zilongwang/ReadingBank huggingface dataset:
Table 1. Catchment characteristics of the seven big rivers and the whole Baltic Sea. All 7 rivers: Loads in 2014 and trends in 1995−2014 The area specific TN and TP loads of the seven big rivers widely varied with a general tendency to increase from the sparsely populated areas in the north towards the densely populated areas in the south (Figure 3). The highest area specific nutrient loads were detected in the Vistula river basins (Table 2), but some of the Daugava and Nemunas rivers were characterized by equally high values of area specific TN loads (Figure 3), while the average specific load from the whole river basins were remarkably lower than in the Vistula. The area specific TP loads were the highest in the Vistula River basin, and the lowest area specific loads were reported for the relatively pristine Kemi River basin and the upstream sub-catchments of the Neva basin (Figure 3). Figure 3. Area specific loads kg km-2 (load/ area) of TN and TP from the catchments or sub-catchment of the seven big rivers (2014). 2. Area specific loads kg km-2 (load/area) and concentrations of TN and TP in 2014. Concentrations were calculated from annual load and flow values. River Area-specific TN load in kg/km2 Area-specific TP load in kg/km2 TN concentration in µg/l TP concentration in µg/l Göta 280 8.0 626 18 Kemi 111 5.1 363 17 Daugava 228 8.6 1750 66 Nemunas 333 12 2140 75 Oder 323 19 3090 177 Vistula 341 42 2130 262 Neva 182 9.0 634 31 Total annual nutrients loads by rivers highly depend on annual average precipitation in the river basin and consequently river flow. Therefore flow normalized values for total N and P loads are used for inter-annual comparison of loads and building long term trends. In 2014 the non-normalized TN load was 226,000 t and TP load 15,300 t In 2014 the big seven rivers’ proportion of the flow to the Baltic Sea was 41%, and the respective proportions of TP load was 46% and TN load 29% (Fig. 4). The River Neva contributed over 40% of the total flow of the seven big rivers, but the Vistula had the highest TN and TP loads.
CC01 Adopt climate change mitigation measures Adoption and implementation of general climate change mitigation measures; these are generally taken in a broader scale and not specifically for alleviating pressure on habitats and species; therefore, only note this 'conservation measure' when the main pressure is climate change and mitigation measures are being implemented Main pressures addressed: M01 M02 M03 M04 M05 M06 M07 M08 M09 M10 CC02 Implement climate change adaptation measures Implementation of specific climate change adaptation measures to address specific pressures on habitats and species Main pressures addressed: M01 M02 M03 M04 M05 M06 M07 M08 M09 M10 Measures outside the Member State CX01 Support conservation measures in another EU Member State Supporting the implementation of conservation measures in another EU Member State (e.g. financing, capacity building) Main pressures addressed: XO CX02 Support conservation measures in countries outside the EU Supporting the implementation of measures in countries outside the EU (e.g. financing, capacity building) Main pressures addressed: XE Measures related to mixed source pollution and multi-purpose human-induced changes in hydraulic conditions CP01 Reduce/eliminate impact of mixed source pollution Reducing or eliminating impact of pollution in situations in which no specific driver can be identified. Main pressures addressed: H01 H02 H03 H04 H05 H06 CP02 Reduce/eliminate impact of modifications of hydrological functioning Reduce landfill, removal of sediments, canalisation, deviation, flooding modification and other modification of hydrological functioning, which cannot be easily associated with one of the categories above. Includes restoring the freshwater, wetlands and coastal habitats impacted by hydrological modifications. Main pressures addressed: J01 J02 J03 J04 J05 CP03 Other measures related to mixed source pollution and multipurpose human-induced changes in hydraulic conditions Main pressures addressed:
3.4 Exclusions There are no exclusions. 3.5 Determination of Relief The City Treasurer and the Head of Revenues & Benefits have delegated authority to decide applications for Hardship relief meeting the following criteria: the accounts of the business show a loss and the business has been established in Westminster for at least 3 years and the business is locally based within a single address in Westminster and relief may be awarded for one year only and up to a maximum of 25% or £5,000. The Rating Advisory Panel will determine applications outside of the criteria for an officer determination and appeals against an officer determination. 3.6 Exceptional Circumstances The Rating Advisory Panel has the ability to recommend awards of Hardship Relief which run contrary to these guidelines if the Panel is satisfied there is sufficient evidence of exceptional circumstances. The evidence of exceptional circumstances will need to be provided to the Cabinet Member for Finance, Property and Corporate Services to support the relevant recommendation from the Panel.
E. Visuals E1 Books E2 Language Master E3 Videos/CD’s/Cassettes E4 Music/Chants/Raps E5 Listening Centers E6 Technology/Computer Software E7 Realia (concrete objects)/Manipulatives E8 Visuals (Charts/Pictures/Graphs) F. Multicultural Resources F1 Cultural Sharing F2 Guest Speakers F3 Worldwide Holiday Activities G. Instructional Modifications/ Assessment Accommodations G1 Heritage Language/English Dictionary G2 Extended Time G3 Flexible Setting G4 Flexible Scheduling
◄ December 2017 ► Sun Mon Tue Wed Thu Fri Sat 1 Make up Picture Day 2 3 4 Toy Collection (thru 15th) Meet for Choice Template PTA Holiday Store (thru 20th) 5 Flu Vaccine Kona Truck 6 Spirit Day Parent Tour Morning Faculty Mtg. (holiday luncheon) 7 Plant Mobile (Bio Students) 8 Bagels with Bosses KAPOW Trip (Bal, Moss & Mora) 9 10 11 12 13 Faculty Mtg. Winter Music Perf. (all day) Music Concert w S.T.E.A.M Showcase 5:00-8:00 14 ESSAC Meeting Orchestra, Guitar, Band Concert (Upper Academy) 6:30-7:30 15 Class/Group Pics 16 17 18 Jump Rope for Heart Dress Rehearsal Drama P-K, KG & 2nd Winter Parties 19 Jump Rope for Heart Blood Drive 3rd & 5th Winter Parties 20 Spirit Day Bobcat Pride PD Day 1st , 4th & Upper Academy Winter Parties 21 Drama and Dance FT Miami Ballet (Drama/Dance MS) 22 23 24 25 26 27 28 29 30
Stepping Stone Day School 3 – 5 years Center-based, OT, PT, speech therapy Contact: 2826 Westchester Ave social work, psychologist Luis Acevedo Bronx, NY 10461 English/Spanish (718) 554-2025 8:30 am to 2 pm (718) 554-2035 fax Susan E. Wagner Day School 3 – 5 years English/Russian/ Spanish Contact: NE Bronx Day Care Center, Inc. 7:30 am to 6 pm Joyce James 4102 White Plains Road (718) 547-0501 Bronx, NY 10466 (718) 547-2013 fax The Shield Institute 3 – 5 years Center-based full day, speech therapy Contact: 1800 Andrews Ave OT, PT, counseling, behavior management Lourdes Costa Bronx, NY 10453 English/Spanish (718) 299-8600 8:30 am to 4 pm (718) 299-8995 fax www.Shieldinstitute.org Pre-School Programs (3 to 5 old) Theracare of New York 3 – 5 years SEIT, integrated classroom Contact: 2510 Westchester Ave ABA, Speech, Counseling Vivian Berrios Suite 102 Spanish/ASL/French/Italian/Haitian Creole (718) 597-5558 x 0 Bronx, NY 10461 8 am to 6 pm (evening hours available) (718) 597-7277 These Our Treasures 3 – 5 years Center-based, OT, PT, speech therapy Contact: 2778 Bruckner Blvd English/Spanish Marian Felini x 20 Bronx, NY 10465 9 am to 2:30 pm (718) 863-4925 tots2778@aol.com (718) 863-5316 fax
Executive Director – Mr. Thomas McAlvanah Director of Residential Services – Ms. Hezikegh Elliot (ext. 216) Serving Bronx, Queens, Manhattan and Staten Island Abbott House 100 North Broadway Irvington, NY 10533 (914) 591-7300 Executive Director – Ms. Claude Meyers Director of MRDD Services- Ms. Elinor Newman (ext. 3084) Serving Bronx, Rockland and Westchester Counties Advocates for Services for the & Multi –Handicapped Incorporated 3106 Island Avenue Brooklyn, NY 11235 (718) 934-2592 Executive Director – Ms. Karen Oswald-Syby Bklyn Coordinator – Mr. Nick Hassan Bronx Coordinator – Ms. Altia Sharpe 718-601-6620 Serving Bronx and Brooklyn Counties Angels Unaware, Inc. 1375 Nelson Ave Ground Floor Bronx, NY 10452 (718) 410-7406 Executive Director – Rev. Olga Torres (ext. 7413) Serving the Bronx Residential Services AHRC (Association for the Help of Retarded Citizens) 83 Maiden Lane New York, NY 10038
Serving the Bronx Sinergia Inc. 2082 Lexington Ave New York, NY 10035 (212) 643-2840 Executive Director – Ms. Myrta Cuadra-Lash Director of Residential Services – Ms. Rebecca Maitin (ext. 323) Serving the Bronx, Brooklyn, Manhattan and Queens Special Citizens Futures Unlimited 22 Marble Hill Ave. Bronx, NY 10463 (718) 601-6935 CEO – Mr. Jonathan Hakala Serving the Bronx St. Dominic’s Home 500 Western Highway Blauvelt, NY 10913 (845) 359-3400 Executive Director – Mrs. Judith D. Kydon Director of MRDD Programs – Ms. Judy Sabater-James (845) 359-3400 ext.241 Serving the and Rockland County Residential Services UCP (United Cerebral Palsy NYC, Inc.) 122 East 23rd Street New York, NY 10010 (212) 677-7400 C.E.O – Mr. Edward R. Matthews
Christensen, U., 2010. Geodynamic models of deep subduction. Physics of the Earth and Planetary Interiors 127, 25–34. Collier, J., Helffrich, G., Wood, B., 2001. Seismic discontinuities in subduction zones. Physics of the Earth and Planetary Interiors127, 39–49. Contenti, S., Gu, Y. J., Okeler, A., Sacchi, M., 2012. Shear wave reflectivity imaging of the Nasca-South America subduction zone: Stagnant slab in the mantle transition zone? Geophysical Research Letters, in press. Courtier, A. M., Revenaugh, J., 2008. Slabs and shear wave reflectors in the mid-mantle. Journal of Geophysical Research 113, B08312, doi:10.1029/2007JB005261. DeMets, C., Gordon, R. G., Argus, D. F., Stein, S., 1990. Current plate motions. Geophysical Journal International 101, 425–478. Fiorenza, D., Koch-Mueller, M., Rhede, D., Wirth, R., 2011. Water and iron effect on the P-T-x coordinates of the 410-km discontinuity in the Erath upper mantle. Contributions to Mineral Petrology 161, 653-666. Deuss, A. and Woodhouse, J. H., 2002. A systematic search for mantle discontinuities using Geophysical Research Letters 29, 1249-1252. Deuss, A., 2007. Seismic observations of transition zone discontinuities beneath hotspot location. In Plates, plumes and Planetary Processes, Ed. Foulger, G. R., Jurdy, D. M., pp. 121-136. A., 2009. Global observations of mantle discontinuities using SS and PP precursors. Surveys in Geophysics 30, 301-326. Du, Z., Vinnik, L. P., Foulger, G. R., 2006. Evidence from P-to-S mantle converted waves for a
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80 HP Laser jet 3055 Ton. Catr. Each pc. 81 HP jet 3050 Ton. Catr. Each pc. 82 4127 Ton Catr. Each pc. 83 Cartridge 337 Ton. Cart. Each Pc. 84 DVD with Each Pc. 85 Xerox work Center 5335 Ton. Catr. Each Pc. 86 Pen drive 4GB/8GB/16GB Each Pc. 87 External 1 TB HDD Each Pc. 88 External 2 TB HDD Each Pc. 89 External 5 TB HDD Each Pc. 90 RJ 45 Jacks Each Pc. 91 Cable Dlink Patch Cables 1 Mtrs/2 Mtrs/5 Mtrs/ 10 Mtrs. Each Pc. 92 Samsung M 3320 ND Toner Cart. Each Pc. 93 Samsung SCX 4531 NS Toner Cart. Each Pc. 94 HP LJ M 477 FDW Colour Printer Ton. Cart. Nos. (CF 410 A CF 411 A Cyan, CF 412 A Yellow and CF 413 A Magenta) Each Pc. 95 Others As on when new inventory is added to the existing IT Hardware, indent may be placed for new items on need basis. This is to be decided on mutual agreed Terms & Conditions between the Vendor & CTD. NOTE: (A) Price quoted shall be inclusive of all taxes as applicable including GST. (B) will be no –negotiations and the rate quoted in the bid is final.
P. David Pearson, Committee Member, University of California, Berkeley Elizabeth Moje, Committee Member, University of Michigan 11:45 – 12:45 PM What Do Teachers Need to Know about the Language of Science Text Moderator Helen Quinn, Committee Member Speakers Jonathan Osborne, Stanford University Mary Schleppegrell and Annemarie Palincsar, University of Michigan Catherine O’Connor, Boston University 12:45 – 1:30 PM Poster Session: Participants from the Research-Based, Standards Aligned Instruction Session (Lunch Served) 1:30 – 2:30 PM Research-Based, Standards Aligned Instruction Moderator Elizabeth Moje, Committee Member Speakers Jacqueline Barber Seeds of Science/Roots of Reading and Sherrie Roland Grafton Village Elementary School Nancy Romance and Michael Vitale, Science IDEAS LeeAnn Sutherland and Deborah Peek-Brown, Investigating and Questioning our World through Science and Technology Q&A: 15 min 2:30 – 2:40 PM Break 2:40 – 3:25 PM The Role of Oral and Written Discourse in Teaching and Learning Science Moderator Sue Pimentel, Committee Member Speakers Susan Goldman and Monica Ko, UIC; Cynthia Greenleaf and Willard Brown, WestEd Okhee Lee, NYU Q&A: 15 min Session 3: Wrap Up Day 1 3:25 – 4:25 PM Bringing it Together: Audience Small Group Discussion Facilitator Catherine O’Connor, Boston University Sarah Michaels, Committee Member, Clark University 4:25 – 5:00 PM Major Themes and Lessons Learned Moderator
Sarah Michaels, Committee Member, Clark University Session 6: Wrap Up Day 2 1:55 – 2:50 PM Major Messages, Lessons Learned and Next Steps Moderator David Pearson, Committee Chair Speakers Committee Members Audience 2:50 – 3:00 PM Wrap-up Speakers David Pearson, Committee Chair Michael Feder, Workshop Director 3:00 PM Adjourn
The design of the field trial was led by ETS. Each participating country was asked to recruit pupils and schools using one of the following designs: Design A = Recruit 25 schools and 78 pupils within each Design B = Recruit 39 schools and 52 pupils within each Design C = Recruit 54 schools and 36 pupils within each There was no requirement for these schools to be randomly (or probabilistically) sampled. With respect to our countries, Ireland followed design A, Germany design C and Sweden design C. However, due to pupil exemptions (e.g. for pupils with special educational needs who would not be able to complete the test without assistance and pupils with limited language experience), logistical restrictions and challenges with recruitment, these criteria were not always met. Final achieved sample sizes were therefore: Germany = 62 schools and 2,341 pupils Ireland = 25 schools and 1,503 pupils Sweden = 54 schools and 2,141 pupils All pupils who completed the field trial were randomly assigned to one of three groups: Group 1: Paper-based Assessment (PBA) of trend PISA items (23 percent) 2: Computer-based Assessment (CBA) of trend PISA items (35 percent) Group 3: CBA of new PISA science items (42 percent) Our focus is groups 1 and 2. These pupils sat identical tests consisting of only PISA ‘trend’ items (questions that have been used in previous PISA cycles and are the basis for linking the PISA test scale over time) with the only difference being assessment mode. This leaves the following working samples: Germany = 1,240 pupils (517 paper based and 723 computer based) Ireland = 966 pupils (382 paper based and 583 computer based) Sweden = 1,232 pupils (515 paper based and 717 computer based) Pupils within the paper and computer groups were then randomly assigned one of 18 ‘booklets’, each containing four different clusters of test questions. Each cluster contained test questions from only one subject area. Across the three countries combined, 1,149 pupils completed only science and maths questions (those assigned booklets 1 to 6), 1,156 pupils
made of aligned carbon nanotubes. Nanotechnology. 2008;19(7):369-81. Y, Li M, Gu Y, Zhang X, Wang S, Li Q, et al. Tuning carbon nanotube assembly for flexible, strong and conductive films. Nanoscale. 2015;7(7):3060. Q, Li M, Jiang L, Tang Z. Bioinspired layered composites based on flattened double-walled carbon nanotubes. Adv Mater. 2012;24(14):1838-43. L, Wang X, Li R, Li Q, Bradford PD, Zhu Y. Microcombing enables carbon nanotube composites. Compos Sci Tech. 2016;123:92-8. XG, Huang XX, Wang XX, Zhong XH, Meng XX, Wang JN. Continuous Preparation of Carbon Nanotube Film and Its Applications in Fuel and Solar Cells. ACS Appl Mater Interfaces. 2016;8(12):7818-25. L, Xu W, Luo XG, Wang JN. High performance carbon nanotube based composite film from layer-by-layer deposition. Carbon. 2015;90:215-21. S, Shang Y, Zhao W, Wang Y, Li X, Cao A. Efficient purification of carbon nanotube fibers by instantaneous current injection and acid washing. RSC Adv. 2016;6(100):97865-72. J, Cai JY, Sridhar M, Easton CD, R. Gengenbach T, McDonnell J, et al. High performance carbon nanotube spun yarns from a crosslinked network. Carbon. 2013;52:520-7. S, Sundaram RM, Windle AH, Koziol KKK. Enhancement of the Mechanical Properties of Directly Spun CNT Fibers by Chemical Treatment. Acs Nano. 2011;5(12):9339.
Narrative Essay Rubric [ W.9-10.3] English 10 100 points CATEGORY Exceeds Standards Meets Standards Approaches Standards Falls Far Below Standards Introduction (W.3.3) 10 engage and orient the reader by clearly setting out a problem, situation, or observation and effectively hooking the reader 9 – 8 – 7 engage and orient the reader by setting out a problem, situation, or observation 6 – 5 an attempt was made to orient the reader by setting out a problem, situation, or observation 4 – 3 – 2 – 1 a problem, situation, or observation was presented but was not engaging or orienting or Character Development (W.3.3) 10 introduce a narrator with a consistent and appropriate style and/or characters 9 – 8 – 7 introduce a narrator and/or characters 6 – 5 an attempt was made to introduce a narrator and/or characters 4 – 3 – 2 – 1 little to no introduction of a narrator and/or characters Perspective (W.3.3) 10 establish one or multiple points of view with a clear voice 9 – 8 – 7 establish one or multiple points of view 6 – 5 an attempt was made to establish one or multiple points of view 4 – 3 – 2 – 1 little to nothing was done to establish one or multiple points of view or point(s) of view are unclear or change Main Points (W.3) 10 clearly show the significance of a problem, situation, or observation through the use of vivid details and description 9 – 8 – 7 show the significance of a problem, situation, or observation 6 – 5 an attempt was made to show the significance of a problem, situation, or observation 4 – 3 – 2 – 1 little to nothing was done to show the significance of a problem, situation, or observation Mechanics Grammar Meeting Requirements 10 Punctuation, spelling, capitalization are correct. No errors. Paper exceeds requirements 9 – 8 – 7 Punctuation, spelling, capitalization are generally correct, with few errors. meets requirements 6 – 5 A few errors in punctuation, spelling, capitalization. (3-4) Paper approaches meeting requirements. 4 – 3 – 2 – 1 Distracting errors in punctuation, spelling, capitalization. Paper falls far below meeting requirements.
(optional) Displaying cluster descriptors Timing 10 min The Get_histograms.m code provided allows the generation of user definable histograms of all six key cluster descriptors, saved as .fig files to facilitate visualisation and interpretation of the data. This step is purely aesthetic. Open Matlab. Click on the “current folder” icon. Select the parent folder (“Condition i” folder in our example) (Figure 6). The files contained in this folder, including the .m files, will appear in the current folder section (on the left of the Matlab interface). Double click on the Get_histograms.m file to open the function in the editor. Enter the folder name containing the postprocessed data on line 4 (ROIs in our example) Enter the bin width which will be used to generate the histograms of each descriptor (lines 7-12). Click Run. The code will generate formatted histograms of each descriptor. TROUBLESHOOTING Timing Selecting and formatting regions of interest: 60 mins (for 30 regions) Preparing analysis: 5 mins Analysis processing time 45 mins (per region) Post-processing and visualisation: 15 mins Troubleshooting Problem Possible reason Solution 1A.v Localisations within the live preview are very sparse or there are significant background localisations outside of the cell Low transfection efficiency or expression of the fluorescent construct, low labelling efficiency of the antibody or high levels of non-specific binding Optimise transfection protocol or immunolabelling procedure to produce higher signal and lower or lower background 1A. xii .csv data file does not exist in the parent folder Incorrect path was entered when exporting the .csv file Export with correct path to the parent folder 1A. xxxii Or 1B. xx When running formatting.R, the correct files are not created in the folder structure (Figure 4) Either Coord.txt or config.txt are missing from the parent folder. Make sure config.txt and Coord.txt are in the parent folder. Ensure the working directory has been set correctly
and conditions; maternity protection; compensation for injuries and accidents; freedom of association; right to organise and collective bargaining; proper labour inspection; decent housing and medical care. Protection of Tenants and Sharecroppers ILO Recommendation 132 (1968) Tenants and Sharecroppers Articles 4-8 Fair rents; adequate payment for crops; provisions for well-being; voluntary organisation; fair contracts; procedures for the settlement of disputes. Protection of Smallholders ILO Convention 117 (1962) Social Policy (Basic Aims and Standards) Article 4 Alienation with due regard to customary rights; assistance to form cooperatives; tenancy arrangements to secure highest possible living standards. Health and Safety ILO Convention 184 (2001) Safety and Health in Agriculture Articles 7- 21 Carry out risk assessments and adopt preventive and protective measures to ensure health and safety with respect to workplaces, machinery, equipment, chemicals, tools and processes; ensure dissemination of information, appropriate training, supervision and compliance; special protections for youth and women workers; coverage against occupational injuries and disease. Control or Eliminate Use of Dangerous Chemicals and Pesticides Stockholm Convention on Persistent Organic Pollutants (2001) Articles 1-5 Prohibit and/or eliminate production and use of chemicals listed in A (e.g. Aldrin, Chlordane, PCB); restrict production and use of chemicals in Annex B (e.g. DDT); reduce or eliminate releases of
Alloy Condition Surface roughness of wear track (Ra) (µm) Microhardness HV(0.5) Wear rate (×10-11 m3/m) No peening 0.016±0.002 326±1 2.016±0.110 Peening 3.5 bar 1.67±0.06 412±47 0.976±0.012 Peening 4.5 bar 2.27±0.12 439±66 0.907±0.079 No peening 0.609±0.008 319±1 0.974±0.132 Peening 3.5 bar 1.73±0.10 377±20 0.807±0.012 Peening 4.5 bar 1.96±0.03 352±16 0.786±0.004 Figure 1. Effects of shotpeening [1]. Figure 2.Tensile specimen according to ASTM: E-8 specification. Figure 3. Effect of peening time on Almen intensity. Figure 4. Wear tracks of 4.5 bar shotpeened Ti64 alloy.
Parent-Directed Interaction (PDI) Homework Level 4 – real commands and house rule Parent_____________________ Child _______________________________ Day/Date Real commands Did you practice real commands at home when you had time to follow PDI procedure? Time-out for disobeying a real command following a warning Automatic Time-Out for breaking a house rule Time-out Room Make a tally mark for each time child went to time-out room for getting off time-out chair Monday ____________ Tuesday ____________ Wednesday ____________ Thursday ____________ Friday ____________ Saturday _____________ Sunday ____________
IF YOU DISCOVER A FIRE (no matter how Immediately the alarm. Evacuate the occupants to the designated Assembly Point Telephone the emergency services. If you deem it safe to do so, check the building for occupants and direct them to the assembly point. Ensure clear access for the emergency vehicles. Do not anyone to re-enter the building until you are told that it is safe to do so by a member of the emergency services C.3. Electrical safety Misuse and abuse of electricity is a significant cause of fires and injury. Faulty electrical equipment can kill. 3.1. The Parish Hall Trustees' Policy is to ensure that: 3 months, the Services Inspector will visually inspect the fixed installation, the plugs and cables to ensure that there are no loose connections, worn flexes or trailing leads. Any necessary repairs will be carried out by a Part P electrician. every year, all portable electrical equipment will be PAT tested by a suitably qualified person. Any unsafe equipment will be disposed of. every five years the whole of the electrical installation will be inspected and tested by a Part P electrician. Any remedial work will be carried out by the electrician. a list of all portable electrical appliances owned by the Trustees will be kept by the Services Inspector. second hand electrical goods will not be sold on the premises. C.3.2. Parish Hall Users’ Responsibility for Electrical Safety Parish Hall must: visually check all electrical equipment before use. report any faults immediately to the Hall Manager. not attempt to use or repair faulty equipment. not bring any electrical equipment onto the premises unless it has been PAT tested by a suitably qualified person. ensure that all electrical equipment is switched off and disconnected each time the building is vacated. ensure that all flexible cables are positioned and protected so that they do not constitute a tripping hazard and are not subject to mechanical damage. C.4. Gas equipment safety It is the Trustees' Policy to test and maintain the gas heaters and gas water heater every year. This will be carried out by a Heating Engineer who is registered with the Gas Safe Register. Any repairs required will be implemented immediately. C.5. Hazardous substances
Thurs, 28 Nov INTRODUCTION TO PROJECTS Each young scientist has the opportunity to make a 3-slide presentation on their project along with their supervisors. THEMES 09:00 Introduction and welcoming comments Prof. Andre Roodt and Dr. Ulf Dieckmann Education Building Auditorium 09:30 Kgothatso Brucely Shai Extract of Africa: Towards the Equitable and Governance of Mining and Drilling 09:40 Stephen Eromobor Systems Analysis for Sustainable City Development 09:50 Everardt Burger Systems Analysis for Sustainable Green City Development 10:00 Innocent Chirisa Systems Analysis for Sustainable Green City Development 10:10 Emmanuel Mavhura Understanding Individual and Community Responses to Slow and Sudden-Onset Change: Drivers and Options for Building Resilience in the Eden District of South Africa 10:20 Romao Xavier Transformation of the South African Energy System: Towards Environmental Leadership and Participatory Governance 10:30 Thakane Thato Prudence Ntholi Energy Efficiency in a Sustainable Mining Industry 10:40 TEA 11:00 Given Mutimudye Economic growth under environmental constraints: Toward a low carbon future in South Africa 11:10 Erkka Tapani Rinne Mitigation of Air Pollution and Greenhouse Gases 11:20 Nathaniel William Tindall, III Mitigation of Air Pollution and Greenhouse 11:30 Takunda Mambo Domestic energy access at the bottom of the pyramid: Health, social, environmental and economic aspects of solid biomass fuel use and potential for change in Southern Africa
Table 2: Re-fuelling of generators and “other as and when” required repairs (at GPAA and GEPF office) Type of service Quantities For the three years Year 1 Year 2 Year 3 Total Supply and install 2x4 dedicated power plug points 50 Supply and install 2x4 normal power plug points 100 Supply and install UPS power plugs 50 Installation of TV sets 10 Supply and install 2x4 air conditioner isolators and supply power supplies to air conditioners 30 Transportation and re- fuelling of 3 x Generators at GPAA Hamilton Street and GEPF in Brooklyn Pretoria as per 4.1.2.3 36 Supply and install magnetic door and power supplies 12 Supply and replace MR16 LED down light fitting (silver chrome) 200 Supply and replace 4FT 2X 35W surface mounted LED fluorescent lights 100 Supply and replace 250W LED pole lights 15 Supply and replace of 400W LED restin 4 outdoor flood lights 15 VAT Sub Total (B) GENERATORS GEPF MENLYN OFFICE GPAA HEAD OFFICE 1.SKC 150KVA 1. Scania 500KVA generator 2. Second generator still to be installed
M.A. English Language and Literature Question Paper pattern for 2013 Admissions Paper III – The Augustan Age Time: 3 Hours Maximum Marks: 75 I. Write critical notes on any two of the following choosing one from each section: Section – A Questions 1 – 2 from Poetry [2 passages from any of the prescribed poems for detailed study] Section – B Questions 3 – 4 from Drama [2 passages from the prescribed play for detailed study] (2 x 5 = 10) II. Answer any four of the following each in about 300 words: [Questions 5 to 11: from the detailed, non-detailed texts as well as from the Course description] (4 x 5 = 20) III. Write essays in about four pages each, on any three of the following, not omitting any section: Section – A 2 Essay questions from Poetry Question 12 from the prescribed poems for detailed study Question 13 from the prescribed poems for non-detailed study Section – B 3 Essay questions from Prose, Fiction and Drama Question 14 from the prescribed Prose Question 15 from the prescribed Fiction Question 16 from the prescribed Drama Section – C 3 Essay questions – Questions 17, 18 and 19 from among the general topics in the Course Description (3 x15 = 45)
M.A. English Language and Literature Question Paper pattern for 2013 Admissions Paper IV – The Romantic Age Time: 3 Maximum Marks: 75 I. Write critical notes on any two of the following choosing one from each section: Section – A Questions 1 – 2 from Poetry [2 passages from any of the prescribed poems for detailed study] Section – B Questions 3 – 4 from Drama [2 passages from the prescribed play for detailed study] (2 x 5 = 10) II. Answer any four of the following each in about 300 words: [Questions 5 to 11 from the detailed and non-detailed texts as well as from the Course description] (4 x 5 = 20) III. Write essays in about four pages each, on any three of the following, not omitting any section: Section – A 2 questions from Poetry Question 12 from the prescribed for detailed study Question 13 from the prescribed poems for non-detailed study Section – B 3 questions from Prose and Fiction Question 14 from the prescribed prose [Lamb] Question 15 from the prescribed prose [Coleridge] Question 16 from Walter Scott/Jane Austen/Mary Shelley Section – C 3 Essay questions – Questions 17, 18 and 19 from the general topics in the Course Description (3 x 15 = 45)
5th Event Title Location Year Contact Hours Description (up to 2 lines of text) 2.0 PUBLISHING Instructions – List up to five (5) publications (i.e. articles, books etc.) authored or coauthored related to strategic planning and management. Include a concise description of each indicating the content and scope (pages) of the publication. 1st Title Date Pages Description (up to 2 lines of text) 2nd Title Date Pages Description (up to 2 lines of text) 3rd Title Date Description (up to 2 of text) 4th Title Date Pages Description (up to 2 lines of text)
5th Title Date Pages Description (up to 2 of text) 3.0 TEACHING and FACILITATION Instructions – List up to five (5) formal teaching or facilitation activities, including formal programs, courses, workshops or seminars. A concise description of the teaching activity is required indicating the content and scope of the activity, i.e. contact hours, NOT including preparation time. 1st Teaching Activity Date Contact Hours Description (up to 2 lines of text) 2nd Teaching Activity Date Contact Hours Description (up to 2 lines of text) 3rd Teaching Activity Date Contact Hours Description (up to 2 lines of text) 4th Teaching Activity Date Contact Hours Description (up to 2 lines of text)
Promoting the growth of a public TVET college system that is responsive to sector ,local ,regional and national skills needs and priorities Universities Student Placement Entered 1300 Universities Student Placement Completed 0 SETA/TVET College Partnerships 10 SETA/Universities Partnerships 5 SETA/Employer Partnerships 20 Lecturer Development Programmes Entered 0 Lecturer Development Programmes Completed 0 Addressing the low level of youth and adult language and numeracy skills to enable additional training AET Programmes Entered 0 AET Programmes Completed 0 Encouraging and supporting the co-orperatives, small enterprises, worker initiatives, NGO and community training Initiatives Cooperatives Supported 0 Small Business Supported 600 NGOs NLPE 500 CBO Unions Building Career Guidance and Vocational guidance Career Guidance Events 325
Primary Care Associations Special Populations Point-of-Contact Directory February 2016 PCA Special Populations Contact AL Alabama Primary Health Care Association Carla Wyatt Training and Technical Assistance Specialist P. 334.386.3982 AK Alaska Primary Care Association Contact PCA for information AR Community Health Centers of Arkansas Brandy Britton Special Projects Coordinator Ph. 501.374.8225 AZ Arizona Association of Community Health Centers Emily Oake Special Populations and Outreach Coordinator Ph. 602.288.7569 CA California Primary Care Association Aracely Navarro Grassroots Advocate Ph. 916.440.8170 Beth Malinowski Assistant Director of Policy Ph. 916.440.8170 CO Colorado Community Health Network Victoria Gersuk Quality Initiatives Coordinator Ph. 303.867.9534 CT Community Health Center Association of Connecticut Kathyleen Pitner Program Director Ph. 860.667.7820 DC District of Columbia Primary Care Association Eric Vicks Ph. 202.552.2317 DE, MD Mid-Atlantic Association of Community Health Centers Bernadette Johnson Director of Program Services Ph. 301.577.0097 ext. 143 FL Florida Association of Community Health Centers Erin Sologaistoa Development & Special Populations Ph. 850.942.8018 ext. 208 GA Georgia Association for Primary Health Care Contact PCA for information
ND, SD Community Health Care Association of the Dakotas Contact PCA for information OR, WA, AK Northwest Regional Primary Care Association Seth Doyle Manager, Community Health Improvement Program Ph. 206.783.3004 ext. 16 OH Ohio Association of Community Health Centers Heather Porter Director of Program Development Ph. 614.884.3101 OK Oklahoma Primary Care Association Patricia Christensen Program Development Specialist Ph. 405.424.2282 ext. 118 OR Oregon Primary Care Association Claire Tranchese Training & Development Manager Ph. 503.228.8852 ext. 243 PA Pennsylvania Association of Community Health Centers Cheryl Bumgardner Manager, Clinical & Quality Improvement Ph. 717.761.6443 ext. 208 PR Asociación de Salud Primaria de Puerto Rico Daniel Ramos Clinical Affairs Program Coordinator Ph. 787.758.3411 RI Rhode Island Health Center Association Contact PCA for information SC South Carolina Primary Health Care Association Migrant Health Carlo Jose Victoriano Senior Director of Programs and Policies Ph. 803.788.2778 Homeless and Public Housing Crystal Evans TN Tennessee Primary Care Association Sara Holifield Training Coordinator Ph. 615.329.3836 ext. 5853 TX Texas Association of Community Health Centers Sonia Lara Outreach & Regional Migrant Health Coordinator UT Association for Utah Community Health C. Levi Webb Outreach and Enrollment Coordinator Ph. 801.716.4613 VT Bi-State Primary Care Association See New Hampshire
USO_TABLET TRAINING SCHEDULE - Revised LWANDLE PRIM* Session 1 Session 2 Schools Date: 11.06.2016 Date: 20.08.2016 KUKHANYILE PUBL. PRIM. LWANDLE PRIM* SOSEBENZA PRIM. SOYISILE PRIM. YOMELELA PRIM. IKHWEZI LESIZWE PRIM. UMTHAWELANGA PRIM. UMNQOPHISO PRIM* Session 1 Session 2 A.C.J. PHAKADE PRIM Date: 28.05.2016 Date: 11.06.2016 MACASSAR PRIM. SOLOMON QATYANA PRIM. STRAND MOS PRIM. UMNQOPHISO PRIM* TEMPERANCE TOWN PRIM BOTTELARY PRIM * Session 1 Session 2 Date: 28.05.2016 Date: 11.06.2016 BOTTELARY PRIM. ENKULULEKWENI PRIM. WALLACEDENE PRIM MASIBAMBANE SEC LABIANCE PRIM BLOEKOMBOS PRIM
KWAMFUNDO SEC.* Session 1 Session 2 Schools Date: 30.07.2016 Date: 13.08.2016 IQHAYIYA SEC JOE SEC. KWAMFUNDO SEC.* LUHLAZA SEC MANYANO HS MASIYILE SENIOR SEC THEMBELIHLE HS. Venue: SAKUMLANDELA PRIM* Session 1 Session 2 Date: 30.07.2016 Date: 13.08.2016 UMMANGALISO PRIM. SAKUMLANDELA PRIM* HOMBA PRIM. INTSHAYELELO PRIM. SIVUYISENI PUBL. PRIM. Venue: ISIKHOKELO PRIM* Session 1 Session 2 Date: 30.07.2016 Date: 13.08.2016 INTLANGANISO SEC MATTHEW GONIWE M. HS. ISIKHOKELO PRIM* NOLUNGILE PRIM. SIVILE PRIM. VUZAMANZI PUBL. PRIM. USASAZO SEC.
The National English Literary Museum – Grahamstown Cultural Institutions Act No 119, 1998 Collections, conservation, research of the collections, design relevant exhibitions, which will support the institutions in its outreach educational and public programmes Voortrekker/ Msunduzi Museum – Pietermaritzburg Cultural Institutions Act No 119, 1998 Collections, conservation, research of the collections, design relevant exhibitions, which will support the institutions in its outreach educational and public programmes War Museum of the Boer Republics – Bloemfontein Cultural Institutions Act No 119, 1998 Collections, conservation, research of the collections, design relevant exhibitions, which will support the institutions in its outreach educational and public programmes William Humphreys Art Gallery – Kimberly Cultural Institutions Act No 119, 1998 Collections, conservation, research of the collections, design relevant exhibitions, which will support the institutions in its outreach educational and public programmes Ditsong Museum – Pretoria Cultural Institutions Act No 119, 1998 Collections, conservation, research of the collections, design relevant exhibitions, which will support the institutions in its outreach educational and public programmes Heritage South African Heritage Resources Agency (SAHRA) National Heritage Resources Act No 25, 1999 Heritage conservation and management. Maximise the performance and effectiveness of SAHRA management and employees implement good corporate governance. National Heritage Council National Heritage Council Act, 1999 Inform the day-to-day realities of the organisation and will therefore be pre-eminent in the strategic initiatives and their related objective Heraldry Council The Heraldry Act of 1962 National Archives Advisory Council National Archives and Records Service of South Africa Act 43 of 1996 South African Geographical Names Council South African Geographical Names Council Act No 118 of 1998. Provides advice on the transformation and standardisation of official
Let’s Practice! x f(x) = x2 + 5 7 -5 105 41 2. x f(x) = -4x -10 0 6 -18 10 Try This! Can you figure out the pattern to determine f(x)??? 4. x f(x) = -2 -3 0 1 1 3 5 11 x f(x) = -3 -1 0 -10 4 6 10 90 Real Life-Application Suppose Verizon Phone Company has a phone plan that consists of an activation fee of $25 and a monthly rate of $80/month. x f(x) = a) Write the function in the table as f(x). b) Choose 4 inputs that make sense to this situation. c) Now calculate the outputs to complete the table. d) Did you choose any negative x values? Why or why not? e) Would decimals make sense as input values in this situation?
Character Communication Emotion Line (dialogue) Point of View Scene Script Setting Writing: Cause Compare Contrast Definition Description Details Edit Effect Evidence Explanation Facts Revise Rewrite continued Learning Standards WA Arts State Grade Level Expectations For the full description of each WA State Arts Grade Level Expectation, see: http://www.k12.wa.us/Arts/Standards 1.1.1 Concepts: character, setting, conflict, dialogue 1.2.1 Skills and Techniques: movement/stance, gesture, facial expression 1.2.2 Skills and Techniques: voice 1.4.1 Audience Skills 2.1.1 Creative Process 2.2.1 Performance Process 2.3.1 Responding Process 3.1.1 Communicates through the Arts 4.2.1 Connects Theater and Writing continued ARTS IMPACT THEATER AND WRITING INFUSION – Seventh Grade Lesson Three: Revising and Rewriting Dialogue in Tableaux 2 Arts: Physical Expression Pitch (high, low)
5/ Repeated collapses causes cliff retreat 6/ The collapsed material temporarily protects the cliff but is transported away 7/ This causes a wave cut notch to appear 8/ When abrasion most likely occur? What other types or erosion might take place? Beaches 1/ Because the constructive wave runs out of energy after their swash. Material therefore gets deposited on the beach 2/ That means material is transported up the beach but not back down 3/ Constructive waves have a strong swash but a weak backwash 4/ Shingle beaches are steeper as shingle is heavier and cannot be transported back down the beach 5/ Sandy beaches are flatter as sand is light and can be transported back down the beach 6/ 7/ 8/ (mention of transportation) Spits (spits are just beaches that stick out into the sea) 1/ The spit protects the area behind from waves 2/ Long shore drift transports material along the beach 3/ Prevailing wind creates Long shore drift. 4/ Less wind means less energy in the waves and so material continues to be deposited
A paper having 02 credits carry 50 marks; 40 marks for end semester exam and 10 marks for internal exam (mid term), which further divided as 05 (internal exam-theory/practical) + 05 (attendance and other activities). A candidate has to answer Three Questions out of Five Questions of which Question no. 1 is compulsory and will be of short answer type to be answered in about 100 words (2 Questions to be answered out of 4) and carry 05 marks each. Out of the remaining 04 (four) Questions, 02 (two) are to be answered and carries 15 marks. SEMESTER - I PHY-G.E.-1.T. MECHANICS (04 Credits, 60 Lectures) Vectors: Vector algebra. Scalar and vector products. Derivatives of a vector with respect to a parameter. (4 Lectures) Ordinary Differential Equations: 1st order homogeneous differential equations. 2ndorder homogeneous differential equations with constant coefficients.(6 Lectures) Laws of Motion: Frames of reference. Newton’s Laws of motion.Dynamics of asystem of particles.Centre of Mass.(10 Lectures) Momentum and Energy: Conservation of momentum. Work and energy.Conservation of energy.Motion of rockets. (6 Lectures) Rotational Motion: Angular velocity and angular momentum. Torque. Conservationof angular momentum. (5 Lectures) Gravitation: Newton’s Law of Gravitation. Motion of a particle in a central force field (motion is in a plane, angular momentum is conserved, areal velocity is constant).Kepler’s Laws (statement only).Satellite in circular orbit and applications. Geosynchronous orbits. (8 Lectures) Oscillations: Simple harmonic motion. Differential equation of SHM and its solutions.
WEEK A Date AM/PM Examination No of Cand. Exam preparation time Teacher + Room Monday 5 June AM History- Medicine & Public Health 36 Psychology – Perception & Dreaming P3&4 Mrs Bennett in HU2 PM Psychology – Perception & Dreaming 24 English Language – Paper 1 P5&6 [Psychology students join in after exam] English teachers in English rooms Tuesday 6 June AM English Language Paper 1 145 Geography P3&4 Mrs Harding in HU4 PM Geography 19 Computer Science P5&6[Geography students join in after exam] Mr Orme & Mr Rose in STEM 21 Wednesday 7 June AM Computer Science – written 23 Religious Studies – Religion & Experience P3&4 Mrs Hardcastle in HU2 PM Religious Studies – Religion & Human experience 28 Maths Paper 2 P5&6 [RS students join in after exam] Maths teachers in maths rooms Thursday 8 June AM Maths – Paper 2 Calculator 145 Psychology – Social & Biological P3&4 Mrs Bennett in HU2 PM Psychology- Social & Biological 24 Biology – Unit 2 P5&6 [Psychology students join in after exam] Science teachers in Science Block Friday 9 June AM Biology- Unit 2 145 PM English Language – 2 P5&6 English teachers in English DATE YEAR/SUBJECT TIME TEACHER Saturday 10 June Y11 9:00-12:00 Mrs Richards/Mrs Roff/Mrs Harrison/Mr Warman/Miss Staniforth/Mrs Ballard/Mr Goddard Y11 Catering 12:30-3:30 Miss Matthews Y11 Resistant Materials 1:00-4:00 Mr Dunn Y11 History 1:30-4:30 Mr Schmidt/Mr Currie Week Beginning 12th June WEEK B Date AM/PM Examination No of Cand. Exam preparation time Teacher + Room Monday 12 June AM English Language – Paper 2 145 Health & Social Care – Personal development & relationships P3&4 Mrs Prince Room tba PM Health & Social Care – Personal development and relationships 22 Maths Paper 3 P5&6 [H&SC students to join in after exam] Maths teachers in maths rooms Tuesday 13 June AM – Paper 3 - Calculator 145 Catering P3&4 Miss Matthews in HU9
What do the colours of the tiger’s body stand for? 19. Answer the following: How did Deepak prepare for the annual elocution competition? Why were the members of the committee excited Aub’s gift? What advantages did they think it would give them? How do you television affects the minds of the children? How had the Nandas ascended the throne of Magadh? Was Dhan trusted by the people he ruled? What made Tom to change his view of life the next morning? What was Durrell sure of at the age of six? What did he promise his mother? What is the message that a quiet and peaceful tiger conveys to us? 20. Answer the following questions in a paragraph. Describe the scene in and around the house when the river overflowed in the story The Guests. 2. Peter Quince is the director of the play, but who do you think is really in charge of this scene-Quince or Bottom? Support your answer with instances from the text.
2. ¿Hay suficiente información sobre los peligros del alcohol y el tabaco? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
5. The top of a table is a circle. The radius of the top of the table is 50 cm. (a) Work out the area of the top of the table. ………………………cm² (2) The base of the table is a circle. The diameter of the base of the table is 40 cm. (b) Work out the circumference of the base of the table. ………………………cm (2) 4 marks) 6. The diagram shows two small circles inside a large circle. The large circle has a radius of 8 cm. Each of the two small circles has a diameter of 4 cm. down the radius of each of the small circles. ............................. cm (1) (b) Work out the area of the region shown shaded in the diagram. Give your answer correct to one decimal place. ...................................... cm² (4) (Total 5 marks)
Volume and Surface Area of Prisms Things to remember: Volume of a = area of cross section x length The surface area is the area of the surface (calculate the area of each face then add together) Questions: 1. The diagram shows a prism. All the corners are right angles. Work out the volume of the prism. ...........................................................cm3 (Total for question = 3 marks) 2. The diagram shows the area of each of three faces of a cuboid. Diagram NOT accurately drawn The length of each edge of the cuboid is a whole number of centimetres. Work out the volume of the cuboid. ...........................................................cm³ (Total for question = 4 marks) 3. The diagram a triangular prism. Work out the volume of the prism.
Expand and Factorise Quadratics Things to remember: Use FOIL outside, inside, last) or the grid method (for multiplication) to expand brackets. For any quadratic ax² + bx + c = 0, find a pair of numbers with a sum of b and a product of ac to factorise. Questions: 1. Expand and simplify (m + 7)(m + 3) …………………………………… (Total for question = 2 marks) 2. (a) Factorise 6 + 9x …………………………………… (1) (b) Factorise y2 – 16 …………………………………… (1) (c) Factorise 2p2 – p – 10 …………………………………… (2) (Total for Question is 4 marks) 3. Solve, by factorising, the equation 8x2 – 30x – 27 = 0 …………………………………… (Total for Question is 3 marks)