zilongwang/ReadingBank huggingface dataset:
Step 7- Have students take a picture of their sort in an App such as picCollage have them write their sorting rule, then have the students show you their sort. Student Check List Student Names Sorted shapes based on 2 attributes could explain sorting rule(A) Sorted shapes based on 1 attributes could explain sorting rule(B) Sorted shapes but could not name their sorting rule (C) Did not sort shapes (D)
Staining protocol including controls (negative, comp tubes, FMO etc…) attached Has the staining panel been used before? If so, please include profiles: Sample temp: Collection temp: Collection medium: special requests: Risk assessment and choice of safety levels during cell sorting Please answer ALL individual questions Use “NA”. when Not Applicable If the material to be sorted is identical to previously risk assessed material, reference (sort Id and date) can be given to that sort application, instead of filling it in again below. Are cells fixed or alive? Species of cell to be sorted: What is the origin of the cell (eg. from ATCC, sample from healthy donor…) Primary cell (yes/no): Cell line: Risk assessment by ATCC or similar: If human primary cells, have donor/patient been tested and found negative for HBV, HCV and HIV, or other for the patient or individual relevant pathogens?
Sort into Regions Quiz Chapters 1 - 36 * The number in parentheses denotes the chapter and PowerPoint the term can be found in.* Wars to Know Cuneiform (1) Ashoka (3) Buddhism’s origins (3) Shintoism (5) Córdoban Caliphate (6) Muhammad (6) Harun al-Rashid (7) Royal Cult (8) Almohads and Almoravids (8) Berbers (8) Kievan Rus’ (9) Vikings (10) Charles Martel (10) Monasticism (10) Gregory VII (10) Chinampas (11) Split inheritance (11) Tang Dynasty (12) Foot-binding (12) Emperor Wuzong (12) Heian Court (13) Taika Reforms (13) Zheng He (15) Johannes Gutenberg (17) Martin Luther (17) Louis XIV (17) Peter I (18) New Spain (19) Conquistadors (19) Safavid Empire (21) Janissaries (21) Akbar (21) Hongwu (22) Reign of Terror (23) Manifest Destiny (23) American Civil War (23) Battle of Isandhlwana (24) Srivajaya Empire (24) Toussaint L’Overture (25) Orabi’s Revolt (26) Meiji (27) Enclosure movement (23) Sepoys (24) Caudillos (25) Marxism-Leninism (27) Rowlatt Act (28) Benito Mussolini (29) Emiliano Zapata (29) Chiang Kai-Shek (29) New Deal (29) Kwame Nkrumah (30/33) Rape of Nanking (30) Red Scare (31) Fidel Castro (32) Banana Republics (32) Apartheid (33) Six Day War (33) Ho Chi Minh (34) Mass Line Approach (24) Perestroika (35) Regions for Sorting East Asia Southeast Asia South Asia Middle East/SW Asia North Africa Sub-Saharan Africa Eastern Europe Western Europe Latin America North America
Object- Specific - Metadata fields special to this asset, not common to other assets of the same type. External Links- External links not included in the other tabs. Exhibit 225 Asset Details Hover the mouse over the more > to scroll for additional tabs not displayed on the page. Click on a tab name to view the specific information related to that tab. Exhibit 226 P.O.C The details displayed on each tab may contain fields with no data. To view the data fields, click on the Display Empty Fields link located next to the tab name. To hide the empty fields, click on Hide Empty Fields link. Exhibit 227 Display Hidden Field Open a Record From the source system Prerequisite: The user is viewing asset detail for an asset that has a record in READ (source system). on the link located beside the Asset Details Name. Exhibit 228 READ Link A new browser window will display with Asset Details information contained in the source system . (READ for a system asset) Exhibit 229 READ Details
Sept 6 System Rules Reading: Walker Ch. 2 Sept 8 Why Systems Work Reading: Meadows Ch. 3 Sept 13 Tools of Systems Analysis: Agent-Based Modeling Reading: TBA Guest Lecturer: Sechindra Vallury Sept 15 Why Systems Surprise Reading: Meadows Ch. 4 Sept 20 System Thresholds Reading: Walker Ch. 3 Sept 22 Planetary Boundaries Reading: Rockstrom et al (2009) Sept 27 System Traps Reading: Meadow Ch. 5 Sept 29 Dynamics and Chaos Reading: Mitchell Ch. 2 Oct 4 The Adaptive Cycle Reading: Walker Ch. 4 Oct 6 Application of Resilience Thinking Reading: Walker Ch. 5 Oct 11 Fall Break Oct 13 Tools of Systems Analysis: Game Theory Reading: TBA Guest Lecturer: Ted Pavlic No discussion leads Oct 18 Leverage Points Reading: Meadows Ch. 6 Oct 20 Systems Activity with Vanessa Reading: Triangles - Meadows Discussion leads to help organize Oct 25 Systems and Mental Models Reading: Biggs et al (2011)
What is the NCAA Eligibility Center? The NCAA Eligibility Center certifies the academic and amateur credentials of all student-athletes who wish to compete in NCAA Division I or II athletics. FINANCIAL AID Free Application for Federal Student Aid Financial Aid Tips Federal Dept. of Education Financial Aid Information www.studentaid.ed.gov COLLEGE INFORMATION The College Board FastWeb! (Scholarships) North Carolina’s College Search and Planning NC Private Colleges NC Community Colleges College is Possible
Press Release Under embargo: 00.01am Tuesday 19th June 2018 FOI request reveals scale of south east council sell-off Freedom of Information Act findings released on launch of Locality’s Save Our Spaces campaign A new report, The Great British Sell Off, released today (Tuesday 19th June 2018) by charity Locality reveals that the South East is losing more publicly owned buildings and spaces than any other region in England. These are our parks, town halls, libraries and swimming pools. The report publishes the results of a Freedom of Information (FOI) request made by the charity to all 74 councils in the South East in January 2018. The results indicate that nearly 900 public buildings and spaces in the South East are being sold off every year (1). The figures are only indicative at regional level as regional sample sizes vary. Many are being lost to private developers for the highest price and will never be used for vital community services and support. The FOI results also show that less than half (48%) of councils in the South East have a strategy to support community ownership, demonstrating the significant lack of planning and a short-term approach to making critical decisions about public buildings and spaces being permanently lost to the community. With no official figures published on the speed and scale of the sell off, these FOI findings are the only current indication of the size of the problem. They show the consistently significant number of public buildings and spaces being sold year on year in the region from 2012 to 2016. The British Sell Off is published on the launch of Save Our Spaces, Locality’s campaign to protect these spaces from being sold off to private developers for short term gain.
Week 3 – March 19 DB 3 Read Chapters 5-6 Week 4 – March 26 DB 4 Read Chapters 7-8 Exercise 2 Week 5 – April 2 Mid-term Week 6 – April 9 DB 5 Read Chapter 9-10 Exercise 3 Week 7 – April 16 DB 6 Read Chapters 11-12 Week 8 – April 23 DB 7 Read Chapters 13-14 Exercise 4 Week 9 – 30 DB 8 Read Chapters 15-16 Week 10 – May 7 DB 9 Read Chapter 17-18 Powerpoint Week 11 – May 14 Final Exam
WAYLAND BAPTIST UNIVERSITY SCHOOL OF BEHAVIORAL & SOCIAL SCIENCES Virtual Campus Wayland Mission Statement: Wayland Baptist University exists to educate students in an academically challenging, learning-focused, and distinctively Christian environment for professional success, and service to God and humankind. Course Title, Number, and Section: SOSC 3318 vc01 - Ethics for Behavioral and Social Sciences Term: Spring 2018 (Feb. 26 – May 19) Instructor: Dr. Richard E. Boyer Office Phone Number and WBU Email Address: 951-467-0628 and the Office Hours, Building, and Location: <<Ex. Office Hours 1-3 p.m. MWF; 2-4 TT; Gates Hall, Room 313>> Class Meeting Time and Location: : 8 am – 5 pm (California); Virtual Campus online Catalog Description: A study of the various codes of ethics for the helping professions and law enforcement. There is no prerequisite for this course. Required Textbook(s) and/or Required Material(s) : CENGAGE’S ETHICAL DECISIONS FOR SOCIAL WORK PRACTICE (9th ed. 2011) by Dolgoff/Loewenberg/ Harrington (ISBN 9780840034106) Optional Materials: Robert Perrin’s Pocket Guide to APA Style (6th ed.); CENGAGE; ISBN-13: and ISBN-10: 1305969693 Course Outcome Competencies: Upon completion of this course, students should be competent in: Defining Ethics Value based decision making Codes of Ethics and Professionalism The Resolved strategy of making ethical decisions Attendance Requirements: WBUonline (Virtual Campus) Students are expected to participate in all required instructional activities in their courses. Online courses are no different in this regard; however, participation must be defined in a different manner. Student “attendance” in an online course is defined as active participation in the course as described in the course syllabus. Instructors in online courses are responsible for providing students with clear instructions for how they are required to participate in the course. Additionally, instructors are responsible for incorporating specific instructional activities within their course and will, at a minimum, have weekly mechanisms for documenting student participation. These mechanisms may include, but are not limited to, participating in a weekly discussion board, submitting/completing assignments in
2/26 5/19 Term Starts Welcome post is required! 3/5 3/10 Quiz 1 Chapters 1-2 3/12 3/17 Spring Break 3/19 3/24 Quiz 2 Chapters 3 – 5 2/26 3/21 Assignment 1 Case study 1 3/26 3/31 Test 1 Chapters 1 – 5 4/2 4/7 Quiz 3 Chapters 6 – 8 4/9 4/14 Quiz 4 Chapters 9 – 10 2/26 4/18 Assignment 2 Case Study 2 4/16 4/21 Test 2 Chapters 6 - 10 4/23 4/28 Quiz 5 Chapters 11 – 12 4/30 5/5 Quiz 6 Chapters 13 – 14 2/26 5/9 Assignment 3 Case Study 3 5/7 5/12 Test 3 Chapters 11 – 14 5/14 5/19 Final Exam Chapters 1 - 14 Instructor’s additional policy on Academic Dishonesty: Very simple – I will not tolerate cheating of any kind – period. Students cheating will fail this course and may be subject to further University discipline. This includes cheating on exams, quizzes and/or plagiarism. Additional Comments: Note to students: Please understand this is a college course. I expect you to be prepared and a in this course. I do not open email attachments from students – ever (that really means that I do not open them). Late work is not accepted – you have had plenty of time to get things done but if you wait until the last minute then things may prevent you from completing an item but that is a choice you made. Quizzes will not be reset as a matter of routine and missed quizzes are zeroes. Quizzes cannot be made up for any reason (that really means “not for any reason”). I realize some of you may find these statements ridiculous and I do as well but you would be amazed at how many people think they have a unique circumstance and ask for an exception. I need to be fair and consistent with all students.
Dec. 24-Jan. 6: Christmas 6: Jan. 7-13: Chapter 7 – GLBT Individuals, Couples, and Families 7. Jan. 14-20: Chapter 9 - Sexuality in Relationships, Chapter 10 - Violence and Abuse in Relationships 8: Jan. 21-27: Exam II: Chapters 6, 7, 9, & 10 9: Jan. 28-Feb. 3: Chapter 12 - Parenting, Chapter - 14 Stress and Crisis in Relationships 10: Feb. 4-10: Chapter 15 – Divorce and Remarriage Chapter 16 – Relationships in the Later Years 11: Feb. 11-17: Final Exam: Chapter 12, 14, 15, & 16 Some of the chapters covered could change.
Sylvia Nguyen – ULAR Gillespie, Hewitt, URP, Irvine Hall Andrea Linden – ULAR Medsci A, Annex & Med Surge 2 Thi – ULAR UCIMC Bldg 55, 60 Bill Reddel – Stud. Affairs Administration, Research and Evaluations Bill Reddel – Stud. Affairs Administration, Vice Chancellor’s Office Bill Reddel – Stud Anx Svcs, Budget Maher Elkurd – Food Services – Mesa Court (Aramark ) Bill Reddel – Student Affairs Aux Svcs, IT Strategic Planning Jamie De Leon - Wellness, Health and Counseling –AVC Office
200m (tick) Entry performance 400m (tick) Entry performance Running Long Jump (tick) Entry performance Standing Long Jump (alternative to Running Long Jump) (tick)K Entry performance Shot Adult: Male 4kg Female 3kg Junior: 8 – 11 years (Male 3kg Female 2kg) (tick) Entry performance Softball (alternative to shot) (tick) Entry performance Mini Javelin Adult: Male 400g Female 300g Junior: 8 – 11 years Male & Female 300g (tick) Entry performance Signed by athlete and/or parent/guardian Emergency Contact Details Name Relationship Telephone Number Mobile Number
IT’S TIME TO DEMYSTIFY THE REALITY Our themed sessions can be picked and tailored to suit your audience: LBHF fund our SOS+ service; a hard hitting, thought provoking and interactive discussions designed to provide young people with the empowerment and real tools to use on a day-to- day basis to stay safe, resist street pressures, avoid destructive situations and make better life choices. With over 15 different topics to choose from our sessions CONTACT SOS+ St Giles Trust 64-68 Camberwell Church St. London SE5 8JB T: 020 7708 8000 include facts, statistics, testimonies, interactive films, group work role-plays and real life examples. Delivered by credible ex- offender facilitators with real experience, SOS+ aims to prevent young people becoming caught up in negative lifestyle choices by untangling the confusing messages they may have heard about gangs, criminality versus the reality. We utilise victims as part of delivery and have embraced multimedia to increase impact. structured talks. We aim for an ‘enhanced presence’ staff stay around where it is possible for young people to engage staff with personal issues. Our staff are all experienced and trained practitioners, who are able to offer appropriate support and signposting. Moreover, we also offer tailor -made sessions to suit the particular needs of the young people, school and/or the community in question. All sessions are themed and interactive. We now have over a dozen sessions to The reality of prison life Gangs and the consequences of crime Drugs and violence Weapon awareness Peer pressure Joint enterprise Assertive behaviour and staying safe Sexual exploitation Staying safe Stop and search - know you rights Bullying All about the music This is abuse - this is wrong Accountability and filmmaking Victims of crime All it takes is motivation S.T.E.P. - our accredited AQA 5-day empowerment project covering: Gangs Joint Enterprise Prison E: (Business Relationship Manager) E: (Community Services Manager) A feature of our sessions is that they are much more than simply choose from (see right) and
Keep cell phones and mobile devices put away. Do NOT have them on your stand unless approved by director (i.e. tuner and metronome apps). If there is an emergency, parents/guardians can contact the school or directors. Play your own instrument and no one else’s unless you have director approval. Instrument, case, music, books, etc., should be kept in their proper place before, during, and after rehearsals. Give 100% effort during all rehearsals and performances. Do not disrupt or disturb rehearsal with inappropriate activities. Remain on task at all times; do not talk or interrupt the focus of a rehearsal. Show good rehearsal etiquette by a good team player-study your part quietly while the director works with another section. Play your instrument THE RIGHT WAY—EVERYDAY! Absences should be reported in advance, in writing if possible, to be excused. An email must be sent to a director from a parent or guardian, in any case, to be kept on file to document and excuse the absence. Excessive absences is unacceptable, and will result in failing grades, student placed on alternate status, and ultimately dismissal from the program (Director of Bands discretion) Always strive, persevere, and maintain a positive attitude toward achieving your goals as a band member during the tough times as well as the good times. No one is expected to be perfect, but everyone is expected to give their all! Band Travel Full instruction will be given before leaving for the destination. All band members will travel to performances, destinations, etc., on school approved transportation. Students may ride back from a performance with a parent or guardian if signed out on location. NO STUDENT is allowed to leave with anyone but their own parent or guardian unless arrangements have been made prior to the trip, with approval from the principal and the band director. Bus Conduct Band students are expected to follow all rules and regulations established and approved by the school district in the “Student Handbook” and “Code of Conduct”. Everyone is to remain seated at all times No food or drinks on bus without permission. Do not put hands, arms, or heads out windows while traveling. Uniforms must be worn or carried on hangers. No hitting or banging on bus seats No shoe polish writing on (ours or anyone else’s) No exit through rear door except in an emergency. Do not get off the bus until the director has given instructions to exit.
techniques as well as using SOS as a tool for inquiry and consider the objectives, motivations and expectations of their message when planning a program. Q - Alie Lebeau – So much of the evaluations so far have showed that docent led presentations show better learning, higher effectiveness..etc. Many of us still use auto-run films and I was wondering if there has been any evaluations done with the use of auto-run on a sphere and the effectiveness or engagement. A - Beth Russell - I’ve seen evaluations done on the content of auto-run but not looking at the engagement or learning from the auto-run pieces. Science Museum of Minnesota for the “2 Billion More Coming to Dinner,” did an eval that I can Comment - Alie – I would like anything you have. Thanks. Comment - Toshi– Just wanted to mention at the Lawrence Hall we are starting to do some things using Google Hangouts and on the 21st of March we are trying something new. I will be giving a climate change talk to about 9 people on a hangout as a panel of participants and many more will be able to stream to watch and we’ll have a discussion about how SOS is a great tool for education of climate change. If you are a member of Google+ you can join and watch. It will also be archived on YouTube. Comment – Hilary Peddicord – Don’t know how many of you are familiar with NEO, a new interactive data program for SOS, but Maurice Henderson from Goddard has partnered up with some folks to make a program that can be launched from the iPad and is used to go deeper into the data that can be shown on SOS. This data can be probed, compared and graphed right on the sphere! You are able to check out its capabilities right on the web: MAVEN SOS – Exploring where Mars’ atmosphere has gone is a new mission to Mars called MAVEN. MAVEN will explore the solar wind’s effect on the particles in the atmosphere to help us investigate the disappearance of Mars’ atmosphere. If interested in the SOS program for this mission please email GSFC: andrea.j.jones@nasa.gov comments - Toshi – Posted a link to build your own solar system scale and it generates a KML file that will overlay the planet on Google Earth. Hilary – KML file overlay capability coming soon to SOS this summer!!
ECONOMIC ACTIVITY Economic activity relates to whether or not a person was working or looking for work in the week before the census. It provides a measure of whether or not a person was an active participant in the labour market. In Stoke-on-Trent economically active women (14.3%) provided more unpaid care than economically active men (10.1%). Among the economically inactive the overall percentage of the population providing unpaid care was higher than for those who are economically active – 15.4% compared with 12%. The gender gap is much less pronounced, 15.6% of women and 15.2% of men. As the economically inactive are generally older, with a large proportion at state pension age or above, these results are consistent with the evidence that suggests the likelihood of providing unpaid care becomes more equally distributed between the genders with increasing age. Part time workers provided the most unpaid care with 15.3% providing some level of unpaid care. Though unpaid care is more common among part time workers, the difference between the economically active and the economically inactive is not that great. In Stoke-on-Trent 3.6% of carers are working full time and providing 50 hours care or more and compared to 5% who are staying at home to look after the family, and providing 50 hours. When considering economic inactivity in Stoke-on-Trent those staying at home to look after family are providing the most unpaid care (28% of this group of people), with 15.7% of them providing 50 hours or more compared to 1.4 % of people working full time. HEALTH A comparison of carers with the general population in Stoke-on-Trent showed that significantly fewer carers described their health as good (66% against 78% in the general population). In general, the more hours of unpaid care provided the more likely someone was to state that their general health was ‘not good’. Those providing 50 hours or more unpaid care per week reported the worst general health – with only 51% describing their health as good and more than double describing it as bad when compared with the general population. (17% and 8% respectively) Further analysis looking at the level of care provided showed that those providing 50 hours or more of care reported lower levels of general health – this was true across
Country Type of AWS Method Manual Number of Ships with AWS (@ 31 December ) of Entry Comms Facility 2002 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Argentina Campbell Scientific Inmarsat Yes 2 Australia Vaisala Milos 500 AWS Inmarsat C (Data Mode) Yes 9 11 10 8 9 9 8 8 8 6 6 5 3 3 TECHSAS/ Other Inmarsat Fleet Broadband No - - - - - - - 1 1 1 1 0 0 0 Brazil VAISALA Maritime Observation System MAWS410 (not known) No - 4 6 6 (6) 6 6 6 Canada AVOS – AXYS Technologies Inmarsat C Yes 13 14 14 39 41 45 35 18 4 2 - - - - Iridium Yes - - - - 1 1 17 35 48 49**** 52 (52) 53 55 China DJQ-1 BDS No - - - - - - 33 (2) 2 (2) 15 10 10 XZC2-2SA Inmarsat C CDMA,BDS Yes - - - - - - 12 (12) 12 (12) 11 - - ZZ6-5 GPRS No 5 5 5 XZC5-1 (non real time) Yes 5 5 5 ZQZ-A/ZQZ-C GPRS No 44 44 44 Inmarsat C CDMA,BDS, BeiDou nav satellite Yes - - - - - - - (36) 36 (36) 8 12 12 ANNEX
JRCS MFG. Co. Ltd (Japan) Inmarsat F No - - - - 1 1 - - - - - - - - New Zealand Sutron 9000RTU MTSAT Yes 1 1 1 1 1 1 1 1 1 1 1 1 0 1 mSTAR-SHIP GPRS/UPP Cellular No - - - - 1 1 1 1 1 1 1 1 1 1 Norway AWS VSAT some - - 17 17 18 16 (15) (15) (15) (5) (5) (5) -5 Portugal BAROS ++ Iridium No - - - - - - - - - - 1***** 1***** 1***** Russia GM6 Inmarsat C Yes - 38 (38) (38) (38) (38) 0 0 0 0 - South Africa Vaisala Milos 520 Inmarsat C Yes - 1 -1 1 1 1 1 1 2 (2) 2 1 Campbell Scientific SMAI - SAT Yes - - - - - - - - - - - - - 1 not (IEO- CSIC - not on GTS not known not 5 Vaisala MAWS 410 Inmarsat C Yes 1 1 (1) 1 1 1 1 1 1 1 (1) (1) 1 1 United Kingdom Automet Inmarsat No 1 1 1 1 1 0 0 0 0 0 0 0 0 0 MINOS –GP Argos No - - 1 2 6 5 5 5 3 2 2 2 0 0 MINOS-GPW Argos No - - 1 2 1 1 1 1 1 1 1 1 0 0 BATOS Inmarsat C (Data Mode) Yes - - - 1 3 3 2 5** 4** 4** 1 1 1 0 AVOS Inmarsat Yes - - - - 1 1*** 0 0 0 0 0 0 0 0 Metpod Iridium No - - - - - 1 1 0 0 0 0 0 0 0 Metocean Deck Buoy Iridium No - - - - - 2 2 2 1 0 0 0 0 0 AMOS - Automated Marine Observing System (Met Office) Iridium No - - - - - - - - 21 33 37 39 49 59
ship owned AWS systems Email Yes - - - - - - - 12 5 6 11 - - - TOTAL AWS SYSTEMS 81 140 171 204 227 250 229 331 330 296 350 392 389 393 Note – Greyed out cells are those VOS Operating countries that failed to submit a VOS National report in the year in question and at the time of writing this report. Where figures have had to be estimated or carried forward from the previous year
AKU Scholarship of Teaching and Learning (SoTL) Grant Application Form 2018 Project Title: Contact Information: Principal Investigator Name: Institution/Department: Academic Title/Designation: Email Address: Telephone/Extension: Co-Investigators and Email Addresses (Optional): (i) (ii) (iii) (iv) Total Requested Funding (maximum 5000 USD): $ USD Project Duration (project will ideally span no longer than one year): Start Date: End Date: DD/MM/YYYY DD/MM/YYYY Please submit this Application Form of seven (7) pages, along with the CVs of all participating investigators, to demonstrate that applicants meet the eligibility criteria. Abstract (no more than 250 words):
five: 64.90±0.15) while there was no significant difference between the sites two (46.84±1.22%) and three (47.83±0.25%). CpG site methylation was generally uncorrelated among different CpG sites (8 / 10 correlation coefficients were below 0.30) and the strength of correlation declined with increasing physical distance between dyads of CpG sites (Supplementary Table S3). Age and heterozygosity dependent patterns of DNA methylation We next investigated the effects of age and sMLH on the percentage of DNA methylation at five different CpG sites within the AgRP gene (Table 1, Figure 3). When all of the sites were analysed together, we found significant interaction between age and sMLH (linear) (Table 1). This pattern was also evident at the level of individual CpG sites. Neither age nor sMLH were related to DNA methylation at CpG site one, but a significant interaction between sMLH and age was found at CpG site two. More specifically, DNA methylation at this CpG site was declined more strongly with increasing sMLH when individuals’ age increased (ca. four years of age or above). For CpG site three, there was a significant effect of age and the age x sMLH interaction was close to significance (contrary to CpG site two, this tendency suggests that DNA methylation increased with sMLH in older individuals; Figure 3b). By contrast, CpG sites four and five showed highly consistent patterns with both models retaining significant interactions between sMLH and both the linear terms, and either significant (Site 5) or near significant (Site 4) interactions with the quadratic age terms (Table 1). In both cases, there was a positive relationship between methylation and sMLH at intermediate ages (3–4 years of age, Figs 3c and d). DNA methylation and UV blue chroma
tombs… Words falling into this category had to change their pronunciation and their physical presentation. About 48 words in Table 1 are known to have been affected. The deviation is only in the pronunciation and not in the tone. So if the level tone verse has a rhyme using a word in Table 1, the transliteration will be out of rhyme. My poetic transliteration of Tang Poems into Sino-Vietnamese rarely run into the problem. At present, “taboo” laws are no longer applicable. However because of habit, deviate words are still used. Deviations in pronunciation of words that affect the rules of Tang poetry can certainly be ignored. 1 Sino-Vietnamese Deviation from Standard Standard Deviation Standard Deviation Standard Deviation câm mai hoàng nguyên lan tần lỵ thụy lĩnh chu thụ thư dung hoàn phúc ánh kim mơi huỳnh ngươn lang, lam tờn lợi thoại lãnh châu thọ thơ dong hườn phước yến, ảnh chủng đang đảm kiểu hoa thật miên chính tông tuyền hằng hạo nhậm hồng thì hài chưởng đương đởm cảo huê thiệt mân chánh tôn toàn thường hiệu nhiệm hường thời hia chân đường cảnh lân san điều nam kiền nhân thái thụy dũng vũ kính thật nghĩa chơn đàng kiểng liên sơn đều nôm càn nhơn thới thoại dõng võ cảnh thiệt ngãi Reciting Tang Poetry Many Tang poems are perfect in rhyme and rhythm when recited in Sino-Vietnamese, but deviate from the Tang Poetry rules when a
• Prepare reports regarding equipment, troubleshooting issues and failures and other related issues • Perform other duties relevant to the job as requested by superiors 6. Job Requirements and Qualifications Education: Minimum Post - High School Degree Experience: Minimum 2 years of professional for the Sound Specialist Skills: • Operate the sound mixing desk and other ancillary equipment • Operate different communication equipment and tools • Sound balancing skill • Languages • Computer skills • Multitasking skills • Interpersonal skills Knowledge • Audio mixing • Communication and broadcasting • Audio equipment and sound technology • Sports Knowledge Abilities: • Able to learn and improve mixing sound techniques • Able to work under pressure Core Competencies: 1- beIN Sports ethics and code of conduct. 2- beIN Sports spirit. 3- Diversity. 4- Integrity. Work Environment: Office work plus field work when needed Job Demands: Physical characteristics: Other characteristics: 7. Performance Measures • Quality of sound output • Quick response during troubleshooting 8. Tools and Equipment • Sound mixer unit • Microphones • Cables • Ear sets • Communication equipment • TP Hypred • Booth Room • ISDN Codec • Computer and Internet
WC1.1 discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar OG WC1.2 discussing and recording ideas OG WC2 and write by: WC2.1 composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See English Appendix 2) OG WC2.2 organising paragraphs around a OG WC2.3 in narratives, creating settings, characters and plot OG WC2.4 in non-narrative material, using simple organisational devices (for example as headings and sub-headings OG WC3 evaluate and edit by: WC3.1 assessing the effectiveness of their own and others’ writing and suggesting improvements OG Writing – composition continued WC3.2 proposing changes to grammar and vocabulary to improve consistency, including. the accurate use of pronouns in sentences OG WC4 proof-read for spelling and punctuation errors OG WC5 read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear OG Writing – vocabulary, grammar and punctuation WVGP1 develop their understanding of the concepts set out in Appendix 2 by: WVGP1.1 extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although OG WVGP1.2 using the present perfect form of verbs in contrast to the past tense OG WVGP1.3 choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition OG WVGP1.4 using conjunctions, adverbs and prepositions to express time and cause OG
Type of the measuring instrument 1. Description of the measuring instrument (in case of revision insert supplement only) Designation Type(s): Microphone: Reference direction: Preamplifier: mandatory optional Windscreen: mandatory optional Power Supply: mandatory optional Accessories: mandatory optional Calibrator: Dummy microphone: Hardware-Version: Software-Version: Manual-Version: Specifics / configuration: (If the space provided is not sufficient, please enclose attachments.) 2. Type of instrument (see instrument list) Sound level meter 3. Test specification (determined rules/technical specifications on which the test is to be based, and date of issue of these): DIN EN 61672-1:2014 DIN EN 61672-2:2014 DIN 45657:2014 WELMEC Guide 7.2 optional DIN EN 61260:2014, if test of band filter requested, please mark: octave-band filter one-third-octave-band filter 4. Performance categories Class 1 2 5. Other conditions of use that may have to be observed
britishfilmmagazine.com/filmmaking.html — British Film Magazine www.bbc.co.uk/dna/filmnetwork/Filmmakingguide — BBC information about film making www.emusician.com — Electronic Musician magazine www.primary-film-focus.co.uk/filmpreproduction.html — information about film production techniques www.skillset.org — information about Media industry professional practice www.sospubs.co.uk — Sound on Sound magazine www.synthzone.com — links to sites related to sound and vision
thoughtful/ demonstrate insight into the novel Visual Aid (Speaking and Listening) Excellent visual aid that clearly connects with information being presented. The aid is neat and visually appealing. Visual aid connects with information being presented and is neat and adequately appealing visually. Visual aid does not have a strong or connection with information being presented and/or lacks neatness or visual appeal. is no visual aid. X .5 Response to Teacher Question(s) (Speaking and Listening) Thoughtful, detailed, and sincere. Presenter showed deep knowledge and understanding of the book. Adequate response. Provide details that showed understanding of the book. Response lacks detail. May not be clear as to whether or not the presenter read the book. No answer or one that is weak and without relevant information. X.5 Comments: TOTAL: /40
3 You have established communications with your Devolution counterpart. The Emergency Response planner at the office wants to know how to best coordinate the next steps. They have to brief their management later in the afternoon. They are concerned about being able to handle their normal work functions plus your office responsibilities. Does your office have a Standard Operating Procedure already in place that will guide transfer of responsibilities? If there is no SOP, how would you start the process of transferring functions? For example, necessary Conference calls, Teleconferences between Senior Managers with the same job function, etc. Once devolved to another office, what type of information and updates would you send to HQ? How frequently? For the sharing of information, what IT systems would you use? Can authority and access to these be delegated? How would you work with your partner to improve their staffing situation? Objective 2 4 A reporter has contacted your agency and wants to know given the current situation and the extent of damage, what will we tell our “customer base” about the services that we are providing? Do we have a plan in place to keep providing services even during such a catastrophic event? What are the details of that plan and how can the community find out? Would your “customer base” change, decrease or increase? How would you coordinate these changes with your partner? Does your agency use social media? If no, would your agency consider using it and how would you coordinate with the Devolution partner to pass information through this media? How would you use the Local/National news networks to help “get out the message?” How would you message the public in informing them of the services being handled versus not handled? Objective 1
Science Project Create a Musical Instrument TIMELINE PAGE Monday Tuesday Wednesday Thursday Friday 9 Teacher Demonstration and Introduction 10 Sound Lab 11* 12 We’ll build a rainstick 13* 16 Instruments that use air power (brass & woodwind) 17 Instruments that use strings or vibrating material 18 What is pitch and timbre 19 What is volume (loudness, intensity) 20 Sound Exploration We will spend the period “experimenting” with sound produced by everyday items 24 Sound Research Look for a design of an instrument you can build. Compare designs of same instrument from different sources. 25 Sound Research After finding and comparing designs, how would you improve upon it? What materials do you have? What materials do you need? 25 Musical Instrument Planning Session Create a diagram of the instrument. 26* HW: Gather your materials, take a picture, and email it to me. 27* Sound Unit Assessment HW: Build instrument 30 No School HW: Build instrument 31 Work on Paper HW: Build instrument 1 Work on Paper HW: Build instrument 2 Work on Poster HW: Build instrument 3 Work on Poster HW: Build instrument 6* HW: instrument Final Exam Session Presentation/Demonstration of Instrument, poster and paper
NAME_______________________________________________ Study Guide 1 Waves (Sound, Light, Earthquake) 6.P.1.1 All waves transmit energy not matter. Nearly all waves travel through matter. Waves are created when a source (force) creates a vibration. Vibrations in materials set up wavelike disturbances that spread away from the source. Wave behavior can be described in terms of how fast the disturbance spreads, and in terms of the distance between successive peaks of the disturbance (the wavelength). Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Waves are moving energy. Light waves are unique in their ability to travel through a vacuum (space). Sound is a form of energy that results when vibrating materials produce waves that move through matter. Earthquakes are vibrations in the earth that release the (potential) energy stored in rocks (due to their relative positions and pressure). Earthquakes create seismic waves. Compare sound waves (longitudinal waves) to light waves (transverse waves). Energy will cause materials to vibrate. These vibrations are carried as “waves” and transfer energy (not matter). Identify the basic characteristics of a transverse wave: trough, crest (peak), amplitude, and wavelength. Identify the basic characteristics of a longitudinal (compressional) wave: amplitude, rarefaction, and compression. Transverse (Light) Wave: Longitudinal (Sound) Wave: Another example of Longitudinal(Sound) Wave:
PSA Product Student Name: Bodie H Grade: 7 Title of Piece: Morgantown Soup Kitchen Process: Our group felt that there was a need for our community to know more about our local soup kitchen. We decided to make a PSA that could be used to communicate some basic information about the soup kitchen. We want people to know how they can help the soup kitchen. We recorded our PSA with a video camera at our school. Next, we uploaded the clips to iMovie to create our video. Then, we uploaded our video to the computer and turned it in to our STLP sponsor.
A – Two-Phase List of Activities C – Advisory Down Select List of Activities D – Sample Past Performance Questionnaire E – Sample Request for Qualifications F – Sample Request for Proposals Sections L and M I – Sample Source Selection Authority Decision Briefing J – Sample Source Selection Decision Memorandum K – Sample Proposal Revision Request Letter L – Sample Pre-award Debriefing M – Sample Post-award Debriefing N – Debriefing Unique Slides
Causes Preventive measures Checking preventive measures Corrective action What to check Signs that action is needed SOURCE WATER RECEIVES SEPTIC TANK DISCHARGES Possible hazards: Germs; chemical determinands (predominantly nitrate and nitrite). Level of risk: High S1.1.7 Septic tanks within the source protection zone (see S1.1.2). Develop an understanding of the extent of the source catchment or recharge zone. Identify source protection Zones I, II and III. Obtain information about the number and location of septic tank discharges in the catchment or recharge zone. Liaise with councils to identify all septic tank disposal fields located within source protection Zone II. Request that the council decline new applications for septic tank installation within source protection Zone II. Once the location of septic tank discharges are known, establish a strategy to: monitor water quality for evidence of contaminants1 develop a plan with the council monitoring and site inspection to provide ‘early-warning’ of source contamination in collaboration with councils, provide public information on recommended maintenance and use of septic tank systems identify and carry out measures that can be put in place to control contamination from the existing discharges. E. coli in raw water (12 consecutive monthly samples). Nitrate. Nitrite. Median E. coli over 12 months is more than 500/100ml. Elevated levels of nitrate, nitrite in source Reticulated water not compliant with DWSNZ: 2000. Lack of knowledge of catchment/ recharge zone, and sources of in the area. No information to of satisfactory separation between bores/wells and tanks. Get more information about catchment or recharge zone. Approach council for information concerning discharge consents for septic tanks in the area. Establish strategy to deal with the effects of any septic tanks that are affecting the source. Consider treatment options (particularly disinfection – see P7 Guide series) or development of a new source. 1 The monitoring plan should take into account seasonal changes, as lower flows can lead to higher contaminant concentrations. Situations in which contamination is most likely to occur should be identified so that monitoring can be suitably timed. Causes Preventive measures Checking preventive measures Corrective action What to check Signs that action is needed Event: SOURCE WATER RECEIVES RUN-OFF FROM URBAN OR SEALED SURFACES Possible hazards: chemical determinands. of risk: Moderate-high
Restaurants - "It shall be unlawful to run a restaurant in the city, at which white and coloured people are served in the same room, unless such while and coloured persons are separated by a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment." (Alabama law) Beer and Wine - "All persons licensed to conduct the business of selling beer or wine...shall serve either white people exclusively or coloured people exclusively and shall not sell to two races within the same room at any time." (Georgia law) Baseball - "It shall be unlawful for any amateur white baseball team to play baseball on any vacant lot or baseball diamond within two blocks of a playground devoted to the Negro race, and it shall be unlawful for any amateur coloured baseball team to play baseball in any vacant lot or baseball diamond within two blocks of any playground devoted to the white race." (Georgia law) Burial - "The officer in charge shall not bury, or allow to be buried, any coloured persons upon ground set apart or used for the burial of white persons." (Georgia law) Libraries - "The state librarian is directed to fit up and maintain a separate place for the use of the coloured people who may come to the library for the purpose of reading books or magazines." (North Carolina law) Teaching - "Any instructor who shall teach in any school, college or institution where members of the white and coloured races are received and enrolled as pupils for instruction shall be deemed guilty of a misdemeanour, and shall be fined..." (Oklahoma law) Schools - "The Board of Education shall provide schools of two kinds; those for white children and those for coloured children." (Texas law) Prison - "The warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the negro convicts." (Mississippi law) Source 6 1896 segregation and the Jim Crow laws became normal in the USA. Black people had to put up with inferior conditions in schools, bus and railroad services, hotels, hospitals, theatres and wages. Segregation, which means the separation of people according to their race, had become respectable in the USA. The system of segregation did not change until 1954. Source 7 – When black protesters complained to President Wilson in 1916 about segregation in toilets and eating facilities in Federal government offices, and Jim Crow laws being used to make sure that black men only got the lowest paid jobs, President Woodrow Wilson said:
Workflow 6. Import Data and perform Suitability Analysis As a continuation of the case above, we will conduct a Suitability Analysis to narrow our results, so we can begin to focus on individual sites. We have identified 12 sites to show the client which are on the Wings N More spreadsheet located on the Resource page of the Learning Center. First, we need to import the spreadsheet: Go to Add Data and select Import File Import Wings N More Competitor spreadsheet Save this as points only Clear your map Import Wings N More Prospective Sites spreadsheet Create a 5 minute drivetime around each location Select Suitability Analysis with features on the map Add data from the data browser Median Household Income Median Age Went to Buffalo Wild Wings in the last 6 months Add criteria Add point layer Add Wings N More Competitors Now manipulate the variables and weighting to meet the criteria below: 25%- Median Household Income - $50,000+ 25% - Median Age – 25-45 25% -Went to Buffalo Wild Wings in the last 6 months - Index 105 25% - Competitive Based on the criteria and weighting we added, what is our number 1 site to consider: _________________________________________________________ Our client indicated that they have done well in other areas being near a Subway or Jersey Mike’s. Using the Business and Facilities Search, search for Subway;Jersey Mike’s in the search window. Would this change our mind on the number one site to pursue? ________________
VA Loma Linda Healthcare System Statement of Commitment and Understanding As a volunteer of the Department of Veterans Affair (VA), I am committed to safeguarding the personal information that Veterans and their families have entrusted to the Department. I am also committed to safeguarding the personal information which VA employees and applicants have provided. I will contact the Chief, the Voluntary Services department, local Privacy officer, or information Security Officer when I am unsure of the appropriate protocol to gather, create, maintain, use, disclose, or dispose of information about Veterans and their families, VA employees and applicants. -Ensure documents containing private health information (PHI), or individually identifiable information (III) are put in the recycle bins and not trash receptacles. -Check fax and copying machines to ensure that documents containing PHI or III are not left there. -Log off the computer before walking away. -Know the Privacy Officer – -Know the Information Security Officer – -Alert your supervisor of apparent privacy and/or security violations. -Feel free to contact the privacy and/or security officer. I understand that if I fail to comply with applicable confidentiality statues and regulations, I may be subject to civil and criminal penalties, including fines and removal, for violation of applicable confidentiality and security statues, regulations and policies. I certify that I have read the information above and am committed to safeguarding personal information about Veterans and their families, VA employees, and applicants. _______________________ _______________________ ____________ Print Name Signature Date
Scootle: “An Ancient Trade” – a short video about fishing for trepang as modern fisherman seek out the ancient fishing sites: http First Fleet Data Base: Scootle unit: Bound for Botany Bay Scootle: European exploration of the Pacific – 21 digital resources Scootle: variety of source on ‘Captain James Cook’ Australian History Mysteries, “Who ‘discovered ‘Australia?”, aussie educator ; Queensland State library: National Library of Australia: Year 5 The Australian Colonies Australian Explorers, Scootle unit: Ned ! Outback House: Australian History Mysteries: Scootle Goldrush: !! Journeys to Australia: Museum of Victoria, Year 6 Australia as a nation Discovering Democracy: Parliament at Work: My Place: Australian Bureau of Statistics: Journeys to Australia: Belongings: Refugees, Edmund Rice Centre: Immigrants and Emigrants: National Archives of Australia: