zilongwang/ReadingBank huggingface dataset:
Benefits of Becoming a Sponsor A great opportunity to market and showcase your products and services to the public and private sector audience from around the world, as well as representatives from ICAO’s 191 Member States. Enhance the awareness and visibility of your organization by promoting your products and/or services at one of the many hospitality events while networking with senior officials from civil aviation administrations and industry executives during and after the event. Network with high level decision makers and explore how new technology, equipment and processes can assist States and industry to meet both existing and future aviation safety & security requirements and challenges. Sponsorship Fees – Hospitality Events See Sponsorship Privileges Appendix A Event No. Select Event No. Sponsor Category Hospitality Event Day Approximate Time * Fee in $USD 1 Platinum Welcome Reception Monday 17:30 – 19:30 $29,900 2 Platinum Cocktail Reception Tuesday 17:30 – 19:30 $29,900 3 Gold Lunch Monday 12:30 – 14:00 $18,500 4 Gold Lunch Tuesday 12:30 – 14:00 $18,500 5 Gold Lunch Wednesday 12:30 – 14:00 $18,500 6 Bronze Coffee/Refreshments Monday 10:30 – 11:00 $3,500 7 Bronze Coffee/Refreshments Monday 15:15 – 15:45 $4,500 8 Bronze Coffee/Refreshments Tuesday 10:30 – 11:00 $4,500 9 Bronze Coffee/Refreshments Tuesday 15:15 – 15:45 $4,500 10 Bronze Coffee/Refreshments Wednesday 10:30 – 11:00 $4,500 11 Bronze Coffee/Refreshments Wednesday 15:15 – 15:45 $4,500 Delegate Bag Fee Confirmation has been received from ICAO to sponsor the delegate bag $7,500 Promotional Material Distribution Fee Confirmation has been received from ICAO for one single sheet of printed promotional material ( 8.5” x 11” or A4 ) to be inserted into the delegate bag. $1,500 Total Fee Note: Hospitality events will take place in the exhibition area. ICAO will make arrangements to cater and pay for the hospitality events with recommended local caterers. * Time subject to change. For more information, please contact Mr. Harvey Wong +1(514) 954-8219 ext 6181 or Mr. Sabri Ben Abdallah, +1(514) 954-8219 ext 6293
Aircraft without a pilot on board Operation Manual RO1 Declaration I, …………………….. hereby confirm that the procedures and criteria described in this manual will be adhered to during pilotless aircraft operations. Place……………………………… Date………………………………….. Signature…………………………
Maximum Structural Cruising Speed: (do not exceed this speed except in smooth air, and then only with caution) Never Exceed Speed: (do not exceed this speed under any circumstances) Weight | Centre of Gravity Limits. Empty Weight: Max. Take-Off Weight: WARNING!! Exceeding weight limitations may lead to overloading of the RPA structure and cause loss of control of the RPA and | or structural damage. The reference for determining the longitudinal Centre of Gravity is located …; given the lateral symmetry of the RPA, the reference line for the lateral Centre of Gravity is located on the symmetry axis. WARNING!! Exceeding the centre of gravity limitations reduces the manoeuvrability and stability of the RPA. Longitudinal Centre of Gravity Limits. Forward | Aft Lateral Centre of Gravity Limits. Left | Flight and Manoeuvre Limitations. (prohibited manoeuvres) (load factors) (flight envelope) Fuel | Flight Battery Limitations. (approved types of fuel | batteries)
Weather Limitations. (environmental limitations) (maximum wind limitations) Range Limitations. Fuel | Flight Battery. (total fuel capacity - total usable fuel | total battery power – total usable battery) Command and Control Link. Kinds of Operation. RPAS flights are limited to Visual LineOfSight (VLOS) flights, under DAY Visual Flight Rules (VFR) conditions.
NORMAL OPERATING PROCEDURES TABLE OF CONTENTS Page 4.1 2 4.2 2 4.2.1 Pre-Flight Planning. 2 4.2.2 System Assembly and Pre-Flight Inspection. 2 4.2.3 Systems Start. 2 4.2.4 Take-Off | Launch Systems. 2 4.2.5 Flight Modes | Transitions. 2 4.2.6 In-Flight Monitoring. 2 4.2.7 Landing Approach | Recovery Systems. 2 4.2.8 Systems Shutdown. 3 4.2.9 After Landing Inspection. 3 4.2.10 System disassembly | Storage. 3 4.2.11 Handover | Handoff to alternate control station. 3 4.2.12 Flight Logging. 3 Introduction. This Section contains checklists and describes extended procedures for the normal operation of the RPAS, using standard equipment and standard payload. Normal Operation Checklists. Pre-Flight Planning. The Pre-Flight Planning includes the selection of the site(s) for launch (take-off) and recovery (landing).
Cleaning and Care. Propeller Care. Propellers must be checked before each flight for nicks or cracks. Battery Care and Use. Charging, Conditioning, Replacing Batteries. Scheduled Maintenance. Annual Inspection (suggested). Disassembly, inspection of components for wear, replace any components as required. Test all batteries for capacity. Upgrade firmware and software to latest revisions. 500 Hour Preventive Maintenance (suggested). Disassembly, inspection of components for wear, replace any components as required. Replace all motors. Test all batteries for capacity. Upgrade firmware and software to latest revisions. Inspection Requirements. Pre-Flight Inspections.
RPAS Safety Assessment Report <<RPAS Type>> DOC # <<Doc. Number>> <<Applicant Name>> <<Applicant Address1>> <<Applicant Address2>> All rights reserved. No part of this report may be reproduced or copied in any form or by any means without written permission of <<Applicant>> Copyright © 2016 by <<Applicant>> Intentionally left blank
contingencies as in previous years. Instead, particular focus was being paid to preparing for key weeks where demand was projected to be at its highest. All colleagues were urged to encourage uptake of flu immunisation amongst at risk population groups and front line staff in general. The RPB: NOTED the current position in relation to financial planning for 2018-19. Action: RPB members were urged to encourage uptake of flu immunisation amongst at risk population groups and front line staff in general. DATES OF FUTURE MEETINGS RPB Meetings Thursday 1st February 2018 9.30am – 12 noon, Conference Room, Potters House, Hebron Hall, Dinas Powys, CF64 4YB Tuesday 20 March 2018 2.00 pm – 4.30pm, Community Room 1, STAR Hub, Muirton Road, Tremorfa, Cardiff CF24 2SJ RPB Development Sessions/Workshops Monday 27th November 9.30 am – 12.30 pm Conference Room, Potters House, Hebron Hall, Dinas Powys, CF64 4YB Thursday 15th February 2018 9.30 am – 12.30 pm (Venue to be confirmed).
Low Hall Road Horsforth Leeds LS18 4EF Deferred to next meeting Low Hall Road Horsforth Leeds LS18 4EF Deferred to next meeting 30 Carr Lane Rawdon LS19 6PF 15/01397/FU The Parish Council neither supports or objects to this application but wishes LCC Planning Officers to take the neighbours’ comments into account PL/2014/102 Planning decisions by Leeds City Council It was resolved to note the following decision. Description Address Ref PC Comment LCC Decision
7 Carr Close Rawdon Leeds LS19 6PE 14/04860/FU no objection refused 1 Greenacre Park Avenue Rawdon Leeds LS19 6RS 14/05068/FU no objection refused Land Adj To 8 Park Road Rawdon Leeds LS19 6HX 14/05114/FU no objection refused PL/2014/59 Information that members and the would like to draw to the attention of the Committee The Vice-chairman reported the cost of the plaque for the Memorial Stone of £485 and £100 to fit it. The Clerk was asked to action this. Members would like to visit the Airedale International site.
Columbia College has worked with veterans groups to survey veterans on campus. Working with director of Veteran’s Affairs at Edmonds (Peter Schmidt), developing an instrument, seeking other colleges with interest. Survey addresses military experience, post-military and educational experiences. Central Washington and Western are participating. Email Joe if interested in participation or in literature. Also noted: YVCC is using Challenge coin awards for veterans who attain 45 college-level credits (low cost/high impact) Cynthia Requa The Association will have 1-day winter meeting at the Hilton Airport. Retreat on Leading from the Middle was a big success. Will be it again, making it a day longer, will be held in April. Update of survey on college structure. Please provide response to Cynthia. Discussion concluded at approximately 4:30 pm Business meeting – Friday October 31, 2014 9:35 am Call to order (Susan Murray) Roll call (Cherisa Yarkin) Quorum requirement: simple majority. Present: 23, Absent: 12. (66% present) Colleges with representatives present (23): Bates Technical College Bellevue College Bellingham Technical College Big Bend College Centralia College Clover Park Technical College Columbia Basin College Edmonds Community College Green River Community College Lower Columbia College North Seattle College Peninsula College Renton Technical College Seattle Central College Skagit Valley College Spokane Community College Spokane District Spokane Falls Community College Tacoma Community College Walla Walla Community College Wenatchee Valley College Whatcom College Yakima Valley Community College Not present (12): Cascadia Community College Clark College Everett Community College Grays Harbor College Highline Community College Lake Washington Institute of Technology Olympic College Pierce College Seattle College District Shoreline Community College South Puget Sound Community College Seattle College Approval of the meeting agenda by vote (Susan Murray) Minutes from Spring 2014 (Susan Murray) Corrections were solicited, and the following amendments offered: With reference to committee by-laws, wording needs to be changed to guidelines. On front page, SBCTC needs to be categorized separately, not as an institutional member. Approved as amended, by voice vote. Treasurer’s Report (Starr Bernhardt)
Action Item: Who: Due By: (#3) Update decision-making processes by using the FHWA QA guidelines for risk identification, analysis & response planning Chuck Tony L. 12/30/2016 2 to 3 pages (#1,#2) Incorporate assessment of risks to both owner & contractors in a section of the scoping document. (Add to related Performance action item) DoD: A few to a paragraph of standard language saying new specs need to include the assessment of risks to both Caltrans and industry Jack 12/18/2016 (4) Clarify types of “pilots” with criteria for which type of pilots are appropriate based on level of risk Tony F Tony L (#1-4) Review FHWA QA Guidance documents and arrange to participate in Training DoD: Distribute documents. READ the documents. Identify FHWA training options. Toni Ken Send: 11/26/2016 ID training options: 12/8/2016 Read ALL: 12/30/2016 (#4) For each type of Pilot, create a clear process for how the FHWA QA Guidelines will be implemented. Include the method for dealing with situations where both parties chose to take an intelligent risk that fails to meet the hoped for expectation. Toni Sri Starting 1/1/2017 Raw notes for Street Ready team ATTENDANCE Performance Team: Tim (?) Tom Ostrom (Caltrans) Jack Van Kirk (Basic Resources, Inc.) Tony Limas Toni Carroll (RPC & Graniterock) Roberto (??) John Stayton (Caltrans)
12. A caution we are wise to remember: “Scripture gives us a G____________ of the Trinity, not a t________________.” SLB, 35 13. Although Scripture does not use terms such as ‘Trinity’ or ‘substance,’ Why do we as theologians use these terms? (see top of pp. 35 & 36) 14. write a brief idea summarizing these concepts as the church meant them to describe God: Substance: Person: The Ontological (perspective on the) Trinity: The Economic (perspective on the) Trinity: The Eternal Generation of the Son: Answers the question, “How did the [eternal] Son become the [incarnate, baby] Son?” The Eternal Procession of the Spirit:
09.08.17.01 From University Review Committee Dist. Faculty Caucus 9/13/17 MEMORANDUM To: Susan Kalter, Chairperson, Academic Senate and Faculty Caucus From: Diane Dean, Chairperson, University Review Committee (2016-2017) Date: September 7, 2017 RE: Proposed ASPT Disciplinary Articles Dear Chairperson Kalter: The University Review Committee (URC) has completed its review of the proposed Faculty Appointment, Salary, Promotion, and Tenure Policies (ASPT) articles regarding disciplinary actions, and forwards its resultant recommendations to the Faculty Caucus. Background This work was a continuation of URC’s 2014-2015 comprehensive fifth-year review of the 2012 ASPT policies. The URC’s recommendations, completed and transmitted to the Faculty Caucus in August 2015, included replacing the current Article XI (Termination of Appointment of Probationary and Tenured Faculty) with a new section on disciplinary actions. The proposed new section comprised of four articles: Article XI (General Considerations), Article XII (Sanctions), Article XIII (Suspensions), and Article XIV (Dismissal). These were intended to offer greater procedural guidance and address an absence of policy concerning lesser disciplinary actions. During the 2015-2016 academic year, the Faculty Caucus reviewed, revised, and voted upon the majority of the URC’s recommendations; with the new ASPT document taking effect January 1, 2017. However, the Faculty Caucus decided not to include the disciplinary articles at that time, but rather to continue discussion of the articles in the subsequent year. To facilitate that discussion, in summer 2016 the chairperson of the Academic Senate and Faculty Caucus drafted revisions to the disciplinary articles, addressing issues that had been raised by Faculty Caucus members during their 2015-2016 deliberations. The Faculty Caucus reviewed those proposed changes at its September 14, 2016 meeting, and then referred the articles back to URC with a request for further review and recommendation. URC’s 2016-2017 Review Accordingly, the URC devoted much of its work in 2016-2017 to the careful review and consideration of the proposed changes, and to crafting its resultant revised recommendations. As a starting point, the URC engaged in extensive background research on American Association of University Professors (AAUP) documents relevant to faculty disciplinary actions and due process; conducted a detailed comparative analysis of similar policies from selected universities;
Contents 1. Introduction 3 2. General Instructions 3 2.1 Invitation 3 2.2 Submission of Tenders 3 2.3 Contact for further information 5 Schedule 1 – Contractor Information 6 Schedule 1.1 Suitability Assessment Questions 7 Schedual 2 – Price Proposal: (insert tender reference) 11 Schedule 2.1 – Alternative Proposal 12 Schedule 3 - Scope of Services 13 Schedule 3.1 - Background 13 Schedule 3.2 - Objectives 13 Schedule 3.3 - Organisational and context 13 Schedule 3.4 - Contract performance 13 Schedule 3.6 - Continuous improvement 13 Schedule 4 - Contractors Tender submission 14 Schedule 5 – Standard Terms and Conditions 15 Schedule 6 – Contract Period 16 Schedule 7: – Key Performance Indicators 17 Introduction
Fill in the fields in the “Add a New screen.” “Location” Type /home/administrator/Desktop/usbimage1.dd “Import Method” select copy. Click “Next.” Select “Volume Image” on the right, ensure the “dos” is selected in the drop down of “Volume System Type”. Click “OK.” Select “Calculate” the topic, “Data Integrity” and check “Verify hash after importing”. Click the “Add” button. Once the calculations are done, click the “OK” button. Task 2: Locate deleted/hidden files Click the “Analyze” button. Select “File Analysis”
Crown Shrinkage in the grassland M10 ICD+NCN1+NCN2 None 247.47 Significant M11 ICD X+X2+X3+Y+Y2+Y3+XY+X2Y+XY2 221.00 Non-Significant M12 ICD X+X2+Y2+Y3+XY+X2Y+XY2 217.39 Non-significant Continue. Table S1. Continuation. Model Fixed Variables Spatial Variables AIC Spatial Autocorrelation of Residuals Crown Shrinkage in forest patches M13 ICD+NCN1+NCN2+DFE+PA None 999.78 Significant M14 ICD+NCN1+NCN2+DFE+PA Full fifth-degree polynomials 895.46 Non significant M15 ICD+NCN1+NCN2+PA Full fifth-degree polynomials 886.51 Non significant ICS = Initial Crown Diameter NCN1 = First Order Number of Conspecific Neighbors NCN2 = Second Order Number of Conspecific Neighbors DFE = Distance from Forest Edge PA = Patch Area
HB22 Domain I – Student Achievement College, Career, and Military Readiness (CCMR) Score Computation Worksheet Domain I CCMR Component: August 2019 A-F District/Campus Accountability CCMR Component CCMR Indicator Student Participation Data Data Collected Prior to 2017-2018 New Data Collected Beginning 2017-2018 College Ready Meet criteria 3 on AP exam any subject or 4 on IB exam any subject 2017-2018 Graduates √ Meet Reading TSI criteria for one of these: SAT, ACT, TSIA, or College Prep (course in English Language Arts offered by a partnership between a district and higher education institution as required from HB5) And Meet Mathematics TSI criteria for one of SAT, ACT, TSIA or College Prep (course in Mathematics offered by a partnership between a district and higher education institution as required from HB5) √ Earn 3 hours of Dual Credit (ELA/Mathematics) or 9 hours in any subject (including technical) √ Earn an associate’s degree √ Successfully complete an OnRamps course √ Meet standards on a composite of indicators indicating college readiness NA Career Ready Earn industry certification √ Graduate with Completed IEP and Workforce Readiness (Grad code type: 04, 05, 54, or 55) √ CTE coherent sequence CTE = 2 graduates who complete and receive credit for at least one earn one-half point √ Be admitted to post-secondary industry certification program NA Military Enlist in the United States Forces √ CCMR Participation % = (Number of Students(Points) Accomplishing at Least One CCMR Indicator) / (Annual Graduates) CCMR Score = (CCMR Participation %) x (.40)
Title: LSV2 EMI Measurement and Mitigation Sponsor: Prof. Herb Hess, ECE Tel: 208-885-4341 Email: hhess@uidaho.edu Project Description: The US Navy Acoustic Research Detachment at Bayview, Idaho, has the mission to reduce detectable and identifiable signals and noise produced by surface warships and submarines. This includes not only audible signals, the primary focus of their work, but it also includes electromagnetic signals and noise that radiate from these vessels. A source of this noise are the power electronic energy converters that drive the vessel’s propulsion motors. Electromagnetic radiation within motor drive circuitry comes from the rapid high voltage switching of power transistors and diodes. This radiation can be detected outside the ship with appropriate listening equipment. If the vessel’s location or mission is detected, the vessel may be targeted and attacked. This project is intended to reduce the likelihood of such attacks. For this project, the senior design team will develop an electromagnetic interference (EMI) measurement and characterization system which can effectively measure EMI radiation from submarine mounted systems. Students will use EMI measurement and characterization systems to assess EMI from an existing Large Scale Vehicle (LSV2) having inverters that produce 120VAC power from 400VDC input. Students will provide recommendations for reducing radiating EMI in the LSV2 Auxiliary Power System. Specific areas of interest include applying Retroactive Noise Mitigation Techniques of OEM Systems. These include proposing filters for specific frequencies and locations, revising cable locations and paths within the vessel, improving the motor drive’s enclosure without substantially adding weight to the vessel, and other innovative noise mitigation techniques. The team should show how these changes achieve EMI improvement with minimal cost and impact to the vessel’s operation. Successful projects may become eligible for thesis research in graduate school. Deliverables include the following:
I confirm that, if successful in my application and I accept the conditional offer, COPFS are free to approach the above to confirm my three years employment/ academic history. If you select No, COPFS will contact you prior to approaching any of the above. Yes No Please continue to PART B – SKILLS AND KNOWLEDGE PART B: SKILLS AND KNOWLEDGE This Part concerns information regarding the skills, qualifications and experience we require in assessing your application. It is therefore essential that you give full details in the following sections. You should note that supplementary materials such as CVs or testimonials will not be considered, unless expressly requested as part of this recruitment campaign. Employment History Present (or most recent) Employer Employers Name To be completed Job Title and Main Duties Please provide a brief description of your role To be completed Date Started To be completed Why do you wish to leave / Why did you leave? To be completed Existing Civil Servants Existing Civil Servant? Yes/No Current Substantive Grade To be completed Please note that if you are an civil servant and you are applying for a fixed term post you will not retain any continuous service unless your current department has given you permission for a secondment. Employment History Please provide information of your previous employment, including self-employment, starting with the most recent. This would normally cover a 3-5 year history; however you should ensure any relevant positions out with this timeframe are included. Job Title Employer Name Main Duties Reason for leaving
c. Turnover of the company Average turnover during last 3 years 3- 5crore annually = 5-10 annually = above 10 crore annually = 5 7 10 2 Experience of Key Personnel [ an indicative qualification and experience list is placed below] Sub-total 25 a. Qualification & Experience of the Project Manager Subjective. Engineering Degree and PG in Project Management with 10 years’ experience preferred 10 (Max.) b. Qualification & Experience of Key Professional for the assignment Subjective. UG / PG degree in respective discipline and min. 5 years’ experience preferred 15 3 Project Methodology & Approach Sub-total 25 a. Technical Approach & Methodology Subjective. Criteria - adequacy of the proposed methodology and work plan w.r.t. Terms of Reference 10 b. Work Plan & Schedule 5 c. Organisation& Staffing 5 Sub-total 20 Grand Total 70 Maximum Marks: 70 Qualifying Marks for the Technical Bids: 40. Indicative composition of the team on 24 months’ time frame. Team for up to “Part D assignment” (6 months period) S. No. Position Nos Man months 1 Senior Civil Engineer cum Team Leader 01 6 2 Senior Architect cum landscape Expert 01 6 3 HVAC Expert 01 6 4 Electrical Expert 01 6 5 Contract Specialist 01 6 6 Legal Expert* 01 3 7 Fire Protection Expert* 01 3 8 Environment Expert* 01 3
Sign Type B: INDIVIDUAL FACE LIT CHANNEL LETTERS WITH LED ILLUMINATION. LETTERS TO HAVE PUSH-THRU FACE OR LOW PROFILE/CAST TYPE. a. Individual face lit channel letters have a maximum depth of 4” (preferred depth = 2½”). Letters shall be fabricated from weatherproof .063” thick aluminum with “F” track retainers and acrylic push-thru letter faces or low profile/cast type letter faces. All seams shall have continuous welds and be filled. NO TRIM CAPS ALLOWED. b. Letter color preferred as black or clear coated natural metal (ex: Bronze, brass, aluminum: polished, brushed or swirled, etc) or Tenant's corporate colors as approved by Landlord, prior to fabrication and installation. All seams to have continuous welds and be filled. ½” spacers to be painted to match wall/facade color. c. Tenant are to be centered on the Tenant's storefront or between prominent architectural elements unless noted otherwise by Landlord. d. Individual pinned-off, face lit channel letters shall be illuminated with brand specific LEDs to create sufficient illumination for sign location with no hot spots. e. Length: The length of the individual Tenant on internal storefronts shall be variable. However, the length shall not exceed 75 percent (75%) of Tenant's storefront width, or twenty-four feet (24'-0” max.) in sign length, whichever of the two results in a smaller sign. Example: 20' width x 75% multiplier = 15 feet of allowable sign length. f. Height: 24” high letters for single line sign and 36” high maximum assemble area for double line sign Single line: Text letters shall not exceed 24” in height. Double lines: Letter height shall not exceed 22” in height. Overall height not to exceed 36”. If more than 5 letters, second line of copy to be in routed aluminum cabinet with routed face. Cabinet to be face/halo lit with ½” letters. g. Bolts, connectors, sleeves, etc. shall be non-ferrous materials. h. All penetrations thru walls to be watertight. i. Power to Tenant sign circuits is 277 volt.
1112 LEVINE MIDDLE COLLEGE HIGH SCHOOL “Every Child, Every Day, For a Better Tomorrow” School Leadership Team Mission: “To maximize academic achievement for every student in a high school and college environment” Aelick, Becky (Joshua, 13) Delaney, Kathy (Connor, 11) Co-Chair kathydelaney@live.com 704-650-4480 704-301-3193 Selembo, Priscilla (Taylor, 12) O’Dea, Mary Gail (Sally, 11) 704-936-6868 Beavers, Marie (Conner 13) Co-Chair Nelson, Patricia (Eric, 12) Co-Chair 704-776-1870 704-571-1831 Brinkley, Cindy (Olivia, 12) McAlister, Michelle (Bethany, 12) Campbell, Lakeesha (Kyla, 12) Hannon, Heidi (Sam, 12) Kinley, Sylvia (Sylvana, 12) Wortman, Jill (Zackery, 12) Bell, Catherine (Allison, 12) 980-729-8669 Joey Burch (Principal) Nyla McFadden (English Teacher) Brianne Van Lauwe (Counselor) Sarnya Ervin (Math Teacher) 2017-2018 School Leadership Team Meetings Wednesday, September 27 10:00 Wednesday, October 25 9:30 Wednesday, November 29 10:00 Wednesday, January 24 9:30 Wednesday, February 21 10:00 Wednesday, April 25 9:30
Exercise 3: Auto companies frequently test the safety of automobiles by putting them through tests to observe the integrity of the passenger compartment. If a 1000 kg car is sent toward a cement wall with a speed of 14 m/s and the impact brings it to a stop in 8.00 X 10- 2 s, with what average force is it brought to rest? (6 points) Rhonda, who has a mass of 60.0 kg, is riding at 25.0 m/ s in her sports car when she must suddenly slam on the brakes to avoid hitting a dog crossing the road. She is wearing her seatbelt, which brings her body to a stop in 0.400 s. a) What average force did the seatbelt exert on her? b) If she had not been wearing her seatbelt., and the windshield had stopped her head in 1.0 X 10 -3 s, what average force would the windshield have exerted on her? c) How many times greater is the stopping force of the windshield than the seatbelt? (18 points) Looking for: Solution (includes work): Given: Relationship: Looking for: Solution (includes work): Given: Relationship: Exercise 4: Looking for: Solution Given:
Vocabulary Inelastic collision: A collision in which objects collide and some mechanical energy is transformed into heat energy. A common kind of inelastic collision is one in which the colliding objects stick together, or start out stuck together and then separate. However, in an inelastic collision the objects need not remain stuck together but may instead deform in some way. Because momentum is also conserved in an inelastic collision, the mv before the collision for each of the two objects must equal the mv after the collision for each of the two objects. When objects are stuck together after the collision (assuming mass does not change), this equation becomes where Vf is the combined final velocity of the two objects. Solved Examples Example 5: Tom and his twin brother Tim, have a combined mass of 200.0 kg-and are zooming along in a 100.0-kg amusement park bumper car at 10.0 m/ s. They bump Melinda's car, which is sitting still. Melinda has a mass of 25.0 kg. After the elastic collision, the twins continue ahead with a speed of 4.12 m/s. How fast is Melinda's car bumped across the floor? Solution: Notice that you must add the mass of the bumper car to the mass of the riders. · Given: m1 = 300.0 kg m2 = 125.0 kg v1i = 10.0 m/s v2i = 0 m/s v1f = 4.12 m/s Unknown: v2f =? Original equation: Solve: (300.0 kg) (l0.0 m/s) + (125.0 kg) (0 m/s) - (300,0 kg) (4.12 m/s) =------------------------ 125.0 kg Momentum 3000 kg·m/s + 0 kg·m/s - 1236 kg·m/s 125.0 kg 1764 kg·m/s 125.0 kg =14.1 m/s
Confirmation of booking All bookings will be confirmed in writing. Please do not book accommodation or travel until email confirmation is received from Holy Cross Hospital Accommodation If required, on confirmation of your booking you will receive details of accommodation available near the venue. Post or email applications to Joanna Phillips, Holy Cross Hospital, Hindhead Road, Haslemere. GU27 1NQ Tel: 01428 643 311 Fax: 01428 644007 E-mail: j.phillips@holycross.org.uk Map of Holy Cross By Car If travelling from or on the A3, turn off on the A287 at the Hindhead traffic lights, following signposts for Haslemere. Descend a steep and winding hill for approximately 2 miles. The hospital drive entrance is on the left, 100 metres after Church Road , a right hand turn signposted to Midhurst (this is Church Road, Shottermill, it should not to be confused with Church Road in Haslemere town centre). By Train Haslemere station is 20 minutes walk and has regular services to Guildford, and . By Bus The following Stagecoach bus routes pass close to the Hospital, all of them also pass the train station: No 18 - Aldershot to Haslemere via Bordon No 18X - Haslemere to Alton College (college days only) No 19 - Aldershot to Haslemere via Churt No 70 - Guildford to Midhurst
Rubric Category 4 3 2 1 Content all content is accurate and appropriate explanations are given All content is almost totally accurate and some appropriate explanations are given Content is inaccurate and explanations are confusing Content is inaccurate or incomplete and no explanations are given Writing (grammar) Zero mistakes in grammar, spelling, etc. One or two mistakes which don’t distract the audience Some errors make it somewhat hard to understand are so many errors the meaning is lost Pictures or props Pictures or support the method you selected The pictures or props somewhat support the method selected The picture or props do not support the method selected There is no picture or prop used Real life situation You chose a clear situation in which 2 digit multiplication can be used to solve You chose a situation in which 2 digit multiplication can be used for, but it was not clear Multiplication cannot be used to solve your real life situation You did not include a real life situation Work Habit/Effort You worked hard and stayed focus the entire time You worked hard, but was sometimes distracted You didn’t put your full effort in and was often distracted You did not put effort in and you were distracted through the project Total: _______
Objectives Linked to strategic plan, annual goals and principal’s learning focus. Indicators/Tasks Actions/tasks that will occur throughout the year which demonstrate progress towards objectives. Evidence What evidence occurs throughout the year to show progress and achievement? Outcomes What will this look like when achieved? What are the impacts on learners? Record anticipated outcomes and update with actual outcomes. Criteria and Standards Select all the relevant criteria and standards which are likely to be demonstrated if the objective is met. Objective 2:
Section 2.A: Summary Report Objectives Evidence Conclusions comments are recorded by the reviewer and should reflect the conversations between the reviewer and principal. Criteria and Standards Select all the relevant criteria and standards which have been demonstrated. Objective 1: Objective Met Not met Objective 2: Objective Met Not met
second anniversary day means the second anniversary of the day on which the period of the provider’s first registration started. Subsection 7(2) Omit “column 1 of the table in subsection 6(2)”, substitute “subsection 6(2), (4) or (6)”. Subsection 7(6) Repeal the subsection, substitute: Definition (6) In this section: initial year means: (a) in relation to the annual registration charge—the first calendar year in which the dollar amounts specified in subsection 5(2) are imposed under section 8; or (b) in relation to an to market charge—the year 2015.
What is the term for enzymatic degeneration of carbohydrates in the final electron acceptor is an organic molecule (contains carbon)? Give an example: What is the process that yeasts use to convert sugars to alcohol in the absence of air? Fermentation ATP is synthesized by phosporylation (adding phosphate) and oxygen it is not required Fermentation What is the process of mild heating to kill particular spoilage microorganisms or pathogens? Pasteurization What does Aerobic mean? Requires Oxygen What does Anaerobic mean? Requires an environment without oxygen What does facultative mean? Can survive in environments with or without oxygen What philosopher scientist first coined the phrase “spontaneous generation?” Aristotle Who believed that bees grew from honey and flies grew from meat? Virgil Who first used a magnifying lens called “flea glasses?” The Romans Who invented the first compound microscope? Janssen Who improved both the microscope and the telescope? Galileo Who improved the simple microscope to a magnification of 270x? Who first described microbes? Van Leeuwenhoek Van Leeuwenhoek Bacterial Arrangements What are the types of: Pairs Clusters Chains Pairs – diplococcic & diplobacilli Clusters – staphylococci Chains – streptococci & streptobacilli Robert Hooke looked at a cork under a microscope and coined what term? “Cells” What is the name for the hypothesis that organisms arose from nonliving life? Spontaneous generation
Who thought that mice grew from hay and coined the term “Spontaneous Generation”? Aristotle According to spontaneous generation, what forms life? Vital force What is the name for the hypothesis that organisms arise from preexisting life? Biogenesis Who was a believer in biogenesis and set out to prove that maggots in meat were caused by flies laying eggs in the meat? Redi How did Francisco Redi prove biogenesis? He filled covered jars with meat, proving that maggots do not spontaneously grow from the meat. How did John Needham prove spontaneous generation? Put boiled nutrient broth into covered flasks and got microbial growth, so he thought that proved that organisms can spontaneously be created. What was flawed with Needham’s experiment? His was covered with a non-sterile cork Who believed that microorganisms are present in the air, and set out to it? Louis Pasteur Who designed a special S-Shaped flask that demonstrated that Spontaneous Generation Theory was false? Louis Pasteur Who discovered the first smallpox vaccine? Edward Jenner Who discovered the sheep vaccine for Anthrax? Louis Pasteur What vaccines did Louis Pasteur invent? Sheep anthrax Chicken cholera Rabies Who is responsible for the Cell Theory? Rudolf Virchow What does the cell theory state? All living things are composed of cells Cells are the smallest working units of living things All cells come from preexisting cells by cell division (biogenesis theory) Who discovered that the silkworm disease is caused by a fungus? Agostino Bassi
16. The ability to be unwavering, and definite. 17. Ability to lead effectively. 19. Desire and willingness to take the initiative. 20. Good physical health. 21. Willingness and ability to do something untried. Entrepreneur Characteristics - Answers Created by Heather Grosze with EclipseCrossword – 1H I G H A C H I 2E V E R O I A L N O E R S A T I L I T Y M R P E 6S E L F R E L I A N C E 7O P T 8R I S K T A K E R 9S I G E 10C R E A T I V I T Y A N L I N E F V I E U C E Z R 12P R O B L E M S O L V E R A S N A T 14M O N E Y O W E R F U L T I R I I O V 16D E T E R M I N E D N 17L E A D R E N R N N C A 19S E L F S T A R T E R E N R C G E E A L T H Y T 21I N N O V A T I V E N E S S C ACROSS 1. Highachiever - A strong need to achieve. 3. Social - A need to closely associate with others. DOWN 2. Entrepreneur - A person who owns,
include how they make A list must be made of how comes and how employees are paid A speech will explain to the class how the business makes money, spends money, and survives in the horticulture industry Students will be scored on completeness, detail, PowerPoint presentation, and peer evaluation 2. The landscape nursery industry prepares sites for landscaping and purchases the items needed for a landscape design. Jobs and occupations in the landscape nursery industry include: construction supervisor, designer, and salesperson. 3. Landscape maintenance work involves caring for already established landscapes. Mowing, pruning, weed control, and fertilization are all examples of landscape maintenance work. 4. The plants and used by commercial growers come from large operations. These large operations are able to mass produce seeds and plants. Examples of jobs and occupations related to this industry include: plant breeder, propagator, independent grower, sales manager, and salesperson. 5. The heart of the retail nursery industry is the garden center. Garden centers offer consumers plant materials and supplies needed to maintain a garden or landscape. Jobs and occupations related to the retail nursery industry include: buyer, landscape designer, plant technician, and Other career areas related to horticulture include: horticulture therapist, cooperative extension agent, horticultural specialist, consultant, teacher, research scientist, and plant inspector. Closure/Summary/Conclusion (Tie in Objectives) To conclude the class the teacher will tie in the objectives listed below and relate some of the students’ horticulture goals to the actual direction of the class. One example would be the student who’s goal was to learn how to graft. This term, like Billy’s goal, we will be working outside and learning how to graft as a propagation method. 1. Identify the skills and knowledge needed in the horticulture industry 2. Research and explore careers in the pruning and horticulture industry 3. Discuss differences between careers, jobs, and occupations 4. Justify and create measureable and attainable goals 5. Develop a horticultural entrepreneurial endeavor and present to class
TOT NL NM DOMO DM CMO NS PROFF Task No. of respondents No. who Need Learning No. who Need Mentoring No. who can “Deliver on my own” No. who can “Deliver More” than the post requires No. who can “Mentor Others” Not specified. Proficient percentage * Note 1 Skill No. of respondents No. who Need Learning No. who Need Mentoring No. who can “Deliver on my own” No. who can “Deliver More” than the post requires No. who can “Mentor Others” Proficient percentage * Note 1 TOT B W A RL NS PROFF Know No. of respondents Basic Knowledge Working knowledge Advanced knowledge Requires learning Not specified Proficient percentage * Note 2 The following abbreviations have been used: TASK & SKILL KNOWLEDGE TOT Total number of respondents TOT Total number of respondents NL Needs learning B Basic NM Needs mentoring W Working DOMO Deliver on my own A Advanced DM Deliver more than the post requires RL Requires learning CMO Can mentor other NS Not specified NS Not specified PROFF Proficiency level PROFF Proficiency level Proficient percentage (* Note 1) The calculation for proficiency for TASK and SKILL is: DOMO Plus DM plus CMO equals % OF RESPONDENTS WHO RATED THEMSELVES PROFICIENT TOT minus NS Proficient percentage (* Note 2)
2 Inch Horizontal Form Dealer Code Dealer Name Address City Phone Consumer Address City Phone Ship Via Date Tag Dealer Person Jackson Ref # Qty Width Length Pattern & Colour Tilter Style Wand Cord Tilter Side Right Left Cord Side Right Left Brackets End Projection Decorative Tape None Colour Valance Grande Valance End Return Price Special Instructions
Summary Tab Select the Summary tab At the bottom of the Summary tab: Select Open Bid Then select Bid Tab The Bid Tabulation process enables vendor quotes to be entered into BidBuy after the Bid Opening Date. Summary tab – Select Open Bid Summary tab – Select Bid Tab Bid Tab: Quote Select Create New Quote to enter quotes on behalf of vendors that submitted paper copies. Select Create New Quote New General Tab The BP User is now entering the document on behalf of the Vendor that submitted their Quote outside the system. Each tab will be populated with the information as received by the vendor. Select Vendor – select the Vendor that submitted the quote you are entering Enter Received Date – Date/Time Quote Received, it is important to enter the correct date/time the document was received Enter additional information as is included on the Vendor’s Quote. Select Vendor Train Vendor 1 Enter Received Date – Date/Time Quote Received Are you registered and active in the Illinois Procurement Gateway?: Yes Did you attach Form B?: Yes Quotes: Items Enter Items responses from the Vendor’s Quote. For a Concessions Quote, “No Charge” will be checked and the Alternate Description populated. Enter quote for item(s) by checking “No Charge” In Alternate Description, enter “Revenue to the State” and the terms offered by Vendor “3% of Gross Sales” Quote: Header Questions Enter Questions responses from the Vendor’s Quote. Respond to questions
Advanced Search Advanced Search Select Purchase Order # to open Change Orders Tab The Change Order is initiated from the Change Orders tab. The option to Create Change Order will only be available when the PO is in ‘Ready to Send’ or ‘Sent’ status. Click Change Orders Tab Select Create Change Order Change Order > General Tab After selecting Create Change Order, the Change Order document opens to the Items tab. Select General Tab to work your way through the document. If any custom fields (detailed in Appendix C – Custom Columns) are modified, it is recommended to note the fields that are changed. This will be useful when updating the Change Order Summary screen. Contract Executed Date – Add Today’s Date Save & Continue on the bottom of the General Tab Change Order > Items Tab Item information can be modified via Change Order. To edit the item, select the bold Item # to open and edit. No Action, briefly review Change > Subcontractors Subcontractors can be modified or added via Change Order. No Action, briefly review Change Order > Attachments Attachments can be added via Change Order. In the example, an attachment will be added to attach the ‘Executed Contract’. After adding an Attachment, the BP user will need to determine whether the following should be selected. The Form to Process list will help inform the selection. Show Vendor Confidential The checkboxes are intended to be used together. If you select Show to Vendor and Confidential, the Attachment will be displayed to the Vendor but NOT the general public. If you select only Show to Vendor, the attachment is viewable by the Vendor AND the general public. Select Add File Select Chose File and search your computer for a file Select Save & Exit
My Work Monday Tuesday Wednesday Thursday My Progress MONDAY # of questions # correct _____ I need more help with… ______________ _____________________ _____________________ TUESDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________ WEDNESDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________ THURSDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________
You can obtain more information about meningococcal disease or vaccination from your healthcare provider, your local Board of Health (listed in the phone book under government), or the Massachusetts Department of Public Health Division of Epidemiology and Immunization at (617) 983-6800 or on the MDPH website at .
impacted the Head Start families. The program has bulletin boards and information for job services at the sites and the collaboration with the North Texas Area United Way will be a significant resource to help families find employment. The program has reviewed options for parent meetings, family nights, etc. to accommodate both working and non-working parents. Typical work schedules of parents vary. We have a high percentage of parents that are not working. The majority of the parents that do work seem to work shift work where their schedules change on a weekly basis. Unemployment Figures by County (data August 2016) County 2013-2014 2014-2015 2015-2016 2016-2017 Clay 5.5% 4.4% 4.5% 4.5% Cooke 4.9% 3.6% 4.2% 4.0% Montague 4.8% 4.0% 5.1% 5.1% Wichita 6.6% 4.2% 4.6% 4.6% Source: data.bls.gov As mirrored in the national economy, the unemployment figures in the service area appear to have steadily decreased during the past year. Wichita County has been fortunate to add a few new businesses in the past year, including WDS Global, a call center employing 240 people. Other businesses in the service industry have opened in both Wichita and Cooke counties. Means of Transportation to Work by County County Drove Car Alone Carpooled Bus Walked Other Means Worked at Home Clay 86% 9% 0% 3% 1% 4% Cooke 77% 16% 1% 1% 1% 4% Montague 77% 16% 0% 2% 1% 4% Wichita 78% 11% 0% 7% 1% 2% Source: 2013 Transportation issues are a problem for Head Start families. Head Start Family Service Workers stay in close contact with families to help alleviate transportation problems. Region 9 ESC Head Start currently offers transportation at three sites, with one site adding an additional bus to address family needs and to collaborate with special education services. Homelessness and Housing Homelessness Services 2013-2014 2014-2015 2015-2016 2016-2017 # Families Experiencing Homelessness 65 48 55 54 # Children Experiencing Homelessness 70 50 55 54 # Families Experiencing Homelessness that Acquired Housing 31 6 31 21 Data Source- PIR The Region 9 ESC Head Start program is serving a steady number of families classified with “no income”. This continues to be tied directly to the economic crisis in North Texas and the United
Typology 2 – Natural and Semi-natural Open Spaces Zoned Tasks Zone Definition General Standard Example Grass cutting 3 - General General grass areas (including verges) that define pathways and ensure sites are accessible and suitable for recreational use Grass no longer than approx. 100mm, free of unsightly clumps of clippings. 4 – Long grass regimes Meadow sites and areas of long grass that run alongside general grassed areas 1 or 2 cuts per year, timed according to species with arising removed at the correct time Hedge maintenance 3 - General Hedges bordering natural spaces shall not cause obstructions 1 cut per year during the winter programme
Are a range of rhymes and songs included – including counting rhymes, alphabet rhymes, rhymes from a range of cultural traditions? Y N 3, 4, 6 Do the session leaders model/teach the actions to parents and children? How do they do this? Y N 7 Are sessions flexible, adapting as required to the needs of parents and children? I.e. if children seem to be losing interest does the leader move on to the next song Y N 2,7 Are children comfortable moving around freely? Y N 2,7 Are session leaders reassuring to parents if children don’t join in or wander off or cry? Y N 3 Do session leaders recommend books to parents and encourage them to borrow books? Y N 6 Do children and adults have the opportunity to choose rhymes? How are suggestions acknowledged? Y N 2, 7 Are rhyme/song words available for people who don’t know them – how are they used? Y N 6 Outcome 2: Rhyme time builds the relationship between parent and child Response Observations