zilongwang/ReadingBank huggingface dataset:
Total Score Group Condition Scoring Guide and Rubric CONDITION: NAMES: Name & Progressive or stable: congenital or Acquired 5% Parts affected & Effects on system 10% Definition Treatment 15% Case study and Brochure 15% Resources (Including additional materials) 15% Functional Implications 15% Overall Quality- content & Presentation 15% and quality of APA 10% Total Comments – Group Eye Condition Presentation Evaluation Rubric Category Exceeds Standard 3 Meets Standard 2 Below Standard 1 Not Attempted 0 Score Content Student has explored subject, included pertinent details, and has provided extensive and accurate information pertaining to condition and the effect upon the visual system. Student has explored subject, included pertinent details, and has provided adequate and accurate information pertaining to condition and the effect upon the visual system. Student has failed to explore subject, omitted pertinent details, or has included inaccurate information pertaining to condition and the effect upon the visual system. . Educational and Functional Implications Student has extensively researched and synthesized information to predict educational and functional Student has researched and compiled information to predict educational and functional implications of condition. Student has failed to effectively research information and/or failed to accurately predict educational and functional
implications of condition. implications of condition. Case Student has conducted detailed case study. Case study shows insight and reflection. Student has conducted detailed case study. Insight and reflection are shown in some areas. Student has conducted limited case study. Insight and reflection are shown in some areas. Brochure and/or Fact Sheet Student has developed detailed materials. Materials are usable and show insight and reflection. All terms are defined and explained Student has developed detailed materials. Materials are somewhat usable and show insight and reflection in some areas Most terms are defined and explained Student has developed limited materials. Materials are not significantly usable and fail to show insight and reflection in many areas Terms are Not fully defined and explained. Communication Student effectively communicates concepts, analyzes information, and explains terminology. Presentation materials have no mistakes in grammar, spelling, and formatting. Student communicates concepts, information, and explains most terminology. Presentation materials have few mistakes in grammar, spelling, and formatting. Student fails to communicate concepts and information. Jargon and terms are not explained. Presentation materials have several mistakes in grammar, spelling, and formatting. Resources and References Student includes information on numerous resources that are current and valuable. References indicate substantial research and are in appropriate style (APA). Student has included minimum number of appropriate resources. References show research. References show some style errors. Student has not provided adequate resources and or references to meet assignment standard. References show numerous style errors. Total Score
Spring 2018 Study abroad in Bath, England Conduct an independent study on feminist linguistics at Oxford University Conduct archival research at Women’s Library in London Take courses on social history of the Victorian Era and Jane Austen at ASE Travel to Bronte Parsonage Museum and other landmarks Attend BCUR Conference paper for British Women Writers Association Complete linguistic methodology with the help of the Oxford tutorial Summer 2018 SURE 2018 with Dr. Janet Myers (pending acceptance) Attend and present at the British Women Writers Association annual conference (pending acceptance) Draft syllabus for Bronte course of analysis on Wuthering Heights Fall 2019 Take two HNR498 ENG495 Senior Seminar Draft of analysis on Tenant of Wildfell Hall Completed NCUR application Winter 2019 Begin revising chapters Completed analysis of all four Bronte novels Spring 2019 ENG489 Teaching and Learning Apprenticeship for Bronte author studies course Thesis defense Two HNR498 to revise chapters SURF Presentation NCUR Presentation Revised thesis Completed lesson plans for Bronte author studies course SURF Poster Completed article to submit to Bronte Studies journal and the Journal of Undergraduate Research and Criticism in the Discipline of English List of Sources: Argyle, Gisela. “Gender and Generic Mixing in Charlotte Bronte’s Shirley.” Studies in English Literature, vol. 35, no. 4, 1995, pp. 741-756. Accessed 26 February 2017.
benefits and shared use of spectrum are identified as cornerstones concerning spectrum management on a national level as well as in CEPT, ITU, ETSI and EU. Ludwig Winkel ZVEI ( German Electrical and Electronic Manufacturers' Association), Germany Mr. Winkel is employed by Siemens AG in Germany in the division “Industrial automation, - Digital Factory” with the responsibility of a Fieldbus Standards Manager. He received his degree (Dipl. Ing.) in electrotechnical, electronic and control engineering from the University of Saarbruecken, Germany, in 1977. He joined Siemens AG in 1977 in an R&D group for electrical measuring devices and he proceeded to lead other R&D positions dealing with industrial automation systems like PLC and DCS. Since 1992 Mr. Winkel has been actively involved in development and promotion of standards for instrumentation and control systems in various positions as convener, chair, editor, rapporteur, etc. of different groups in IEC, ISO, IEEE, ETSI, CENELEC, DKE, ISA. Mr. Winker is the author of two books “SIMATIC Software – Process control System PCS 7 – Validation support manuals I and II which deal with Food & Drug Administration requirements for industrial automation systems. He is also co-author of a book dealing with IEEE 802.15.4 related communication network with the title: “Low-Rate Wireless Personal Area Networks: Enabling Wireless Sensors With IEEE 802.15.4, 3rd Edition” ISBN: 978-0-7381-6285-0. Mr. Winkel is the recipient of many awards including from the HART Communication Foundation for his efforts to bring the HART technologies to IEC, ISA to become an ISA fellow, IEC the IEC 1906 award for his work in IEC TC65 Standards efforts with relevance to IoT and M2M. Future Wireless Industrial Applications as part of the Industry 4.0/Smart Manufacturing and IoT Mr. Johannes Vallesverd Chairman of ECC WG Numbering and Networks Mr. Vallesverd is a Senior Adviser at the Norwegian Post and Telecommunications Authority (NPT) and chairman of WG NaN. He is a lawyer by profession having graduated from the University of Oslo and was appointed chairman of WG NaN at the 35th ECC meeting in Berlin, Germany, on 6 November 2013. Keynote 3 – Numbering & Networks
WORK CHARACTERISTIC RATING FACTORS Quality of Work and attention to detail and performance of specialized or technical duties Quantity of Work of work performed of work on schedule Dependability/Reliability with work instructions Work Habits and Attitude oneself to work of responsibility to safety, economy, and efficiency of new ideas, suggestions, and constructive criticism in work for job assignment Judgment and Initiative in new situations; flexibility in emergencies with minimum instructions of limits of authority Safety Rules adherence to all Safety Rules and Standard Operating Procedures Relationships with Others with employees, administrators and handling the public with students Attendance and Punctuality do not exceed allotted leave time observance of established working hours FEEDBACK TABLE B - Work Characteristics (See Evaluation Factors above) 1 2 3 4 5 1 Quality of Work Comments: 2 Quantity of Work Comments: 3 Dependability & Reliability Comments: 4 Work Habits & Attitude Comments: 5 Judgment & Initiative Comments: 6 Safety Rules Comments: 7 Relationship with Others Comments: 8 Attendance & Punctuality (If rating is less than meets standard, fill in a., b., c. below) a) number of absences: b) number of times late to work: c) number of times has left work early without approval:
Outside of work he enjoys spending time with his family, his wife Elizabeth and their daughters Katherine and Madeleine, working out (when he has the time) and running political campaigns/staying involved in community initiatives. received his Bachelor of Science in Biology, cum laude, from the University of Georgia. long-term economic benefits that come from their mass market adoption. He holds an MBA from Babson College and a Bachelor’s degree in Economics from Carleton College. Title of The Florida Solar Financing Action Plan: A Menu of Options FHA Title-1 Home Improvement Loan Helping communities go solar with solar co-ops. PACE 101 The Value of PACE Finance to Solar Projects “The EnergySage Solar Marketplace - Smart Solar Shopping Made Simple" Residential & Commercial Solar Financing
South Sumter High School at a Glance Based on our Vision Statement at South Sumter High School, we adhere to the belief that all students can learn. Working as a team, our purpose is to provide a comprehensive educational program that assists all students in acquiring the critical skills for lifelong learning and success. Our motto this year is “Raiders Achieve What They Believe.” The intent of the handout is to give you data about South Sumter High School and inform you how we plan to improve our school. Below are the demographics of South Sumter High School Below is a snapshot of our school, which shows our school grade for the past two years. We have come up with three main incentives/focus areas this year to help in improve student achievement at South Sumter High School. Those areas are: WICOR, Technology and Relationships. WICOR stands for Writing, Inquiry, Collaboration, Organization, Reading. While we will be working on all five components, our main focus is Reading. As for technology, 1:1 devices for students will be our focus. To improve relationships, every student will have a mentor. 2015 – 2016 2016 – 2017 ELA/Reading Proficiency 51 48 ELA Learning Gains 40 42 ELA Bottom Quartile LG 33 34 Math Proficiency 47 50 Math Learning Gains 48 50 Math Bottom Quartile LG 40 44 Science Proficiency 63 67 Social Studies Proficiency 66 66 Acceleration Rate 45 44 Graduation Rate 78 79 Total 511 524 Grade 51% / C 52% / C For more information about South Sumter High School, you can visit
Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4 The learner will know about the role of body language in communicating with others at work The learner must know: Assessment Requirements Evidence Location 4.a How a person may be feeling by observing their body language Learners should outline how a person may be feeling by observing their body language. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b The importance of body language for good communication Learners should outline the importance of body language for good communication. 4.c Appropriate body language for particular situations Learners should identify appropriate body language for a minimum of three different situations, for example, interview.
Communication and Language- Speaking 30-50 emerging 30-50 developing 30-50 secure Level descriptors Beginning to use more complex sentences to link thoughts e.g. using and because. Can retell a simple past eve in correct order e.g. went down slide hurt finger Use talk to connect ideas, explain what is happening and anticipate what might happen next. Uses a range of tenses (e.g. play, playing, played, will play) Questions why things happen ad gives explanations. Asks .g. who what when how. Use talk to connect ideas, explain what is happening and anticipate what might happen next, recall ad relive past experiences. Uses talk in pretending that objet stand for something else in play e.g. this box is my castle. Uses intonation, rhythm and phrasing to make the meaning clear to others. Builds up vocabulary that reflects the breadth of their experiences. Uses vocabulary focused on objects and people that are of particular importance of them.
Across 2. to play (instrument) 6. I am (permanent) 7. to go out 8. thanks 11. Who? 17. I think that 18. to play (sport) 20. What do you of ….? 22. I am (temporary) 23. is (temporary) tengo tiene soy es estoy está quiero necesito hay puedo
Estás hablando con tu amigo colombiano/tu amiga colombiana sobre el colegio. • Tu colegio - una opinión. • Primera – cuándo. • ! • Tus profesores (un detalle). • ? La hora de comer. ROLE-PLAY 4 (FOUNDATION TIER) CANDIDATE’S ROLE Instructions to candidates Your teacher will play the part of your Spanish friend and will speak first. You should address your friend as tú. When you see this – ! – you will have to respond to something you have not prepared. When you see this – ? – you will have to ask a question.
El chico = the boy La = the girl El chico / La chica tiene … = The boy / The girl has … El chico / La chica lleva … = The boy / The girl is wearing … El chico / La chica está en … = The boy / The girl is in … El / La chica hace … = The boy / The girl is doing … … está al interior. = … is inside. … está al aire = … is outside. … está en la casa. = … is in the house. … está en el parque. = … is in the park. … está en la calle = … is on the street. … está en el instituto = … is in the school. TAMBIéN = ALSO Además = furthermore luego = then El chico / La chica …. = The boy / the girl … … tiene el pelo negro = … has black hair … el pelo corto = … has short hair … tiene el pelo largo = … has long hair … el pelo rubio = … has blond hair … tiene los ojos azules = … has blue eyes … tiene los ojos verdes = … has green eyes … tiene los ojos marrones = … has brown eyes Hace sol = It is sunny No hace sol = It isn’t Hace calor = It is hot Hace frío = It is cold Es verano = It is summer Es invierno = It is winter
Group 1 2 things in a grocery store sold in a carton 3 kinds of dessert 4 ways to cook an egg 5 kinds of coffee drinks 6 kinds of international food 7 vegetables Group 2 2 things in a grocery store sold in a tube 3 kinds of appetizers 4 kinds of grain 5 kinds of seafood 6 of cheese 7 Korea side dishes Group 3 2 things in a grocery store sold in a jar 3 kinds of entrees 4 things made from corn 5 fast food restaurant chains 6 kinds of drinks with alcohol 7 ice cream flavors 4 2 things in a grocery store sold in a tub 3 kinds of tea 4 countries famous for wine 5 kinds of salty food 6 kinds of pizza toppings 7 kinds of fruit Group 1 2 things in a grocery sold in a carton 3 kinds of dessert 4 ways to cook an egg 5 kinds of coffee drinks 6 kinds of international food 7 vegetables Group 2 2 things in a grocery store sold in a tube 3 kinds of appetizers 4 kinds of grain 5 kinds of seafood 6 kinds of cheese 7 Korea side dishes Group 3 2 things in a grocery store sold in a jar 3 kinds of entrees 4 things made from corn 5 fast food restaurant chains 6 kinds of drinks with alcohol 7 ice cream flavors Group 4 2 things in a grocery sold in a tub 3 kinds of tea 4 countries famous for wine 5 kinds of salty food 6 kinds of pizza toppings 7 kinds of fruit
English as a world language: arguments for and against the use of English General information ~ 400 million people speak English as their mother tongue ~around 350 million to one billion people speak English as a second language Reasons: the countries where English is the official language are former British colonies. Negative aspects Positive, neutral aspects English as the global language of business and science to more and more English words in other languages. English itself heavily borrows words from other languages, e.g. bungalow, ketchup, faux-pas, kindergarten, etc. Smaller languages will become extinct. Many languages have become extinct long before English became the global language. English changes, there are many Englishes today, all correct in their own right. Different attitude in teaching English – being able to communicate is more important than grammatical correctness (as long as it’s still understood) Sometimes people from English-speaking countries (GB, US, CA, Australia) might NOT understand their international business partners. (But all speakers understand one another, do they?) English words are unnecessary in e.g. German because there are nice and suitable equivalents in German. Often English words are being made up, e.g. public viewing, Handy, Beamer, Fashion shooting, Mobbing, Oldtimer, English has become “THE skill” if you want to work in global business or research, career chances are better, Internet, travel, fashion, music, food, English is everywhere. You cannot do without it. Languages and cultures have always undergone native
"Immigration" to the US Motion: Immigration is good for a country. Myth/prejudices/cons Reality/pros Immigrants take away jobs. They do jobs nobody else wants to do. They don’t want to work They work hard to make a living, to make ends meet. They are a burden on the welfare system. They work hard, earn their own money. They commit crimes. According to statistics they don’t commit more crimes than other groups of society. They live on taxpayers’ money. They pay taxes by buying food etc./ sales tax. They strain public services like schools, hospitals. They the economy because they increase demand. They change the neighborhood: property becomes less valuable. They are ambitious. To be strong enough to leave everything behind in your home country is a good prerequisite for a successful life in a new country. They accept lower wages and thus depress wages for unskilled local workers. They are desperately needed in many areas, like e.g. agriculture (fruit pickers), private households (cleaning women), childcare (nannies), nursing homes. They might be terrorists. They integrate quickly, because they believe in the American and want to climb the social ladder. They bring a foreign culture and the native culture is lost. Foreign culture can help people to understand/accept other people’s ideas/values/traditions/religion. The foreign culture might become too dominant, oust, push away, or suppress the native culture. A diverse society is more interesting/challenging, it offers more opportunities to learn and move forward. America welcomes legal immigration, but not illegal immigration. WE came legally! America has always been a country of immigrants. Foreigners don’t want to integrate, this leads to a segregated society. They try to adapt to American society. Immigrants don’t want to learn the language. They learn the language quickly if they are given a chance to go to school.
Speaking and Listening 1 Teaching Sequence Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Term 1 Greetings in different languages Class rules, manners and procedures Different voices levels Gestures, eye contact Personal experiences Role plays to show how language varies Different ways of asking for information, making offers and giving commands Communicate in different contexts, telephone, face to face Communicate to add to an idea in a discussion Different language in different contexts Interview a peer to find out information Active listening to seek information Use some persuasive language to express a point of view on a variety of topics How spoken language differs from written language Talking with others using turn-taking patterns Groups or pairs, adopting a range of roles Clarify the ideas of others including authors, poets Forms of address that vary according to the degree of formality in social situations Speak using appropriate tone, pace, pitch and volume Compare how spoken language differs from written language according to purpose, audience and context Develop criteria to evaluate the effectiveness of spoken texts Plan, rehearse and deliver presentations, selecting and sequencing appropriate content making appropriate choices for modality and emphasis Listen to and evaluate levels of formality in famous speeches Use and describe language forms and features of spoken texts - purposes, audiences and contexts Participate in discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions Term 2 Listen to languages How to ask questions Noun to pronoun Responding orally to texts Describe an object of interest to the class Recite short rhymes and poems Difference between a question and a statement Listening for specific information, instructions Turn taking and questions Speaking clearly and varying tone, volume and pace appropriately Listening for specific information, details Ask questions of peers Describe in detail a photo or visual Interpret and information in spoken texts and listen for key points Informal debating Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner Share and extend ideas and information Formal debating Use information to support and elaborate on a point of view Understand that patterns of language interaction vary across social contexts Examine types of texts and that they help to signal social roles and relationships Describe the effects of ideas, text structures and language features on particular audiences Plan, rehearse and deliver presentations, selecting and sequencing appropriate content Use multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
On a different note, I fully recognise that social media can be misused, and across the world we see that social media is used for purposes of propaganda, populism and hate speech. But I also strongly believe that social media across the world is an important instrument to strengthen confidence between citizens and elected representatives. It is an open forum to share viewpoints in a non-violent manner, and therefore a key instrument to enhancing transparent debates on issues of national importance. As citizens and as governments our role must be to counter the misinformation campaigns on social media by encouraging positive open debates that give voice to the people. The point I am making is that democracy grows and becomes resilient only once it is truly owned by the citizens. Citizens must participate, they have to raise their voice and they should be encouraged by the environment to do so. In this regard, the inclusion of the voices of the youth is crucial. Not only are they ahead of many of us when it comes to the use of social media. They are also the future of our countries, and a meaningful dialogue between the young people, as well as CSOs, citizen's movements, academics and of course media, are powerful drivers for change and a great resource for a democratic country. It is fundamental for a vibrant, dynamic, peaceful and stable society. we are focusing the debate on the media and free speech as we celebrate the International Day on Universal Access to Information. The EU stands committed to defending the values of free expression and free media both online and offline and it stands ready to provide support including in capacity building and protection to journalists under threat, both in Europe and across the world. In this regard, the annual EU Human Rights Defenders Award in 2016 was given to a colleague from the Human Rights Network for Journalists (HRNJ) in Uganda. This was in recognition for HRNJ’s determination to bring to the limelight violations against media freedom and to document cases of media practitioners being assaulted by both politicians and security forces. We are sure that today's discussions will be enriching mainly thanks to the variety and quality of the speakers, including academics, journalists, Members of Parliament media organisations and democracy practitioners. We look forward to the panellists bringing their different experiences and multidimensional insights into issues that require a multidimensional approach. We look forward to the contributions from the high level audience present today. Thanks to Makerere University for hosting the event.
Devil’s Destroy The Marthas Nightmare Speak: Second Marking Period Objective: Students will write a double entry journal where they choose a passage that follows Melinda’s psychological development from the chapter and then respond to the quote (context, relate to character, relate to life). Students will also create a symbolic picture and a short explanation that focuses on a central theme, metaphor, symbolic element, etc., from the chapter. Symbolic Picture Passage Response/Reaction
September 2, 1939, Barney Davis dies in Mexico. September 1939, PJD matriculates at Harvard. Listens to poet Archibald McLeish tell Freshman Class: "The lights are going out all over Europe." October, 1939. Family from Lawrence to 720 Fort Washington Avenue, NYC. *** PJD May, 2004 Bibliography When I Was a Boy, c. 1955. This book exists only in one copy. The Education of a Mathematician, AK Peters, 2000.
Use the questions provided to keep the sharing on track. If someone drifts too far (such as a “life philosopher” or a “spokesperson for world issues”), ask the question again or ask, “Now, how were you connecting that to the original question?” Or, “Could you summarize that into a sentence or two?” Be as concrete as possible in your responses to the questions. Avoid “I always …,” “I never …,” “My folks always taught me to ….” Encourage specifics by asking “Has there ever been a time when you …?” or “Could you give us a (small) example of that?” Gauge the group you are facilitating. Though the time together is not a time for group therapy or group problem solving, it is important to gauge as well as you can who is in your group and why they are there. What do they need from this group? What are they able to bring to the group? Do when it is appropriate to share. Being the facilitator doesn’t mean you can’t share your experiences. Invite the group to listen deeply to each person who is speaking avoiding cross talk or interrupting someone speaking. Silence is a vital part of faith-sharing. Be comfortable with it. Encourage sharing by everyone but do not insist that they share. The leader may address each group member with an invitation to share, even if the response is only to say “I pass.” As the group gets better acquainted, this may not be necessary. It is not essential to get through all questions during the sharing; what is essential is that people are encouraged to share. Be joyful! Yes it is Lent and we don’t always equate Lent with joy, but what a great opportunity to get to know other people in your faith community. Show that you are happy to facilitate the group and look forward to being with them each week. Let the joy of the Gospel show on your face! *You may consider asking participants to take turns each week to bring refreshments.
I just need to hang on long enough for my new skin to graft...They are chewing me alive like an infestation of thoughts, shame, mistakes. (pg. 125) But once the snow covers the ground, it hushes as still as my heart. (pg. 130) Quotes from FOURTH MARKING PERIOD: [The lack of a mascot name] It describes the psychological harm that we have all suffered from this years lack of identity. (pg. 141) Those branches were long dead from disease. All plants are like that. By cutting off the damage, you make it possible for the tree to grow again. You watch- by the end of summer, this tree will be the strongest on the block. There has been some progress in this whole tree project...I've gone through different phases. (pg. 151) Breathe life into it. Make it bend--trees are flexible, so they don't snap. Scar it, give it a twisted branch--perfect trees don't exist. Nothing is perfect. Flaws are interesting. Be the tree. (pg. 153) "The time has come to arm-wrestle some demons. Too much sun after a Syracuse winter does strange things to you head, makes you feel strong, even if you aren't." (pg. 180)
Next click on the desired level of training. This depends on the user that will be doing the training. For the purpose of this example I have selected ‘Beginner.’ As you can see in the beginner folder there are a variety of training programs that can be completed. For the purpose of this example I have chosen ‘I like Animals.’ Remember the more training that an individual does, the more accurate Speak Q will be at translating their speech into text. Select your desired training program and press ‘Open.’ pressing ‘Open’ the above box will appear. Read the explanation and click ‘Next’ to continue. For increased accuracy select the gender and age of the individual completing the training. Note that each separate individual using this software should have their own speech recognition profile and user profile. Select the corresponding options and proceed by clicking ‘Next.’
Spearman’s Rank Workings Table Null Hypothesis:………………………………………………………………………………………………………………… n Variable 1 (Independent Variable) Rank Variable 2 (Dependant Variable) Rank Difference between ranks (d) (d2) Σd² Show working here: Interpreting the result?
REVISION REGISTER Clause Number Description of Revision Authorised By Issue Date Whole document Complete review of Specification GSME 23/02/2017 Whole document Complete review of Specification GSME 26/05/2010 Whole document Complete review of Specification GSME 23/11/2006 Whole document Complete revision of Issue No 1 to new format MCP 01/08/2006 CONTENTS Clause Page No GENERAL 4 410.01 Scope 4 410.02 References 4 410.03 Definitions 4 410.04 Cement, Fine Aggregates and Admixture 5 410.05 NOT USED 5 PRODUCTS AND MATERIALS 5 410.06 Properties 5 410.07 – 410.25 NOT USED 6 TESTING 6 410.26 Compressive Strength 6 410.27 Settlement 6 410.28 Flow Consistency 7 410.29 - 410.30 NOT USED 7 CONSTRUCTION 7 410.31 Placement 7 410.32 – 410.80 NOT USED 8 AS BUILT AND HANDOVER REQUIREMENTS 8 410.81 – 410.90 NOT USED 8 CONTRACT SPECIFIC REQUIREMENTS 8 410.91 – 410.99 NOT USED 8
REVISION REGISTER Clause Number Description of Revision Authorised By Issue Date 820.02 References added: AS 1012.1, AS 1012.3.1, AS 1012.3.5, AS 1012.13, AS 1012.20.1, AS 1141.65, AS 1478.1, AS 1478.2, AS 3582.1, AS 3582.3, AS 5100, ASTM C295 and BS SDSE 12/06/2018 820.08 Petrographic requirements added 820.10 AS 1478.1 and AS 1478.2 added 820.11 Proportion of amorphous silica updated Aggregate compliance note moved to Clause 5 Maximum amount of manufactured sand updated 820.27 820.28 Durability requirement added General bridge elements removed 10 mm aggregate grading envelope graph updated Binder replaced with cement in Table 820.2 (w/c) added in Table 820.02 820.29 flow removed from Clause 3 Self-compacting concrete in accordance with AS 1012.3.5 Slump flow and passing ability requirements added S35/10 changed to S35 in Table 820.3 VPV for test added to Table 820.3 820.30 Clause heading changed 820.52 Excessive bleeding Clause added for construction during rain 820.56 Exposure classification C1 or above added Clause 8, 9 10 added for additional curing requirements 820.58 Clause added for quality assurance during construction requirements 820.59 Clause added for non-compliance requirements 820.92 Maturity testing limited to precast elements with accelerated curing Methodology validation added Whole Document Deletion of Reviewers’ Comments SCO 20/10/2017 CONTENTS Clause Page No Trial trial trial trial
2.3 DESIGN RATINGS A. Switch Ratings - the switch be rated (choose appropriate column): SELECTION OF RATINGS IEEE/IEC Maximum Design Voltage, kV 15.5 Impulse Level (BIL) Voltage, kV 110 Continuous Current, Amperes 630 Load break Current, Amperes 630 One Minute Withstand (dry), AC kV 35 Production Test Rating 34 15 Minute Withstand, DC kV 53 Momentary Current, kA, ASYM 64 Fault-Close Current, kA, ASYM 64 One Second Current, kA, SYM 40 Mechanical Endurance, Operations 2000 2.4 CABLE ENTRANCES A. Load Switches entrances shall be tested to IEEE 386 and be, as indicated on the switch drawing: 600 amp G&W Apparatus Bushing, 2.5 FACTORY PRODUCTION TESTS Each switch shall undergo the following production testing. Test reports must be available upon request Each switch shall be factory filled with SF6 gas. The gas shall be checked for moisture content Each switch shall undergo an SF6 leak check to verify the integrity of the tank, seals, and gaskets A mechanical operation check of each switching mechanism AC hi-pot tested one minute phase-to-phase, phase-to-ground and across the open contacts Circuit resistance shall be checked. 2.6 STANDARD COMPONENTS The following shall be included as standard: ¼” 304/304L dual certified stainless tank Removable type operating handle with cotter pins Temperature compensating pressure gauge and fill valve Provisions to lock out ground position on each way ½-13 nuts to provide sufficient grounding provisions for all cable entrances Stainless steel three line diagram and corrosion-resistant nameplates. Switch operating handles with padlock provision. (1) viewing window per way to view open contact position Provision to mount future low pressure alarm 2.7 OPTIONS The following options be supplied: (check as appropriate): ¼” 304/304L dual certified stainless steel tank
Chinese Any Chinese background (specify below if you wish) Do not wish to answer Other information you wish to specify Part E: Disability monitoring The Disability Discrimination Act 1995 (DDA) defines a disabled person as someone with a physical or mental impairment, which has a substantial and long-term adverse effect of at least one year on a person’s ability to carry out normal day-to-day activities. Do you consider yourself to be disabled as defined in the Disability Discrimination Act? Yes No If you are selected for interview will you require any additional arrangements at interview? If so please specify below: Part F: Sexual orientation Which of the following best describes how you think of yourself? Bisexual A gay man A gay woman / lesbian Heterosexual Other (please specify) Do not wish to answer Part G: Religion What is your religion? No Religion Jewish Buddhist Muslim Christian Sikh Hindu Do not wish to answer Any other religion (please specify)? Please return the completed questionnaire together with your application form. This form will not be disclosed to anyone involved in assessing your application.
GENERAL REQUIREMENTS OVERALL MAXIMUM DIMENSIONS NOT TO EXCEED IN LENGTH: 26’4” NOT TO EXCEED IN HEIGHT: 11’3” COMPLY_________ PRE-CONSTRUCTION MEETING A pre-construction meeting be held utilizing "GoToMeeting OR Zoom" conferencing prior to any construction processes at the Bidder's manufacturing facility. Authorized representatives of both the Purchaser and the Manufacturer shall be present (a dealer
indicate “Generator Engaged” and an additional green light will be provided to indicate “OK to Operate Generator”. COMPLY_________ 10 KW HARRISON HYDRAULIC GENERATOR A complete Harrison 10 KW hydraulic generator system designed to be IHT rescue tool system ready shall be furnished and installed on the apparatus. Generator Performance: Rating: 10,000 watts (10 KW) Volts: 120/240 Single Cycles: 60 Hertz Amp. Rating: 84 at 120 volts Engine speed at engagement: Idle Engine after engagement: 980 RPM (minimum) COMPLY_________ Hydraulic Drive Components If there is sufficient room, the hydraulic pump will be mounted directly to the PTO. There shall be a triangular brace on the tail of the pump for support and to meet the PTO specifications on weight restriction. COMPLY_________ If there is not enough room to direct mount the pump to the PTO then the pump shall be mounted to the frame rails with a drive shaft between them. The drive shaft between the generator and the power take-off shall be a tubular type, minimum outside diameter of 2" with a minimum wall thickness of .083. It shall have Spicer #1280 and be dynamically balanced to insure vibration free performance. NOTE; Solid bar stock type drive shafting is unacceptable. The drive shaft shall have a slip yoke with a minimum of 1.5" travel so that it can be easily removed. Tube shall be D.O.M. (Drawn over Mandrel) made for drive shafts. COMPLY_________ They shall be electrically MIG welded by a certified welder on a specially designed drive shaft fabrication machine. After welding, the drive shaft shall be checked for straightness and dynamically balanced by computerized machinery. All drive shafts shall be balanced. (No exceptions.) COMPLY_________ System Components System components such as hydraulic hoses, the hydraulic reservoir, hydraulic cooler, etc. shall be furnished and installed in accordance with the manufacturer's recommendations and requirements. COMPLY_________
Confirm and record above values at least once every 3 hours during installation or more frequently whenever conditions change (e.g. Ambient Temperature rise/fall, Relative Humidity increase/decrease, etc.). Concrete substrate to have a minimum compressive strength of 25 MPa (3,625 psi) at 28 days and a minimum of 1.5 MPa (218 psi) in tension at time of application. Ensure concrete substrate conforms to the minimum requirements of the flooring manufacturer. Do not flooring system to sand-cement setting beds. Remove sand-cement beds to structural concrete substrate. Re-level/slope as required to achieve grade and/or drainage in accordance with manufacturer’s minimum requirements. Do not flooring system to asphaltic or bitumen membranes, soft wood, aluminum, copper or fiberglass reinforced polyester/vinyl ester composites. Apply to glazed or vitrified brick and tile, structural wood, and steel only with manufacturer’s written recommendation for proper surface preparation. SURFACE PREPARATION Prepare surface to receive flooring systems in accordance with manufacturer's written instructions. Remove dirt, oil, grease, wax, laitance, curing compounds, water-soluble concrete hardeners, and other surface contaminants. Remove sealers, finishes, and paints. All projections, rough spots, etc. should be removed and patched to achieve a level surface prior to the application. Remove unsound concrete by appropriate mechanical means. Concrete: Clean and prepare to achieve laitance-free and contaminant-free, open textured surface by shot blasting or equivalent mechanical means. Provide CSP level in accordance with ICRI Guideline No. 310-2R and manufacturer’s written recommendation. Chemical Surface Preparation: Chemical surface preparation (acid etching) is unacceptable and will void manufacturer’s warranty. Control Joints and Cracks: Repair and treat control joints and surface cracks utilizing manufacturer’s standard materials and installation details.
General Provide labour, materials, tools and equipment required to install complete resinous flooring system specified in this Section including surface preparation. RELATED [Section 03 01 00 - Concrete Rehabilitation.] [Section 03 31 00 - Structural Concrete] [Section 03 33 00 - Cast-in-Place Concrete]. [Section 03 35 00 - Concrete Finishing.] [Section 03 39 00 - Concrete Curing.] [Section 09 05 58 – Mechanical Preparation of Flooring Substrates]
Maintain constant ambient room temperature for 48 before, during and after installation or until cured. Minimum temperature of 10°C (50°F) and maximum temperature of 30°C (85°F). Do not apply Product while ambient and substrate temperatures are rising. Erect suitable barriers and post legible signs at points of entry to prevent traffic and trades from entering the work area during application and curing period of the floor. Ensure adequate ventilation and air flow. WARRANTY Submit Warranty information in accordance with Section [01 77 00 – Closeout Procedures] [________]. Submit Applicator’s written warranty, signed and issued in the name of Owner warranting the Work of this Section against defects in materials and workmanship for a period of one (1) year from the date of Substantial Performance of the Work. Products MANUFACTURER Basis-of-Design Manufacturer: Sika Canada Inc. 601 Delmar Avenue, Pointe-Claire, Quebec, H9R 4A9 Phone (514) 697-2610, Fax (514) 697-3087 . Substitutions: Consultant may consider additional manufacturers having similar Products to Basis-of-Design Manufacturer listed above during the construction period, provided they meet the performance and aesthetic requirements established by the named Products. Submit requests for substitution in accordance with [Section 01 25 00 – Substitution Procedures] [________] before starting any Work of this Section: SYSTEM Resinous Flooring System: trowel applied and sealed decorative epoxy floor, composed of multi-coloured quartz aggregates finished with transparent top coats and as follows: Compressive Strength: 47.8 MPa (6,931 psi) at 28 days in accordance with ASTM C579. Flexural Strength: 11.1 MPa (1,610 psi) at 28 days in accordance with ASTM C580. Hardness: 85 Shore D at 7 days in accordance with ASTM D2240. VOC Content: ≤ 25 g/L in accordance with ASTM D2369. Pull-off Strength: > 4.9 MPa (>710 psi) with substrate failure in accordance with ASTM
QUALITY ASSURANCE Manufacturer Qualifications: Manufacturer shall be certified under ISO 9001. All liquid materials, including primers, resins, curing agents, finish coats, and sealants are manufactured and tested under an ISO 9001 registered quality system. Applicator Qualifications: Applicators: Use experienced applicators having a record of successful in-service resinous flooring system applications similar in material and extent to those specified in this Section and as follows: Applicators must have completed flooring manufacturer’s training program for Products specified. Applicators must be licensed, certified or approved in writing by the flooring manufacturer for the Products specified. Applicator Experience: Minimum 5 years’ experience in the application of the type of system specified. Applicator shall submit a list of five (5) projects of similar size, scope and complexity. Mock-Up: Construct one 10 sq.m. (100 sq.ft.) mock-up of each type and colour of resinous flooring in location acceptable to Consultant to demonstrate quality of finished system, complying with manufacturer's installation instructions and requirements of this Section [in accordance with Section 01 45 00 – Quality Control]. Arrange for Consultant’s review and acceptance, obtain written acceptance before proceeding with Work. Upon acceptance, mock-up shall serve as a minimum standard of quality for the balance of the Work of this Section. Mock-up shall be left in place for the duration of the Work. DELIVERY, STORAGE AND HANDLING Delivery: Deliver materials to site in manufacturer's original, unopened containers and packaging, with labels clearly identifying product name, manufacturer, batch or lot number and date of manufacture.
Apply resinous flooring with care to ensure that no laps, voids, or other marks or irregularities are visible. Apply to achieve appearance of uniform colour, and texture; all within limitations of materials and areas concerned. Match colours and textures of Consultant accepted samples. [Install cove base [100 mm (4”)] [125 mm (5”)] [150 mm (6”)] [________] high with [25 mm (1”)] [38 mm (1.5”)] [50 mm (2”)] radius in accordance with manufacturer’s written instructions. Install cove base with a minimum 3 mm (1/8”) thickness.] [Install L type white alloy or zinc base bead top strips at specified heights straight and level.] UP Dispose of all waste from resinous flooring system installation in accordance with environmental legislation applicable to the Place of the Work and requirements of all authorities having jurisdiction. Dispose of empty containers at an approved waste handling facility for recycling or disposal. PROTECTION Protect finished floor from damage by subsequent trades. Protect freshly applied Products from dampness, condensation and water for at least seventy-two (72) hours. Monitor air flow and changes in air flow. Protect against introduction of dust, debris, and particles, etc. that may result in surface imperfections and other defects. Follow manufacturer’s written recommendations with respect to cure, wait time and return to service. END OF SECTION
1: Living with the physical environment + Paper 2: Challenges in the human environment + Paper 3: Geographical applications What's assessed 3.1.1 The challenge of natural hazards, 3.1.2 The living world, 3.1.3 Physical landscapes in the UK, 3.4 Geographical skills What's assessed 3.2.1 Urban issues and challenges, 3.2.2 The changing economic world, 3.2.3 The challenge of resource management, 3.4 Geographical skills What's assessed 3.3.1 Issue evaluation, 3.3.2 Fieldwork, 3.4 Geographical skills How it's assessed Written exam: 1 hour 30 minutes 88 (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG)) 35 % of GCSE How it's assessed Written exam: 1 hour 30 minutes 88 marks (including 3 marks for SPaG) 35 % of GCSE How it's assessed Written exam: 1 hour 15 minutes 76 marks (including 6 marks for SPaG) 30 % of GCSE Pre-release resources booklet made available 12 weeks before Paper 3 exam Questions Section A: answer all questions (33 marks) Section B: answer all questions (25 marks) Section C: answer any two questions from questions 3, 4 and 5 (30 marks) Question types: multiple choice, short answer, levels of response, extended prose Questions Section A: answer all questions (33 marks) Section B: answer all questions (30 marks) Section C: answer question 3 and one from questions 4, 5 or 6 (25 marks) Question types: multiple choice, short answer, levels of response, extended prose Questions Section A: answer all questions (37 marks) Section B: answer all questions (39 marks) Question types: multiple choice, short answer, levels of response, extended prose Revision material available: Content revision involves the booklets which can be used alongside revision guides and class work. Exam technique booklets – These help to understand how to answer the questions using the revised content. Some questions are knowledge based whilst others are general geographical ideas that need explaining. The long response questions are also based around making a judgement. Exemplar – AQA provided answers Fieldwork summaries helping to recap and apply to exam questions.
For the last several decades we’ve been working on imaging informatics. Imaging 3.0 is the convergence and payoff for all of this hard work. There’s actually a broad consensus about the elements of an ideal end-state for imaging informatics. The key elements of this ideal end-state include frictionless versions of all of the key steps in the imaging value chain. And frictionless is the key word here. We’re talking about: Appropriateness Determination and Patient Scheduling, Imaging Protocol Optimization, Imaging Modality Operations, Interpretation and Reporting, And Communication back to the Referring Physician and the Patient. In addition to care delivery, this covers the ongoing learning enabled by Data Mining and Business Intelligence. Look, no one is saying that this is going to be an easy transition. But for the first time, we believe that all the pieces are beginning to fall into place to make this possible. And one of the major reasons for it is that you all have demanded it from radiology, which is a good thing. Now we’re to talk about some of the IT tools applied to each of these steps and look at some case studies. Slide 43
4. DEFECTS Description of defect Category Critical Minor ---------------------- End of document ----------------------