zilongwang/ReadingBank huggingface dataset:
How well do the following statements describe your personality? (Please highlight the option.) I see myself as someone who… Disagree strongly Disagree a little Neither agree nor disagree Agree a little Agree strongly 1. … is reserved (1) (2) (3) (4) (5) 2. … is generally trusting (1) (2) (3) (4) (5) 3. … tends to be lazy (1) (2) (3) (4) (5) 4. … is relaxed, handles stress well (1) (2) (3) (4) (5) 5. … has few artistic interests (1) (2) (3) (4) (5) 6. … is outgoing, sociable (1) (2) (3) (4) (5) 7. … tends to find fault with others (1) (2) (3) (4) (5) 8. … does a thorough job (1) (2) (3) (4) (5) 9. … gets nervous easily (1) (2) (3) (4) (5) 10. … has an active imagination (1) (2) (3) (4) (5) Thank you for your interest in the Social Health Lab! If you are a good fit for the lab, we will contact you when positions are available!
PART 1 Assignment: Your assignment consists of Five (5) sections. The assignment will also count for Five (5) grades: 3 Daily Grades, 1 Quiz Grade & 1 Project Grade + Option for 2 EXTRA Daily Grades The Breakdown (Grading Rubric) is as follows: Vocabulary Cards – 100 points (one QUIZ grade) 50 Flash Cards @ 2 Points each Total = 100 points *Optional ADDITIONAL Grade for Written or Typed Definitions on Separate Paper (100 pts)* 2. Prefix/Suffix Chart – 100 points (one DAILY grade) 30 Prefix @ 2 points* each = 60 points 20 Suffix @ 2 points* each = 40 points Total = 100 points *1 point for Meaning & 1 point for Example ** Optional ADDITIONAL DAILY Grade for Prefix & Suffix Flash Cards (100 pts)** 3. Hypothesis & Variable Statements – 102 points (one DAILY grade) 6 Statements @ 17 points each Total = 102 points Breakdown of Points: - Each Hypothesis – 9 points - Each Independent Variable – 4 points - Each Dependent Variable – 4 points Total = 17 points 4. Element & Macromolecule – 96 points (one DAILY grade) 4 Elements with 3 Blanks each – 12 Blanks 4 Macromolecules with 3 Blanks each – 12 Blanks Total – 24 Blanks Each Blank – 4 Points – 96 Points
Women’s Leadership Symposium for eLearning and Academic Technologies. Invited panelist. The Open Education Consortium. Cambridge, Massachusetts. July 29, 2015. “Developing ‘Best Practices’ in Entrepreneurship Education”. Peters, L. Shmerling, S. & Dobartz, C. Eastern Academy of Management, 51st Annual Meeting. Philadelphia, May 7, 2014 “Teams in Higher Education: The New Face of Social Promotion”. Peters, L. & Shmerling, S. Eastern Academy of Management, 49th Annual Meeting. Philadelphia, May 12, 2012 “Student-Student Mentoring: Models for Effective Collaborative Learning – Teaching with Wikis” Shirley Shmerling and Karin Moyano Camihort. NEFDC conference, Worcester, MA. May 20, 2011 “Learning with wikis” OIT meeting Amherst, MA, November 30, 2010 “Using IDEAS to facilitate state of the art research applying Data Envelopment Analysis (DEA) methodology” Georgia Productivity Workshop, University of Georgia, Athens, GA, October, 1998. “Applying Dual Ascent Techniques in Networks/ Graphs” A.I. Ali and S. Shmerling. ORSA/TIMS joint national meeting, San Francisco, CA, November 1992. “Dual Ascent Direction for Lagrangean Duals of Routing Problems” A.I. Ali and S. Shmerling. ORSA/TIMS joint national meeting, Anaheim, CA, November 1991. “Optimization and Reoptimization of Spanning A.I. Ali and S. Shmerling. ORSA/TIMS joint national meeting, Philadelphia, PA, October 1990. “Algorithmic Constructs for Routing problems” A.I. Ali and S. Shmerling. ORSA/TIMS joint national meeting, New York, NY, October 1989 Courses Taught Strategic Information Management Isenberg School of Management, Umass Amherst (September 2004-present) Course provides students with a strategic view of information technology in organizations and how it affects the way businesses organize work and compete. Curriculum includes IT governance structures and processes, creating value with IT, mitigating risks associated with IT, understanding of the partnership between IT, business and third parties service providers, emerging technologies and how to manage the challenges associated with conceiving, justifying, deploying and maintaining IT-based initiatives in organizations.
A) 30 Hz B) 40 Hz C) 80 Hz D) 100 Hz E) 180 Hz The given diagram is the 3rd harmonic at 60 Hz. That means the fundamental is 20Hz. The other possible standing waves should be multiples of 20 A 15. An observer hears a sound with frequency 400 Hz. Its wavelength is approximately A) 0.85 m C) 1.2 m C) 2.75 m D) 13.6 m E) 44 m Speed of sound is 340, use v = f λ A 16. As sound travels from steel into air, both its speed and its: A) wavelength increase B) wavelength decrease C) frequency increase D) frequency decrease E) frequency remain unchanged When sound travels into less dense medium, its speed decreases (unlike light) … however, like all waves when traveling between two mediums, the frequency remains constant. Based on v = f λ, if the speed decreases and the frequency is constant then the λ must decrease also. B Questions 17–18: A natural horn (trumpet with no valves) is similar to a pipe open at both ends. A musician plans to create a fundamental frequency of 256 Hz (middle C) using the horn. 17. If sound travels at 350 m/s, what must be the length of this horn? A) 0.34 m B) 0.68 m C) 0.78 m D) 1.36 m E) 1.46 m with n = 1, solve for L B 18. A talented musician can produce a number of overtones on this natural horn. What would be the frequency of the fourth overtone produce when the musician is playing a middle C fundamental? A) 512 Hz B) 768 Hz C) 1024 Hz D) 1280 Hz E) 1536 Hz The fourth overtone is the harmonic, 5 x the fundamental. D 19. One stereo loudspeaker produces a with a wavelength of 0.68 meters while the other speaker produces sound with a wavelength of 0.65 m. What would be the resulting beat frequency? A) 3 Hz B) 23 Hz C) 66.5 Hz D) 500 Hz E) 11333 Hz Determine each separate frequency using the speed of sound as 340 and v = f λ. Then subtract the two frequencies to get the beat frequency. B
Appendix 1 Board of Directors Contact List President Carolyn Mitrow (C) 613-222-7718 (W) 613-787-5272 Email: Treasurer Nicole vanOosten (C) 613-794-7881 Technical Director Robin Morrin (C) 343-998-6200 Email:rdmorrin@hotmail.com Secretary Adèle Farough (H) 613-721-9651 Email: CADS - NCD Representative David Farough (H) 613-721-9651 Logistics Director Murielle Arseneau (H) 613-830-8409 (W) 613-996-3099 Email: Email: Weekend Outing Coordinator Kim Leahy (H) (613) 425-1127 (C) (613) 286-0440 Director at Large Michael Cestnik C) 902-999-6969 Email: Web Site Administrator Giorno Email: davidfarough@rogers.com
WM, Hoekstra JB, Nieuwdorp M. 34. PLoS One. 2015 Aug 5;10(8):e0134893. doi: 10.1371/journal.pone.0134893. eCollection 2015. Rescue of Fructose-Induced Metabolic Syndrome by Antibiotics or Faecal Transplantation in a Rat Model of Obesity. Di Luccia B(1), Crescenzo R(1), Mazzoli A(1), Cigliano L(1), Venditti P(1), Walser JC(2), Widmer A(3), Baccigalupi L(1), E(1), Iossa S(1). 35. Evid Based Complement Alternat Med. 2011;2011:431021. doi: 10.1155/2011/431021. Epub 2011 May 2. Synergistic antibacterial effects of polyphenolic compounds from mill wastewater. Tafesh A(1), Najami N, Jadoun J, Halahlih F, H, Azaizeh H. 36. Biomed Res Int. 2015;2015:456463. doi: 10.1155/2015/456463. Epub 2015 Dec 29. Effect of Tyrosol and Farnesol on Virulence and Antibiotic Resistance of Clinical Isolates of Pseudomonas aeruginosa. Abdel-Rhman SH(1), El-Mahdy AM(2), El-Mowafy M(1). 37. J Food Prot. 2009 Dec;72(12):2611-4. Bactericidal activity of glutaraldehyde-like compounds from olive products. Medina E(1), Brenes M, García A, Romero C, de Castro A. 38. African Journal of Microbiology Research Vol. 10(20), pp. 687-693, 28 May, 2016 Effect of tyrosol on Staphylococcus aureus antimicrobial susceptibility, biofilm formation and virulence factors Shaymaa H. Abdel-Rhman and Dina E. Rizk*
Decomposes on melting and explodes at 423oC. The presence of traces metallic picrates (arising from metal contact) increases heat sensitivity. Azides of Heavy Metals Risk of fire and explosion on contact with acids and many metals (Lead, Brass, Copper, Mercury and Silver) May explode on heating above melting point, especially on rapid heating, causing fire and explosion hazard. The solution in water is a weak base. Reacts with copper, lead, silver, mercury and carbon disulfide to form particularly shock sensitive compounds. Reacts with acids, forming toxic and explosive hydrogen azide. Metal azide is reported to react with dichloromethane (CH2Cl2) in the presence of DMSO to form explosive products. Calcium Nitrate Ca(NO3)2 CAS number 39368-85-9 Can explosions in contact with combustible dusts or vapors; occasionally explosive by shock or friction. Sensitive to mechanical impact. Unstable. Exposure to heat may result in build-up of dangerous pressures. A strong oxidizer, reacts violently upon contact with many organic substances, particularly textile and paper. Mixtures of the nitrate with organic materials may be explosive.
Shoemaker Elementary PTO February 18, 2016 9:30AM Agenda Welcome - val Singley Introductions Approval of January Minutes Val made a motion to accept the minutes. Jen V 2nd the motion Principal’s Address – not in attendance Treasurer’s report iron pigs – giving check for deposit, need to write a check for 5th grade field trip, Event and Committee Reports: RESULTS FROM PAST EVENTS/FUNDRAISERS BINGO – profit 2457.13 Read-a-Thon – still getting checks. Not all money is in Art Show – winners were displayed at Bingo. Art work needs to be distributed to classes to go home COMING UP Spaghetti Dinner – Val – ready to roll! Only a few cancellations Iron Pigs Night – Jen Set for April 16 5th picnic – need chairperson and volunteers! (amy Machulsky and Janet welp are interested in helping with planning Conference Week and Staff Appreciation – Danielle and Emily – plans are underway for both. Planning a picnic theme for their dinner! Nominations for 2016-2017 PTO board beginning in March! This, That, and the Other - adding a volunteer position for “member at large” similar to our past “volunteer coordinator” Questions, Comments, Concerns, Ideas? NONE Next Meeting – Thursday March 10, 2016 - 6PM Meeting
© Universal House of Justice 1977 Copyright under the Berne Convention ISBN 0 85398 o68 3 (cased) ISBN 0 85398 069 1 (paper) Printed in Britain by W & J Mackay Limited, Chatham in 13 Pt type 1 Pt leaded
lost.” (PDC, 76) 7 15 “That the solidarity of some” to “heaped humiliation upon them. (UWC-WOB, 183–184) 8 6 “The signs of moral downfall” to “must be either reborn or perish.” (UWG-WOB, 186–188) 10 14 “Let none, however,” to “their highest hopes.” (PDC, 111–112) 12 1 “Nor should it be thought” to “‘these blessed souls.’” (PDC, 114–115) 12 13 “Bahá’u’lláh, referring to” to “claim He has advanced.” (WOB-FC–WOB, 25) 13 6 “The Faith of Bahá’u’lláh” to “should be made manifest.” (DB-WOB, 103) 13 15 “The weight of the potentialities” to “influence of His Spirit.” (GPB, xi–xii) 15 19 “Mysteriously, slowly, and resistlessly” to “no eye can visualize it.” (PDC, 120) 17 1 Section II is taken entirely from “The Goal of a New World Order”. (WOB, 33–48) 36 1 “Few will fail to recognize” to “justice upon the earth.” (WOB-FC—WOB, 19) 37 18 “Leaders of religion,” to “unauthorized interpretations of His Word.” (WOB-FC—WOB, 24) 38 6 “The onrushing forces” to “by our deeds immortalize.” (DB-WOB, 98) 38 15 “It would be utterly misleading” to “safeguard of this Revelation.” (DB-WOB, 152–153) 41 5 “Nor can the Bahá’í Administrative to “must needs arise upon its ruins?” (DB-WOB, 153–155) page line 45 1 “The contrast between” to “‘appeareth to be lamentably defective.’” (UWC-WOB, 161–162) 46 28 “No machinery falling short” to “fulfilment of its high
destiny.” (UWG-WOB, 162–164) 49 23 “Only who are willing” to “‘recognized its station.’” (UWC-WOB, 166–167) 50 9 “Though the Revelation of Bahá’u’lláh” to “Most Great Peace unhoisted.” (UWC-WOB, 168) 50 26 “For the revelation” to “‘most heavenly blessings.’” (UWC-WOB, 168–169) 52 15 “The Call of God,” to “‘fast asleep will be awakened.’” (UWC-WOB, 169) 52 22 “Unification of the whole of mankind” to “unifying forces of life, is moving.” (UWC-WOB, 202–204) 57 1 “As we gaze” to “institutions of a bankrupt Order.” (MBW, 102–103) 57 17 “‘The of despair,’” to “‘requirements of its maturity.’” (PDC, 121–123) 62 3 “This is the stage which the world” to “summits of power and glory.” (PDC, 126–429)
725.591 % within DIAGicd10 DIP ICD-10 Estimate 44.5% 95% Confidence Interval 38.8% Upper 50.3% 1 female Population Size Estimate 774.091 95% Confidence Interval Lower 658.974 Upper 889.208 % within DIAGicd10 DIP ICD-10 Estimate 55.5% 95% Confidence Interval Lower 49.7% Upper 61.2% Population Size Estimate 1395.247 95% Confidence Interval Lower 1246.483 Upper 1544.011 % within DIAGicd10 DIP ICD-10 Estimate 100.0% 95% Confidence Interval Lower 100.0% Upper 100.0% sex sex * DIAGicd10 DIP ICD-10 sex sex DIAGicd10 DIP ICD-10 4 depressive psychosis 0 male Population Size Estimate 146.112 95% Confidence Interval 93.097 Upper 199.128 % within DIAGicd10 DIP ICD-10 Estimate 39.7% 95% Confidence Interval Lower 29.1% Upper 51.3% 1 female Population Size Estimate 221.883 95% Confidence Interval Lower 156.582 Upper 287.185 % within DIAGicd10 DIP ICD-10 Estimate 60.3% 95% Confidence Interval Lower 48.7% Upper 70.9% Population Size Estimate 367.996 95% Confidence Interval Lower 284.700 Upper 451.292 % within DIAGicd10 DIP ICD-10 Estimate 100.0% 95% Confidence Interval Lower 100.0% 100.0% sex sex * DIAGicd10 DIP ICD-10 sex sex DIAGicd10 DIP ICD-10 5 delusional disorders and non-organic psychosis 0 male Population Size Estimate 303.380 95% Confidence Interval Lower 225.754 Upper 381.007 % within DIAGicd10 DIP ICD-10 Estimate 72.0% 95% Confidence Interval Lower 61.4% Upper 80.7% 1 female Population Size Estimate 117.849 95% Confidence Interval Lower 70.240 Upper 165.459 % within DIAGicd10 DIP ICD-10 Estimate 28.0%
95% Confidence Interval Lower 19.3% Upper 38.6% Total Population Size Estimate 421.230 95% Confidence Interval Lower 330.999 Upper 511.461 % within DIAGicd10 DIP ICD-10 Estimate 100.0% 95% Confidence Interval 100.0% Upper 100.0% sex sex * DIAGicd10 DIP ICD-10 sex sex DIAGicd10 DIP ICD-10 6 severe depression without psychosis 0 male Population Size Estimate 288.228 95% Confidence Interval Lower 212.997 Upper 363.459 % within DIAGicd10 DIP ICD-10 Estimate 40.2% 95% Confidence Interval Lower 32.4% Upper 48.6% 1 female Population Size Estimate 427.942 95% Confidence Interval Lower 338.840 517.044 % within DIAGicd10 DIP ICD-10 Estimate 59.8% 95% Confidence Interval Lower 51.4% 67.6% Total Population Size Estimate 716.170 95% Confidence Interval Lower 601.809 Upper 830.532 % within DIAGicd10 DIP ICD-10 Estimate 100.0% 95% Confidence Interval Lower 100.0% Upper 100.0% sex sex * DIAGicd10 DIP ICD-10 sex sex DIAGicd10 DIP ICD-10 7 screen-positive for psychosis but did not meet full criteria for ICD-10 psychosis 0 male Population Size Estimate 79.350 95% Confidence Interval Lower 40.256 Upper 118.444 % within DIAGicd10 DIP ICD-10 Estimate 62.8% 95% Confidence Interval Lower 41.5% Upper 80.1% 1 female Population Size Estimate 46.999 95% Confidence Interval 13.491 Upper 80.507 % within DIAGicd10 DIP ICD-10 Estimate 37.2% 95% Confidence Interval Lower 19.9% 58.5% Population Size Estimate 126.349 95% Confidence Interval 75.013 Upper 177.685 % within DIAGicd10 DIP ICD-10 Estimate 100.0% 95% Confidence Interval Lower 100.0%
Table Small Collection, Stanford NER comparison of results for location between standard training set, and custom training set. CUSTOM STANFORD NER STANFORD NER lanza 217 lanza 339 adam 197 obama 264 obama 33 adam 246 ryan 16 sandy 140 nancy 9 hook 129 vance 4 john 102 paul 4 edwards 97 summers 3 kasich 84 puja 3 paul 82 3 jennifer 69 nather 3 christina 67 lanzas 3 scarlett 63 Table Small Collection, Stanford NER comparison of results for location between standard training set, and custom training set. topic 1 2 WORDS PROB WORDS PROB school 0.0175 days 0.0232 shooting 0.0085 ago 0.0159 elementary 0.0073 point2 0.0094 hook 0.0071 permalinksavecontextfull 0.0088 news 0.0068 2.0000 0.0076 sandy 0.0067 ago 0.0099 newtown 0.0067 you 0.0072 conneconnecticut 0.0057 I 0.0070 2012 0.0050 all 0.0056 from 0.0043 points1 0.0054 december 0.0041 reddit 0.0052 As visible from the results, this approach gave us a much better representation of the content of the collection when compared to using just word frequencies or POS tagging. The results obtained from our named entity recognition improved upon previous methods in providing unique indicative information for our collections. Table Small Collection, best topics Latent Dirichlet Allocation A topic model is a statistical model that aids in the discovering of abstract “topics” occurring in a collection . If a document is about a particular topic, we would expect that certain words would appear in the document more or less frequently. Latent Dirichlet Allocation (LDA) is a way of automatically
3. The U.S. government actively encouraged the destruction of the bison. Think of two possible reasons for this policy. 4. What do you want to know more after examining this photo and passage? Write three questions. Modified from Original Source: http://www.brainpop.com
(a) These manuals are necessary for performing maintenance and ordering parts. (b) TMs provide step by step maintenance procedures in order to perform the maintenance accurately and efficiently. (c) Parts lists provide requisitioning data for every component or item on their associated piece of gear. (On Slide #102) INTERIM TRANSITION: Are there any questions before the practical application? If not take a break. (On Slide #104) 10 MIN) INTERIM TRANSITION: If are no questions let’s move onto the practical application. INSTRUCTOR NOTE: Have students scan through the first section of the MCT TM and stop when they get to the Contents section. Do the same for the MMV TM. Walk the students through the first couple questions from the practical application. Continue until you are confident that they can handle using the TMs on their own. INSTRUCTOR NOTE Perform the following practical application.
Portable Power Tools Equipment Name Student Signature Teacher Signature Date Portable Drill Circular Saw (Skill Saw) Palm Sander Belt Sander Jig Saw Reciprocating Saw Cordless Drill/Hammer Drill Impact Wrench Handheld Grinders Air Tools (Nail Guns) Chop Saw (Metal) Router Biscuit Jointer
way the designated food budget. (either slightly above/below) to the designated food budget. designated food budget. money with his/her designated food budget. Participation/Cooperation 1 Student had to be constantly reminded to stay on task and follow directions. 2 Student had to be reminded to stay on task and follow directions once in awhile. 3 Student mostly stayed on task and followed directions. 4 Student stayed on task and followed directions throughout the entire project. Final Product 1 Student handed in assignment late. Materials were sloppy or showed little effort was put into assignment. 2 Some of the assignment were sloppy and showed little effort, but others were neater and showed some effort. 3 Most parts of the assignment were neat and showed that the student put forth effort in completing the assignment. 4 The whole assignment and all of its parts were neat and showed that the student put forth great effort in completing the project.
Shopping Spree Choose a task card. Choose a coordinating sale paper. Look through the paper to find the items you would like to purchase. Write the items on your order form. Solve to find the total of your purchases. Write a check to pay for the purchases.
You are Christmas shopping for a six year old boy and a 1 year old boy. You have $300 to spend. You must prepare Thanksgiving dinner for 12 people. You have $150 to spend. You must buy groceries to last your family of 4 for the entire month. You have $200 to spend. You’re a having a party and must buy snacks and drinks for the class. You have $45 to spend. There are 19 people in your class. You are working at an orphanage and want to buy presents for three kids. You have $50 to spend. You have to pack your lunch for 5 days. You must buy the food you want to take. You have $25 to spend. You have to bring your own snack to school for 10 days. You must buy the items to bring. You have $30 to spend. You want to yourself to a few new outfits and a toy. You have $75 to spend. You must buy breakfast food to feed your family of 6 breakfast for two days. You have $30 to spend. You are Christmas shopping for your mom and dad. You have $60 to spend. You are looking for the perfect birthday gift for your best friend. You also have to buy the food for her party. You have $50 to spend. You are making lunch for your class of 20. You must provide drinks also. You have $45 to spend.
PART IV: ACTIONS ALREADY TAKEN Action #1 Action #2 Action #3 Action #4 Action #5 Action #6 PART V: ACTION PLAN Item Barriers Resources Responsible Staff Target Date Example 1: Retrofit restrooms in common with EPA WaterSense faucets (or ones with equivalent flow rates). Investment required $5,000 Staff time Maintenance team May 15 Example 2: Evaluate cooling tower for opportunities to reduce consumption in make-up water. May need to engage outside expertise. time Maintenance supervisor: consult with water management team on strategies. Maintenance team: conduct initial evaluation. September 30
GENERAL OBSERVATIONS Air quality odors ___Generally comfortable ceilings, floors, surface areas ___Flat surfaces free of dust ___Walls, windows, ceilings clean and free of contaminants ___Restroom surface areas clean ___Mats and carpets clean ___Furniture Thermal comfort ___Temperature feels comfortable ___ Tenant employees and guests appear comfortable ___Thermostats functional/set appropriately Lighting ___Lighting adequate ___No glares Acoustics ___No areas of noise interference or loud noise Moisture control ___No standing water ___No water damage ___No mold or fungus growth Pollutant sources ___CO exhaust does not enter center from parking garage ___CO exhaust does not enter center from loading dock exhaust does not enter center from entrances ___No tobacco smoke or odors HVAC SYSTEM Mechanical room ___No storage of chemicals or equipment ___No unusual odors ___Equipment and floor clean ___Proper drainage ___Clean pans ___No water pooling or excess moisture ___No mineral deposits or microbial growth ___No excessive noise or unusual sounds ___No excessive vibrations ___All controls functional Air plenums and ducts ___Mountings secure ___No gaps or openings ___Clean and free of debris microbial growth ___No visible leaks unusual odors ___Fireproofing secure and clean ___Fire dampers open and accessible Diffusers, Louvers, Grilles ___Mountings secure ___Unobstructed ___Clean/free of debris ___No water condensation Fans ___All hardware secure and functional ___Unobstructed ___Clean/free of debris ___No water condensation ___No corrosion ___Belts and blades operational ___Controls operational Recommended Next Steps Use the EPA’s to further your staff’s knowledge of healthy indoor environments. The program has educational modules, budgeting guidance, and additional checklists for more thorough IAQ inspections.
Your family have also decided that they want you to shop for all the food, drinks and other parts of the Christmas or celebration lunch. Use the Woolworths catalogue to prepare a lunch for 10 guests. Your budget is $170. You also need to keep track of the savings you have made to tell your parents: Item and cost Savings Total Cost Total Saving Bread $2 $1 $2 $1 Lemonade $4 (for two bottles) $0.50 $6 $1.50 Ingham frozen turkey $55 $14.99 ($15) $61 $16.55 Also: 1. B) Purchase 5 items and get the LEAST change from $50. 2.Purchase 10 items and get your total between $50 and $60. 3.Make two purchases – one of 10 and one of 5 items. The totals must be within $10 of each other. 4.Purchase 5 items for family members and write down the total. 5.Purchase 5 non-food and 5 food items which are within $1 of each other. 6.Purchase 6 which will give you less than $10 change from $100. 7.Find five items less than $20 each and put them in ascending order/descending order. 8.Purchase a pair of that will make $30, and another pair which will make $40 9. Purchase any 5 Purchase another 5 items so the total is one half of your first purchase.
amount that you save off of the regular price: you give for good service. that includes tax, discounts, and the price. What do you think? Are these prices expensive, reasonable, or cheap? ___________ $60.00 for a pair of ___________ $100.00 for a tie. ___________ $1.00 for a cup of coffee. ___________ $8.00 for a shirt. ___________ $20.00 for a glass of wine. ___________ $7.00 for a movie ticket.
MOMENTUM HOLIDAY HOME BOOKING REQUEST This is a booking request form to help us allocating the right cabin for your family at the best possible time period while considering other families’ needs. CONTACT INFORMATION First name: Surname: Telephone number: Our child is treated at the following hospital: Number of adults travelling: Number of children travelling: If yes, what age are the children? BOOKING REQUEST We would be interested to go for ☐ a weekend ☐ a few days ☐ a week We would love to go at the following dates (please give a number of options, if you wish, with your preferred being the first) COMMENTS /ADDITIONAL REQUIREMENTS Please add here anything else you think might be relevant for the booking process, for example if someone is using a wheelchair or how flexible you are with the dates given for a possible stay in Shorefield. Please return to Momentum by sending to: Momentum, 139 King’s Road, Kingston-upon-Thames KT2 5JE or scanning and e-mailing to: info@moment-um.org
Small Business Edition 100 UC Server 20 Celeron 4GB 100 Base-T or Gigabit Ethernet Small Business Edition 100 UC Server 20 Celeron 4GB 100 Base-T or Gigabit Ethernet Small Enterprise 500 5,000 2 quad-core Intel Xeon X5550 processor, 2.66 GHz or similar 4GB 60GB 40GB Medium Enterprise 2,500 25,000 4 quad-core Intel Xeon X5550 processor, 2.66 GHz or similar 8GB 150GB 80GB Large Enterprise 10,000 50,000 8 quad-core Intel Xeon X5550 processor, 2.66 GHz or similar 8GB 260GB 130GB
From - Populated with the user's name To - Populated with the fax recipient's "To" email address, which is or Subject - Populated with the text typed in the "Subject" line of the email Comments - Populated with the text typed in the body of the email If you type a lot of text in the email, the Comments will continue on a second cover page. Any documents that you attach, such as a Word doc, Excel file, or JPEG image, will follow the cover page with each document starting on a new page. If you do not include any text in your email, the cover page is still included, but the Comments area is not populated. Cover Page Option Off If the cover page option is turned off for a user, a system generated cover page is not included with each fax. Not using the system generated cover page enables you to include a custom cover page attachment. However, to ensure that your custom cover page appears as the first page of the fax, you can include only one attachment per fax. The ShoreTel Sky Fax system uses the first page of the attachment as the fax cover page. The following provides a more detailed explanation: When a fax contains multiple attachments, the order in which files are attached to the email is random. The system may use the first page of an attachment that is not intended to be the first attachment or contain the cover page. For example, if you attach three PDF files to an email, files A, B, and C, and you intend for the first page of file A to be the cover page, the system may attach file B first and use the first page of that file as the cover page. If you need to use a custom cover page and must include multiple attachments, send a separate fax for each attachment. Attaching Documents You can attach documents and other files to the email you are faxing, as many as you want, just as you do when attaching documents to regular emails. The following are a few things you can do to maximize your success when faxing attachments: Do not send password-protected documents. The ShoreTel Sky Fax network cannot convert a password-protected document into a fax because the network does not have access to the password that is required to "print" the documents to a fax-compatible format. Each attached file is displayed on its own page. The in which attached files are displayed is random.
If yes, please provide details below Yes/No Funding Source Purpose Amount About your Project 6 Project details Project Name Tell us about the project you are seeking funding for will your project be located and delivered? 7 How much will your project cost? Item Description Item Cost £ Amount requested from us £ Amount Secured from other funders £ (if applicable) Cost £
13 How will you evidence the number of people “participating/benefiting” from your project? 14 Which priorities, as outlined in the POET Outcomes and Children and Young People’s Plan will your project help to deliver Please tick to indicate POET Outcomes Children & Young People’s Plan For the Child Child Voice Overall Priorities To be as fit and healthy as they can be Feeling safe – knowing that they can safely live and thrive in the borough Children have access to the right services at the earliest opportunity To take part in school and learning Supported by someone they trust No child suffers significant harm as a result of neglect To be part of their local community Equipped to handle bullying – more resilient and better able to handle difficult situations Domestic abuse practice is transformed To enjoy friendships Better knowledge of services & what is available to them in area Children and young people are healthy and have a sense of wellbeing To enjoy relationships with the family Reduced stigma around mental health timely support and access to services Children have the best start in life To relaxed and happy taking part in activities they like School Nurses to be available more around school and offer increased access Children and young people’s development is underpinned through a healthy lifestyle To get ready for the future Life skills – making sure that they are well prepared for adulthood Ensure all children are school ready For the Parent Pathways to employment – ensuring that they are moving towards good quality, sustainable work All children attend a good or better setting and aspirations are raised to ensure they reach their full potential Quality of life A broad and balanced curriculum equipping them with the life skills Young people are equipped to access
What are the barriers preventing access, and how will funding remove them? Proposed arrangements Personal Support (e.g. one-to-one support) Activity (e.g. entrance or lesson fees) Organisation Duration and frequency (e.g. two hours on Saturday and Sunday) Anticipated Start Date / / / / Anticipated End Date / / / / Expected weekly costs £ £ Expected total costs £ £ Intended outcomes and review arrangements What does the child/young person hope to achieve from the Short Break? What are the intended benefits for the parents/carers? When will these outcomes be reviewed? / / Who will be responsible for reviewing the arrangements?
Fundamental aspects of ICP-AES. Sample introduction. Pneumatic, cross-flow, low-consumption, high-salt and desolvating nebulizers. Sample preparation. Acid decomposition, fusions, sinters, open dish, hot blocks, pressurized containers, microwave dissolution, new instrumental developments. Advantages and disadvantages; e.g. recoveries of refractory and volatile components. Partial digestions and extraction for determining mode of occurrence of elements and species for environmental evaluations. Compliant methods of sample preparation and analysis for analysis of waters, wastewaters, and wastes (EPA 200.7, 200.8, SW-846 6010B and 6020A), TCLP 1311 Instrumentation Overview Criteria for instrument selection - wavelength range, LODs, resolution, VUV region for determination of halogens vs. radial ICPs Comparison using conventional figures of merit (limits of detection, response linearity, and matrix effects). Nonspectroscopic and spectroscopic interferences Spectroscopic – spectral overlap, resolution, background corrections, interference equivalent coefficients Nonspectroscopic - Physical effects in aerosol generation and transport systems. EIEs (Na, Ca), salt and acid effects, importance of spectral line energy -. Ion vs. atom lines, memory effects. Effect of ICP operating conditions (RF power, nebulizer flow rate, and torch configuration). Mg II 285/Mg I 280 ratios as matrix effect criteria and instrument set up. Methanol – methane effect on high ionization potential elements Setup, calibration, internal standards, calibration and interference checks, Conclusions and discussions
There are many shortcut keys that can reduce the need to switch from the keyboard to the mouse and back, helping you to work more effectively and can reduce the risk of repetitive strain injury (RSI). This is done by holding down a modifying key, often the CTRL key, and then pressing another key. 1. CTRL + P Print the document currently displayed 2. CTRL + S While working on a document or other file in almost every program this will save that file. This shortcut key should be used frequently anytime you're working on anything important 3. CTRL + C Copy the highlighted text or selected item This places it on the clipboard and available to be pasted 4. CTRL + V Paste the text or item from the clipboard 5. CTRL + Home the cursor to the beginning of the document 6. CTRL + End Moves the cursor to the end of the document 7. CTRL + ← Moves the cursor a full word to the left 8. CTRL + → Moves the cursor a full word to the right 9. CTRL + Backspace Delete Deletes a full word to the left of the cursor 10. CTRL + Delete Deletes a full word to the right of the cursor
than those carried out pursuant to an obligation to the Landlord)? Time of the essence? [Yes - details:] [No] Outgoings Payable by whom? [Landlord] [Tenant] Insurance by Landlord Obligation to reinstate? [Yes - details:] [No] Loss of rent cover? [Yes - details:] [No] Suspension of rent? [Yes - details:] [No] Uninsured risk dealt with? [Yes - details:] [No] Termination Rights? [Yes - details:] [None] Repair and decoration [Whole: Full repair by Tenant?] [Yes] [No] [Part: Interior repair only by Tenant, with Landlord to repair structure and exterior at the cost of tenants through the service charge?] [Yes] [No] Alterations Structural by Tenant prohibited? [Yes ] [No – details:] Internal non-structural by Tenant with consent, not to be unreasonably withheld or delayed? [Yes - details:] [No]
Services [Provide brief overview of services – e.g. a comprehensive set of services similar to those usually found in lease of premises of this nature and of any not included] Provided by Landlord? [Yes] [No] Principal services provided: [details:] Service charge payments on estimated quarterly basis? [Yes] [No - details:] Balancing charge at year-end? [Yes - details:] [No] Basis of apportionment to Tenant: [details:] Forfeiture Rent arrears and breach of covenant? [Yes] [No] Insolvency grounds – Tenant and/or Guarantor? [Yes - brief details:] [No] Landlord and Tenant Act 1954 Contracted out. [Yes] [No] Contracts (Rights of Third Parties) Act 1999 Provision in Lease negating presumption of rights of enforcement by third parties? [Yes - details:] [No]
Primary Focus of the Organisation A18 Type of Organisation (select one) Bank, consulting firm, government, infrastructure provider (i.e. credit bureau, registry, switch), MFI, mobile network operator, non-bank financial institution, payment service provider, research firm, training organisation, international NGO, NGO, faith-based organisation, other. A19 Core Activities (max 150 words) A20 Ownership and management (max 100 words) A21 Year established A22 Annual budget (ZMW) A23 Number of employees Organisation registration A24 Type of organisation registration (select one) Company limited by guarantee, International NGO, Local NGO, shareholding company, parastatal, government, other A25 Registration No. A26 Country of registration Section B: ACTIVITY INFORMATION Proposed Activity Details B1 Title of proposed activity B2 Activity geographic focus Province(s): District(s): B3 Start date B4 End date B5 Purpose and objective of the activity (maximum 150 words)
Daily Lesson Plan Template Name Class Expected Duration of Lesson (hours, minutes, days) Date Lesson Topic/Title Essential Question Materials Primary Teaching Model (direct instruction, inquiry, cooperative learning, presentation, etc.) Standards/Benchmarks Addressed Source # Content Area Standard (write it out) Lesson Objectives: Students will be able to… Assessment/Evaluation Formative: Summative: Instructional Plan—Think to yourself, “Another teacher should be able to teach my lesson with fidelity based on this plan.” time frame Action (Instructional Strategies/Academic Tasks/Sequence of Activities) *Include key directions, questions, checks for understanding, references to content and materials NOTE: Ask yourself, in re-reading the plan, can I picture the “movie in my head” of what is going on as this plan is implemented? Learning Environment and Organizational Considerations: Note room arrangement, behavioral expectations, possible problematic behaviors, materials handling, significant transitions.
Lesson Opening *How will you gain attention? Capture student interest? *How will you state the purpose? * How will you activate and build on prior knowledge and skills? *How will you connect lesson content to students’ lives, culture, and community? Body of Lesson Lesson Closure: *How will you summarize and emphasize key ideas and skills? *How will you prepare students for the next lesson in this sequence? *How will you transition into what comes next (materials handling, etc.)?
Filing Information Form Deviations 15 # Deviation Content 1 2 3 4 5 6 7 8 9 10 11 12 Other Form Information 16 Does this group use the issuer’s standard application? Yes. (The issuer will be using the application form filed with the Standard Master.) No. (The custom application form must be submitted for review on the Form Schedule Tab.) 17 Does this use the issuer’s standard enrollment form? Yes. (The issuer will be using the enrollment form filed with the Standard Master.) No. (The custom enrollment form must be submitted for review on the Form Schedule Tab.) Public Rate Schedule
East Carolina University DOMAIN:MD CE:1 Ballroom A 9:00 – 10:00 AM GENERAL SESSION EDUCATOR’S BREAKOUT SESSION Redefining HIM’s Role in the New World of Information Governance Snyder, MBA – Director, Healthcare and Life Sciences Channels & Solutions, Iron Mountain DOMAIN: MD CE: 1 Grand Ballroom A Integrating CDI into the Associate Degree Curriculum Moderator: Valerie Dobson, MHS, RHIA Panelists: Krystal Haynes, RHIA, CCS Sharon Easterling, MHA, RHIA, CCS, CDIP, CPHM, FAHIMA DOMAIN: CDM CE: 1 Eisenhower FG 10:00 – 10:45 AM Grand Opening of Exhibit Hall Grand Ballroom B STUDENT’S BREAKOUT SESSION Volunteering, What’s in it for me? Valerie Dobson, MHS, RHIA DOMAIN: MD CE: 1 Eisenhower FG 10:45 – 11:45 AM GENERAL SESSION EDUCATOR’S BREAKOUT SESSION Post ICD-10 Clinical Documentation Improvement (CDI) Program Revitalization Vickie Monteith, RN, MBA Tim Moore, RHIA, CPC, Specialist Leader MeShawn Foster, MJ, RHIT, Senior Consultant Deloitte & Touche LLP DOMAIN: CDM CE: 1 Grand Ballroom A Integrating Information Governance into your Course Curriculum Jeff Ryan, Senior Advisor Iron Mountain’s Professional Services DOMAIN: MD CE: 1 Eisenhower FG
DOMAIN: CDM CE: 1 Grand Ballroom A DOMAIN: MD CE: 1 Eisenhower FG 7:30 -11:00 PM NCHIMA 66th Anniversary Celebration President’s Reception Honoring Valerie Dobson, MHS, RHIA Open to Everyone Grand Ballroom C *Only 1 CEU for exhibit hall is allowed for the entire annual meeting. DOMAIN: T CE:1 7 potential CEUs for the day not including exhibit hall. Thursday, May 5, 2016 7:00 AM – 4:00 PM Registration Vanderbilt 7:00-8:30 AM Continental Breakfast with Vendors - Grand Ballroom B CONCURRENT SESSION A CONCURRENT SESSION B 7:30 – 8:30 AM Streamlining Information Access: A Best Practice Approach Lisa Belk, RHIT, Market Manager, HIM Novant Health Kris-Shae McCall, Novant Health Nancy Twombly, Senior Solution Marketing Manager, Healthcare, Iron Mountain DOMAIN: CDM CE: 1 Grand Ballroom A Facility Closure: How to Get In, Get Out, and Get What is Important for the Patient Record Joe Naretto, MHA, RHIA Director of HIM, Novant Health Pamela J. Lail, MHA, RHIA, CHDA, PMP, FAHIMA Operations Specialist, HIM, Revenue Cycle Services Novant Health DOMAIN: MD CE:1 Eisenhower FG 8:30 – 9:30 AM General Session STUDENT’S BREAKOUT NCHIMA Legal Portal Overview and 2016 Updates Lisa Walter, RHIA, Vice President of HIM Consulting, Optum360 Students Dedicated Vendor Time Grand Ballroom B
The new clinical system – SystmOne – has been rolled out to community services in Milton Keynes, Hillingdon and Camden. The process of migrating mental health data to SystmOne has been initiated and as part of this programme of work, the transformation and standardisation of processes across both mental health and community is being undertaken. Rollout will be completed in October of 2016. The Trust is simultaneously undertaking a data quality improvement programme, and is consulting widely with other providers and CCGs. This includes improving the quality of information exchanged for direct patient care, social care, and in particular information that is shared with or accessible to patients and carers either through correspondence or access to online records. The Trust’s ICT strategy is revisited annually, informed by the National Information Board priorities, and local agendas, though active participation in collaborative initiatives and strategic planning groups, and through the development of its Digital Maturity Roadmap. Members: The Trust currently has over 15,500 members across 13 broad constituencies. An independent study has found that the Trust was one of the most successful in encouraging people to vote on line with 58% of votes cast this way. Our Trust website is regularly updated and is the primary source of information about the Trust. The public can join the Trust online, and access board papers and minutes as well as papers and minutes for the Council of Governors.
• Once the Hikers hit the swamp they __________________ • The hikers that haven’t hit the swamp yet stay _____________ • This results in a changed ___________ 2nd way: “The Fastest Path” • dashed line is in slow substance for ________ time and in fast substance for _________ time • Bent path is ____________ Summary: Internal Reflection How far can light bend? The i that causes r = 90°, is called the ________________ Total Internal Reflection Conditions Sometimes light reflects instead of refracts!
___________________________ ___________________________ Summary: Thin Lens Equations focal point equation forms:
Computer Equipment, Furniture, and other office machinery and Motor Vehicles Computer equipment, furniture and other office machinery, and motor vehicles is limited to: (a) Computer equipment (b) equipment and motor vehicles 5% 2.5% Other Assets Any assets of the kinds referred to in Schedule 2 to the Act. 2.5%
Act 101 of 1976 Financial Institutions Amendment Act, 1976 Sections 1 to 15, inclusive, in so far as they relate to short-term insurance business. Act 94 of 1977 Financial Institutions Amendment Act, 1977 Sections 1 to 8, inclusive, in so far as they relate to short-term insurance business. Act 80 of 1978 Financial Institutions Amendment Act, 1978 Sections 1 to 6, inclusive, in so far as they relate to short-term insurance business. Act 103 of 1979 Financial Institutions Amendment Act, 1979 Sections 1 to 12, inclusive, in so far as they relate to short-term insurance business. Act 99 of 1980 Financial Institutions Amendment Act, 1980 Sections 1 to 22, inclusive, in so far as they relate to insurance business. Act 36 of 1981 Financial Institutions Amendment Act, 1981 Sections 1 to 4, inclusive, in so far as they relate to short-term insurance business. Act 82 of 1982 Financial Institutions Amendment Act, 1982 Sections 1 and 2, in so far as they relate to short-term insurance business. Act 86 of 1984 Financial Institutions Amendment Act, 1984 Sections 1 to 11, inclusive, in so far as they relate to short-term insurance business. Act 106 of 1985 Financial Institutions Amendment Act, 1985 Sections 1 to 9, inclusive, in so far as they relate to insurance business Act 50 of 1986 Financial Institutions Amendment Act, 1986 Sections 1 to 8, inclusive, in so far as they relate to short-term insurance business. Act 51 of 1988 Financial Institutions Amendment Act, 1988 Sections 1 and 2, in so far as they relate to short-term insurance business. Act 53 of 1989 Financial Institutions Amendment Act, 1989 Sections 1 to 7, inclusive, in so far as they relate to short-term insurance business. Act 54 of 1989 Financial Institutions Amendment Act, 1989 Sections 1 to 19, inclusive, in so far as they relate to short-term insurance business.
Short term plan (weekly or fortnightly) Date started: Prime Areas Learning intentions Activities Children’s initials Evaluation (How did it go?) Next steps (if applicable) Personal, social & emotional Communication, language Physical development Specific Areas Learning intentions Activities Children’s initials Evaluation (how did it go?) Next steps (if applicable) Mathematics
List goal from prior year activity report Describe progress toward goal SECTION 2 – PROGRESS OR CONTRIBUTIONS TOWARDS UNIVERSITY/DEPARTMENT/PROGRAMS/INITIATIVES Examples include, but are not limited to: Strategic direction of program/area/department Supervision/leadership/teamwork University service Professional development Diversity initiatives Area/Description Progress or Contributions SECTION 3 – OVERALL EVALUATION OF PERFORMANCE Supervisor’s comments Administrative and Professional Faculty member’s comments GOALS FOR NEXT YEAR Suggested areas might include, but are not limited to: Teaching activities Administrative activities Research Scholarship Outreach Service Diversity International Area/Description Desired Progress or Contributions
Time(s) for submission of payment claims: (Clause 4) Insurance (Clause 10) Amount of public liability insurance: $* (If nothing stated, $20 million) (i) Amount of professional indemnity insurance: $* (ii) Period during which professional indemnity insurance is to be maintained (If nothing stated, 6 years) Notes for Project Officers – delete from contract: * The amount of insurance required should be on a risk assessment for the consultancy. For building industry consultants, refer to the Department of Housing and Public Works’ CWMF Policy Advice Note ‘Professional Indemnity and Public Liability Insurances for Building Industry Consultants’. † To be based on a risk assessment of the consultancy – as a guide, the amount may be the same as the amount of professional indemnity insurance required at item 6(b)(j), plus an additional amount if required