zilongwang/ReadingBank huggingface dataset:
Explanation: The movement of warmer and cooler mantle rocks creates pockets of circulation within the mantle called convection cells. The force of the magma movement is thought to move the tectonic plates above. 15) Heat would best be transferred by conduction between A) a candle and the air. B) an oven and a glass dish. C) a stove and a copper pot. D) water and a wooden spoon. Explanation: a stove and a copper pot because metal conducts heat better than any of the other substances, which are insulators. 16) Conduction occurs more easily between solids and liquids. This is because the particles in gases are A) farther apart and move faster. B) closer together and move faster. C) further apart and move more slowly. D) closer together and move more slowly. Explanation: Gases do not transfer heat as easily through conduction because their particles are farther apart and move faster. Close proximity of molecules in a substance helps facilitate the transfer of heat. 17) The name for heat transfer between two solids which are in direct contact or touching one another is A) conduction. B) convection. C) insulation. D) radiation. Explanation: conduction is when heat is transferred directly from one solid to another. 18) Molecules of two solid substances actually collide with each other to transfer energy in this method of heat transfer. A) conduction B) convection C) insulation D) radiation Explanation: conduction is when heat is transferred directly from one to another through the collision of molecules. 19) When ironing clothes, the primary method of heat transfer is A) conduction. B) convection. C) insulation. D) radiation. Explanation: conduction is when heat is transferred directly from one to another through the collision of molecules. 20)
Conduction The transfer of heat by touching something that is hot heat is transferred from the flame to the pot Convection the process of heat transfer in liquids and gases as the pot heats it transfers energy to the water Radiation The transfer of heat that travels in waves from a source, such as a fire or the sun Conductor A substance that allows heat to pass through it easily Any kind of metal is a conductor Iron, aluminum, copper, steel Insulator A substance that does not allow heat to pass through easily; a substance that prevents heat from being lost Rubber, plastic, fleece
Name Code I. Chemical Oxygen Demand (COD) Test (Continued) Questions Points Answers I-1 I-1-3 0.5 (Show your working) y = I-1-4 0.5 (Show your working) x = Name Code
I. Chemical Oxygen Demand (COD) Test (Continued) Questions Points Answers I-2 I-2-3 1.0 (Show your working) COD = ppm I-2-4 2.0 (Show your working) Amount of C6H6 = mg/L Volume of CO2 = L Name Code
IV-2 1.5 X Y Z g/100mL g/100mL g/100mL IV-3 1.5 X Y Z ------------------------------------ DO NOT WRITE BELOW ------------------------------------ points for question IV Name Code V. Genetics Questions Points Answers V-1 1.0 Multiple Choice (Choose one from to
Ventilation Introduction Air movement through a building is the main element of passive cooling in many Australian climates as the moving air cools the occupants through increasing evaporation rates. It is the least expensive means of cooling a building and the lowest environmental impact. Air movement within a building may be uncontrolled or accidental and is referred to as infiltration, or may be deliberate via natural ventilation through doors, windows and other openings. It may also be due to forced ventilation provided by extractor fans or simply ceiling or wall fans moving air within a room. Air movement provides useful cooling in all climates but may be less effective in tropical climates during periods of high humidity. Modelling Air Movement Infiltration Infiltration is the uncontrolled airflow that occurs through gaps, cracks, wall and ceiling vents that are unable to be closed and flues without dampers. Infiltration is detrimental to thermal performance in all climates, although performance in winter is much more sensitive to drafts than in summer. The building’s occupants require a minimum flow rate of half an air change per hour that changes oxygen and expels carbon dioxide and water vapour. Larger infiltration rates may be required where the indoor air quality is poor due to the out gassing of surface finishes, carpets, plastics etc. Infiltration can be reduced via the following means: Draught sealing doors and windows and caulking gaps and cracks is low cost, and particularly worthwhile on windy sites. Enclosing the under floor space of timber houses is effective in reducing drafts. Dampers should be fitted to all or chimneys. Strategic planting around the house can reduce the speed of the winter winds, and reduce the resulting heat loss through infiltration. The diagram below shows some possible infiltration sites.
Rubric Criteria 60 80 90 100 Score School Context School and classroom level data presented School level data is presented; classroom level data is disaggregated and presented School level data is succinctly presented; classroom level data is disaggregated and presented with solid analysis School level data is succinctly presented; classroom level data is disaggregated and effectively presented with clear explanations and insightful analysis Curriculum & Assessment Identifies effective curriculum design and assessment in theory only Identifies and models effective curricular design and assessment Clearly identifies and models effective curricular design and assessment with appropriate researchers and theorists cited Clearly identifies and models effective curricular design and multiple forms of aligned assessment with appropriate researchers and theorists cited Instructional Analysis Minimally addresses theory in use with analysis lacking for instruction, students or assessment Addresses theory in use with analysis of instruction, students, and assessment Addresses espoused theory and theory in use with analysis of instruction, students, and assessment with appropriate researchers and theorists cited Thoroughly addresses espoused theory and theory in use with analysis of instruction, students, and assessment clearly evident with appropriate researchers and theorists cited Classroom Management Philosophy General theories mentioned and philosophy vaguely addressed Analysis of classroom management context, articulation of management philosophy Clear analysis of classroom management context, articulation of personal philosophy, key theorists addressed and referenced Clear analysis of classroom management context; succinct articulation of personal philosophy; key theorists, including contrasting theorists, clearly
addressed and referenced Quality of writing/sources Comprehensible but inadequate integration of theory and practice, few references (less than 20 references) organized, adequate integration of theory and practice, key references sources (20 references) Well-supported, clear integration of theory and practice, key references (20 references) Succinct, lucid, articulate representation of personal practice and key theorists and researchers (at least 20 references)
Consulting My Future Marriage and Family Therapist Self I will always be for the family, before the this is common sense. So in this spirit I think the main way I will improve this model and myself “is to simply ask clients how they feel about the therapy so far and if they believe it is helping them, or expect it to help them in the future” (Bosley, p. 13). Another way to evaluate my therapy is to utilize my supervisor, a
14. The reaction C(s) + CO2(g)  2CO(g) is spontaneous only at temperatures in excess of 1100 K. We can conclude that A) H° is positive and S° is negative. B) H° is negative and S° is negative. C) H° is positive and S° is positive. D) H° is negative and S° is positive. E) G° is negative for all temperatures. Answer Key 1. B 2. B 3. D 4. C 5. D 6. D 7. D 8. A 9. E 10. A 11. A 12. A 13. E 14. C
5. In which reaction is S° expected to be positive? A) I2(g)  I2(s) B) H2O(1) H2O(s) C) CH3OH(g) + O2(g)  CO2(g) + 2H2O(l) D) 2O2(g) + 2SO(g)  2SO3(g) E) none of these 6. What is the change in entropy when 0.163 g of silicon is burned in excess oxygen to yield silicon dioxide at 298 K? Si(s) + O2(g)  SiO2(s); S° = –182.4 J/K at 298 K A) –29.7 J/K B) –3.14  104 J/K C) –1.06 J/K D) –182 J/K E) –3.55  10–3 J/K 7. Which of the following equations is correct? A) G = S – TH B) G = Ginitial – Gfinal C) G = H – TS D) G = S – PV E) G = H – PV 8. What is G° at 298 K for the following reaction? Pb(s) + PbO2(s)  2PbO(s) A) 158.5 kJ B) –158.5 kJ C) 29.4 kJ D) –405.2 kJ E) –29.4 kJ 9. Consder the following reaction: 3C(s) + 4H2(g)  C3H8(g); H° = –104.7 kJ; S° = –287.4 J/K at 298 K What is the equilibrium constant at 298 K for this reaction? A) 1.0 B) 2.2  103 C) 4.6  10–4 D) 2.2  1018
CO (g) -110.5 -37.2 197.9 CO2 (g) -393.5 -394.4 213.6 Hydrogen H2 (g) 0 0 130.58 Oxygen O2 (g) 0 0 205.0 H2O (l) -258.83 -237.13 69.91 The value of ΔS˚ for the catalytic hydrogenation of acetylene to ethene, C2H2 (g) + H2(g) → C2H4(g) is __________ J/K∙mol. A) +18.6 B) +550.8 C) +112.0 D) -112.0 E) -18.6 The combustion of acetylene in the presence of excess oxygen yields carbon dioxide and water: 2C2H2 (g) +5O2 → 4CO2(g) 2H2O(l) The value of ΔS˚ for this reaction is __________ J/K∙mol. A) +689.3 B) +122.3 C) +432.4 D) -122.3 E) -432.4 The value of ΔS˚ for the oxidation of carbon to carbon dioxide, C(s graphite) +O2(g) → CO2(g) is __________ J/K∙mol. The combustion of carbon, as in charcoal briquettes, in the presence of abundant oxygen produces carbon dioxide. A) +424.3 B) +205.0 C) -205.0 D) -2.9 E) +2.9 The combustion of ethane in the presence of excess oxygen yields carbon dioxide and water: 2C2H6(g) + 7O2(g) → 4CO2(g) + 6H2O(l)
Mass of MgSO47H2O Mass of water used (same as mL) Initial temperature of the water Final Temperature of the water (Final - Initial) 1. Weigh out about 2.00g of crystalline MgSO47H2O. 2. Add exactly 20.0mL of DI water to your calorimeter 3. Record the initial temperature of the water 4. Add the MgSO4 hydrated crystals to your calorimeter and immediately close the lid 5. Stir until the temperature stops increasing 6. Record the highest temperature reached as the final temperature Calculations for Reaction 2 1. Use to find out how many joules of energy were absorbed by the water. Remember that the specific heat of water is 4.184J/g°C. Be sure to use the mass of water for this calculation. (For water 1mL=1g) a) answer in Joules b) answer in kJ 2. Find the moles of anhydrate used a. What is the molar mass of MgSO47H2O? b. Convert the grams of MgSO47H2O in data table 1 into moles a) molar mass of MgSO7H2O 4 b) moles of MgSO47H2O used 3. Find the joules of heat absorbed in the reaction in kJ. Remember, energy lost by water is negative the energy gained by the reaction. Energy= 4. Find the for this reaction in kJ/mol. (divide kJ by moles) = 5. Is this reaction endothermic or exothermic? Conclusions: Calculate the for the goal reaction using the given reactions 1. each reaction with the enthalpy of reaction you found in the lab Reaction 1: MgSO4(s) Mg+2(aq) + SO4-2(aq) =
The state of an ideal gas was changed three times in a way that the pressure stays the same. The graph represents three isobaric lines. Which of the following is true about the pressure of the gas? (A) P1 > P2 > P3 (B) P1 > P2 < P3 (C) P1 < P2 < P3 (D) P1 = P2 > P3 (E) P1 > P2 = P3 The temperature of an ideal gas increases from 20 to 40 while the pressure stays the same. What happens to the volume of the gas? (A) It doubles (B) It quadruples (C) It is cut to one-half (D) It is cut to one-fourth (E) it slightly increases The state of an ideal gas was changed three times in a way that the volume stays the same. The graph represents three isobaric lines. Which of the following is true about the volume of the gas? (A) V1 >V2 >V3 (B) V1 > V2 < V3 (C) V1 < V2 < V3 (D) V1 = V2 > V3 (E) V1 > V2 = V3
Free Response a) 1.16x105 Pa b) 0.039 m3 c) 0.053 m3 d) 1624 J e) 2495 J f) 4119 J a) -3600 J b) -5400 J c) added d) 9000 J e) curved line (1/x)from C to A a) 45J b) -140J c) 285J d) -330J a) 192.4 K b) Positive, area the curve c) 800 J d) e) 800 J f) 0
Nombre: ________________ Spanish Progress Tracking Chart Color in the thermometers to show how well you have learned the following words and phrases. Use the sample as a guide. a tiempo a abre además agarra al día siguiente al al principio de aprende así que aunque ayuda baila hacia baja la mano Barato/caro/ gratis bebe/toma busca camina hacia canta casi casi se muere cierra cocina come compra con corre hacia cuesta cuida de de repente debe + ____r (chores, rules) deja de _____r desde después de dibuja dinero duerme durante encuentra entiende entonces entra en es esconde escribe escucha
está (+ emotion) está casado(a) con está enamorado(a) de grita guarda ha habla hace (+ sándwich) hace (+ tarea) hace ejercicio hace ruidos hace … (time) hasta hay huele intenta (trata de) escapar juega (+ deportes) lava le da le dice le gusta le pega le pide le pregunta le responde lee levanta la mano limpia llama llega lleva (+ clothing) lleva (+ object) más, menos necesita nunca oye paga para pasa tiempo pero piensa (en/que) por eso porque puede quiere quiere ir quiere ser (famoso) recoge regresa respira roba ronca sabe saca saca fotos sale con sale de salta se baja de se baña se cae se da cuenta se da la vuelta
se despierta se divierte se se levanta se llama se mueve se pone + emotion se queda se ríe se sienta se sube a según siempre ____ando/iendo sin sin embargo solamente/sólo también tampoco temprano hambre tiene miedo tiene que razón tiene sed tiene … años tira toca (+ instrumento) toca (+body part, object) toca la puerta todavía todo/s trabaja va (a) va a cumplir … años vende viaja vive (en) y ya suficiente demasiado
Theoretical Competition – Solution – December 6, 2015 I. Chemical Oxygen Demand (COD) Test I-1 I-1-1 [0.5 points] (Answer) a + b/4 c/2 (Explanation) Balance the masses of O for both sides. c + 2x = 2a + 0.5b [0.3 points] x = a + 0.25b 0.5c [0.2 points] I-1-2. [0.5 points] (Answer) 8y (Explanation) Balance the charges for both (2)y + (+1)z = 2y(+3) [0.3 points] z = 8y [0.2 points] I-1-3. [0.5 points] (Answer) 2a/3 + b/6 c/3 (Explanation) Balance the masses of O. c + 7y = 2a + 0.5b + 0.5z [0.2 points] Substitute 8y for z 3y = 2a + 0.5b c [0.2 points] y = 2a/3 + b/6 c/3 [0.1 points] I-1-4. [0.5 points] (Answer) 3y/2 (Explanation) From the former questions, x = a + b/4 c/2 [0.1 points]
Note that a detailed work history will be requested on the next page. WORK REFERENCES Name and Occupation: Company/ Relationship/ Number of Years Current Contact Information (Company, Address, Etc.) Phone Were you in the U.S. Armed Forces? Yes No If YES, what Branch? of Duty: From To Rank at Discharge: List duties in the service including special training: What specific skills, qualifications, or other experiences do you possess that would especially suit the position you are applying for?
PREVIOUS EMPLOYMENT – CONTINUED Previous Employer: Address City State Zip Phone Product Line or Description of Business # of Employees at Location at Termination Reason for Leaving # of Employees at Start of Employment Position(s) at This Company List Each Position Held Separately From Date / To Date Month/Day/Year Format Begin Salary / End Salary Specify Base & Other Pay Supervisor(s) / Title List For Each Position Held Responsibilities for each position held (list separately): PLEASE CONTINUE PREVIOUS EMPLOYMENT ON THE NEXT PAGE
PREVIOUS EMPLOYMENT – CONTINUED Previous Employer: Address City Zip Phone Product Line or Description of Business # of Employees at Location at Termination Reason for Leaving # of Employees at of Employment Position(s) at This Company List Each Position Held Separately From Date / To Date Month/Day/Year Format Begin Salary / End Salary Specify Base & Other Pay Supervisor(s) / List For Each Position Held Responsibilities for each position held (list separately): PLEASE CONTINUE PREVIOUS EMPLOYMENT ON THE NEXT PAGE
PREVIOUS EMPLOYMENT – CONTINUED Previous Employer: Address City State Zip Phone Product Line or Description of Business # of Employees at Location at Termination Reason for Leaving # of Employees at of Employment Position(s) at This Company List Each Position Held Separately From Date / To Date Month/Day/Year Format Salary / End Salary Specify Base & Other Pay Supervisor(s) / Title List For Each Position Held Responsibilities for each position held (list separately): Have you listed all of the employers you have worked for? Yes No (If NO, please request additional employment history pages.) Do you have other sources of income besides the job you are applying for? Yes No If YES, list the sources of income: Have you missed any work during the past 10 years? Yes No
Example: Using the table of average bond energies below, the ΔH for the reaction is _________ kJ. (answer: -217 kJ/mol) Bond: C≡C C–C H–I C–I C–H Δ (kJ/mol): 839 348 299 240 413 ∆H0rxn = [1(839) + 2(299)] – [4(413) + 2(240)] = -695kJ Using the table of bond dissociation energies, the ΔH for the following gas-phase reaction is ______ kJ. (ans.=-44kj/mol) The reaction below is used to produce methanol. Calculate the C-H bond energy given the following data: (ans.= 417 kJ/mol) C≡O (g) + 2 H-H (g) → CH3OH (l) ΔHrxn = -128 kJ
The Electronic Press Kit (EPK): Launching the Ruxanda Brand to Gain Visibility and to Assess the Market The act to launch Ruxanda is to create an electronic press kit along with an accompanying physical press kit to increase publicity and survey the market. The electronic press kit will be distributed to traditional multimedia groups, new media outlets, and social media sites, and other publications in order to familiarize the market to Ruxanda and to assess their reception to tailor upcoming merchandising, licensing, albums, and tours for maximum exposure and revenue. The electronic press kit will include five songs, one video, professional photos, biographies, and booking information to be distributed to news media, radio, online music stations, social media sites, YoungINC.LA, nightclubs, festivals, and venues for prospective tour locations. Ruxanda Calistru’s musical accomplishments and media connections in Europe along with her music and dance network in America will help bolster the reception of the brand Ruxanda those individuals and organizations are willing to spread news related to Ruxanda. In addition, her position as a YoungINC.LA brand ambassador and being managed by JB Talent will attract upcoming talent and attention to these organizations and to the executive producers named on the project.
DNACPR Patient has a Do Not Attempt Resuscitation (DNACPR) instruction in place. Add a statement describing whether ambulance dispositions to calls should proceed as normal or be over-ridden and the call passed to a clinician. Just because a DNACPR exists does not necessarily mean an ambulance is an inappropriate response to the presenting problem. Use either: Over-ride ambulance dispositions and transfer to a CA. or Proceed as normal with dispositions suggested. Consider and act appropriately. Discuss with Clinical Duty Manager or pass to CA if in Medication Instructions (e.g. not to prescribe certain items) Please do not prescribe <drug> unless clinically required. <Is known to overuse / abuse> / <Is on a reduction plan> / <Other similar statement>. Refer back to own practice or out of hours service. If call relates to the medication described in the note refer initially to CA rather than passing to service on DoS. High Intensity User This patient has a high intensity user (frequent caller) plan in place: do not consider as a repeat caller. The care plan is held by <organization> and can be accessed through them or <other source>. Do not over-ride dispositions to GP 1h if flagged as a repeat caller. Consider whether call should be passed to CA. Safeguarding Concern is a <child protection> / <vulnerable adult> concern regarding this patient relating to <type of concern>. Consider this whilst assessing the call. Make referral and notify downstream service as appropriate. Consider safeguarding during assessment process and act appropriately. Consider whether call should be passed to CA. Ensure any service referred to is explicitly made aware of the safeguarding concern, e.g. by a verbal handover. Patient Risk This patient is at risk of social or domestic emergency <event / outcome> due to <reason>. <A relevant statement describing action to be taken>. Consider whether call needs to be passed to CA and act appropriately.
or This patient is a risk to <person / organization> because <reason>. Ensure any service referred to is explicitly made aware of the risk, e.g. by a verbal handover. Communication Needs This patient has a communication need relating to <hearing / speech / cognition / language>. A relevant statement describing action to be taken, such as: This patient requires an interpreter who can speak <language>. or <Other person> can be relied upon to interpret. or Suggest use of British Sign Language video call. Put in place the appropriate solution recommended. Allow time on the call and consider use of other resources to support communication. Access Instructions Special access instructions for <location> are <instructions>. <A relevant statement describing action to be taken>. Pass to downstream service as necessary.
What is the purpose and importance of FMSWeb? How does it apply to Army majors? What are FMSWeb’s capabilities and limitations? (Slide 32) Force Management System (FMS) documents the Army. It uses The Army Authorization Documents System (TAADS) data fields. Provides the HQDA approved documentation of personnel and equipment requirements and authorizations of the MTOE and TDA Force at the grade, skill, MOS, LIN, AMSCO, MDEP, and quantity level of detail. Documents requirements and authorizations for MTOEs at various levels using data from SAMAS, the TOE, BOIPs, and ICPs. Documents requirements and authorizations for TDA units using data from SAMAS, concept plans, manpower surveys and studies, and manpower standards applications. Maintains quantitative and qualitative personnel and equipment data (grade, MOS, ERC, and LIN). Provides access through the Web-based system of Force Management System Web (FMSWeb). T/F: Capabilities-based assessment is initiated through the force program review (FPR) process. (True) F104: Developing Materiel Capabilities (Acquisition). How does materiel development and acquisition relate to the CBA process (JCIDS and ACIDS)? Sometimes a capability gap that is identified through the Joint Capabilities Integration and Development System (JCIDS) or through the Army’s version (ACIDS) can be filled best by a materiel solution—the “M” in DOTMLPF. (Ref CBI, slide # 3 of 19) When this occurs, there is an effort to minimize the amount of research and development required—cost and time—to bring a system on line and field it. How is the decision to pursue materiel solutions determined? What capability solutions are available? (See slide #6) If part or all of the recommended solution entails a materiel solution, an initial capabilities document (ICD) is issued by the staff to the service to pursue that solution (and funding for it). This in turn initiates analysis of how best to achieve the materiel solution: existing system modifications or upgrades or a new system start.
Briones to Mt Diablo Regional Trail California Riding & Hiking Trail Carquinez Strait Camp Arroyo Claremont Canyon Castle Rock Contra Loma Coyote Hills Crockett Hills Cull Canyon Crown Beach Del Valle Delta de Anza Regional Trail Diablo Foothills Dry Creek Pioneer Don Castro Dublin Hills Five Canyons Garin Hayward Huckleberry Botanic Iron Horse Trail Kennedy Grove Lake Chabot Trail Las Trampas Little Hills Leona Canyon Martin Luther King Jr. Marsh Creek Trail Martinez McLaughlin Eastshore
Miller/Knox Morgan Territory Mission Peak Oyster Bay Ohlone Pleasanton Ridge Point Pinole Point Isabel Quarry Lakes Redwood Roberts Round Valley San Francisco Bay Trail Sibley Sunol Shadow Cliffs Sobrante Ridge Sycamore Valley Tilden Temescal Vargas Plateau Wildcat Canyon Waterbird Browns Island NO GEOCACHING Brooks Island NO GEOCACHING Vasco Caves NO GEOCACHING
HDR Thesis Citation for Graduation This form should be completed by the Principal Supervisor of a HDR student. Email the completed form to the Office of Graduate Research at at the same time you submit the Nomination of Examiners form. The thesis summary will be included in the graduation book when students are awarded their degree, including graduates in absentia. The thesis summary is also used for the Australian Higher Education Graduation Statement (AHEGS) provided to each graduate. For more information about the AHEGS go to: For Doctoral students only: If the student is attending the Graduation ceremony, the thesis title will be read out along with 1-2 short sentences about the thesis. For the thesis summary, please identify the key contributions and significance of the research in a style easily understood by graduands, their families and guests. For a thesis summary sample, please refer to the following page. Name: Student ID: College: Thesis Title: Thesis Summary (please limit your wording to max 150 words): Citation for Doctoral students only: 1-2 short sentences describing what was investigated and the impact of the research. Please write in the third person (only required for students attending the ceremony): Sample Thesis Summary and Citation (short sentences)
The historical perspective of PNI as a clinical problem (), the classification of peripheral nerve injuries (),the limitations of innate physiological regeneration along with surgical ()and implantable biomedical conduit devices are discussed and highlighted (). A number of manufacturing methodologies are discussed with microstereolithography in particular highlighted as an advantageous technique for NGC fabrication (). Chapter 2 A novel microwave synthesis method was developed for the rapid production of p(CL)MA and p(LA)MA photopolymerisable pre-polymers. The application of this methodology for biomedical uses has been previously discussed () and has been applied for NGC fabrication by microstereolithography in this work. Chapter 3 A 405nm cross section patterning microstereolithography system was constructed in the described arrangement. This system has been used for the fabrication of nerve guidance conduits in a number of different photopolymerisable acrylate based materials including p(EG)DA, p(CL)MA. p(EG)DA and p(CL)MA materials have been experimentally assessed using in vitro cell culture techniques demonstrating positive cellular adhesion for both material substrates. p(EG)DA devices were subsequently tested in vivo with comparable results to graft repair. This work utilising p(EG)DA was published in () along with p(CL)MA materials and devices described in Chapter 3. The potential for inclusion of intralumenary guidance features was investigated by incorporating them into cross section during projection structuring, or by inclusion of electrospun p(CL) fibres in Chapter 3. These more advanced yielded mixed results following in vivo implantation although they did demonstrate a clear efficacy dependent upon the fibre packing density, a feature requiring further experimental work to optimize. This importance of
During pregnancy, avoidance of risk factors such as smoking and alcohol consumption greatly reduces incidence of preterm labour. Knowledge of other common risk factors, such as medication related risk factors would significantly reduce the incidence of preterm labour. Attendance of the antenatal clinic where maternal education and early clinical intervention is done is another effective method. Mothers are educated on proper nutrition, avoiding stressful situations, hygiene and sanitation to reduce frequency and severity of maternal infections. 2.7 Management of preterm labour Clinical management of preterm labour is symptomatic rather than management of causal factors. However, many medical interventions to manage preterm labour do not result in plausible success. Use of progesterone, for example, to prevent preterm labour in high risk groups has about a 30% success rate (60). Referral of pregnant women to a health facility with capacity for adequate perinatal care in terms of medical equipment and specialised personnel does improve infant survival. Tocolysis is a common practice in local clinical setting. A variety of tocolytics with varied modes of action are employed. Commonly used are betamimetics such as salbutamol. Oxytocin antagonists, calcium channel blockers, nitrous oxide donors and prostaglandin synthesis inhibitors are also routinely used. Tocolysis, however, in as much as it affords longer latency and fewer births within 48 hours of administration to allow for steroid therapy, it does not improve perinatal mortality. In fact, it is associated with lower APGAR scores at 5 minutes in the newborn (61). 2.8 Identification of medication related risk factors for preterm labour In the prevention of any medical condition, it is important to identify the individuals who may be at an increased risk than others. In understanding the risk factors, an opportunity is availed to proactively develop strategies to reduce the occurrence of the problem. Medication related risk factors for preterm birth are best identified in the context of the population. This is so because medication use patterns differ from region to region and is affected by a multiplicity of factors. Health seeking behaviour also differs regionally affected by factors such as socio-economic indicators, accessibly and cultural practices. Use of alternative remedies, such as herbal medicines, and health services also follows a similar pattern.
R: Could this certain friend be ‘3’ by any chance? 4: Yeah he’s done it twice now 3: I did it again 4: No you didn’t I checked this morning (…) but erm yeah (…) I can also remember when someone took away my laptop from me R: Oh right (…) why did they do that? 4: ‘Cause it was broken 3: You’re in love with your laptop [unclear exchange] 4: I was just really bored and (…) it just made me sad ‘cause I didn’t have a lot to do R: Ok (…) so are there people in school (…) ‘cause I guess we get on better with some people than others don’t we so are there people in school that maybe annoy you or make you angry at all? 4: There was but they’re not any more (…) [pointing at ‘2’ and ‘3’] both of these two annoy me as well but I can deal with them R: But they’re your friends 4: Yeah R: So why do you think you guys are friends? 3: ‘Cause we came to school at the same time 4: Yeah (…) well I came a little bit before you two (…) erm (…) we just (…) I was friends with another person and then we just (…) ‘3’ decided to come to us one time and he’s erm (…) not went away since (…) and then ‘2’ just kind of drifted towards us (…) I have no idea (…) I don’t know why (…) R: Have you got similar interests then? 4: Yeah I like to play certain games and so does ‘2’ and ‘3’ R: Ok (…) what sort of do you play? 4: I play mainly like fighting games but I also like games that are story-driven (…) so like I quite like to play these games (…) they’re by a company called Tell Tale but (…) they like release them in episodes but like every action you do is the story (…) and that story’s quite mood-swaying as well ‘cause you get like sad at certain parts of it and you can get like happy at certain parts (…) it’s quite emotional sometimes R: Ok can you tell me a bit more about that
Bibliography 62 Appendix A – Code from “Congratulations Article” and “openfile.php” 65 List of Figures Figure 1: Greenland Ice Sheet Data 15 Figure 2: HUBzero logo 16 Figure 3: Education Image and Developmental Research 18 Figure 4: PolarGrid Elements 21 Figure 5: Image of VMware installing HUBzero 39 Figure 6: Setting VMware to run host only mode 40 Figure 7: Using the commands “ifconfig eth0” and “nano /etc/hosts” 41 Figure 8: Uploading Educational Data FileZilla 43 Figure 9: of the Back-End 44 Figure 11: Utilizing the Congratulations Article to change content on the Front-End 45 Figure 12: template from new hub 49 Figure 13: Article in Joomla to replace the database 50 Figure 16: CSV file 55 Figure 17: Database 56 Figure 18: of survey 58
based Chapter III Methodology Definition of Goal: Original Tasking At the University of California, San Diego is the lead institution on a NSF planning grant for a Science Gateway Institute. This Science Gateway will offer a variety of services designed at joining many individual groups developing user-friendly, portals and tools that enable scientific research. These partner institutions include the Texas Advanced Computing Center (TACC) at The University of Texas at Austin; Elizabeth City State University; Indiana University; Purdue University; and the University of Michigan, Ann Arbor. Partner institutions include a one-year, $500,000 conceptualization award; the team has been asked to develop a tactical plan for a far larger Science Gateway Institute as part of the NSF's Software Institutes program; therefore initiating this project. The project target was to create a Hub that has the ability to access CReSIS educational data that has been stored on a server on the campus of ECSU for the main audience of educators and students to learn more about polar education. Within the documents K-12 students and teachers are invited to explore the many learning and teaching resources available from CReSIS K-12 education page. Users can find lesson ideas, maps, images, and updates about the research that is being conducted. The high-level goals for this project were as follows: Install HubZero and set up
Appendix A – Code from “Congratulations Article” and “openfile.php” //===============Congratulations Article in Hub=================== {xhub:include type="stylesheet"
month and 18 month between the two treatment groups were significantly different. Weight loss in high physical activity group reported in Jeffery et al.’s (2003) is greater than the results of trials reviewed in Catenacci and Wyatt’s (2007) study (0.1 kg to 5.2 kg in the exercise groups) and the result from previous review (Wing, 1999). It seems that a higher prescribed level of physical activity contributes to more weight loss. High of physical activity is a predictor of long-term weight loss maintenance (Wing & Phelan, 2005; Baak et al., 2003). Losing body-weight is not the end of combatting obesity epidemic; on the contrary, long-term weight regulation is also important to reversing the prevalence of obesity, especially for the people who were obese and have lost substantial body-weight lately. To learn how to successfully maintain long-term weight loss, Wing and Hill (Klem et al., 1997) established the National Weight Control Registry in 1994. The registry included more than 4,000 adults (aged 18 or above) who had lost at least13.6 kg and kept it off for at least one year. Wing and Phelan (2005) documented registered members’ behaviors related to long-term maintenance of weight loss. Engaging in high levels of physical activity was one of the most commonly reported strategies to maintain weight loss (The other strategies were low-calorie and low-fat diet, regular breakfast, regular self-monitoring of weight, maintaining a consistent eating pattern, and catching signs of weight regain before it gets out of control). Women in the registry reported an average of 2,545 kcal/week in physical activity, and men reported an average of 3,293 kcal/week. According to Wing and Phelan (2005), those levels of physical activity equal to about 1 hour/day of moderate-intensity activity, such as brisk walking. Other reported activities included weight lifting, cycling, and aerobics.
In the table below, please summarise the progress of your thesis: Thesis chapter Study Title Progress of data collection eg ethics obtained, complete, 50% complete, Progress of data analysis eg X interviews analysed Status 1 Introduction Not applicable Not Applicable Draft is 50% complete
Nafia Fen Mektebi/ The School of Public Works (1922-1937): The school’s name was changed to Nafia Fen Mektebi/ School of Public Works in 1922 and the duration of education was increased to 2.5 years in 1926 and 3 years in 1931. Figure 2.2 The Istanbul Technical School Historical Advancements in the University The school was established as an autonomous higher education and research institution with Law no. 1184 of State Engineering and Architectural Academies published on 3 June 1969. Law no. 1472 ruled for the closing of special vocational schools in 1971, and engineering schools were affiliated with the Istanbul State Engineering and Architectural Academy. The Yıldız University Period The Istanbul State Engineering and Architectural Academy and affiliated schools of engineering and the related faculties and departments of the Kocaeli State Engineering and Architecture Academy and the Kocaeli Vocational School were merged to form Yıldız University with decree law no.41 dated 20 June 1982 and Law no. 2809 dated 30 March 1982 which accepted the decree law with changes [4]. The new university incorporated the departments of Science-Literature and Engineering, the Vocational School in Kocaeli, a Science Institute, a Social Sciences Institute and the Foreign Languages, Atatürk Principles and the History of Revolution, Turkish Language, Physical Education and Fine Arts departments affiliated with the Rectorate [8]. The Yıldız Technical University Period Law no. 3837 dated 3 July 1992 renamed our university Yıldız Technical University. The Engineering Faculty was divided into four faculties and restructured as the Electrical-Electronics, Construction, Mechanical and Chemical-Metallurgy Faculties and also included the Faculty of Economics and Administrative Sciences within its organization. The Kocaeli Faculty of Engineering and the Kocaeli Vocational School were released from our university to be restructured as Kocaeli University. Today our
ABSTRACT (5 blank single-spaced lines from top, 2 blank lines below) Type or your abstract here. An abstract is required for all manuscripts, with a recommended length of about 250 words, or no more than one page, and will be published online and in Thesis Abstracts, a publication of University Microfilms International Publications. UMI prefers an abstract of this length for publication purposes and may shorten longer abstracts themselves. The abstract should include a statement of the problem, procedures, methods, results, and a conclusion—the equivalent of a short statement you might use in response to the question, “What is your thesis all about, anyway?” The abstract should not contain footnotes or references, or include the title and your name as author of the thesis. Your abstract must fit on one page, including the space above. It should be 12 pt. font, and should not have any bolded titles, such as “METHODS.” The “front matter” page numbers are set at one inch at the center bottom of the page, in lower-case Roman numerals. If you add or delete some pages, the computer will repaginate the file automatically. Please see Chapter 1 for more information about formatting. Orange and blue text should be deleted from your final version.
Possible response to objections: How can you make specific appeals to your reader concerning this issue? Kind of Appeal Logos (Factual) Pathos (Emotional) (Ethical/ Communal Values) Question to ask What evidence will support my argument? What are some powerful examples that are connected to this issue? How do I connect to this How should our community respond to this issue Working Thesis Statement
Buzby, K.M., & Deegan, L.A. (2004). Long-term survival of adult Arctic grayling (Thymallus arcticus) in the Kuparuk River, Alaska. Canadian Journal of Fisheries and Aquatic Science, 61, 1954–1964. doi: 10.1139/F04-126 Canadian Council of Ministers of the Environment. (2001). Canadian water quality guidelines for the protection of aquatic life: CCME Water Quality Index 1.0. Retrieved from http://st-ts.ccme.ca/ Chambers, P.A., Culp, J.M., Glozier, N.E., Cash, K.J., Wrona, F.J., & Noton, L. (2006). Northern Rivers Ecosystem Initiative: Nutrients and dissolved oxygen – issues and impacts. Environmental Monitoring and Assessment, 113, 117–141. doi: Carrino-Kyker, S., & Swanson, A.K. (2007). Seasonal physicochemical characteristics of thirty northern Ohio temporary pools along gradients of GIS-delineated human land-use. Wetlands, 27(3), 749-760. doi: Cox, B.A. (2003). A review of dissolved oxygen modelling techniques for lowland rivers. Science of the Total Environment, 314-316, 303-334. doi: Deegan, L. A., Golden, H. E., Harrison, J., & Kracko, K. (2005). Swimming performance and metabolism of 0+ year Thymallus arcticus. Journal of Fish Biology, 67(4), 910-918. doi: 10.1111/j.0022-1112.2005.00784.x
Table B3. Road density and road length for each sub-watershed. Roads Gunderson Creek Calahoo Iroquois Creek Pinto Creek Bear River Beavertail Creek Diamond Dick Creek Kamisak Creek Steeprock Creek Lineal km/km2 0.63 0.48 0.82 0.75 1.35 0.87 0.89 0.66 0.67 Total m in watershed 56545 327466 733313 155056 120348 57828 76930 Note: Blue represents abundant Arctic Grayling, green represents Arctic Grayling and red represents extirpated Arctic Grayling status.
Table 3.1 Parameters of the flat cross dipole element FSS. Parameter Value(mm) Description m 20 Size of unit cell g 1 Gap between copper and unit cell L 18 Length of copper w 1 Width of copper t 0.1 Thickness of copper n 1 Thickness of substrate Simulation results: Figure 3.2 Transmission and reflection response of flat cross FSS array. Figure 3.2 shows the transmission and reflection response of the flat cross FSS array. The resonant frequency of the structure is 7.92GHz. Clearly, it is a band-stop filter that will reflect the incident signals at 7.92GHz. The fractional bandwidth can be calculated as the frequency difference at -10dB divided by the resonant frequency, which is approximately equal to 9.67%. The transmission response of the flat FSS for several incident angles is shown in Figure 3.3. Both TE and TM modes are considered. As it can be seen, the resonant frequency decreases with the increase of the incident angle for TE mode. On the other hand, the resonant frequency increases as the incident angle increases for TM mode. In addition, the frequency shift of TE and TM modes vary within 0.83GHz and 0.25GHz, respectively. Therefore, TM mode is more stable than TE mode. (a) TE mode
size. To investigate whether the 3D surfaces have lower resonant frequency or not, the transmission responses are simulated. The reflection phase responses of 3D saw-tooth AMCs are presented in the following section. 5.1 Flat square loop FSS geometry One of the most common shapes used in FSS is square loop as in Figure 5.1. The unit cell size is set to 10mm×10mm. The square loop is etched on a substrate with permittivity of one and thickness of 0.5mm. The square loop material is a kind of lossy metal type copper. The length, width and thickness of the square loop are 6mm, 2mm and 0.01mm, respectively. The other parameters are shown in Table 5.1. (a) Geometry of flat Square loop FSS. (b) Unit cell boundary conditions. Figure 5.1 Unit cell of flat square loop FSS Table 5.1 Parameters of flat square loop FSS. Parameter Value(mm) Description m 10 Size of unit cell g 2 Gap between copper and unit cell L 6 Length of copper w 2 Width of copper t 0.01 Thickness of copper n 0.5 Thickness of substrate 5.2 3D square loop FSSs geometries There are four types of three-dimensional square loop FSSs are designed in this section. The type 1 structure is formed by raising the inner side of the flat square loop to an angle which is not vertical. The new structure is shown in Figure 5.2. The second type
This is a pre-formatted, example landscape page. There is a variety of ways to format these page numbers. This template used the directions found here () to create this example, but if you are having difficulty, you could also use . Regardless of the method used to create your landscape pages, they must follow this example in formatting.
Principal Supervisor Martin, English Program); Co-Supervisor (Hogan) Anand: ‘Re-narrating De-natured Landscapes: An Eco-critical Comparison of Contemporary Indian and Australian Writings on Nature and Environmental Politics’ (2006–2010). PhD Research (current) Principal Supervisor (Beilharz); Co-Supervisor (Hogan) Darrell Bennetts: ‘Antipodean Reflections on Imperial Vistas and Colonial Experience in New Zealand’ (2005– ). Christine Ellem: ‘Modernity and Utopia: the Political and Ethical Legacy of Modern Utopias’ (2007– ). Julian Potter: ‘Faust and Technological Modernity’ (2010 –) Principal Supervisor (Beilharz); Co-Supervisor (John Carroll) Mark Scillio “Work and Life’ (commenced 2009) Principal Supervisor (Beilharz); Co-Supervisor (Anthony Moran) Tim Hamilton ‘Race Relations in the antipodes’ (commenced 2010) Principal Supervisor (Beilharz); Co-Supervisor (with History) Andrew Self ‘Social movements in Latin America’ (commenced 2009) Principal Supervisor Co-Supervisor (Beilharz). Joseph Salazar: ‘Consuming Nationalism: Food, Culture, Space, Memory’ (2009–) Edwin Wise: ‘Place, Space and Culture: A Study of Manila’ (2007– ), Principal Supervisor (Hogan); Co-Supervisor (Dirk Tomsa) Angela Serrano: ‘Motivations of the Military in organising Military Coups against the national government: a case study of the Oakwood Mutiny of 27 July 2003, Manila, (commenced June, 2010) Principal Supervisor (Hogan); Co-Supervisor (Helen Lee) Villaceran: ‘Philippine Women in the Australian Diaspora: Writing their own experiences and the art of creative storytelling’ (commenced July, 2010) Principal Supervisor ; Co-Supervisor (John Morton). Andrew Morrison: ‘Social Networks in Philippine Organisations’ (2009– ) Principal Supervisor ); Co-Supervisor (John Carroll) Trevor Wilson: ‘Islamism and Modernity: a return to Absolutist Thought?’ (2008–)