zilongwang/ReadingBank huggingface dataset:
Whereas, both troopers ensured the people were in a dry patrol car. Because the survivors were from out of state and their vehicles were lost, Senior Trooper Colbert and Senior Trooper Trotter drove them to a hotel and stayed until they were checked in; and Whereas, before joining the South Carolina Highway Patrol, Senior Trooper Colbert graduated from Airport High School in 2005. Originally from Ocala, Florida, he is married to Taylor. Also honored as one of three Medal of Valor winners for 2015, Senior Trooper Colbert joined the SCHP in July 2012 and is assigned to Troop One, Post D; and Whereas, grateful for his outstanding work on behalf of the citizens of this State, the members of the South Carolina Senate take great pleasure in saluting Senior Trooper Gabriel M. Colbert on being named 2015 Trooper of the Year. Now, therefore, Be it resolved by the Senate: That the members of the South Carolina Senate, by this resolution, honor and commend Senior Trooper Gabriel M. Colbert of Lexington County upon being named South Carolina Highway Patrol Trooper of the Year for 2015 and express deep gratitude for his meritorious service to the citizens of his community. Be it further resolved that a copy of this resolution be presented to Senior Trooper Gabriel M. Colbert. XX
Table 3a - Summary item scores for included studies on the Theory Coding Scheme Is theory mentioned? Are the relevant theoretical constructs targeted? Is theory used to select recipients or tailor interventions? Are the relevant theoretical constructs measured? Is theory tested? Is theory refined? Aittasalo 2012 U U N N N N Armitage 2011 U U N U U N Bamberg 2006 U N N Y U N Bamberg 2013 Y U U U U N Ben-Elia 2011 U N N N N N Eriksson 2008 Y N N U U N Fujii 2005 Y U N N N N Garvill 2003 U U N U U N Jakobsson 2002 Y U N N N N Matthies 2006 Y U N U U N Mutrie 2002 Y N U U N N Tertoolen 1998 U N N N N N Thogersen 2008 U U U U N N 1 Where Y: meets all criteria for this summary item; U: meets some of the criteria for this summary item or it is unclear if the criteria are met; N: does not meet the criteria for this summary item. The six summary items are derived from the 19 individual items.
Isolation requirements for other certified seed Crop Minimum distance from any certified crop of the same variety(m) Minimum distance from any uncertified crop of the variety or any other variety of the same kind(m) Minimum distance from any other variety of the same kind where there is a difference of >4 weeks in time of flowering(m) Barley Beans Cowpeas Groundnuts Oats Rice Sorghums Soya Sunflower Velvet- bean Wheat 3 3 3 3 3 3 3 3 800 3 3 3 3 3 3 3 3 200 100 800 300 3 3 3 3 100 3 3 100 3 800 3 3 source: Copeland & McDonald, 1995 Wind vs insect pollinated plants: The former require shorter distances than the latter. For example: Isolation distance for certified seed of millets(cross-pollinated by insects) is 200m and that of grasses (wind pollinated) is 50 m. Temporal /Time isolation: - One crop is grown and timed to flower before other crops reach the reproductive stage - its advantage over distance isolation is that two crops can be grown/planted side by side and, therefore, facilitates seed production by small farms(no big requirement for distance isolation) - Requires irrigation facilities - There is no pressure for labor among different crop fields. Pea demand for labor is spread. Example: maize i) A single cross hybrid SC 701 commercial crop planted first, followed by an SC 701 seed crop planted 29 days later; the two crops must be separated by at least 10 barrier (border rows). Thus the two crops can be separated by about 10 m instead of about 163m (150 m plus 14 border rows). The approach is risky, 29 days may be too short, smaller commercial plants may result in late pollen shading. ii) An SC 701 seed crop planted first, followed by an SC 701 commercial crop planted 40 days later and the two crops must be separated by 10 male barrier rows. Possible reason for the above scenario ( more days required when seed crop is planted first than when it is planted second ) is the faster growth of the hybrid commercial crop
Table 1. Count of PRUs that applied to convert to an academy 2013-2018, by government office region (GOR) and local authority (LA): GOR LA Number of applications East Midlands Derbyshire 3 Nottingham 1 Northamptonshire 1 East of England Cambridgeshire 2 Essex 2 Norfolk 1 Suffolk 6 Hertfordshire 1 London Barnet 1 Hammersmith and Fulham 1 Hillingdon 1 Kensington and Chelsea 1 Westminster 1 Bexley 1 Lambeth 2 Sutton 1 North East Hartlepool 1 Middlesbrough 3 North West Bolton 4 Liverpool 1 Manchester 2 Stockport 1 Warrington 1 Wigan 1 South East Buckinghamshire 1 Milton Keynes 1 Oxfordshire 1 Slough 1 East Sussex 1 Kent 1 Medway 1 South West Bristol City of 2 Gloucestershire 1 Plymouth 1 West Midlands Staffordshire 1 Stoke-on-Trent 2 Walsall 1 Worcestershire 2 Yorkshire and the Humber Kingston upon Hull City of 4 North East Lincolnshire 1 North Lincolnshire 1 York 1 Bradford 2 Calderdale 1 Kirklees 3 Grand Total 70 Source: Internal Management Information and Get Information about Schools extract (January 2018)
complimentary passes instead of concession. The complimentary passes are issued by the office of Divisional Railway Manager concerned as well as headquarter office of North Western Railway. NOTE: No person or party will be allowed two or more concession at one time, (2) All concessional fares shall be calculated on the basis of fares for Mail/Express trains irrespective of the type of train, i.e .Mail or Express or passenger, by which the passenger travels (3) No concession in Rail fare is admissible by Rajdhani/Shatabdi Express trains, except for senior citizen (4) Concessional tickets to higher class:- In cases where some person is eligible for concession in first class and is allowed under the rules to purchase ticket for AC2 Tier also on payment of difference of fares, the safety, surcharge will be levied for AC2 Tier (and not first class)
Journal of Teacher Education, 56(3), 229-234. Ladson-Billings, G. (2009). Just what is critical race theory and what’s it doing in a nice field like education? In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 17-36). New York, NY: Routledge. Larson, C. (1997). Is the land of Oz an alien nation? A sociopolitical study of school community conflict. Educational Administration Quarterly, 33(3), 312-350. Larson, C. L. & Ovando, C. J. (2001). The color of bureaucracy: The politics of equity in multicultural school communities. Belmont, CA: Wadsworth. Lauerman, J.F. (2000). Voices of insight and power: Recruiting and supporting minority teachers in public schools. New York, NY: Rockefeller Brothers Fund. Lin, N. (2001). Social capital: A theory of social structure and action. New York, NY: Cambridge University Press. Lincoln, Y.S., and Guba, E.G. (1985). Naturalistic inquiry. Thousand Oaks, CA: SAGE Publications. Litowitz, D.E. (2009). Some critical thoughts on critical race theory. In E. Taylor, D. Gillborn, & G. Ladson-Billings (Eds.), Foundations of critical race theory in education (pp. 291-310). New York, NY: Routledge. Llagas, C. & Snyder, T.D. (2003). Status and trends in the education of Hispanics (NCES 2003 - 2008). Washington, DC: Department of Education, National Center for Education Statistics. Lopez, E.M. (1995). Challenges and resources of Mexican American students within the family, peer group, and university: Age and gender patterns. Hispanic Journal of Behavioral Sciences, 17, 499-508.
Skytop also asserts that being subject to the Commission’s jurisdiction will be burdensome, with attendant costs for rate cases and other regulatory costs, with such costs being borne by the users of the systems. Petition, ¶ 27. Skytop argues that, pursuant to the Commission’s policy statement found at 52 Pa.Code § 69.1401, Guidelines for Determining Public Utility Status, and relevant Commission decisions and appellate case law, it is not a public utility and therefore not subject to the Commission’s jurisdiction regarding the provision of water and sewer service to these 74 customers. Skytop argues that its circumstances meet the policy criteria to support a determination of non-public utility status because the utility service is merely incidental to Skytop’s primary business, its systems would require significant revision to serve others, and that service is provided to a defined, privileged, and limited group of customers where the purveyor of services has control over the person selected to be provided service. Skytop argues its circumstances are distinguishable from a line of Commission decisions (and related appellate decisions) that hold that a private entity generally situated like Skytop that provides utility services only to renters of residences is not a public utility, whereas a private entity that provides utility services to purchasers of residences is a public utility. See Drexelbrook Assoc. v. Pa. PUC, 418 Pa. 430, 430-432, 212 A.2d 237, 237-40 (service customers were renters, therefore landlord not a public utility because landlord could control selection of renters); Warwick Water Works Inc. v. Pa. PUC., 699 A.2d 770 (Pa.Cmwlth. 1997) (Warwick) (service customers owned their townhouses and could sell their house to anyone, and thus utility provider could not select customers and hence was a public utility); Nemacolin Woodlands Resorts and Spa d/b/a NWL Co., 91 Pa. PUC 654, 1998 WL 1748541 (Pa. PUC 1998) (Nemacolin) (materially similar to Warwick). Skytop must distinguish these cases because Skytop’s customers are purchasers of their residences; thus if this line of cases is followed, Skytop would be a public utility.
We note that any issue we do not specifically address herein has been duly considered and will be denied without further discussion. It is well settled that we are not required to consider expressly or at length each contention or argument raised by the Parties. also see, generally, A. Legal Standards Governing Emergency Relief The purpose of an interim emergency order is to grant or deny injunctive relief during the pendency of a proceeding. 52 Pa. Code § 3.1. The standards that govern the issuance of interim emergency orders are set forth at 52 Pa. Code § 3.6. Section 3.6 requires that a petition for interim emergency relief be supported by a verified statement of facts that establishes the existence of the need for emergency relief, including facts to support the following: (1) The petitioner’s right to relief is clear. (2) The need for relief is immediate. (3) The injury would be irreparable if relief is not granted. (4) The relief requested is not injurious to the public interest. 52 Pa. Code § 3.6(b). The Commission may grant interim emergency relief only when all of the foregoing elements exist. Glade Park East Home Owners Association v. Pa. PUC, 628 A.2d 468, 473 (Pa. Cmwlth. 1993). As to the first element, the Commission has determined that it is not necessary to determine the merits of a controversy in order to find that a petitioner’s right to relief is clear; rather, the basis for determining whether this standard has been met is whether a petitioner has raised “substantial legal questions.” Core Communications, Inc.
APSCL/Pro-02/2018/1994(ছ) Technical Specifications No Description of Item: Qty. Unit 1 Silica Gel Size: A2---5 BLUE or Diameter of granules 3.6mm average (As per Sample) 50 kg 2 Silica Gel Pot Length: 10.63 inch or 27cm (2 pcs 10.63 inch each ) Diameter: 8.4cm Wall Thickness: 3mm (As per Sample) 21.26 inch 3 Silica Gel Pot Length: 7.87 inch or 20cm (12 pcs 7.87 inch each) Diameter: 8.4cm Wall Thickness: 3mm (As per Sample) 94.44 inch 4 Naphthalene Moth Balls Color: White Ball Size: Large (As per Sample) 25 Packet(1 packet=250gm) 5 Hacksaw Blade Size: 24T Country of origin: Switzerland (As per Sample) 36 Pc 6 Hacksaw Blade Frame Size: 12” Model: 5104/12 (As per Sample) 2 Pc 7 Danger Tape/ Caution Tape Size: 75mm Wide X 100m Length Color: Red, Yellow Material: Polyethylene Legend: DANGER, CAUTION (As per Sample) 10 Pc 8 WD- 40 277 ML / 226 G Country of origin: USA (As per Sample) 24 Pc
9 Contact Spray Sprayway 789 (As per Sample) 12 Pc 10 6-32mm CV Combination Spanner Set 25 pcs, Brand: Senator Model: SEN- 582- 4600K Manufactured by: KENNEDY (As per Sample) 1 Set 11 Aluminum Ladder Double Part (Platform Type) 8 Feet (8 Steps) Manufacturer: Everlast Coumtry of origin: Malaysia (As per Sample) 1 Pc 12 Aluminum Ladder Double Part (Platform Type) 10 Feet (10 Steps) Manufacturer: Everlast Country of origin: Malaysia (As per Sample) 1 Pc 13 Analog Vernier Scale Material: Stainless Steel Measurement Object: Length Range: 0-150mm Resolution: 0.02 Precision: 0.02 Manufacturer: Insize Country of Origin: Taiwan or equivalent 1 Pc 14 Measuring Tape 50 Meter / 164 Feet Measuring Tape Reel (Enclosed Type) As per sample 2 Pc 15 7.5 Meter /24.6 Feet Sliding (Steel) Measuring Tape Manufacturer: Wins (As per Sample) 2 Pc 16 Osaka PVC Tape 18mm x 10Yds Color: Red, Black, Yellow As per sample 4 Dozen 17 Masking Tape (White) Size: Width 48.25mm As per sample 20 Pc
18 Masking Tape (White) Size: Width 24.40mm As per sample 50 Pc 19 High Quality PTEF Teflon Tape 20m x 12mm x 0.076mm Manufacturer: Pedrollo (As per Sample) 50 Pc 20 Tool Bag (As per Sample) 2 Pc 21 Umbrella Size: Medium Color: Black (As per Sample) 4 Pc 22 Ucliptus Wooden Block Size: 30”x10”x10” (As per Sample) 4 Pc 23 Ucliptus Wooden Block Size: 30”x8”x8” (As per Sample) 4 Pc 24 Ucliptus Wooden Block Size: 18”x10”x10” (As per Sample) 4 Pc 25 Ucliptus Wooden Block Size: 18”x8”x8” (As per Sample) 4 Pc 26 Ucliptus Wooden Block Size: 12”x6”x6” (As per Sample) 4 Pc 27 Chain Pulley Capacity: 1 Ton Model Number: VH5-10 Standard Lift (m): 2.5 Net Weight (kg): 11.5 Gross Weight (Kg): 12.0 Pull to Lift Load (Kgf): 33 Test Load (t): 1.5 Manufacturer: Vital Country of origin: Japan. (As per sample) 1 Pc
Math - 129 January 11 – May 3, 2017 ( TR ) Monday Tuesday Wednesday Thursday Friday Jan 9 Jan 10 Jan 11 First day of classes Jan 12 7.1-Integration by Substitution 7.2-Integration by Parts Jan 13 Jan 16 Martin Luther King, Jr. Day – No Classes Jan 17 7.2-cont’d Jan 18 Jan 19 7.3-Tables of Integrals Jan 20 Jan 23 Jan 24 7.4-Partial Fractions & Trig Sub Jan 25 Last Day to Drop with Deletion from Record Jan 26 7.4-cont’d Jan 27 Jan 30 Jan 31 7.5-Numerical Methods 7.6-Improper Integrals Feb 1 Feb 2 7.6-cont’d Feb 3 Feb 6 Feb 7 EXAM 1 Last Day to Apply for GRO Feb 8 Feb 9 7.7-Comparison of Improper Integrals Feb 10 Feb 13 Feb 14 7.7-cont’d 8.1-Areas & Volumes Feb 15 Feb 16 8.1-cont’d 8.2-Applications to Geometry Feb 17 Feb 20 Feb 21 8.2-cont’d Feb 22 Feb 23 8.4-Density Feb 24 Feb 27 Feb 28 8.5-Applications to Physics OR 8.7-Distribution Functions Mar 1 Mar 2 8.5-cont’d OR 8.8-Probabiliy, Mean and Median Mar 3 Mar 6 Mar 7 9.1-Sequences 9.2-Geometric series Mar 8 Mar 9 9.3-Convergence of series Mar 10
Table S1 Peak assignment for ATR-FTIR spectra of unreacted NOM and NOM sorbed to minerals. Peak position (cm-1) Assignment Reference 1660−1642 C=O stretch of amides Heckman et al. (2011) and references therein 1592−1582 Asymmetric COO- stretch Heckman et al. (2011), Chen et al. (2014), and references therein 1456 CH2 scissoring Heckman et al. (2011) and references therein 1414−1404 Symmetric COO- stretch Heckman et al. (2011), Chen et al. (2014), Chorover and Amistadi (2001), and references therein 1390 COO−metal stretch Chen et al. (2014), and references therein 1265−1264 C−O stretch of polysaccharides, OH deformation of COOH, C−O stretching of phenolic OH Heckman et al. (2011), Artz et al. (2008), and references therein 1120 C−O stretch of polysaccharides Chen et al. (2014), and references therein 1051−1041 C−O stretch of polysaccharides Heckman et al. (2011), Chen et al. (2014), and references therein
GRNI (Goods Received Not Invoiced) niet gefactureerde wel geleverde goederen Accrual tegenrekening voor ontvangen nog niet gefactureerde goederen audit trail controle traject purchase aankoop, inkoop suppliers leveranciers appropriate geschikt Meet overeenkomen requirements eisen purpose doel, opzet Reliable betrouwbaar Sound gezond preferred gewenst sustainable duurzame value for money waar voor je geld segregation scheiding collusion heimelijke afspraken unconnected parts dingen die eigen leven gaan leiden retrospectively terugkijkend deliberate opzettelijk to breach inbreuk maken Policy beleid to procure verwerken to distinguish onderscheiden capital goods investeringen expenses uitgaven, kosten Bearing invloed
PRESENTATION SKILLS Distinguished (5) Proficient (3) Basic (1) Below Basic (0) Presenter Engagement with the Audience Use of direct eye contact for entire presentation. Consistently engages the audience through appropriate levels of emotion throughout. Does not need to rely on notes for prompting Use of direct eye contact most of the time. Engages the audience through appropriate levels of emotion most of the time. Relies on notes for prompting only. Minimal eye contact with audience. Inconsistently engages the audience through appropriate levels of emotion. Often reads from notes. No eye contact. Does not engage the audience through appropriate levels of emotion throughout. Entirely read from notes Language/ Clarity Advanced use of grammar and vocabulary. All words are pronounced correctly. No use of filler words (like, you know, etc.). Proficient use of grammar and vocabulary. Most words are pronounced correctly. Minimal use of filler words (like, you know, etc.). Basic use of grammar and vocabulary. Seldom are words pronounced correctly. Significant use of filler words (like, you know, etc.). Below basic use of grammar and vocabulary. Distracting use of filler words (like, you know, etc.) Voice/Volume/ Rate Always speaks with clarity Volume is at a level where audience can easily hear throughout. Pace is appropriate. Speaks with clarity most of the time. Volume is at a level where audience can hear most of the time. Sometimes speaks with clarity. Volume is inconsistent; audience struggles to hear. Pace is inconsistent. Does not speak clearly or is not easily heard. Speaker is inaudible. VISUAL ENHANCEMENT (Based upon Assignment Requirements) Distinguished (5) Proficient(3) Basic(1) Below Basic (0) Visual Enhancement/Handout Creatively uses high quality visuals/ media/ technology that clearly supports and enhances the presentation. Uses Visuals/media/ technology that support the presentation. Uses visuals/media/ technology that provides limited support of the presentation. No use of visuals/media/technology to support the presentation. Appearance Appearance is appropriate for the presentation topic. Appearance is not appropriate for presentation. Comments: _________/40 ÷ 2 = _________/20
PGI1t-Fa,b AAAAATGGGAGACCGGTCTCCTAAAACAAATCGCTCTTAAATAT PGI1t-Ra CTGCAGGTAGTTTAGTGTTTTTCTTCC For construction of cassette THIS5-TPGI1 HIS5t-Fa CTCGAGATAGATTAATTTAAACAGTATATGTAC HIS5t-Ra,b AGAGCGATTTGTGGATCCAAATTCATCCTCTATCATAG PGI1t-Fa,b GAGGATGAATTTGGATCCACAAATCGCTCTTAAATATAT PGI1t-Ra CGAGCTCGTAGTTTAGTGTTTTTCTTCC a Restriction site was in italic. b Homologous overhang-nucleotides were underlined
Supplementary Table S2. The Codon-optimized sequences of CrtZ, CCD and ALD involved in this study Protein Encoding sequences CrtZ from Agrobacterium aurantiacum (Aa_CrtZ) CrtZ from Alcaligenes sp. PC-1 (As_CrtZ) CrtZ from Erwinia uredovora (Eu_CrtZ) CrtZ from Pantoea agglomerans (Pa_CrtZ)
Where there are concerns of extremism or radicalisation, children and staff will be encouraged to make use of our internal systems to Whistle Blow or raise any issue in confidence (see Whistle Blowing Policy). Any concerns will be reported and recorded in line with normal safeguarding procedures (see safeguarding policy). Our Nominated Safeguarding Person is...................................................................................... Legal framework Primary legislation Children Act (1989 s47) Protection of Children Act (1999) The Children Act (Every Child Matters) (2004) Safeguarding Vulnerable Groups Act (2006) Secondary legislation Counter Terrorism and Security Act (2015) Further guidance Working Together to Safeguard Children (HMG 2012) The Common Assessment Framework for Children and Young People: A Guide for Practitioners (CWDC 2010) Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007) Information Sharing: Guidance for Practitioners and Managers (HMG 2008) (HMG 2006) Independent Safeguarding Authority: The Prevent Duty (HMG June 2015)
This policy was adopted at a meeting of Twinkle Totz Day Nursery Ltd Held on May 2017 Date to be reviewed May 2018 Signed on behalf of the provider Name of signatory Susan Kaur Dhillon Role of signatory Director Other useful Pre-school Learning Alliance publications Safeguarding Children (2010)
Foundational Learning Fluid power transmission Pressure / force / area relationship Pushing vs. pulling (you can’t “pull”) How pushing force and distance affect moment (torque) Effect of pushing at an angle when calculating moment Key Terminology Area: a measurement of surface. Cylinder: the outer container of a fluid power actuator. Degrees of freedom: the number of axes upon which a device may move or rotate. For example the human arm has seven degrees of freedom: three at the shoulder joint, one at the elbow, and three at the wrist. End effector: the tool at the end of a robot arm that accomplishes the desired task. Often used to grasp objects, it may be any type of tool, including a spray gun or welder. Moment: a twist, or torque, created by a force acting at a distance from a pivot point. Piston: the sliding component inside a cylinder. Pressure: a force distributed evenly over a surface. Force: a push or pull upon one object exerted by a second object. Estimated Time Total time 8–12 hours: 2–3 hours of lesson time 5–7 hours of build and testing time 1–2 hours of activity/competition time Recommended Number of Students Two students per arm to a maximum of 20 students, based on BC Technology Educators' Best Practice Guide If time and resources permit, having each student build their own robot arm allows them to take the arm home at the end of the activity. Facilities A multipurpose tech studies shop or lab with access to: Drawing or sketching resources Drills (ideally drill presses)
Robot Arm Quiz Name: Date: Block: Score: /16 Matching—Place the letter that best represents the term in the column indicated. (0.5 mark each–6 marks) Place Letter Here Term Hydraulic power A Force / Area B About 100 kPa in metric, about 15 psi in imperial C A metric unit of force, about equal to a mass of 100 g Pneumatic power Pressure Air pressure at sea level D 10 cm 100 g E Fluid power using a liquid such as oil or water as the fluid F The metric unit of torque, the newton metre Bleeding Moment Newton G A weight or spring added to the back of your robot arm to assist with lifting the load H Fluid power using a gas such as air as the fluid I The imperial unit of torque, the foot pound Nm Ft. lb. Live load J The weight of the structure; in this case, the weight of the arm K Removing air bubbles from a hydraulic system L The weight of the object you are moving Dead load Counterbalance
12B Stuarts Revision Plan 2016 1D Stuart Britain and the Crisis of Monarchy AS exam: Wednesday 18th May 1:30 pm. Week beginning: Wednesday P4 Thursday P2 & 4 11th April No lesson – Russia Collect 01 questions on reluctant regicides from hwk Look at exam papers and discuss expectations, timing, etc Look at course spec and discuss key themes and people to revise Organise files and notes to be on top of revision. 18th April Changed - Russia! Using marked 01 questions from hwk and examiner’s comments from AQA website discuss expectations for 01 question Write a 01 question in class – period 2 Peer mark and discuss - period 4 Set 02/03 question for hwk 25th April No lesson – Russia Collect 02/03 questions from hwk Plan more 01 questions and content revision 2nd May Using marked 02/03 questions from hwk and discuss expectations for 02/03 questions Write a 02/03 question in class period 2 Peer mark and discuss – period 4 9th May No lesson - Russia Reminders on structure for both types of question Plan more 02/03 questions and content revision 16th May Double Stuarts as last Stuarts lesson before the exam (this afternoon!) Any last questions about structure or content No lessons – after exam!
C1 fully correct method leading to y = –4 or x = 2 or (y + 4)2 = 0 or (x – 2)2 = 0 and statement, eg only one point of intersection so the line is a tangent to the circle 20 Proof C1 draws OC and considers angles in an isosceles triangle (algebraic notation may be used, eg two angles labelled x) C1 finds sum of angles in triangle ABC, eg x + x + y + y = 180, or sum of angles at O, eg 180 – 2x + 180 – 2y C1 complete method leading to ACB = 90 C1 complete proof with all reasons given, eg base angles of an isosceles triangle are equal, angles in a triangle add up to 180º, angles on a straight line add up to 180º Paper: 1MA1/3H Question Working Answer Mark Notes 21 P1 for process to find (= b – a) or (= a – b) P1 for process to find (= –b + a + 2a) or (= –k(b – a) + 2a) or (= –b + a + k(b – a) or b + (1 – k)(a – b)) P1 for process to find two of , and P1 for process to find k, using as a multiple of or using as a multiple of or using as a multiple of A1 for oe
That it is not aware of any connection between it or any of its directors or senior managers and the directors and staff of SCI which may affect the outcome of the selection process. If there are such connections the Bidder is required to disclose them. Whether or not there are any existing contacts between SCI, and any other Save the Children entity, and it and if there are any arrangements which have been put in place over the last twenty four (24) months. That it has not communicated to anyone other than SCI the amount or approximate amount of the Proposal. That it has not and will not offer pay or give any sum of money commission, gift, inducement or other financial benefit directly or indirectly to any person for doing or omitting to do any act in relation to the Proposal process. Assignment and novation All Bidders are required to confirm that they will if required be willing to enter into a contract on similar terms with either SCI or any other Save the Children entity if so required. PART 3: TERMS AND CONDITIONS OF PURCHASE 1 Definitions and Interpretation These terms and conditions ("Conditions") provide the basis of the contract between the supplier ("Supplier") and Save the Children International (the "Customer"), in relation to the purchase order ("Order") (the Order and the Conditions are together referred to as the "Contract"). All references in these terms and conditions to defined terms - Goods, Services, Prices and Delivery - refer to the relevant provisions of the Order. 2 Quality and Defects 2.1 The Goods and the Services shall, as appropriate: a) correspond with their description in the Order and any applicable specification;
Grade 1/2C Timetable Monday Tuesday Wednesday Thursday Friday – Morning Duty – Oval 8.45am 9.00am ASSEMBLY Roll/Cued Artic./Tuck Roll/Cued Artic./Tuck Roll/Cued Artic./Tuck Roll/Cued Artic./Tuck Roll/Cued Artic./Tucker Blends Reading: Independent Reading Big Book Guided Reading/Group Rotations Cooking with Grade 1 Reading: Independent Reading Big Book Guided Reading/Group Rotations Reading: Independent Reading Big Book Guided Reading/Group Rotations 10.00am Fruit Time Fruit Time Fruit Time Fruit Time Fruit Time Reading: Big Book Independent Reading Guided Reading/Group Rotations Writing: Handwriting Lesson Modelled and Guided/Independent Genre writing Writing: Writing up cooking recipe using 2 levels of proforma Writing: Modelled and Guided/Independent Genre writing Handwriting Lesson Writing: Handwriting Lesson Free Writing Friday Guided Group - Kyan, Cooper, Rosie, Stuart, Gareth 11.00am RECESS RECESS RECESS RECESS RECESS Duty Oval first half 11.30am Writing: Modelled Weekend recount – Who, What etc.. Maths Counting strategies. 30 min Hands On Activities Current Topic Circle Time PE With Mr McLellan Maths Counting strategies. 30 min Hands On Activities Current Topic iPad partner maths. Integrated Studies Maths Counting strategies. 30 min Hands On Acts. iPad maths – Grade 1s. Grade 2 work with teacher. Circle Time Library with Mr Tan Maths Counting strategies. 30 min Hands On Acts. Current Topic LOTE With Madame Anastasia MUSIC With Mrs Ray Maths Counting strategies. 30 min Hands On Activities Current Topic Integrated Studies Circle Time 1.30pm LUNCH LUNCH LUNCH LUNCH 2nd Half Duty LUNCH Duty oval first half Integrated Studies Show and Tell Grade 2 Art with Kirsten Haworth Integrated Studies Show and Tell 3.00 PMP with Grade 2B Integrated Studies Show and Tell ASSEMBLY Show and Tell
sysstat \ unixODBC \ unixODBC-devel Install missing rpms:- # yum install oracle-rdbms-server-12cR1-preinstall MEMORY_TARGET During installation you can encounter typical error commonly know by DBAs ORA-00845: MEMORY_TARGET not supported on this system Oracle is using for automatic memory management Linux shared segemnts. Usually they are too small but you can modify it on-the-fly. For this presentation we need 2500M. Just modify entry in “/etc/fstab” to have persistent settings between reboot of your machine (on both nodes) # tmpfs /dev/shm tmpfs size=2500M 0 0 remount it # mount -o remount tmpfs and verify # mount | grep tmpfs # tmpfs on /dev/shm type tmpfs (rw,size=2500M) DNS configuration:- Option 1 : Use additional DNS server Option 2: Use DNSMASQ feature Option 1: Page 12 Option 2:- Configure dnsmasq for SCAN (for both node) [root@rac12c-pub1 ~]# yum install dnsmasq [root@rac12c-pub1 ~]# cat /etc/racdns #scan
5. To what extent has your DCP team incorporated new ways of working as a team? Answer Response % Strong extent 17 29% Moderate extent 36 61% Little extent 5 8% No extent 1 2% Total 59 100% 7. How would you rate the productivity of your monthly DCP team meetings? Question Very Productive Somewhat Productive Somewhat Unproductive Very Unproductive Total Responses How things were at the start of DCP 23% 55% 20% 2% 60 How things are now 49% 44% 7% 0% 57 8. How would you describe your team's productivity in terms of making progress on tasks between DCP meetings? Question Very Productive Somewhat Productive Somewhat Unproductive Very Unproductive Total Responses How things were at the start of DCP 17% 52% 28% 3% 60 How things are now 31% 62% 7% 0% 58 9. In your opinion, how would you describe your team's progress in relation to its DCP workplan? Answer Response % Largely On Track 34 58% Somewhat On Track 21 36% Somewhat Off Track 4 7% Very Off Track 0 0% Total 59 100%
21. To what extent has your experience with DCP impacted you as an individual? Question Strong Positive Impact Moderate Positive Impact Little or No Impact Moderate Negative Impact Strong Negative Impact Total Responses Problem-solving approach 43% 50% 7% 0% 0% 60 Way of communicating with others 55% 37% 8% 0% 0% 60 Day-to-day practice as an educator 28% 47% 25% 0% 0% 57 Vision for improving student achievement 40% 47% 13% 0% 0% 60 23. To what extent has the experience with DCP impacted your DCP team? Question Strong Positive Impact Moderate Positive Impact Little or No Impact Moderate Negative Impact Strong Negative Impact Total Responses Problem-solving approach 43% 52% 5% 0% 0% 60 Way of communicating with others 50% 48% 2% 0% 0% 60 Day-to-day practice as educators 30% 48% 22% 0% 0% 60 Vision for improving student achievement 37% 57% 7% 0% 0% 60 24. To what extent has the experience with DCP impacted your district more broadly? Question Strong Positive Impact Moderate Positive Impact Little or No Impact Moderate Negative Impact Strong Negative Impact Total Responses Problem-solving approach 28% 48% 23% 0% 0% 60 Way of communicating with others 24% 56% 20% 0% 0% 59 Day-to-day practice as educators 15% 49% 36% 0% 0% 59 Vision for improving student achievement 27% 50% 23% 0% 0% 60
Commands to Use/Learn Cardinal directions Circle Copy Dimstyle Grid Limits Line Linetype Midpoint Move Polyline Print/plot Snap Spline Text Trim Units Zoom Part 1: Starting Your Drawing Starting with a New Drawing To start a new drawing from scratch, follow the steps below: Open up an imperial border template drawing in your CAD software. Grid and Snap set-up: set both to 2'. Limits set-up: 0,0,0 and upper right corner 32',24' are set at the command line by typing LIMITS and pressing enter to cycle through the choices to ensure they are correct. Dimstyle, Units, and Print/Plot MUST be set to the values in the screen captures for architectural drawing: Under Dimstyle, set “Unit format” to “Architectural” (Figure 2) In the Units window, set “Type” to “Architectural” (Figure 3) Look at Figures 2, 3, and 4 and apply all settings carefully in AutoCAD. All other Default settings are satisfactory, though they can be changed if required. Save your drawing as mybuilding.dwg.
SCHEME OF EXAMINATION and SYLLABI for Bachelor of Technology Tool Engineering Offered by University School of Engineering and Technology 1st SEMESTER TO 8th SEMESTER Guru Gobind Singh Indraprastha University Dwarka, Delhi – 110078 [INDIA] BACHELOR OF TECHNOLOGY (COMMON TO ALL BRANCHES) FIRST SEMESTER EXAMINATION Code No. Paper ID Paper L T/P Credits Status THEORY PAPERS ETMA-101 Applied Mathematics-I 3 1 4 M ETPH-103 Applied Physics-I 2 1 3 M ETME-105 Manufacturing Processes 3 0 3 M ETEE-107 Electrical Technology 3 0 3 M ETHS-109 Human Values and Professional Ethics-I# 1 1 1 -- ETCS-111 Fundamentals of Computing 2 0 2 -- ETCH-113 Applied Chemistry 2 1 3 M
BIODIVERSITY Word bank: survival species ecological levels animals biotic function robust species diminished processes trophic Biodiversity is usually considered at three ………………….: genetic diversity, …………………. diversity, and ecosystem diversity. Genetic diversity: Genetic diversity is the variety of genetic information contained in all the individual plants, …………………. and micro-organisms. Genetic diversity occurs within and between populations of species as well as between ………………….. Genetic diversity favours the …………………. of a species, because it increases the chances that some members of the species will have characteristics that aid their survival if the population is subject to stress. Species diversity: Species diversity is a measure of the number of species at each …………………. level of an ecosystem. In simple terms, the greater the species diversity the more …………………. the ecosystem: if the population of one producer or consumer organism crashes there are other producers or consumers available that can fulfil a similar …………………. in the ecosystem. When ecosystems are diverse, there is a range of pathways for the …………………. processes, such as nutrient cycling. If one pathway is damaged or destroyed, an alternative may be used and the ecosystem can continue to function at its normal level. If the level of biodiversity is …………………., the functioning of the ecosystem is put at risk. Ecosystem diversity: Ecosystem diversity is the variety of habitats, …………………. communities and ecological …………………., as well as the diversity present within ecosystems in terms of habitat differences and the variety of ecological processes. Activity: Draw a food chain with prawns, bacteria, cod, seagrass, and sharks. Which is the producer, primary consumer, secondary consumer, tertiary consumer and decomposer? Which are part of the primary trophic level, secondary trophic level, tertiary trophic level? Labelled the trophic level which has access to the most energy/ least energy.
El Vidrial 12 Anopheles albimanus 1 pool (1 individual) Plasmodium falciparum 16.7 1 pool (2 individuals) San Juan 198 Anopheles nuñeztovari 1 pool (9 individuals) Plasmodium falciparum 0.5 Villa Lucia 15 Anopheles albimanus 1 pool (1 individual) Plasmodium falciparum 26.7 1 pool (4 individuals) 1 pool (1 individual) Plasmodium falciparum/vivax 1 pool (1 individual) Plasmodium vivax Nueva Unión 26 Anopheles triannulatus 1 pool (1 individual) Plasmodium vivax 3.8 50 Anopheles albimanus 1 pool (1 individual) Plasmodium falciparum 14 1 pool (2 individuals) Plasmodium falciparum/vivax 1 pool (4 individuals) Plasmodium vivax 1 pool (5 individuals) 1 pool (1 individual) 2 pool (3 individuals)
12-Item Grit Scale Objective: To learn about the concept of grit and how it applies to academic success Respond to the following 12 items. Be honest – there are no right or wrong answers. I have overcome setbacks to conquer an important challenge. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all I often set a goal but later choose to pursue a different one.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all New ideas and projects sometimes distract me from previous ones.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all I have difficulty maintaining my focus on projects that take more than a few months to complete.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all My interests change from year to year.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all I finish what I begin. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all Setbacks do not discourage me. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all I have achieved a goal that took years of work. Very much like me Mostly like me Somewhat like me Not much like me Not like me at all I have been obsessed with a certain idea or project for a short time but later lost interest.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all I become interested in new pursuits every few months.* Very much like me Mostly like me Somewhat like me Not much like me Not like me at all I am a hard worker. Very much like me Mostly like me Somewhat like me Not much like me I am diligent. Very much like me Mostly like me Somewhat like me Not much like me
Firm Name: Address: City, State, Zip: Solicitation Contact: Title: Phone: Email: 2. Team Organizational Chart Showing Firms, Lead Staff and Disciplines 3. Team Matrix Firm Information Team Member Information Team Member Projects Experience and Role Additional Team Member Projects Staff Name and Registration /Credential Project Discipline / Role For This Project (see keys, Instructions for Filing) Years with Current Firm / Years with Other Firms 1. Section 4 Title, Cost, Size, Year 2. Section 5 Title, Cost, Size, Year 3. Section 5 Title, Cost, Size, Year 4. Section 5 Title, Cost, Size, Year 5. Section 5 Title, Cost, Size Year Project Title, Cost, Size, Year Project Title, Cost, Size, Year Project Title, Cost, Size, Year Project Title, Cost, Size, Year Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB
Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB 3. Team Matrix (Cont.) Firm Information Team Member Information Team Member Projects Experience and Role Additional Team Member Projects Staff Name and Registration /Credential Project Discipline / Role For This Project (see keys, for Filing) Years with Current Firm / Years with Other Firms 1. Section 4 Title, Cost, Size, Year 2. Section 5 Title, Cost, Size, Year 3. Section 5 Title, Cost, Size, Year 4. Section 5 Title, Cost, Size Year 5. Section 5 Title Cost, Size, Year Project Title, Cost, Size, Year Project Title, Cost, Size, Year Project Title, Cost, Size, Year Project Title, Cost, Size, Year Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB
LESSON PLAN Introduction (Slide 1-2) Course development and philosophy Course agenda Lecture PPT with instructor notes Resource citations Credit to contributors and reviewers Hands on practice Scenarios within the PPT for practice Written test (80% passing score) Sample written test meets CECBEMS testing standards Final practical test DOH approved skill sheet included Purpose (Slide 3) To provide rationale and benefits of cardiac care systems. To train BLS providers to acquire and transmit 12 Lead ECG data. To improve identification of patients with STEMI in BLS systems. To facilitate transport to the most appropriate facility. INSTRUCTOR NOTES (Also present on PPT slides) This course was developed by members of the Washington State EMS Pre-hospital Education Workgroup. The materials are designed to provide the minimum recommended information for this skill, however with the exception of the DOH skill sheet, we encourage instructors to modify and tailor content to their specific area’s needs. The course agenda is competency based meaning that there is no specified time requirement for delivering course materials. Content should be delivered until students demonstrate competency by successfully passing the written and practical examinations. Instructors should review the Cardiac and Stroke system website (links available in the PPT) and associated resources to review and be empowered to explain the benefits of the cardiac care system in Washington State. In EMS systems, acquiring and transmitting 12-leads from the field to more highly trained clinicians in hospitals can substantially improve the timeliness of identification and intervention in patients suffering a particular form of heart attack, specifically ST segment-elevation myocardial infarction (STEMI). The 12-lead can mean the difference between services transporting the patient to the most appropriate facility for optimal care vs. a facility that may not have the services necessary to provide the level of cardiac care a patient needs, thus resulting in an increased time to definitive care which can result in poorer patient outcomes. The goal for BLS services in acquiring 12 leads is oriented to data acquisition as opposed to interpreting data.
City of Houston Council Committee on Budget & Fiscal Affairs Fiscal Year 2017 Budget Workshops Council Member Jack Christie, Chair Council Member Amanda K. Edwards, Vice Chair Brenda Stardig, District A Jerry Davis, District B Ellen R. Cohen, District C Dwight A. Boykins, District D Dave Martin, District E Steve Le, District F Greg Travis, District G Karla Cisneros, District H Robert Gallegos, District I Mike Laster, District J Larry V. Green, District K Mike Knox, Position 1 David Robinson, Position 2 Michael Kubosh, Position 3 May 12, 2016 10:00 A.M. City Hall Council Chamber – 901 Bagby, 2nd Floor Welcoming Remarks Council Member Jack Christie, Chair Houston Airport System Mario Diaz, Director Planning and Development Department Patrick Walsh, Director Houston Police Department Martha I. Montalvo, Acting Chief Opportunity for public comment will be made following each department’s presentation. Committee meetings are open to the public. For information about this committee, please contact Matt Brollier, at .
Clearly here we also see that we can expect the value of to be between 0 and 1 Just like a parabola, the ellipse has a special reflective property. The reflective property of an Ellipse: of a line leaves one focus and hits the inside of the ellipse, it is reflected to hit the other focus … *** Make sure in Question 7 and 8, you get to the correct form. As an example, for question 7, the text book gives an answer of and just flippantly says, this is a Ellipse, but I need you to put it in the Ellipse form to show that it is an Ellipse … Chapter 9D Hyperbolas The Hyperbola equation has a similar form to Ellipses, but rather than adding the two and terms together, one is subtracted from the other. You may be used to Maths B Hyperbola where the asymptotes are horizontal and vertical. but in Maths C, the Hyperbola’s look like big “’s”, or they can be rotated by 90 degrees also. Where Ellipses have a major axis, Hyperbola’s have a transverse axis. (a line that contains the centre, foci and vertices). Similar to the minor axis of an Ellipse, the Hyperbola has a Conjugate Axis, and this is at a normal to the transverse axis and passes through the centre. The form of the Hyperbola graph, that is the Loci of a Hyperbola, are governed by the Same rule as the Parabola, , however here the Eccentricity of a Hyperbola is, , (in a parabola, ). In a Hyperbola the rule to find the Eccentricity is: Firstly, lets look at horizontal and vertical Hyperbolas. That is, where the transverse axis is either horizontal, or vertical. Horizontal Transverse axis: Vertical Transverse axis:
Chapter 9F The Ellipse & Hyperbola in the Complex Plane NOT … ! Chapter 10A Parametric Equations Unfortunately, as we didn’t do ‘Dynamics’ as part of our Work Program, we haven’t seen parametric equations before. … In a function, the value of is directly linked to the value of . (the equation links them both) In a Parametric equation, both variables do not appear in the same ‘equation’, however are determined by a common “parameter” independently of each other.
Consider the chord that joins . A circle is formed such that where its circumference bisects this chord, it is at a normal to the chord and such that twice the measure of its radius is the same length of the chord. Find the equation of the circle/s. Find the equation of the circle that contains the points , and whose centre lies on the function . Determine the equation of the circle given the following conditions: The gradient of the tangent to the circle where is ; the gradient of the tangent where is . You are also advised that the gradient of the circumference of the circle where the is 0. *** No need for equations or differentiation, just think conceptually where the circle ‘has’ to be for these conditions. Determine the equation of the circle given the following conditions: The gradient of the circle where is and happens where . ** You will need to do some maths with this one! ** Answers: and Parabolas: Find the vertex, the focus and directrix of the following:
- Condensed Biblical Encyclopedia This encyclopedia, written in 1896 by Ashley S. Johnson, founder of Johnson Bible College, was and is designed for busy people who wish to increase their knowledge of the oracles of God. You may download a PDF version (243 Pages) - The International Standard Bible Encyclopedia (714 Pages) - International Standard Bible Encyclopedia An exhaustive Biblical encyclopedia that details every significant word in the Bible. Contains articles by nearly 200 scholars about every aspect of the culture, language, people, and literature of the Bible. Bible Handbooks - Haskell’s Handbook (98 Pages) - The New Unger’s Bible Dictionary (1,858 Pages) - A Bible Handbook (74 Pages) Bible Atlas - Smith Bible Atlas
Figure A27. Community data set multidimensional RACES ESCs. The x-axis indicates the expected response (i.e., 1 = “Strongly Disagree”, 2 = “Disagree”, 3 = “Agree”, and 4 = “Strongly Agree”) predicted by the model. The y-axis indicates the level of the latent trait. Each individual line represents the ESC of one item. The smooth lines represent the expected score, given the trait level of an individual. The broken lines represent the actual data. The left most ESCs are the items that will be endorsed by individuals low to high on the latent trait. The right most ESCs are the items that will only be endorsed by individuals high on the latent trait.
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