zilongwang/ReadingBank huggingface dataset:
The word “constrained” implies reluctance on their part. But why was the a part of the will of God for their live? May I suggest to you that the Lord is going to teach them some things about himself that they could learn in no other way. We learn some lessons in the storms of life that we would never learn in any other way. B. The storm was in the prayers of the Lord. While the disciples in the boat struggling. Jesus was on the mountain praying. Mark adds that Jesus saw them toiling in rowing. They didn't see Jesus, but Jesus saw them and He was praying for them in the storm. The Bible says, "He ever liveth to make intercession for us." We are in His prayers. I read about a little boy who had misbehaved one time, and they were sending him to bed early. Mom put him in the bed and said, "Son, say your goodnight prayers." He prayed for
2. There should be separation from sinful pleasures (Hebrews 11:23-25) 3. There should be separation from sinful poisons (Proverbs 20:1). 4. There should be separation from sinful practices! Lying, stealing…..etc. Two country fellows met on a back road one afternoon. One was going to down the road with his possum-hunting dog and the other asked, “How much will you take for the dog?” The owner quoted a price of $100 and declared that the dog was an excellent hunter. The other man accepted the price and wrote out a check on the spot and handed it to the man. The owner of the dog shook his head and gave the check back.
Hire Josh Forsythe as Jr/Sr High School PE/Driver’s Ed/Health Teacher, Brad Bloemer as 6th Grade Teacher/Eco Coach, Janie Ross as 4th Grade Teacher/Breakfast Council Advisor Bennett made a motion to accept, seconded by Greuel. Member’s were: Hendrickson – yes, Cole – yes, Pfeiffer – yes, Shafer – yes, Schultz – yes, Greuel – yes, and Bennett – yes. MOTION CARRIED 7 – yes, 0 – no. Hire Rick King as Morning Duty Monitor and Jo Grgurich as Co-Student Council Advisor Cole made a motion to accept, seconded by Bennett. Member’s were: Hendrickson – yes, Cole – yes, Pfeiffer – yes, Shafer – yes, Schultz – yes, Greuel – yes, and Bennett – yes. MOTION CARRIED 7 – yes, 0 – no. Hire Carl Hardin as District Maintenance Cole made a motion to accept, seconded by Bennett. Member’s were: Schultz – yes, Greuel – yes, Bennett – yes, Hendrickson – yes, Cole – yes, Pfeiffer – yes, and Shafer – yes. MOTION CARRIED 7 – yes, 0 – no. Approve Support Staff Salary Pay Schedule as presented Bennett made a motion to accept, seconded by Schultz. Member’s were: Greuel – yes, Bennett – yes, Hendrickson – abstain, Cole – yes, Pfeiffer – yes, Shafer – yes, and Schultz – yes. MOTION CARRIED 6 – yes, 0 – no, 1 – abstain. Approve Substitute Teacher pay of $85/day and $95/day for a board approved extended leave after 10 consecutive days for the same teacher Bennett made a motion to accept, seconded by Shafer. Member’s were: Greuel – yes, Bennett – yes, Hendrickson – yes, Cole – yes, Pfeiffer – yes, Shafer – yes, and Schultz – yes. MOTION CARRIED 7 – yes, 0 – no. Other Business None. Adjournment A motion to adjourn was made by Greuel, seconded by Schultz at 8:35pm. MOTION CARRIED by voice vote – all yes.
would now have to subtract each mean from every other mean to see if the difference between the means was larger than 1.97. Two means that differed by less than 1.97 would be considered to be equal (i.e., testing H0: 1 = 2, so retaining H0 is like saying that the two means don’t differ). After completing the post hoc analyses you would know exactly which means differed, so you would be in a position to completely interpret the outcome of the experiment. How large is the treatment effect? The measure of effect size suggested by Gravetter and Wallnau is r2 or 2 (eta squared). The computation of this measure is quite simple: For the example we’ve been using, then, the effect size would be .17 (100/575). The closer 2 is to 0, the smaller the effect size. The closer 2 is to 1, the larger the effect size. A computational example RESEARCH QUESTION: Does alcohol consumption have an effect on driving ability? EXPERIMENT: Randomly select people and randomly assign them to one of three groups: No Alcohol Control Group, 1 Shot of Whiskey, 5 Shots of Whiskey. After consuming the alcohol, participants drive cars on a closed course. DV is the number of pylons knocked down as subjects drive around the course 5 times. STATISTICAL HYPOTHESES: H0: 0Shot = 1Shot = 5Shots H1: Not H0 DECISION RULE: If FObt  FCrit, Reject H0. FCrit(2,12) = [depends on outcome of the FMax test] DATA: 0 Shot 1 Shot 5 Shots 1 2 4 0 1 3 1 0 2 2 2 4 2 0 7 Sum (M) = 1.2 1.0 4.0 X (T) = 6.0 5.0 20.0 31.0 (G) X2 = 10.0 9.0 94.0 113.0 SS 2.8 4.0 14.0 20.8 s2 0.7 1.0 3.5 SOURCE TABLE: Source Formula SS df MS F
STATISTICAL HYPOTHESES: H0: Before = = 1Month = 6Months H1: Not H0 DECISION RULE: If FObt ≥ FCrit, Reject H0. FCrit(3,15) = 3.29 DATA: Before 1 Week 1 6 Months P P1 8 2 1 1 12 P2 4 1 1 0 6 P3 6 1 0 2 9 P4 8 3 4 1 16 P5 7 4 3 2 16 P6 6 2 1 1 10 6.5 2.3 1.5 1 SUM T (X) 39 13 10 7 69 X2 265 35 28 11 339 SS 11.5 6.8 11.3 2.8 32.4 SOURCE TABLE: SOURCE SS Formula SS df MS F Between Within grps SS in each group Between subjs Error (SSWithin Groups – SSBetween subjects) Total DECISION: POST HOC TEST:
P6 7.0 8.0 9.5 24.5 M 4.5 5.5 6.75 Sum (T) 27.0 33.0 40.5 100.5 SS 17.5 17.5 19.375 Source SS df MS F Between Treat 15.25 2 7.625 305 Within 54.375 15 Subject 54.125 5 Error .25 10 0.025 Total 69.625 17 Next, I’ve decreased the first two participants’ scores by a constant amount and increased the last two participants’ scores by a constant amount. Because the interaction between participant and treatment is the same, the MSError is unchanged. However, because the means for the 6 participants are more different than before (greater individual differences), the SSSubject increases. Nonetheless, the F-ratio is the same, because those individual differences are removed from the error term. 2 grams 4 grams 6 grams P P1 1.0 2.0 3.0 6.0 P2 2.0 3.0 4.5 9.5 P3 4.0 5.0 6.0 15.0 P4 5.0 6.0 7.5 18.5 P5 7.0 8.0 9.0 24.0 P6 8.0 9.0 10.5 27.5 M 4.5 5.5 6.75 Sum (T) 27.0 33.0 40.5 100.5 SS 37.5 37.5 39.375 Source SS df MS F Between Treat 15.25 2 7.625 305 Within 114.375 15 Subject 114.125 5 Error .25 10 0.025 Total 129.625 17 SPSS for Repeated Measures ANOVA: G&W 458 First, enter as many columns (variables) as you have levels of your independent variable. Below left are the data, with each column containing scores for a particular level of the IV. For the analysis, choose General Linear Model->Repeated Measures… from the Analyze menu. Doing so will produce the window seen below right. Note that I’ve given the Factor Name (sleepdep) and the number of levels (3). Once I click on Add, I would click on the Define button. The next window that appears has all your variables on the left. I’ve moved the appropriate ones to the right, as seen below left. As was true for the independent groups ANOVA, you’d
Chapter 14: Two-Factor ANOVA (Independent Measures) To make the transition between one-way designs and two-way designs, let’s start with a one-way design and then extend it to a two-way design. Suppose that you are interested in the effects of a particular study strategy on memory for verbal information. You decide to use two different study strategies: Repetition and Imagery. Your participants are shown a list of 30 words, one at a time. One half of your participants is told to repeat each word over and over as it appears. The other half of your participants is told to create an image of each word as it appears. [The independent variable, or factor, would then be the study strategy.] After presenting the list, you provide a distractor task (e.g., count backward from 571 by threes), then ask the participants to write down as many of the words as they can remember. [The dependent variable would then be the number of words recalled.] For this factor, your null hypothesis would be: H0: Repetition = Imagery Compute a one-way ANOVA on these data: Repetition Imagery Sum (T) SS Males 14 13 10 11 17 19 24 25 20 22 175 258.47 Females 13 15 12 14 16 19 23 24 25 24 185 234.46 Sum (T) 135 225 360 (G) X2 = 6978 SS 42.5 50.5 Source SS df MS F Strategy Within (Error) Total Now, suppose that you included an number of men and women in the experiment. In fact, the first 5 participants in each group were males and the second 5 participants were females. You could now reanalyze the data as a one-way ANOVA to look at the impact of gender. Thus, you would ignore the effects of strategy and analyze only for the impact of
Unfortunately, for the purposes of checking your math, there is no separate way to compute SSInteraction. Instead, you simply add the SS for the two main effects and for error and then subtract that sum from SSTotal. The degrees of freedom are fairly easy to compute, because they follow closely what you’ve learned for the one-way ANOVA. That is: dfTotal = number of scores – 1 = 20 – 1 = 19 dfStrategy = number of levels of strategy – 1 = 2 – 1 = 1 dfGender = Total number of levels of gender – 1 = 2 – 1 = 1 dfSxG = dfStrategy * dfGender = 1 * 1 = 1 dfError = (Number of scores per condition – 1) * Number of conditions = 4 * 4 = 16 The computation of MS is straightforward as well: MSStrategy = SSStrategy / dfStrategy MSGender = SSGender / dfGender MSSxG = SSSxG / dfSxG MSError = SSError / dfError With three null hypotheses, you’ll be computing three F-ratios. In each case, the denominator will be MSError: F H0 What’s being compared FStrategy = MSStrategy / MSError Repetition = Imagery MRepetition and MImagery FGender = MSGender / MSError Male = Female MMale and MFemale FSxG = MSSxG / MSError No interaction in population Cell means The source table would look like this: Source SS df MS F Strategy 405 1 405 73.64 Gender 5 1 5 .91 Strategy x Gender 0 1 0 0 Error 88 16 5.5 498 19 FMax Because this is an independent groups design, we once again be interested in determining whether or not we had violated the homogeneity of variance assumption. That is, we need to compute FMax and compare that value to FMax Critical. When we have some
QUESTION: Do women’s salaries differ from men’s? Assume that we know that the mean salary for men is $41k (2003 census, $40,668). STATISTICAL HYPOTHESES: H0:  = $41k H1:  ≠ $41k DECISION RULE: Reject H0 if tObt occurs with p < .05. With a sample n = 9, df = 8, tCrit = 2.306. PICTURE: DATA: 28 20 35 37 39 30 31 29 28 FORMULAS: DECISION: CONCLUSION/INTERPRETATION: A sample of 25 reaction time scores was selected from a group of professional athletes to see if their reflexes were faster than those found in the normal population. The sample had a mean of 10 sec and a sum of squares of 600. On the basis of years of study of normal, randomly selected people, we know that the distribution is normal with  of 13 sec. How likely is it that the sample was obtained from the normal population? How would your computations differ if you were told that the sample size was 100?
to help you to love God and save your soul. Resolve to be constant in prayer and seeking the Sacraments, in hearing God's Word, and in obeying His inspirations and counsels. Conclusion. 1. Thank God for the clearer knowledge He has given you of His benefits and your own duty. 2. Offer your heart and all its resolutions to Him. 3. Ask Him to strengthen you to fulfil them faithfully by the Merits of the Death of His Son. OUR FATHER, etc. Gather the little spiritual bouquet. CHAPTER XII. FOURTH MEDITATION. On Sin. Preparation. 1. PLACE yourself in the Presence of God. 2. Ask Him to inspire your heart. Considerations. 1. Consider how long it is you first began 33 to commit sin, and how since that first beginning sin has multiplied in your heart; how every day has added to the number of your sins against God, against yourself and against your neighbour, by deed, word, thought and desire. 2. Consider your evil tendencies, and how far you have followed them. These two points will show you that your sins are more in number than the hairs of your head, or the sand on the seashore. 3. Apart from sin, consider your ingratitude towards God, which is in itself a sin enfolding all the others, and adding to their enormity: consider the gifts which God has given you, and which you have turned against the Giver; especially the inspirations you have neglected, and the promptings to good which you have frustrated. Review the many Sacraments you have received, and see where are their fruits. Where are the precious jewels wherewith your Heavenly Bridegroom decked you? with what preparation have you received them? Reflect upon the ingratitude with which, while God sought to save you, you have fled from Him and rushed upon destruction. Affections and Resolutions.
35. A survey was conducted among a group of college students to find the amount of time they spend online every day. The results are shown below. What is the conditional relative frequency, to the nearest hundredth, of the girls who spend less than 3 hours online each day? FL-IBTP_Math_Reference_Sheet_Grade_9-12.pdf 36. A selected of students at a high school were asked if they have a pet. The results of the survey are shown in the table below.
B – Graphs and Statistics, Lesson 3, Frequency Histograms, Box Plots and Dot Plots (r. 2018) GRAPHS AND STATISTICS Frequency Histograms, Box and Dot Plots Common Core Standard Next Generation Standard AI-S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) LEARNING OBJECTIVES Students will be able to: Construct and label dot plots, histograms, and box plots above a number line to represent univariate data sets. VOCABULARY univariate bivariate dot plot histogram box plot quartile BIG IDEAS Dot A dot plot consists of data points plotted on a simple scale. Dot plots are used for continuous, quantitative, univariate data. Data points may be labelled if there are few of them. The horizontal axis is a number line that displays the data in equal intervals. The frequency of each bar is shown by the number of dots on the vertical axis.
SOLUTIONS 26) ANS: STEP 1: Input the data in the stats editor of a graphing calculator and calculate linear regression. PTS: 2 NAT: S.ID.B.6a TOP: Regression 27) ANS: Part a: The data appear to grow at an exponential rate. Part b: Strategy: Input the data into a graphing calculator, inspect the data cloud, and find a regression equation to model the data table, input the regression equation into the y-editor, predict the missing value.  STEP 1. Input the data into a graphing calculator or plot the data cloud on a graph, if necessary, so that you can look at the data cloud to see if it has a recognizable shape.  STEP 2. Determine regression strategy will best fit the data. The graph looks like the graph of an exponential function, so choose exponential regression.  STEP 3. Execute the appropriate regression strategy in the graphing calculator. Round all values to the nearest hundredth:  STEP 4. Input the regression equation into the y-editor feature of the graphing calculator and view the associated table of values to find the value of y when x equals 2. Round 3515.3 to 3515.  STEP 4. In Ask the question, “Does it Make Sense (DIMS)?” that the missing total number of views in month 2 would be around 3515 views? PTS: 4 NAT: S.ID.B.6a TOP: Regression 28) ANS: 4 Strategy: Input the data into a graphing calculator, inspect the data cloud, and find a regression equation to model the data table, input the regression equation into the y-editor, predict the missing value.  STEP 1. Input the data into a graphing calculator or plot the data cloud on a graph, if necessary, so that you can look at the data cloud to see if it has a recognizable shape.  STEP 2. Determine which regression strategy will best fit the data. The graph looks like the graph of an linear function, so choose linear regression.  STEP 3. Execute the appropriate regression strategy in the graphing calculator. Write the regression equation in a format that can be compared to the answer choices:  STEP 4. Compare the answer choices to the regression equation and select choice d. PTS: 2 NAT: S.ID.B.6a TOP: Regression 29) ANS:
Equipment provided for loading procedure Stepladder, Blankets, Straps and Bars, this kit must remain on the vehicle, it is not transferrable to other vehicles. First Aid Provision: The of first aiders are posted on notice boards all around the site. Welfare Provision: Canteen with eating and drinking facilities is provided for all staff. Male and female toilets on site. Schedule of PPE: Safety Footwear, Hi Visability Jacket and Safety gloves must be worn whilst carrying out this task . Emergency Procedures: Copies of the companies emergency procedures are posted by all fire exits, this is also discussed with all employees during their induction. Completed by: Kevin O’Kine Phone: 07703679610 Signature: Date:
Safe System of Working Activity: Loading of Vehicles (Frames) Description of work activity: The safe loading of vehicles with frames Assessment date: 20/02/2017 Assessor: Peter Scott Responsibilities Site Manager: Scott Production Supervisor: Alan Neale Goods in Coordinator: Imre Ordogh Number of Ops: 2 Unloading Staff & 2 Loaders Associated Hazards Hazards associated with activity: Manual handling (Incorrect lifting techniques), Working at height, Slips, trips and falls, Struck by falling items Site specific Hazards: Busy work environment Work Procedures & Control Measures
United Nations CCPR/C/108/D/1897/2009 International Covenant on Civil and Political Rights Distr.: General 11 September 2013 Original: English Human Rights Committee Communication No. 1897/2009 Decision adopted by the Committee at its 108th session (8-26 July 2013) Submitted by: S.Y.L. (represented by Kon Karapanagiotidis, Asylum Resource Centre) Alleged victim: The author party: Date of communication: 28 August 2009 (initial submission) Document reference: Special Rapporteur’s rule 92/97 decision, transmitted to the State party on 28 August 2009 (not issued in document form) Date of adoption of decision: 24 July 2013 Subject matter: Expulsion to a country where the person fears persecution and having no access to adequate medical care Substantive issue: Right to protection from cruel, inhuman or degrading treatment or punishment Procedural issues: Non-exhaustion of domestic remedies; incompatibility with the Covenant Article of the Covenant: 7 Articles of the Optional Protocol: 2; 3; and 5, paragraph 2 (b)
Environmental Conservation Committee. This definition of IPM was also written in consultation with Cornell University's New York State IPM Program. Moreover, it tracks the regulatory definition of IPM in 6 NYCRR Part 235.1(a) and comports with IPM provisions in the federal Food Quality Protection Act of 1996, and the policy of the National Integrated Pest Management Network and the Empire State Council of Agricultural Organizations. For all the reasons herein and on behalf of the member companies of the New York State Chemistry Council, weSTRONGLYSUPPORTS.3064 / A.1186 andURGE THAT IT BE ENACTED. Respectfully submitted, Stephen M. Rosario Margaret Gorman Thomas W. Faist, Esq. Executive DirectorDirector Governmental Relations Legislative Counsel
Rena Stinedurf Pre-AP Algebra I & 8th Mathematics Conference Time: Monday- Friday 2:30 – 3:00 pm Objective: The purpose of these courses is to teach students the 8th & 9th grade Math TEKS in accordance with the State of Texas. It is also to prepare students for Algebra I and beyond. Students will be taught using several methods such as cooperative learning, hands-on activities, traditional lectures, note-taking, worksheets, graphic organizers, and problem-solving using higher-level thinking. Rules: Instant Obedience Diligence to Duty Respect for Others Respect for Property LLP – full attention required when requested Consequences: Please refer to the Student Handbook pertaining to the tally system, dress code infractions, and tardy policy. Late Work: Late work will ONLY be accepted three days late for a 10 point deduction each day that the assignment is not turned in. After that, late work will not be accepted. Progress Reports & Report Cards: Progress reports will be sent the 3rd & 6th week of each nine electronically. Please make sure that you have a valid email on file with the school. Report cards are sent home at the end of each nine weeks. These must be signed and returned. The parent portal is also available to all parents. Please set up notifications for low grades, so that you will automatically be notified when your student did not turn in an assignment or did not do well on one. Communication: Any requests for a phone call will be answered within 24 hours. However, the best method of contact is email. School Supplies: Students will need to have their school supplies by Monday, August 15th. It is important to restock when needed. See attached list. Technology Usage Cell Phones, “I” stuff, and other electronics will be allowed with VERY limited permission. Students may be allowed to use these items for educational or reward purposes in class at the discretion of the teacher. We use iPads and TI-84 Calculators in class, but neither of these items need to be purchased for home use.
the number is to be preceded by or followed by a mathematical symbol, or a unit of measurement, currency or time; or the number represents an abstract mathematical concept such as an indexation factor; or the number is used in a date; or the number is used to indicate a number of penalty units. This means that the following uses of the numbers “zero” and “one” are correct: “one of the following”; “if one person is a child of another person”; “at least one application”; “1 year/1 week/1 day”; “1 penalty unit”; “0%” or “1%”; “$0” or “$1”; “0'” or “1'”; “0 megalitres” or “1 megalitre”; “0 kilometres” or “1 kilometre”; “1 January 2009”. If you are uncertain whether to use “zero” or “0”, consider using “nil”. Exception—cardinal numbers at the start of sentences or headings Cardinal numbers that start a sentence or provision heading should be expressed as words. For example, the following subsection is correct: (4) Two or more fees may be prescribed for the same matter. Ordinal numbers Ordinal numbers up to and including “tenth” should be expressed as words. Ordinal numbers above “tenth” should be expressed using Arabic numerals (for example “12th”). This means that the following uses of ordinal numbers are correct: “the first day of the month”; “the second of the following”;
“a third person”; “the 21st day”; “the 48th hour”. The rules in paragraphs 41 and 42 also apply to ordinal numbers in amending items, amending item headings and parliamentary amendments. In an ordinal number that is expressed using an Arabic numeral, the 2 letters coming immediately after the numeral should not appear in superscript. Numbers greater than 999 Numbers greater than 999 should be expressed using commas rather than using spaces or, for a 4 digit number, using a comma rather than no space. For example: $4,928,000 (not $4 928 000); 1,000 penalty units (not 1000 penalty units). Percentages Percentages should be expressed using the symbol “%”, not the words “per cent”. Fractions Nondecimal fractions with a denominator greater than 10 must always be expressed using Arabic numerals (for example, “11/12” or “1/26”). It is a matter for the drafter’s discretion whether a nondecimal fraction with a denominator of 10 or less should be expressed as words or using Arabic numerals (for example, “threequarters” or “3/4”). If a fraction is expressed in 2 a hyphen should be used (for example, “onequarter”, “onehalf” and “threequarters”). If a fraction is expressed using Arabic numerals, do not use the Word feature for fractions. Fractions can be inserted by clicking the OPC Fraction (1/2) button on the OPC tab or by selecting the OPC Macros menu, Formatting, Insert Fraction (see Word Note 12). The rule in paragraph 47 does not affect the use of decimal fractions (for example, “0.5%” or “rounding 0.5 upwards”). Peter Quiggin PSM First Parliamentary Counsel 1 March 2016 Document History Release Release date Document number
Drafting Direction No. 1.5 Definitions Note: This Drafting Direction contains references to the “head drafter”. It is a reference to the senior person who is responsible for matters of drafting policy. This form is used to enable the Drafting Directions to be applied in other organisations. In OPC the head drafter is FPC for Bills and the PLC for instruments. Document release 3.4 Reissued October 2016 Contents Part 1—Introduction 2 Part 2—One expression, one meaning 2 The principles 2 The exceptions 3 Applying the principles 4 Part 3—Qualifying definitions (“unless the contrary intention appears”) 4 No qualifying 4 Reasons to avoid qualifying 4 Part 4—Defining acronyms and initialisms 5 using acronyms 5 Acceptable acronyms 5 Using legislationspecific acronyms: 2 approaches to defining 6 First approach—only the acronym is used 6 Second approach—both the acronym and full term are used 6 Defined terms that include an acronym 6 Part 5—Using definitions instead of incorporating other legislation 7 Background 7 Problems with “incorporation” approach 7 Using definitions instead of incorporation 7 Part 6—Referring to existing definitions or meanings 7 Background 7 Consider repeating the definition 8 Definitions that rely on the making of a decision, judgement or legislative instrument 8 Signpost definitions—attracting a meaning that a term has in another provision or other legislation 9 “: see [provision]” definitions 9 “Within the meaning of” and “Has the same meaning as in” 9 “As defined in” and “As defined by” 10 “Has the meaning given by” 10 “Has a meaning affected by” 10 “Within the meaning given by” 10 Part 7—Other matters 11 Conjunction use in definitions 11 Attachment A—Other matters relating to definitions 12
S1 – Chapter 5 – Probability Exercise 1 – Probabilities by Enumerating Outcomes (Note: some earlier parts of questions have been omitted because they relate to a later chapter) Slide Example: The score S when a spinner is spun has the following probability distribution. s 0 1 2 4 5 P(s) 0.2 0.2 0.1 0.3 0.2 The spinner is spun twice. The from the first spin is S1 and the score from the second spin is S2. The random variables S1 and S2 are independent and the random variable X = S1 × S2. (f) Show that P({S1 = 1} ∩ X < 5) = 0.16. (2) (g) Find P(X < 5). (3) Jim rolls an unfair die with the following probability distribution: d 1 2 3 4 5 6 P(d) 0.4 0.3 0.1 0.05 0.05 0.1 Calculate the probability that, after throwing the die twice: a) He rolls a 2 followed by a number greater than 3. b) He rolls a total of at most 3. c) He rolls a total of at least 10. d) He rolls a product of 6. 2. [Jan 2009 Q3] When plays a game, the number of points he receives is given by the event X with the following probability distribution. x 0 1 2 3 P( x) 0.4 0.3 0.2 0.1 Rohit can win a prize if the total number of points he has scored after 5 games is at least 10. After 3 games he has a total of 6 points. You may assume that games are independent. (e) Find the probability that Rohit wins the prize. (6) 3. [Jan 2013 Q6f] A fair blue die has faces numbered 1, 1, 3, 3, 5 and 5. The event B represents the score when the blue die is rolled. A second die is red and the event R represents the score when the red die is rolled. The probability distribution of R is r 2 4 6 P(r)
1. Gary compared the total attendance, x, at home matches and the total number of goals, y, scored at home during a season for each of 12 football teams playing in a league. He correctly calculated: Sxx = 1022500 Syy = 130.9 Sxy = 8825 (a) Calculate the product moment correlation coefficient for these data. (2) (b) Interpret the value of the correlation coefficient. (1) Helen was given the same data to analyse. In view of the large numbers involved she decided to divide the attendance figures by 100. She then calculated the product moment correlation coefficient between and y. (c) Write down the value Helen should have obtained. (1) (Total 4 marks) 2. A company owns two petrol stations P and Q along a main road. Total daily sales in the same week for P (£p) and for Q (£q) are summarised in the table below. p q Monday 4760 5380 Tuesday 5395 4460 Wednesday 5840 4640 Thursday 4650 5450 Friday 5365 4340 Saturday 4990 5550 Sunday 4365 5840 When these data are coded using x = and y = , x = 48.1, y = 52.8, x2 = 486.44, y2 = 613.22 and xy = 204.95.
0° 60°W __________________ 40°N 100°W __________________ 40°N 60°E __________________ 60°N 120°E __________________ 40°N 100°E __________________ 20°S 60°W __________________ 60°N 160°W __________________ 20°S 140°E __________________ 20°N 0° __________________ Fill in the blanks below to give the latitude and longitude for: Namibia __ S __ E India 20_ 78_ Ecuador __S__W Mexico 20_ 100_ Japan __N ___E Homework 1: Your teacher will give you a worksheet titled ‘Homework 1: World Map’. Complete all activities on this worksheet for the date your teacher gives you. Remember you can use your jotter and this booklet to help you. Lesson 5: How do we use map symbols? Task 1: Watch the ‘Introducing Map Symbols’ video. You will be shown 15 different photographs. Draw the symbol you would use to represent each feature on a map. Let’s give it a go! 1. Windmill 2. Station
3. Golf Course 4. Caravan Park 5. Electricity 6. Church with Spire 7. Railway Lines 8. Public Phone 9. Toilets 10. Pub 11. Picnic Site 12. Lighthouse 13. Post Office 14. Church with Tower 15. Radio/TV Mast Task 2: Copy and complete the table below. Collect a copy of the Fort William O.S. map (General 2000) and use the key to fill in the missing information from your table. Symbol Meaning 1. P 2. CH 3. PC 4. 5.
Task 1: the ‘Introducing Map Symbols’ video. You will be shown 15 different photographs. Draw the symbol you would use to represent each feature on a map. Let’s give it a go! Task 2: Copy and complete the table below. Collect a copy of the Fort William O.S. map (General 2000) and use the key to fill in the missing information from your table. Symbol Meaning 1. P 2. CH 3. PC 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Symbol Meaning 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Extension Task: Create revision to test your partner. On one side of the card draw the symbol and on the other write what the symbol represents on a map. Test your partner to see how many they can remember.
Lesson 11: How do we use six-figure grid references? Grid references are very useful in helping us to find places on maps. A four figure grid reference on an O.S. map equals an area on the ground of one square kilometre. This is quite a large area. To be more accurate we need to use a grid reference. This pinpoints a place exactly to within 100 metres. To find a 6-figure grid reference you start by finding your 4-figure GR one as normal. For example, the church below is found in grid square 7425. When we are looking for a 6-figure GR the easiest way to do this is to write your 4-figure GR like this: 74_25_ and then fill in the two missing numbers. The missing numbers are found by looking at only the square with the symbol in it. For example let’s zoom in to only GR 7425. In your head divide the square into tenths along the bottom and up the side to create a grid within the square. Follow the arrow along the bottom to line up with the church – it is about half way along so the number is 5. Insert this number into your first blank space. Now follow the arrow up the side to line up with the church – the number is 8. Insert this into the second blank space.
S1 BGE - Business and Computing 1 2 Block 3 Block 4 Block 5 Block 6 Block 7 Monday 4 May – Friday 26 June Monday 17 August – Friday 2 October Monday 2 October - Friday 20 November Monday 23 November – Tuesday 22 December Thursday 7 January - Friday 12 February Monday 15 February – Friday 18 March Monday 21 March - 29 April (End of term) Core N/A Communications Jam & Entrepreneurs Introduction To Web Design Promoting Scotland Scratch & Blockly Introduction To Spreadsheets
1 Block 2 Block 3 4 Block 5 6 7 Monday 4 May – Friday 26 June Monday 17 August – Friday 2 October Monday 2 October - Friday 20 November Monday 23 November – Tuesday 22 December Thursday 7 January - Friday 12 February Monday 15 February – Friday 18 March Monday 21 March - 29 April (End of term) Core Shared Classes Disney Internet Unit & MoviePlus X6 Databases - Murder Most Horrid Graphics – Xmas Card Nathan’s Numbers & IT Solutions Shampoo Challenge Animation – Monkey Jam Business Travel Scratch – Game Design Computer Hardware Getting Down To Business Communications Chill Room Social Networking Finance RBS
Block 1 Block 2 Block 3 Block 4 5 Block 6 Block 7 Dates Monday 4 May – Friday 26 June Monday 17 August – Friday 2 October Monday 2 October - Friday 20 November Monday 23 November – Tuesday 22 December Thursday 7 January - Friday 12 February Monday 15 February – Friday 18 March Monday 21 March - 29 April (End of term) Core Shared Classes N/A Introduction to Graphic Communication Sketching & Rendering Electronics Introduction to CAD (Computer Aided Design) Coffee Shop Project IKEA Design Project N/A Note Holder (Workshop) Note Holder (Workshop) Structures (Project) Coat Hook (Workshop) Coat Hook (Workshop) Plastics S1 Design and Technology
S2 Design and Technology Block 1 Block 2 3 Block 4 5 Block 6 Block 7 Dates Monday 4 May – Friday 26 June Monday 17 August – Friday 2 October Monday 2 October - Friday 20 November Monday 23 November – Tuesday 22 December Thursday 7 January - Friday 12 February Monday 15 February – Friday 18 March Monday 21 March - 29 April (End of term) Core Shared Classes Inventor 3D CAD iPod project 3D CAD Skateboard Orthographic Drawing Pneumatics – Rio Olympics DTP Project Shampoo Challenge 3D Illustration Samsung Design project Inventor CAD iPod Project Aluminium Photo Frame Aluminium Photo Frame Aluminium Photo Frame Shampoo Challenge Wooden Trinket Box Wooden Trinket Box
average, women earn 17% less than men in the United Kingdom (2008 figures) In 2007-2008 in Scotland, 27% of boys and 35 % of girls left school with five or more Highers 2010, 137 women were elected to the British Parliament as MPs. This was the highest number ever and just over 20% of the total number of politicians in The House of Commons. (Women make up just over 51% of the population) figures estimate that in the there are approximately 11 million people (15% of the population) who may be considered disabled. They are twice as likely to live in poverty compared to the rest of the population. 2004 Pakistani women had the highest unemployment rates in , at 20 per cent. The next highest female rates were among women from the Black African or Mixed ethnic groups (each 12 per cent). These rates were around three times the rates for White British and White Irish women (4 per cent each).
5b. Are contingency amounts available to unanticipated cost increases? 6. Is it the case that the project cannot be easily and efficiently completed without other federal funding or financial assistance available to the project sponsor? 7. Is the project reasonably expected to begin construction not later than 18 months after the date of obligation of funds for the project? In responding to the Large Project Requirements, here are some guidelines which may assist you in completing your application: -National or regional economic, mobility, and safety benefits, as well as a contribution to national goals, are often demonstrated in the Merit Criteria section of the application. -NEPA completion is a sufficient indication the project is based on the results of preliminary engineering. For more information on preliminary engineering activities, please see: https://www.fhwa.dot.gov/federalaid/150311.cfm -Historical trends, current policy, or future feasibility analyses can be used as evidence to substantiate the stable and dependable nature of the non-federal funding or financing committed to the project construction, operation, and maintenance. -Contingency amounts are often, but not always, expressly shown in project budgets or the SF-424C. If your project cost estimates include an implicit contingency calculation, please say so directly. -Discussing the impact that not having any federal funding, including a FASTLANE grant, would have on project’s schedule, cost, or likelihood of
Possible topics for job safety orientation Protective equipment Use of safety glasses Use of gloves and protective clothing Hearing protection Head protection Footwear requirements Respiratory protection Tool use Tool selection Knives and razors Non-powered hand Pneumatic tools Use of nail guns Hand-held grinders Skill saws finishing equipment Equipment and machinery Lockout/tagout program shear, and crush points Equipment guarding practices Clearing jams Lubrication and adjustments Jogging procedure Cranes and hoists Electrical safety Location of emergency shutoffs Inspection and maintenance of power cords Maintaining clearance at electrical panels Chemical safety Hazard communication program Reading labels and safety data sheets (SDS’s) Chemical storage procedures Personal hygiene Cleanup and disposal methods Forklifts Operator training and certification Working around forklifts Visible and audible alarms No rider policy Fire prevention Smoking policy Trash disposal Sources of ignition Flammable liquids Fire extinguishers Ergonomics Standing and seated task adjustments Job rotation/avoiding repetitive motion Rest break scheduling Awareness of cumulative trauma Tool use Setting up computer workstation Manual material handling Basic lifting techniques and use of lifting aids When to get help Special lifting tasks Limitations of lifting belts Fall prevention General rules for working from heights Ladder safety Personnel lifts Cherry picker operation rails Use of harness and life lines Fall prevention plan Housekeeping Disposal of trash and oily materials Prevention of slip, trip, and fall hazards Maintenance of aisles and Trash compactor operation General work practices Emergency procedures Reporting hazards, incidents, and accidents Clothing, hair, and grooming standards Break scheduling Alcohol/drug policies Workplace violence and harassment Horseplay, running in work area Avoiding risks Flexibility stretching program Distractions: phones, headphones
Confined spaces Expectation of NO ENTRY and locations/signs Emergency response Emergency action plan Alarm systems First aid/fire Extinguisher/AED locations Personal protective equipment (PPE) (Determine who will provide.) Respirators Noise/hearing protection Eye and face protection Head protection Hand protection Leg and foot protection Tool use Tool selection, safety procedures, and related PPE Powered hand tools Knives and razors Non-powered hand tools Grinders Equipment and machinery Detailed operation instructions; include demonstrations; verify understanding Lockout/tagout program Safety processes and emergency stops Pinch, shear, and crush points Equipment guarding practices Clearing jams, lubrication, and adjustments Cranes and hoists Chemical safety Hazard Communication Program WPS training, postings, and procedures Reading labels and safety data sheets (SDS); location Chemical storage procedures Personal hygiene and PPE Cleanup and disposal methods Manual material handling Basic lifting techniques, use of lifting aids When to get help Limitations of lifting belts Fall prevention General rules for working from heights, fall prevention plan Use of harness and life lines Ladder selection and use Guard rails Personnel (operation and working around) General work practices Housekeeping (prevention of slip, trip, fall hazards) Clothing, hair, and grooming standards scheduling Alcohol/drug policies Horseplay Running in work area Avoiding risks Flexibility stretching program Reporting hazards, near-miss incidents, and accidents Examples of General Training Ladder practices (setup or expectation of NO USE) Lifting training (best practices, team lifting, expectation of lifting limits) Pesticides (Worker Protection Standard—WPS) Progressive discipline Worker safety rights Reporting of injuries and hazards Drug and alcohol (zero tolerance) Workplace violence and harassment Lockout/tagout (general expectations) Equipment operation (training expectations and understanding of guarding) Confined spaces (description and expectation of NO ENTRY) Distractions (phones, headphones) Other general hazards anticipated at the jobsite
Ofsted regulation and inspection framework. Experience of management of building projects or how expert knowledge will be provided 4. Core values Criteria: (where applicable) Please tell us about the core values of your organisation, how you promote inclusive practice and how you would make your service accessible for children and families in the community Inclusion SEND 0-25 Code of Practice 2014 Parental engagement Equality Act 2010 Diversity Participation Partnership working Early Years Pupil Premium Free Early Education Entitlement 5. Safeguarding Criteria: Please attach a copy of your organisations safeguarding policy and explain how you would ensure that the children in your care are protected from harm. SET procedures Essex Safeguarding Children Board (ESCB) Policies and procedures Continuous Professional Development (training) Whistle blowing Safer recruitment/DBS Information handling/ data protection 6. Workforce (if applicable) Criteria: (if applicable) Please provide a potential staffing structure and detail how you would recruit, induct and provide ongoing support to your workforce to enable them to provide a high quality provision for local children and their families. safer recruitment staff qualifications inclusion and diversity induction policies ongoing staff training and commitment to CPD ongoing staff supervision 7. Partnership Criteria: (if applicable) How would you work with partners within the local community to ensure that the services delivered are meeting local need and opportunities are maximised for partnership working within the local community. Partners – parents, schools, children’s centres, local community groups and EY settings Communication strategies Sharing of information and best practice Networking Partnership working Use of premises for partners
Integration Services (SSIS) and Studio Environments Integration Services (SSIS) Packages Integration Services (SSIS) Connections Integration Services (SSIS) Projects Top 10 Common Transformations in SSIS: Additional resources and readings: Module 6: OLAP Core required readings Video introduction What is OLAP from Intricity? What is Business Intelligence and an OLAP Cube from ExcelCentral.com: OLAP tutorial from TutorialsPoint: and also some good visuals from Lutz Database Queries, Data Mining and OLAP, The Encyclopedia of Data Warehousing and Mining, 2nd Edition, Idea Group Publishers, 2008. Lecture with references: olap.pdf SSAS labs and tutorials – see lab 6 Additional readings and resources: The origins of today’s OLAP products: OLAP AND OLAP Server Definitions: Module 7: Multidimensional Data Analysis Required readings Demo: Explore Adventure in Excel by using an OLAP PivotTable report: Using Excel to interact with a SSAS cube (it is for earlier version but very similar in 2013): Excel Cube functions Quick overview: Excel OLAP pivot table extension: Lecture notes with references: olap query.pdf Resources listed in the lab 7, including two tutorials by the instructor on Excel pivot table and cube functions. Additional readings and resources: Layout and format of Excel pivot table: Select data in a pivot table: OLAP server action:
Remarks Item Status proposed S-121 Attribute Type Register ID 4023 Domain MLB Name Closing Alias camelCase RiverClosing Numeric Code Associated Attribute sbltyp Definition Closing type Remarks Item Status proposed S-121 Attribute Type Register ID 4024 Domain MLB Name Historic Waters Alias camelCase HistoricWaters Numeric Code Associated Attribute sbltyp Definition Historic Waters type Remarks Item Status proposed S-121 Attribute Type Register ID 4025 Domain MLB Name MLB BAUnit Type Alias camelCase MLB Numeric Code Associated Attribute bautyp Definition Marine Limits and Boundaries BAUnit type Remarks Item Status proposed S-121 Attribute Type Register ID 4026 Domain MLB Name A76 BAUnit Type Alias camelCase A76 Numeric Code Associated Attribute bautyp Definition UNCLOS article 76 BAUnit type Remarks Item Status proposed S-121 Attribute Type Register ID 4027 Domain MLB Name Other BAUnit Type Alias camelCase
Attribute Type Register ID 4032 Domain MLB Name Other Right Alias camelCase OtherRight Numeric Code Associated Attribute rghtyp Definition Other right Remarks Item Status proposed S-121 Attribute Type Register ID 4033 Domain MLB Name Maintenance Responsibility Alias camelCase MaintenanceResponsibility Numeric Code Associated Attribute restyp Definition Responsibility to maintain a facility or other entity. Remarks Item Status proposed S-121 Attribute Type Register ID 4034 Domain MLB Name Other Responsibility camelCase OtherResponsibility Numeric Code Associated Attribute restyp Definition responsibility Remarks Item Status proposed S-121 Attribute Type Register ID 4035 Domain MLB Name Time Based Restriction Alias camelCase TimeBasedRestriction Numeric Code Associated Attribute rsttyp Definition Restriction on any right based on time Remarks Item Status proposed S-121 Attribute Type Register ID 4036 Domain MLB Name Passage Restriction Alias camelCase PassageRestriction Numeric Code Associated Attribute rsttyp Definition Restriction on the right of access for passage Remarks
Bibliography (Informative) IHO S-100 IHO Universal Hydrographic Data Model (June 2015) ISO 3166-1:1997 - Codes for the representation of names of countries and their subdivisions, ISO 19101:2003 - Geographic Information – Reference model, ISO 19103:2003 - Geographic Information – Conceptual schema language, ISO 19107:2003 - Geographic Information – Spatial Schema, ISO - Geographic information – Methodology for feature cataloguing, ISO - Geographic information – Metadata ISO 19128:2005 - Geographic information – Web map server interface, ISO 19131:2007 - Geographic Information – Data product specifications, ISO 19136:2007 - Geographic Information – Geography Markup Language, 19142:2010 - Geographic information – Web Feature Service Technical Report TR8350.2 Department of Defense World Geodetic System 1984, Its Definition and Relationships with Local Geodetic Systems, Third Edition, National Geospatial-Intelligence Agency. OGC Catalogue Service for the Web (Keyhole Markup Language) KML 2.2 Document 07-147r2 Geodetic Parameter Registry Version: 8.3.3, . Extensible Markup Language (XML)