness
BE Responsible -Keep hands and feet to self -Stay with your class and keep up -when entering main building or gym, wipe feet -Keep hands and feet to self -Know your number -Clean up your area and pick up your trash -Throw away trash as a class and not individually -Get needed materials first time you go through line -get water as soon as you put down tray -Keep hands and feet to self -Keep it clean -Wash your hands -Throw paper towels in the trash - no more than two pumps of soap and two paper towels -Keep hands and feet to self and keep them still -sit in designated area (diagram) -Keep hands and feet to self -Hold your belongings in your lap -Keep hands and feet to self -Watch for teacher’s signal to line up and do so quickly -Stay in designated areas during recess -Keep hands and feet to self -Follow instructions immediately -Always be prepared Universal signal/sign to be quiet/ to get students’ attention- right hand up
Brief description of your duties and responsibilities Previous employer Additional If needed, please provide details of further employment history in the same format as ‘Previous Employment sections 1-3’ Employment Gaps If you have any gaps within your employment history, please state the reasons for the gaps. Referees Referee 1 of 2 Type of reference Email Title Surname/Family name First name Relationship Employer name Referee job title Address line 1 Address line 2 Address line 3 Town/City County/State Country Postcode/Zip code Telephone Fax Can the referee be approached prior to interview? Referee 2 of 2 Type of reference Email Title Surname/Family name First name Relationship Employer name Referee job title Address line 1 Address line 2 Address line 3 Town/City County/State Country Postcode/Zip code Telephone Fax
Can the referee be approached prior to interview? Supporting Information Please provide details that support your suitability for this role. Please keep in mind the job description equality and diversity monitoring We want everyone to be able to access and benefit from volunteering fairly and equally. Answering the next set of questions will help us understand if we are doing this. The information you give will be kept confidential and will only ever be used in an anonymized form to help us audit the value, inclusiveness and accessibility of our service. If you would prefer not to answer any question, please leave that section blank. What is your gender? Male Female Is this the same gender that you were given at birth? Yes No What is your sexual orientation? Bisexual Heterosexual/straight Lesbian/Gay Not sure Marital status Are you...? Single Married or in a civil partnership Divorced or separated
2. skills Verbal and written communication skills appropriate to the need to communicate effectively with colleagues and parents/carers. * * Good standard of numeracy and literacy skills. * * 3. knowledge Knowledge of relevant policies, procedures and codes of practice, and awareness of relevant legislation. * Knowledge of first aid procedures. * 4. education and professional qualifications essential to the post NVQ level 2, or able to demonstrate an equivalent level of attainment through relevant qualification or experience. * 5. experience Evidence of successful clerical, administrative and financial experience in a comparable working environment. * 6. equal opportunities relevant to the post (mandatory) Understanding and commitment to the Council’s Equal Opportunities policy. * * 7. customer care relevant to the post (mandatory)
4. USAGE AND OPERATION 4.2 The Functions of the LED Controller LED srceen DEFROST Press to set and check the operation data. HEAT COOL CLOCK TIMER ON TIMER OFF MODE Press` MODE` to change the running mode Press to turn on and turn off the units. Press `CLOCK` to set the time Press the key to setthe time to turn on theunit Press the key to setthe time to turn off theunit 4.3 How to set operation parameter Standby status-press setting interface. button to enter operation parameter Under parameter setting, press parameter from 00-12, or to select data for Press MODE to start setting(parameter from 00-12, see Operation Parameter Table). No press in 5s, the LED will display water-in/water-out temp-erature (under running)or current time (unit stops). Whilst running, you can press , to check current parameter, to set the entering water COOL temp. under cooling mode default setting: 27 CLOCK TIMER ON TIMER OFF MODE HEAT COOL temp. under heating mode default setting:27 CLOCK TIMER ON TIMER OFF MODE parameter 2 EHEAT Total working time of HEAT MODE COOL CLOCK TIMER ON TIMER OFF parameter EHEAT Terms of Entry Defrosting Function COOL default setting: -7 CLOCK TIMER ON TIMER OFF HEAT Terms of Exit Defrosting Function default setting: MODE HEAT COOL Max. Time of defrosting Default setting: 8min. MODE
4. USAGE AND OPERATION parameter 01 parameter 6 HEAT parameter 7 Can save setting after power off or not 1 (yes) 0 (No) DEFROST HEAT COOL MODE 8 only) DEFROST HEAT COOL MODE Electric-valve adjust CLOCK TIMER ON TIMER OFF CLOCK TIMER ON TIMER OFF parameter 9 Parameter 10 Parameter 11 1 (60 seconds start before EHEAT HEAT COOL Can select fan mode DEFROST HEAT COOL MODE target over heat degree MODE stopping) CLOCK TIMER ON TIMER OFF Parameter 12 valve HEAT COOL MODE CLOCK TIMER ON TIMER OFF CLOCK TIMER ON TIMER OFF CLOCK TIMER ON TIMER OFF 4.4 How to choose Mode
4. USAGE AND OPERATION 4.1 The Functions Of The Led Controller LED srceen Water flow indication FLOW HEATING/DEFROST Defrost indication Press to set and check the operation data AUTO HEAT COOL MODE` to change the running mode TIMER ON TIMER OFF CLOCK Press `CLOCK` to set the time Press to turn on and turn off the units. Press the key to set the Press the key to set the time to turn off the unit time to turn on the unit 4.2 How To Set Operation Parameter Parameter Under standby status: press parameter setting interface. button to enter operation to set the entering water temp. under cooling mode default setting: 27 11. Press or to select data for parameters from 0- Press MODE & at the same time to start setting parameters from 0-11, (see operation parameter Table). No press in 7seconds, the LED will display water-in FLOW temperature (under running)or Under running: press or Stby unit to set the parameter 0 AUTO HEAT COOL or 1(cooling mode is 0,heating mode is 1). Whilst running, you can press to check current parameter, but data cannot be changed. Then press can see the parameter from 0-11. TIMER ON TIMER OFF CLOCK FLOW HEATING/DEFROST FLOW HEATING/DEFROST FLOW HEATING/DEFROST Parameter 1 to set the entering water temp. under heating mode default setting:27 AUTO HEAT COOL MODE Parameter 2 Total working time of compressor after frosting AUTO HEAT COOL Parameter 3 Terms of Entry Defrosting Function default setting: -7 AUTO HEAT COOL TIMER ON TIMER OFF CLOCK TIMER ON TIMER OFF CLOCK
FLOW HEATING/DEFROST FLOW HEATING/DEFROST FLOW HEATING/DEFROST Parameter 4 Terms of Exit Defrosting Function default setting: 13 AUTO HEAT COOL 5 Max. Time of defrosting Default setting: 8min. AUTO HEAT COOL MODE Parameter 6 Compressor number 1 (default) 2 AUTO HEAT COOL TIMER ON TIMER OFF CLOCK TIMER ON TIMER OFF CLOCK 8 TIMER ON TIMER OFF CLOCK
Early planting; plant with the first effective planting rains to enhance plant vigour and increase the chances of the crop escaping late season drought. Correct plant population; farmers should strive to achieve 300,000 plants per hectare by adhering to the recommended plant and ridge spacing. This also helps the crop to develop a good canopy that provides good soil cover, which eventually conserves moisture and enhances resilience against aphid attack which causes rosette. Fertilizer application; farmers should apply recommended basal and top dressing fertilizers in order to improve plant vigour and ensure that the crop can withstand effects of various stresses. Pest and disease control; farmers should apply recommended chemicals to control pest and disease in groundnuts to ensure healthy plants. Moisture conservation; farmers should conserve moisture through construction of box ridges and mulching Timely harvesting; farmers should harvest their groundnuts once they are mature. Delayed harvesting will expose the groundnut to the risk of fungal infection and aflatoxin contamination. It is recommended that at harvest, farmers should avoid mechanical damage to nuts, by using appropriate implements. Curing; after harvest leave groundnuts in field for 1-5 days depending on climatic conditions after which, it should be dried in Mandela corks or under shade. Stripping and storage; once dried, groundnuts should be stripped from haulms and stored under dry conditions and well ventilated facilities Shelling; farmers should avoid sprinkling water to groundnuts when shelling as this practice predisposes groundnuts to mould growth and aflatoxin contamination Grading; shriveled, mouldy, split and rotten nuts should be separated from whole nuts. Shriveled and mouldy nuts should not be consumed or fed to livestock as they are highly contaminated with aflatoxin. Alternatively these should be sold to oil pressing companies. Traders should offer premium prices for graded groundnuts to encourage grading and enhance aflatoxin control.
Helena Chemical, Hatfield MA Carovail, Bernardston, MA CPS, SOuth Deerfield, MA Perdue Agrocycle Parsons Farm, Hadley, MA ASB Greenworld 2 Seeds Seedway Reeds Seeds Siegers Seeds Johnnys Selected Seeds Clifton Seed Co. 3 Packaging International Paper Mike Yetishevsky Unisource Shrink Packaging Richard D. Smith inc. Empire Packaging 4 Food Grade Lubricants and Sanitizing Agents 5 Harvesting Utensils/Implements 6
Pallet jacks, and forklifts are inspected and maintained on a periodic basis Pallet jacks, and forklifts are cleaned monthly. Monthly 7 Trash receptacles are covered and are emptied when full. The dumpster is maintained a considerable distance from the pack house and is inspected to ensure pick up when full. Each Friday the dumpster is serviced and emptied. Daily Weekly 8
Medical Imaging Technology computer Guide Worksheet Human Anatomy and Physiology Name______________________________Period_____Date_______ Medical Imaging Technology Description Examples of major applications and uses Advantages Disadvantages /Limitations X-rays
OPTION YEAR THREE 2021 – 2022 ITEM Number ITEM TYPE Description Unit Qty (Estimated) Unit Price Total Estimated Price 0004 0004AA FP Portfolio Analysis, Risk Assessment and Reporting (PWS 5.1 – 5.1.2) EA 4 0004AB FP IDIQ HAP Contract Administration Support (PWS 5.2 – 5.2.4) EA 7,000 0004AC FP IDIQ HAP Contract Rent Adjustment (PWS 5.3 – 5.3.4) EA 16,715 0004AC FP Reports and Plans (PWS 5.4 – 5.5.2) Lot 1 NSP NSP TOTAL PRICE - OPTION PERIOD 3 $ OPTION YEAR FOUR 2022 - 2023 ITEM Number ITEM TYPE Description Unit Qty (Estimated) Unit Price Total Estimated Price 0005 0005AA FP Portfolio Analysis, Risk Assessment and Reporting (PWS 5.1 – 5.1.2) EA 4 0005AB FP IDIQ HAP Contract Administration Support (PWS 5.2 – 5.2.4) EA 7,000 0005AC FP IDIQ HAP Contract Rent Adjustment (PWS 5.3 – 5.3.4) EA 16,715 0005AD FP Reports and Plans (PWS 5.4 – 5.5.2) Lot 1 NSP NSP TOTAL PRICE - OPTION PERIOD 4 $ TRANSITION – OUT OPTION 0006 Option FP Transition Out (Option) (PWS 6.2) EA 1 TOTAL PRICE BASE + 4 OPTION PERIODS + TRANSITION-OUT $
2. Do the administrators have the necessary skills and attitudes to lead all the innovative procedures and training aspects of the initiatives? Low Medium High 3. Are backup project leaders available, otherwise changing leaders is disrupting, costly, and impacts timelines? Low Medium High Readiness Obstacle 5: Timeliness of the implementation plans and activities Guiding Questions Readiness Rating 1. Has the implementation timeframe been planned to align with the regular schedules of a school year and beyond? Low Medium High 2. Is the specific initiative to be implemented in alignment with other school or district initiatives implemented in previous years so no conflicts will arise? Low Medium High 3. Is the planned timeframe in alignment with district budget plans and with other initiatives planned by other supportive organizations? Low Medium High Readiness Obstacle 6: Relationship of the new intervention to other initiatives currently underway Guiding Questions Readiness Rating 1. Have the new initiatives been reviewed sufficiently to assure that no conflicts will arise with other existing programs or other innovations being planned in the school or district? Low Medium High 2. Have the new initiatives been reviewed to assure that no conflicts will occur with other initiatives in the community? Low Medium High 3. Does the new initiative comply with existing or new laws, policies, or regulations mandated by State or federal agencies? Low Medium High Note. This checklist is used with permission from Jay Smink, Hobart Harmon, and the National Dropout Prevention Center/Network. Using the Intervention Readiness Tool Before any implementation plan is designed and started, local planners must consider potential obstacles. Based on major obstacles identified by the National Dropout Prevention Center over the last two decades in implementing dropout prevention programs, the Intervention Readiness Checklist tool includes major obstacles that are common in most schools and communities. For each of the six major obstacles, key questions help guide an assessment of readiness. A rating of low, medium or high can be selected to gauge the extent answers to each question reveal readiness for intervention implementation. After rating each question within a category, the user can then place a low, medium, or high rating for the category. This category rating may reveal that one or more specific categories present a particular readiness challenge. Thus, the Intervention Readiness Checklist tool provides a quick way to gain an initial assessment of obstacles, particularly useful in a team meeting of dropout prevention planners.
What is voltage? Common everyday batteries such as AAA, AA, or 9V supply electrical energy. Voltage describes the amount of energy available to do work. Imagine a car at the top of a hill. The voltage describes the height of the hill. The higher the voltage, the more kinetic energy you will have when you reach the bottom of the hill. The unit of measure for voltage is called Volts (V). A single AA battery supplies 1.5 volts, whereas our electrical outlets supply 110 volts and thus can give each electron moving in the circuit over 73 times as much energy as the AA battery. What is an electromagnet? An electromagnet is a magnet which is made by flowing current in a wire. It is different from a permanent magnet, which always creates a magnetic field. Both types of magnets will attract iron pins. But, electromagnets are magnets only when we flow current through the wire. Figure 5 A permanent bar magnet made out of a material, such as metal, that has been magnetized Figure 6 An electromagnet formed by flowing current; iron filings line up in the direction of the magnetic field With an electromagnet, the north and south poles are determined by the direction of the current flow. If we look along the axis of the wire loop and the current is circling counterclockwise, then we are looking at the north pole of the electromagnet. If the current is circling clockwise, then we are looking at the south pole of the electromagnet. Figure 7 An electromagnet with the relationship between the direction of its current and its magnetic poles Demonstration of an electromagnet Parts needed per team: Magnetic compass (suggested: Coleman Map - Model No. 2000007838) AA Battery 1.5 V (optional: battery clip) Wire (suggested: a 50Ft spool or a 100Ft spool of UL-Recognized Hookup Wire 26-30 AWG such as Radio Shack 278-502) Optional: 3 alligator clips (suggested: Radio Shack 270-346, which is a pack of 8 clips) Project setup (see video #2) The needle position of the compass, which is shown below before building our electromagnet, points to Earth’s magnetic north.
ammeter, 4 Amps (A), 4 current, 4 electricity, 2 electromagnet, 5 energy, 2 generator, 16 magnetic field, 4 milli-Amps (mA), 4 motor, 10 multimeter, 4 Ohm’s law, 8 Ohms (), 2 open circuit voltage, 23 parallel, 7 photovoltaic, 21 renewable energy, 21 resistance, 2 series, 7 short circuit current, 23 solar thermal generator, 21 voltage, 4 Volts (V), 5
Yes, happens regularly Yes, happens on occasions No, has never happened If yes - would you ask to see another GP If yes- would you ask when preferred GP is available & wait for them If yes - would you ask to see another GP & look for appointment with preferred GP 11 24 12 13 8 2 23.4% 51.1% 25.5% 56.5% 34.8% 8.7% Q9 How satisfied are you with the hours that the GP surgery is open? Very Satisfied Fairly Satisfied Fairly Dissatisfied Very Dissatisfied 26 20 2 2 52.0% 40.0% 4.0% 4.0% Q10 Would you like your GP surgery to open at additional times? Yes No Makes no difference If Yes 8.00am If Yes - at lunchtime. If Yes - after 5:30pm If Yes - after 6:30pm If Yes - Saturday am 2 15 4 28 6 1 2 10 4.0% 31.9% 8.5% 59.6% 20.0% 3.3% 6.7% 33.3% Action: Due to the opening times of the premises where Harness Harlesden Practice is operating it will not be possible for the practice to be open before 8.00 am. However the practice nurse has sessions open on Saturdays and patients can attend these clinics. Q 11 Last time you saw a doctor at your surgery, how good was the doctor at giving you enough time. Very good Good Poor Very Poor 14 27 7 1 28.6% 55.1% 14.3% 2.0% Q 12 The last time you tried to see a nurse fairly quickly -were you able to see a nurse on the same day or in the next 2 weekdays? Yes No Can't remember Before
Harold’s Calculus 3 Multi-Cordinate System “Cheat Sheet” 15 October 2017 Rectangular Polar/Cylindrical Spherical Parametric Vector Matrix Point 2-D 3-D 4-D • or Point (a,b) in Rectangular : , with 1 degree of freedom (df) Line Slope-Intercept Form: Point-Slope Form: General Form: Calculus Form: where 3-D: where
Circle General Form: Focus and Center: Centered at Origin: r = a (constant) Centered at : Hint: Law of Cosines or Sphere General Form: > 0 Cylindrical to Rectangular: Spherical to Rectangular: Rectangular to Cylindrical: Spherical to Cylindrical: Rectangular to Spherical: Cylindrical to Spherical: Rectangular: Cylindrical: Spherical:
Parabola Vertical Axis of Symmetry: Vertex: Focus: Directrix: Horizontal Axis of Symmetry: Vertex: Focus: Directrix: General Form: where or If B ≠ 0, then coordinate system: New = (x’, y’), Old = (x, y) rotates through angle from x-axis Vertical Axis of Symmetry: Horizontal Axis of Symmetry: where Vertical axis of symmetry: (opens upwards) or (opens downwards) (h, k) = vertex of parabola Horizontal axis of symmetry: (opens right) or (opens left) Projectile Motion: feet meters General Form: where A and L have the same sign Nose Cone
Hyperbola General Form: where If , square hyperbola Center: Vertices: Foci: Focus length, c, from center: Eccentricity: 3-D If B ≠ 0, then coordinate system: New = (x’, y’), Old = (x, y) rotates through angle from x-axis Vertical Axis of Symmetry: Horizontal Axis of Symmetry: relative to center (h,k) p = semi-latus rectum or the line segment running from the focus to the curve in the directions Interesting Note: The difference between the distances from each focus to a point on the curve is constant. Left-Right Opening Hyperbola: (h, k) = vertex of hyperbola Alternate Form: Up-Down Opening Hyperbola: Alternate Form: General Form: where A and D have different signs Limit 1st Derivative Hint: Use Product Rule for Unit tangent vector 2nd Derivative Unit normal vector
Integral Riemann Sum: Left Sum: Middle Sum: Right Sum: Double Integral Triple Integral NA NA NA Inverse Functions Inverse Function Theorem: where then NA NA NA Arc Length Proof: Polar: Where Circle: Proof: C = πd = 2πr Rectangular 2D: Rectangular 3D: Cylindrical: Spherical: s(t) NA Curvature for r() NA where f(t) = (x(t), y(t), z(t)) (See Wikipedia : Curvature) Perimeter Square: P = 4s Rectangle: P = 2l + 2w Triangle : P = a + b + c Circle: C = πd = 2πr Ellipse: Ellipse: Circle: C = 2πr NA NA NA
Volume of Revolution Disc Method - Rotation about the Washer Method - Rotation about the x-axis: Cylinder Method - Rotation about the y-axis: Disc Method: Cylindrical Shell Method: Moments of Inertia NA NA (see Wikipedia) Center of Mass where 1-D for Discrete: 2-D for Discrete: 3-D for Discrete: 3-D for Continuous: where and Where is distance from the axis of rotation, not origin. Gradient where Line Integral NA NA Surface Integral where and NA NA
Harold’s AP Calculus BC Rectangular – Polar – Parametric “Cheat Sheet” 15 October 2017 Rectangular Polar Parametric Point • or Point (a,b) in Rectangular: , with 1 degree of freedom (df) Polar Rect. Rect. Polar Line Slope-Intercept Form: Point-Slope Form: General Form: Calculus Form: where
Integral Riemann Sum: Left Sum: Middle Sum: Right Sum: Inverse Functions Inverse Function Theorem: where if if if Arc Length Proof: Circle: Proof: Perimeter Square: P = 4s Rectangle: P = 2l + 2w Triangle: P = a + b + c Circle: C = πd = 2πr Ellipse: Ellipse:
4. Partial Fractions where are polynomials Case 1: If degree of then do long division first Case 2: If degree of then do partial fraction expansion 5a. Trig Substitution for Substutution: Identity: 5b. Trig Substitution for Substutution: Identity: 5c. Trig Substitution for Substutution: Identity: 6. Table of Integrals book 7. Computer Algebra Systems (CAS) iPad app 8. Numerical Methods Riemann Sum, Midpoint Rule, Trapezoidal Rule, Simpson’s Rule, TI-84 9. WolframAlpha Google of mathematics. Shows steps. Free. Partial Fractions (See Harold’s Partial Fractions Cheat Sheet) Condition where are polynomials and degree of If degree of Example Expansion Typical Solution Sequences & Series (See Harold’s Series Cheat Sheet) Sequence (Limit) Example: () Geometric Series only if where is the radius of convergence and is the interval of convergence
Convergence Tests (See Harold’s Series Convergence Tests Cheat Sheet) Series Convergence Tests Divergence or Term Geometric Series p-Series Alternating Series Integral Ratio Root Direct Comparison Limit Comparison Telescoping Taylor Series (See Harold’s Taylor Series Cheat Sheet) Taylor Series where (worst case scenario ) and
Choosing a Convergence Test for Infinite Series Courtesy David J. Manuel Do the individual No terms approach 0? Series Diverges by the Divergence Test Yes Does the series alternate signs? No Yes Do individual terms have factorials or exponentials? No Yes Ratio Test (Ratio of Consecutive Terms) Is individual term easy to integrate? No Yes Use Integral Test Use Alternating Series Test (Do absolute value of terms go to 0?) Do individual terms involve fractions with powers of n? No Yes Comparison Test or Limit Comp. Test (Look at dominating terms)
Appeal Board, 397 Mass. 255, 258 (1986). If she cannot prove that she was an employee, rather than a contracted employee – and the evidence shows that she was a contracted employee – then she does not prevail. Another of Ms. Harris’s argument is that because the Independent State Auditor’s Report on the Use of Contract Employees by Certain State Agencies (Ex. E) demonstrates that “no employee, including a ‘contracted employee’, could be paid through the ‘03’ account,” Ms. Harris was impliedly not paid through the 03 account. (Pet. Br.) I have read and reread Ms. Harris’s argument, and, frankly, I do not understand her argument that she could not have been paid through the 03 account. In any event, her argument, which is based on an implication, as she admits, runs straight into unequivocal contrary evidence that Ms. Harris was indeed paid through the 03 account. Ms. Harris’s next argument is that even if MCB “mistakenly” paid Ms. Harris through the 03 account, she is still eligible to purchase back her service. She argues that the Legislature intended to create a comprehensive retirement system, not “an arbitrary system where eligibility could be denied based on mistake or gamesmanship by a payroll manager.” (Pet. Br.) At the hearing, Ms. Harris presented no evidence that she was mistakenly paid through the 03 account, a payroll manager engaged in gamesmanship, or MCB did not comply with “relevant law and established procedure.” (Pet. Br.) She does not cite to the record for her argument. She does not cite legal authority for her argument that she should be able to purchase service based “on the account that she should have been paid from.” (Pet. Br.)(emphasis in the original.) In fact, the law is against Ms. Harris. Young v. State Board of Retirement, CR-10-789 (CRAB 2018). As the Contributory Retirement Appeal Board stated: Because our decision turns on the statutory exclusion of contracted Commonwealth employees from the retirement law’s definition of “employee,”
we need not discuss whether Young’s conditions of employment and duties made her the equivalent of a regular employee of the Commonwealth. Id. A contracted employee may have an employer-employee relationship with the Commonwealth – and still be excluded from retirement benefits. Id. Conclusion and Order BRS correctly denied Ms. Harris’s application to purchase her past service as an 03 contracted employee. Its denial is affirmed. DIVISION OF ADMINISTRATIVE LAW APPEALS __________________________________ Kenneth Bresler Administrative Magistrate Dated: July 13, 2018
Cumulative Distribution Function (CDF) Mean Standard Deviation If (the Normal PDF), then no exact solution is known. Use z-tables or web calculator (). The area under the curve is always equal to exactly 1 (100% probability). Integral of PDF = CDF (Distribution) Use the density function, not the distribution function, to calculate and . Derivative of CDF = PDF (Density) Expected Value Needed to calculate Variance Variance Standard Deviation
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progress with the goals of the contract (e.g., if the contract is for turning in homework on time each day, keep a record of how many days this was done.) 5. Continuously monitor the contract. Provide feedback to the student on his or her progress, as warranted. Materials/ Resources/ Tips: Resources: • A quick Google search can provide many, many examples, but a few sample Behavior Contracts can be located at: (Includes a School Bus Behavior Contract example) Tips: Before you select a behavioral intervention, you may need to spend some time ensuring that your team is confident about what behavioral skill deficit you are addressing. Something to consider when doing behavioral intervention is that it may (i.e., PROBABLY WILL) take more than 4 weeks of intervention to effect change. Also, when you look at your behavior data to gauge progress, remember that behaviors DO sometimes increase before they begin to decrease after you apply an intervention. When possible, measure in terms of positive occurrences of behavior, rather than focusing on the negative (e.g., days homework WAS turned in.) Sample Methods for Tracking and Charting: The "Behavior Report Card Generator" at Intervention Central (found at is also a great tool for recording student behavioral data. This tool can be customized for the selected behavior(s) and provides daily or weekly data collection tools, along with a progress monitoring chart. Additional tools for the collection of behavioral data can be found at: There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows the student's progress. o The following link also provides various charting options if you prefer to create your own: Remember that what you're looking for here is progress monitoring data that you can use to track and chart the student's progress with this particular skill; select a method for tracking and charting that is easy for you, easy for the student and is consistent, so that you and your school team can determine if the intervention is working or not.
EasyCBM Progress Monitoring Score Interpretations Grade 2 Reading Measures - English Language and Spanish Language Word Reading Fluency Passage Reading Fluency MC Reading Comprehension Vocabulary Spanish Word Reading Fluency Spanish Sentence Reading Fluency Spr Spr Fall Win Spr Win Spr Spr Spr 10* ii 17 31 20 28 42 4 5 5 4 6 7 9 18 25 ii 24 27 20* 18 27 44 32 47 64 5 6 7 5 9 10 16 26 33 18 37 35 50* 39 51 66 58 82 100 7 10 10 10 12 12 33 43 46 39 58 56 75* 57 68 79 85 107 128 10 11 12 12 12 12 43 58 58 60 79 70 90* 72 81 90 111 128 155 11 12 12 12 12 12 56 67 70 76 102 92
Economic Development Goal 7. Kitsap County strives to promote food security, food economy, and public health by encouraging locally- based food production, distribution, and choice through urban agriculture, community gardens, farmers markets, and food access initiatives. Economic Development Policy 28. Promote inter-agency and intergovernmental cooperation to expand access to local foods, e.g., food hubs. Economic Development Goal 8. The lack of food related processing and distribution has created many gaps in Kitsap County’s food system. In order to improve the food sectors economic viability Kitsap County will enhance local and regional aggregation and distribution by increasing, and where necessary, creating, food processing infrastructure. Economic Development Policy 29. Strengthen the food value chain by supporting new congregation and distribution opportunities such as farm stands, farmers’ markets, and food hubs. The following policies should be moved to Economic Development strategies section. Strategy 1 – Regional Emphasis Projects and Programs: Encourage community gardens, school gardens, farm-to-school programs, farmers or public markets, and other small-scale, collaborative initiatives. Measuring, Monitoring and Evaluation: Assess whether publicly owned properties/facilities that are currently underutilized could be made available for one or more facets of the food system. Partnerships: Foster consistency of food policy across jurisdictions. Projects and Programs: Promote marketing opportunities across the food system. Measuring, Monitoring and Evaluation: Maintain affordable land for farmers through a range of potential innovations and new business models. Public Outreach: Raise the level of county-wide public awareness and understanding of Kitsap County agriculture, including its ecological, economic, open space and cultural value, and its importance to local food security. Measuring, Monitoring and Evaluation: Assess opportunities to reduce regulatory burdens and related expenses through means such as, streamlining of agricultural taxation exemption processes. Projects and Programs: Develop and adopt a Right-to-Farm ordinance; revise conditional use regulations to create a more agriculture-supportive climate. Strategy 2 – Focus on Community Development Projects and Programs: Educate the agricultural community regarding business and succession planning, and provide resource assistance.
life values include empirical knowledge which can allow one to use information tested by observation (Blais & Hayes, 2016). Additionally, culture, previous education, and religion dictates the philosophy of nursing by contributing to actions, omission /addition of care, and ones beliefs, respectively. Therefore, the inclusion of patients and their family/friends are important for planning, continuum of care, and maintenance. For example, a client with a higher education and a better socioeconomically upbringing may be more equip to just listening to doctors orders and weaning out misinformation. Whereas, and adolescent is more receptive to their peers and wants to do the opposite of what an adult recommends. Also, the same for different cultures. Some cultures, feel guidance and recommendations from other races are inadequate or do not correlate to the life they live. According to Denehy (2001, p. 1), “all these factors contribute to who we are, what we believe, and more importantly how we act.” Bioethical Principles The nurse must comprise the four major building blocks of theory to gain an obtainable and relatable philosophy (Blais & Hayes, 2016). The four major concepts include, but are not limited to the patient/client, the internal and external environment in which the client exist, the overall health of the individual, and what interventions and attributes they can contribute for beneficence. In my opinion, there are two major principles that can be included in those concepts to make for a responsible and accountable nurse. The two principles include: nonmaleficence and beneficence. Nonmaleficence requires the nurse to remain competent to prevent further injury. According to Pearson Education, “nonmaleficence is doing no harm instead of safeguarding the
Harold’s Parent Functions “Cheat Sheet” 20 September 2016 Function Name Parent Function Graph Characteristics Algebra Constant Domain: (∞, ∞) Range: [c, c] Inverse Function: Undefined (asymptote) Restrictions: c is a real number Odd/Even: Even General Form: Linear or Identity Domain: (∞, ∞) Range: (∞, ∞) Inverse Function: Restrictions: m ≠ 0 Odd/Even: Odd General Forms: Quadratic or Square Domain: (∞, ∞) Range: [0, ∞) Inverse Function: Restrictions: None Odd/Even: Even General Form: Square Root Domain: [0, ∞) Range: [0, ∞) Inverse Function: Restrictions: Odd/Even: Neither General Form:
Reciprocal or Rational Domain: (∞, 0) (0, ∞) Range: (∞, 0) (0, ∞) Inverse Function: Restrictions: x ≠ 0 Odd/Even: Odd General Form: Greatest Integer or Floor Domain: (∞, ∞) Range: (∞, ∞) whole numbers only Inverse Function: Undefined (asymptotic) Restrictions: Real numbers only Odd/Even: Neither General Form: Inverse Functions Domain of x Domain of y Range of y Range of x Inverse Function: By definition Restrictions: None Odd/Even: Odd General Form: Conic Sections Circle Domain: Range: Inverse Function: Same as parent Restrictions: None Odd/Even: Both Focus : General Forms:
Sine Domain: (∞, ∞) Range: [1, 1] Inverse Function: Restrictions: None Odd/Even: Odd General Form: Cosine Domain: (∞, ∞) Range: [1, 1] Inverse Function: Restrictions: None Odd/Even: Even General Form: Tangent Domain: (∞, ∞) except for Range: (∞, ∞) Inverse Function: Restrictions: Asymptotes at Odd/Even: Odd General Form: Secant Domain: (∞, ∞) except for Range: (∞,1] [1, ∞) Inverse Function: Restrictions: Range is bounded Odd/Even: Even General Form: Cosecant Domain: (∞, ∞) except for Range: (∞, -1] [1, ∞) Inverse Function: Restrictions: Range is bounded Odd/Even: Odd General Form: Cotangent Domain: (∞, ∞) except for Range: (∞, ∞) Inverse Function: Restrictions: Asymptotes at x = Odd/Even: Odd General Form:
General Form: Hyperbolic Arccosine Domain: [1, ∞) Range: [0, ∞) Inverse Function: Restrictions: Odd/Even: Neither General Form: Hyperbolic Arctangent Domain: (1, 1) Range: (∞, ∞) Inverse Function: Restrictions: Asymptotes at Odd/Even: Odd General Form: Hyperbolic Arcsecant Domain: (0, 1] Range: [0, ∞) Inverse Function: Restrictions: Odd/Even: Neither General Form: Hyperbolic Arccosecant Domain: (∞, 0) (0, ∞) Range: (∞, 0] [0, ∞) Inverse Function: Restrictions: Asymptotes at Odd/Even: Odd General Form: Hyperbolic Arccotangent Domain: Range: Inverse Function: Restrictions: Asymptotes at Odd/Even: Odd General Form:
PLAN COMPONENT ACTION STEPS PERSON(S) RESPONSIBLE FUNDING SOURCE EVIDENCE OF IMPACT Beginning Teachers (Years 1 – 2) 1. Title I Title II Sp. Ed. CTE County Mentoring Other: Evidence: 2. Total $: 3. Experienced 1. Title I Title II Sp. Ed. CTE County Evidence:
Table 1 Emergent Themes Disadvantages Consensus Advantages Need set standards (for comparison, for job qualification) Need someone qualified to assess you Some do not like group work Groups can agree marking beforehand Judge severely – needs tempering with experience Heavy workload/no time Students like responsibility Students need feedback/teaches feedback Appropriate to this age or younger Expand/bring into curriculum Removes them’ student-teacher divide Fairer form of assessment Encouraged deeper learning Work of higher standard Control group observed – wanted S&PA (fairer) Fosters critical thought, judgement More variety in assessment types Demands maturity Encourages introspection, 'you', selfimprovement Showed good judgement – become Self-esteem, -confidence – "opinion matters” – more vocal Encouraged cooperation/interactivity (help those in difficulty) Motivates – more student interest in work Permits fairer assessment of group tasks More student control, self-determination – agree criteria Student ownership of learning, independence, Encourages/needs/show openness/honesty Fosters self-reliance, responsibility Self x x x x x x x x x x x x x x x x x x x x x x A x x x x x x x x x B x x x x x x x x x C x x x x x x D x x x x x x E x x x x x F x x x x x x x x x x G x x x x x x x x H x x x x x x x x I x x x x x x x x J x x x x TOTAL 1 1 1 2 2 3 2 2 7 7 2 2 2 2 2 2 2 2 3 3 4 5 5 5 5 6 7 8
/ 2017-18 4th September 25th September 16th October 13th November 4th December 1St January 22nd January Beef & Onion Pie with New Potatoes Jacket Potato with Tuna Mayonnaise or Cheese Plum Crumble with Custard / Fresh Fruit Chicken Rogan Josh with Rice Vegetable Goulash with Rice Apricot Flapjack Lamb Lasagne with Garlic & Herb Focaccia Carrot & Lentil Lasagne with Garlic & Herb Focaccia Strawberry Ice Cream with Melon Wedges Roast Chicken with Thyme Gravy and Roast Potatoes Butternut Squash & Spinach Curry with Rice Carrot Cake with Custard Breaded Fish with Chips & Homemade Tomato Sauce Vegetable Burrito with Tomato Salsa & Chips Fruity Friday: Selection of Fresh Fruit with Greek Yoghurt 11th September 2nd October 30th October 20th November 11th December 8th January 29th January Lamb Keema with Rice Jacket Potato with Cheese & Baked Beans Raspberry Ripple Ice Cream with Fruit Mediterranean Chicken with Penne Pasta Chickpea Dahl with Rice Apple & Cinnamon Cake with Custard Roast Pork with Roast Potatoes Macaroni Cheese Wholemeal Shortbread with Orange Wedges Kenyan Chicken with Rice Vegetable Chow Mein Banana Cake with Custard Margarita Pizza with Chips Homemade Salmon Fishcake with Lemon Mayonnaise and Chips Fruity Friday: Selection of Fresh Fruit with Greek Yoghurt 18th September 9th October 6th November 27th November 18th December 15th January 5th February Pork Sausages with Mashed Potatoes and Onion Gravy Sage & Onion Sausages with Mashed Potatoes and Onion Gravy Apple Crumble with Custard Lamb Bolognaise with Spaghetti Vegetarian Bolognaise with Spaghetti Chocolate Sponge with Chocolate Sauce Jerk Chicken with Rice Chickpea & Potato Curry with Naan Bread Jelly & Fruit Shepherd’s Pie Vegetable Shepherdess Pie Pear & Ginger Cake with Custard Fish Finger with Homemade Tomato Sauce & Chips Cheese & Sweetcorn Frittata with Chips Fruity Friday: Selection of Fresh Fruit with Greek Yoghurt Available daily: Seasonal Vegetables, Salad Bar, Fresh Homemade Bread, Fresh Fruit Platter, Yoghurt
/ 2018 19th February 12th March 16th April 7th May 4th June 25th June 16th July Lamb and Vegetable Pie with New Potatoes Pasta Neapolitan Apple Strudel with Custard Chicken Tikka Masala with Rice Jacket Potato with Cheese & Baked Beans Strawberry Jelly with Fruit Beef Lasagne with Tomato & Basil Focaccia Carrot & Courgette Lasagne with Tomato & Basil Focaccia Bean & Sweet Potato Stir with Rice Chocolate & Banana Cake with Custard Roast Lemon & Thyme Chicken with Roast Potatoes Vegetable Biryani Apricot Flapjack Fish Finger with Chips & Homemade Tomato Ketchup Sweet Potato & Red Pepper Pattie with Paprika Mayonnaise and Chips Fruity Friday: Selection of Fresh Fruit & Greek Yoghurt 26th February 19th March 23rd April 14th May 11th June 2nd July 23rd July Lamb Bolognaise with Spaghetti Vegetable Bolognaise with Spaghetti Vanilla Ice Cream with Fruit Chicken & Sweetcorn Pie with New Potatoes Jacket Potato with Tuna Mayonnaise or Beans Carrot & Oat Muffin Cake with Custard Cottage Pie Tomato & Basil Pasta Vegetarian Cottage Pie Wholemeal Shortbread with Orange Wedges Cajun Spiced Chicken with Rice Singapore Noodles Lemon & Yoghurt Cake with Custard Homemade Cheese & Tomato Pizza with Chips Salmon Paella Fruity Friday: Selection of Fresh Fruit & Greek Yoghurt 5th March 26th March 30th April 21st May 18Th June 9th July Pork Sausages with Mashed Potatoes & Gravy Carrot & Sage Vegetarian Sausage with Mashed Potatoes Fruit Compote with Natural Yoghurt Lamb Ragu with Penne Pasta Roasted Vegetables with Penne Pasta Strawberry Ice Cream with Fruit Roast of the Day with Roast Potatoes Savoury Pin Wheel With Roast Potatoes Chocolate & Beetroot Cake with Chocolate Sauce BBQ Meatballs with Rice Macaroni Cheese Peach Crumble with Custard Breaded Fish with Chips & Homemade Tomato Salsa Mixed Bean Enchilada with Chips Fruity Friday: Selection of Fresh Fruit & Greek Yoghurt Available daily: Seasonal Vegetables, Salad Bar, Fresh Homemade Bread, Fresh Fruit Platter, Yoghurt
It became their obvious intention to kiss the ceiling. They kissed it. And then, neutralizing gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time. It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on. It was then that the Bergerons’ television tube burned out. Hazel turned to comment about the blackout to George. But George had gone out into the kitchen for a can of beer. George came back in with the beer, paused while a handicap signal shook him up. And then he sat down again. “You been crying?” he said to Hazel. “Yup,” she said. “What about?” he said. “I forget,” she said. “Something real sad on television.” “What was it?” he said. “It’s all kind of mixed up in my mind,” said Hazel. “Forget sad things,” said George. “I always do,” said Hazel. “That’s my girl,” said George. He winced. There was the sound of a riveting-gun in his head. “Gee—I could tell that one was a doozy,” said Hazel. “You can say that again,” said George. “Gee—” said Hazel, “I could tell that one was a doozy.”