zilongwang/ReadingBank huggingface dataset:
Enter the User One email address () and type test as part of the subject and body message. Tap Send. To verify that you are truly using the STA feature instead of microVPN, go back to Worx Home and Sign Off. Switch back to WorxMail and send a New Message to yourself (ie. ). To verify the WorxMail connection via NetScaler Gateway is working, launch a PuTTY session to the NetScaler device. Launch SSH, Telnet and Rlogin client from the Start menu. Double-click Site1-NS1. Log on as nsroot user. Username: nsroot Password: nsroot Type sh icaConnection and press Enter. Do you see anything? Of course you do! You should see a secure SOCKS proxy connection between the Client (mobile device) and the Exchange Server. Example: Client IP: Mobile Device IP Address CPS IP = Exchange Server IP address CPS Port = 443 (ActiveSync port) You can also see the same information from NetScaler management console under NetScaler Gateway node > ICA connections. Log off from Worx Home. Exercise Summary
Do you see anything? Indeed, nothing was traced over SSL (port 443). Minimize Wireshark window. The question is then, where is the traffic going? Let’s verify that DNS is working successfully on the XM Device Manager server. Open Command Prompt from the Address field and type “cmd” (no quotes). Press Enter. Type the command: nslookup ac.training.lab Press Enter. The expected result is: Name: ac.training.lab Address: 192.168.10.23 The nslookup results are successful. This confirms that the DNS server has the correct value for XM App Controller. However, this does not confirm any local DNS cache entries from the XM Device Manager. From Command Prompt, type the command: ipconfig /displaydns Press Enter. Do you see anything strange for ac.training.lab? Indeed! this record does not match with the DNS server record returned from NSLOOKUP. Next step is to check the hosts file from Windows.
5. The Binding Process: When the sending neuron releases Nt’s across the synaptic gap, the Nt’s fit into receptors like a key fits in a lock. 6. Stopping the Process: When the next neuron creates an action potential (after enough Nt’s have attached to receptors) the Nt’s are stopped in one of three ways. • Diffusion: simple diffusion causes neurotransmitters to be removed from the synaptic cleft • Reuptake: neurotransmitters can be actively transported into the presynaptic neuron to be repackaged into synaptic vesicles (from whence they came), or transported to glia to be metabolized as fuel. • Enzymes: through hydrolysis enzymes break down neurotransmitters and clear them from the synapse
Centro, Inc. CIPCO CIVCO Medical Solutions CompleWare Corporation Economy Advertising Company ESP International Frontier Natural Products GDIT GEICO IDx LLC Infinity Contact Innovative Software Engineering Iowa Bridge & Culvert, LC IowaWORKS Leepfrog MediRevv Mercer Mercy Hospital Metro Wire and Cable Midamar Corporation Midwest Metal Products MidWestOne Bank Mount Mercy University MSI Mold Builders NIS, Inc. Nordstrom Procter & Gamble/Oral B Procter & Gamble Beauty Plant Riverside Casino & Golf Resort Robert Half Technology SDW Consulting Sedgwick CMS Skyworks Solutions, Inc. Stamats Communications, Inc. TrueNorth United Fire Group University of Iowa Foundation WCHC West Music Company Question 2 In the past year, your facility, how many new hires were: Position # of Positions 3,560 523 263 41 2,089 Questions 6, 7 and 8
Version Date Comment Name Company 0.1 Insert date Minor version (v0.1) - First submission for review and approval Insert name Insert company 1.0 Insert Date Revised to version 1.0 following approval by EirGrid, SONI. Insert Name Unit Company Name
15 EDIL instructions Screenshot as logged during the test. Yes/No The order of this test can be rearranged in agreement with EirGrid, SONI. Verification of Base Load Step Action Time Comment 1 Begin data recording of signals as set out in section 8 2 Request NCC, CHCC permission to Turn frequency response off Issue an EDIL Dispatch Instruction to bring the unit to full output. Frequency Response Status: On / Off Base Load: _______MW 3 When the Unit reaches full load record the Active Power Output at the connection point and maintain this output until the Unit has stabilised Stable Full Load level = _____MW at connection point. 4 Request NCC, CHCC permission to turn Frequency Response on 95% -0.2 Hz Step Step Action Time Comment 1 Generator control room contacts NCC, CHCC and: Requests an EDIL Dispatch Instruction to bring the unit to ____MW (Base load – 5% of Reg Cap) Confirms the MW swing that will occur during the frequency injection Base load – 5% of Reg Cap: ___MW 2 Confirm data recording of signals as set out in section 9 3 Inject Step change of -0.2Hz and maintain the frequency injection for a minimum of 5 minutes Completion time (t+5mins): ____
FFR, POR, SOR, TOR1 Results The following table shows the minimum sustained FFR, POR, SOR and TOR values achieved for each load range during testing. No. % Of Registered Capacity (a) FFR Energy Provided (2 – 10 Sec) (b) FFR Energy drawn (10 – 20 Sec) FFR Eligibility: is (a) MW > (b) MW? FFR POR (5 -15 Sec) SOR (15 – 90 Sec) TOR1 (90 – 300 Sec) 1 95% ______MWs ______MWs Yes/No ______MW ______MW ______MW ______MW 2 92% ______MWs ______MWs Yes/No ______MW ______MW ______MW ______MW 3 90% ______MWs ______MWs Yes/No ______MW ______MW ______MW ______MW 4 75% ______MWs ______MWs Yes/No ______MW ______MW ______MW ______MW 5 50% ______MWs ______MWs Yes/No ______MW ______MW ______MW ______MW 6 Minimum Load ______MWs ______MWs Yes/No ______MW ______MW ______MW ______MW Assess each of the 6 load points above, for FFR, POR, SOR and TOR and identify the maximum value achieved. Maximum Value MW range over which the unit can provide FFR _____MW to _____MW ______MW ______MW ______MW ______MW
Sync Comp mode full lagging _________MW, _______Mvar System Services Values Reading Value Comment Registered Capacity, (NI) Maximum Continuous Rating ______MW P range _______MW to _____MW Q range ______Mvar to _______Mvar RP factor Insert Calculation and value per Section 6.2 SRP volume Insert Calculation and value as per Section 6.2 Q range in Sync Comp mode ______Mvar to _______Mvar RP factor in Sync Comp mode Insert Calculation and value per Section 6.2 Graphs of results [Insert a full graph of the results showing the full reactive power capability of the unit, all relevant values shall be displayed, such as the full Qrange (x-axis) and the full P range (y-axis). Each corner point shall also have its value clearly labelled; the chart shall also have the theoretical values shown, conventional PQ chart shall include the OEL and UEL limiters. A full table of values supporting these graphs shall be included also]. [Include any relevant test notes here, relating to how the test was carried out or any specific conditions encountered during this test]. Figure 3: Example graph of a unit’s reactive power capability
Local and international retail store experiences. We examine the online methods, surveys coming at the best in terms of benefits. Broad based online research on e- business/ e-commerce/Omni channel/ mobile and African Markets. Focus Group Same as the interview but covers wider number than one on one interview. Focus group – discussion with various departments at TFG/ Marketing/planning / buying departments. Discussions - One on One discussion with various stakeholders Interviews (structured and unstructured) Type Source Where How Target Who When Desktop Research SETA data base. Internet Research. World Wide Works. Harvard Business Reviews Online Sources. Group work Online Numerous Zaid Lynette Manthe Micheal Ntsiki Rishen July 14 Augt 14 Sept 14 Oct 14 Interviews Foschini Group department. Woolworths Pick n pay International Brands. Nike Shop Beam Cape Town Durban JHB Canada New York Washington Via Skype One on One interviews Questionnaires Retail Safari’s in USA. e-mail 10 Lynette Rishen ALL Aug 14 July/Aug Sept 14 commerce
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0667 2007 ‗ 2017 ‧ 2027 ‷ 2037 ⁇ 2047 ⁗ 2057 2067 ⁷ 2077 ₇ 2087 2097 ₧ 20A7 ₷ 20B7 20D7 20E7 0668 2008 ‘ 2018 2028 ‸ 2038 ⁈ 2048 2058 2068 ⁸ 2078 ₈ 2088 2098 ₨ 20A8 ₸ 20B8 20D8 20E8 0669 2009 ’ 2019 2029 ‹ 2039 ⁉ 2049 2059 2069 ⁹ 2079 ₉ 2089 2099 ₩ 20A9 ₹ 20B9 20D9 20E9 200A ‚ 201A 202A › 203A 204A 205A 206A ⁺ 207A ₊ 208A 209A 20AA ₺ 20BA 20DA 20EA 066D 200B ‛ 201B 202B ※ 203B 204B 205B 206B ⁻ 207B ₋ 208B 209B ₫ 20AB ₻ 20BB 20DB 20EB 200C “ 201C 202C ‼ 203C 204C 205C 206C ⁼ 207C ₌ 208C 209C € 20AC ₼ 20BC 20DC 20EC 06F4 200D ” 201D 202D ‽ 203D 204D 205D 206D ⁽ 207D ₍ 208D ₭ 20AD ₽ 20BD 20DD 20ED 06F5 200E „ 201E 202E ‾ 203E 204E ⁞ 205E 206E ⁾ 207E ₎ 208E ₮ 20AE 20DE 20EE 06F6 200F ‟ 201F 202F ‿ 203F 204F 205F 206F ⁿ 207F ₯ 20AF 20DF 20EF ℀ 2100 ℐ 2110 ℠ 2120 ℰ 2130 ⅀ 2140 2150 Ⅰ 2160 ⅰ 2170 ↀ 2180 ← 2190 ↠ 21A0 ↰ 21B0 ⇀ 21C0 ⇐ 21D0 ⇠ 21E0 ⇰ 21F0 ℁ 2101 ℑ 2111 ℡ 2121 ℱ 2131 ⅁ 2141 2151 Ⅱ 2161 ⅱ 2171 ↁ 2181 ↑ 2191 ↡ 21A1 ↱ 21B1 ⇁ 21C1 ⇑ 21D1 ⇡ 21E1 ⇱ 21F1 ℂ 2102 ℒ 2112 ™ 2122 Ⅎ 2132 ⅂ 2142 ⅒ 2152 Ⅲ 2162 ⅲ 2172 ↂ 2182 → 2192 ↢ 21A2 ↲ 21B2 ⇂ 21C2 ⇒ 21D2 ⇢ 21E2 ⇲ 21F2 ∫
⬋ 2B0B ⬛ 2B1B ⬫ 2B2B ⬻ 2B3B ⭋ 2B4B ⭛ 2B5B ⭫ 2B6B ⭻ 2B7B ⮋ 2B8B ⮛ 2B9B ⮫ 2BAB ⯋ 2BCB ⬌ 2B0C ⬜ 2B1C ⬬ 2B2C ⬼ 2B3C ⭌ 2B4C ⭜ 2B5C ⭬ 2B6C ⭼ 2B7C ⮌ 2B8C ⮜ 2B9C ⮬ 2BAC ⯌ 2BCC ⬍ 2B0D ⬝ 2B1D ⬭ 2B2D ⬽ 2B3D ⭍ 2B4D ⭝ 2B5D ⭭ 2B6D ⭽ 2B7D ⮍ 2B8D ⮝ 2B9D ⮭ 2BAD ⮽ 2BBD ⯍ 2BCD ⬎ 2B0E ⬞ 2B1E ⬮ 2B2E ⬾ 2B3E ⭎ 2B4E ⭞ 2B5E ⭮ 2B6E ⭾ 2B7E ⮎ 2B8E ⮞ 2B9E ⮮ 2BAE ⮾ 2BBE ⯎ 2BCE ⬏ 2B0F ⬟ 2B1F ⬯ 2B2F ⬿ 2B3F ⭏ 2B4F ⭟ 2B5F ⭯ 2B6F ⭿ 2B7F ⮏ 2B8F ⮟ 2B9F ⮯ 2BAF ⮿ 2BBF ⯏ 2BCF 2E00 2E10 2E20 2E30 2E40 3010 4DC0 4DD0 4DE0 4DF0 ︐ FE10 FE20 FE30 FE40 FE61 2E01 2E11 2E21 2E31 2E41 3011 4DC1 4DD1 4DE1 4DF1 ︑ FE11 FE21 FE31 FE41 2E02 2E12 2E22 2E32 2E42 4DC2 4DD2 4DE2 4DF2 ︒ FE12 FE22 FE32 FE42 2E03 2E13 2E23 2E33 4DC3 4DD3 4DE3 4DF3 4E2D ︓ FE13 FE23 FE33 FE43 2E04 2E14 2E24 2E34 3014 4DC4 4DD4 4DE4 4DF4 ︔ FE14 FE24 FE34 FE44
14. DISGUISE Camouflage, conceal, deceive or encrypt: How can you hide, mask or “implant” your subject into another frame of reference? In nature, for example, chameleons, moths and certain other species conceal themselves by mimicry: Their figure imitates the ground. How can you apply this to your subject? Think about subliminal imagery: How can you create a latent image that will communicate subconsciously, below the threshold of conscious awareness?
WHAT? SO WHAT? NOW WHAT? 4 minutes Whole Group Debrief: Have willing participants share the information listed in the chart above. Reflection Time: So What? Now What? (Identify your obstacles& solutions to rigorous and engaging Social Science instruction)
Synergy Grade Book adjustment to reconcile course syllabus / Easy Grade Pro and Synergy Grade Book Context: adjust category score in Synergy Grade Book to be half of the course syllabus / Easy Grade Pro (EGP) category weights and add an “adjustment” category, which is 50% of the course grade in the Synergy Grade Book. The below tables show the grade cut-off based on the course syllabus versus the Synergy Grade Book and my attempt to ‘reconcile’ these differences. While there are ‘flaws’, it does accomplish my goal that your course grade reflects the course syllabus rather than the Synergy Grade Book grade based on its grade cut-off, which is different from the course syllabus, and it is my attempt to compensate for my inability to modify the Synergy Grade Book grade cut-off to reflect the course syllabus.. AP & honors chem Letter grade Course syllabus / EGP cut-off Synergy grade cut-off Synergy grade prior to adjustment Synergy grade with zero adjustment Synergy adjustment A 88 – 100 90 – 100 90 – 100 88 - 90 45 – 50 44 - 45 none + 47 B 75 – 88 80 – 90 80 – 88 75 - 80 40 – 44 37.5 - 40 none + 44 C 60 – 75 70 – 80 70 – 75 60 – 70 35 – 37.5 30 – 35 none + 41 D 50 – 60 60 – 70 50 - 60 25 - 30 + 38 F < 50 < 60 Chem Letter grade Course syllabus / EGP cut-off Synergy grade cut-off Synergy grade prior to adjustment Synergy grade with zero adjustment Synergy adjustment A 88 – 100 90 – 100 90 – 100 88 - 90 45 – 50 44 - 45 none + 47 B 75 – 88 80 – 90 80 – 88 75 - 80 40 – 44 37.5 - 40 none + 44 C 60 – 75 70 – 80 70 – 75 60 – 70 35 – 37.5 30 – 35 none + 41 D 30 – 60 60 – 70 50 – 60 40 - 50 30 - 40 25 – 30 20 – 25 15 - 20 + 38 + 41 + 46 F < 30 < 60
LCA & NZ Synod Sunday Word & Prayer 2018 GOD WELCOMES US We come to God By faith in Jesus Christ We have freedom and a future In the name of the Father, and of the Son, and of the Holy Spirit. Amen. We confess our sin and God forgives us Let us confess our sins in the presence of God and of each other. We confess to you, almighty God, before the whole company of heaven, and to each other, that we have sinned in thought, word and deed, by our own fault. Have mercy on us, for Jesus’ sake, forgive us all our sins, and bring us to eternal life. Amen. May the almighty and merciful Lord grant us pardon and forgiveness of all our sins. Amen. We sing a hymn/song We pray Psalm 84 How lovely is your dwelling place, O Lord of hosts! My soul longs, indeed it faints for the courts of the Lord; my heart and my flesh sing for joy to the living God. How lovely is your dwelling place O Lord of hosts.
denominator of 10 or less) are equal real world problems 2.SE.1d1 Represent addition of 2 sets when shown the + symbol 4.SE.1g3 Use =, <, or > to compare 2 decimals (decimals in multiples of .10) 6.SE.1a2 Given a real world problem, write an equation using 1 set of parentheses 2.SE.1d2 Represent a “taking away” situation with the – symbol 6.SE.1a3 Write expressions for problems involving one unknown number 4.SE.1h1 Express whole numbers as fractions 4.SE.1h2 Identify the equivalent decimal for a fraction
given situations Core Content Connectors: 8 CCSS Domain/Cluster Common Core State Standard 8.SE.1f5 Use properties of integer exponents to produce equivalent expressions Expressions and Equations 8 EE Work with radicals and integer exponents 8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. Explanations and clarifications:
Primary Assessment in England (statutory summative assessment); consultation closes on 22.06.17. Reduce teacher workload No big changes before 2018/19 Reduce pressure on children No decisions on intervention in schools will be made on data alone; consider broader context and performance history. Data is a starting point for Ofsted discussions. Consultation asks for views on: Assessing a child’s readiness for school Retaining the Early Years Foundation Stage Profile (EYFSP) going forward, improving it Retaining but improving moderation of the EYFSP and reducing teacher workload Establishing reliable baseline to measure progress from start of reception to end Year 6 In reading, writing and maths Aligned with the EYFSP Not published at school level Starting in 2019/20 academic year OR make Key Stage 1 baseline more reliable (not preferred) Key Stage 1 assessments Could make these non-statutory Schools could choose to use nationally available materials There would be some sampling of Key Stage 1 assessment Grammar, punctuation and spelling test to remain non-statutory Some consideration is made for Infant and Junior schools. No reference to phonics check. Key Stage 2 Possibly remove requirement to report teacher assessment in reading & maths (report tests) Retain use of teacher assessment in science and writing and for children working below Online multiplication tables check Desire to introduce this in 2018/19 academic year – not sure which year group (4, 5 or 6) Not to be used as a school accountability measure Publish nationally and by local authority Improving end of Key Stage teacher assessment sooner (2017/18 academic year) Continue to use the interim frameworks BUT move from secure fit back to best fit in writing and explore improvements Review the ‘pupil can’ descriptors further in reading, writing and maths Moderation Build on changes in 2017 eg tests for moderators Consider peer moderation; there will be a pilot Chris Malone, 30.03.17.
Synopsis of Michigan Renewable Energy Legislation 2017-2018 Pending or Passed Legislation Financing • SB 0375 – A bill making methane digesters eligible for property assessed clean energy financing. Sponsor: Booher. • HB 5009 – A bill creating the Renewable Energy and Energy Efficiency for Schools Loan Program. Sponsor: Hoadley. Renewable Portfolio Standard • SB 0475 – A bill amending 2008 PA 295 to increase the renewable portfolio standard. Sponsor: Warren. • HB 4792 – A bill amending 2008 PA 295 to increase the renewable portfolio standard. Sponsor: Hoadley. Taxes • HB 5143 – A bill modifying the exemption of property taxes for certain alternative energy property. Sponsor: Barrett. • HB 5680 – A bill excluding from assessment of true cash value solar panels placed on residential real property. Sponsor: Barrett. Net Metering • HB 5692 – A bill eliminating the tariff for distributed generation and net metering customers. Sponsor: Rabhi. • HB 5693 – A bill amending sections 7 and 177 and repealing section 183 of 2008 PA 295. Sponsor: Rabhi. • HB 5864 – A bill amending section 173 of 2008 PA 295, authorizing increased customer generating capacity for net metering. Sponsor: Barrett. Distributed Generation • HB 5861 – A bill amending section 22 of 2008 PA 295, providing for community renewable energy generation facilities. Sponsor: Glenn. • HB 5862 – A bill amending multiple sections of 2008 PA 295, providing for a distributed generation program. Tie bar with HB 5863. Sponsor: Dianda. • HB 5863 – A bill amending section 179 and adding sections 177a and 178 of 2008 PA 295, providing for a distributed generation program. Tie Bar with 5862. Sponsor: Rabhi. • HB 5865 – A bill providing for the establishment of microgrids for certain entities. Sponsor: Johnson.
from God” (p. 319). The only one who could offer this would be a person who is even greater and that could only be God (p. 320). If the only one who could pay the debt is God (who does not owe the debt) and the ones who must pay the debt are human beings (who cannot pay the debt), then it follows that only one who is both God and man can pay the debt (p. 321,348,351). Such a person must not only have no actual sins, but also be free from the stain of original sin. Since everyone born by descent from Adam through sexual reproduction bears the taint of original sin, the God-Man will need to be born human but apart from the normal line of descent created by sexual reproduction (pp. 322, 337,340). (Effectively, he will be a new Adam, but will succeed where Adam failed, having been able to sin, though he did not sin because he did not wish to; see pp. 326-328.) When the God-Man offers up his life and suffers death for others when he does not have to (it is not his sin, so he is under no obligation to die), this free acceptance of suffering by so great a person is so supremely benevolent and well-pleasing to God that it is better than anything created (better than anything else save God himself) (pp. 329-331,349-350). So great a sacrifice is sufficient for all those who will be saved in every place and time (pp.
List of Symbols allotted for NTESA Election 2016-17 Post Sl Candidate Symbol President (ONE seat) 1 Laxman Kumar Mahanta 2 Premananda Mallick 3 Samir Kumar Patra Vice President (ONE seat) 1 Rabi Shankar Singh 2 Sudhir Chandra Das General Secretary (ONE seat) 1 Arabinda Khuntia 2 Ranjan Kumar Nayak Joint Secretary (TWO seats) 1 Kamal Kanta Pattajoshi 2 Kulamani Patra 3 Soumya Ranjan Bag Treasurer (ONE seat) 1 Parmanand Kumar 2 Pradip Kumar Mohanty Co-Treasurer (ONE seat) 1 Debasis Dubey 2 Rakesh Kumar Maharana
SECTION 08 17 00 – INTEGRATED DOOR OPENING ASSEMBLIES PART I – GENERAL SUMMARY SECTION INCLUDES Work in this section includes the provision of integrated door opening assemblies including metal frame, integrated doors, and associated finish hardware, unless specified elsewhere. Smoke Seals shall be included in related work areas, unless specifically listed in this section. RELATED DOCUMENTS Related documents, drawings and general provisions of contract, including General and Supplementary Conditions and Division 1 specification sections apply to this section. RELATED SECTIONS 06 10 00 – Rough Carpentry 06 20 00 – Finish Carpentry 08 01 00 – Operations and Maintenance 08 06 71 – Door Hardware Schedule 08 71 00 – Door Hardware 08 81 00 – Glass Glazing 08 91 00 – Door Louvers 09 90 00 – Painting REFERENCES STANDARDS ANSI-A250.4 – Steel Doors and Frames Physical Endurance ANSI A156.1 – Butts and Hinges ANSI A156.2 – Bored Locks and Latches ANSI A156.3 – Exit Devices ANSI A156.4 – Door Controls – Door Closers ANSI A156.5 – Auxiliary Locks and Associated Products ANSI A156.6 – Architectural Door Trim ANSI A156.7 – Template Hinge Dimensions ANSI A156.8 – Door Controls – Overhead Holders ANSI A156.15 – Closer Holder Release Devices ANSI A156.16 – Auxiliary Hardware ANSI A156.18 – Material and Finishes ANSI A156.26 – Continuous Hinges ANSI A156.32 – Integrated Door Opening Assemblies ANSI/SDI-100 – Recommended Specifications for Standard Steel Doors an Frames
Grading for Symbols Poster Category Points Possible Name with creative slogan ……………………………………………. 2 Symbol of element………………………………………………………….. 2 Atomic number of element…………………………………………….. 2 Atomic mass of element………………………………………………… 2 Number protons, neutrons, electrons ……………………………. 2 Who/Where/When was it discovered? ………………………….. 6 4 2 Two properties of element …………………………………………….. 6 3 Two common uses of element ……………………………………….. 6 3 Two interesting facts about the element ……….………………. 6 3 Picture of element …………………………………………………………. 2 On colored 8 ½ by 11 paper………………………………….. 2 Use at least 3 different colors……………………………….. 6 4 2 Name on BACK of poster…………………………………….. 2 Neatness and creativity count!!................................... 6 4 2 Total Points Earned: ______________ Total Points Available: 52
VICTORIAN CIVIL AND ADMINISTRATIVE TRIBUNAL ADMINISTRATIVE DIVISION REVIEW AND REGULATION LIST Z164/2016 CATCHWORDS Health Practitioner Regulation National Law (Victoria) Act 2009 ss 156, 157 and 202; condition imposed by Medical Board of Australia on practitioner’s registration as a form of immediate action; whether sufficient evidence before Board to form a reasonable belief that practitioner posed a serious risk to persons and that it was necessary to take immediate action to protect public health or safety; s 156 criteria not satisfied; Decision of Board set aside. APPLICANT Dr Rodney Syme RESPONDENT Medical Board of Australia WHERE HELD Melbourne BEFORE Judge Jenkins, Vice President Dr Brian Collopy Member Dr Patricia Molloy Member HEARING TYPE Hearing DATE OF HEARING 21, 22, and 23 November 2016 DATE OF ORDER 20 December 2016 CITATION Syme v Medical Board of Australia (Review and Regulation) [2016] VCAT 2150 ORDERS Pursuant to s 17 of the Open Courts Act 2013, the Tribunal orders that any material or information arising from this proceeding which could reasonably lead to the identification of the notifier, shall not be published or broadcast or be made available to the public. In making this Order the Tribunal is satisfied that it would be contrary to the public interest for the name of the notifier to be published. The application for review be granted. Pursuant to s 202(1)(c) of the Health Practitioner Regulation National Law (Victoria) Act 2009, the decision of the Medical Board of Australia on 5 February 2016, to impose a condition on Dr Rodney Syme's registration as a medical practitioner, as a form of immediate action pursuant to s 156 of the Health Practitioner Regulation National Law (Victoria) Act 2009, is set aside.
Event Time Period What happened? Similarities/Contrasts Pictures Black Codes and slave laws After the Civil War, Southern states passed the Black Codes to restrict the freedom of the now liberated blacks and keep them in an eternal state of poverty and labor. Previously, other slave codes were also prevalent in the US such as the Fugitive Slave Law (which dealt with runaway slaves) , permitting unfair and cruel treatment to blacks. Examples of such laws include, “Any slave attempting to run away and leave the colony receives the death penalty. Slaves areforbidden to leave the owner's property, unless accompanied by a white person” -1712 South Carolina slave code Black codes and slave laws are similar to the Jim Crow laws in that the objective of each was to restrict blacks from ever being fully integrated into society and gaining equality. Unlike the Black Codes and slave laws, however, the Jim Crow laws claimed to mantain a “separate but equal” status for blacks, but of course these laws only ended up highlighting the discrimination and segregation towards blacks and allowing the unjustified treatment of blacks, as the other slave laws did. Race Riots Atlanta Riot (1906) occurred due to the rising status of blacks, who were exercising their right to vote and building their own communities. A black elite class formed, which sought to separate itself from the lower black class, whose unemployed men frequently visited the saloons on Atlanta's Decatur Street. Whites, who felt threatened by the black elite, began to blame crime rates and sexual violence against white woman on those black men and one day when four such alleged cases were reported on, white men and boys flooded Atlanta’s black During this time period, the Jim Crow laws were instilled and this led to further tensions between blacks and whites. Whites asserted their superiority and often punished blacks for disobeying one of the laws. Their punishments involved whipping or beating, which often led to riots, and for bigger misdemeanors, whites would lynch (shoot or hang), the black in question in public.
Wells took her campaign to England where it was widely accepted. She wrote many pamphlets exposing white violence and lynching, defending black victims. NAACP even got involved with anti-lynching. Emmett Till 1955 - Native from Chicago who went to Mississippi over the summer - Since he was a teen and he lived up north, he did not understand the differences in society and severity of racism in the South - Emmett Till had an encounter with a 21 year old white woman, Carolyn Bryant, who accused him of allegedly flirting with her. There are many different versions of the story but nobody knows which story is true. However, after the encounter Carolyn Bryant informed her husband and his half-brother of Till. - One night, they kidnapped This event is similar to the Jim Crow laws. The Jim Crow laws included etiquette in which Black men could not even touch any White women or else they could be accused of rape. In Emmett Till’s case, his actions in flirting with a white woman in Mississippi caused the woman’s husband to act upon the Black’s actions and ended up killing Emmett.
Title of the Story How does the title reflect elements of plot, symbolism, motif, characterization, and/or theme? Quotes that support my thoughts: Setting How does the setting reflect elements of plot, symbolism, motif, characterization, and/or theme? Quotes that support my thoughts: Character(s) Name; Description; Role Quotes that reveal characterization: Style: Symbols Motifs Diction Syntax Other What stylistic elements were most striking in this story? How did the use of stylistic elements enhance the storytelling? Be specific. Quotes that support my thoughts:
[17] Williams R., “How We Found The Missing Memristor”. IEEE Spectrum, vol.45, n.12, pp.28-35, 2008 [18] Pickett M. D, Strukov D. B., Borghetti J.L.,Yang J.J., Snider G.S., Stewart D.R., Williams R., “Switching Dynamics in Titanium Dioxide Memristive devices”, Journal of Applied Physics, vol. 106, 074508, 2009
Synthesis Essay: Pre-Writing Your Task: Use this handout to organize and plan your synthesis and analysis essay. This is meant to be a planning activity, so all of your decisions do not need to be final. Step 1: Identify your theme or common element. Be as specific as possible. Ex. Instead of the general theme “father-son relationships,” consider using “the impact of unrealistic expectations on the father-son relationship.” Theme/Common Element: Step 2: Based upon your knowledge of your texts, try to articulate exactly how your above theme or element is addressed within each text. What does each text say about your theme? Be specific! Ex. In Things Fall Apart, Achebe demonstrates how one man’s blind determination to raise his son in his own image results in alienation and failure. Meanwhile, in The Kite Runner, Hosseini shows how a father’s constant criticism can result in a child’s willingness to sacrifice his sense of morality for the hope of acceptance. Text 1: Text 2:
argue that it may be the most important roll. What does it mean to provide an equitable learning experience? How do we know if we are doing it? What/who is our measure? We can begin addressing this line of inquiry by applying critical theory. It is my responsibility to acknowledge that oppression exists, and that racism is real- and that it matters in the classroom. In order to create equitable learning opportunities, I have the responsibility to question “whiteness” (or “ableness” or “straightness”) as the normative value against which everyone is measured. Paramount to examining oppression is understanding the way power works in our society. This is what Lisa Delpit calls “the culture of power.”(Delpit, 2006, p. 26) Power issues exist in classroom; there are “codes” for participating in power, these rules are made by those in power. If you know the “rules,” acquiring power is easier, those with power are often unwilling to believe they have it, and those without power are often most aware of its existence. (Delpit, 2006, p. 24) Essential to creating more equity in the classroom is knowing how and why power hierarchies exist. My job is to recognize the “codes” and explicitly de-code for my students. As a practicum teacher, I am finding that these codes are everywhere- and it will be a labor of love to deconstruct them. Another necessary anti-oppression tool is Milner's conceptual framework for addressing opportunity gaps. This framework is pragmatic and easily applied. I think it is especially useful because it is so easy to see in the classroom. This is how it works: do not be afraid to recognize how race plays out in the classroom, in an individual or institutional way; reject the notion of a context-neutral classroom; look for and challenge deficit thinking- problematize deficit thinking; evaluate and challenge dominant cultural norms. (Milner, 2010, p. 14,15) I am coming to realize how easily teachers might slip into deficit thinking when considering a student's parents. One of my responsibilities is to value and honor the roll of the parent and caregiver; Yosso might see this as connecting to Critical
Procedure Measure 50 mL of 0.10 M potassium chromate solution in a clean 100 mL graduated cylinder. Transfer this solution to a clean 250 mL beaker. Thoroughly wash the graduated cylinder with tap water.. Rinse the graduated cylinder with a 20 mL portion of distilled water so that the water contacts the entire inner surface of the cylinder. Discard the rinse water. Repeat this procedure with two additional 20 mL portions of distilled water. Discard the rinse water. Measure 50 mL of 0.11 M lead (ii) nitrate solution in a clean 100 mL graduated cylinder. With continuous stirring, using a glass rod, slowly pour the lead (II) nitrate solution into the potassium chromate solution. Continue to stir the mixture for 5 minutes. Weigh a clean, dry watch glass and a piece of filter paper. Record the total mass of the watch glass and paper on the Data Sheet. Place a clean filtering funnel in a funnel stand, or in a utility clamp attached to a ring stand. Fold a piece of filter paper as shown in figure 1. Fold the circle of filter paper in half. Make a second fold as shown so that the edges of the filter paper do not quite match, as shown, and so that the angle formed by the two edges of the paper should be about 5 to 10 degrees. Tear off a corner of the smallest section of the filter paper. Place the torn corner of the filter paper in the paper cone, since the mass of this piece of filter paper was included when the watch glass and filter paper were weighed. Place a 150 mL beaker under the funnel so that the stem of the funnel touches the side of the beaker. Moisten the filter paper in the funnel with distilled water from a wash bottle. Firmly press the edges of the filter paper against the funnel. Add sufficient distilled water to the funnel to fill the stem of the funnel. Using a medicine dropper, add a few drops of lead (II) nitrate solution to the reaction mixture. If some precipitate forms as the additional precipitant (the lead
“Optimization of the bulk and adhesive properties of a waterborne pressure-sensitive adhesive through the addition of a poly(acrylic acid)-based diblock copolymer and pH adjustment” R. S. Gurney, A. J. Morse, E. Siband, D. Dupin, S. P. Armes, J. L. Keddie. Manuscript in preparation Oral presentations at conferences “pH-responsive Pickering emulsions based on methacrylate-based latexes” A. J. Morse, S. P. Armes, D. Dupin, The 2012 Spring Materials Research Society Meeting, 8th-13th April 2012, San Francisco, USA. “Novel Pickering emulsions based on pH-responsive poly(tert-butylaminoethyl methacrylate) latexes” A. J. Morse, S. P. Armes, D. Dupin, K. L. Thompson, 245th ACS National Meeting, 7th 11th April 2013, New Orleans, USA. Poster presentations at conferences “Synthesis and Characterisation of Poly(2-(diethylamino)ethyl Methacrylate) Latexes and their use as pH-responsive Pickering Emulsifier” A. J. Morse, D. Dupin, S. P. Armes, UK Colloids 2011, 4th-6th July, 2011, London, UK. “Synthesis and Characterisation of Poly(2-(diethylamino)ethyl Methacrylate) Latexes and their use as pH-responsive Pickering Emulsifier” A. J. Morse, D. Dupin, S. P. Armes, Macro Group Young Researchers Meeting, 11th-12th July, 2011, Liverpool, UK. “Stopped-Flow Kinetics of pH-Responsive Particles: How Fast is the Transition” A. J. Morse, D. Dupin, S. P. Armes, Macro Group 2012 Polymer Conference, 9th-12th July, Warwick, UK. “Novel Pickering Emulsions based on pH-Responsive poly(tert-butylaminoethyl methacrylate) Latexes” A. J. Morse, D. Dupin, K. L. Thompson, S. P. Armes, Macro Group Young Researchers Meeting, 24th-25th June, 2013, Nottingham, UK. Microgel
16. Balmer, J. A.; Le Cunff, E. C.; Armes, S. P.; Murray, M. W.; Murray, K. A.; Williams, N. S. J., Langmuir, 2010, 26, 13662-13671. 17. Dupin, D.; Fujii, S.; Armes, S. P.; Reeve, P.; Baxter, S. M., Langmuir, 2006, 22, 3381-3387. 18. Morse, A. J.; Dupin, D.; Thompson, K. L.; Armes, S. P.; Ouzineb, K.; Mills, P.; Swart, R., Langmuir, 2012, 28, 11733-11744. 19. Morse, A. J.; Armes, S. P.; Thompson, K. L.; Dupin, D.; Fielding, L. A.; Mills, P.; Swart, R., Langmuir, 2013, 29, 5466-5475. 20. Gorin, S.; Monnerie, L., Journal De Chimie Physique Et De Physico-Chimie Biologique, 1968, 65, 2069. 21. Tobolsky, A. V.; Shen, M. C., J. Phys. Chem., 1963, 67, 1886-1891. 22. Jiang, B.; Tsavalas, J.; Sundberg, D., Langmuir, 2010, 26, 9408-9415. 23. Yin, J.; Dupin, D.; Li, J.; Armes, S. P.; Liu, S., Langmuir, 2008, 24, 93349340.
rest or ambulation in the initial treatment of patients with acute deep vein thrombosis or pulmonary embolism. CHEST 127:1631-1636. characteristics, details of anticoagulant therapy, and clinical outcomes of enrolled patients with and without strict bed rest prescribed during the first 15 days. Of 2,650 patients, who entered the study, 1,050 DVT patients (52%) and 385 PE patients (63%) were prescribed strict bed rest. patients; PE, 612 patients) with objectively confirmed, symptomatic acute DVT or PE. objectively confirmed PE developed in 11 patients with DVT (0.5%) and 4 patients with PE (0.7%). Five of these 15 patients (33%) died as a result of their PE. There were not significant differences between bedridden and ambulant patients in terms of new PE events, fatal PE, or bleeding complications.
1.4 Marine Litter and Underwater Noise – way forward (presentation Commission (ENV) and discussion) COFFEE 11:00h – 11:30h 11:30 – 11:45 2. Strategic policy discussion and integration issues (information points) 2.1 Information on various issues by the Commission 11:45 – 12:30 3. International issues (information points) 3.1. Rio+20: marine issues (information by Commission) 3.2 UN Regular Process (information by the Presidency and BE) 12:30 – 13:00 PART 4: Discussion and approval of the minutes of the Water and Marine Directors meetings
Fabric & Textile Chart Synthetic Fibers FIBER NAME SOURCE/ HOW MADE FIBER CHARACTERISTICS ADVAN/ DISAD FIBER CARE USES NYLON Petro chemical Strong, elastic Stretches Does not wrinkle Lightweight Static, poor resistance to sunlight, low moisture absorbency. Wash in warm water Dry low temps Use dryer sheet to minimize static electricty Blouses, dresses, ski apparel, Athletic wear. Household textiles, carpets ACRYLIC Petrochemical Imitates wool Most common in knitting yarns Keeps shape Mildew resistant Sun resistant Static electricity Pills Sensitive to heat Wash delicate items by hand warm water. Machine washing, use warm water and add a fabric softener Machine dry at a low temperature setting. Remove garments from dryer immediately Moderately warm iron. Sweaters Blankets Yarn Children’s sleepwear POLYESTER Coal, water, petrochemical Most common & versatile of synthetics Retains shape Adds strength to natural fibers Comfortable to wear Easy to wash, tumble dry Clothing Specialize sportswear – Drifit
ACETATE Cellulose from wood pulp Moths do not attack Can be washed Wide color range Weak fiber Poor elastic Melts in high temp Hand wash Dry clean Do not twist: do not soak Press with a damp clothe Coat lining Blouses dresses RAYON Cellulose from wood pulp Soft and comfortable High moisture absorbency Drapeable May wrinkle or shrink unless treated May mildew Usually dry cleaned, sometimes washable Iron at low temperature Dresses Shirts Lingerie blouses Bamboo Made from cellulose from bamboo plant Most sustainable fiber Soft ,drapable Water absorbant Anti bacterial Thermal UV protection Costly to manufacture Machine wash, delicate cycle, warm Dry low or line dry Soft drapable, clothing, scarves, items next to skin Infant clothing SPANDEX
January 28 Read: Weitz, Ch 3; Review Lecture 3 Optional: View film: “Borderline Cases: Environmental Matters at the United States-Mexico Border” My Life Discussion posting February 4 Read: Weitz, Ch 4 Review Lecture 4 Optional: View film: “The Age of AIDS” My Life Discussion posting February 11 Read: Weitz, Ch 5 Review Lecture 5 Optional: View film: “The Medicated Child” My Life Discussion posting Exam 1 will be available on Friday at 1 AM through Saturday at 11:30 PM. Students can logon to take the exam at any time during this period. February 18 Read: Weitz, Ch 6 Review Lecture 6 Optional: View film: “Murderball” My Life Discussion posting February 25 Read: Weitz, Ch 7 Review Lecture 7 Optional: View film: “The New Asylums” My Life Discussion posting March 4 Read: Weitz, Ch 8; Review Lecture 8 Optional: View films: “Sicko” and “The High Price of Health” My Life Discussion posting March 11 SPRING BREAK – NO CLASS March 18 Read: Weitz Ch 9; Review Lecture 9 My Life Discussion posting March 25 Read: Weitz, Ch 10 Review Lecture 10 Optional: View film: My Life Discussion posting Exam 2 will be available on Friday at 1 AM through
Symmetric Major-Suit Raises A better system of Bergen-style major suit raises by Norman Pestaina Revised: August 15, 2012 References The Useful-Space Principle, III. Jeff Rubens. The Bridge World Vol. 52 No. 4, January 1981. The Useful-Space Principle, IV. Jeff Rubens. The Bridge World Vol. 52 No. 5, February 1981. Bergen Raises. Marty Bergen. Bridge Today. January/February 1994 Background Consider the usual unembellished Bergen-style raises of an opening bid of 1 of either major. Independent of the particular major opened, 1♥ or 1 ♠, 1M say, the Bergen method employs identical 4-card raises for both suits: 2N = game-forcing raise, 3♣ = constructive raise, 3♦ = limit raise, 3M = preemptive raise, etc. A consequence of using identical bids for raises of both major suits is asymmetry: there is more room available after the response to a 1♠ opening than there is after a 1♥ opening. As an example, consider a Bergen-style limit raise of either major, 1♠ - 3♦ and 1♥ - 3♦; in the first case, there is room for a trial bid of 3♥ below 3 of the agreed major suit, but in the second case there is no room at all. This lack of symmetry is symptomatic of any convention or system that uses
6+ 4 5+ 3 2 2- 1 6+ 4 3- 1 1- 2 3 3+ 2 2- 3 1 7+ 4 2- 1 3 2÷ 4 2 2 4÷ 1 4 3 2 4 36x 3 8X 1 1 8+ 4 16x 2 3 24x 4 1 1 5+ 2 3 1 1 1- 4 3 2- 2 3÷ 1 3 4 2 3 1 4 2 3 2 1 1 3- 4 6x 3 2 1 1 4 3 1- 2 1 4 2- 4 2 2- 3 1 2 2 7+ 4 3 1 TWO SPECIAL FRAMES Q1 The area of a trapezium is the sum of the parallel edge lengths, divided by 2, multiplied by the width. Join corresponding points on each shape to get a set of trapezia. To sum their areas, you need not do a separate calculation for each, you can just add all the edge lengths, divide by 2 and multiply by the width. But you know from what you are given that the edge length total is the same for A and B. And you are also given that the blue area is the same for A and B. Therefore their widths must be the same. Q2 Equating areas: (I) Equating perimeters: (II) Using the width information: (III) Dividing (I) by (II) and substituting for s from (III), you find l = 3. This gives you the required dimensions. If you do not believe the answer to Q1, you can check by substituting back in (I) to find the area, and equating to B’s area written as the sum of its trapezia, i.e. the perimeter total AREA AND PERIMETER PROBLEM Small triangle: area perimeter . Large triangle: area perimeter . SQUARES FROM CROSSES Now you can make a rectangle by putting the three squares together. Use Pythagoras’ Theorem to work out the perimeter of each piece by concentrating on the dotted lines. QUICKIE 33 ANSWERS FROM ISSUE 64 SYMKEN – 9 Easy Quite easy Moderate Moderate 2- 4 1 1 1- 2 3 1- 1 2- 3 10+ 4 2 3- 4 1 1- 2 2- 3 5+ 3 1 8+ 2 4
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: 1. Essay 5: Is population the root cause of global poverty and environmental destruction? 2. Essay 6: Global Hunger and Famine Students will describe (1) historical and contemporary global patterns of hunger and famine and (2) competing explanations for contemporary hunger and famine. Evaluation Process: 1. 4-point rubric (0-3) 2. 3-point rubric (0-2) Minimum Criteria for Success: 1. Students will describe (1) the Malthusian perspective on overpopulation, poverty, and environmental destruction; and (2) a competing, political economy/ecology perspective on the interrelationships of overpopulation, poverty, and environmental destruction; and (3) will evaluate each perspective in view of the evidence. 2. A student describes that hunger and famine (1) were based mainly on limitations of agricultural productivity during most of human history, but (2) since the 1500s or so have been increasingly based on inequalities of political power and purchasing power in the context of global transformations of food production and distribution. Sample: All students will be assessed To be entered after each time course is taught Course Learning Outcome Students will be able to identify and understand specific aspects of global inequalities and policy options regarding consumerism, labor, business corporations, nation-states, hunger, disease, environment, genocide, protest, and citizen action. Use of Results for Improving Student Learning To be entered after each time course is taught
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Essay 1: The Global Fashion Commodity Chain Students will describe the extent to which they are willing to accept shared responsibility to reduce global poverty. Evaluation Process: 2-point rubric (0-1) Minimum Criteria for Success: A student describes how her/his practices of apparel consumption contribute to global poverty. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will be able to identify how we as citizens of local, transnational, and global communities represent not only causes of, but also potential solutions for, global poverty and inequality. Use of Results for Improving Student Learning To be entered after each time course is taught
better understand your current perspectives around assessment in Syracuse; what you’re seeing, hearing, thinking & feeling Emily instructs the participants, As you complete this exercise, focus on what your experience is now with regard to local assessment in the district, generally She unveils a blank empathy map (on chart paper) divided into 5 sections, portraying what the targeted persona sees, thinks/feels, hears, hopes and is challenged by. She explains that for this activity, you will write your feelings on sticky notes, which you will then stick onto the respective section of the empathy map. She gives people 5 minutes to write on their post-its and another 3 minutes to stick them up on the map. (8 mins) Once the chart is complete, Emily analyzes the empathy map aloud by reading the post-its in each category, then comments that this information about the “current state” of assessment in Syracuse will be very valuable as we all think about how to achieve our goals for this project (7 mins) Emily explains that next we are going to move on to asking you some questions on issues about important upcoming deliverables. After we talk through each of these 3 categories, jot down answers to the questions on post-its and then put them up on the chart under the relevant question #. We will then organize your thoughts into “affinity maps” to see if we are on the same page or have different thoughts about each of these issues. You don’t have to answer every question for every category if you don’t want to ASSESSMENT SURVEY (15 mins) Emily explains that we need to decide the appropriate grain size of assessment to ask about in the survey we plan to send schools in a couple of weeks. Our current proposal says any assessment given by “2 or more teachers,” which will be a huge number, vs. grant requirement speaks to district-supported assessments in the existing inventory) 1. Is it better for teacher teams to focus more deeply on fewer, higher-leverage assessments, or focus more
meter requirements (CWC Section 525)? If the answer to any of the questions above is “no,” do you intend to comply prior to receiving project funding? YES If you are an Agricultural Water Supplier: Have you completed and submitted an AWMP? N/A If not, will you complete an AWMP prior to receiving project funding? If the project is related to groundwater: Has GWMP been completed and submitted for the subject basin? N/A If not, will the GWMP be completed within one year of the grant submittal date?