zilongwang/ReadingBank huggingface dataset:
Course Goals In this course, students will develop critical thinking skills to advance study and research. They will also develop presentational skills, researching skills, and discussion and writing skills. On top of that, students will also acquire: Core knowledge of the art and technical aspects of filmmaking; Technical vocabulary to appropriately approach and unpack a visual text; Critical knowledge of trends and themes in contemporary world cinema. Measurable Student Learning Outcomes Objective Outcome Information Literacy Session Midterm Oral Presentation Class Discussion and Response Essays Research Paper Summer Reading Paper 1 Develop the skills necessary to locate, evaluate, and employ information effectively. 1. Locate Information Effectively. X X 2 Speak effectively in scholarly and creative contexts. 1. Deliver a central message that is easy to identify, vivid, and memorable. X X 2. Use appropriate language for the subject and the audience. X X 3. Deliver oral communications in an engaging manner. X X 3 Use technology to communicate, manage, or solve problems 1. Use technology to communicate information. X 2. Use technology to manage information. X 4 Understand diverse communities on local, national, and/or global levels 1. Demonstrate understanding of the intersections of issues that affect diverse communities in their local, national, and/or global context. X X X 2. Practice reflective skills. X X 3. Participate in diverse communities on national, and/or global levels. X X
Weekly Class Schedule Date Class topic, reading assignment Exam/assignment/paper due date September 4th Opening Convocation: Lisa ko, author of The Leavers Week 1 Introduction of course, discussion on the summer reading Week 2 Writing workshops and peer review of 1st essay Summer reading essay Week 3 Class discussion: Pulse (Kurosawa) Peer Facilitators: Adjustment Issues Week 4 Library Research Workshop Writing workshops and peer review of 1st film essay 1st film essay Week 5 Class discussion: Memories of Murder (Bong) Peer Facilitators: Academic Performance Tasks Week 6 Academic Advisement Session Writing workshops and peer review of 2nd film essay 2nd film essay Week 7 Class discussion: Blue is the Warmest Color (Kechiche) Week 8 Writing workshops and peer review of 3rd film 3rd film essay Week 9 Midterm Presentations Peer Facilitators: Academic Advisement and Course Registration Week 10 Class discussion: It Follows (Mitchell) Week 11 Writing workshops and peer review of 4th film essay 4th film essay Week 12 Final assignment workshop Thanksgiving recess (Wednesday, November 22nd to Sunday, November 26th) Week 13 Class discussion: Arrival (Villeneuve) Week 14 Writing workshops and peer review of 5th film essay 5th film essay Week 15 Class discussion and peer review on final project Final Paper Final Exam Final due last day of class
LOG NUMBER OF MANUSCRIPT: ** (to be assigned by LOC ) TITLE OF MANUSCRIPT: Charge Strippers for Radioisotope Beam Factory at RIKEN AUTHOR(S): H. H. Hasebe, A. Yoshida POSTAL ADDRESS OF ALL AUTHORS: RIKEN, Nishina Center for Accelerator-Based Science, Hirosawa, Wako xxx-xxxx, Japan CORRESPONDING AUTHOR’S E-MAIL ADDRESS, TELEPHONE AND FAX NUMBERS: E-mail: xxxx@xxxx.xx Telephone number: +xx-xx-xxx-xxxx Fax number: +xx-xx-xxx-xxxx
environments and our own. Discussions will also center on the rationale for subjection, drawing from philosophers who have theorized about normativity and power relations. If possible, we shall hear from invited speakers who come from marginalized populations and, if possible, attend a play. Course Students will discover aspects of the self and the other by reading literature from around the world and watching videos that highlight the topic of the underdog. They will gain insights about society and about themselves by pondering to what extent each of us contributes to the preservation of unequal power relations. They will also learn how to analyze literary works from a specific perspective. Measurable Student Learning Outcomes As a result of the course activities and assignments, students will Reflection papers & Research Class discussions and presentations Oral presentation develop an understanding of the complexity of human experience and skills for interpreting that experience x x x approach the act of writing as a process x demonstrate the ability to think critically and creatively x x x show proficiency in written communication x gain proficiency in oral communication x apply information literacy skills x x identify the resources and support services Ramapo College offers to students x Required Books Dangarembga, Tsitsi. Nervous Conditions. 2nd ed. Oxfordshire, U.K.: Ayebia Clarke Publishing, 2004. ISBN: 978-0-9547023-3-5
lacks substance (superficial); inappropriate or irrelevant information or not enough information to evaluate Communication (how effectively and elaborately the information is conveyed) Predominantly comprehensible and varied in detail; outstanding use of vocabulary, including transition words that show how ideas are connected; excellent punctuation throughout 7 6 Comprehensible for the most part and somewhat detailed; adequate but not impressive use of vocabulary, some erroneous word usage or choice and punctuation, but meaning is not obscured 5 4 Generally comprehensible, but limited or repetitious in detail; erroneous word use or choice and punctuation to confused or obscured meaning 3 2 Incomprehensible and/or inadequate; not yet successful 1
Weekly Class Schedule Date Class topic, reading assignment Due dates of assignments and quizzes Sep 6 Opening Convocation, Claudia Rankine, author of Citizen: An American Week 1 Sep 8 Discussion on the summer read Week 2, Sep 12, 15 Creating and listening to music Read for Sep 12: Jeff Todd Titon, “Structures in Music” in Worlds of Music, 5th ed., pp. 8-14 (Schimer/Cengage Learning, 2009) Sep 15: Summer read essay due Week 3 Sep 19, 22 Creating and listening to music (cont.) Sep 22: 1 hour for peer facilitators Sep 19: Listening Guide Sep 22: Listening guide Comparison; Quiz 1 Week 4 Sep 26, 29 Producing recorded music Read for Sep 26: David Byrne, How Music Works (San Francisco: McSweeny’s, 2012), 133-141, other readings TBA (see Moodle) Sep 29: Peer, 1 hour Sep 29: Revision of summer read essay Week 5 Oct 3, 6 Producing recorded music (cont.) Oct 3: Rosh Hashanah (Jewish New Year) Date in October TBD: Academic advisement session: 1.5 hrs Oct 6: Recorded creation and artistic statement; Quiz 2 Week 6 Oct 10, 13 Disseminating music Read for Oct 10: David Byrne, Chapter 7, “Business and Finances” in How Music Works (San Francisco: McSweeny’s, 2012) Week 7 Oct 17, 20 Disseminating music (cont.) Oct 20: launch music dissemination experiment; Quiz 3 Week 8 Oct 24, 27 Interpreting music in context Read for Oct 24: Jeff Todd Titon, “A Music-Culture
Performance Model” and “The Four Components of a Music-Culture,” in Worlds of Music: An Introduction to the Music of the World’s Peoples, 5th ed., pp. 14-30 (Schimer/Cengage Learning, 2009) Oct 27: Peer: 1 hour Week 9 Oct 31, Nov 3 Interpreting music in context (cont.) Oct 31: interpretation of a music-culture Nov 3: Quiz 4 Week 10 Nov 7, 10 Researching music Read for Nov 7: handouts about annotated bibliographies and researching music (on Moodle) Nov 10: professor absent Date TBD: Library session Week 11 Nov 14, 17 Researching music (cont.) Nov 14: research proposal Nov 17: Quiz 5 Week 12 Nov 21 Participating in music and applying music Read for Nov 21: Thomas Turino, “Participatory Performance as a Separate Art,” in Music as Social Life: The Politics of Participation, 28-51 (Chicago: University of Chicago Press, 2008) Nov 21: Revision of interpretation of a music-culture Nov 24-27 Thanksgiving recess Week 13 Nov 28, Dec 1 Participating in music and applying music (cont.) Dec 1: annotated bibliography and introduction; Quiz 6 Week 14 Dec 5, 8 Performing and presenting music Read for Dec 5: Thomas Turino, “Presentational Music,” in Music as Social Life: The Politics of Participation, 51-65 (Chicago: University of Chicago Press, 2008) Dec 5: report on music dissemination experiment Week 15 Dec 12, 15 Performing and presenting music (cont.) Dec 15: description of a musical performance; Quiz 7
INTD 101-31 FALL 2016 CLASS SCHEDULE & READINGS (Schedule subject to change) PF - 30 = Peer Facilitation presentation during the first 3o mins of the class session PF - 60 = Special Peer Facilitation presentation during the first 60 mins of the class session Week Reading Other 1 Sept 8 2 Sept 12 Course introduction: Syllabus, Discussion: Claudia Rankine’s “Citizen” “Citizen” - Claudia Rankin (you should have read this over the summer!) Sept 15 Discussion: Claudia Rankine’s “Citizen” PF – 30 3 Sept 19 Bystander Awareness Session Sept 22 Discussion: Claudia Rankine’s “Citizen” PF – 60 4 Sept 26 Part I – Persepolis Sept 29 Academic Advisement session @ Trustee Pavilion PF – 30 Essay on “Citizen” Due 5 Oct 3 Part I – Persepolis Oct 6 Part I – Persepolis PF – 60 6 Oct 10 Library Research Workshop Oct 13 Part I – Persepolis PF – 30 Part I Podcast due 7 Oct 17 Part I – Persepolis Oct 20 Part I – Persepolis PF – 30 8 Oct 24 Part II – On The Road Oct 27 Part II – On The Road PF – 30
9 Oct 31 Part II – On The Road Nov 3 Part II – On The Road PF – 60 10 Nov 7 Part II – On The Road Nov 10 Part II – On The Road PF – 30 Part II Podcast due 11 Nov 14 Part III – The Big Short Nov 17 Part III – The Big Short PF – 30 12 Nov 21 Part III – The Big Short Nov 24 THANKSGIVING – NO CLASS 13 Nov 28 Part III – The Big Short Dec 1 Part III – The Big Short PF – 30 Part III Podcast due 14 Dec 5 Part IV Dec 8 Part IV PF – 30 15 Dec 12 Part IV Dec 15 Course review Final Paper (“Part IV”) due
Essay #2: 10% #3: 10% Research 20% 2) Oral Presentations: #1: 10% #2: 10% #3: 10% 3) Course Participation: Includes but is not limited to attendance, reading assignments and ability to discuss them coherently, actively contributes to discussions, engaged in class work: 20% Final Grade: 100% Letter grades (from A, A-, B+, B, B-, C+, c, C-, D+ D, to F) will be assigned to both writing assignments and oral presentations. Revised drafts of writing assignments will be permitted and the for revised drafts will supersede previous grades. Oral presentations are to be delivered on your assigned dates. Failure to be present on the days your assignments are due will be graded F. Failure to be adequately prepared to make your presentation will be graded F. No incomplete grades will be given in this class. You are expected to complete all assignments. Attendance Policy Students are expected to attend all classes. The nature of a seminar requires students’ attendance and their active participation in all discussions. Therefore, if a student misses 10% or three classes without a verifiable medical excuse, the student’s final grade will be lowered ½ a letter grade. If a student misses 20% or six classes without a verifiable medical excuse, the student’s final grade with be lowered a full letter grade. If a student misses 30% or nine classes without a verifiable medical excuse, the student will fail the class. Three late arrivals will count as one absence. NOTE: The College policy states that “students must notify faculty within the first three weeks of the semester if they anticipate missing any classes due to religious observance.” Electronic Forms of Communication
A new worker on an assembly line can do a particular task in such a way hat if y units are completed per day after t days on the assembly line, then = k (90 - y) where k is a positive constant and y < 90 for all values t 0 On the day the worker starts, 60 units are completed and on the 5th day, the worker completes 75 units. Express y as a function t. How many units does the worker complete on the 9th day? How many units does the worker complete on the 29th day? How many units can the worker eventually be expected to complete? How long will the worker complete 80 units? II. Integrate the following 1. Ans. 2. Ans. 3. Ans. 4. Ans. 5. Ans. 6. 7. Ans. 8. Ans. 9. Ans. 10. Ans. 11. Ans. 12. Ans. 13. 14. 15. 16. 17. II. Integrate by Parts 1. Ans. x sin x + cos x + C 2. Ans. ex(x – 1) + C 3. Ans. x3( 3 lnx – 1) + C 4. 5. 6. Ans. –x2 cos x + 2x sin x + 2 cos x+ C 7. Ans. e-3x (9x2 + 6x + 2) + C 8. Ans. 9. Ans. x [sin( lnx) – cos( lnx)] + C 10. Ans. e2x ( 3sin 3x + 2cos 3x) + C 11. Ans. ( csc x cot x – ln) + C 12. 15. 13. 16. 14. 17. III. Integrate by partial Fractions 1. Ans.
Name _____________________________________ Date ____________________________ Period _________ Integers & Rational Numbers – Unit Review – Homework Directions: Find the absolute value of the following rational numbers. your answers above in order from least to greatest. _______________, _______________, _______________ Directions: Write the opposite number for the following integers. Directions: Plot the following coordinate pairs, , , and on the coordinate grid below. Plot so that the four points connect to make a square. What’s the area of ? If it is outside at 9:00am and at 3:00pm, what is the temperature change? Starting Temperature Changing Temperature Equal Sign New Temperature If it is outside at 10:00am, and the temperature decreased by lunchtime, what temperature is it at noon? Starting Temperature Changing Temperature Equal Sign New Temperature
For each of the scenarios below, answer the following questions: Can c “overflow”? If so, what will be the sign of c? If not, why will c not overflow? 1) a and b are both positive. 2) a is positive and b is negative. 3) a and b are both negative. b. your answers to part (a), how could a programmer detect if the sum of two ints will overflow? c. Write a method that takes two ints and returns true if their sum will overflow, returning false otherwise. boolean sumWillOverflow(int a, int b) {
Cartesian single quadrant (6) Year 7 Big Ideas 4E pg. 143 Q. 1-3 Mathletics: Co-ordinate graphs 1st quadrant Mathletics: Ordered-Pairs Cartesian Plane: 4 quadrant Year 7 Big Ideas 4F pg. 85 Q. 1-4 Interpreting Graphs on a Cartesian Plane (7) Year 7 Big Ideas 4G pg. 151 Q. 1-3 Plot linear relationships on the Cartesian plane (8) Mathletics: y=ax Resources: Mathsisfun: Khan Academy: Adding integers with different signs Adding/subtracting negative numbers Locate integers on a number line Oxford Big Unit 3:
Johnny had a job delivering pizza. The price of a pizza is $15.00 and Johnny earned $7.00 for each delivery plus tips. Last night, he made 8 deliveries. The tips he received are listed below. The pizza must be delivered in 30 mins or it is free and the delivery boy must pay for it. Unfortunately, Johnny was late delivering the last pizza. In addition, he had to put $40.00 gas into his car. His parents also said that they would pay for half the gas he needed for his job. Using integers, list how much money Johnny earned. Johnny had a job delivering pizza. The price of a pizza is $15.00 and Johnny earned $7.00 for each delivery plus tips. Last night, he made 8 deliveries. The tips he received are listed below. The pizza must be delivered in 30 mins or it is free and the delivery boy must pay for it. Unfortunately, Johnny was late delivering the last pizza. In addition, he had to put $40.00 gas into his car. His parents also said that they would pay for half the gas he needed for his job. Using integers, list how much money Johnny earned.
Homework Practice Integers and Graphing Write an integer for each situation. Explain the meaning of zero in each situation. 1. a drop of 200 feet 2. an expansion of 3 cubic meters 3. earn 10 points 4. reduce by 8 inches 5. gain 2 pounds 6. a drop of 7 degrees Graph each set of integers on a number line. 7. {–4, –3, 1, 5} 8. {–15, –12, –9, –2} 9. {8, 3, –7, –5} 10. {–14, –7, 10, –1} 11. {–6, –1, 0, 3} 12. BUSINESS Ms. Solorio’s small business had a profit of $460 on Monday. Write an integer to represent this profit. 13. CAVING The end of a cave is 380 meters the surface of the earth. Write an integer to represent this depth. 14. TEMPERATURES The low temperatures for consecutive days were –5°F, 3°F, and 4°F. Graph this set of integers on a number line. 15. ELEVATIONS The lowest elevation in New Orleans, Louisiana, is –8 feet. The lowest elevation in Long Beach, California, is –7 feet. Graph this set of integers on a number line.
2. The table shows some of the top 10 leaders in a golf tournament after playing the front 9 holes. Write an expression that represents the difference between the scores of the golfer that is in 5th place and the leader. Then determine this value. Golfer Score 1 Murphy –8 2 Taylor –6 3 Swanson –2 4 Connor 1 5 Davidson 3
10 5 7 7 7 7 10 10 10 3 3 8 8 4 6 8 1 4 6 2 6 5 5 2 2 2 5 ©2011 Lindsay Perro http://www.teacherspayteachers.com/Store/Lindsay-Perro Thank You! Thank you for purchasing this product. Hopefully you
12. What value of s makes –18 – (–5) = s a true sentence? A. 23 B. 13 C. –13 D. –23 13. A snake dives towards deeper water at a rate of 18 inches per second. If the snake continues at this rate for a total of 9 seconds, which expression represents this situation? F. 9 ÷ 18 G. 9 ÷ (–18) H. 9(–18) I. –9(–18) 14. Amanda has $31 in her purse. She pays $6 for lunch. Which expression represents this situation? A. 31 + 6 B. 31 + (–6) C. –31 + 6 D. –31 + (–6) 15. The highest point in Argentina is 6,960 meters above sea level. The lowest point is 105 meters below sea level. What is the difference in meters between the highest and lowest elevation points? F. 7,065 m G. 6,960 m H. 6,855 m I. 105 m 16. The lowest temperature on Mars can reach –140°C while the highest temperature can be 20°C. What is the difference between the highest and lowest temperatures on Mars? A. 120°C B. 140°C C. 160°C D. 200°C 17. A window cleaner rises 36 feet up the side of a building, then descends 17 feet. What is his final position? F. 53 ft G. 19 ft H. –19 ft I. –53 ft 18. 11 + (–7) A. –18 B. –4 C. 4 D. 18 19. –5(–11) F. 55 G. 16 H. –16 I. –55 20. –15 ÷ (–3) A. 18 B. 5 C. –5 D. –18 21. –39 – 7 F. –46 G. –32 H. 46 I. 273 22. 8(–4) A. 32 B. 4 C. –2 D. –32
Name: _________________________ Date: _____________ Integer Game Rubric Mathematical Content There is no opportunity for the game players to practice using integers. There is little opportunity for the game players to practice using integers. Game players are practicing only 1 integer operation as they play the game you designed. Game players are practicing 2 or more specific integer operations as they play the game. Rules No rules are included with the game. The rules are not easy to follow. The objective of winning the game is unclear or does not exist. The rules are not typed. One step of the directions makes no sense or the objective is confusing. The rules are neatly typed and easy to follow. The game objective (how to win the game) is clear. Answer Key No answer key is included. The answer key contains many mathematical errors. The answer key contains few errors. The answer key contains no errors. . Overall Game Design The game is not well packaged in all areas. Several components are missing. A box is not included. Necessary game materials are missing and/or do not all fit in the box. Packaging lacks creativity and design. The game materials are neatly packaged and fit in the box. The game is colorful, creative, and packaged to sell. Mechanics and Effort The game contains many spelling or grammar mistakes. The project is incomplete. The game contains some spelling or grammar mistakes. The project is completed with minimal effort. The game contains few spelling or grammar mistakes. The project is completed with some effort. The game contains no spelling or grammar mistakes. The project is completed with exceptional effort. Checkpoints One checkpoint was missed. All checkpoints are met on time. “Playable” The game could not be played using the directions. The game could be played successfully. Completed on time The game is handed in on December 12, 2014 1 Point 2 Points 3 Points 4 Points Score: ________________ out of 25
Name: _____________________________ Date: __________ Integers Guide 1. -4 – (-6) + 8 2. 5-8(-5) + (-14) 3. 8 + -9 – (-28) 4. -7 + -18 -3 5. -3+ 4 x -9 6. 6-3(-93-4)2 7. -3 + 42 + (-25) 5 8. - 9. 10. 4(-6 + 3) – 10 - 15– 11 11. 6+ (-2) + 15 – 16 – 8 12. -6 + 8 x -4 13. A bird is flying 8 feet above the water. A fish is swimming 7 feet below the surface of the water. What is the distance between the bird and fish? 14. An eagle leaves her nest on the side of a cliff. She soars upward 80 ft and then dives 100 ft. What is her change in elevation after leaving the nest? 15. What does absolute value mean? 16. Order from least to greatest 9, -4, 0, -3, 10, 11, -5 17. How do you Solve a problem that contains absolute value? Show an example.
development of natural enemies of harmful biological agents, mechanical, biotechnology and chemical protection measures, safety and technical possibilities of the apparatus for the application of protective agents and the deadline for application of chemical agents. The in the concept of integral production means determining the moment of harvest as well as its technical rules. Requests in the management of the property include a record of all activities conducted as defined by the principles of integrated production by keeping the workbook. System of produtcion and types in integral raspberry production The ten main principles for integral protection of the raspberries are: Usage of only certified, solid seedling, possible, sorts which are resistant to the current diseases; Choice of the most relevant soil and planting location (low acid pH 5,5 to 6,5, medium heavy, transparent and fertile soil, referred locations with a good air circulation); Planting of seed (like corn, wheat, oat, bakcwheat or callendula) in the year precedding the planting, so as to increase the soil quality, and depending on the seedlings, the controlleds pests and weeds; When possible to eliminate the wild raspberries and blackberries in the range of 200 meters due to the possible source of pests and diseases; Optimal fertlization based on the soil analyses and recommendations of an expert; Established efficient system of irrigation and optimal irrigation based on the soil moisture/ reccomendations of the expert ( exceeded quantity of water is not good for the plant and helps spreading the patogens); Regular monitoring of the plants against diseases and pests; Vpruning for the increase in transparency and ventilation between plants and cut off and burn the infected parts;
1. Allowed fungicides in the integral raspberry production Name of the Active substance Pest MBT* Note Blauvit fluidi Bakarhidroksid Didymella applanata 2 / Cuprozin Bakarhidroksid Didymella applanata 2 / Dional 500 SC Iprodion Botrytis cinerea 1 / Flint Trifloksistrobin Rhabdospora ramealis, Phragmidium Phragmidium violaceum 3 / Folicur Tebukonazol Rhabdospora ramealis, Phragmidium Phragmidium violaceum 2 / Malwin WG Kaptan Didymella applanata, Rhabdospora ramealis 2 / Quadris Azoksistrobin Didymella applanata 3 / Score Difenkonazol Didymella applanata, Rhabdospora ramealis, Phragmidium Phragmidium violaceum 3 / Signum Didymella applanata, Rhabdospora ramealis, Botrytis cinerea, Phragmidium Phragmidium violaceum 3 / Switch Didymella applanata, 3 /
Transportation Standards Bus Stops and Shelters Where the City develops design criteria for bus stops and shelters, the City shall consult the Accessibility Advisory Committee, the public, and persons with disabilities in the development of accessible design criteria considered in the construction, renovation, or replacement of bus stops and shelters. Where applicable, this will include any steps that will be taken to meet the goal of accessible bus stops and shelters. Where the City has entered into arrangements with a person respecting the construction of bus stops and shelters, the City will ensure that the person participates in the consultation process. Taxicabs The City shall: Consult with the Accessibility Advisory Committee, persons with disabilities and the public to determine the proportion of on-demand accessible taxicabs required in the community Identify progress made toward meeting the need for on-demand accessible taxicabs including any steps to be taken to meet the need; Ensure that owners and operators of taxicabs are prohibited from charging a higher fare or an additional fee for persons with disabilities and from charging a fee for storage of mobility aids or mobility assistive devices; and Ensure taxicabs have vehicle registration and identification information on the rear bumper of the taxicab, and available in an accessible manner to passengers with disabilities. Design of Public Spaces Standards (Accessibility Standards for the Environment) The City is committed to designing public spaces that are free from barriers and accessible to all persons we serve. The City will comply with the Design of Public Spaces Standards with respect to public spaces that are newly constructed or redeveloped, including: Recreational trails and beach access routes Outdoor public use eating areas
Precondition Verification: (using a protocol analyser) IED A issues reports at the time interval set by the client (using a protocol analyser) ‘TCP Keep alive’ messages from the client (using a protocol analyser) ‘TCP Keep alive’ responses from the IED (using a protocol analyser) ‘TCP Keep alive’ messages from the IED (using a protocol analyser) ‘TCP Keep alive’ responses from the client case name: IEDfailReport-1 the expiration of ‘TCP Keep alive’, the client supervision shall detect a communication loss. Test description: A1 Power down IED A R1a a protocol analyser) no more integrity reports from IED A ‘TCP Keep messages from the client no more ‘TCP Keep alive’ responses from IED A no more ‘TCP Keep alive’ messages from the IED no more ‘TCP Keep responses from the client R1a (if provided by the client) indication of the loss of communication with IED A Testing IED restart / power up of a report server Purpose: This test is to ensure that an server IED restart reporting is re-established. Precondition: 1. IED A is configured with a report control block, an associated data set including at least one data object. 2. The client is configured to consume the IED A report. 3. IED A is powered down. Precondition Verification: • Results as per TC IEDfailReport-1
Timing for Revisions to Loan Estimate A creditor must deliver or place in the mail the revised Loan Estimate to the consumer no later than three business days➊ after receiving the information sufficient to establish a changed circumstance. The creditor may not provide a revised Loan Estimate on or after the date it provides the Closing Disclosure. The creditor must ensure that the consumer receives the revised Loan Estimate no later than four business days➋ prior to consummation (the “plus 3 business days➋” rule applies when mailing) You can rely on evidence that the consumer received the revised Loan Estimate earlier Change in Circumstance Close to Consummation If are less than four business days➋ in between the time a revised Loan Estimate would have been required to be provided to the consumer and consummation, creditors may provide consumers with a Closing Disclosure reflecting any revised charges resulting from the changed circumstance and rely on those figures (rather than the amounts disclosed on the Loan Estimate) for purposes of determining good faith and the applicable tolerance. **Note: Highly suggest that you document this situation VERY thoroughly*
What best describes your relationship to local government? Resident / ratepayer Staff member or CEO Council member, including Mayor or President Peak body State Government agency Supplier or commercial partner Community organisation What best describes your gender? Male Female Other Not applicable / the submission is from an organisation What is your age? 0 – 18 19 – 35 36 – 45 46 – 55 56 – 65 66 – 75 76+ Not applicable Which Local Government do you interact with most? Would you like to be updated on the progress of the Local Government Act 1995 review and further opportunities to have your say? Yes No you wish for your response to this survey to be confidential? Yes No is your email address? what extent do you support the following statements? Very unsupportive Unsupportive Neutral Supportive Very supportive “Long-term and operational planning is an area where reform is required.” “A local government should be free to conduct its and operational planning in whatever manner it wishes.”
what extent do you support the following statements? Very unsupportive Unsupportive Neutral Supportive Very supportive “Local governments should be required to publish measures of success in implementing their long-term and operational plans.” “Local governments should be required to publish measures of success against uniform key performance indicators.” “It is important that measures of success are comparable.” “Local governments should determine if they publish measures of success and what these measures should be.” what extent do you support the following statements? Very unsupportive Unsupportive Neutral Supportive Very supportive “The State Government should use local government Integrated Planning and Reporting documents to inform policy and service delivery.” “All local government plans, including Local Public Health Plans, Disability Access Plans and Town Planning Schemes, should be combined under Integrated Planning and Reporting.” “Local government Integrated Planning and Reporting needs to be conducted at a regional level to influence State Government policy and service delivery.”
Construct a typical food web of a forest community Analyze food chains and identify the various trophic levels 3. Describe how habitat, carrying capacity, and limiting factors influence plant and animal populations (including humans) SE-A1-A4 LS-H-D2, D3 Integrated Science TOPICS BENCHMARKS B. Freshwater Community Construct a typical food web of a freshwater community Analyze food chains and identify the various trophic levels Describe how habitat, carrying capacity, and limiting factors influence and animal populations (including humans) Marsh Community Construct a typical food web of a freshwater community Analyze food chains and identify the various trophic levels Describe how habitat, carrying capacity, and limiting factors influence plant and animal populations (including humans) Ocean Community Construct a typical food web of a freshwater community Analyze food chains and identify the various trophic levels Describe how habitat, carrying capacity, and limiting factors influence plant and animal populations (including humans) GLEs: SE3, SE4, ESS1, LS24, LS25, LS26, SE-H-A2 LS-H-D2 ESS-H-A1 SE-H-A3 LS-H-D2 SE-H-A2 ESS-H-A1 SE-H-A3 LS-H-D2 SE-H-A2 ESS-H-A1 SE-H-A3 V. Changes through Time A. Reproduction
Compare and contrast mitosis and meiosis Describe vegetative, asexual, and sexual reproduction in plants and animals B. Heredity Apply Mendel's Laws to the transmission of traits from parents to offspring Explain the role of DNA, RNA and protein synthesis in the expression of inherited traits Explore advances in biotechnology (genesplicing, cloning, recombinant DNA, DNA fingerprinting, etc.) LS-H-B2 LS-H-F1 LS-H-A1 LS-H-B1-B4 Integrated Science TOPICS BENCHMARKS The Shifting Earth Model and explain the theory of continental drift Model and explain plate tectonics Geological Time Identify changes over time as they relate to the history of Earth Explain how fossils provide evidence of the history of Describe how rocks are formed, broken down, and recycled (The Rock Cycle) Changes of Life Explain how fossil evidence relates to the evolution of life 3. Describe the components of the Darwinian theory of evolution GLEs: LS8, LS9, S13, ESS12, ESS17, ESS19, LS14, LS16 ESS-H-A7 ESS-H-C2-C5 ESS-H-D1, D2 ESS-H-B1 LS-H-C1-C3 ESS-H-C4 VI. The World and Its Energy A. The Solar System
Drowsy/Fatigued Driver Detection” EURASIP Journal on Advances in Signal Processing Volume 2010 (2010), Article ID 438205 “Driver Drowsiness Warning System Using Visual Information for Both Diurnal and Nocturnal Illumination Conditions” Jennifer F. May, Carryl L. Baldwin Transportation, “Driver fatigue: The importance of identifying causal factors of fatigue when considering detection and countermeasure technologies”, Research Part F 12 (2009) 218–224 H.P. Greeley, E. Friets,, J.P. Wilson, S. Raghavan and J. Picone J. Berg, “Detecting Fatigue From Using Speech Recognition”, 2006 IEEE International Symposium on Signal Processing and Information Technology Acronyms Acronym Definition IED Improvised Explosive Devise MSRP Manufacturer’s Suggested Retail NHTSA National Highway Traffic Safety Administration SPA Sense, Process & Act USD United States Dollars
Apply brake to slow down and turn on the emergency flashers Enforce a break period using preset starter-kill circuit Dispatch for help if no response or improvement over a period of time Conclusion As described throughout the paper, many technologies exist to detect driver fatigue. This paper tries to look at the emerging technologies and determine the best approaches in trying to prevent the number one cause of fatal vehicle crashes. In the coming months the methods and recommendation for future research will be analyzed. References Y. Lin, H. Leng, G. Yang, and H. Cai, “An intelligent noninvasive sensor for driver pulse wave measurement,” IEEE Sensors J., vol. 7, no. 5, pp. 790–799, May 2007. X. Yu, “Real-time Nonintrusive Detection of Driver Drowsiness”, May 2009 US Department of Transportation, “An Evaluation of Emerging Driver Fatigue Detection Measures and Technologies”, June 2009 Y. Jie, Y. DaQuan, W. WeiNa, X. XiaoXia, and W. Hui, “Real-Time Detecting System of the Driver’s Fatigue”, 2006 Exmovere Holdings Inc, “The New Biotechnological Frontier: The Empath Watch”. Feb. 2011 S. Kar, M. Bhagat, and A. Routray, “EEG signal analysis for the assessment and quantification of driver’s fatigue”, June 2010 The 6 Most Common Causes of Automobile Crashes(2010). Retrieved February 9th 2011, from J.J Huggins (February 21st, 2011), Two people critical after crash, The Lawrence Eagle Tribune, p A1. What causes Fatigue (2010), Retrieved February 21st 2011, from Kingman P. Strohl, M.D, Blatt, Ph.D, Forrest Council, Ph.D, Kate Georges, James Kiley, Ph.D, Roger Kurrus, Anne T. McCartt, Ph.D, Sharon L. Merritt, Ed.D., R.N, Allan I. Pack, Ph.D., M.D, Susan Rogus, R.N., M.S., Thomas Roth, Ph.D, Jane Stutts, Ph.D, Pat Waller, Ph.D., David Willis, “Drowsy Driving and Automobile Crashes” (2010), Retrieved February 21st 2011, from
Communication: Compare methods of communication and discuss stories passed on by elders. Read stories and talk about why it is important. TRIC p. 47 Discuss verbal and non verbal. What’s in the News – Hmk – TRIC p. 46 Word Search – TRIC 54 Language: p.14 Discuss how countries around the have their own languages. Look at features of the Aboriginal language The Boomerang: Discuss it and its uses. Create design for a boomerang and display. Word Sleuth: Look at Aboriginal and find them in the sleuth. Find solutions to crossword. P. 24 Didgeridoo: Use a tube as the basis. Adapt indigenous patterns and motifs. Paint with limited colours. P52 Topic Review: Look at topic web and discuss all aspects of learning.
Step 2: Substitute back into the original expression and put each expression in parentheses b2 – b – 6 * b – 2 = (b – 3)(b + 2) * (b – 2) b2 – 4b + 4 b – 3 (b – 2)(b – 2) (b – 3) Step 3: Cancel out anything that is the same on the top and bottom lines [in this case (b – 3) & (b – 2)] (b – 3)(b + 2) * (b – 2) Finally down what is left over: (b + 2) and this is the final answer. (b – 2)(b – 2) (b – 3) (b – 2) B) Dividing algebraic fractions The only difference between multiplying and dividing algebraic expressions is that when dividing the first step is to ‘flip’ the second expression (multiply by the reciprocal) Example 2 Simplify u2 – 3u – 10 ÷ u2 – 10u + 25 u – 2 u - 5 Step 1 : Because we are dividing the first step is to flip the second part of the expression u2 – 3u – 10 ÷ u2 – 10u + 25 = u2 – 3u – 10 * u – 5__ u – 2 u – 5 u – 2 u2 – 10u + 25 Now follow the steps for multiplying: Factor each expression: u2 – 3u – 10 = (u – 5)(u + 2) and u2 – 10u + 25 = (u – 5)(u – 5) Substitute: u2 – 3u – 10 * u – 5__ = (u – 5)(u + 2) * (u – 5)_ u – 2 u2 – 10u + 25 (u – 2) (u – 5)(u – 5) Cancel: (u – 5)(u + 2) * (u – 5)___ = (u + 2) and this is the final answer. (u – 2) (u – 5)(u – 5) (u – 2) Regents Questions Q1 (Jan 09 Q35) Q2 (Aug 09 Q37) Q3 (June 10 Q37)
Q3 (Aug 08 Q38) Interval Tally Frequency 0-1 \\\ 3 2-3 \\\\\\\ 7 4-5 \\\\\\\ 7 6-7 \\\ 3 Interval Cumulative Frequency 0-1 3 0-3 10 0-5 17 0-7 20
Tertiary audience - Population who may be complicit in human trafficking and exploitation – those whose actions indirectly help or hinder the behavior of others. Employers and consumers – companies or persons that employ vulnerable groups due to cheap labor and consumers of services and/or products provided by migrants. (Cleaning, physical work…) Behavioral analyses – Theory of change What is the desired action to be by target groups in order to achieve desired behavioral change? The theory of change of the proposed intervention is summarized as follows: If (1) the vulnerable migrants and country nationals, understand the migration related risks, with particular focus on trafficking in human beings; then (2) they will be able to make informed decisions for save migration and know where to seek help. Primary Secondary Tertiary Desired behavior Services, info and resources available for migrants & country nationals Share information and their knowledge or expertise about resources availability Do not support/practice irregular actions; Benefits of adopting the recommended change Knowledge, informed decisions Direct distribution of information to vulnerable target groups. Enabling them to make informed decisions Accept and promote legal employment; Accept and promote legal products & services; Barrier to the recommended behavioral change Misinformation Fear Low education and awareness Fear Ignorant Lack of knowledge; Factors easy to adopt Information clear and easy to remember Information clear and easy to communicate/disseminate Respecting laws and fair practices. Strategic design - designing the communication strategy Defining the key messages
SECTION – 2 (For Institute Ethics Committee (IEC)-Human Studies) Proforma to be submitted to the JIPMER Institute Ethics Committee (Human Studies) for MD/MS/MSc/DM/M.Ch/Fellowship/MPH Students (for Thesis or Dissertation) Title of the project: Name and department/address of the investigator: Name of Faculty (Guide/Co-guide) with designation & department: Date of approval by PG research monitoring committee: Ethical issues involved in the study: less than minimal risk/ minimal risk/ more than minimal risk to the subjects (for guidance please consult ICMR guidelines - at JIPMER website) [Along with the level of risk, the risks should be discussed in detail] Benefit of the study: Details of Informed Consent Process: Who will take the informed consent? When will the informed consent be taken? How will the informed consent be will the informed consent be taken? Do you need exemption from obtaining Informed Consent from study subjects - if so give justifications. Whether Consent forms in English and in local language are enclosed? (if the consent form in local language is not applicable, appropriate explanations must be provided) 10. Documents attached Review Exemption Application Form (if applicable) Brief CV of all faculty investigators (guide/co-guide) (including no. of projects with him/her) - Needed for all Investigators for each project separately For student projects, the guide should give a signed statement on a separate sheet with details of the project proposal that “I take full responsibility and accountability for planning, execution and adverse events occurring during the study. The data collected and records will be retained by me for a period of three years”. Others 11. Conflict of interest for any other investigator(s) (if yes, please explain in brief)
PART B – TECHNICAL DETAILS Title of the dissertation Introduction Problem statement Rationale Novelty Expected outcome and application Research question(s) Research hypothesis (es), if any Aim and objectives: Primary objective(s) & secondary objective(s) Review of literature Methodology Study design Study participants (human, animals or both) Inclusion criteria Exclusion criteria Withdrawal criteria, if any (trial-related therapy, follow-up and documentation are terminated prematurely as it is indicated to ensure safety of the participants) Rescue criteria, if applicable (starting symptomatic therapy either to control symptoms of disease or to overcome lack of adequate efficacy of the study drug or placebo) : Number of groups to be studied, identify groups with definition Sampling Sampling population Samplesize calculation Sampling technique Randomization details (for interventional studies)- Intervention details with standardization techniques (drugs / devices / invasive procedures / noninvasive procedures / others) Study procedure Data collection methods including settings and periodicity If the clinical trial, whether registration with CTRI will be done Are the to be used approved for these indications by Drug Controller General of India (DCG-I)? (Enclose the approval letter for the drug/device from DCG-I for trial on humans or give undertaking to get the approval from DCGI; For all drugs and devices submit documents showing DCGI approval for the proposed indication of the study) List of variables and their measurement methods with standardization techniques Independent variables Outcome variables Confounding and interacting variables List variable wise statistical tests to be used for data analysis List and benefits of the study
The Trust also monitors the percentage of patients with a length of stay (LOS) over 10 days. The programme of work to improve patient pathways and the level of care alongside the focus on the Green to Go list has enabled the Trust to work to a reduction plan in the percentage of patients with a LOS over 10 days. Figure 16: Trust Action: In addition to the work streams already underway as part of the Trust’s business plan, the operational teams are focussing on optimising the ward board rounds. A ward board round takes place twice during the day and is where the multi-disciplinary clinical teams review each of the patient in detail using the rounding tool. This will ensure that throughout the patients stay all necessary actions are undertaken on time and in line with the clinical pathway for the patient. Each ward has also been allocated a senior manager to support the teams to deliver and unblock any difficulties that arise. Daily monitoring of delays to discharge takes place at ward level with any barriers to a timely discharge being escalated through the divisions. It is important that work to reduce length of stay is linked with feedback from patient complaints and surveys; therefore a discharge work stream is being established which will be responsible for both progressing timeliness and quality of discharge. 3.4 Clinical Pathways This section sets out performance indicators related to key clinical pathways, including cancer and stroke. 3.4.1 Cancer Services The strives to achieve the national cancer waiting times as they are important to patients clinical outcomes, are a measure of how the Trust is responding to demands for services, and highlights where there are delays in the system. In December the Trust achieved all of the eight national cancer targets for the first time in over twelve months.
Nutrient and carbon cycling. Duration of approximately 10 days for fish outcomes for Severn (NSW) from stimulus flow (NSW) from stimulus flow (NSW) from inflows MODERATE Lateral and longitudinal connectivity and nutrient and carbon cycling. Support movement, spawning and recruitment of aquatic species >20 000 ML/day at Goondiwindi for 7 days10 (connect anabranches and wetlands between Goondiwindi and Mungindi) 1 in 2-3 Partially Volume met but not duration. Similar in 2010. Not met Not met HIGH Need water in 2015–16 based on required frequency and duration. Improve Insufficient water to meet the entire demand. May be met by other sources. Commonwealth unregulated water would contribute to this demand. Contribution using regulated water would rely on supplementing natural events or other flows. MODERATE TO HIGH (depending on whether all demands were met) LOW HIGH See references at Table 2a Carryover potential Low proportion of allocations carried into 2016–17. Low proportion of allocations carried over into 2017–18 depending on resource availability and demands. Level of carryover will depend on environmental demands and resource availability potential Moderate need to augment available allocations given recent dry conditions. Wetter conditions may provide an opportunity to purchase allocations to assist in augmenting natural flows to meet higher demands. Low expected need to augment available allocations, therefore limited requirement for allocation purchase. Sale of allocations may be considered, although there is expected to still be some moderate to high demands requiring water. Potential trade will depend on environmental demands and resource availability.
Sample assessment outline Integrated Science – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Science inquiry 25% 3% Semester 1 Week 3 Task 1: Science inquiry (practical) – Testing properties of 8% Semester 1 Week 7 Task 3: Science inquiry (investigation) – Comparison of local aquatic ecosystems 2% Semester 1 Week 13 Task 6: Science inquiry (practical) – Treating 8% Semester 2 Week 7 Task 11: Science inquiry (investigation) – Factors affecting electricity generation 4% Semester 2 Week 10 Task 13: Science inquiry (practical) – Heat transfer Extended response 10% 3% Semester 1 Week 10 Task 4: Extended response – Aquatic environmental issues 2% Semester 1 Week 11 Task 5: Extended response – Water treatment 5% Semester 2 Week 2 Task 9: Extended response – Internal combustion engine Test 25% 5% Semester 1 Week 5 Task 2: Test – Properties of water and aquatic ecosystems 5% Semester 1 Week 14 Task 7: Test – Water sources and sustainability 5% Semester 2 Week 5 Task 10: Test – Energy transportation and sources of energy 5% Semester 2 Week 9 Task 12: Test – Electricity 5% Semester 2 Week 13 Task 14: Test – Heating and environmental and societal issues Examination 40% 15% Semester 1 Week 15 Task 8: Examination – Semester 1 (Unit 3 content) 25% Semester 2 Week 15 Task 15: Examination – Semester 2 (Unit 3 and Unit 4 content) Total 100% 100%
Sample assessment outline Integrated Science – General Year 11 Unit 1 and Unit 2 Assessment type Assessment type weighting Assessment task weighting When/due date/ start and submission date Assessment task Science inquiry 50% 5% Semester 1 Week 2 Task 2: Practical – Abiotic and biotic measurement techniques 15% Semester 1 Week 6 Task 3: Investigation – Monitoring a local marine ecosystem 5% Semester 1 Week 9 Task 4: Practical – Fish dissection 7% Semester 2 Week 4 Task 9: Practical – Bottle rockets 9% Semester 2 Week 5 Task 10: Investigating – Rocket design 9% Semester 2 Week 14 Task 12: Investigation – Factors affecting flight Extended response 30% 8% Semester 1 Week 1 Task 1: Research assignment – Marine ecosystems 7% Semester 1 Week 11 Task 6: Research assignment – Ocean currents 6% Semester 2 Week 2 Task 8: Research assignment – Rockets timeline 9% Semester 2 Week 15 Task 13: Research assignment – Humans in space Test 20% 5% Semester 1 Week 9 Task 5: Test – Properties of and marine biology 5% Semester 1 Week 16 Task 7: Test – Fisheries management and human impact 5% Semester 2 Week 9 Task 11: Test – Motion, gravity and forces test 5% Semester 2 Week 16 Task 14: Test – Rocketry Total 100% 100%