zilongwang/ReadingBank huggingface dataset:
System Recovery The following sub-sections define the process and procedures necessary to restore the system to a fully operational state after a service interruption. Each of the sub-sections starts at a specific system state and ends up with a fully operational system. PECS is designated as Routine Support for disaster recovery. This level of support will acquire replacement processing capacity after an AITC disaster declaration. The recovery time objective (RTO) is that it will be operational when the AITC resumes regular processing services or no later than 30 days after a disaster declaration. Data will be restored from the last backup (recovery point objective (RPO)). System backups of the vapredbs1 server are performed on the following basis; Full backups are performed on Sundays and kept for one month. This means that at any time, there should be four full backup tapes available for each server. Tapes are normally dispatched offsite on Mondays. Differentials are run for the remainder of the week to capture daily changes. Differential results are sent offsite on Mondays. Oracle RMAN is the application used to perform full backups of the PREP database every Tuesday and Saturday morning. The tapes are retained offsite for one month. RMAN is also used to back up archive logs and the control file database to tape daily and are also retained offsite for a month. The full database backups run for about 40-45 minutes. The archive log backups are shorter, which run about 25-30 minutes. This section provides procedures for recovering the application at the alternate site, while Section 5.0 describes other efforts that are directed to repair damage to the original system and capabilities. Backup procedures are also defined in this section. Procedures are outlined for each team required to complete the recovery. Each procedure should be executed in the sequence it is presented to maintain efficient operations. The Team Leader or designee will provide hourly recovery status updates to the Austin Service Desk (ASD). Restart After Non-Scheduled System Interruption This section’s instructions are identical to those found in Section 3.1, Administrative Procedures. Software is recovered from images stored on the SAN. The same recovery procedures listed in ACP 4.1 should be followed for a return to original site restoration. An alternate site would need comparable equipment installed and would need to be able to boot from SAN for successful execution of this plan.
89) 90) Use an identity to write the expression as a single trigonometric function or as a single number. 91) 92) Use the appropriate sum or difference identity to write the given expression as a function of x alone. 93) Use the given information to find the exact value. 94) , 0 < A < ; , < B < 2πFind. Write the expression as a constant, a single trigonometric function, or a power of a trigonometric function. 95) 96) Write the expression as a trigonometric function of a positive number. 97) 98) Determine whether the given vectors are orthogonal. 99) and Draw a sketch to represent the vector. Refer to the vectors pictured here. 100) -b Estimate the indicated component or components of the vector. Round to an appropriate number of significant digits. 101) Find the vertical component of. Find a ∙ b. 102) a = 7i + 7j, b = -3.5i - 3.5j Find the angle between the given vectors to the nearest tenth of a degree. 103) a = and b = Find the area of the triangle using one of the area formulas. 104) a = 10.6 cm b = 17.1 cm c = 16.9 cm Find the following quotient, and write the quotient in rectangular form, using exact values. 105) Find the indicated vector.
Solve. 121) To find the distance AB across a river, a distance BC of 643 m is laid off on one side of the river. It is found that B = 107.3° and C=14.2° Find AB. Use the parallelogram rule to find the magnitude of the resultant force for the two forces shown in the figure. Round to one decimal place. 122) Write the complex number in rectangular form. 123) Write the complex number in trigonometric form r(cos θ + i sin θ), with θ in the interval [0°, 360°). 124) -15 + 20i Write the vector in the form ai + bj. Round a and b to 3 decimal places if necessary. 125) 1) tan θ = 3; 2) 0.91 3) 80.21° 4) 5) 135° 6) III 7) Possible 8) Impossible 9) Possible 10) 11) 12) 370° and -350° 13) 14) 15) b = 7 16) 1 17) 0 18) 100° and 80° 19) 20) (-∞, ∞) 21) 4π 22) π to the right 23) 4 24) 25) [-5, 5] 26) 2 27) 28) -109° + n ∙ 360° 29) - 30)
72) Identity 73) (0, π) 74) [-1, 1] 75) cot x 76) ∪ 77) 78) 79) 80) 81) {15°, 165°, 195°, 345°} 82) {30°, 150°} 83) {0, π} 84) 85) 86) 87) 0.5(cos 4t - cos 8t) 88) 2 sin cos 89) 90) 91) cos 8x 92) 93) -sin x 94) 95) sec2θ 96) cos2 x 97) sec 98) -sin 8.51 99) Yes 100) 101) 373 102) -49 103) 12.5° 104) 86 cm2 105) + i 106) 107) ; 324.7° 108) = 39°, = 113°, = 69 km = 141°, = 11°, = 14 km 109) No solution 110) B = 90.0°, C = 60.0°, c = 4.1 111) 112) -24i 113) -1 - 8i 114) 115) -34 116) $ 1860 117) 134 km 118) a = 14.3 ft, B = 30°, C = 35° 119) A = 44.2°, a = 46.00, c = 64.61 120) A = 24.63°, B = 53.45°, C = 101.92°
Quarter 1 Aug 10 – Oct 16 Week Major Concepts / Topics Possible Resources 1 Unit 1 – Chapter 1 – Functions and Their Graphs Section 1.2 – Functions Section 1.3 – Graphs of Functions Section 1.2 – Section 1.3 – 2 Unit 1 – Chapter 1 – Functions and Their Graphs Section 1.4 – Shifting, Reflecting, and Stretching Graphs Section 1.5 – Combinations of Functions Assessment Section 1.6 – Inverse Functions Section 1.4 – Section 1.5 – Section 1.6 – 3 Review Assessment Unit 2 – Chapter 2 – Polynomial and Rational Functions Section 2.1 – Quadratics Section 2.2 – Polynomial Functions of Higher Degree Section 2.1 – Section 2.2 – 4 Unit 2 – Chapter 2 – Polynomial and Rational Functions Section 2.2 – Polynomial Functions of Higher Degree Section 2.3 – Real Zeros of Polynomial Functions Review Assessment Section 2.2 – Section 2.3 – 5 Unit 2 – Chapter 2 – Polynomial and Rational Functions Section 2.4 – Complex Numbers Section 2.5 – The Fundamental Theorem of Algebra Section 2.6 – Rational Functions and Asymptotes Section 2.4 – Section 2.5 – Section 2.6 – 6 Review Assessment Unit 3 – Chapter 4 – Trigonometric Functions Section 4.1 – Radian and Degree Measure Section 4.3 – Right Triangle Trigonometry Section 4.1 – Section 4.3 – 7 Unit 3 – Chapter 4 – Trigonometric Functions Section 4.2 – Trigonometric Functions: The Unit Circle Assessment Section 4.3 – Right Triangle Trigonometry Section 4.4 – Trigonometric Functions of Any Angle Section 4.2 – Section 4.3 – Section 4.4 – 8 Unit 3 – Chapter 4 – Trigonometric Functions Section 4.4 – Trigonometric Functions of Any Angle Assessment Section 4.5 – Graphs of Sine and Cosine Functions Section 4.4 – Section 4.5 –
It is critical that the department’s authorising and accountability environment is communicated to and understood by all staff. Related advice is available in: Office of the Information Commissioner Guideline: Proactive disclosure and publication schemes . Modification of ex ante decision-making considerations Departments should consider what modifications or additional ex ante decision-making considerations are required in their specific context. Relationship between ex ante decision-making and Creative Commons licences The following table summarises the relationship between ex ante decision-making and Creative Commons licences in certain scenarios. Scenario Potential outcomes Information has: A Creative Commons licence not been given ex ante consideration. Information with any of the six creative common licences should be tagged ‘yes’ for release. Information has no Creative Commons licence If the information has not been given ex ante decision making consideration, it should now go through this process. Information identified as ‘yes’ suitable for release and publication should go through the Creative Commons licensing review process to assign one of the six creative commons licences. Further information about Creative Commons licences is available from the Creative Commons . Relationship between ex ante decision-making and the Queensland Government Information Security Classification Framework The following table summarises the relationship between ex ante decision-making and the (QGISCF) in certain scenarios. Scenario Potential outcomes Information has: not been assessed under the QGISCF Information is tagged ‘yes’ for release and is to be published should be classified as PUBLIC.
conditions at or affecting the location of the activity or project will have a significant environmental effect and/or present extraordinary circumstances that may render a project infeasible Site Control Site control is not a requirement to participate in the CHDO Predevelopment Loan Program for those applicant/owners seeking to establish preliminary feasibility of a specific project. However, applicants must have performed their due diligence to contact, inquire and obtain a proposed selling price from the owner of the parcel of land presented in the project Application Applications must be submitted in the form prescribed by the CHDO Predevelopment Loan Program Application (attached). Funding decisions will be based on a panel review and scored based on need, organizational capacity, and project feasibility: Need - 40 points Organizational Capacity -30 points Project Feasibility -30 points One original application and four photocopies must be submitted. Original must be clearly marked “Original”. DHCD will send via email to the applicant Information contact an “acknowledgement of receipt” within 24 hours of receiving the application. Applicants are responsible for confirming that their application has been received by DHCD. Application must receive a minimum of 60 points to be considered for funding. Applications are due by 5:00 P.M. on the following dates: December 30, 2011 March 30, 2012 June 29, 2012 Mailed or hand delivered to: Department of Housing and Community Development Main Street Centre 600 East Main Street, Suite 300 Richmond, VA 23219 Attn: Predevelopment Application -Kevin Hobbs
At-Risk Weight Chart Height Weight (in Pounds) 4’10” 129 4’11” 133 5’0” 138 5’1” 143 5’2” 147 5’3” 152 5’4” 157 5’5” 162 5’6” 167 5’7” 172 5’8” 177 5’9” 182 5’10” 188 5’11” 193 6’0” 199 6’1” 204 6’2” 210 6’3” 216 6’4” 221 Know Your Score 9 or more points: High risk for having prediabetes now. Please bring this form to your health care provider soon. 3 to 8 points: Probably not at high risk for having prediabetes now. To keep your risk level below high risk:  If you’re overweight, lose weight  Be active most days  Don’t use tobacco  Eat low-fat meals including fruits, vegetables, and whole-grain foods  If you have high cholesterol or high blood pressure, talk to your health care provider about your risk for type 2 diabetes What if I Scored a ‘9’ or Higher on the Test? How Can I Get Tested for Prediabetes? Individual or group health insurance: See your health care provider. If you don’t have a provider, ask your insurance company about providers who take your insurance. Deductibles and copays may apply. Medicaid: See your health care provider. If you don’t have a provider, contact a state Medicaid office or contact your local health department. Medicare: See your health care provider. Medicare will pay the cost of testing if the provider has a reason for testing. If you don’t have a provider, contact your local health department. No insurance: Contact your local health department for more information about where you could be tested or call your local health clinic.
How much further do they have to drive? ………………………………………….km (Total 3 marks) Question 8. Here are the first five terms of a number sequence. (a) Write down the next two terms of the sequence. …………………… , ……………………. (2) (b) Explain how you found your terms. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. (1) (c) Explain why -50 is not a term of this sequence. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. (1) (Total 4 marks) Question 9. Kate thinks of a number. She subtracts 4 from the number and then divides the answer by 2.
11 3 M1 M1 A1 for forming 2 equations eg. & for cao 12 or : : : : : : 10 : 25 : 56 : 14 3 P1 P1 A1 for process of using “twice” e.g or for : : : cao 13 76.5m/s 4 P1 P1 P1 A1 starts process to find angle 16 or shows in a diagram for using tan ratio to find the distance for 2293.963… seen cao 14 (a) (b) ; ; ; ; ; ; ; 2 days 6.2g/m2 3 2 M1 M1 A1 M1 A1 for finding for correct substitution eg cao for correct substitution eg cao 15 1320 2 M1 A1 for cao 16 scale goes up in 4s 60, 40 2 M1 for method to find scale of frequency density
Active Learning 1) Jigsaw activity 2) Peer-review/writing on boards 3) Group discussions Assessment How teachers will measure learning; how students will self-evaluate learning formative: students - 1) Read a graph and identify the trend - peer group will provide feedback through discussion 2) Create a hypothesis or prediction - peer group will provide feedback through discussion 3) Plan a rigorous hypothesis test (identifying variables and basic study design) - peer group will provide feedback through discussion; additional students will review the plan via written questions teacher - 1) Teacher will assess hypothesis test by viewing boards (some or all as practical) 2) Teacher will assess peer feedback by viewing student questions written on boards (some or all as practical) Summative: 1) LRQ (learning readiness quiz) completed online 2) Teachers will collect and assess assignments consisting of the individual student's revised prediction, hypothesis test, and predictive graphs Diversity How the unit is designed to include all participants 1) Goal framed openly, allowing for a diversity of pre-existing opinions and experiences 2) Group discussions 3) Diversity of activities for different learning styles
supportiveness was linked to attachment security (Allen et al., 2003; Allen et al., 2004). Ratings of parental acceptance may also reflect whether the teen currently sees their parent as a secure base. Similarly, adolescents who engaged with parents when asking for advice also experienced relative increases in attachment security over time. Engagement reflected the teen’s valuing of parental advice and also how likely the teen thought their parent would be able to assuage the problem. It is also a reflection of how committed the teen was to continuing the conversation and to contributing to the relationship in general. Theoretically, when an adolescent engages when seeking advice from a parent (an attachment-activated process), this reflects the ability to effectively use the parent as a secure base. Youths who took a more assertive role in directing an advice task with parents also experienced relative increases in attachment security over time. These teens were comfortable verbally directing the conversation in order to get help in a supportive behavior task. Teens that are confident asking for support in relationships may then be better able to receive support in these relationships, which can lead to more secure models of attachment over time. Contrary to our expectations, youths’ behaviors promoting and inhibiting autonomy and relatedness on a disagreement task with parents did not predict relative change in attachment security over time, although it was correlated with security at both times and predicted security at age 24. This suggests that autonomy and relatedness may be better markers of security (perhaps even as effects of prior security) rather than predictors of future changes in security. It may be that the ability to express one’s self autonomously within parental relationships and to maintain relatedness during disagreements grows from a secure attachment to the parent; in other words, it may be an effect rather than a cause.
Use the result to set-up an integral. The Simplify command yields the answer 21/2. Again, note that the set-up of the problem using a definite integral is too intricate for the free Add-In to evaluate in a single line. Simplify yields a more pleasing looking set-up. Unfortunately, the simplification under the radical is needed before the introduction of an integral command. The output is: Example 3. Find the surface area generated by revolving the curve about the y-axis. The curve is , , [10, p. 749]. Consider: Simplify and Factor gives the outputs: Cut and paste the previous output and multiply by x. Unfortunately, the output is not simplified. Some college algebra by the students will consider the input: The integral will be evaluated after pressing Simplify. Note that the u substitution is done to give the surface area as 14/9. ) The math add-in would have considered an indefinite integral. Consider the following as an input:
Part B Answer Key 1. 2. 3. 4. 5. -11i + 8j 6. 4i – 7j 7. 8. 9. 10. 5; 53.1° 11. 12. 321.87 mph; 126.18° 13. -26 14. 54 15. 3 16. 30 17. 40.1° 18. yes Part C Answer Key 1. 9.5; 7.4 2. 17; 20 3. ; 45° 4. 16; 315° 5. 6; 180° 6. 7. 8. 9. 10. 11. -5i + 8j 12. 2i 13. 4i + 4j 14. -.254i + .544j 15. 7 16. -3 17. 135° 18. 90° 19. Orthogonal 20. Not orthogonal
Calculator Models of Functions Vocabulary/Concepts/Skills: Regression Residuals Correlation Coefficient (linear data) Interpret constants, coefficients, bases Interpolate Extrapolate Estimate Predict Example 1: The data in the table shows the circulation in millions of USA Today from 1985 to 1993. Years are shown as the number of years since 1985. Years since 1985 0 1 2 3 4 5 6 7 8 Circulation 1.418 1.459 1.586 1.656 1.755 1.843 1.867 1.957 2.001 Number of Years Since 1970 Number of Subscribers (millions) 0 4.5 5 9.8 10 16.0 14 29.0 16 37.5 18 44.0 20 50.0 22 53.0 24 55.3 Use the first and last data points to find an exponential model of the form for the data. How good is the fit? According to this model, what is the estimated circulation in 2002? Compare the estimate with the actual circulation. What other functions might model the data well? Explain why another function is more reasonable in the context of the problem. Example 2: Shown is the number of cable television subscribers in the US for several years between 1970 and 1994. Years are expressed as number of years since 1970 and the number of subscriptions is given in millions. Look at a scatter plot of the data and decide on an appropriate function to model the data. The data appears to be leveling off. What in the context explains the leveling off? Looking at your equation model, what is the number to which the data levels off- i.e. what is the carrying capacity?
Time (s) 0 0.04 0.08 0.12 0.16 0.20 0.24 0.28 0.32 0.36 0.40 Height (ft) 4.54 4.46 4.34 4.16 3.94 3.68 3.37 3.02 2.63 2.2 1.74 Example 3: Given the data tables below: Table 1: Table 2: Time in minutes (x) 1 4 7 9 13 17 20 23 25 Number of bacteria (y) 3 21 46 65 108 158 198 240 270 Table 3: Roll 1 2 3 4 5 6 7 8 9 10 Number Cubes Remaining 252 207 170 146 123 100 85 67 56 48 t (mths) 0.5 1.5 2.5 3.5 4.5 5.5 6.5 7.5 8.5 9.5 10.5 11.5 12.5 13.5 T () -10.1 -3.6 11.0 30.7 48.6 59.8 62.5 56.8 45.5 25.1 2.7 -6.5 -10.8 -5.0 Table 4: Table 5: Year 2008 2009 2010 2011 2012 2013 2014 Average Price (dollars per gallon) 3.26 2.35 2.78 3.52 3.64 3.52 3.36 Match the data table with the correct model. Exponential Power Quadratic Quartic Trigonometric Find a regression/prediction equation for each data table. Compare the actual and predicted values of the dependent variable. How closely does the model predict the given values of the domain? Pre-Calculus Objective 2.04 Composition/Inverse Functions
Name:__________________________________________ Date:______________________ Block:________ PreCalculus S Review for Final – Chapters 3 and 4 Directions: Find the answer that best completes the statement or answers the question. Use the graph of f to describe the transformation that results in the graph of g. Then sketch the graphs of g and f. 1. f(x) = ; g(x) = 2. f(x) = ex; g(x) = 3. If the Laffite family deposits $8500 in a savings account at 6.75% interest, compounded continuously, how much will be in the account after 25 years? 4. Find the amount of time required to double an amount at 5.84% if the interest is compounded continuously. 5. Among various populations of plants or animals, diseases spread exponentially. Use the function to model the spread of Common Corn Rust through a field of 8000 corn plants, with t equal to the number of days since the first case of the disease. How many plants will be infected with Common Corn Rust after 10 days? 6. Jimmy invests $500 in an account with a 3% interest rate, making no other deposits or withdrawals. What will Jimmy’s account balance be after 10 years if the interest is compounded 2 times each year? 7. A corporate jet originally cost $17,550,000. If its value depreciates by 5 percent per year, what will its value be after 10 years? Evaluate each expression. 8. 9. 10. Find ln 375. Round your answer to four decimal places. Evaluate each expression.
11. log 3243 12. Evaluate the expression log 5 . Evaluate each expression. 13. 14. log 75 Express each logarithm in terms of ln 3 and ln 5. 15. ln Solve each equation. 16. 32x – 1 = 16x + 4 17. 4x + 7 = 5x – 3 18. Solve e–5x = 7.4 for x correct to four decimal places. 19. Solve log 6 x = 2 Solve each equation. 20. log 7 (x2 + 11) = log 7 15 21. Find the values of the six trigonometric functions for angle θ , when PQ = 50 and QR = 64. 22. If sec θ = , find cot θ. 23. If g = 19.2 and F = 61°, find h. Round to the nearest tenth. 24. If t = 26 and r = 5.7, find S. Round to the nearest tenth. 25. Solve by using the measurements = 90°, = 75°, and r = 15. Round measures of sides to the nearest
What We Will Cover Unit Topics Approximate Dates 1 Do Nows: Fast facts absolute value, bar graphs, evaluate expressions, fraction operations, solving one-variable equations, literal equations multiply binomials factoring! Class Content: review of graphing, Pythagorean theorem, distance formula and midpoint, linear equations, functions, domain and range parent functions, transformations of functions composite and inverse functions 8/22-11/8 2 Do Nows: Fast facts Factoring! Solving quadratic equations Exponent rules Radical rules Simplifying rational expressions Operations with rational expressions Class Content: Quadratic functions Polynomial functions Polynomial division Complex numbers Zeroes of functions Rational functions 11/13-12/18 3 Do Nows: Fast facts REVIEW! Class Content: Exponential functions and graphs Logarithmic functions and graphs Properties of Logs Exponential and Logarithmic Equations Applications 1/21-2/12 4 Do Nows: Fast facts Review! Class Content: Radian and degree measure Unit Circle Right Triangle Trig Trig functions Graphs of sine and cosine Inverse trig functions 2/13-3/7 7 Do Nows: Fast facts Review! Class Content: 2 variable systems of equations Multivariable systems Systems of inequalities 3/11-4/4 8/9 Do Nows: Fast facts Review! Class Content: Matrices and systems of equations Matrix operations Sequences and Series Arithmetic and Geometric sequences Counting principles and probability 4/22-5/28
Preferred Start Date (yyyy-mm-dd): Name: Mailing Address: Email: Citizenship US Citizen or US NonCitizen National Permanent resident of US Other Previous Training School: Degree(s) Received: Year(s) Received: Field(s) of Study: Present Graduate Program School: Harvard University Harvard Medical School HST MIT Department: Program: Date Entered: Proposed Mentors Primary Mentor: Department, Institution Area of Expertise: Email: Joint Mentor: Department, Institution Area of Expertise: Email: RESEARCH PLAN Title of Project: Project Description:
Advanced studies in spirituality study programme Total No. Lecturer Course 1 Platovnjak Special Topics in Modern Spirituality 25 5 15 45 120 4 2 Krajnc, Muhovič, Gerjolj Liturgical, Spatial and Physical Spirituality 35 10 15 60 150 5 3 Matjaž, Špelič Spirituality in the Bible and in the Church Fathers 40 10 10 60 150 5 4 Kolar Spiritual Movements in the History of the Church 20 - 10 30 90 3 5 Dolenc Principal Spirituality Topics in the Orthodox and the Protestant Churches 20 5 5 30 90 3 6 Osredkar, Platovnjak Spirituality of Religions and the Modern World 20 - 10 30 90 3 7 Krašovec, Avsenik Nabergoj Spirituality in Literature, Music and Film 20 5 5 30 90 3 8 Platovnjak Spirituality of Priests, Consecrated Persons and Single or Married Christian Laypeople 15 5 10 30 90 3 9 Platovnjak, Gerjolj Holistic Education and Growth 35 10 15 60 150 5 10 Platovnjak Practical Introduction to Spirituality 25 45 5 75 180 6 Total 255 95 100 450 1200 40 4. Short Introduction to Individual Courses Code Lecturer Course Hours total /ECTS
5th semester Contact hours No. Course unit Lecturer Lect. Sem. Tut. Clinical tutorials Other commit. Individ. work Total hours ECTS 25 Theology of the Old Testament Palmisano 30 30 90 150 5 26 Pedagogy of Religions and Catechetics Gerjolj, Stegu, Šegula, Vodičar 30 20 25 105 180 6 27 Christology Štrukelj 30 30 90 150 5 28 Religious Bioethics 15 5 10 60 90 3 29 Fundamental and Communitarian Pastoral Theology Šegula 35 15 25 105 180 6 * Elective course 15 15 60 90 3 Bachelors Thesis 60 2 TOTAL 155 40 135 510 900 30 SHARE 46,96 12,12 40,9 6th semester Contact hours No. Course unit Lecturer Lect.. Sem. Tut. Clinical tutorials Other commit. Individ. work Total hours ECTS
30 Person in Creational Dimension and Dimension of Salvation Turnšek 30 - 30 90 150 5 31 Constitutional Law of the Church Košir 30 - 30 90 150 5 32 Religious Spirituality Platovnjak 30 - 30 90 150 5 33 Teachings of the Church Dolenc 35 15 25 105 180 6 * Elective Course 15 15 60 90 3 Bachelors Thesis 180 6 TOTAL 140 15 130 435 900 30 SHARE 49,12 5,26 45,61 Elective courses Contact hours No. Course unit Lecturer Lect. Sem. Tut. Clinical tutorials Other commit. Individ. work Total hours ECTS 1 English Theological Terminology Sešek 15 15 60 90 3 2 Faith and Reason Petkovšek 15 15 60 90 3 3 Latin language I Špelič 30 60 90 3
22 Pastoral Ministry of Specific groups Šegula 15 10 5 60 90 3 23 Sacred Music at the Service of Liturgy Krajnc 15 15 - 60 90 3 24 Hermeneutics of Christianity Petkovšek 15 - 15 60 90 3 25 Biblical Characters Matjaž 15 - 15 60 90 3 26 Reformation in Europe and Slovenia Kolar 15 - 15 60 90 3 27 Spiritual Accompaniment Platovnjak 15 8 7 60 90 3 28 Impact of Indian and Chinese Religions on Western culture Osredkar 15 - 15 60 90 3 29 Psychology of Religious Education Gerjolj 10 10 10 60 90 3 30 Church Property Law Košir 30 60 90 3 31 Dialogue Pevec Rozman 30 60 90 3 32 Selected Issues in Bioethics 15 15 60 90 3 33 Hebrew Palmisano 15 15 - 60 90 3 34 Elements of Liturgical Space Debevec 15 - 15 60 90 3 35 Exegesis of John’s Gospel and Letters Matjaž 15 - 15 60 90 3 36 New Religious and Church Movements Dolenc 15 - 15 60 90 3 37 Biblical Archaeology and Geography Palmisano 15 - 15 60 90 3 38 Ethics and Globalization Petkovšek 15 15 60 90 3 39 Philosophy and Mysticism Klun 15 15 60 90 3
40 Christian Ethics in and Pluralistic World Štuhec/Globokar/ Strehovec 15 15 60 90 3 41 Spirituality of Everyday Life, Occupational and Social Engagement Platovnjak 15 15 60 90 3 42 Theological Ethics and Sustainable Development Štuhec/Globokar/ Strehovec 25 5 60 90 3 43 Psychology of Relations Cvetek 15 15 60 90 3 44 Choral Singing Krajnc 30 60 90 3 45 Political Philosophy and Politics Rožič 15 15 60 90 3 46 Tutoring Associate Dean 30 60 90 3 Share of elective subjects by years (ratio of ECTS credits obtained by the student from compulsory and elective components) Year Compulsory components Elective components Practical training Thesis or 1st year 90% 10% 2nd year 90% 10% 3rd year 77% 10% 13% Total 85% 10% 5%
Chemo – Standard Hand hygiene – 20 second soap and water OR hand sanitizer. PPE should include: DOUBLE gloves. Room requires routine cleaning by EVS Tech, except for the toilet. Place a blue chuck over the toilet. Flush twice. Clean with Oxycide and “johnny mop”. Throw “johnny mop” away. Hand hygiene – 20 second soap and water OR hand sanitizer.
Identify Counterarguments Steps to Analyzing an Argument Rojstaczer “Grade Inflation Gone Wild” & Phil Primack “Doesn’t Anybody Get a C Anymore?” (Due Tuesday) T: 9/15 Small Group Questions for Grade Inflation readings Whole Class Discussion Write Comparison of Primack & Rojstaczer’s strategies for their arguments—finish & type for homework Finish Comparison of Primack & Rojstaczer, print and bring to class (Due next class) W: 9/16 Soc. Sem. #5: Hired Guns?; For Sale: Motherhood Begin writing response to question In your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday) Th: 9/17 Unit 4: From Identifying Issues to Forming Questions Identifying Issues Situations, Issues & Questions Chart p. 74 Steps to Identifying Issues Homework: Find a source related to your Topic of Interest that involves an issue Read and annotate: Anna Quindlen— “Doing Nothing is Something” & Answer Reading as a Writer Questions Locate and Print Source #6 on Topic of Interest involving an issue (Due Monday) Week 6: Sep 21 – Sep 24 Date In Class Topics Reading/Homework M: 9/21 Practice Sequence p. 84 Use your Topic of Interest and Issue Small Group Discussion Work on revising your claim/issue with a Frame Write a 250 word Editorial on your claim/issue Write a response to Source #6 on Topic of Interest in Commonplace Journal (Due Friday) Finish your Editorial, print and bring to class (Due Tuesday) T: 9/22 Formulating Issue-Based Questions Refine Topic Explain Interest in Topic Identify an Issue Formulate Your Topic as a Question Acknowledge Audience Steps to Formulating an Issue-Based Question Practice Sequence p. 89 Share your Issue-Based Question Read and annotate: William Deresiewicz “The End of Solitude” & Answer Questions (Due next class) W 9/23 Soc. Sem. #6: Mind Your Motive; The Supreme Principle of Morality Begin writing response to question In your Justice Journal, write a paragraph response to one of the Questions for Soc. Sem. (Due Friday) Th: 9/24 Briefly Discuss Quindlen and Deresiewicz Unit 5: From Formulating to Developing a Thesis Working vs. Definitive Theses Read and annotate: Shirley Brice Heath—“Protean Shapes in Literacy Events” (Due Monday)
on the health behavior chosen. In the case of having a pilot study an impact evaluation may not seem necessary, but I believe it is still important in order to keep track of the direction of the program. References Binkley, C. J., & Johnson, K. W. (2014). Application of the PRECEDE-PROCEED planning model in designing an oral health strategy. Journal of theory and practice of dental public health, 1(3). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4199385/pdf/nihms-589862.pdf Black, S., & Warner, C. (n.d.) Application of the PRECEDE model to obesity prevention [PowerPoint slide]. Retrieved from Cole, R. E., & Horacek, T. (2010). Effectiveness of the “My Body Knows When” pilot program. American journal of health behavior, 34(3), 286-297. Community Tool Box. (2014). PRECEDE/PROCEED. Retrieved from DiClemente, R. J., Salazar, L. F., & Crosby, R. A. (2013). Health behavior theory for public health: Principles, foundations and applications [Kindle DX version]. Retrieved from Amazon.com
DEPARTMENT OF DEFENSE SMALL BUSINESS TECHNOLOGY TRANSFER (STTR) PROGRAM STTR 16.C Program Broad Agency Announcement (BAA) August 26, 2016: DoD BAA issued for pre-release September 26, 2016: DoD begins accepting proposals October 26, 2016: Deadline for receipt of proposals no later than 6:00 a.m. ET Participating DoD Components: Defense Advanced Research Projects Agency (DARPA) Defense Health Program (DHP) Missile Defense Agency (MDA) IMPORTANT Deadline for Receipt: Proposals must be completely submitted no later than 6:00 a.m. ET, October 26, 2016. Proposals submitted after 6:00 a.m. will not be evaluated. Classified proposals will not be accepted under the DoD STTR Program. DoD BAA/Solicitation Changes: The Small Business Administration, through its SBIR/STTR Policy Directive, purposely departs from normal Government solicitation formats and requirements and authorizes agencies to simplify the STTR award process and minimize the regulatory burden on small business. Therefore, consistent with the SBA Policy Directive, the Department of Defense is soliciting STTR 16.C as a Broad Agency Announcement. As a result of program reauthorization, please read the entire BAA carefully prior to submitting your proposal. Please go to to read the STTR Policy Directive issued by the Small Business Administration. SBIR/STTR Updates and Notices: To be notified of SBIR/STTR opportunities and to receive e-mail updates on the DoD SBIR and STTR Programs, you are invited to subscribe by e-mailing . Help Desk: If you have questions about the Defense Department's SBIR or STTR Programs, please call the DoD SBIR/STTR Help Desk at 1-800-348-0787, or email to , or visit the DoD SBIR/STTR Web site, at . Table of Contents
Defense Advanced Research Projects Agency (DARPA) DARPA 1-12 Defense Health Program (DHP) DHP 1-18 Missile Defense Agency (MDA) MDA 1-17 1.0 INTRODUCTION DARPA, DHP and MDA, hereafter referred to as DoD Components, invite small business firms and research institutions to jointly submit proposals under this BAA for the Small Business Technology Transfer (STTR) Program. Firms with the capability to conduct research and development (R&D) in any
Block 14 (Abstract) of the SF 298, "Report Documentation Page" must include as the first sentence, "Report developed under SBIR contract for topic [insert BAA topic number. [Follow with the topic title, if possible.]” The abstract must identify the purpose of the work and briefly describe the work carried out, the findings or results and the potential applications of the effort. Since the abstract will be published by the DoD, it must not contain any proprietary or classified data and type “UU” in Block 17. Block 15 (Subject Terms) of the SF 298 must include the term "SBIR Report". Submission: In accordance with DoD Directive 3200.12 and DFARS clause 252.235-7011, a copy of the final report shall be submitted (electronically or on disc) to: Defense Technical Information Center ATTN: DTIC-OA (SBIR) 8725 John J Kingman Road, Suite 0944 Ft. Belvoir, VA 22060-6218 Delivery will normally be within 30 days after completion of the Phase I technical effort. Other requirements regarding submission of reports and/or other deliverables will be defined in the Contract Data Requirements List (CDRL) of each contract. Special instructions for the submission of CLASSIFIED reports will be defined in the delivery schedule of the contract. DO NOT E-MAIL Classified or controlled unclassified reports, or reports containing SBIR Data Rights protected under DFARS 252.227-7018. COMPONENT INSTRUCTIONS AND TECHNICAL TOPICS Department of the Army ARMY 1-49 Department of the Navy NAVY 1-93 Department of the Air Force AF 1-160 Defense Health Agency (DHA) DHA 1-15 Defense Logistics Agency (DLA) DLA 1-13 Defense Microelectronics Activity (DMEA) DMEA 1-9 Defense Threat Reduction Agency (DTRA) DTRA 1-16 Missile Defense Agency (MDA) MDA 1-34 National Geospatial-Intelligence Agency (NGA) NGA 1-7 Office of the Secretary of Defense (OSD) OSD 1-16 United States Special Operations Command (USSOCOM) USSOCOM 1-8
3.21 Service-Disabled Veteran-Owned Small Business (SDVOSB) The Service-Disabled Veteran must have a service-connected disability that has been determined by the Department of Veterans Affairs or Department of Defense, and the SBC must meet the eligibility and business control requirements set forth in 13 C.F.R. § 125.8-125.10. 3.22 Federal Laboratory As defined in 15 U.S.C. §3703, means any laboratory, any federally funded research and development center (FFRDC), or any center established under 15 U.S.C. §§ 3705 & 3707 that is owned, leased, or otherwise used by a Federal agency and funded by the Federal Government, whether operated by the Government or by a contractor. 3.23 Principal Investigator The principal investigator/project manager is the one individual designated by the applicant to provide the scientific and technical direction to a project supported by the funding agreement. For both Phase I and Phase II, the primary employment of the principal investigator must be with the small business firm or research institution at the time of award and during the conduct of the proposed project. Primary employment means that more than one-half of the principal investigator's time is spent in the employ of the small business firm or research institution. This precludes full-time employment with another organization. Occasionally, deviations from this requirement may occur, and must be approved in writing by the contracting officer after consultation with the agency SBIR/STTR Program Manager/Coordinator. Further, a small business firm or research institution may replace the principal investigator on an SBIR/STTR Phase I or Phase II award, subject to approval in writing by the contracting officer.
I would like to thank Fundação de Amparo à Pesquisa no Estado de São Paulo (FAPESP) for financial support (grant #aaa/nnnnn-d.). Acknowledgement to the funding institution is mandatory. Page used for an inspirational quotation. It is optional and there is no restriction on the style or format. For example:
1 INTRODUCTION……………………………………………………… 14 2 LITERATURE REVIEW……………………...................................... 18 2.1 XLVVLWQHO………………………………………………………….. 25 2.1.1 Dejqe Wedqp………………………………………………………….. 26 2.1.1.1 2.1.1.1.1 Rwowen Wejeiqo……………………………………………………… Rwowen Wejeiqo eiqo………………………………………………… 28 30 2.2 XLVVLWQH……………………………………………………………. 32 3 RESULTS………………………………………………………………. 40 4 DISCUSSION…………………………………………………………… 45 5 CONCLUSIONS………………………………………………………… 50 REFERENCES………………………………………………………….. 53 APPENDICES…………………………………………………………… 67 ATTACHMENTS……………………………………………………….. 70
2 LITERATURE REVIEW……………………...................................... 18 2.1 XLVVLWQHO………………………………………………………….. 25 2.1.1 Dejqe Wedqp………………………………………………………….. 26 2.1.1.1 2.1.1.1.1 Rwowen Wejeiqo……………………………………………………… Rwowen Wejeiqo Eigo………………………………………………… 28 30 2.2 XLVVLWQH……………………………………………………………. 32 3 RESULTS………………………………………………………………. 40 4 DISCUSSION…………………………………………………………… 45 5 CONCLUSIONS………………………………………………………… 50 REFERENCES………………………………………………………….. 53 APPENDICES…………………………………………………………… 67 ATTACHMENTS……………………………………………………….. 70
SUMMARY 1 INTRODUCTION……………………………………………………… 15 2 LITERATURE REVIEW……………………...................................... 18 2.1 XLVVLWQHO………………………………………………………….. 25 2.1.1 Dejqe Wedqp………………………………………………………….. 26 2.1.1.1 Rwowen Wejeiqo……………………………………………………… 28 2.2 XLVVLWQH……………………………………………………………. 32 3 RESULTS………………………………………………………………. 40 4 DISCUSSION…………………………………………………………… 45 5 CONCLUSIONS………………………………………………………… 50 REFERENCES………………………………………………………….. 53 APPENDICES…………………………………………………………… 67 ATTACHMENTS……………………………………………………….. 70
Preferred Provider List Program/Agency Name Contact Person Email/phone Aroostook Mental Health Center Clement Deveau 207-498-6431 Catholic Charities Counseling Services and St Francis Recover Center Abbie Sturm 207-775-5671 Common Ground Counseling Daphne McAllister 207-739-2644 Crisis and Counseling Centers Integrated Correctional Health Services Bob Kingman 207-626-3448 Day One – Outpatient Services Don Burke 207-874-1045 Day One – Residential Services Caroline Raymond 207-767-0993 Dirigo Counseling Clinic, Mental Health and Substance Abuse Services Alan Algee 207-745-0329 Dwayne Hogan Dwayne Hogan 207-945-9333 Eureka Counseling Services Wesley Hohfeld 207-596-4006 Food Addiction Chemical Dependency Consultants, LLC Mark Myers 207-774-4564 Friendship House Herb Blake 207-767-7403 Maine General Medical Center Seton Center Intensive Outpatient Program Diane Weinstein No email 207 872-4653 Maine Pretrial Services Lorraine Acheson 207-786-4851 MidCoast Hospital Outpatient Behavioral Health Addiction Resource Center Kelley A Story 207-373-6991 New Day Counseling Jon Hamlin 207-492-1130
Preferred Agency Booking Fees Egencia BCD Travel Travel Collaborative OTT Travel HTT PROTRAVEL INTERNATIONAL Preferred for Athletic Travel: Anthony Travel On-line booking fee $7.00 N/A N/A N/A N/A N/A Domestic Agent Assisted Fee $32.00 $36.60 $33.00 $35.00 $35.00 $35.00 $25.00 International Agent Assisted Fee $38.00 $41.60 $33.00 $35.00 $45.00 $35.00 $35.00 Amtrak Ticket $7.00* *On-line fee $27.00 $27.00 $27.00 $27.00 $27.00 Group/Meeting Transactions $41.60 Agent Assisted Car or Hotel Only $15 No Charge No Charge No Charge No Charge No Charge No Charge Refunds No Charge No Charge No Charge No Charge No Charge No Charge No Charge Emergency After Hour Fees N/A $25.00 N/A N/A $17.00 $17.00 N/A Each Corporate Award or Frequent Flyer Ticket Transaction **The price may vary depending on the airline $75.00** Updated 3/15
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w: Music Steph Baker t: 07900433312 e: stephbakermusic@gmail.com w: The Crazy Horses Richard Sharp t: 07960635064 e: w: fb: Honeymoon Tivoli Travel Jo Richards t: 01924 640840 e: jo@tivolitravel.co.uk w: tivolitravel.co.uk Magician Oliver Parker Oliver Parker t: 07845694236 e: oliver@leedsmagician.co.uk w: leedsmagician.co.uk Wedding Cars Colin Wilson t: 07786085299 e: info@cpwchauffeurs.co.uk w: cpwchauffeurs.co.uk Photobooth Richard Knowles t: 07909 858848 e: info@yorkshireboothbrothers.com w: yorkshireboothbrothers.com
Vocational Instructor for Sports Bachelor’s Degree in Physical Education or equivalent or Reputed sports persons, coaches in the field of sports, Games, Athletics etc. - 18-65 years Rs.21,250/- pm consolidated pay Educational Counselor (Cl.IX to XII) (If eligible teachers are not available in KV) BA/B.Sc., (Psychology) from a Recognized college/University with Certificate Diploma in counseling. Min. of one year experience in providing counseling to students at schools (OR) working knowledge and experience in placement bureaus. (OR) registration with Rehabilitation Council of India as Vocational counselor 18-65 years Rs.26,250/-pm consolidated pay (As per KVS dt.07.01.2016) German (Foreign) Language Teacher (for Cl.VI to VIII; & for Cl.IX-X as additional/ Optional/hobby subject) B2 level of the Common European Framework for languages. (or) B1 level teachers may be appointed provided he/she to upgrade within a year. Degree/Diploma in German for teachers who have learnt German from Indian Universities. (In long run, all teachers would be expected to be of C1 level) If at least 15 or more students opt for the same. 18-65 years Rs.26,250/-pm consolidated pay Medical Doctor MBBS and registered with MCI Basic Life Support Course at least once in two years - Rs.1000/- per day for two hours. Nurse Diploma in Nursing Basic Life Support Course at least once in two years. - Rs.750/- per day (7 hours – one hour before and one hour after school)
Requirements for Funding Registration In Federal System for Award Management (SAM) – In order to be awarded federal funds, an agency must be registered (and then maintain a current registration) in the federal known as SAM. SAM is a government-wide, web-enabled database that collects, validates, stores and disseminates business information about organizations receiving federal funds. Information on an agency’s registration in SAM needs to be provided on the Payee Information Form that must be submitted with the application. Payee Information Form/NYSED Substitute W-9 – The is a packet containing the Payee Information Form itself and an accompanying NYSED Substitute W-9. The NYSED Substitute W-9 may or may not be needed from your agency. Please follow the specifics instructions provided with the form. The Payee Information Form is used to establish the identity of the applicant organization and enables it to receive federal (and/or State) funds through the NYSED. Prequalification Pursuant to the New York State Division of Budget Bulletin H-1032, dated June 7, 2013, New York State has instituted key reform initiatives to the grant contract process which require to register in the Grants Gateway and complete the Vendor Prequalification process in order to be awarded this grant. Information on these initiatives can be found on the . Below is a summary of the steps that must be completed to meet registration and prequalification requirements. The on the Grants Reform Website details the requirements and an are available to walk users through the process. Register for the Grants Gateway. On the Grants Reform website, download a copy of the . A signed, notarized original form must be sent to the Division of the Budget at the address provided in the instructions. You will be provided with a username and password allowing you to access the Grants Gateway. If you have previously registered and do not know your username, please email . If you do not know your password please click the link from the main log in page and follow the prompts. Complete your Prequalification Application. Log in to the . If this is your first time logging in, you will be prompted to change your password at the bottom of your Profile page. Enter a new password and click SAVE. Click the Organization(s) link at the top of the page and complete the required fields including selecting the State agency you have the most grants with. This page should be completed in its entirety before you SAVE. A Document Vault link will
Page 51 3 May Old Church 1825 Seats No 1 Alexr Key 3.15. 0 No 2 George Stephen 3. 2. 0 No 3 Mrs Edward 3. 8. 0 No 4 John Stephen 3.10. 0 13.15. 0 So Church No 1 James Miln 3. 5. 0 No 2 Alexr Whamond 2. 6. 0 3 George Mount 1. 6. 0 6.17.0 4 For Apprentices 13.15. 0 20.12. 0 The Seats were let for three Years upon the condition that should any alteration take place upon the Church no allowance will be made for any time that they may not have sermons. Page 42 1825 May 3 Amount of Seat rents 20.12. 0 1812 -do- -do- 9.16. 0 10.16. 0 1825 Rent 20.12. 0 1817 –do- 12.17. 6 7.14. 6 Page 43 At a Meeting of the Sub-Committee held 10 May 1825 Deacon McDonald in the Chair Estimates from Messers Middleton & Watson were received for the Plumber Works when Mr Watson was found much lower and accepted accordingly. 7 June 1825. At a Meeting of the Comttee the Books balanced & discharged. John Duff to be paid two pound in advance to liquidate an old debt his Sallry. Page 44 At a General Meetg of the Wright Trade held the 16 May 1825 The new regulations for the burying ground were read and considered. The Meeting agreed to the following resolutions viz: Length 34 Breadth 20 5 Part –do- 20 4
g1 Application development managers will need the ability to run scans or review the scan results for the applications within their team(s). (D) Expound: 25 Reporting Capabilities h1 Ability to run reports on the scan results for the Project Level, Team Level, Office Level, Division Level, Administration Level, and Agency Level. (D) Expound: 25 i1 Ability to provide reports inPDF, Word, HTML, and Excel/CSV formats. (D) Expound: 10 j1 Ability to run reports used for analysis that can filter the results organizationally (D)
Security of the Application for Internal Security Design Review t2 Ability for data input validation to ensure the data is correct and appropriate and cannot be used to compromise security of the application or data. (D) Expound: 20 u2 Ability to restrict access to program source code to only those individuals whose job requires such access (D) Expound: 20 v2 Ability for formal change management procedures are used to manage implementation of changes (D) Expound: 20 w2 Ability to scan application for OWASP Top 10 vulnerabilities (D)