zilongwang/ReadingBank huggingface dataset:
Time Circle: If to much time has been spent, consolidate/debrief can be pushed to next lesson Learning Goals grade 11 physics topics previously learned such as gravitational, kinetic, thermal energy Introduce the possibilities of there existing more kinds of energy such as elastic Understand our energy model Materials -100 sheets of paper -Masking tape -Scissors -12 eggs -“Egg crash” handout Assessment (A) and DI (D) Opportunities Minds On… 30 min Lets students form groups of 3 or 4 with peers they don’t know, and hand out to each group “Egg crash”1 and to ignore sections “Crash test questions” and “discussion”. Give students approximately 20 minutes to finish landing pad device 1) Curriculum expectations addressed: C1.1, C1.2, C2.2 ASA: look at white boards, address any misconceptions Action! 30 min -Test each groups landing pad by dropping an egg 0.75 meters from the landing pad - Give the groups white boards and different color markers to answer questions: “ What forms of energy that you learned previously are demonstrated during the experiment” give 3-5 minutes for groups to discuss, than discuss (potential, kinetic, heat) -“ What is the Law of conservation of energy? Was energy conserved?” give 3-5 minutes for groups to discuss, discuss as a class they should not yet know about elastic energy so for them energy was not conserved Consolidate Debrief 10 min Use the Calvin and Hobbes2 analogy for our on energy to open up the new form of energy we will study elastic energy - toybox of blocks, “conservation of blocks”, parents find blocks in more different places, at first its # of blocks = # of blocks in calvin room, than # of blocks = # of blocks in calvin room + # of blocks in backyard, etc. Homework to read the article Unit: Energy And Momentum Sources “Egg crash” - Calvin and Hobbes analogy –
Emotional Health and Promoting the emotional and social of children is of key importance in ensuring positive outcomes and resilience in adolescence and further into adulthood. NICE guidelines (2013) recommend that primary schools adopt a ‘Whole School Approach’ in providing a comprehensive programme to help develop children’s social and emotional skills and wellbeing, including support for parents and carers, ensure that staff can identify children showing early signs of emotional and social difficulties and have access to early specialist support where appropriate. There is evidence that recognises a child’s capacity to learn is underpinned by good mental health and emotional Social isolation and disadvantage affect a child’s capacity to develop resilient behaviours compromising development and positive outcomes (Young Minds 2007). The Child and Adolescent Mental Health Service (CAMHS) offer children who are experiencing a mental health disorder an initial assessment and if appropriate treatment, or referral to another service.
Schuh, G. Edward. "The exchange rate and US agriculture." American Journal of Agricultural Economics 56, no. 1 (1974): 1-13. G. Edward. "The new macroeconomics of agriculture." American journal of agricultural Economics 58, no. 5 (1976): 802-811. Taylor, John B. "Monetary policy during the past 30 years with lessons for the next 30 years." Cato J. 33 (2013): 333-345. Taylor, J. S., and John Spriggs. "Effects of the monetary macro-economy on Canadian agricultural prices." Canadian Journal of Economics (1989): 278-289. U.S. Energy Information Administration. last accessed on April 7, 2016. Yellen, J. “The Federal Reserve's Monetary Policy Toolkit: Past, Present, and Future.” Table 1 Results of DF-GLS and Perron-Vogelsang unit root tests Variable A: DF-GLS test Level difference (Coal prices)t -1.091 (5) -3.784** (4) (Industrial prices)t -2.347 (2) -7.143** (1) (Money supply)t -2.322 (8) -3.248** (6) Variable Panel B: Perron-Vogelsang test Level Time break First difference Time break (Coal prices)t -3.004 (2) 2005:Q1 -10.070** (0) 2003:Q3 (Industrial prices)t -3.744 (3) 1999:Q2 -9.653** (1) 2008:Q2 (Money supply)t -3.919 (8) 2005:Q1 -5.110* (5) 2008:Q2 ** and * indicate rejection of the null hypothesis at the 5% and 10% levels, respectively. The 5% and 10% critical values for the DF-GLS (Perron-Vogelsang), including a constant and trend, are -2.990 (-5.175) and -2.700 (-4.893), respectively. Parentheses are lag lengths.
4 Parsimonious correction model (PVECM) Δ(Coal prices)t Δ(Industrial prices)t Δ(Money supply)t EC1 -0.063** (2.97) 0.041** (2.14) 0.026 (1.40) EC2 0.255** (4.35) -0.103* (-1.88) -0.012 (-0.22) Δ(Coal prices)t-2 -0.294** (4.25) 0.138** (1.85) Δ(Coal prices)t-3 -0.149** (2.26) Δ(Coal prices)t-4 0.199** (2.65) Δ(Coal prices)t-5 -0.198** (2.38) 0.116 (1.54) -0.244** (3.21) Δ(Coal prices)t-6 0.111 (1.61) -0.258** (3.37) Δ(Industrial 0.418** (4.87) Δ(Industrial -0.179** (2.09) Δ(Industrial -0.151 (1.43) 0.182* (1.82) -0.159* (1.66) Δ(Industrial 0.223** (2.40) Δ(Industrial -0.168* (1.88) 0.129 (1.59) 0.078 (0.93) supply)t-1 0.303** (3.61) 0.129* (1.65) supply)t-2 -0.137 (1.45) -0.123 (1.43) 0.269** (3.05) Δ(Money supply)t-3 -0.224** (2.30) -0.087 (1.07) Δ(Money supply)t-4 0.259** (2.82) 0.247** (2.99) Δ(Money supply)t-5 0.326** (3.72)
9.4. BTO will comply with the advertising codes of practice that apply to the form and media in which it advertises its gambling facilities or services and will apply the principles included within these codes of practice for media not explicitly covered. 10. Complaints and disputes 10.1. BTO will implement a Complaints and Disputes Procedure which will be made available to all potential or actual customers upon request 10.2 The raffle complaints log will be held for three years.
WERS Autumn Raffle WERS Grand Autumn Raffle prize list- Draw October 14th 2016 PRIZE WINNING TICKET NUMBER £250 photo shoot voucher 575 £200 Thomas Cook vouchers 525 Barbour “Clover Liddesdale” quilted jacket (either male or female) 260 Afternoon tea for 2 at Running Fox, Felton 12 Dinner and happy hour cocktail for 2 at Revolution, Newcastle 873 Personal commission terracotta pot 766 A place on an Artisan Bread Baking Course with Nigel Wild with lunch 807 Pumphrey’s Coffee Cupping Experience (voucher for 90 minutes course at Blaydon) 581 Voucher for 4x 40 minute guitar lessons by Mike from the band Sleeping Dogs (Ryton) 315 Watercolour painting 915 Wholefood hamper 582 Wholefood hamper 66 £45 credit to spend in Monsoon 898 Smartphone 187 £20 voucher for Santana's, Jesmond 322 £20 voucher for Hogs Head Inn, Alnwick 491 £20 high street shopping voucher 780 Estee Lauder "Beautiful" eau de parfum 1331 Victoria’s Secrets gift set for women 1162 Cinema tickets for 2 at Tyneside Cinema 1100 Family pass to Centre for Life 556 Family ticket to Great North Museum planetarium 830 Family ticket to Great North Museum planetarium 918 Entrance for 2 to Beamish museum 432 Stadium tour for 2 at Middlesborough AFC 805 Bottle of Champagne 1236 Bottle of gin 73 2 bottles of Rijoca red wine 1186 2 bottles of Pinot Grigio white wine 310 2 bottles of Shiraz red wine 1185 1 bottle of Merlot red wine 1414 Quartz watch 1194 Bedazzled braclet 223 Baylis & Harding gift set 448 Grow Wild seed kit 882 “But it’s not fair” book by Aneeta Prem 1150
Name: _______________ Address: _______________ _______________ Phone: _______________ TV DVD MP3 Annual Fundraiser September 17, 2006 Name: _______________ Address: _______________ _______________ _______________ TV DVD MP3 Annual Fundraiser September 17, 2006 Name: _______________ Address: _______________ _______________ _______________ TV DVD MP3 Annual Fundraiser September 17, 2006 Name: _______________ Address: _______________ _______________ Phone: _______________ TV DVD MP3 Annual Fundraiser September 17, 2006 Name: _______________ Address: _______________ _______________ _______________ TV DVD MP3 Annual Fundraiser September 17, 2006 Name: _______________ Address: _______________ _______________ Phone: _______________ TV DVD MP3 Annual Fundraiser September 17, 2006
BKHS Raffle Ticket Phone:__________________ Grade:___ Number of Jellybeans_____________ Limit: One Entry per student BKHS Raffle Ticket Phone:__________________ Grade:___ Number of Jellybeans_____________ Limit: One Entry per student BKHS Raffle Ticket Phone:__________________ Grade:___ Number of Jellybeans_____________ Limit: One Entry per student BKHS Raffle Ticket Phone:__________________ Grade:___ Number of Jellybeans_____________ Limit: One Entry per student BKHS Raffle Ticket Phone:__________________ Grade:___ Number of Jellybeans_____________ Limit: One Entry per student BKHS Raffle Ticket Phone:__________________ Grade:___ Number of Jellybeans_____________ Limit: One Entry per student BKHS Raffle Ticket Grade:___ BKHS Raffle Ticket Phone:__________________ Grade:___
Teaching & Learning (TLTAG); Research (RTAG); Divisions (DTAG) will create strategic themes, initiatives, projects. An overall strategy will be created to include the general strategic themes and initiatives described and the Teaching & Learning, Research, and Divisional strategies. The ITC will play a central role. Campus leadership – VCFA, VCRGE, VP for T & L - will play a central role.
University of California, Merced Environmental Health and Safety Radiation Safety Manual Revised 10/10/2016 In case of emergency, dial 911 For additional information, call EH&S 209 228-7864 http://ehs.ucmerced.edu/research-safety/radiation-safety
Energy: Maximum: 1,710 keV; Average: 695 keV Half-Life [T½] : Physical T½: 14.29 days Biological T½: Bone ~ 1155 days; Whole Body ~ 257 days1 Effective T½: 14.29 days Specific Activity: 286,500 Ci/g [10,600 TBq/g] max. Beta Range: Air: 610 cm [240 inches; 20 feet] 0.76 cm [0.33 inches] Plastic: 0.61 mm [3/8 inches] II. RADIOLOGICAL DATA Radiotoxicity2: 94.7 mrem/uCi [Lung] & 15.5 mrem/uCi [CEDE] of 32P inhaled 29.9 mrem/uCi [Bone Marrow] & 8.77 mrem/uCi [CEDE] of 32P ingested Critical Bone [soluble 32P]; Lung [Inhalation]; GI Tract [Ingestion - insoluble compounds] Exposure Routes: Ingestion, inhalation, puncture, wound, skin contamination absorption Radiological Hazard: External Exposure [unshielded dose rate at 1 mCi 32P vial mouth3: approx. 26rem/hr], Internal Exposure & Contamination III. SHIELDING Shield 32P with 3/8 inch Plexiglas and monitor for Bremstrahlung; If Bremstrahlung X-rays detected outside Plexiglas, apply 1/8 to 1/4 inch lead [Pb] shielding outside Plexiglas The accessible dose rate should be background but must be < 2 mR/hr IV. DOSIMETRY MONITORING Wear radiation dosimetry monitoring badges [body & ring] if regularly handling mCi quantities of 32P V. DETECTION & MEASUREMENT Portable Survey Meters: Geiger-Mueller Wipe Test: Liquid Scintillation Counting is an acceptable method for counting 32P wipe tests VI. SPECIAL PRECAUTIONS - Avoid skin contamination [absorption], ingestion, inhalation, & injection [all routes of intake]. - Store 32P (including waste) behind Plexiglas shielding [3/8 inch thick]; survey (with GM meter) to
Activity Units (µCi) Reference Date User Date Removed Activity Removed Activity Remaining V 8/2005 Appendix H.4 – Radioactive Contamination Survey Record University of California, Merced Environmental Health and Safety 209 228-7864 Authorized User:_______________________ Building:_______________ Room:____________ Date User Initials Isotope Used Survey location Meter Survey* Wipe Survey* Results Cleanup efforts (comments)
Reduced isolation and loneliness? Yes No If Yes, How? Increased financial means? Yes No If Yes, How? Please use this to outline any further Outcomes you may achieve: 3. BENEFICIARIES Total Station Strength: Total RAF Total RAF Reserves Total MOD Civilians/Contractors Total Dependants/Families How many Beneficiaries will benefit/use the project proposed?: (if numbers aren’t known, please estimate the potential maximum amount) Total Number: Serving Personnel Breakdown of Service personnel Junior SNCO’s Officers Dependant Spouse Dependant Children MOD Civilians/Contractors Civilians (from outside Station) 4. FINANCIAL INFORMATION What is the Total Cost of this project (Including VAT)? £ Preferred Quotation (Amount and brief company details) Please include copies when submitting your application. £ 2nd Quotation £ 3rd Quotation £ Why is the preferred quotation chosen? How much is your application seeking from the RAFBF? £ Is there any Station/Unit Contribution in support of this project? Yes No £ If not, please explain why? Please complete below if any other applications for Funding/contributions been sought/received in respect of this project? Source £ Please Tick Source £ Please Tick RAF Central £ Secured Applied, not secured Other: £ Secured Applied, not secured Local Initiative Grant £ Secured Applied, not secured Other: £ Secured Applied, not secured Covenant Funding £ Secured Applied, but not secured Other: £ Secured Applied, not secured Total £
Ospreys Regional Age - Training Times and Venues Monday 14th August 4.45 - 5.45pm 6.00 - 7.15pm Ospreys Gym Llandarcy 3G U16 West Squad Weights Rugby 4.45 - 5.45pm 6.00 - 7.15pm Pencoed College Gym Pencoed College Field U16 East Squad Psychology Workshop Rugby 4.00 – 4.15pm 4.15 – 4.30pm 5.00 – 6.00pm Llandarcy Classroom Llandarcy 3G U18 Squad Forwards Brief Team Brief Rugby Wednesday 16th August From 10am The Wern, Merthyr, CF48 1AF U16 East/West Squads Rugby Festival Friday 18th August 12pm Kick Off Brewery Bridgend U18 Squad v Northampton Saints Rugby Enquiries: John Paul Bevan U16 West Team Manager - 07465826268 Phil McArdle U16 East Team Manager – 07970741199 Mike Dyer U18 Team Manager - 07495611160
Formative and Summative Assessment We see this infrequently We see this inconsistently We see this routinely All teachers and TAs recognise the difference between assessment, inference and marking. All teachers and TAs recognise the difference between feedback and marking. All teachers and TAs recognise the difference between formative and summative assessment. Teachers and TAs frequently use formative assessment strategies to get the best possible evidence about what pupils have learned. They use this information to decide what to do next. Teachers and TAs can recall the 5 key strategies of formative assessment and embed them within their teaching practices (clarifying, sharing and understanding learning intentions and success criteria, eliciting evidence of learning, providing feedback that moves learning forward, activating learners as instructional resources for one another and activating learners as owners of their own learning). The teacher uses their judgements of pupil work to inform future planning. Adjustments are made to pre-planned lessons based on identified learning gaps. Pupils, teachers and TAs are clear about the learning outcomes and success/assessment criteria of every lesson. Policy and consistent practice ensure that all pupils have high expectations of their potential and are aware of their current level of performance. Pupils in all classrooms regularly engage in self-assessment. They are able to make accurate judgements and use this knowledge to improve their own learning. Teachers and TAs routinely support and encourage pupils in cooperative (peer) learning and feedback. Pupils regularly engage in effective cooperative (peer) learning and feedback.
2 Genetic or ethnic identity Is determined at birth : the identity is coded in the DNA (chromosome) according to skin color, hair form and colors of the eyes . 3 Social identity the identity as member of an ethnic – or culture group , to which a person can belong. 4 Cultural identity Is mental programming from . Main culture elements are language and religion , which a person used to identifies itself in a society 5 National identity Resident of a 6 Transnational identity Transnational identity is the life of a diaspora individual in two countries, the host country and in network relationship with the country of origin. The term is also used in free trade zones, for free movement of individuals with different identity, ethnicity and nationality. 7 Hybrid identity Hybrid identity has connection with the ethnicity and nationality of an individual accourding his / her country of origin and host country . 8 Global identity Identity as citizen (of a region or continent) on a large geographical space. Example : Afro Caribbean, Latino`s , West-Indian ,East - Indian. 9 Online identity. ‘Online identity ' is the identity users of internet, login culture or social media account. Source : www . different of identity | sociologytwynham.com 7.7. Distinction between - culture and ethnic identity. Cultural Identity is a person's background and also how you can refer to a person. A person's culture is usually what they are from, what language they speak and their religion. Usually you eat food according to your culture. Your traditions are according to your religion. cultural identity is learned, while ethnic identity is determined at birth. are two principal ways of thinking about cultural identity. The first traditional model views identity in terms of one, shared culture, a sort of collective ‘one true self’, hiding inside the many other, more superficial or artificially imposed ‘selves’, which people with a shared history and ancestry hold in common . The second model of (cultural) identity acknowledges the “critical points of deep and significant difference which constitute ‘what we really are’; or rather—since history has intervened--’what we have become (Culture identity and diaspora 1993; 394). From this point of view, cultural identity is a matter of ‘becoming’ as well as of ‘being’. Ethnicity is a socially created system of rules about who can and cannot belongs to a particular group. (G. Knox and Marston/ Hidden 1993/2004 : p. 216 ).
Raghunand R. Tirumalai Senior Scientist Phone: +91-40-27192924 206A R&D Building, CCMB Fax: +91-40-27161591 Uppal Road Email: raghu@ccmb.res.in Hyderabad 500 007 Born: 5th September, 1971 Citizenship: Indian PROFESSIONAL STATUS Senior Scientist (Scientist E1) & Project Leader (Jan ’12 - ) Assistant Professor AcSIR (March ‘14 -) Centre for Cellular and Molecular Biology (CCMB) Hyderabad, Scientist C & Project Leader (Jan ’08 – Jan ‘12) Centre for Cellular and Molecular Biology (CCMB) Hyderabad, India Research Associate (Jun ’07 - Dec ‘07) Center for Tuberculosis Research Department of Medicine, Division of Infectious Disease Johns Hopkins University School of Medicine Baltimore MD, USA Post-Doctoral Fellow (Jun ’01 - May ‘07) Laboratory of Dr. William R. Bishai Center for Tuberculosis Research Johns Hopkins University School of Medicine Baltimore MD, USA RESEARCH INTERESTS Infectious diseases and Host-Pathogen interactions, with particular interest in Tuberculosis EDUCATION Doctorate of Philosophy, Biology, Aug ‘94 - May ‘01 Department of Molecular Reproduction Development and Genetics Indian Institute of Science, Bangalore, India Master of Science, Biotechnology, Aug ‘92 - May ‘94 Biotechnology Centre, Indian Institute of Technology Bombay Mumbai, India Bachelor of Science, Chemistry (Hons.), Aug ‘89 - May ‘92 St. Stephens’ College, University of Delhi Delhi, India FELLOWSHIPS Post-Doctoral Fellowship awarded by the Heiser Program for Research in Leprosy and Tuberculosis, New York, USA: July ‘02 - June‘04 Senior and Junior Research Fellowships in Life Sciences awarded by the Council for Scientific and Industrial Research (CSIR), India (‘96 -‘01)
- resting heart rate and resting stroke volume - cardiac output - rate of recovery - aerobic capacity - respiratory muscles - tidal volume and minute volume during exercise - capilliarisation. • be able to the effects to examples from physical activity/sport. • be able to collect and use data relating to long-term effects of exercise 1.2. a. Components of fitness Components of fitness Know the following components of fitness: • cardiovascular endurance/stamina - know the definition of cardiovascular endurance/stamina - be able to apply practical examples where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o Cooper 12 minute run/walk test o multi-stage fitness test • muscular endurance - know the definition of muscular endurance - be able to apply practical examples where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o press-up test o sit-up test • speed - know the definition of speed - be able to apply practical examples where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o 30m sprint test • strength - know the definition of strength - be able to practical examples of where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o grip strength dynamometer test o 1 Repetition Maximum (RM) • power - know the definition of power - be able to practical examples of where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o ‘standing jump’ or ‘vertical jump’ tests • flexibility - know the definition of flexibility - be able to apply practical examples of where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o ‘sit and test • agility - know the definition of agility - be able to apply practical examples of where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o Illinois agility test • balance - know the definition of balance - be able to apply practical examples of where this component is particularly important in physical activity and sport - know suitable tests for this component, including: o ‘stork stand’ test • co-ordination
Part Two (Vocal Soloist) In the performance there will be one or two opportunities for OUTSTANDING vocal soloists Name of Student Gender Age or year group *secondary age only please What performance experience has this outstanding vocal soloist had? Please complete the enclosed/attached Expression of Interest Form and return it to by Monday 14 May 2018
Name Month RAH! RAH! Calendar (Read-At-Home) Weekly Reading Goals by Grade: Kindergarten and 1st minutes = 50+ 2nd and 3rd minutes = 75+ 4th and 5th minutes = 100+ Sunday Monday Tuesday Wednesday Thursday Friday Saturday Parent Signature Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Adult signature (please sign weekly) Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Adult signature (please sign weekly) Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Adult signature (please sign weekly) Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Number of minutes read: _________ Adult signature (please sign weekly)
Address:________________________________________________________________________________________ Sensei/Team in Charge: ____________________________________ His / Her Mobile No.: _____________________ (Who will be available in the SL. NO Name of the Participants ( To be filled in Block Letters only) M/F Date of Birth (dd/mm/yyyy) Age Weight Kumite Kata For Office Use Please Mention the Event No. OFFICIAL NAME:
ACHIEVEMENTS Vodafone Best Worker 2008, Finance Operations Best Student in Oil & Gas Management, 2011-2012, Technology University College EXPERIENCE Summary: Ten (10) years experience in Finance and Accounting as follows: Six plus half years middle management experience in Telecom industry. Three plus half years experience in manufacturing sector. Continuous and consistent growth in terms of skills acquisition and knowledge acquisition. Won the Vodafone best worker for finance operations in 2008. Played key roles in the transformation Vodafone transformation. May 2010 to October 2012, Vodafone Ghana-HQ, Manet Towers, Airport Team Lead-Revenue Accounting and Reporting Function as supervisor to revenue reporting analysts and reports directly to the Head of Finance. The role involves working hand-in-hand with officers to ensure the achievement of set targets of the team. Develop solutions and maintain excellent relationship with stakeholders. Assist the Head of Reporting with month end presentations to CFO and year-end audit. Key activities were the capturing, monitoring and analysing of: Contribution margin Cost of sales and Accounts Receivable. My team under my leadership achieved the best inventory reporting 2010, by adopting creative and smarter means that ensured data integrity which was rear with inventory numbers in Vodafone. Jan 2010 to April, 2010- Vodafone Ghana-HQ, PMB, Accra North, Kwame Nkrumah Circle, Accra. Team Lead- Tech/IT/Property Team/ Accounts Payable The role involved the proper processing of Technology/IT &Property payables invoices as well as providing information on the OPEX & CAPEX to stakeholders. Role reports directly to the Head of Accounts Payable and the Financial Controller. Key activities included the monitoring, accounting and review of OPEX and CAPEX transactions. April 2009to December 2009- Vodafone Ghana- HQ, PMB, Accra North, Kwame Nkrumah Circle, Accra. Head Invoicing Unit/Accounts Payable
Address: Email address: Telephone number: 6c. Staff Replacement – Manager sign off (Please ask your manager to complete and sign this section only if you are applying for reimbursement of staff replacement costs). Please comment on the replacement arrangements that will be in place whilst the applicant undertakes study such as paying for replacement staff whilst they are on paid study leave. Where possible, provide confirmation of the costs calculations provided in section 2. Manager’s Name: Job Title: Email address: Telephone number: Signature: Date: SECTION 7: Personal Details and Application Agreement Surname: First Name:
ZIMBABWE Victoria Falls Airport Meteorological Office Mr Tichaona ZINYEMBA Tel. No: +263 4 77 81 74 Fax No: +263 4 77 81 61 E-mail : 2. EX-OFFICIO MEMBER AUSTRALIA Regional Director (Western Australia) Bureau of Meteorology Mr Mike BERGIN Tel.: + 614.9263.2210 Fax: + 618.9263.2211 Email:
Open the recorder’s IP address in Internet Explorer and login (the default login for the recorder is Username: admin Password: 123456 After logging into the recorder, navigate to Setup > Hard Disk > Allocate Space. Select each camera by changing the Camera ID drop down. As each camera is selected in the Camera ID drop down, change the option for Max Recording Space and Max Image Space. Each setting is how GB are allowed to use used for this camera on the HD. Please use the disk calculator tool on our website to calculate how much space each camera will use for the desired time required. () Note: Max Recording time is how much space the camera is allowed to take on the HDD that it is assigned to for footage that it is recording in live time; this could mean motion recording or regular recording. Most traveled areas should have more space on a HDD than less traveled areas. Max Image Space is how much space the camera is allowed to take on the HDD when set to record snapshots. The following RAID Explanations are very general how each RAID works and what it does. These are not in full detail. RAID 0 RAID 0 arrays allow for HDDs to work together for faster read and write speeds, this allows for faster retrieval of data and a smaller chance that data from a lot of cameras being written to the HDD at one time will corrupt. With RAID 0 if one HDD goes bad ALL HDDs in the raid will go bad. RAID 1 RAID 1 allows for two HDDs to in an This array will record to one HDD and mirror this HDD to the second HDD. This will keep a backup of all footage if one disk fails. RAID 5 RAID 5 requires at least 3 HDDs to run. RAID 5 allows for three disks to be set up where disk one and two are mirrors and disk three is a backup drive that will take over in case one disk fails. Each disk can be read from and will have good performance but low write speeds since only one disk will be being written to.
Raider Review – November 4, 2016 Yearbooks are now on sale at yearbookordercenter.com. Reagan’s order number is 10592. Order yours today! Senior kindergarten pictures and quotes are due by November 15. The Canned Food will begin November 7. Senior Apparel will go on sale starting Monday, October 31, 2016. The order period will go through Wednesday, November 9, 2016. No orders will be accepted after 4:00 PM on Wednesday, November 9, 2016. The following items will be available for ordering: Grey long sleeve t-shirts – sizes Small to 3XL Grey short sleeve t-shirts – sizes Small to 3XL Grey crew neck sweatshirt – sizes Small to 3XL Grey sweatshirt with hood – Small to 3XL Black sweatpants with pockets – sizes Small forms are on the Senior Webpage. Please remember to submit exact change if paying by cash. Checks are to be made out to Reagan High School with the Senior’s name in the memo line. Students will return the completed form and correct payment to the appropriate faculty adviser: Senior last name A-G – Mrs. Hege, Room 508 Senior last name H-O – Mr. McAbee, Room 629 Senior last name P-Z – Mrs. Buchanan, Room 321 FBLA - Please see Mr. Norwood in Room #404 for information on joining the FBLA “Future Business Leaders of America.” . Next meeting will be Thursday, December 8, at 3:40 PM. 10th Grade SGA – Next meeting: Tuesday, December 6, at 8:30 AM in Mr. Norwood’s Room #404. SEM – Raider Superstars - Click on the link on our school website for Sports & Entertainment Marketing Class sponsored videos and bios
Thursday 11/10/2016 6:30 PM Women's Basketball HOME Scrimmage Wrestling Away Scrimmage @ EF Friday 11/11/2016 NO SCHOOL Saturday 11/12/2016 Men's Basketball Scrimmage 11/12/2016 Women's Basketball Mary Garber Breakfast/Scrimmage
Financial Aspects of Proposal (75 Total Points) Budget Proposal (25 points) Goal # Expense item* Grant application amount Applicant contribution Totals In-kind Cash Totals *Equipment or supplies proposed for purchase MUST be documented with a quotation, estimate or public price list and photographs attached to this budget proposal. Quotes from consultants or contractors must also be attached if possible.
Part II: Assessment of Exercise Design and Conduct Please rate, on a scale of 1 to 5, your overall assessment of the exercise relative to the statements provided below, with 1 indicating strong disagreement with the statement and 5 indicating strong agreement. Assessment Factor Strongly Disagree Strongly Agree The exercise was well structured and organized. 1 2 3 4 5 The exercise scenario was plausible and realistic. 1 2 3 4 5 The multimedia presentation helped the participants understand and become engaged in the scenario. 1 2 3 4 5 The facilitator(s) was knowledgeable about the material, kept the exercise on target, and was sensitive to group dynamics. 1 2 3 4 5 The Situation Manual used during the exercise was a valuable tool throughout the exercise. 1 2 3 4 5 Participation in the exercise was appropriate for someone in my position. 1 2 3 4 5 The participants included the right people in terms of level and mix of disciplines. 1 2 3 4 5 This exercise was a valuable way to identify strengths and areas for improvement for local organizations’ HazMat response operations. 1 2 3 4 5 Part III: Participant Feedback What changes would you make to this exercise? Please provide any recommendations on how this exercise or future exercises could be improved or enhanced.
Appendix 1 – Financial Assumptions Summary Financial Assumptions Applicable to all Options Item Financial Assumption Source Escalator (%) – Rent % Finance’s month/year publication Escalator (%) – O&M % Finance’s month/year publication Escalator (%) – Taxes % Finance’s month/year publication Escalator (%) – Land % Finance’s month/year publication Escalator (%) – Service Fees % Finance’s month/year publication Escalator (%) – Construction & Systems % Finance’s publication Option 1: Option 2: Item Financial Assumption Source Financial Assumption Source General Financial Assumptions Office space m2u / m2r m2u / m2r SPS space m2u / m2r m2u / m2r Storage space m2u / m2r m2u / m2r Parking stalls # of stalls # of stalls Fit-up/Refresh $/m2u Based on PSPC’s FYXX/XX Fit-up standards $/m2u Based on PSPC’s FYXX/XX Fit-up standards Moving and signage $/m2u Best practice $/m2u Best practice Consultant % of fit-up Best practice % of fit-up Best practice Disbursements % of fit-up Best practice % of fit-up Best practice Contingency % of fit-up, moving and signage, consultant and disbursements Best practice % of fit-up, moving and signage, consultant and disbursements Best practice Project Leadership fees % of fit-up Best practice % of fit-up Best practice Project Management fees % of fit-up Best practice % of fit-up Best practice LPA (2001L) Rent Office & SPS space $/m2r n/a n/a Gross Rent Storage $/m2r n/a n/a O & M $/m2r n/a n/a Taxes $/m2r n/a n/a Parking rate $/stall/year n/a n/a Investment horizon (Term) # years Client requirement, Owner Investor, Leasing n/a n/a Discount Rate % Finance’s month/year publication n/a n/a
Option 1: Option 2: Item Financial Assumption Source Financial Assumption Source REFIT Net Rent Office & SPS space $/m2r $/m2r Net Rent Storage $/m2r $/m2r O & M $/m2r $/m2r Taxes $/m2r $/m2r Parking rate $/stall/year Investment Horizon # years Investor, Leasing # years Owner Investor, Leasing Discount Rate % Finance’s month/year publication % Finance’s month/year publication Refresh $/m2u or % of fit-up Best practice $/m2u or % of fit-up Best practice Client $/FTE or $/m2u Best practice $/FTEs or $/m2u Best practice
1-800-716-9132 Crossing Number 250036W / MP 1.48 ERIE BOULEVARD – ALBANY (REROUTE FIXED LINES and STAR PARATRANSIT BUSES) CSX / CSX Police 1-800-232-0144 Crossing Number 250254D / MP 1.43 N. FERRY STREET – ALBANY (REROUTE FIXED LINES and STAR PARATRANSIT BUSES) Canadian/Pacific Railway / CPR Police 1-800-716-9132 Crossing Number 250040L / MP 0.66 LAWRENCE STREET – ALBANY (REROUTE FIXED LINES AND STAR PARATRANSIT BUSES) Canadian/Pacific Railway / CPR Police 1-800-716-9132 Crossing Number 250041T / MP 0.60
tomorrow?” The learner would then survey his list, count the number of remaining in which it does come up, and report the ratio with the number remaining in which it does not. Doing this, the learner answers, “50:50”, indistinguishable from chance, just as it was before any observations had been made. What went wrong? The initial, bias-free assumption that all possible are equally probable in effect made each event probabilistically irrelevant to any other event. Thus, despite the obvious pattern of sunrises, no number of past observations of sunrises could change what one expects about the next sunrise. The same point can be put in logical terms, without reference to probability. No one particular atomic fact—the possession of a given property by a given entity at a given time—logically implies any other particular atomic fact. So, a perfectly logical, unbiased system of inference would leave the learner nothing to say about tomorrow’s sunrise. Carnap (1950) went on to show that if, instead, our learner had begun with certain notions about which combinations of entities and properties are more likely than others, then observations of individual facts could quickly displace one’s view about tomorrow’s sunrise away from chance. But what of it? Bias could be a self-fulfilling prophecy, a form of epistemic pre-destination in which one’s starting point distorts forever the future conduct of one’s inquiry. Any connection with overcoming error or gaining accuracy would be merest happenstance. A dilemma: either be free of bias, and so unable to learn, or be biased, and so unable to unlearn. It was subsequent development of a truly dynamical theory of learning that provided the way out of this seeming dilemma and laid the groundwork for
4 Layout Is the alignment of kerbs, traffic islands and medians satisfactory? Is the crossing layout obvious to all users? Are turning radii and tapers at nearby intersections and driveways appropriate? Are adequate approach and departure stacking distances available for long vehicles? Can queuing over the rails suddenly occur due to unexpected downstream events (eg right turn vehicle giving way to opposing traffic, pedestrian crosswalk, guard crossing, etc)? Do pedestrian mazes, fences or other structures restrict visibility from side roads or driveways? 5 Access Tracks If provided, can vehicles safely enter and leave nearby railway maintenance track/s? CHECKLIST 5.4 NON-MOTORISED TRAFFIC ITEM ISSUES TO BE CONSIDERED COMMENTS 1 Paths Are there appropriate travel paths and crossing points for pedestrians, cyclists and the disabled (wheel chairs/‘gophers’)? 2 Barriers and Fencing Where necessary, are pedestrian maze treatments and/or gates installed for pedestrians and cyclists? Is the pedestrian maze in accordance with AS1772-7, 1993? are associated signing and/or warning lights and audible warning devices installed? Is fencing installed to guide pedestrian movements and is fencing of appropriate design (eg avoids solid horizontal rails)? Where necessary, is crash barrier installed to controll pedestrian and cyclist flows? 3 Surface Are rail tracks flush with the road and/or path surface to avoid tripping by pedestrians and dislodgement of cyclists?
Rail Disaster: Devastation in Lac-Mégantic Diamond Ranking Organizer Instructions: Cut apart the causes of the Rail Disaster in Lac Mégantic below. Paste them on the Diamond Ranking Organizer in order from what you believe to be the most influential cause to the least influential cause of the Rail Disaster in Lac Mégantic. Write a paragraph explaining why you ranked the most and least influential causes the way you did. The train derailed after hitting a bend in the tracks The conductor/engineer left the train running and unmanned The train gained momentum as it moved towards Lac Megantic The need to move crude oil and gas to markets and refineries The company (MMA) policy regarding how to leave the train Pipelines have a history of failure and thus industry looking for alternative transportation Aging railroad infrastructure results in an increase risk of derailment Canadian railway regulations allowed for the train to be left running Thick smoke and sparks coming from the lead locomotive resulting in a fire Rail Disaster: Devastation in Lac-Mégantic Diamond Ranking Organizer
Time: Leaving Sydney 5pm on Friday 27th October 2017 Returning: Mid-late afternoon Sunday 29th October 2017 DEAFBLIND STUDENT WHO 'SWITCHED OFF' FROM HEARING WORLD RECOGNISED FOR COMMUNITY WORK – Sent in by Richard Howell after the W.A. Conference, where Vanessa spoke about her life. She is an inspiration. Vanessa Vlajkovic has never let her sensory loss prevent her from working towards the life she wants. Last year, the 19-year-old, who is legally blind with "inconsistent" hearing, bravely chose to "switch off" from the hearing world. Now, Ms Vlajkovic, who is also Edith Cowan University's first deafblind student, has been named WA's Young Person of the Year. "I don't believe you should ever let others dictate what you can and can't do," she said. "And I don't think, for even a millisecond, that having a disability makes you inferior, makes you an alien or less worthy." Ms Vlajkovic, of Dianella, is an avid cheerleader and has just finished her first year at university, where she is studying journalism. She said her first year of study had been daunting, and a learning curve for herself and the staff, but was worth it. "I remember the day I out that my ATAR meant I could go to almost any uni I wanted," she said. "The pride I felt when I ran my fingers across the Braille display and read the words that brought me some of the best news ever. "It's hard to forget something like that, especially when you have worked day and night to see it happen." 'Switching off' from the hearing world While Ms Vlajkovic was born blind, her hearing did not begin to deteriorate until she was seven. "I can recall feeling confused during high school because I realised that I was hearing less and less," she said. "I had hearing aids to help me get through my days, but it was soon evident they were becoming ineffective." Last year, she made a bold choice. "I feel like I'm always being tugged between two worlds — the hearing and the deaf," she said. "Twelve months ago I officially made the decision to switch off from the hearing world."
Junior Infants Oral Language Development Sample Unit Lesson Plan Unit: 2 Theme: Visit to the Doctor Response Book: XX This unit explores the waiting room and doctor’s room. Fortnightly Plan Lesson 1 Introduction to theme through Digital poster. Retell experience of visiting the doctor. Vocabulary Game Lesson 2 Questioning to draw out language. Play – ‘Charades’ Response Book – What is the Doctor helping each patient with? Vocabulary Game Lesson 3 Poem – Doctor Foster Role Play – Doctors and Patients Vocabulary Game Digital Poster – Review Lesson 4 Slideshow Hot Seat – Who am I? Response Book – Doctor’s Checklist Jokes – Doctor, Doctor Relating to Curriculum Element Learning Outcome Through appropriately playful learning experiences, children should be able to: Communicating 1. Engagement, listening and attention Show interest in this familiar setting of the Doctor’s Surgery. Actively listen to various dialogues of doctor, patient, nurse and secretary. 2. Social Conventions & awareness of others Recognise how the various roles/characters of doctor, nurse, patient, parent and secretary behave and speak at the Doctor’s Surgery. 3. Social Conventions & awareness of others Playing ‘Charades’, children collaborate to explore new language in describing ailments e.g. ‘I have a sore throat.’ Understanding 4. Sentence Structure and Grammar Use coherent sentences whilst ‘Hot Seating’ to explain who the Role is by explaining what they do.
Poem: Three Guests, by Jessic Nelson North I had a little tea party This afternoon at three. 'Twas very small- Three guests in all- Just I, myself and me. Myself ate all the sandwiches, While I drank up the tea; 'Twas also I who ate the pie And passed the cake to me. Vocabulary Game My family gave a cheer, I’m just so fab in every way They celebrate once a year I wish it could be every day For parties, sweets and cake, But maybe once a year is best Who wants a tummy ache? Song: Happy Birthday! Vocabulary Game 4 Differentiation by (select from the following) Curriculum content Activities Resource materials Products from the lesson Environment Teaching strategies Pace Amount of Assistance Testing and grading Classroom grouping
7. Demonstration of Understanding Aural discrimination: Response Book, Big Whell Activity – placing people in the correct Big Wheel buckets based on their description. Exploring and 10. Categorisation Name and describe and categorise people, games and food at the Funfair. 11. Retelling and Elaborating Elaborating on the child’s own experience of funfairs using language relating to family, rides, games and food. 12. Playful and Creative use of Language Using reduplicated phrases in playing the game ‘Helter-Skelter’, reading the ‘Fun Fair’ poem, Fuzzy Bear tongue twister, Knock Knock jokes and vocabulary games. 14. Description, prediction and reflection Description and predication of and reflection on the behaviours and dialogue of the people at the funfair. Topic Specific Language Please add any words that you feel might be suitable for your class. Reinforce language and encourage word play using reduplicated phrases such as ‘helter-skelter’. Resources: Interactive Whiteboard Poster
RAINBOW TOWERS HOTEL ACCOMMODATION BOOKING FORM – INNOVATION AFRICA 2018 Kindly make the following booking and confirm by return (one form per person) Guest Details First Name: Last Name: Passport Number: Organisation: Email: Mobile: Tel: Fax: Arrival Date: Departure Date: Number of Nights: Room Type – Single or double occupancy (rate per night inc; Bed & Breakfast and all applicable taxes) Standard Room – Single Room rate 125.00 U$D Standard Room – Double Room rate 163.00 U$D Airport Transfers Arrival Time: Flight No: VEHICLE TYPE CAPACITY PRICE PER VEHICLE ✔ EXECUTIVE CARS - MERCEDES 3 US$ 29 one way LUXURY VEHICLES (LEXUS, RANGE ROVER, GRAND CHEROOKEE) 3 US$ 46 one way Booking Guarantee: MasterCard Visa Card No. ………………………………..………………………… Expiry date: ……../……../………….. US Dollar Bank Details - Reservations must be paid in full Account name: Cansaf Adventures Branch Code : 251655 Bank: First National Bank Branch : Fourways Account number : 62750168843 Swift Code : FIRNZAJJXXX
Bumps to Cruisers For parents and babies 0 – 18 months. Socialize and make new friends 10.30am – 11.30am Story & Song time On the library bus, Neath Hill shops 9.00am – 9.30am Monthly Themed Messy Play Contact centre for more information and to book 1.30pm – 2.30pm Baby clinic For parents with new babies up to 12 months old. 9.30am – 11.15am First and third Tuesday of the month Registrations Register with us to find out more the centre and meet the team 9.30am – 11.30am Drop in Café/Breast feeding Cafe Drop in for a chat/advice a cuppa and a snack 9.00am – 11.30am Every week Parenting Course Speak to centre staff for more information date & time to be confirmed
Sex differences in prefrontal gray 0.05 0.04 0.03 0.02 0.01 0 Orbital Middle Inferior Superior Females Males 25 20 15 10 5 0 APD APD SRC Sex differences in antisocial behavior % reduction in sex difference after brain volume correction: Orbital Orbital + Middle 46.2 51.3 40.6 52.6 p .31 .40 Prefrontal damage does not always predispose to antisocial / violent behavior Bigler (2001): Russian Roulette Ellenbogen et al., (2005): Crossbow suicide attempt Lecture Outline Early origins of “neurocriminology” mechanisms and violence Gender differences in brain and violence Cognitive, affective, and motor systems Neural circuitry in moral decision-making Moral, ethical, and legal implications
FAST FOURIER TRANSFORM (FFT) 2017 18.7 31.8 20.5 21.2 92.2 PREDICTION- AVERAGE OF TIME SERIES AND FFT 2017 22.9 28.7 22.1 22.4 96.1 TOTAL RAIN BELOW AVERAGE BUT NORMAL AVERAGE OF 32 YARS 106.7
Any Proposer submitting a proposal shall be deemed to have accepted these procedures. End of Request for Proposal ATTACHMENTS Attachment 1 – Standard Lease Agreement Attachment 2 – Application Cover Sheet Attachment 3 – Application Questions Attachment 4 – Form-A Attachment 5 – DEL Budget Form Attachment 6 – Community Alignment Initiative Overview, Terms and Conditions
Person Specification Job Title Drain Layer Job Requirements Qualifications/ Requirements A Full UK Driving Licence Appropriate NVQ Level 2 Hold a CSCS Card relevant to discipline Confined space training Experience & Knowledge Minimum of 2 – 3 site experience with demonstrated knowledge Must have a good knowledge of the construction industry customs and best practice Knowledge of relevant health and safety legislation and guidance Key Skills Ability to communicate both verbally and in writing Provide detailed attention to appropriate design and workmanship Ability to use initiative, self starting and proactive Teamwork Ability to maintain stable performance and attitude in high pressure situations Flexible approach to work Commitment to providing and improving service delivery to the customer Personal Qualities Ability to establish and maintain good working relationships Communicate effectively with senior management To be helpful, innovative, informative to all customers both internal and external Excellent communication Physically capable of performing the required function Motivation and Expectations Undertake any other relevant training deemed necessary to enhance performance Ensure own Continuous Professional Development desire to progress