zilongwang/ReadingBank huggingface dataset:
Name: PROFESSOR TERRIE RIPORTELLA FALL 2018 Phone: 717-361-3753 Email: riportellat@etown.edu MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:00 – 9:20 am 8:00 – 9:00 am 8:00 – 9:20 am 8:00 – 9:00 am 8:45 – 9:10 am 9:30 – 10:50 am 9:15 – 10:55 am 9:30 – 11:00 am 9:15 – 10:55 am 9:30 – 10:00 am AC370A │ H112 BA165A │ H215 11:00 – 12:20 pm 11:00 – 12:00 pm 11:00 – 12:20 pm 11:00 – 12:00 pm 11:00 – 12:20 pm Office Hours │ H225 ACTIVITY PERIOD 12:30 – 2:30 pm 12:00 – 1:40 pm 12:30 – 1:40 pm 12:00 – 1:40 pm 12:30 – 1:40 pm Office │ H225 BA165A │ H215 2:30 – 3:10 pm 1:55 – 3:30 pm 2:00 – 3:30 pm 1:55 – 3:30 pm 2:00 – 3:10 pm AC205A │ H213 Office Hours │ H225 AC205A │ H213 3:15 – 4:15 pm 3:30 – 4:50 pm 3:30 – 4:50 pm 3:30 – 4:30 pm 3:30 – 4:50 pm MEETING PERIOD Office Hours │ H225 5:00 – 6:20 pm 5:00 – 6:20 pm 5:00 – 6:20 pm 5:00 – 6:20 pm 5:00 – 6:20 pm Notes: Additional office hours available by appointment
Basketball 15 BADMINTION Men’s single Men’s double Women’s single Women’s double 26 - 26 2nd 6 - 6 - tennis 16 - Chess 20 - Society Performance Report (2017-18) Lit Soc-Literary Society Events Date Position Held KNTER College Debate - - LHMC Debate - - Grey Matter Quiz(DTU) - - Pulse General Quiz - - Harry Potter Quiz (JMC) - - FANTOM Quiz(LHMC) 22/2/18 Prelims TEAM MEMBERS – Raghav Tilopa Spandan Imaad Kratika Rohan Sana Anjali EVENTS BY UNION SWACHCH BHARAT QUIZ-16 sept 2017
LHMC 9/3/18 - MAMC 14/3/18 - Members Neha Sharma Nikhil Prerna Nishant Rashi Anjali Adarsh Samiksha Padma Chuzin Prakhar Tushar Harsha CELESTE-choreo events date position Gargi College 29/1/18 - Vips 31/1/18 - Igdtu 2/2/18 - Lsrc 2/2/18 - Jesus And Mary College 17/2/18 - Shaheed Rajguru College For Women 14/3/18 - Hansraj College 14/3/18 - Hindu College 16/3/18 - TEAM MEMBERS Ahmer khan Ashutosh sahu Divya Megha kumari Shwetank shekhar vinod kumar Sharma Prakriti Arushi bansal Anukriti jain Ankita yadav Avinash pradhan Ayub khan Bhumika Kratika gupta
Document Plain English Guide to Information Sharing Document ID Sponsor Ripple Community Programme Status DRAFT Developers Joseph Waller – Director, XML Solutions Phil Barrett – Programme Manager, Ripple Community Programme Dr. Tony Shannon – Clinical Director, Ripple Community Programme Version 0.1 Author Debbie Terry Version date 29/07/15 Amendment History Version Date Detail Author Approvals Name Organisation Version Date
shows the 2000 and 2010 population by racial/ethnic group, the increase (or decrease) in population from 2000 to 2010, and the percentage of the racial/ethnic group population to the total population in both 2000 and 2010. According to the 2010 Census, 81.4 percent of the total service area was White, 5.7 percent was Black, 12.4 percent was Hispanic, 2.9 percent was Asian, Hawaiian/Pacific Islander was 0.1 percent, and 0.6 percent was American Indian/Alaskan Native. From 2000 to 2010, the population of the RIPTA service area increased 0.4 percent. The White population decreased 3.9 percent, Blacks increased 28.3 percent, Hispanics increased 43.9 percent, Asians increased 28.7 percent, Hawaiian/Pacific Islanders decreased 2.3 percent, and American Indian/Alaskan Natives increased 18.3 percent. Table 1 – Demographics of Rhode Island Racial/ Ethnic Breakdown Racial/ Ethnic Population 2000 Population 2010 Change # % # % # % Change White 891,191 85.0% 856,869 81.4% (3.9)% Black 46,908 4.5% 60,189 5.7% 13,281 28.3% American Indian/Alaska Native 5,121 0.5% 6,058 0.6% 937 18.3% 23,665 2.3% 30,457 2.9% 6,792 28.7% Hawaiian/ Pacific Islander 567 0.1% 554 0.1% (13) (2.3)% Other Race 52,616 5.0% 63,653 6.0% 11,037 21.0% Two or More 28,251 2.7% 34,787 3.3% 6,536 23.1% Hispanic Origin* 90,820 8.7% 130,665 12.4% 39,845 43.9% 1,048,319 100% 1,052,567 100% 4,248 0.4% *Per the 2000 and 2010 Census, people of Hispanic origin can be, and in most cases are, counted in two or more race categories. Source: U.S. Census
Statement of Policy ND Dissemination ND Designation of Personnel Responsibility D EEO Officer does not perform required duties RIPTA must submit to the FTA Office of Civil Rights documentation that EEO Officer has been hired and that he/she is responsible for all of the required duties. 12/31/12 Utilization Analysis ND Goals and Timetables D No long-term percentage goals RIPTA must submit to the FTA Office of Civil Rights long-range percentage goals in accordance with FTA Circular 4704.1. Chapter III, 2e. 12/31/12 Assessment of Employment Practices ND Monitoring and Reporting System D No monitoring and reporting system RIPTA must submit to the FTA Office of Civil Rights a system for monitoring and reporting on its accomplishments, including a specific time period for reporting (e.g., quarterly or semi-annually) as detailed in its EEO Plan. 12/31/12 ND = No Deficiency; D = Deficiency; NA = Not Applicable; NR = Not Reviewed; AC=Advisory Comments NAME ORGANIZATION PHONE E-MAIL Rhode Island Public Transit Authority (RIPTA) Charles Odimgbe Executive Officer (401) 784-9500 x170 Mark Therrien Assistant General Manager of Planning and Marketing (401) 784-9500 x152 Maureen S. CPA Chief Financial Officer (401) 784-9500 x134 Bernie Harwood AGM Maintenance (401) 784-9500 x85 Anne LeClerc Principal Planner (401) 784-9500 x135
M O N D A Y -Before reading the book discuss the title, cover, and author. Make predictions about the book using the cover and title as clues. Find the word Crank(y) in the title. What does it mean to be cranky? What makes you cranky? - Use some of the comprehension questions to guide your discussion. -Read Book Discuss different emotions that Crankenstein feels throughout the book. Students will use the (already glued in the interactive notebook) problem and solution flap-ups to reflect on what makes Crankenstein grumpy and happy. Shades of Meaning: Introduce Shades of Meaning to the class by discussing synonyms. Discuss how we can feel deeper than sad and happy. Go through the cards and have students use their recording sheets. Students complete the shades of meaning Frankenstein page. (Did not get this copied/figured it would not be approved.) Choose a vocabulary writing prompt for students to glue into their spirals and reflect on.
word said. T H U R S D A Y -Reading Passage: When You Are Mad Read the nonfiction passage as a class. Discuss the main idea and details from this nonfiction passage. What makes this passage nonfiction? Locate key details. (Students reread and answer the questions about the text for SW.) Should Crankenstein use some of these tips? Quotation Marks: Introduce using quotation marks when writing quotes. Use some of the words from the list you generated yesterday for the word said. Give groups sentence strips and noodles so they can practice using quotation marks correctly. Seat Work: -Making Connections: Students use the What You Cranky writing paper to make connections to the character. Students explain how they are alike/different than Crankenstein. Crankenstein Craft F R I D A Y -Introduce the idea that good readers get to know and understand the characters in their books. This understanding helps readers comprehend the text and enjoy the books they are reading. -Read My Teacher is a Monster Describe what the main character was like at the beginning of the story. Describe what the main character was like at the end of the story. Quotation (Let’s Quote It) Students must place quotation marks and commas in the correct places. SPELLING TEST! Seat Work: How Character Changes Activity Sheet -Half manila paper: draw beginning character on left and ending character on right
Group Transition period less than product life (no transition period or previous Option 2A period of 2 years) Transition period longer than product life cycle (revised Option 2A transition period of 5 years, or Option 2B open transition period) 1 (introducing new product anyway) $300 in re-testing costs $300 in extra re-testing costs Group 2 (remarketing an existing product with performance that complies with the 2012 Standard) $3300 in retesting and relabelling $300 in retesting costs – relabelling costs will be expended when business reformulates of its own accord 3 (complete redesign of existing product as performance does not comply with 2012 Sunscreen Standard) $300-26,475 in retesting, relabelling and reformulating costs $300 in extra retesting costs – relabelling and reformulation costs will be expended when business reformulates of its own accord However, it is again noted that: regardless of transitional arrangements, adoption of the revised Sunscreen Standard would likely present some reformulation challenges to maintain the cosmetic aesthetics of the product, with extra costs likely to be between $300 and around $26,475, depending on the extent to which the product would have been reformulated anyway. regardless of transitional arrangements, the few companies who chose not to incorporate broad spectrum performance in their cosmetic sunscreen products under the 1998 Sunscreen Standard, will incur a once-off cost of around $26,475 per product line to reformulate against the mandatory broad spectrum performance requirements imposed by the 2012 Sunscreen Standard; adoption of a five year closed transition period will provide a level playing field whereby all businesses must comply with the 2012 Sunscreen Standard by the same date, thereby ensuring costs to industry are on a competitive footing; adoption of the five year closed and of the transition period will both ensure that product-lines will reach the end of their natural life cycle and so will be reformulated anyway before compliance with the 2012 Sunscreen Standard becomes mandatory. This will minimise write-off of old stock.
is low cost, but high risk, and is suitable where the optimum timescale for recovery is in weeks rather than days, or where the replacement equipment is readily available and the configuration of the IT is relatively straightforward). Support agreement – enter into a support agreement with a third party to supply replacement equipment in a pre-defined time period to a configuration, and recover the systems and information from backups. Standby equipment – spare equipment held as a standby (either pre-configured or not) that can be used if equipment is lost, with the systems and information recovered from backups (holding standby equipment at a geographically separate site will improve the chance that the standby equipment is available when required). Duplicate equipment – a complete duplicate of equipment pre-configured with the systems already loaded, that can be used if equipment is lost, with the information recovered from backups. Third party equipment – a contract with a third party to use their equipment located at a third party site, with the systems and information recovered on to their equipment from backups. Replica systems – replicas of the equipment, systems, and data, can be held at one of the organisation’s own sites or at a third party site (a geographically separate site will improve the chance that the replica can be used when required) and can take the form of: Continuous replication – where the data is being continually replicated from the original system to the replica (theoretically providing zero data loss) Mirroring and or shadowing – where changes to the data in the original
Curly Arrows, Lasers and Filming Chemical Reactions? Questions How is a covalent bond formed? [2 marks] Draw a curly arrow that signifies a one electron move. [1 mark] On a curly arrow where does the arrow start (a) from the electron(s) being moved(b) from the nucleus giving up electron(s), (c) in the gap where the bond is to be formed? [1 mark] Which has higher frequency infra-red waves or x-rays? [1 mark] Which has longer wavelength infra-red waves or x-rays? [1 mark] Which has higher energy infra-red waves or x-rays? [1 mark] What type of carbonyl can be reduced to a primary alcohol? [1 mark] What type of carbonyl can be reduced to a secondary alcohol? [1 mark] What type of covalent bond is formed when two electrons originate from the same atom? What type of carbonyl can be reduced to a primary alcohol? [1 mark] In terms of hydrogen why is the conversion of a carbonyl to an alcohol a reduction? [1 mark] Curly Arrows, Lasers and Filming Chemical Reactions? Questions How is a covalent bond formed? [2 marks] Draw a curly arrow that signifies a one electron move. [1 mark] On a curly arrow where does the arrow start (a) from the electron(s) being moved(b) from the nucleus giving up electron(s), (c) in the gap where the bond is to be formed? [1 mark] Which has higher frequency infra-red waves or x-rays? [1 mark] Which has longer wavelength infra-red waves or x-rays? [1 mark] Which has higher energy infra-red waves or x-rays? [1 mark]
2 The graph shows the way the potential energy of a body varies with its displacement from a point Z. feature of the graph means that the force on the body is directed towards Z? A The graph is approximately linear for large displacements. B The graph passes through the origin. C The potential energy increases as the body further from Z. D The of potential energy, when not at Z, is always positive. Your answer 3 The rise and fall of water in a harbour is simple harmonic. The depth varies between 1.0 m at low tide and 3.0 m at high tide. The time between successive low tides is twelve hours. A boat which requires a minimum water depth of 1.5 m approaches the harbour at low tide. How long must it wait before being able to enter the harbour. A 1.0 hour B 1.5 C 2.0 D 3.0 hours
Date of referral: Please indicate which service you’d like to refer to: Crisis Resettlement Ongoing support Please enter your name and contact details: Referrer’s name Organisation name Role/ job title Contact number Contact email Consent: Has the woman given consent to have the referral? Yes No Don’t Know 2. Woman’s Contact Information Names First name Last name names What do they like to be called? Date of Birth National Insurance Number (if known) Addresses Details Safe to contact? Phone to call to text to leave voicemail Email Current address (inc. postcode) to post Does the perpetrator live at this address? Yes No Don’t Know Safe contact notes Next of kin – who can we contact in an emergency? Name Relationship Contact information Safe contact notes Access requirements
reform programme of Protestant social activists campaigning for the abolition of slavery and the prohibition of alcohol. Between 1853 and 1855, the Know Nothings replaced the Whigs as the nation's second largest party. Using the name American Party, the Know Nothings swept to political victory in Massachusetts, Delaware, Pennsylvania, Connecticut, Rhode Island, New Hampshire, Maryland, and Kentucky. This in part was down to their ability to exploit anti-slavery and nativist issues. American party tickets also ran strong races in Virginia, Tennessee, Georgia, Alabama, Mississippi, Louisiana, and Texas. By 1854, nativism seemed on the verge of carrying the entire country. In the south they served essentially as the Whigs under a new name. However, the Know Nothings proved unable to enact their legislative program, with critics claiming that the movement not only knew nothing, but did nothing! But this was not the only issue. A decline of immigration in the mid-1850’s led to a decline in nativism, which was central to their party’s beliefs. Furthermore, Nathaniel Banks left the party and joined the Republican party. He soon became speaker of the House, which helped weld the Republicans into a more coherent party. In a desperate measure to retain sectional unity the Know Nothings supported the Kansas-Nebraska Act of 1854. This alienated northern anti-slavery elements who moved to support the Republicans. Despite its political success in 1854 and 1855, the national Know Nothing Party could not survive the anti-slavery controversy. Beating of Sumner
Appendices The questionnaire. Problems and the solutions that bilingual children face Thank you for answering this questionnaire. My name is Rise Komori. I am studying "Problems and the solutions that bilingual children face" as a graduation thesis. Nowadays many people only see the positive side of being bilingual. However, I think bilingual children have problems, too. I'd like to know what important problem for bilinguals and find solution, and compare bilingual's answer with mono-lingual's. Are you bilingual? If you are mono-lingual, please answer only the first language. My first My ability in my first 1 (weak) 2 3 4 5 (strong) My second language My ability in my second language 1 (weak) 2 3 4 5 (strong) If you are bilingual,My parents are... Japanese Japanese and non-Japanese both non-japanese Problems Which of the following do you think would be problems that bilingual children may face? Bullying at 5 (agree) 4 3 2 1 (disagree) Religious 5 (agree) 4 3 2
Rise and Shine, it’s Breakfast Time! Sample Menu Sunday Monday Tuesday Wednesday Thursday Friday Saturday Whole wheat french toast sticks Homemade egg and cheese breakfast sandwich on a whole wheat English muffin Whole wheat toast Cooked oatmeal with berries Breakfast in a Mug (My Amazing Little Cookbook) Cold cereal (Choose Most Often cereal) Vegetable omelet Yogurt Glass of 100% fruit juice (125mL) Nut/ nut alternative butter Milk (on oatmeal) Orange or apple slices Milk (on cereal) Sprinkled cheese Fresh fruit Banana slices Glass of milk Hardboiled egg Canned Fruit (in fruit juice, not syrup) Whole wheat toast Rise and Shine, it’s Breakfast Time! Sample Menu Sunday Monday Tuesday Wednesday Thursday Friday Saturday wheat french toast sticks Homemade egg and cheese breakfast sandwich on a whole wheat English muffin Whole wheat toast Cooked oatmeal with berries Breakfast in a Mug (My Amazing Little Cookbook) Cold cereal (Choose Most Often cereal) Vegetable omelet Yogurt Glass of 100% fruit juice (125mL) Nut/ nut alternative butter Milk (on oatmeal) Orange or apple slices Milk (on cereal) Sprinkled cheese Fresh fruit Banana slices Glass of milk Hardboiled egg Canned Fruit (in fruit juice, not syrup) Whole wheat toast
Name: The Rise of Rome References: DeGeer & Newman, Odyssey Through the Ages, 1992 Class Notes Questions 1. Discuss key features of Italian geography that influenced Rome as a power? 2. Who were the Etruscans? Assess the effectiveness of Etruscan rule and account for their eventual expulsion in 509BC. Etruscan League of Twelve Cities 3. Assess the story of Romulus and Remus as an ‘inspiration for Rome.’ What does it suggest is important and/or would be important as an origin story for a great wmpire? (Also, p. 266-67) 4. Assess to what degree the Roman constitution provided its citizens with equality and effective government and what weakness existed in the system of government. Assemblies (incl. ‘Senate’) Magistrates (incl. ‘consuls’ and ‘praetors’) 5. What were the driving forces behind Rome’s desire to expand?
settled north of Rome and later became part of the Republic La civilización etrusca se estableció al norte de Roma y luego pasó a formar parte de la República the Tiber River and near hills in Italy Las primeras personas se establecen a lo largo del río Tíber y cerca de las colinas en Italia founded and people select leaders La República Romana es fundada y la gente selecciona a los líderes is published publicly, standardizing the laws and punishments everywhere in the Republic El código de ley de las Doce Tablas se publica públicamente, estandarizando las leyes y castigos en todas partes de la República against Carthage, conquering land in Northern Africa Roma lucha contra las guerras púnicas contra Cartago, conquistando tierras en el norte de África Rome due to unemployment and poverty Guerra civil y reformas en Roma debido al desempleo ya la pobreza absolute ruler of Rome and conquers lots of land Julio César emerge como soberano absoluto de Roma y conquista un montón de tierra Caesar is assassinated (stabbed to on orders from the Senate Julius César es asesinado (apuñalado a muerte) por órdenes del Senado 2a. Basado en la línea de tiempo anterior, ¿cuáles fueron las Doce Tablas? ¿Cuál era su propósito? 2b. la base de la cronología anterior, ¿qué métodos usaron los romanos para obtener, consolidar y mantener el poder?
For possible parameters refer to the RISMAN. Other Files: “M” Series: Displays all records for a specific UIC, ARC, or TGC, or a specific RCN within UIC, ARC, or TGC, from the Activity Requisition Status File. “NR” Series: Displays, daily diary error records for research; expired prospective gains and personnel in excess of ninety (90) days from the NESFLTSUM; and displays and updates information on TEMDU “SR” Series: Displays BA, NMP, projected on board, requisition excesses and differences of manning plan for each Rating/NEC within each activity of an MCA and a Basic NES Record. The “SR” series only applies to the Submarine force. “TR” Series: Displays and updates TAD personnel transactions. “VR” Series: Displays the Basic Officer Record. *These files are restricted and specific access must be authorized to view these files. For more information on these series of files, refer to the RISMAN.
For students Entering Grade 2 June 2017 Monday Tuesday Wednesday Thursday Friday Using a deck of cards, flip over two cards, and find the sum. Do this at least 10 times. Repeat again, but this time, find the difference between the two cards. Aces are equal to one. Remove all face cards. Take a walk outside with a family member. Make a list of all of the triangles and squares you see in your neighborhood. First predict how many times you can jump in a minute. Compare your prediction to the actual number of Draw a picture of 45+19 using tens and ones. How did you add these two numbers? Find a group of objects to sort (toys, food, clothing, etc.) Find at least two ways to sort. Share with a family member. Read a math book from the list. List as many ways possible to find the sum of 20. List as many ways possible to find the sum of 15. Write all of the number sentences that have a sum of 13. Do you have them all? How do you know? Go on a shape hunt. Look for items that are 3 dimensional (sphere, cubes, cylinders, etc.) Make a chart listing the items found with the shape. What 2- dimensional shapes do you see on the 3-dimensional shapes? For Students Entering Grade 2
7 – Réponds aux questions sur toi et sur des thèmes travaillés pendant l’année (answer to these personal and general questions linked to all themes studied this year) Write full complete answers! 1 – Comment tu t’appelles? Je m’appelle….. 2 – Tu as quel âge? 3 – Ton anniversaire, c’est quand? 4 – Comment s’appelle ton père? 5 – Comment s’appelle ta mère? 6 – Tu as un animal à la maison? 7 – Tu aimes quel sport? 8 – Tu habites où? 9 – Pour le petit-déjeuner, qu’est-ce que tu prends? 10 – Pour le diner, qu’est-ce que tu prends? 11- Qu’est ce que tu pas manger? 12 – Qu’est-ce que tu pas boire? 13 – Quel est ton plat favori? 14 – Tu es de quelle nationalité? 15 – Tu habites dans une maison ou dans un appartement? Où? 16- Comment est ta maison? Décris ta maison. 17 – Il y a combien de personnes dans ta famille? 18 – Tu as des frères et soeurs? Combien? Tu aimes tes frères et soeurs? 19- Comment est ta chambre? 20 – Dans ta chambre, qu’est-ce qu’il y a (quels meubles? )
Use the Distributive Property to simplify the following: 1) 4(x + 2) 2) 5(2x – 3) 3) -3(x – 4) 4) 5) 3(2x – 3y) 6) 7(5 – 2x) 7) 3(x – 2) + 4(x – 3) 8) 5(x + 8) – (x – 2) 9) 8 – 3(x + 5) 10) 5 + 2(3x – 4) 11) 4x + 3(2x + 8) 12) -3(x + 4) + 9 13) 2(x – 5) + 3(x + 6) 14) 15) 0.7(3x – 10) 16) 2x – 5(x – 3y) 17) 5 + 3(x + 2) – 2x 18) 1.l(2x – 3y) Place the number to the correct answer for questions 1 through 18 in the box below. -3x + 12 4x + 42 5x + 8 10x + 24 4x + 8 -3x – 7 2x – 3y + 4 x + 11 10x - 15 -3x + 15y 2x – 6 6x - 3 6x – 9y 2.1x – 7 -3x - 3 35 – 14x 2.2x – 3.3y 7x – 18 Rising Algebra I Students Summer Skills Work Page 4 Simplify the following by combining like terms. Like terms have the same variable and exponent. These terms can be combined with addition and subtraction without changing the exponent of each term.
Target Addition A game for 2-4 players Choose a target number between 25 and 55. Take turns placing a marker on one of the numbers on the board, each time announcing the running total of the covered numbers. For example, if the first player covered a 4 and the second a 3, the second player would announce the sum of 7 because 4 + 3 = 7. If a third player covers a 2, he or she would announce the new sum of 9 because 7 + 2 = 9. If a fourth player covered a 4, he or she would announce the sum of 13 because 9 + 4 = 13. Each square may only be used once—if it is covered, another player may not use it. The player to reach the target number exactly wins. If a player goes over the target number, he or she is out and the game is over. 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3
Simplify each expression. 27. 28. 29. Solve by factoring. 30. x2 – x – 56 = 0 31. x2 – 7x – 12 = 0 32. 2x2 + 6x – 20 = 0 33. 9x2 – 18x + 5 = 0 34. x2 – 9 = 0 35. 4x2 - 25 = 0 Simplify. Leave your answer in simplest radical form
RESOURCE LINKS Building Science Concepts Book 29 – Solar Energy: Sun Power on Earth Book 50 – Storms: Extreme Weather Book 52 – The Land Changes: Keeping Earth’s Systems in Balance to Sustain Life Science Learning Hub “Bubbler Gauge Tubing” (image) “Building an Aquifer Model” at “Carbon at “Dynamic and Complex: The Global Water Cycle” at “Measuring Instruments” at (includes a section on measuring sea level) “Satellites Measure Ice Sheet Thickness” (video) at “Satellites Measure Sea Ice Thickness” at “Student Activity – Constructing an Aquifer at “Studying Storm Surges and Coastal Hazards” at “The Water Cycle” at “Water and Weather” at Climate Change Information New Zealand “Climate Change Science” at “Play It Cool” at Ministry for the Environment “Adapting to Sea-level Rise” at “How Might Climate Change Affect My Region?” at NIWA “Climate and Weather” at “Climate Change, Global Warming, and Greenhouse Gases” at Peyton Robertson – Sandless Sandbags “2013 Young Scientist Challenge Winner: Peyton Robertson” at “3 brilliant interventions from a 12-year-old scientist” at “Hurricane Inspires Boy Aged 11 To Invent ‘Sand-Less Sandbags’ For Use in Flood Defence” at Other resources A Students’ Guide to Global Climate Change from Climate Kids: NASA’s Eyes on the Earth from ClimatePrediction.net – The World’s Largest Climate Modelling Experiment for the 21st Century at “Consequence Wheel” from Education for Sustainability at “Desalinating Salt Water” from Citizen Kid Central “Oceans: An Inquiry Unit” from Pacific Climate Change Portal at
Figure 6.16 Social exclusion is mostly transitory, particularly deep exclusion spent in social exclusion, 2006–2015 Source: Brotherhood of St Laurence and Melbourne Institute (2017). However, as noted in box 6.5, the subjective judgments involved in the selection of SEM components can affect measurement. This is also the case for the duration of exclusion, as certain components — for example, having a longterm health condition or disability, or having a child with a disability — are (by definition) likely to be longlasting or permanent conditions. If these components could not realistically be ‘removed’ from someone’s life, they would increase the likelihood of that person permanently scoring above the threshold for social exclusion, even if other aspects of their life (such as employment or social connections) improved significantly. The selection of components could, therefore, be a driver of some of the persistent exclusion observed in in figure 6.16. This it difficult to compare the prevalence or persistence of social exclusion directly to those of poverty — especially given that the SEM itself includes a material resources domain, and therefore overlaps with poverty analyses to an extent. (It also makes it difficult to link changes in the prevalence of social exclusion to particular events.) However, given the breadth of indicators encompassed by the SEM — and the subjectivity of some indicators, such as ‘low satisfaction with one’s neighbourhood’ or ‘feeling of being unsafe’ — it is certainly possible for poverty (income, final consumption, and financial) to be decreasing, as seen in figure 6.1, while social exclusion increases.
groups in order to avoid the typical criticism that stakeholder participation is dominated by business interests. Finally, this research argues that interest groups involved in the pre-proposal stage, no matter their affiliation, are very well positioned to impact the language of the rulemaking. On a theoretical this research strives to illustrate the effectiveness of Kingdon’s MSF in explaining the actions occurring within each stage of the rulemaking process. The conclusion that Kingdon’s MSF can be applied to the rulemaking process is not new, as both Golden (2003) and Rinfret (2011a) have noted the usefulness of this framework. However, their research focused solely on the pre-proposal stage, which does not provide a full understanding of the rulemaking process. Clearly, the rulemaking process does not end when a rulemaking is proposed in the Federal Register, and a multitude of factors continue to impact the rulemaking process, most notably politically appointed officials and interest groups in the final stage of the process. Therefore, focusing on the pre-proposal stage alone provides only an incomplete understanding of how Kingdon’s model applies to the rulemaking process. As a result, this research illustrates that elements of Kingdon’s model are indeed present throughout the rulemaking process and provide insight regarding why a rulemaking process unfolds as it does. In sum, we argue that Kingdon’s MSF is a beneficial model to explain the policymaking processes at the congressional and administrative levels. Considering the increasing role of agency rulemakings in producing national policy, scholars will begin to analyze these rulemaking processes and the players involved more frequently. Therefore, the schematic model in Figure 1-1 should help future scholars to apply Kingdon’s model to the rulemaking process and begin to explain how agencies across the bureaucracy are making policy decisions. More specifically, this research adds to Kingdon’s model by outlining the significant role that interest
Guide to Making Your Own Ringtones First open iTunes. Click Edit. Then click Preferences. Click General. Then click Import Settings. Click the drop down for Import using. Click AAC Encoder. Then click OK. Click the second OK. Now you pick the song that you want to use for your Ringtone. You will use probably no more than 30 seconds of You can choose 30 seconds that you really like. I will use Jupiter from Holst, The Planets. Listen to the music to see at what time you want to start the ringtone and what time you want to end the ringtone. Right-click on the song that you will use. Then click Get Info. Click Options. Then type in the Start Time and Stop Time. Use about 30 seconds. I typed in 2:53 for the Start Time and 3:33 for the Stop Time. (I needed the 10 extra seconds.) Then click OK.
Risk Register Table S/No. Threat (Cause & Risk) Asset Effected Consequence Existing Controls Likelihood / Probability Vulnerability / Impact Level of Risk / Exposure Risk Priority Remarks 1 corruption of the files due to import of a worm/virus on to system Integrity of customer and financial data file on the desktop systems 2 accidental/intentional delete or altering of the records by an employee Integrity of case investigation records on the server 3 theft of personal information, and its subsequent use in identity theft caused by the theft of the laptop Confidentiality of personnel information in a copy of a database stored unencrypted on the laptop Risk Analysis Assignment Perform the following tasks as specified. Analyze risks Repeat the following tasks until you are satisified with the result: Analyze probability
1 – EXHIBITOR RISK ASSESSMENT Name and Address Task or Activity Date of Assessment Name of assessor Signature Review date Stand Hazard(s) Who and What might be harmed? Severity Likelihood Rate Existing Controls Additional Action Controls Needed By Whom By When Date Done RISK RATING ACTION LEVELS Likelihood Severity Points Risk Action 1–Very Unlikely 1 – Minor first aid injury / little environmental effect 1 – 2 Trivial No action required 2–Likely 2 – Three days absence from work / temporary damage 3 – 5 Tolerable reasonably practicable rule 3–Possible 3 – Three days absence from work / complaint of environmental damage 6 – 12 Medium Some action required 4–Unlikely 4 – Major injury or environmental damage 15 – 16 High Positive action required to control and reduce the risk 5–Very Likely 5 – Faulty or very serious damage 20 – 25 Intolerable Immediate action – cease the activity or do not start
Annex 1 – EXHIBITOR RISK ASSESSMENT Name and Address Task or Activity Date of Assessment Name of assessor Signature Review date Hazard(s) Who and What might be harmed? Severity Likelihood Rate Existing Controls Additional Action Controls Needed By Whom By When Date Done RISK RATING ACTION LEVELS Likelihood Severity Points Risk Action 1–Very Unlikely 1 – first aid injury / little environmental effect 1 – 2 Trivial No action required 2–Likely 2 – Three days absence from work / temporary damage 3 – 5 Tolerable reasonably practicable rule 3–Possible 3 – Three days absence from work / complaint of environmental damage 6 – 12 Medium Some action required 4–Unlikely 4 – Major injury or environmental damage 15 – 16 High Positive action required to control and reduce the risk 5–Very Likely 5 – Faulty or very serious damage 20 – 25 Intolerable Immediate action – cease the activity or do not start
Surfaces Hard, uneven or slippery surfaces causing slips, trips and falls Participants Area checked for hazards before session. Participants checked to ensure they are wearing suitable footwear. Jewellery/Objects in Pockets Entrapment/ collisions causing cuts, bruises and abrasions Participants Participants checked to ensure they have removed jewellery and objects from pockets. The track Collisions causing cuts, bruises and abrasions Participants Participants must wear helmets when on the pedal karts. Leaders must ensure the helmets are fitted correctly. Over-exertion / Insufficient warm up Muscle strains Participants Leaders to ensure a thorough warm-up is carried out prior to the activity starting. Weather - Session undertaken in adverse weather conditions – very heavy rain Injury/Fall/ Equipment Damage Participants Sessions cancelled in adverse weather conditions (this is weather that is considered to cause harm to the group, either directly or indirectly-as a result of the weather causing safety equipment to fail. Weather – hot / cold days Risk of sunburn, heat exhaustion and dehydration; or hypothermia during activity Participants Ensure regular water breaks are taken. If it is hot, ensure participants wear sun cream and hats and there is a shaded area available. If it is cold, ensure participants are wearing suitable clothing to keep warm. SPECIFIC HAZARD – TO BE COMPLETED BY THE USER The Leader in charge to list any specific hazards that are not covered by the Activity Risk Assessment Hazard Risk People at risk Risk Control
Risk scenario Risk source Causal pathway Potential harm Substantive risk? Reason Section 2.1: Inadvertent exposure to the GM flu vaccines during import, transport, storage & disposal 1 GM flu vaccines Person exposed to the GMOs during waste disposal Person infected with GMOs Influenza develops Ill health No Used, unused or expired sprayers be disposed as medical waste by clinical staff and distributors. Exposure to unintended recipients be minimised as the vaccines would be administered by healthcare professionals following procedures. GM flu vaccine strains desiccate rapidly under ambient conditions. GM flu vaccine strains are attenuated and growth is restricted at human body temperature. 2 GM flu vaccines Unintentional release of GMOs during transport or storage Person or animals exposed to GMOs Person or animals infected with GMOs Influenza develops Ill health No Transport will be according to appropriate standards for medical products. Storage will be at secure storage or healthcare facilities. GM virus desiccates rapidly under ambient conditions. GM virus is attenuated and growth is restricted at human body temperature. Section 2.2.: Unintended changes in viral characteristics 3 GM flu vaccines Person infected with the GMO is infected with contemporary influenza virus carrying a different haemagglutinin and/or neuraminidase from the vaccine strains Both viruses co-infect the same host cell Viruses reassort Reassortant infects host and propagates Influenza develops Ill health No The GM vaccines strains not contain any novel genetic material. Co-infection of a host cell by the GMOs and another strain would be uncommon. The introduced haemagglutinin and neuraminidase genome segments are derived from strains predicted to be the most common circulating strains for the season, so do not add any genetic novelty. Reassortants containing genome segments from the GMOs are expected to be less virulent than circulating strains.
10 Provided the following issues for consideration: Potential for residual vaccine/ build-up of vaccine in room after vaccine nasal spraying Potential for over-exposure of administrator due to aerosol build-up Potential for unintended exposure of subsequent room occupants to aerosol How does administrator ensure delivery of full vaccine dose − These issues will be addressed by TGA in their assessment of the GM vaccines as therapeutic goods. 11 Recommends that the Regulator consider: transport, storage and disposal in the context of intended vaccine-delivery workforce and facilities the need for labelling of packaging the need for oversight of each new vaccine strain risk associated with incidental exposure Chapter 2 Section 2, Chapter 3 Potential for exposure to the GM flu vaccines would be minimised by well-established procedures for import, transport, storage and disposal of medical products. Relevant codes of practice required by the States and the TGA are designed to protect the workforce. The TGA regulates the labelling of scheduled medicines. The TGA will consider exposure through shedding by vaccinated individuals.
RISK ASSESSMENT - - Rothwell - LS260RA APPROVED Work Description: Allotment Construction Assessment Date: 3rd March 2010 - Valid to: 3rd March 2011 Activity General Conservation Activities Typical uncontrolled outcomes Minor cuts and bruises; burns; lower back pain; verbal abuse; electric shock; contracting disease; blisters; sunburn. Typical groups at risk Volunteers; workers; members of the public. Hazards Contact with underground or overhead services Weather conditions. Contact with hand tools trips and falls Manual handling Controls Keep site and materials tidy. Plan any lifting, train in simple lifting procedures and provide carrying aids e.g. wheelbarrow. Use and maintain tools according to BTCV hand tools booklet. Sturdy footwear must be worn. Leave no one isolated on site. Wash hands before eating drinking and smoking. Protect any cuts, advise all workers to ensure tetanus inoculation. Avoid contact with stream or pond water. Wear long sleeves when working close to hazardous plants. Identify any on site, was exposed skin thoroughly after work. Advise workers to keep skin covered, and use high factor sun cream on exposed skin. Stop work when weather conditions deteriorate. Check for all services as part of site inspection, mark and avoid. Use hand tools for digging within 1m of marked line, and do not use crowbars. Park vehicle to unload away from traffic. Use tape, warning signs and cones
Date of Assessment: Assessor/s: Review Date: N/A Assessor/s Signature: Description of Activity: Early Years Foundation Stage Learning Curve Programme Location: Date of Activity: Persons Exposed: Activity Potential Harm Existing Risk Control Measures Level of Risk Additional Control Measures Person Responsible Probability Severity Risk Score Introduction: Story Falling over / bumping into each other Children sit on the carpet during story 3 1 3 When acting out instruct children to be aware of each other and walk Session One: What do we use energy for? Falling over / bumping into each Ensure safe space to play the game 3 1 3 Check for any obstructions Advise children to be careful of each other Check for suitable shoes / undone laces
AUB Risk Assessment Form Date: (1) 22-24 May 2018 Assessed by: (2) D Pickering Verified by: (3) B Wheatly Location: (4) AUB Assessment Reference (5) Review date: (6) 03/05/2018 Task/Premises: (7) Spring Art School 2018: Activity (8) Description of Hazard (9) Persons at risk (10) Risk rating (12) Control Measures (13) Residual Risk (14) Likelihood Severity Risk Rating Emergency egress, All workshops, Refectory & Lecture Theatre Fire, Safe Egress Staff, Young persons, Public, Pregnant facilitator 1 4 4 Ensure all students and visitors are briefed and inducted on evacuation procedures and aware of the nearest fire exits and the evacuation procedure at the start of the session Low
SEVERITY OF OUTCOME 1 - MINIMAL 2 - 3 - SERIOUS 4 – VERY SERIOUS 5 - MAJOR LIKELIHOOD OF OCCURRENCE 1 - UNLIKELY 1 2 3 4 5 2 - POSSIBLE 2 4 6 8 10 3 - LIKELY 3 6 9 12 15 4 – HIGHLY LIKELY 4 8 12 16 20 5 - CERTAIN 5 10 15 20 25 Residual Risk Evaluation RISK RATING EVALUATION ACTION PLAN 1 - 5 LOW RISK Appropriate control measures are in place with little risk of an incident occurring. Activities should be monitored to ensure control measures remain appropriate. 6 - 12 MEDIUM RISK Activities may be undertaken but closely monitored. Additional control measures should be considered and implemented whenever possible. 12 - 16 HIGH RISK Additional control measures must be implemented and the activity reassessed. If it is not possible to implement additional controls the activity should not be undertaken.
If the modification has resulted in a form of attenuation, how extensively has this strain been utilized without incident and/or has the attenuation been proven in animal models? (if applicable) rDNA/GMMO/transgenic animal research to be conducted with (select applicable type): Human Animal Other: ________________ Plant Cell lines Will the research involve the expression of cloned DNA? Yes No Will research involve the purification of cloned DNA product? Yes No Will the recombinant used for genome editing by CRISPR/cas9? Yes No If genome editing will be done, will it be performed on germ line cells? Yes No n/a Does the inserted genetic material increase, decrease or cause no change in pathogenicity of the biological material (once inserted)? Increase Decrease No change Will the rDNA, when inserted to a cell, animal, and/or plant, produce substances that are biohazardous to individuals handling the cells, animals, and/or plants? Yes No Does the inserted gene encode a known toxin or relatively uncharacterized toxin? Yes No Does the modification have the potential to the host range, or cell tropism of the recipient virus or bacterium? Yes No Does the modification have the potential to increase the replication capacity of the virus or bacterium? Yes No Does the inserted gene encode a known oncogene? Yes No n/a Does the inserted gene have the potential for altering the host cell cycle? Yes No n/a Does the viral or bacterial DNA integrate into the host genome? Yes No n/a What is the probability of generating replication-competent virus, or bacteria? Low Intermediate n/a High Does the modification have an effect of increasing or decreasing the efficacy of available treatment or prophylaxis? Increase Decrease n/a
Will the genetic material be released to the environment? Yes No For each gene, describe the potential for adverse health effects on humans/animals/plants arising from exposure to the gene/gene product as found in the source organism: For each gene, describe the potential for adverse health effects on humans/animals/plants arising from exposure to the gene/gene product as found in the recipient organism: Describe the replication competency of the recombinant (if replication is deficient, explain the propagation system) (if applicable): If available, attach a copy of the genetic map of your rDNA constructs/vectors. Attached N/A Complete the Summary (Refer to Table 1 on next page) for rDNA/GMMO biological material - Complete References: Table 1: Recombinant DNA/GMMO Summary Table (Complete the following for all recombinants) Organism That is Source of Gene Risk Group Level for Source Organism Gene or DNA Fragment 1 Function of Gene or DNA Fragment and State the Type of Vector Used 2 (refer to Risk Group Level of Vector List Propagation Mechanism or Recipient of Gene or DNA Fragment ( Risk Group Level of Recipient
with promoter of P45scc Rat Tn5 transposon 1 Neo Confers resistance to neomycin Inserted into knock-out phospholipase C gene Yes, and yes No 1 1 how the genetic modification was done (e.g. adenoviral vectors)
Risk Assessment Form For: [School/Unit] See Moodle site for guidance on the completion of this form: Details of the activity to be assessed (e.g. a brief description of the work to be undertaken and how it will be achieved – where, when, how) People who are at risk of injury (e.g. workers, students, members of the public, pregnant women, lone workers, children) Assess and reduce the risks. A risk matrix (see the Moodle site, above) may be used to estimate the severity and probability of risk if you wish. Hazards associated with the activity (e.g. heat, ice, violence, fall from height, harmful chemicals, noise, cuts, burns) Severity of risk (High, Medium or Low) Probability of risk occurring (High, Medium or Low) Control Measures to be implemented to minimise risks
KAPPA PSI PHARMACEUTICAL FRATERNITY, INC. ACTIVITY RISK ASSESSMENT WORKSHEET 1. ACTIVITY/EVENT DESCRIPTION 2. DATE OF ACTIVITY 3. PREPARED BY a. NAME b. CHAPTER/PROVINCE c. POSITION d. e. TELEPHONE f. DATE PREPARED Five steps of Risk Management: (1) Identify the hazards (2) Assess the hazards (3) Develop controls (4) Implement controls (5) Supervise and evaluate 4. ACTIVITY 5. HAZARD 6. INITIAL RISK (H/M/L) 7. CONTROL 8. HOW/WHO TO IMPLEMENT 9. FINAL RISK (H/M/L) 10. OVERALL RISK LEVEL (ONCE CONTROLS IMPLEMENT): □ HIGH □ MEDIUM □ LOW 11. WILL ANY CITY, COUNTY, OR STATE LAWS BE VIOLATED? CHAPTER POLICIES, UNIVERSITY/COLLEGE RULES? □ YES □ NO IF YES, EXPLAIN: 12. IS THE STATED LIABILITIES WORTH THE BENEFITS OF THIS EVENT? □ YES □ NO 13. APPROVAL OR DISAPPROVAL OF □ APPROVE □ DISAPPROVE a. NAME b. POSITION c. CONTACT INFORMATION d. ADDITIONAL GUIDANCE
HAZARD IDENTIFIED: How likely is it? (1-5) Who might be harmed and how? What are you already? What further action is needed? Action by: Who When Completed HAZARD IDENTIFIED: How likely is it? (1-5) Who might be harmed and how? What are you doing already? What further action is needed? Action by: Who When Completed HAZARD IDENTIFIED: How likely is it? (1-5) Who be harmed and how? What are you doing already? What further action is needed? Action by: Who When Completed