zilongwang/ReadingBank huggingface dataset:
determines entropy and entalpy sensitive to systematic errors limited to simple interaction models fluorescence spectroscopy very sensitive, consumes little material can follow native biomolecule or added competitor suitable only for very simple complex stoichiometries delivers apparent stability constants 10-5 - 10-7 M Table 2 Competitivity index (CI)a values for Gly binding of Cu(II) at pH 7.4b. Gly:Cu(II) cCu(II) = 104 M cCu(II) = 103 M 1 6.03 6.00 2 7.11 7.98 4 7.96 8.92 a computational entity, defined as the logarithm of the conditional stability constant of MZ (the metal complex of a theoretical molecule Z), such that Σijkl([MiHjLkAl] = [MZ] [41, 42]. b The binding constants from ref. [40] were used for calculations. Table 3. Literature values for the stability constants of Cu2+ complexes with α-synuclein (aS) and its mutants. WT denotes wild-type aS. Only the strong binding site is described. protein cKML pH T (°C) aS conc. (μM) Method Buffer ref.
WT 2.3 × 109 7.2 37 70-90 ITC 20 mM PIPES, 103 mM NaCl, 4 mol. eq. of Gly per Cu(II) [61] A53T 2.4 × 109 A30P 1.6 × 109 WT 4.7 × 109 7.4 A53T 5.0 × 109 A30P 3.6 × 109 MDVFMK 0.11 7.5 15 70 ITC 20 mM Hepes, 100 mM NaCl [59] WT 0.11 H50A 0.12 WT 0.12 6.5 15 300 CD 20 mM Mes, 100 mM NaCl [57] F4W F4W/H50S 0.10 0.11 7.0 25 fluorescence decay 20 mM MOPS, 100 mM NaCl [58] WT H50A 9.96 × 109 2.5 × 109 EPR, pentaGly competition [55] aS1-39 4 × 108 7.4 25 potentiometry 100 mM KNO3 [62] Table 4. Summary of stability constants for Cu(II)-Aβ complexes, obtained from Tyr-10 fluorescence data. The cKML values were calculated from the literature Kdapp data by Tõugu et al. [68], except for ref. [75]. Aβ peptide Kdapp (μM) cKML (M-1) Buffer / pH ref. 40 1.6 1.4 × 108 10 mM Tris, 100 mM NaCl / 7.4 - [69] 42 2.0 1.1 × 108 10 mM Tris, 100 mM NaCl / 7.4 28 0.01-0.1 107 - 108 H2O / 7.8 Gly/His [70] 28 28 3.1 × 107 100 mM Tris, 150 mM NaCl / 7.4 [71] 40 11 8.3 × 107 40 8 3.1 × 106 50 mM PBS, 100 mM NaCl / 7.4 [72] 16 ~ 0.1 107 H2O / 7.8 Gly/His [73] 28 2.5 2.7 × 107 10 mM Hepes / 7.2
28 0.4 1.3 × 107 10 mM phosphate / 7.2 40 0.5 2.7 × 107 10 mM Tris, 100 mM NaCl / 7.3 [68] 1.2 2.9 × 107 20 mM Tris, 100 mM NaCl / 7.3 3.8 4.2 × 107 50 mM Tris, 100 mM NaCl / 7.3 30 1.9 × 107 100 mM Tris, 100 mM NaCl / 7.3 0.6 2.8 × 107 20 mM Hepes, 100 mM NaCl, pH 7.4 0.9 4.2 × 107 50 mM Hepes, 100 mM NaCl, / 7.4 2.5 2.9 × 107 100 mM Hepes, 100 mM NaCl / 7.4 42 0.8 2.1 × 107 20 mM 100 mM NaCl / 7.4 40 1.8 × 107 20-100 mM Hepes / 7.4 [75] Table 5. Summary of stability constants for Cu(II)-Aβ complexes, obtained from ITC and potentiometric data (ref. [80]). The Kdapp and cKML values are given as provided in the original papers, except for ref. [80], where cKML values were calculated from the source log β constants by the CI approach [41, 42]. Aβ peptide Kdapp (μM) cKML (M-1) Buffer / pH Competitor ref. 40 1.1 × 1010 20 mM Hepes / 7.2 Gly [76] 2.4 × 1010 20 mM Hepes /7.4 Gly 9 × 1010 20 mM Pipes / 7.2 Gly 16 1.5 × 1010 20 mM Hepes / 7.2 Gly 2.9 × 1010 20 mM Hepes /7.4 Gly 3.0 × 1010 20 mM Pipes / 7.4 Gly 16 1.5 × 1010 20 mM Hepes / 7.2 Gly [77] 16 0.1 50 mM 100 mM NaCl / 7.4 - 28 0.1 50 mM 100 mM NaCl / 7.4 -
Gorton, Gary, 1988, Banking panics and business cycles, Oxford Economic Papers 40, 751-781. Gorton, Gary, 2010, Slapped by the Invisible Hand The of 2007, Oxford University Press. Gorton, Gary, and Andrew Metrick, 2012, Securitized banking and the run on repo, Journal of Financial Economics 104, 425-451. Green, Edward, and Ping Lin, 2003, Implementing efficient allocations in a model of financial intermediation, Journal of Economic Theory 109, 1-23. Hellwig, Christian, Arijit Mukherji, and Aleh Tsyvinski, 2006, Self-fulfilling currency crises: the role of interest rates, American Economic Review 96, 1769-1787. Hertzberg, Andrew, Jose M. Liberti, and Daniel Paravisini, 2012, Public information and coordination: evidence from a credit registry expansion, Journal of Finance 66: Holmstrom, Bengt, and Jean Tirole, 1997, Financial intermediation, loanable funds, and the real sector, Quarterly Journal of Economics 112, 663-691. Holmstrom, Bengt, and Jean Tirole, 1998, Private and public supply of liquidity, Journal of Political Economy 106, 1-40. Iacoviello, Matteo, 2005, House price, borrowing constraints, and monetary policy in the business cycle, American Economic Review 95, 739-764. Jacklin, Charles J., and Sudipto Bhattacharya, 1988, Distinguishing panics and information-based bank runs: Welfare and policy implications, Journal of Political Economy 96, 568-592. Kaminsky, Garciela L., Richard Lyons, and Sergio L. Schmukler, 2004, Managers, investors, and crises: mutual fund strategies in emerging markets, Journal of International Economics 64, 113-134.
Lorenzoni, Guido, 2008, Inefficient credit booms, Review of Economic Studies 75, Mankiw, N. Gregory, 2010, The trilemma of international finance, The New York July 10. http://www.nytimes.com/2010/07/11/business/economy/11view.html. Mendoza, Enrique G., 2010, Sudden financial crises and leverage, American Economic Review 100, 1941-1966. Morris, Stephen, and Hyun S. Shin, 1998, Unique equilibrium in a model of self-fulfilling currency attacks, American Economic Review 88, 587-597. Morris, Stephen, and Hyun S. Shin, 2003, Global games: theory and applications, in: M. Dewatripont, L.P. Hansen, S.J. Turnovsky (Eds.), Advances in Economics and Econometrics, . Morris, Stephen, and Hyun S. Shin, 2012, Contagious adverse selection, American Economic Journal: Macroeconomics 4, 1-21. Obstfeld, Maurice, 1986, Rational and self-fulfilling balance of payments crises, American Economic Review 76, 72-81. Obstfeld, Maurice, 1994, The logic of currency crises, Cahiers Economiques et Monetaires 43, 189-213. Obstfeld, Maurice, 1996, Models of Currency Crises with Self-Fulfilling Features, European Economic Review 40, 1037-1047. Oh, Frederick D., 2012, Contagion of a liquidity crisis between two firms, Journal of Financial Economics, forthcoming. Pagano, Marco, 1989, Trading volume and asset liquidity, Quarterly Journal of Economics 104, 255-274. Peck, James, and Karl Shell, 2003, Equilibrium bank runs, Journal of Political Economy 111, 103-123.
2 N(g) N2 (g) Using the table of average bond energies below, determine the enthalpy change, ΔH, for the reaction. Bond Average Bond Energy (kJ mol-1) N – N 160 N = N 420 N ≡ N 950 b. The reaction between nitrogen and hydrogen to form ammonia is represented below. N2(g) + 3 H2(g) 2 NH3(g) ΔHo = - 92.2 kJ Predict the sign of the standard entropy change, ΔSo, for the reaction. Justify your answer. c. The of ΔGo for the reaction represented in part (b) is negative at low temperatures but positive at high temperatures. Explain. d. When N2(g) and H2(g) are placed in a sealed container at a low temperature, no measurable amount of NH3(g) is produced. Explain. 2011 B#3 Answer the following questions glucose, C6H12O6, an important biochemical energy source. a. Write the empirical formula of glucose. In many organisms, glucose is oxidized to carbon dioxide and as represented by the following equation. C6H12O6(s) + 6 O2(g) 6 CO2(g) + 6 H2O(l) A 2.50 g sample of glucose and an excess of O2(g) were placed in a calorimeter. After the reaction was initiated and proceeded to completion, the total heat released by the reaction was calculated to be 39.0 kJ. b. Calculate the value of ΔHo, in kJ mol-1, for the combustion of glucose. c. When oxygen is not available, glucose can be oxidized by fermentation. In that process, ethanol and carbon dioxide are produced, as represented by the following equation. C6H12O6(s) 2 C2H5OH(l) + 2 CO2(g) ΔHo = -68.0 kJ mol-1 at 298 K The value of the equilibrium constant, KP, for the reaction at 298 K is 8.9 × 1039. i.) Calculate the value of the standard free energy change, ΔGo, for the reaction at 298 K. Include units with your answer. ii.) Calculate the value of the standard entropy change, ΔSo, in J K-1 mol-1, for the reaction at 298 K.
1. Molarity M = mole of solute/ L of solution 2. mole fraction = xa = mole of a /total moles in solution Colligative Properties (Conceptual Only) 1. ∆ FP ↓ = (kf ) ( m ) ( i ) freezing depression 2. ∆ BP ↑ = ( kb ) (m ) ( i ) boiling elevation 3. ∏ = ( M ) ( R ) ( T ) ( i ) osmotic pressure 4. Vapor Pressure Lowering = VPL = (x solvent) VP pure solvent i = Van’t Hoff factor for organic solutes nonelectrolytes i = 1 for electrolytes i = 2,3,4… NaCl i = 2 i = 3 AlCl3 i = 4 Free Response Questions 1999 # 7 Answer the following questions, which refer to the 100 mL samples of aqueous solutions at 25°C in the stoppered flasks shown below. a. solution has the lowest electrical conductivity? Explain. b. solution has the lowest freezing point? Explain. c. Above which solution is the pressure of water vapor greatest? Explain. d. solution has the highest pH? Explain. 2001 # 5 Answer the questions below that related to the five aqueous solutions at 25 oC shown below. a. Which solution has the highest boiling point? Explain. b. Which solution has the highest pH? Explain. c. Identify a pair of the solutions that would produce a precipitate when mixed together. Write the formula of the precipitate. d. Which solution could be used to oxidize the Cl-(aq) ion? Identify the product of the oxidation. e. Which solution would be the least effective conductor of electricity? Explain.
Axle Oil Cap replacement part number 21-29 http://dexteraxle.com/inc/sdetail/1066 Axle Oil Cap replacement part number 21-29 http://dexteraxle.com/inc/sdetail/1066 Part number R.P. Late 1979 to 1992 What was the Engine Cubic Inch Size? Chevrolet 7.4 Liter (454 cu. in.) The S.P.F.I. 8.1 Liter (502 cu. in.) can be swapped into a Revcon. You would need the GM wiring harness, brainbox, and oxygen sensor bosses welded into the exhaust system. S.E. Late 1979 to 1992 Slant Nose 454 CV boot part number and source http://www.rockfordcv.com/ Part number BT-136 / What were the Factory wheels used on a Revcon? 16.5" "Budd" Brand Steel Wheels on the 454-powered late Models. With 16.5 tires becoming more rare and expensive many Owners are converting to 16" Aftermarket Alloy Wheels and buying 16" tires. S.E. What Shock Absorbers were Original Equipment on the Slant-nosed Revcons? Carrera (Brand Name)--# 3175-88, which were superceded by #3177E81...these require a "mounting kit" #1405 (fronts) and #1404 (rears). S.E.
Turbo transmission you are looking at, really came out of a Slant-nosed Revcon? What was the Ring and Pinion Ratio? Dana Model 70 axle with 3.73:1 Ratio. SE. Class A Motorhome brand was bought by Revcon and had a very similar interior layout? The Apollo Motorhome...Class A's, built on a Truck Chassis. All Fiberglas Construction, sold for $100,000+ when new. S.E. What was the Brand Name of the Factory-installed CB radio? From Joe's Photos: Motorola S.E. What is the brake part numers for Slant nose? If your rear have a 8-187A stamped on them and your axle is the oil bath type the brakes are the same as a '87-'94 Ford F350 single wheel rear axle. Carquest part number BBS358R What is Rear brake part numbers for Slant nose? Slant nose with oil bath lube, Drum number 8-187A. 12X3 . Carquest Part number BS358R. Compatable with '87-'94 Ford F350 single wheel. What is the Slant nose lower ball joint replacement? The ball joint on a slant nose can be replaced with ball joints from a Humvee H1 '98 or newer. The AM Genral part number is 6006645. Some minor drilling is required to make fit. See photos at R_C2 R.P.
City Light Review Panel: Follow-Up Information Items Tracking List Version dated: 7/19/10 Item # Requested on / (by) Issue Type of Response Proposed point / handout / email) To be Presented to Review Panel On Presenter needed at meeting? Completed 1 6/30 Results of latest customer satisfaction surveys (this year, last year) Handout—executive summaries 8/4 Yes. 2 6/30 Comparison of rated v. firm, average and peak capacity of various assets in system / generic (hydro, wind, etc.) Powerpoint slide 7/21 Yes. 3 6/30 Average and low years: graphic of demand and how that is met (owned resources v. purchased power) and when/how much power is sold. Powerpoint slides / graphic 7/21 Yes 4 6/30 Clarification of deferred O &M – how different from regular O&M (how funded, what is deferred as opposed to regular) Powerpoint slide 7/21 Yes. 5 6/30 5-year conservation plan -- what is it, how much does it cost and how does it relate to What are the choices to be made? Summary /include explanation in conservation presentation 7/8 Yes. x 6 6/30 Change in demand components –10 years ago, now, forecast 10 years out: residential, commercial, industrial Powerpoint 7/21 No. 7 6/30 I-937 1 page summary of requirements copy of statute and summary of terms 7/8 (handout of statute) 7/21 summary of terms No. x 8 6/30 Additional detail on O & M components of PSEA budget Hand-out 7/21 No. 9 7/1 (TK) Budget 101: how does City budget get put together, when, rates ,etc. 10 minute powerpoint 8/11 Yes 10 7/8 Load Forecasting Powerpoint—(materials from meeting on 7/14) –please forward to entire Review Panel 7/16 (presentation was emailed out to the panel) No. x
BAPED PTS PGCE 3-7 PGCE 7 – 11 PGCE EYTS : 1: (1) (2) (3) (4) 2: (1) (2) (3) (4) 3: (1) (2) (3) (4) 4: (1) (2) (3) (4) 5: (1) (2) (3) (4) 6: (1) (2) (3) (4) 7: (1) (2) (3) (4) 8: (1) (2) (3) (4) 2: QTS 1 2 3 4 _____________________ SBM ____________________ UBM / PDM ____________________
Review Questions Activity 1.2.3, 1.2.4, and 1.3.1 What is a Forensic Anthropologist? What bone(s) is the best to use when determining between male and female? Femur Pelvis Radius Tibia What bone(s) is best to use when determining race? Femur Pelvis Radius When determining male and female by looking at the skull, what two things are characteristics in males but not females? presence of bumpy Nuchal Crest and a low, slanting frontal bone absent external occipital protuberance and square eye orbits square, u-shaped mandible and sharp edges of the eye orbit none of the above What “test” can be performed to determine the identity of what a missing person looks like? Gel Electrophoresis Polymerase Reaction Facial Reconstruction Enzyme Restriction testing What is one indicator of age in bones? Bone Cells Epiphyseal Fusion of bones Length of Femur None of the Above How can teeth tell you a range of age for a person (when looking at their skull)? Using the following equation for femur, how tall is a female individual that has a femur that measures 60 cm? (2.47 x MLF) + 54.10 +/- 3.72 cm What is the purpose of creating a line graph using the y=mx + b equation? In gel electrophoresis, what is the purpose of the agarose gel? a. The agarose gel provides a matrix with pores to allow molecules to travel through and be sorted by size. agarose gel provides a location to house the dye and DNA.
Reviews Review of Andrew Wilson and Miko Flohr (eds), Urban Craftsmen and Traders in the Roman World, Archaeological Journal, 174(2), pp. 485–486 Review of Richard Hobbs et al., The Mildenhall Treasure: Late Roman Silver Plate from East Anglia, Journal of the Archaeological Association 170, pp.204-207. Review of Myrina Kalaitzi, Figured tombstones from Macedonia, century BC, The Antiquaries Journal 97, pp.316-317. 2018 ‘The lion intaglio in clasp-brooch A7’, pp.21-22 in R.Jackson and G. Burleigh, Dea Senuna: Treasure, Cult and Ritual at Ashwell, Hertfordshire (British Museum Research Publication 194). J. Cherry, M.H. with a contribution by A. d’Ottone Rambach, ‘Intaglios set in Medieval seal matrices : Power and social status?’, pp.104-113 in J. Cherry, J. Berenbeim and L. de Beer, Seals and Status : the power of objects (British Museum Research Publication 213). ‘Roman Life in the New Testament’, ARA The Bulletin of the Association for Roman Archaeology 24 (2017-2018) pp.47-54. K. Adams, M. H. and J Pearce, ‘A founder’s hoard from near Gloucester’. ARA The Bulletin of the Association for Roman Archaeology 24 (2017-2018),pp.78-84.[ M. H. on ‘The contents of the hoard’, pp.79-82. M.H. Sections on ‘Belts and belt buckles’, p.229’; ‘earrings’,p.512’; ‘jewellery , Roman and post-Roman’,pp.814-815; ‘Mirrors’,p.1017;. ‘Rings’,p.1289. In O. Nicholson (ed.).The Oxford Dictionary of Late Antiquity ( Oxford)
Attachments Terms of Reference Background The Office of the Federal Safety Commissioner and the Australian Government Building and Construction OHS Accreditation Scheme (the Scheme) has been operating for seven years and while it is broadly operating as intended, the Government will undertake a review to ensure it reflects current best practice. Stakeholder feedback indicates concern with red tape, consistency, some operational arrangements and ensuring the Scheme reflects current best practice. Conduct of the Review The review will address: the costs of complying with the Scheme, including the cost of seeking and maintaining accreditation, particularly for smaller businesses/projects the suitability of current funding threshold limits applying to building work covered by the Scheme for improvements in the accreditation process to reduce red tape, including but not limited to: application and other paperwork requirements at the accreditation and reaccreditation stages scope to better target compliance effort (in particular, on-site audits) according to risk, and to increase voluntary compliance by companies extending the period of accreditation for businesses with a good audit history capacity of smaller businesses to achieve accreditation the suitability of AS/NZS 4801 as a prerequisite for the Scheme options to charge for audits. changes to the Scheme criteria and/or associated guidance material which would streamline or clarify requirements (including any updates necessary to reflect current best practice) consistency, transparency and accountability in the application of Scheme criteria by Federal Safety Officers and the Office of the Federal Safety Commissioner the process for selecting and appointing Federal Safety Officers to ensure any potential for conflict of interest is appropriately managed awareness of, and adherence by, funding entities to the Scheme requirements interaction of the Scheme with state and territory prequalification arrangements for their building and construction procurements the interaction of the Scheme with other Commonwealth procurement processes. A report on the outcome of the review will be provided to the Minister for Employment by 30 June 2014.
MENU MAP MENU 1/ 2 SCENE SELECT PICT ADJUST EZOOM DIS PRIVACY MASK MOTION DET SYS SETTING EXIT SELECT CUSTOM FULL AUTO INDOOR OUTDOOR BACKLIGHT ITS PICTURE ADJUST BRIGHTNESS CONTRAST SHARPNESS MAG PAN TILT RETURN RETURN ADVANCED MENU 1/ 2 SHUTTER/AGC WHITE BAL HLC/BLC WDR/ATR-EX DNR DAY/NIGHT IR OPTIMIZER RETURN SHUTTER/AGC AUTO MANUAL FIX WHITE BAL ATW PUSH USER1 USER2 MANUAL PUSH LOCK OFF WDR DAY/NIGHT AUTO DAY AUTO AE LEVEL AGC MAX SENS UP ATW DELAY CNT ATW FLAME ENVIRONMENT WDR SETUP CONTRAST CLEAR FACE D/N AUTO BURST CNTL SIGNAL DELAY CNT DAY->NIGHT NIGHT->DAY RETURN RETURN RETURN RETURN IR OPTIMIZER SETUP MODE IR AREA IR LED COLOR NIGHT IR AREA IR LED DAY/NIGHT IR SHADE COMP SETUP PATTERN IR SHADE COMP
Review 7.1-7.2(Key) 1. Given graph: a. Number of turning points: b. Zeros: c. Even or odd degree function: Odd degree function; one end of the graph points up and the other end points down. d. Leading coefficient positive or negative: Positive; right-hand end of the graph points up. e. Equation of the function in factored form: 2. Given a. Find the degree (without multiplying through). The polynomial is equivalent to: The degree is the sum of the degrees of the factors. Add exponents: Degree is 6 b. Find the zeros and state the multiplicity for each. Multiplicity implies "how many times the zero occurs" 0 Multiplicity 1 Multiplicity 2 (notice exponent "2") Multiplicity 3 (notice exponent "3") Review: If zero has even multiplicity (example, 2, 4, 6, etc.), graph touches the x-axis but turns around If zero has odd multiplicity (example, 1, 3, 5, etc.), graph crosses the x-axis. 3. Determine if is a factor of f . is a factor of if and only if . is equivalent to , therefore, . If is a factor of the given polynomial function, then . Thus, is a factor of . Notice that, if we construct the graph of the given function we can see that the graph has a zero (x-intercept) at . 4. Use your calculator to find all the real zeros of the function 3. Approximate your answers to 4 decimal places.
St. Irenaeus wrote against the _______________, a heretical group that believed that they had an elite “knowledge.” Greek Philosophers: Who are the three founding fathers of western philosophy? Who were the Sophists? What was the work of the Sophists What was the name of the Philosophical school founded by Plato? How did Socrates die? What is the difference between Aristotle’s actuality and potentiality? For the Greek philosophers, was the concept of “god” a personal one? Explain. Who wrote the “Apologies” of Socrates? What was Socrates concept of “god”? What was Plato’s concept of “god?” What was the Demiurge? What was Aristotle’s concept of “god?” Who founded the “Lyceum?” What is the difference between actuality and potentiality? Tertullian: What kind of personality did Tertullian have? Tertullian asked, “What does Athens have to do with _______________?” What was the meaning behind this quote? Tertullian was the first to use the word _______________ to describe the Christian concept of one God – three Persons. What impressed Tertullian that caused him to convert to Christianity?
tradition is an important aspect of our culture as it's the primary source of passing our history to future generations. I utilize oral tradition and mix it with contemporary visual content in an effort to engage my audiences in unique stories that are underrepresented. My goal as a filmmaker is to become a director who creates unique feature films in the fiction and documentary genres. I hope to continue growing as an artist and sharing our truths with the world that emblematizes our past & current-day realities. Roxann Karonhiarokwas Whitebean is a Mohawk filmmaker from Kahnawake. Jennifer Williams Artist statement “I am drawn to wanting to record the longstanding, continuing, and living traditions of the Labrador Inuit. This exploration aids me in engaging more deeply with my own Inuit heritage and my desire to preserve this knowledge for future generations.” My work is critical and artistic with a documentary bent; aimed at capturing the current and changing world of the Nunatsiavummiut. I use photography as a means to document the world around me. I am interested in imagining and sharing the stories of the Inuit people, and our northern neighbors from Labrador. I am drawn to wanting to record the longstanding, continuing, and living traditions of the Labrador Inuit. This exploration aids me in engaging more deeply with my own Inuit heritage and my desire to preserve this knowledge for future generations. My goal is to create artworks that draw viewers into an understanding of our distinct way of life on our Subarctic coast, and among our distinctive Inuit peoples. I like to photograph people in situ, in their
Questions for Exam Review – Early Childhood Services 110 Chapter 1 - You: Working with Young Children Describe five ways companies are benefiting by providing care benefits. Compare the jobs of a nanny and an au pair. Describe five characteristics of successful early childhood teachers. Chapter 28 – Programs for Infants and Toddlers List four guidelines for effective programs Describe how an infant should be fed Describe proper hand washing Why should the child’s parent be consulted in planning a nap time schedule? List five activity areas for toddlers and three questions caregivers should ask themselves when planning the areas. Chapter 4 – Understanding Children from Birth to Age Two How can you test a to see if he or she understands the concept of object permanence? Explain the concept of deferred imitation. As a caregiver, what would be your reaction to an occurrence of separation in a one-year-old? Chapter 5 – Understanding Two- and Compare the emotional development of two-year-olds to the emotional development of three-year-olds. Why is extra supervision needed when you take two-year-olds on field trips? List 3 motor skills of a 2-year-old. Describe 3 self-help skills of 3-year olds. Chapter 6 – Understanding Four- and Five-Year-Olds Why are time concepts difficult for four- and five-year-olds to understand? Describe the reading abilities of four- and five-year olds. Typically, what is the teacher’s role in the play of four- and five-year-olds? Chapter 8 – Preparing the Environment How does the arrangement of in a centre affect the teacher’s behavior? List four for a well-planned space. List two ways to promote: Self-control through the classroom environment Social skills through the classroom environment Chapter 9 – Selecting Toys, Equipment and Educational Materials How can a variety of cultural and ethnic groups be represented in the classroom? Explain the difference between physical age and developmental age. List two characteristics that are vital in selecting developmentally appropriate software programs. Chapter 10 – Promoting Children’s Safety List four safety objectives. Name the four types of child abuse and explain. Give three signs that a child may be neglected. Chapter 11 – Planning Nutritious Meals and Snacks List the goals for a good nutrition program. Describe the eating guidelines for children with diabetes. Write a one-day lunch menu appropriate for four-year-olds and explain why it is nutritionally adequate and appealing. List four foods that are unsafe for young children because they present a risk of choking.
Appendix Target plant species list for revegetation The consultant should prepare a table identifying how plant species will be sourced. The quantity is by tube stock numbers or seed weight. Species Name Quantity (no.’s or g) Type (overstorey, midstorey or understorey) Species name Quantity (no.’s or g) Type (overstorey, mid or under) Source Acacia acuminata 41 Mid Eucalyptus orthostemon 164 Overstorey ABC nursery Acacia erinacea 205 Mid Eucalyptus salicola 164 Overstorey XYZ seed supply Etc. TOTAL no. seedlings 5000 Appendix D Stakeholder Correspondence Edit Appendix D, as needed to reflect whether or not the consultant should complete consultation with stakeholders or whether Main Roads will undertake this task. Use the following text: The consultant may insert copies of correspondence with relevant stakeholders undertaken as part of the preparation of this RP. Include letters from stakeholders or concise email correspondence. If no correspondence was undertaken or is not required, remove this appendix and update the TOC on page 5. Be sure to adjust the letters corresponding to each Appendix accordingly. Or Main Roads will undertake consultation with a range of stakeholders as required and if necessary for the development of the RP. Evidence of stakeholder consultation undertaken by Main Roads shall be provided to the consultant for inclusion in the RP. Note: Public consultation is not to be undertaken by the consultant.
Review for WWI and 1920s Key Names Key Key Events George Creel Lloyd Garrison Georges Clemenceau Vittorio Orlando Woodrow Wilson Henry Cabot Lodge Attorney General Palmer Sacco & Vanzetti Pancho Villa Allied Powers Central Powers Alfred Smith Henry Ford William Jennings Bryant Clarence Darrow Neutrality Submarine warfare Propaganda Assembly Line Fundamentalism Revivalists Lost Generation Harlem Renaissance Reparations Prohibition Consumerism: autos, radios, movies Espionage Act Sedition Act Selective Service Act Russian Revolution Zimmerman Telegram Red Scare Palmer Raid League of Nations Fourteen Points Treaty of Versailles 18th & 21st Amendment Ku Klux Klan Organized Crime Scopes Trial Immigration Quotas Jazz Age The Roaring Twenties Area One: Politics and Government Question: Were the twenties a retreat from Progressivism or an extension of reform? The Harding, Coolidge, and Administrations The Harding scandals and the Bill veto The effects of the 19th Amendment and the Hawley-Smoot Tariff Area Two: Economics Question: The twenties: a business person’s paradise or an economic dirge? Influence of Henry Ford The agricultural problem and labor unrest The growth of mass production Prosperity and innovation Area Cultural Clashes Question: Was this an age of unlawful protest or repression? Red Scare and Palmer Raids Immigration restriction versus Golden Door Traditional moral values versus modernists (Prohibition/Scopes Trial) New women versus Victorian values Race relations/KKK/Garveyism Urbanism vs. Suburbanism/Migration of African-Americans Area Four: Diplomacy and Foreign Affairs Question: Are the twenties best remembered as a period of isolation or one of internationalism? Role of US in disarmament conferences Dawes and Young Plans for reparations Relations with and Kellogg-Briand Peace Pact Area Five: Mass Culture Question: Was the so-called “Jazz Age” characterized as carefree or insecure? Renaissance/Jazz Lost Generation Creation of mass culture by radio, movies, and popular magazines Increased leisure time/professional sports, amusement parks, national parks
Principle 3: Teacher Presence Teachers need to be actively engaged in the unit, including responding promptly to student queries and actively participating in learning activities such as discussion groups. Pedagogical Presence – the teacher is actively involved in implementation of the constructive alignment process during the semester Public feedback – comments made in discussion board and other areas: The teacher is frequent and proactive in providing feedback The language used is supportive and enthusiastic Feedback demonstrates expertise in the discipline area Feedback is consistently content relevant (e.g. weaving and summarising ideas and contributions) Feedback is consistently aimed at further developing student learning (e.g. it provides suggestions) Clarification and suggestions: Technical Presence – the teacher is skilled with the technology and actively supports students in their use of technology Technical support and management: The teacher maintains basic functionality (e.g. runs discussion board, fixes broken links) The teacher maintains clear instructions/guidance on the specific use of technology The teacher responds to problems and queries promptly The teacher comprehensively uses media in ways appropriate to the student group The language used to respond to queries is supportive and professional Comprehensive guidance on accessing CDU’s prescribed support services is provided Where possible, the teacher provides flexible options to give students the best possible chance to engage with technology-based content
Exercise 9: Nonviolent Communication: It’s very difficult to be happy until you start owning your own emotions. 231 234 Exercise 10: Healing Childhood Anger: Sutra Statements for the Fifth Principle Chapter 13: The Sixth Principle Celebrate the Dance of the Cosmos--238 238 Shiva-Shakti: I am giving birth to the gods and goddesses inside me; they express all their attributes and powers through me. …live life fully by embracing both the masculine and the feminine aspects of our being. 239 240 241 Exercise 11: Finding the Cosmos Within: “I am not in the world, the world is in me.” “I am not in the universe, the universe is in me.” Sutra Statements for the Sixth Principle Chapter 14: The Seventh Principle: Accessing the Conspiracy of Improbabilities--243 243 245 SUTRA: Ritam: I am alert, awake to coincidences, and know that they are messages from God. I flow with the cosmic dance. …it’s important to look for coincidences & to keep a record of them. It’s important to never ignore a coincidence. Never pass up a chance to see what the universe has planned for you. …if you pay attention…they accelerate, creating…more opportunities. 246 248 Exercise 12: Putting It All Together Statements for the Seventh Principle 251 Chapter 15 Living Synchrodestiny 252 253 If you knew you could have it all and do anything you wanted, what would you choose to have and what would you choose to do? In the nonlocal domain, you have an unlimited supply of knowledge, of inspiration, of creativity, of potential. You have access to an infinite supply of everything the universe has to offer. Practice meditation and review the daily Sutra Statements, and in time you will find yourself connected with spirit in a way that makes miracles…a natural part of your everyday life. 254 Seven States of Consciousness: Deep sleep
Southwest Asia (the Middle East) Locate these countries: Israel, Saudi Arabia, Iran, Iraq, Turkey, Afghanistan Locate these physical features: Jordan River, Tigris River, Euphrates River, Gaza Strip, Suez Canal, Persian Gulf, Red Sea, Arabian Sea, Strait of Hormuz Environmental Issues: SS7G6, SS7G10: High amount of water pollution in SW Asia: Has decreased the amount of available for drinking and for irrigation (for farming) The major rivers in the Middle East have become significant political issues: Everyone needs to be able to use the water, but there is only a limited amount Countries that have access to water try to save as much as they can. For example. Turkey has built a series of dams to protect their access to water. This leads to conflicts with other countries who do not have that access to water. Water is SCARCE. In your own words: _________________________________. There is an unequal distribution of water in SW Asia: There are conflicts on: Tigris, Euphrates, and Jordon Rivers. The countries of SW Asia get into disputes over rights because: The water supply in the region is limited! SW Asia has a oil supply, this has affected the history of the region since the 1950s: It has encouraged foreigners to compete for influence in the region Natural resources in the Middle East: there is an abundance of oil there is a scarcity of water. Countries that border the Persian Gulf: Have large supplies of oil.
All countries have economies that are found on a continuum between pure command and pure market. Draw an economic continuum: Specialization: encourages between countries Barriers: tariff: tax placed on imports ( quota: Limit placed on imports embargo Limit placed on trade In order for international trade to be successful: a system of exchanging currencies (money) must be in place –also known as a currency exchange Human Capital: money spent to train and educate workers on how to use new technology When countries invest in “human capital,” the GDP will rapidly increase When countries do not invest in “________________,” the GDP will not rapidly increase Create a visual explaining your understanding of relationship between capital and GDP: Capital
Republic of India: Federal republic (democracy): Power is divided among different levels of government Citizens elect leaders to represent them Parliamentary democracy: The president is the head of state (appointed by the legislature), but the prime minister holds executive power People’s Republic of China: Communist State: Government has great control of land and the means of production Oligarchy: The Chinese Communist Party is the only political party allowed to hold government positions Low amounts of voting rights and personal freedoms State of Japan: Constitutional Monarchy: Emperor whose powers are limited by a written constitution Emperor is a symbolic leader Parliamentary democracy: Led by a minister Economies of Southern and Eastern Asia China and India: have high amounts of natural resources that have helped their economies Japan:
14. false, pp. 66-67 15. false, pp. 66-73 16. A. Stage 1: dilation and effacement of the cervix B. Stage 2: delivery of the baby C. Stage 3: delivery of the placenta, pp. 75-76 17. 20-21, 7-1/2, boys, p. 79 and class lecture 18. large, class lecture 19. A. Appearance – color B. Pulse – heart rate C. Grimace – reflex irritability D. Activity – muscle tone E. Respiration – respiratory effort (i.e., breathing), p. 76 20. 7, 4, 6, 3, p. 76 21. A group of techniques aimed at reducing pain and medical intervention and making childbirth a rewarding experience, p 77 22. electronic instruments that track the baby’s heart rate during labor; monitor the well-being of baby, p. 78 23. true, p. 78 24. a surgical the doctor makes an incision in the mother’ abdomen and lifts the baby out of the uterus, p. 79 25. 3, 5-1/2 – THIS IS A TYPICAL DEFINITION OF PREMATURE, class lecture 26. preterm: those born several weeks or more before their due date (note: usually considered 3 or more) small-for-date: below expected weight considering length of pregnancy, p. 79 27. small-for-date, p. 79 28. inborn, automatic response from a stimulation, p. 81-83 29. 2, 3, 1, 4, 5, pp. 81-83 30. A. regular, or NREM, sleep – full rest, little movement B. irregular, or REM, sleep – closed eyelids, but eyes move; some body movement
practice where each ‘system’ understands themselves as part of the other and cooperation becomes a natural part of work. Appendix A: Method Relevant research and other useful documents were identified through structured journal database searching and a search of relevant ‘grey’ literature such as policy and practice guidelines and associated documents. The aim was to create a rapid review which would allow those working in NDIS related policy and practice to understand the barriers to effective practice at the interface between health and disability and to propose solutions which would address these barriers. Reviews are ‘evidence summaries’ which aim to ‘rapidly’ provide end users with a summary of relevant research which will inform their practice 22. Rapid reviews are designed to be a much faster review process than systematic reviews but are similar in process. While retaining the ‘systematised’ searching of systematic reviews, rapid reviews differ in that they do not offer a meta-synthesis of the data from papers identified, replacing this with a narrative summary of relevant findings 22. The following databases were accessed (in May 2016) in order to find relevant academic journal articles: Cochrane Collection, Cinahl, Medline, Social Science Citation index and the Web of Science. The definition of disability used to frame the rapid review is the United Nations definition: “Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which, in interaction with various attitudinal and environmental barriers, hinders their full and effective participation in society on an equal basis with others” (Article 1, UN, 2006). Search terms and method: Search terms were expanded out from the basic research question which sought literature on the interface between health and disability.
Math 3 Guide for 3rd 9 Weeks Assessment Matrices 1. What is the identity for a 3 x 3 matrix? 2. Write a matrix and find its inverse? 3. Solve if A = and B = . X = B – 2A X = [3 4] – 2[-7 2] X = [3 4] – [-14 4] X = [17 0] 4. Multiply . = 5. You are planning a birthday for your younger brother at a skating rink. The cost of admission is $3.50 per adult and $2.25 per child, and there is a limit of 20 people. You have $50 to spend. Write a matrix equation that could be used to determine how many adults and children you can invite. x + y = 20 3.50 x + 2.25y = 50 6. Solve . 7. Write a matrix equation to represent the system of equations . 8. Solve: 4x -50 = -6 4x = 44 x = 11 9. Write a system of equations to represent the matrix equation. . 4x + 5y + 1z = 4 5x – 3y – 1z = -7 4x - 3y + 2z = 2 10. Find if . 11. Solve for x and y. x = _______ y = ___________ 12. What are the dimensions of matrix M if ? ___4x3_______________ Let Evaluate. Show work. If not possible, why. 13. 14. 15. = 16. Use the inverse matrix to solve the system of equations. You must show and how to set up the problem along with your solutions for x and y in order to receive full credit.
Date Training Time Location Training Required State or Federal Attendance required JUNE 2018 June 6th ECIS Training (Home Visitor’s ONLY) Registration forthcoming 450 Columbus Blvd Hartford CT Choose a date to attend All state funded FSPs NEW FSPs only June 7th ECIS Training (Home Visitor’s ONLY) Registration forthcoming 450 Columbus Blvd Hartford CT Choose a date to attend All state funded FSPs NEW FSPs only June 12th ECIS Training (Home Visitor’s ONLY) Registration forthcoming 450 Columbus Blvd Hartford CT Choose a date to attend All state funded FSPs NEW FSPs only June 13th ECIS Training (Home Visitor’s ONLY) Registration forthcoming 450 Columbus Blvd Hartford CT Choose a date to attend All state funded FSPs NEW FSPs only June 15th CQI (STATE) Reps/Alts 9am – 12pm CRT Hartford, CT CQI appointed Reps/Alts June 19th Innovation Discussion Assigned sites only June 19th Help Me Grow, (HMG) Developmental Screening FREE Conference (Registration is forthcoming ) Rocky Hill, CT Open to all June 20th ECIS Training (Home Visitor’s ONLY) Registration forthcoming 450 Columbus Blvd Hartford CT All state funded FSPs NEW FSPs only June 21st Innovation Discussion Assigned sites only June 22nd Strategies for Program Improvement Practicum: (Cohort #2 Session 2) 10am-12pm Webinar Assigned sites only June 22nd Strategies for Program Improvement: Practicum (Cohort #1 Session 4) 2pm-4pm Webinar Assigned sites only June 25th – 29th PAT M1 & F1 See website for details See website for details YES for HV’s & CS’s if you have not taken this training State/Federal HV’s & CS’s
Stuart Schaefer Director International Programs Save the Children Australia Nichola Krey Head of Humanitarian Affairs Save the Children Australia Majella Hurney Manager of Humanitarian and Emergency Affairs Team World Vision Australia Julianne Scenna Director of Government and Multilaterals Vision Australia Non-HPA NGOs / HRG members Williams Humanitarian and Rights Advisor ACFID Beth Sargent Head of Policy ACFID Ben Fraser Team Manager Act for Peace Michelle Higelin Deputy Executive Director Action Aid Australia Beryl Hartmann Humanitarian Program Officer ADRA Hayley Lanzon Program Officer ALWS Steve Ray Manager International Emergencies Australian Red Cross Sanwar Ali Senior DRR Advisor Fund Chamberlain Consultant Child Fund HPA implementing partner organisations Sandrine Wallez Director ACTIV association (Vanuatu) Michelle Ryan Program Manager Catholic Relief Services (Lebanon) Sarah Workman Regional Technical Advisor for Business Development - Europe, Middle East and Central Asia Region Catholic Relief Services (Lebanon) Others Louise Searle Director Humanitarian Advisory Annex 5: List of Documents Reviewed Policy Humanitarian Action for Results, policy paper on strengthening Australia's approach to preventing and responding to disasters and conflict overseas, April 2014. Humanitarian Action Policy, AusAID humanitarian policy, December 2011. Investing in a Future, AusAID DRR policy, June 2009. Protection in Humanitarian Action Framework, AusAID protection framework, July 2013. Women, Girls, Boys and Men: Different Needs – Equal Opportunities, IASC handbook on gender in humanitarian action, December 2006. Learning and Recommendations on Disaster Risk Reduction, HPA NGOs Joint Communiqué, May 2014.
4. Planning for EHC Plan outcomes identified for the young person: Preparing for Adulthood Phase (14+) NAME: Year Group: D.O.B: SCHOOL: LONG TERM OUTCOMES Targets – NEXT 12 MONTHS WHAT SUPPORT I WILL NEED? WHO WILL HELP ME? MONEY £ CHECKING IMPORTANT MESSAGES ABOUT MY FUTURE The things that are important to me / the things I want to achieve for my future The things I want to achieve before my next review Who will help me? This could be help in school, from others, equipment or other things How? The name of the person / people and their role Any funding that I am entitled to, to support me with my goals Who will the actions agreed in my plan We will tell people who provide future support and opportunities what I will need ANY ACTIONS WE AGREE TODAY WHO WILL DO THIS WHAT BY WHEN
on these assumptions, total estimated halon 1301 requirements to 2060 are 139.0 tonnes under Scenario 2. Scenario 2 does not take into account prolonged ADF use of halon 1211 or 1301. Conclusions Table 6 presents estimates of future halon requirements based on the assumptions for Scenario 1 and Scenario 2 described above. These rough estimates provide only an indication of possible future requirements. It is important to note that ADF uses are included in current consumption, but there may also be consumption from its own stock, and its on-going consumption is unknown. Until there is a better quantitative understanding of ADF uses and stocks it would be unwise to use these projections alone. When considering these rough projections, it will be important to include a safety margin before coming to any decision on stocks required in meeting future halon requirements. Table 6: Estimated Future Halon Requirements Total Halon (tonnes) Halon 1211 Halon 1301 Scenario 1 55 229 Scenario 2 35 139 Potential NHB stocks 73-95 195 Nevertheless, the different scenarios provide an interesting sensitivity analysis of the impact of possible policy decisions and industry response on future halon requirements. Using our scenarios, future requirements of both halons 1211 and 1301 can be almost halved by implementing measures that bring about aviation industry change. Faster change for industry would impose greater costs to the aviation sector, and lower costs to the Australian Government from NHB management. Slower change for industry, or at the very worst no change with business as usual, would impose greater costs to the Australian Government from NHB management for a longer period of time, and potential risks to the aviation sector of halon demand outstripping available stocks. With change underway with ICAO and EU aviation requirements announced, and in the process of their refinement and implementation, and with government and aviation industry responses under development, it would be worth revisiting future halon requirements within the next 5 years.
ES 1 Key components Australia New Zealand EU US Canada Protection period for a new active ingredient / constituent and associated formulated products not previously endorsed 10 years as of July 2014 under Section 34M of Agvet Code 10 years 10 years – plant protection products 13 years – low risk products 15 years -biocides 10 years exclusive use 10 12 years with change in formulation Protection period for previously endorsed or variations or new information 5 as of July 2014 5 years for new variations na na na Extensions linked to minor use registrations None None Additional 3 months for each minor use, up to 3 additional years (plant protection products). Up to 2 years (low risk products) Up to 3 additional years (1 year for each three minor uses) Up to 5 additional years. (1 year for each three minor uses) potential protection period 10 years as of July 2014 10 years 10–13 years (plant protection products) 13–15 years (low risk protection products) 15 years (biocides) 10–13 years 10-15 years Data compensation period – subsequent data to support / maintain registration of a new active ingredient to support re-evaluation na na 30 months protection products) 5 years (review or renewal of biocides) 15 years compensable. Data with exclusive use protection are compensable for 5 years after exclusivity expires 12 years compensable New legislation New legislation took effect from July 2014. The interactions of various elements of the Agvet Code are complex relative to other countries. New legislation took effect from November 2016 extending data protection periods for new actives and expanding scope to include variations to existing products, new products and reassessments EC1107/2009 and 528/2012 test data are subject to compulsory sharing for both plant protection products and biocides. Agreement on costs may be reached through negotiation, arbitration or legal proceedings na na 3.1. SOURCE: VARIOUS