zilongwang/ReadingBank huggingface dataset:
N205 Residues from industrial waste treatment/disposal operations 564,066 818,709 834,790 1,382,776 1,653,499 N220 Asbestos 166,227 231,209 246,048 397,435 477,257 N230 fibres with physico-chemical characteristics similar to those of asbestos 83 52 44 135 96 R Clinical and pharmaceutical R100 Clinical and related wastes 15,284 27,783 27,742 43,067 55,526 R120 Waste pharmaceuticals, drugs and medicines 6,023 6,592 6,920 12,616 13,512 R140 Waste from the production and preparation of pharmaceutical products 785 755 886 1,540 1,641 T Miscellaneous T100 Waste chemical substances arising from research and development or teaching activities, including those which are not identified and/or are new and whose effects on human health and/or the environment are not known 1,903 2,714 2,809 4,617 5,523 T120 Waste from the production, formulation and use of photographic chemicals and processing materials 640 793 699 1,433 1,492 T140 Tyres 144,875 193,874 221,537 338,748 415,411 T200 Waste of an explosive nature not subject to other legislation 45 928 909 973 1,837 TOTAL 2,395,148 3,342,667 3,271,361 5,737,815 6,614,028
Y26 Cadmium; cadmium compounds 11 31 31 62 Y27 Antimony; antimony compounds 32 0 27 27 Y28 Tellurium; tellurium compounds 0 0 0 0 Y29 Mercury; mercury compounds 954 477 385 862 Y30 Thallium; thallium compounds 0 1 6 7 Y31 Lead; lead compounds 14,608 24,987 14,472 39,459 Y32 Inorganic fluorine compounds excluding calcium fluoride 11 128 729 856 Y33 Inorganic cyanides 16 298 336 634 Y34 Acidic solutions or acids in solid form 18,784 22,377 22,348 44,725 Y35 Basic solutions or bases in solid form 197,846 168,603 166,769 335,371 Y36 Asbestos (dust and fibres) 166,227 231,209 246,048 477,257 Y37 Organic phosphorus compounds 52 67 89 156 Y38 Organic cyanides 1 0 0 0 Y39 Phenols; phenol compounds including chlorophenols 116 561 540 1,100 Y40 Ethers 1,138 611 913 1,524 Y41 Halogenated organic solvents 295 596 577 1,173 Y42 Organic solvents excluding halogenated solvents 7,807 8,147 8,641 16,787 Y43 Any congenor of polychlorinated dibenzo-furan 0 0 0 0 Y44 Any congenor of polychlorinated dibenzo-p-dioxin 0 0 0 0 Y45 Organohalogen compounds other than …(e.g. Y39, Y41, Y42, Y43, Y44) 127 205 135 339 Categories of wastes requiring special consideration (Annex II) Y46 Wastes collected from households 5,045,354 6,556,006 6,610,719 13,166,725 Y47 Residues arising from the incineration of household wastes 0 0 0 0 Additional waste categories not included in Y-Codes 1 Other metal compounds 405 239 309 548 2 Other inorganic chemicals 15,478 33,349 41,726 75,075
Statement of Commitment I agree to be bound by the Booking Conditions as outlined in the Course Information above and understand that cancellation penalties will apply should I not complete the course. I confirm that, to the best of my knowledge, the information given in the form is correct and complete. I acknowledge that if this application is approved I am committed to participation. Please sign here to acknowledge your acceptance of the Booking Conditions above: (scanned signatures accepted) Executive/Organisational Authorisation First name Surname Role Chair Chief Executive Other (please specify): Address Direct Dial Mobile Number Chief Executive/Chair Authorisation I to be bound by the Booking Conditions as outlined in the Course Information above and understand that cancellation penalties will apply should the delegate not complete the course. I acknowledge that the NHS South West Leadership Academy is not responsible for payment of backfill, accommodation, travel or subsistence. I to provide the conditions, resources and study leave to ensure successful attendance and completion of the entire programme. Where appropriate I will ensure the release of the applicant as appropriate. I agree to provide ongoing personal support for the applicant’s development. Please sign here to confirm your authorisation for this individual to undertake the course as per the above authorisation statements: (scanned signatures accepted)
2 Gender Female Male Do not wish to disclose 3 Age 16 – 20 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60 61 – 65 66 – 70 71 – 75 I would rather not answer 4 I describe my ethnic origin as… or Asian British Bangladeshi Indian Pakistani Any other Asian background Mixed and Asian White and Black African and Black Caribbean Any other mixed background Other Ethnic Groups Chinese Any Ethnic Group Black or Black British African Caribbean Any Black background White British Irish Any other White background I do not wish to disclose my ethnic origin 5 Please select the option which best describes your sexual orientation Gay woman/Lesbian Gay man Bisexual Heterosexual Other – please specify below I do not wish to disclose my sexuality 6 Please indicate your religion or belief Atheism Buddhism Christianity Hinduism Islam Jainism Judaism Sikhism – please specify below I have no religion/belief I do not wish to disclose my religion/belief 7 Do you consider yourself to have a disability? Yes No
Age Figure 4.1 shows the distribution of respondents’ age. A large proportion of respondents were aged between 65-74 years old. Not all respondents told us their age. Gender 58% of respondents were men 36% of respondents were 6% of respondents preferred not to their gender Disability 83% of responded did not consider themselves having a disability 7% of respondents did consider themselves having a disability 9% preferred not to say Of that stated they considered themselves having a disability, the impairments that affected each respondent are shown in Figure 4.2. Respondent Groups The 203 questionnaire responses were analysed together to give an overall picture of the attitude towards the proposals. Where this data is presented it will be described as coming from the ‘All’ group.
Termly Tracking Attendance Persistent absence Punctuality Term +/- From Target Term +/- From Target Term +/- From Target EYFS (Nursery) Summer Autumn Spring Summer Summer Autumn Spring Summer EYFS (Reception) Summer Autumn Spring Summer Summer Autumn Spring Summer Year 1 Summer Autumn Spring Summer Summer Autumn Spring Summer Summer Autumn Spring Summer Year 2 Summer Autumn Spring Summer Summer Autumn Spring Summer Summer Autumn Spring Summer Year 3 Summer Autumn Spring Summer Summer Autumn Spring Summer Summer Autumn Spring Summer Year 4 Summer Autumn Spring Summer Summer Autumn Spring Summer Summer Autumn Spring Summer Year 5 Summer Autumn Spring Summer Summer Autumn Spring Summer Summer Autumn Spring Summer Year 6 Summer Autumn Spring Summer Summer Autumn Spring Summer Summer Autumn Spring Summer Overall/Whole School Summer Autumn Spring Summer Summer Autumn Spring Summer Summer Autumn Spring Summer
Priority 1: Improving Attendance What do we want to achieve? What actions do we need to take to be successful? Who will do this? When will they do it? What resources do they need and what will the cost be? What will success look like and how will we know about it? Priority 2: Reducing Persistent Absence What do we want to achieve? What actions do we need to take to be successful? Who will do this? When will they do it? What resources do they need and what will the cost be? What will success look like and how will we know about it? Priority 3: Improving Punctuality
What do we want to achieve? What actions do we need to take to be successful? Who will do this? When will they do it? What resources do they need and what will the cost be? What will success look like and how will we know about it?
detailed specification of works that have been compiled by a professionally qualified external consultant, for example a Quantity Surveyor. For any second hand item – confirmation from the supplier Please see the guidance on ‘How to fill in an improving farm productivity application’ at 3.10 for specific details of the requirements. If applicable, proof of irrecoverable VAT on eligible costs You will need to provide evidence of the VAT status of the business that confirms that you are not VAT registered or are making exempt supplies (confirmation letter from HMRC or a professionally qualified independent accountant). Photographs and serial numbers of any ‘must include’ items that you are not including in your project costs You will need to provide clear photographs of the items in situ if you already use them on site, with their serial numbers. For electrical battery storage systems: a copy of your MCS installation certificate a copy of your annual statement of electricity usage FIT breakdown statement A letter from Ofgem The MCS installation certificate was required when you applied for FIT accreditation. You must provide the most recent statements for your farm business issued by your electricity supplier You must provide confirmation from Ofgem that your project will not affect your FIT accreditation. For heat distribution networks: Preliminary accreditation from Ofgem of modifications to your accredited RHI system (for example, a Biomass boiler) This is required to confirm that the project will not affect eligibility of your RHI accredited non Domestic renewable heat installation.
in the future helping with other construction projects political unrest and high unemployment. Scheme 3 - Scheme 4 - description of scheme Brief description of scheme Which problem does it help to solve? How does it help to solve this problem? How well will it work? (Evaluation) Which problem does it help to solve? How does it help to this problem? How well will it work? (Evaluation)
– = = _____ Column A Column B Column C Column D Column E Column F Column G Column H Column I Final velocity vf (m/s) Initial Velocity vi (m/s) Change of velocity v = vf - vi (m/s) Change of Momentum p = m v (kg m/s) Average Force F (N) Number of points Duration of Impulse t (s) Impulse (calculated) = F t (N s) Impulse (from integral) (N . s) 1 2 3 4 % difference between Impulse and Change in Momentum (see Analysis step #21) 1 2 3 4 Average % difference – = = _____ Column A Column B Column C Column D Column E Column F Column G Column H Column I Trial Final velocity vf (m/s) Initial Velocity vi (m/s) Change of velocity v = vf - vi (m/s) Change of Momentum p = m v (kg m/s) Average Force F (N) Number of points Duration of Impulse t (s) Impulse (calculated) = F t (N s) Impulse (from integral) (N . s) 1
Hard evidence was sought to validate each statement of the investment story. The logic flow of the ILM was considered and tested. The discussion concluded with the agreement of participants that the investment story that was documented was consistent with the discussion. The workshop was completed within two hours. Yes / No If no, for how long did it run? (__ hrs, __mins) Date of the workshop: Department / organisation: Size of investment: Less than $500k $500k – $10m Above $10m Your name: Your position: you be happy to be contacted by other ‘investors’ seeking further information on the capability of this facilitator? Yes / No
OSD & & USER Contract: CDRL: 15 Cage: Publication Number: Version: 2.1 Release Date: January 26, 2015 Release Approved January 26, 2015 Date Receipt Acknowledgement COR: Date Accepted COR Date Exelis Inc. 1650 Tysons Blvd. Suite 1700 McLean, VA 22102 INSPECTION INSPECTION INSPECTOR CHILD DEVELOPMENT SOFTWARE
3.2.18 Training Breakdown TIER I Administrative User Training The onsite Tier I administrative user training is a 3-hour session that walks the district RtI module administrators through entering and reviewing all of the initial setup information for the district. The following topics are covered: Grade levels RtI module that are used in the dropdowns Application settings Operations screen School administration screen School year screen Instructional weeks Calendars and exemption days Security permissions/users Importing progress monitoring scores into the RtI module. 3.3 Scheduling Training Training for district trainers or administrative users for either the IMS or RtI module must be scheduled with RIDE in advance and is subject to the availability of RIDE trainers. Also, in order to conduct training for end-users, district trainers must request an IMS training environment from RIDE. To schedule train-the-trainer or administrative user workshops or to request that RIDE provide a training environment for end-user training, contact the IMS program leads at RIDE: Bob Measel – (401)222-8480 Heather Heineke – (401) 222-8493 SUPPORT AND MAINTENANCE In to ensure sustained success in the use of the IMS, districts must have a plan to support educators and maintain the system both during deployment and for the longer term. This section will outline RIDE’s policies with regard to help and support as well as give districts a framework for developing local plans aligned to state policies and procedures. District Required for Support and Maintenance The following outlines the various roles that will be required to support educators and maintain the IMS system, what each role is responsible for, which training level is appropriate for the role, and who is responsible for providing the training. There is an additional column for the district to fill out indicating the projected number of personnel to be trained for each role. NOTE: Roles are dependent on district IMS deployment choices so not all roles identified below may be required. While reviewing the table, keep in mind that one person may fill multiple roles. For example, the district IMS point person may also be a program lead and a reviewer.
For MaineCare and Food Stamps ARE YOU:  Married  Widowed  Single  Divorced  Separated (Check only one box) If you live with your spouse: Spouse’s name (first, middle initial, last) Date of birth Sex Able to work? Yes No (month /day/year) Place of birth _______________________Maiden name ______________________ Spouse’s Social Security number Spouse's Medicare number List people who live with you: Last name First name Middle Initial Sex Birth Social Security Number Relationship to you Is everyone you are applying for a citizen? Yes No If no, please list their names and Alien Registration Numbers. Please list place of birth for each person for whom you are requesting assistance First Name Place of Birth First Name Place of Birth First Name Place of Birth List monthly household income Source Yourself Your spouse (who lives with you) Other family members (please list amount and name of member) Social Security $ $ $ SSI $ $ $ Other Income or Pensions (such as railroad retirement, interest, dividends, etc., please explain) $ $ $ List household earnings for yourself and your spouse (who lives with you): (please provide the last 4 pay stubs or copies of them) Name Employer’s name and phone number Amount earned How often are you paid worked each week Is anyone in your household self-employed? Yes No If YES, Who? ______________ Source? _______________ How often? _____________ Please provide a copy of your most recent tax return or business records. List assets for yourself and your spouse (who lives with you), including jointly owned assets: (If you are applying for Food Stamps, also list the assets of others in your household.) • Checking or Savings Account • Credit Union Shares • IRA, 401K, Keogh • Certificate of Deposit • Accounts • Profit Sharing • Safety Deposit Box • Assets with Others • Stocks • Annuities • Prepaid Burials • Trusts Name(s) on account Type of asset (see above) Name of bank or institution Account number Current balance or value
Treasurer’s portfolio and report for submission to Council. A report should be provided prior to the meeting. Council agenda point 7.7 Registrar. The Registrar must report on the following strategic objectives Strategic Objective 3 [SO3] Education, [SO5] Professional Status of the Institute. It is proposed that the Registrar function must form part of the duties of the Education Committee who will evaluate applications, advise and inform the Registrar of membership categories. In the conventional academic definition the Registrar, the purpose of a registrar is to “…ensure the integrity, accuracy, and security of all … records of current and former students; facilitate effective student registration …; … and sets policy and procedure …”. As such it would be advised that the Registrar, who according to the current IMSSA procedure, is normally the Junior Vice President, should be officially appointed as Registrar and participate in the Education committee meetings. The portfolio of the Registrar must be clearly defined and include a reporting structure that will allow delegation of authority if required. Point 7.8.3. Managerial report – Certificates should fall under the Strategic Objective 3 [SO3] Education. Council agenda point 7.8 Managerial Report Currently the Office Manager reports on the following under this agenda point: 7.8.1 Invoices & Statements - propose a move to Treasurer’s portfolio for submission to Council 7.8.2 Reconciliation of Outstanding Fees - propose a move to Treasurer’s portfolio for submission to Council 7.8.3 Certificates – propose a move to Registrar’s portfolio for submission to Council It is strongly suggested that the managerial report should discuss only general administrative issues. Council agenda point 7.9 Branch Reports All branch reports should focus on the reporting of activities supporting the Strategic Objectives [SO1] [SO2] [SO3] [SO4] [SO5] [SO6]. All branches are required to provide a report that includes a financial report, minutes and correspondence to the Office Manager prior to the council meeting for reading and discussion (correspondence received). 7.9.1 Free State Branch 7.9.2 Mpumalanga Branch 7.9.3 Northwest Branch
Does the Organization have: Manual(s) (Quality, HSE, IT, HR, Food Safety Etc.) Kindly specify the title of the existing manual(s). Procedures(s) (Quality, HSE, IT, HR, Food Safety Etc.) Kindly specify the title of the existing Procedures(s). Best Practice(s)/ Forms being used related (Quality, HSE, IT, HR, Food Safety Etc.) Kindly specify the title of the existing practices and formats used. Does the organization have established Objectives? Yes No If yes, are these objectives cascaded down to all relevant functions and levels? Yes No Does the organization have criteria for the approved supplier list? Yes No Does the organization have customer satisfaction criteria? Yes No Organization Information Company Name Address Telephone No. Fax No. Name & designation of chief executive/ General manager etc. Number of Divisions/ Branches Organization’s Main Activity The Organization’s Market Working days and Hours Number of Employees Management: Administration: Labor: Nature of the organization Proprietorship: Partnership: LLC: PSC: Others: Contact Information Name: Designation: Mobile: Email:
You will be provided with a journal that will need to come to every lesson and be viewed and signed by a parent each week. Year 7 beginner students are not eligible for instrument hire. The school supplies instruments for students to use at school for lessons and practice, but students will be expected to purchase an instrument, where required, as soon as practicable. Please talk to your teacher about this beforehand to allow them to assist you in purchasing an instrument of appropriate quality. Poor instruments can cause significant loss of motivation for students. If your child is currently enrolled in General Music, they will need to change their timetable to include Class Music. This will require a shift in their options. Music students will always have music as one of their options subjects. Whilst this sometimes causes frustrations for some students, the benefits and opportunities provided to the music students are unique and exclusive to the program, and we believe they outweigh any perceived loss of opportunity. Instrumental lessons occur on a rotating timetable. Lessons will change times on a weekly basis; ensuring students don’t miss the same class each week. Ensembles usually occur outside of school hours. If you are playing at the appropriate level it is expected that you will join the applicable ensemble. Attendance at these ensembles is compulsory, and you will need to manage your sporting and other requirements accordingly. We look forward to your child joining us on their musical journey. If you have any further questions or concerns, please don’t hesitate to contact me at the below. Mr Neville Talbot Music Teacher Albany Senior High School 08 9841 0934 neville.talbot@education.wa.edu.au
4th Interdisciplinary Market Studies Workshop - Programme University of St Andrews June 8-10 2016 Wednesday, June 8, 2016 Time Event 17.00-19.00 Drinks reception and registration (Gateway Building, Well Area, downstairs) Thursday, June 9, 2016 Time Event 8.30-9.00 Registration (Gateway Building Well Area, downstairs) 9.00-9.15 Workshop introduction (Gateway, Lecture Room 4) 9.15-10.00 Group discussions – thoughts on (im)possible markets? (Lecture Room 4) 10.00-10.30 Coffee – Well Area Rooms for parallel streams Stream a: Gateway Lecture Room 3 Stream b: Gateway Lecture Room 4 Stream c: Gateway Seminar Room 6 10.30-12.00 1a. Market formation? Webb “On (Not) Assembling a Market for Sustainable Energy: Heat Network Infrastructure and British Cities” Roscoe “A tale of two markets, or, how to build a stock exchange.” Araujo and Mason “Performing reform in the English national health service” Chair: Dix 1b. Market knowledge and its effects. Morgan-Thomas “Silent tyranny of code? Performativity, encoding and work” McFall and Deville “The market will have you: The arts of market attachment in a digital economy” Nilsson ““Practices of limiting knowledge in market research” Chair: Hagberg 1c. Market agencements. Onyas and Mulira “Building entrepreneurial capacity in the mobile money agencement.” Le Velly and Dufeu “Alternative food networks as “market agencements”: exploring their multiple hybridities” Hawkins “Making Water into a Market Thing: the clandestine hybridisation of economics and politics” Chair: Duffy 12.00-13.00 Keynote: Professor Donald MacKenzie, “Futures Lag: The Material Political Economy of High-Frequency Trading”. Gateway Lecture Room 3. trial
Home Page When reports have been bookmarked they will appear on the home page in alphabetical order. If more than 12 reports have been bookmarked, click on the arrows to scroll through each page of bookmarks. A maximum of 50 reports can be bookmarked. Once you reach that limit you will have to remove a bookmark to add a new bookmark. For more information please see the Bookmarking a Report User Guide. Home Page My Account From the home page, click My Account to access your account details.
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Passwords must contain at least one of each of: upper case letter; lower case letter; number; Passwords must start with a letter; Passwords must not be the same as any previous password used by you during the last 12 months: Passwords must not be recognisable words; Passwords must not be easily guessable, for example birthdays, telephone numbers; Passwords must be secure; Passwords must not be written down by users. Administrators should maintain a record in a secure place. Password changes will be enforced by the system; 4. Security Do not allow unauthorised users of the Investment Management System access to the system. Computer workstations connected to the Investment Management System should not be left unattended; should logoff the system whenever a session has been completed. Users should be aware that even though they have logged off they may still be connected to the Internet. 5. Administrators The Security Administrator Guide provides detailed guidance on the role of the Administrator and this will be sent out with the creation or maintenance of Security Administrator details. Each User Organisation may have more than one On-Line Security Administrator (to a maximum of four). The User Organisation must submit a SIGPRO form to the Home England each time it wishes to add or remove an Administrator. The form must include the names of all current security Administrators. This form is available The organisation must notified immediately if an Administrator leaves the employment of the User Organisation, or changes posts and responsibilities. The Administrator must regularly review the list of users (every 3 months) and their attached authorities to ensure that the list of users is correct and that their attached authorities are appropriate. The Administrator must ensure that users are deleted immediately if they leave the organisation or are no longer required to work in IMS for the User Organisation. The Administrator(s) should ensure compliance with England guidance issued regarding use procedures, error reporting procedures and procedures for resolving difficulties or issues from the use of the Services. The Administrator(s) is (are) responsible for reporting IMS problems to Homes England helpdesk. Where the User Organisation has more than one Administrator it should ensure that a particular Administrator is the principal contact with the Homes and Communities Agency helpdesk.
c: Between 1 may 1945 and 15 August 1945, the unlawful mistreatment by Morio Inouye of Private George Spencer, an American PW, by beating, kicking and otherwise abusing him, thereby breaking a rib. NG G Yes d: In or about March or April 1945, the unlawful mistreatment by Morio Inouye and one Tarada of Staff Sergeant George R. Powell, an American PW, by beating kicking and otherwise abusing him. NG G Yes e: In or about January or February 1945, the unlawful mistreatment, abuse and torture by Morio Inouye, with others, of Sergeant William E. Braye, an American PW, by beating and inflicting severe cuts and lacerations on and about his body, by kicking him, by forcing him to stand at attention for a long period of time in cold weather while insufficiently clothed and by otherwise abusing him until he was rendered insensible, all while said PW was sick, diseased and in a weakened condition. Ng G Yes f: Between 13 August 1943 and 15 August 1945, the unlawful mistreatment and by Morio Inouye of Gunner Fred Chick, a British PW, by beating him into insensibility. NG G Yes g: At diverse times between 13 August 1943 and 15 August 1945, the unlawful mistreatment and abuse by Morio Inouye of Lieutenant Thomas C. Borrie, a British PW, by beating and otherwise abusing him. NG G Yes h: In or about July 1945, the unlawful mistreatment and abuse by Morio Inouye of Lieutenant J.W. Starkey, a British PW, by beating him into insensibility. NG NG - - i. In or about July 1945, the unlawful mistreatment and abuse by Morio Inouye of Warrant Officer Charles Kidwell, a British PW, by beating him. NG NG - - trial
DIARY ENTRIES RUBRIC Assignment Description: Diary/Letter/Blog: Pretend you are the main character. Write at least 5 diary entries of 10 sentences. Include how you feel and why. Don’t forget to use first person! Student Name: ________________________________________ CATEGORY 4 3 2 1 Complete 4 entries of at least sentences each. 3 entries of at sentences each. 2 entries of at least sentences each. 2 or fewer entries, or entries are too short. Content Each entry tells what is happening in the explorer’s life and how he or she is feeling. No information is given that the explorer isn't aware of. Each entry tells what is happening in the explorer’s life and how he or she is feeling. Some information is given that the explorer isn't aware of. 1 entry does not tell what is happening in the story, or does not say how the explorer is feeling. 2 or more entries don't not tell what is happening in the story, or does not say how the explorer is feeling. Sentences & Paragraphs Sentences and paragraphs are complete, and of varied structure. All sentences are complete and (no fragments, no Paragraphing is generally done well. Most sentences are complete and Paragraphing needs some work. Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Voice Entries sound entirely like they could have been written by the exporer. Each entry uses first person. Entries typically sound like they could have been written by the explorer, but there are occasional lapses. Each entry uses first person. Entries occasionally sound like they could have been written by the explorer, but often have the student's voice. Each entry uses first person. Entries sound like the student, not the explorer or they are written in third person. Grammar Writer makes 0-1 errors in grammar, punctuation. Writer makes 2-3 errors in grammar, punctuation. Writer makes 4-5 errors in grammar, punctuation. Writer makes 6+ errors in grammar, punctuation.
c. Use appropriate and precise mathematical language. d. Use appropriate scales, and labels. 7. Identify and utilize structure and patterns. a. Recognize complex mathematical objects as being composed of more than one simple object. b. Recognize mathematical repetition in order to make generalizations. c. Look for structures to interpret meaning and develop solution strategies. Methodology A combination of lecture, class discussion, presentations, videos, cooperative learning, and hands on experience provided for an abstract concepts of geometry, learning will be utilized in this course. Grades will be determined by the satisfactory and timely completion of assignments. The grade of each assignment is based on the prerequisites given for each assignment. Below is an overview of the topic/units and major assessments/assignments for this course. Please note dates/timeframes are subject to change and are an estimate. Unit/Topic Course Activities Assessment/Assignments Month/Timeframe (monthly or 9 weeks) Foundations for geometry Use synthetic and analytic methods. Large Group review Quiz/Test/Homework/ Class work/ Lab: Construction of lines and Angles, and their bisectors. September/1st Nine Weeks Area and perimeter Volumes Parallel and perpendicular lines Deductive and inductive methods of teaching. Project method. Quiz/Test/Homework/ Class work/ Project: Finding area, perimeter and Volumes for real life objectives. September/1st Nine Parallel and perpendicular lines Small group teaching with examples. Quiz/Test, Homework, Project: Graphing of lines and their parallel and perpendicular lines. October/1st Nine Weeks.
Table 1. Pollutant Load Reduction Project Goals (What are you measuring?) Measurement Tools and Methods (How are you measuring it?) Targets Reduction in pollutant concentrations discharging from the site Tools: What will you use as a ruler to measure the target? Method: How will the Measurement Tools be used to measure the target? Removal of XX lbs of XXX, XX lbs of XXX, and XX lbs of XXX from the stormwater runoff from the site. Reduction in stormwater runoff from the site Tools: What will you use as a ruler to measure the target? Method: How will the Measurement Tools be used to measure the target? XX gallons of stormwater runoff captured and/or treated.
world avoid far greater conflicts, far wider wars, far more destructive than this one.” are only the tip of a vast iceberg whose bulk can never be accurately measured.” REFERENCES: Marilyn B. Young, The Wars, 1945–1990 (1991); Jeffrey P. Kimball, ed., To Reason Why: The Debate About the Causes of Involvement in the Vietnam War (1990). . Was the nonviolent civil rights movement of the 1960s a success? Why or why not? Can it be argued that the violent protests of the civil rights movement were more successful than the nonviolent protests? 2. What were the causes of the Vietnam War? 3. Was justified going into ? What if the Communist countries invaded a country to “contain the spread of Democracy,” would this be justified? What is the difference between the two situations? 4. Were the cultural upheavals of the 1960s a result of the political crisis, or were developments like the sexual revolution and the student revolts inevitable results of affluence and the baby boom? See section Thinking Globally on pages 896-897. CONTENDING VOICES: MARTIN LUTHER KING JR. VS. MALCOM X 1. What methods did Dr. King activists must use in their quest for justice? Why would he emphasize these methods over others? 2. How and why did Malcom X disagree with Dr. King’s methods? Todd Gitlin, The Sixties: Years of Hope, Days of Rage (1987). A view of the sixties as fundamentally constructive: “Say what we will about the Sixties’ failures, limits, disasters, ’s political and cultural space would probably not have opened up as much as it did without the movement’s divine delirium.… This side of an ever-receding millennium, the changes wrought by the Sixties, however beleaguered, averted some of the worst abuses of power, and made life more decent for millions. The movement in its best moments and broadest definition made philosophical breakthroughs which are still working themselves out.” William O’Neill, Coming Apart (1971). A view of the sixties as fundamentally destructive: “Though much in the counter-culture was attractive and valuable, it was dangerous in three ways. First, self-indulgence frequently led to self-destruction. Second, the counter-culture increased social hostility. The generation gap was one example, but the class gap another. Working-class youngsters
Formulas: 5. Powerful Wind, Inc. is a wind turbine manufacturer that is considering three investment projects: I, II, and III, that will cost $2.5M, $2.3M, and $3.7M respectively. The projects have an expected life of three, five, and seven years correspondingly. The firm’s Vice President of Finance has estimated the probability distribution for each project’s first after-tax cash flow (ATCF1) as shown in the following table: Scenario Probability Project I's ATCF1 Project II's ATCF1 Project III's 1 5% $1,000,000 $550,000 $350,000 2 15% $1,150,000 $750,000 $600,000 3 60% $1,250,000 $950,000 $850,000 4 15% $1,350,000 $1,150,000 $1,100,000 5 5% $1,500,000 $1,350,000 $1,350,000 The Vice President of Finance uses the risk-adjusted discount technique to evaluate investment projects. He allocates risk premiums based on the coefficient of variation of each project’s cash flows according to the following table: Coefficient of Variation Risk Premium 0.0 -2.00% 0.2 0.00% 0.3 2.00% 0.4 4.00% 0.5 6.00% Each project’s after-tax cash flows are expected to grow at an annual rate of inflation of 3%. a. Determine the expected cash flows, standard deviation, and coefficient of variation of each project.
Solution: a. 15. Which should be the right formula for cell B4? a. =B1+B2+B3 b. =B1+B2-B3 c. =B1-B2+B3 d. =B1-B2-B3 e. =B1*B2/B3 Solution: c.
5. Financial Data for four automotive parts manufacturers is given below: XYZ, Inc. Delphi Automotive PLC. Dragon Auto Inc. Pegasus Industries Inc. Selling $70 $90 $120 $100 Unit Sales 1,200,000 900,000 700,000 1,000,000 Interest Earned 8 9 10 7 Variable Costs (% of Sales) 57% 55% 53% 60% Fixed Costs $9,000,000 $12,000,000 $10,000,000 $11,000,000 Return on Common Equity 11% 10% 9% 8% Common Equity $120,000,000 110,000,000 150,000,000 $140,000,000 Common Shares 13,000,000 12,000,000 15,000,000 14,000,000 a. Using the financial data given in the above table, create income statements for each firm. Assume a common tax rate of 40% for each company. Worksheet: Formulas: b. Determine the break-even points in both units and dollars, and the degrees of operating, financial, and combined leverage for each firm.
Formulas: a. If you expect that the dividend of each company will grow at the arithmetic mean growth rate of the last 5 years into the foreseeable future, what is the price at which you would be willing to buy these companies’ stocks? Worksheet: Formulas: a. Use the TREND function to forecast the next dividend payment of each company. If you expect that the dividend of each company will grow indefinitely at the growth rate implied by the forecasted value, what is the price at which you would be willing to buy these companies’ stocks? Worksheet: Formulas: 4. The financial information of four different companies is provided in the following table: Company A Company B Company C Company D Last Dividend $0.50 $0.75 Expected Dividend $1.25 $0.90 Required rate of Return 15% 14% 17% 12% Growth Rate #1 10.00% 9.00% 7.00% 8.00% Growth Rate #2 5.00% 3.00% 4.00% 2.00%
ACTIVITIES AND SPECIAL RECOGNITION – School List chronologically, beginning with freshman year, all activities in high school, such as publications, club work, student government, athletics, honor societies, etc. Attach additional pages if necessary. Academic Year Activity Offices Held, Awards ACTIVITIES AND SPECIAL RECOGNITION – Community List chronologically, beginning with freshman year, activities outside of school in which you were involved, such as clubs, groups, or teams (4H, Scouts, church, athletics, band, etc.), volunteer work (Red Cross, camp counselor, etc.), etc. Attach additional pages if necessary. Academic Year Activity Offices Held, Awards EMPLOYMENT INFORMATION Starting with freshman year, list all summer, part-time and/or full time jobs and provide dates of employment, i.e. June 2015 – December 2015. Attach additional pages if necessary. of employment Employer Type of Work
I’m Not the Only One by Sam Smith Directions: In the following song, there are 14 present perfect errors. Underline the errors and correct them. Then you will listen to the song twice. Check your answers as you listen to the song. You and me, we made a vow For better or for worse I can't believe you let me down But the proof's in the way it hurts For months on end I has have my doubts Denying every tear I wish this would be over now But I know that I still need you here You say I'm crazy 'Cause you don't think I know what you has did But when you call me baby I know I'm not the only one You has be so unavailable Now sadly I know why Your heart is unobtainable Even though Lord knows you kept mine You say I'm crazy
'Cause you don't think I know what you has did But when you call me baby I know I'm not the only one I has love you for many years Maybe I am just not enough You has make me realize my deepest fear By lying and tearing us up You say I'm 'Cause you don't think I know what you has did But when you call me baby I know I'm not the only one I know I'm not the only one I know I'm not the only one And I know And I know And I know And I know And I know And I know, no I know I'm not the only one
Depends on time frame EXAMPLE: RENAL ALLOGRAFT Hyperacute IMMEDIATE, PRE-FORMED ANTIBODIES (ABO) ? HOW FORMED KIDNEY EXAMPLE: CYANOTIC, MOTTLED NECROTIZING VASCULITIS, THROMBOSIS, ISCHEMIC NECROSIS OF GRAFT CROSSMATCH: CELLS W/ RECIPIENT SERUM Acute DAYS, WEEKS, MAYBE YEARS IF IMMUNOSUPPRESSION DECREASED CELLULAR: LYMPHOCYTIC INFILTRATION (CD4, CD8) TUBULITIS ENDOTHELIALITIS RESPONDS TO IMMUNOSUPPRESSION CAN MIMIC CYCLOSPORINE TOXICITY VASCULAR: ACUTE AND SUBACUTE VASCULAR INJURY INTIMAL PROLIFERATION, LUMEN COMPROMISE, ISCHEMIA Chronic CORRELATES WITH PRIOR EPISODES OF ACUTE REJECTION, CUMULATIVE EFFECT VESSELS: INTIMAL FIBROSIS INTERSTITIAL FIBROSIS AND ATROPHY Methods of Improving Graft Survival Compatibilitiy: ABO: CROSSMATCH, ESSENTIAL HLA antigens
Focus on second-order problem solving, even with defects that have not led to patient harm. 4. How will you know the risk is reduced? Establish metrics that will identify reduction of the defect. These data points can inform staff and patients, as well other stakeholders, about your patient safety efforts, including achievements as well as additional opportunities for improvement. Case Renal Transplant NOTE: Duplicate of slide 29 SAY: In the case study, why did the defect occur? The new resident did not notify the attending anesthesiologist about starting the blood transfusion. There were no mechanisms in place to check the wristband against the Kardex stamp plates. These checks were neither performed in the ICU before the patient left it, nor were they performed in the OR before the surgery began. No redundant systems were in place in this emergent situation to ensure that the documentation matched the patient. The unit environment contributed with near-simultaneous emergent events: the renal transplant patient as well as the craniotomy patient. There were two different groups of providers due to the shift change. There were no independent checks and no proper sign outs between the different providers about the patient. The attending anesthesiologist was not present for the decision to transfuse. Multiple care areas (ICU and OR) along with multiple care teams required clear communication, yet it was unclear if proper handoffs occurred. Patient characteristics also contributed as both patients were of high acuities. Task characteristics also contributed to the defect. The check-in was only as good as the existing identification documents. The resident checked the patient’s identity against the Kardex plate, but not the wristband. Shift changes among staff were not staggered, resulting in a mass change in providers independent of the case status. 34
AT U.S. History Harrison In Class Essay Tuesday - October 27, 2015 Directions: On Tuesday, October 27, 2015, you will be assigned THREE of the following questions. You will be asked to write a thoughtful analytical response to THREE questions. You will NOT be allowed to use notes or outline. You may use laptop computers, however you must NOT use any prepared material that may be stored on your computer. THE QUESTIONS 1. The Post World War II (1945-1960) era was period of major transitions for many groups in America. Select TWO the following groups and describe the changes they faced and how their position in American society was altered. a. African-Americans b. Young People -- teenagers c. white working class Americans 2. The Cold War dramatically changed the nature of U.S. domestic policy? In what ways did the Cold War change America domestically? 3. Landslide political victories do not always ensure political or legislative success. Use the administrations of Franklin Roosevelt (1936) and Dwight D. Eisenhower (1956) to evaluate this claim? 4. Analyze the successes and failures of the Cold War policy of containment in East Asia and Europe from 1945-1960.
Present hard copies or video projection of the budget of someone living on $2 a day, using the same form used by participants for their homework. Clarify that the of these exercises is not to induce guilt, but to help us recognize that by objective standards, we are truly blessed with wealth. Transition: Suggest that one appropriate response to our great wealth is to give thanks to God, the ultimate source of all wealth. E. Give Thanks 10 minutes Lead participants in prayers of thanksgiving for their wealth. Pray in whatever fashion is most comfortable for your group. F. Homework for Next Session 10 minutes Explain the concept of making personal commitments in response to biblical teaching. For this commitment, ask participants to choose one way to give thanks regularly for the blessing of wealth. Each participant should choose some commitment for him/herself and begin to practice it regularly this week. Ask the group to brainstorm practical ways to intentionally give thanks during the week. To help them get started, share some or all of the following examples: Say a prayer of thanks every time you swipe your credit card. Memorize a scripture on the goodness of wealth and recite it time you buy something. You could even attach a post-it note to your wallet to help you remember. Go through everything you own in your house as if you were preparing to move. Give thanks for each object you own. Encourage the group to be free to enjoy their wealth this week! G. Closing Prayer
Are you involved in any other Feast for the Future programs besides the Board? If yes, then: Probe for each other program, how long s/he has been participating and in what capacity If they indicate they have worked with youth then ask about their experience working with the youth in this program? Probe to know what benefits the respondent feels the youth are receiving from the program? If Board member is a farmer, probe for whether s/he has their own farm/garden, what s/he grows, etc. What are the differences between how the members of your community farm and/or garden now and when you were a child? Probe for the biggest perceived changes in farming/gardening habits, patterns (labor, machines, knowledge about plants/growing, etc.) Probe for whether the respondent believes that community members have the knowledge and skills (efficacy) to garden/farm to raise food for themselves, their families? What do you think about the general diet/nutrition habits of people in your family/community? What do you think about your community’s access to healthy food? Probe for what respondent thinks about links between diet, access to healthy food, and gardening/farming. What role does farming and/or gardening play in influencing the diet of people in your community today? Probe for whether the respondent feels that community members have a diet that is mostly or minimally from the land and what the consequences might be. What can the people in your community do (or what have they been to improve what they eat in order to improve their health and prevent disease? Probe for what the respondent thinks about how youth can improve their diet. Are you familiar with the Farmer’ Market in your community? If yes, ask the following question (otherwise skip to Question #9): In your opinion, what does the Farmer’s Market contribute to your community? Probe for whether the respondent participates as a seller or buyer at the Farmer’s Market? What are his/her perceptions/attitude of selling food at Farmer’s Markets? Of buying food at a Farmer’s Market or other fresh food outlet?
Mayo Clin Proc 2015 Physician Burnout Rising Burnout affects Patients Physician burnout Mistakes (200% ↑ odds of error) o ↓ Adherence o ↓ Empathy Patient satisfaction (2x hi pt c/o) Nursing burnout o ↑ infection rates o ↑ Mortality in ICU (p = 0.03) Sources: Dyrbye. JAMA 2011;305:2009-2010.; Welp Front Psychol 2015:5:1-15; Murray. J Gen Intern Med 2001;16:452–459.;
Landon, Reschovsky, Pham, Blumenthal. Med Care 2006;44:234–242; Cimiotti Am J Infect Control 2012;40:486 Burnout Costs Organizations Physician burnout Malpractice risk* (17% ↑ odds) Part time (1pt ↑ EE 43%↑ part-time w/in 2yr) o ↑ MD turnover (2x 2y) o ↓ Productivity
155 clinicians at 6 primary care clinics Density of EHR communication ↓ clinical outcomes. F2F communication ↑ LDL and BP control Hospitalizations ↓ 38% Urgent care visits ↓ 66% ER visits ↓ 73% Cost ↓ $594/yr Ann Fam Med 2015 Teamwork Matters
Exec team: compensation ~ Joy score EHR: source of burnout Swat: HIT Bundle Large screens Improved workflows ↓ 1M clicks/d Reduce inbox by 30% Action Steps: Institutions Be Bold Action Institutions Measure Measure and Definition Calculation Success Criteria
A. MILK: No organic. Type Price Size Whole, 2%, 1%, or Skim gallon, lowest price Whole, 2%, 1%, or Skim ½ gallon, lowest price Lactose-Free Size: Soy Milk ½ gallon Evaporated 12 oz. Powdered Dry Size: UHT quart B. CHEESE: Highest No organic. See approved foods card. 8 oz. 16 oz. Type: C. YOGURT: Highest 16 or 32 oz. plain or flavored. Container can be quart or multipacks. No Greek or light yogurt. No organic. Brand Highest Price Size Quart 32 oz. Multipack D. EGGS: Least expensive brand only. No organic. Lowest Large White Large White E. CANNED BEANS: Highest price. No organic. See approved foods card. Highest Price Type 15-16 oz. F. DRY BEANS: Highest price. No organic. See approved foods card. Highest Price Type 1lb (16 oz.) G. PEANUT BUTTER: Highest price. 16-18 oz. jars only. Creamy, crunchy, or extra crunchy. No spreads or organic. Brand Highest Price H. FISH: Highest price. Packed in water, oil, or vegetable broth. No premium or organic. Brand Highest Price Size Chunk Light Tuna Pink Salmon I. GRAINS: Highest No organic. See approved foods card. 16 oz. Whole Grain Bread Highest Brand: 16 oz. Tortilla Brand Highest Price Whole Wheat Corn Highest Price Brown Rice: 14-16 oz. Wheat Pasta: 16 oz. J. CEREAL: Must list 6 cold cereals and 1 hot cereal. See approved foods card. Cereal Name 12 oz. 18 oz. 24 oz. 36 oz. Cold: Cold: Cold: Cold: Cold: Cold: Hot: K. JUICE: Highest price. Must be 100% juice and a minimum of 72 mg or 120% Vitamin C per serving. No organic. Brand Highest Price Size 64 oz. 46-48 oz. 11.5-12 oz. concentrate