zilongwang/ReadingBank huggingface dataset:
PLEASE COMPLETE AND PRINT THIS DOCUMENT ONTO YOUR SCHOOL/COLLEGE HEADED PAPER. PLEASE THEN SEND A SCANNED COPY TO CUSTOMERSUPPORT@AUTODATA-GROUP.COM AUTODATA EDUCATION SUBSCRIPTION AGREEMENT Title: Contact email: First name: Last name: College/school name: College address: By signing this document you are agreeing to Autodata Subscription Terms & Conditions. Full details can be found at www.autodata-group.com. You also agree to adhere to the following additional terms when purchasing the Educational Subscription: Access to Autodata can only be provided within the premises of the educational establishment. It is the responsibility of the education establishment to ensure that students / trainees / trainers / teachers are not breaching any Autodata terms and conditions. One administrator from the education establishment is responsible for the administration of the Autodata account and the management of the credentials for all the students/trainees. Each student/trainee will be provided with a different and password. Login and passwords for all the users will be changed at least every 3 months. Signature: Print name: Date: Job role: Submitting a requests for an educational subscription does not guarantee that the subscription will be granted. Every application is considered and agreed at the discretion of Autodata Ltd.
Personal/Company information Name: VAT no.: E-mail: Address: Phone no.: Postal code: Cell ph: City: Fax no.: Country Native language: Professional indemnity insurance (yes/no): Website: Education: Translation experience: Bank details Bank: Branch: Bank code: Address: Bank ID: Reg. no.: Account no.: Swift: IBAN no. Languages Language combination Rate per source word incl. of secondary proofreading1 Rate per source word excl. of secondary proofreading:1 Hourly rate Minimum charge Experience (state number from the experience chart below in order of priority, e.g. 1, 5, 7) 1Secondary proofreading: Delivery inclusive of or exclusive of proofreading by a second translator Experience 1 Technical 2 Commercial/mercantile 3 EU 4 Legal 5 It (manuals, software, help text) 6 Agriculture 7 Economics 8 Media / advertising 9 10 Medical 11 Literature 12 Certificates (birth, marriage etc.) 13 14 15 16 17 18 Ex. of materials (e.g. operating manuals, etc.): How many words are you able to translate daily (on average)? How many words are you able to proofread daily (on average)? CAT tool rates OnLine Translation's rates for translation in Trados/Wordfast/WebWordSystem, etc.: I accept (yes/no) 100% 25% of full word rate 85-99% match: 30% of full word rate 0-84% match: 100% of full word rate
12:35 Call from UK to Poland Informing the officer on duty of the test, passing on the scenario details and confirming the email address. 12:41 Email from UK to Poland ICE Emergency Call information sent by email. 12:45 Call from Poland to UK Call from the ICE centre in Poland confirming receipt of the information sheet. 13:10 Email from Poland to UK Product information sent by 13:13 Call from Poland to UK Call from ICE centre in Poland to confirm receipt of the product information. Country Name of responder Time of 1st call Time of sending email (1) Time of obtaining confirmation that email has arrived Time of receiving with requested information (2) Time of closing test Response time (2)-(1) Usefulness of info (* to ****) Poland Jakubowski 12:35 12:41 12:45 13:10 13:13 29mins *** Usefulness of information received (from * to ****) * no or wrong information ** general information without details about requested information *** detailed information covering only partly requested information **** detailed information covering all requested information Results: Communication was good between both centres. The hazards information did not contain a list of hazards for the product, it simply detailed the product composition. All of the information provided was complete and useful. ICE EMERGENCY CALL INFORMATION SHEET Test / Real (circle appropriate item)
We wish you every success with your studies here in the University of Limerick. Disability Support Services Staff Brenda Shinners-Kennedy Disability Officer and Head of Service Ground Library Building Email: Tel: 061 202346 Fax: 061 202224 Michelle Hartnett Senior Administrator Ground Floor, Library Building Email: Tel: 061 213478 Fax: 061 202224 Thomas O’Shaughnessy Assistive Technology Officer Ground Floor, Library Building Email: Tel: 061 213373 Fax: 061 202224 Peter Dooley Alternative Format Officer Ground Floor, Library Building Email: Tel: 061 234191 Fax: 061 202224 Caoilinn Kennedy Student Support Officer Ground Floor, Library Building Email: Tel: 061 234847 Fax: 061 202224 Conor Hartigan Regional Assistive Coordinator, Ground Floor, Library Building Email: Tel: 061 234385 Fax: 061 202224
Independent Living Skills Needs Complete Assistance Needs Much Assistance Needs Little Assistance Completely Independent Finding way around a new environment Following a schedule Managing Personal Belongings Preparing Simple Meals Ordering and purchasing from a restaurant Finding items in a store Taking public transportation Social Skills & Communication Needs Complete Assistance Needs Much Assistance Needs Little Assistance Completely Independent Communicating appropriately Asking for help Dealing with conflict Distinguishing between friends and strangers Interacting appropriately with Respecting authority figures Using cell phone Verbalizing and/or writing personal information (Name, address, phone, ect) Academic Skills Needs Complete Assistance Needs Much Assistance Needs Little Assistance Completely Independent Identifying the value of coins/ bills Counting change/bills Using a calculator Managing a checking account Staying within a budget Navigating the internet Using e-mail Following simple directions Writing. Check all that apply. no functional writing writes/copies all letters writes name writes sentences Uses assistive technology. If yes, please describe: _______________________________ Reading. Check all that apply.
Source URL: Industry: Keywords: Landing Page URL: Title: Landing Copy: Vietnam has issued QCVN 01: 2017 / BCT National technical regulation on the contents of formaldehyde and certain aromatic amines derived from azo colorants in textile products. The regulation specifies limits on the following amount of formaldehyde and azo colorants in textiles: Limits of formaldehyde are: 30mg/kg in textile products for children under three 75mg/kg in textile products in direct contact with the skin 300mg/kg in textile products with no direct skin contact Limit of 22 aromatic amines converted from azo colorants: 30mg/kg
Europe Wanted Migrants Stopped. Now Some Are Being Sold as Slaves. Landing Copy: African migrants in Libya face “unimaginable horrors,” the United Nations human rights commissioner declared. “Despicable,” the chairman of the African Union called their treatment. Several African countries recalled ambassadors in protest. Rwanda offered the migrants assistance. The mid-November broadcast by CNN showing what was described as African migrants being auctioned off at a Libyan slave market — for as little as $100 each, at exchange rates — has set off an international firestorm. The response from the European Union, however, has been notably muted. Rights groups and other experts say the video of the slave market — although no surprise to many journalists or relief workers — is an uncomfortable reminder for Europe that its policies risk trapping the migrants in slave-like conditions. Source URL: Industry: Keywords: Libya, slavery, migrants Landing Page URL: Regulatory/ Industry News Update Toys
The areas containing the symbols were colored differently to further the distinction among the signs and corresponded to the days of the week I had each class. My Monday, Wednesday, and Friday courses were color coded in primary colors, and my Tuesday and Thursday classes were in secondary colors. This is a distinction that many are familiar with, so it is used as an example of a cultural cue informing a symbol choice. The rest of the symbols I chose were similarly culturally determined: a waning moon to show how late in the day the class was for me, starting with my earliest as a full moon and shrinking down to a crescent moon later in the day; a red, yellow, or green “alert” beacon to indicate how urgent the homework is in my opinion, utilizing a common metaphorical concept that red is critical, yellow is less so, and green is safe; and a series of basic geometric shapes--stars, squares, or triangles--that acted as arbitrary signs for the type of assignments that were left in my classes. The squares were reminiscent of the shape of paper and represented essay assignments, the triangles were for tests, and the stars showed whether or not I had a final in the course. As a result, I could look at a course and see what was on my plate or click on the courses to get more in-depth information. Finally, the icons for the files that contained my class documents corresponded to the symbols. Semiotic theory implies that the best way to pick up and understand a sign-system is to engage with it daily as we do with so many of our own sign system; I did that by keeping my classes’ documents in folders that shared the symbols I created, as shown in Figure 1. Essentially, this was my attempt at creating a practical use of semiotic theory on a smaller scale. The same application of semiotics to a simple day planner has been used in evolutionary biology. Semiotics signs are inescapable in human society and keeping them in mind and learning to better utilize them is an important skill to apply to create and navigate the myriad symbolic systems that envelop us.
Wind Other symptoms include: Frequent or continuous sensation that you need to have a bowel movement A feeling of fullness and incomplete emptying in your rectum Frequency and urgency to the toilet 10 or more times a day, only to have a “false alarm”, pass BMW or unsatisfactory small pieces of stool. This is quite different to the bloody liquid diarrhoea suffered by patients with more widespread colitis involving the colon. There may also be symptoms quite similar to those of irritable bowel syndrome (IBS): Pain with movements Rectal pain Pain on the left side of abdomen Bloating and rumbling A feeling of constipation Important factors to note are: The symptoms do not usually cause disturbance during the night The patient’s general health remains good, with no weight loss (unlike widespread ulcerative colitis) Blood tests are usually normal The presence of blood does not mean that you have bowel cancer, but if you have not been diagnosed with proctitis, colitis or Crohn’s disease before it is most important to consult your doctor to get an accurate diagnosis without delay. Why have I developed proctitis? Like ulcerative colitis and Crohn’s disease, proctitis is associated with a complex array of faulty genes which causes the immune system inside the lining of the rectum to become very sensitive to the bugs in the faeces, leading to inflammation. There
Monday Tuesday Wednesday Thursday Friday Alabama 4th Grade Math Standards **See standards listed below for detailed descriptions. 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NF3A Daily Lessons for the classroom Mtn. Math Drill Time to Review Multiplication Pg.209-210 Classwork Mtn. Math Speed Drill Multiplying Fractions and Mixed Numbers Pg.213-214 Classwork Test 12 Mtn. Math Speed Drill More work Multiplying Pg.215 #1 Introduction to Decimals pg. 231-232 Classwork Mtn. Math Quiz 13 Writing Decimals as Fractions pg. 233-234 Classwork Homework/ Projects No Homework- Unless students are not finished with classwork pg.209/210 No Homework- Unless students are not finished with classwork 213/214 No homework tonight. Wednesday is church and family No Homework- Unless students are not finished with classwork 231/232 No Homework- Unless students are not finished with classwork 233-234 4th Grade Math Weekly Lesson Plans Semester 2, Quarter 4 Week 04 April 9-13, 2018 Grades: Tests 60% Quizzes 20% Speed Drills 10% Homework/Daily grades 10% Operations and Algebraic Thinking [4-0A] Use the four operations with numbers to solve problems.
Appendix 1: Key Figures 2011- European Textile and Clothing Industry ATC – Agreement on Textiles and Clothing COO – Country of Origin CSR – Corporate Social Responsibility EU – European Union GATT – General Agreement on Tariffs and Trade WTO – World Trade Organization
horizontal standards on measurement of release of dangerous substances from construction products using harmonised test methods to the provisions of the respective technical committees for European product standards test protocols are not available. 6.1.3, Section B2 “Maintenance, repair and replacement of a section of the building as part of a complete measure for the building would be considered as refurbishment.” More precise language: “Maintenance, repair and replacement of a whole section of the building as part of a complete building project would be considered as refurbishment under section B5 6.1.4 Guidance on the selection of standards for calculating operational energy use of technical building systems can be obtained from CEN/TR 15615, Explanation of the general relationship between various European standards and the Energy Per-formance of Buildings Directive (EPBD) - Umbrella Document. Standard updated to: ASHRAE I - III Procedures for Commercial Building Energy Audits (PCBEA), Second Edition 6.1.5 The presence of any hazardous substances exceeding limits in the waste or showing one or more properties as listed in existing applicable legislation, e.g. in the European Waste Framework Directive, prevents the waste from reaching the end-of-waste state. Standard updated to the Resource Conservation and Recovery Act (RCRA), Subtitle 3 6.1.5 Description of Module C3: “Materials from which energy is recovered with an efficiency rate below 60% are not considered materials for energy recovery.” language: “When available, US incineration data should be included with proper justification in this calculation. For North America, the standard default assumption shall be thermal treatment of waste (efficiency < 60%) unless the proper justification can be provided for other methods with supporting documentation.” 6.1.6 “The efficiency of incineration plants (R1) shall be calculated in accordance with Annex II of the EU waste directive as follows:” Updated language: “Currently there is no regulation at the US federal level regarding efficiency of waste incineration plants. If data are available, the efficiency of waste incineration plants (R1) shall be calculated in accordance with Annex II of the EU waste directive as follows:”
Trade associations Construction Association Steel Recycling Institute Manufacturers/Consultants Arconic Building Products ATAS International Centria Fabral Kingspan McElroy Metals Metal Sales Mitsubishi Alpolic Petersen Aluminum Governance Members of the metal panels and cladding industry sponsored the update of this PCR. A large percentage of the metal panels and cladding industry is represented in the effort to renew the PCR. Involvement of Interested Parties UL informed industry stakeholders of this PCR update through e-mail messages and public notice. Participation by the trade association American Iron and Steel Institute (AISI) and Metal Construction Association (MCA) in the update of a PCR for metal panels and cladding products is an indication that industry stakeholders recognize the importance of this process. Per the USGBC PCR Guidance, at least 50% of the industry as represented by regional market volume was included in the update to this PCR with a minimum of three companies. UL Environment posted an open call for participation in this PCR update in July 2017 via its standards website, social media outlets, and outreach to original committee stakeholders and LCA practitioners. UL Environment also pursued direct outreach with manufacturers in the markets represented in this PCR. The PCR committee members drafted an update of the PCR through collaborative virtual meetings. The PCR was posted for public comment for 30 days starting xxxxxxxxxx XX, 2018. Note: Notification of a call for participation shall be published by either a third party or a trade association in at least one industry trade publication or trade association press release informing industry of EPD intent. At a minimum, 50% of the industry as represented by regional market volume shall be included, with a minimum of at least three (3) different companies represented. The call for participation shall also be made public and communicated by the program operator. Update Process
Assessment and Recommended Next Steps 61/80 on-campus faculty participated in the assessment of the day’s activities. This number constitutes half of the faculty overall, and about 75% of on-campus faculty who participated in either the morning, the afternoon, or both exercises. Below are the results of the assessment. Participants sometimes responded by marking more than one answer, or by responding candidly. These responses are all reflected in the table and text below: Question A. I really do want to know more about how to help my students achieve EOU’s learning outcomes. B.I’m starting to understand how this all C. Why do we have to keep doing this stuff? D. Horsefeathers! (E.) Write-in 1. When I hear the phrase “learning outcomes assessment,” I think to myself, 24 32 6 2 Nah—“Animal Crackers” Run and hide We’ve already done this before Oh, God! Not another meeting! A. understanding the larger picture of assessment at EOU. B.appreciating colleagues who are knowledgeable and enthused about student learning and outcomes assessment. C.feeling befuddled and confused. D. thinking, “Horsefeathers!” E. Write-in 2. I arrived a skeptic this morning, but I leave this afternoon [although many edited that they did not arrive a skeptic]: 27 28 6 2 Nah—“Duck Soup” I have used time to prepare for classes, none of the above, why 4 hours for what takes ½ hour? How diverse the ways faculty from different disciplines and work are Weary A. it be fun to have more opportunities to talk to colleagues about what 21st century students should know and be able to do. B. a clearer understanding of how my program fits into the university curriculum. C. renewed enthusiasm for the teaching profession. D. Oh, horsefeathers! E. Write-in 3. The biggest takeaway for me today was: 31 21 3 5 Nah—“A Night at the Opera” This is going to take a lot more work and even more meetings to make real progress Greater appreciation for colleagues Words—just words Recommended Next Steps for Programs (these will take more categorization and synthesis):
Unit 5: Mechanisms of Evolution Darwin, microevolution, Theorem, speciation and macroevolution. 22 – 23 24 – 25 Unit Test (Ch. 22 – 25) AP Lab 8. Population Genetics & Evolution Unit 6: Evolutionary History of Biological Diversity Evolutionary history of biological diversity, from how plants colonized land up to invertebrates and vertebrates. 26, 29 30 – 31 Flower Dissection 32 – 34 Unit Test Animal Diversity Lab (Ch. 26, 29, 30-34) Unit 7: Plant form and Function Basic plant structure, growth and development, transport in vascular plants, and angiosperm reproduction. 35 – 36 Stomata lab 37 - 38 Unit Test (Ch. 35 – 38) Unit 8: Animal Form and Function Basic principles of animal form and function, including circulation and gas exchange, immune systems, osmoregulation and excretion, hormones and endocrine system, reproduction and development and nervous system. 40 42 – 43 AP Lab 10. Physiology of 44 Circulatory System 45 48 Unit Test (Ch. 40 – 48) Review for AP Exam / Practice Exams AP Exam Scientific research projects and presentations due. CLASS POLICIES AND PROCEDURES I expect the following policies to be observed: Before the bell come into the classroom, turn in any assignments as necessary and sit down in your chair, if you are not in your chair you are tardy. There is no food or drink (a bottle of water with a lid at your desk is the only exception) in this classroom. This is a laboratory classroom. There are things in this classroom that could contaminate your food AND your food could
Online registration: Access . Choose “register”. According to your identity, choose either “Student/PI/Staff“ if you are PolyU member, or “External User” if you are not PolyU member. PolyU members: Once you choose “Student/PI/Staff”, you are required to login through system by entering your PolyU NetID and NetPassword. Your login name and password for ULS online booking system is the same as your PolyU NetID and NetPassword. Non-PolyU member: Once you choose “External User”, you are required to give your own login ID and password for ULS online booking system. IMPORTANT. After submitting the filled online form, you will receive a copy of “User registration form”. Please read, save a copy and print it out for applicant and supervisor/principle investigator signature, and return it to ULS staff for account activation. Your ULS account cannot be used until being activated by ULS staff. Sign in and out the ULS online booking system: To sign in, choose “Sign In” on the top of the website. PolyU member: choose “Login with PolyU NetID”. Enter the NetID and NetPassword in the PolyU-SSO system. Non-PolyU member: Type in your own Login ID and Password in the field of External User. To sign out, choose “logout” on the top of the website. For PolyU members, please close all browser windows in order to log out the PolyU-SSO system. Make a booking: Choose “Online Booking”. Choose the equipment (with the assigned usage rights) you want to book. Choose your preferred date and time. The system now shows your preferred timeslot and the total charge for the booking. After submission, you can see your booking in the calendar. The booking is confirmed now. Cancel a booking: Click your booked timeslot on the calendar. The systems now shows your booking details. Choose “CANCEL YOUR BOOKING”. A message pops up. Choose “OK” to confirm the cancellation.
Language # Spanish 478 Russian 176 Mandarin 82 Arabic 67 Vietnamese 66 Sign 53 Korean 43 Persian 30 Ukrainian 24 Punjabi 21 Cantonese 21 Somali 20 Japanese 11 Tagalog 9 Amharic 8 Nepali 8 Thai 6 Tigrinya 5 Portuguese 5 Serbo-Croatian 5 Romanian 4 Sign Relay 4 Oromo 4 French 3 Swahili 3 Urdu 3 German 2 Bulgarian 2 Kurdish 2 Farsi 2 Burmese 2 Khmer 2 Indonesian 1 Afrikaans 1 Lingala 1 Tactile (Blind & Deaf) 1 Polish 1 Lao 1 Turkish 1 Hindi 1 Haitian Creole 1 Chin 1 Samoan 1 Gujarati 1 TOTAL 1183
and find the exercise more difficult other’s condition throughout session. Instructor / president to inform class of requirement to tell of any medical conditions and then participant’s responsibility to tell instructor. Participants carrying injuries - Exacerbation of injuries Participants Inform instructor of condition. Participant to opt out of any exercises which may cause further injury L S Low Low Every member has a different fitness level - Some members unable to complete exercises / becoming too fatigued Participants Instructor alters session according to every participant’s abilities. Participants to stop when they reach personal goals / fitness level. L S Low Low Fire Safety Fire Procedures and Emergency Exit doors leading directly onto playing area Participants Ensure Fire doors are closed in Sports Hall. Ensure Fire Doors are not blocked and all teams are informed of the emergency procedure and meeting places U S Very Low Participant Behaviour Poor safety awareness of participants could increase the likelihood of an injury. Participants All players are made aware of the importance of taking care of opponents and the latest edition of the rules of the sport. L S Low Any unsafe behaviour will be addressed and corrected. Very Low Aggression between participants may result in more intentional or unintentional reckless behaviour Participants Team captains or coaches should be aware of possible aggression arising between players at all times. Any aggression is dealt with in a calm manner ensuring it never presents a risk. L S Low Clothing Appropriate clothing/protective equipment not worn Participants All club members are required to wear appropriate clothing/protective equipment as recommended by the clubs NGB U S Very Low Very Low Assessors name Signature Date Review period Date of next review Responsible manager Position Signature Date
Ultimate Lab Safety What Happened in the Video and/or pictures) Describe Safety Corrections (Words and/or pictures) Design original lab safety symbosl using emojis. The symbol may contain no more than three letters and/or numbers and must clearly demonstrate a lab safety theme. For example, your logo could represent fire safety in the lab, or chemical safety in the lab, etc. Your emoji symbols should be neatly drawn on a separate, unlined sheet of paper. I will use the rubric below to evaluate your work. 1 3 4 5 Safety Message Safety message is unclear or inaccurate. And/Or Graphics do no relate to the message. Safety message is present, but may be unclear. All graphics relate to the message. Safety message is accurate. All graphics are related to the message and make it easier to understand. Safety message is clear and accurate. All graphics relate to the message and make it easier to understand. Originality No graphics or text made or arranged by students included. The graphics and text are made or arranged by the student, but are on the designs or ideas of others. One or two of the graphics and text used reflect student creativity in creation and/or display. Several of the graphics and text used reflect an exceptional degree of student creativity in creation and/or display. Aesthetics The design is distractingly messy or very poorly designed. It is not attractive. Graphics and/or text are not clear or are too small. The design is acceptably attractive though it may be a bit messy. Most graphics and/or text can be easily identified. The logo is attractive terms of design, layout, and neatness. All graphics and/or text can be identified. The logo is exceptionally attractive in terms of design, layout, and neatness. All graphics and/or text can easily be identified. TOTAL _________/15 = _________ x 100 = Total Score_________
Select Quantities: Part# $168 each Notes: Part# $168 each Notes: Part# $168 each Notes: Part# $168 each Notes: Part# $168 each Notes: Part# $168 each Notes: Part# $168 each Part# $168 each Notes: Wall Art (Small) Catalog Page 6 Select Quantities: Part# $110 each Notes: Part# $110 each Notes: Part# $110 each Notes: Part# $110 each Notes: Part# $110 each Notes: Part# $110 each Notes: Part# $110 each Notes: Part# $110 each Part# $110 each Notes: Part# $110 each Notes: Menu Boards Catalog Page 7 Select Quantities: (Specify Large or Small size) Single Layer | Wall Mounted Multi-Layer | Wall Mounted Large Part# DE-WM-4-S $197 each Notes: Small Part# DE-WM-1-S $173 each Large Part# MLM-WM-11-5 $440 each Notes: Small Part# MLM-WM-7-3 $369 each Notes: Menu Signs Catalog Page 8 Select Quantities:
The Rules Ultimate Frisbee in 10 simple The Field — A rectangular shape with endzones at each end. A regulation field is 64m by 37m, with endzones 18m deep. A regulation game has seven players per team. Initiate Play — Each point begins with both teams lining up on the front of their respective endzone line. The defense throws the disc towards the offense. Where the disc land is where the game starts from. This occurs at the start of the match and after every score. A regulation game has seven players per team. Scoring — Each time the offense completes a pass in the defense’s endzone, the offense scores a point. Play is initiated after each score. Movement of the Disc — The disc may be advanced in any direction by completing a pass to a teammate. Players may not run with the disc. The person with the disc (“thrower”) has ten seconds to throw the disc. The defender guarding the thrower (“marker”) counts out the stall count. Change of possession — When a pass in not completed or the disc is dropped, the defense immediately takes possession of the disc and becomes the offense. This also occur if out of bounds Substitutions — Players not in the game may replace players in the game after a score and during an injury timeout. Non-contact — No physical contact is allowed between players. Picks and screens are also prohibited. A foul occurs when contact is made. Fouls — When a player initiates contact on another player a foul occurs. When a foul disrupts possession, the play resumes as if the possession was retained. If the player committing the foul disagrees with the foul call, the play is redone. Self-Refereeing — Players are responsible for their own foul and line calls. Players resolve their own disputes. Spirit of the Game — Ultimate stresses sportsmanship and fair play. Competitive play is encouraged, but never at the expense of respect between players, adherence to the rules, and the basic joy of play.
Chapter 4 – America and the Death Penalty CHOOSE ONE of the questions on page 24 (at the end of the chapter) and give an answer based on your own opinion/beliefs: What are the goals of punishment? What do we think about the perfectibility of human beings and the perdurability of evil? What value do we place on life – of the murderer and the victim? What kind of power do we want in the hands of government, and what do we hope the state can accomplish when it wields it? Chapter 5 – The Commission Turow writes that “many of our findings flew in the face of what I had taken for granted during my years as a prosecutor.” Explain & give examples. What former “evidentiary gold standard” has been proven less reliable in recent years? Chapter 6 – Convicting the Innocent Identify the “unique array of factors” present in death penalty cases that can lead to wrongful convictions. Explain the paradox presented by Turow on p. 34. Explain the standards that appeals courts use when reviewing the fact-based decisions of juries. Why is the law reluctant to allow appellate courts to reconsider the evidence and second-guess juries? Chapter 4 – America and the Penalty CHOOSE ONE of the questions on page 24 (at the end of the chapter) and give an answer on your own opinion/beliefs: What are the goals of punishment? What do we think about the perfectibility of human beings and the perdurability of evil? What value do we place on life – of the murderer and the victim? What kind of power do we want in the hands of government, and what do we hope the state can accomplish when it wields it? Chapter 5 – The Commission Turow writes that “many of our findings flew in the face of what I had taken for granted during my years as a prosecutor.” Explain & give examples. What former “evidentiary gold standard” has been proven less reliable in recent years? Chapter 6 – Convicting the Innocent Identify the “unique array of factors” present in death penalty cases that can lead to wrongful convictions. Explain the paradox presented by Turow on p. 34. Explain the standards that appeals courts use when reviewing the fact-based decisions of juries. Why is the law reluctant to allow appellate courts to reconsider the evidence and second-guess juries?
kinetic energy of the reactants to increase heat of reaction to increase An experiment is performed to determine how concentration affects the rate of reaction. In each of four trials, equal volumes of solution A and solution B are mixed while temperature and pressure are held constant. The concentration of solution B is held constant, but the concentration of solution A is varied. The concentration of solution A and the time for the reaction to go to completion for each are recorded in the data table below. Describe the relationship between the concentration of solution A and the time for the reaction to go to completion. In the grid provided, mark an appropriate scale on the axis labeled “Reaction Time (s).” On the same grid, plot the data from the data Circle and connect the points. Identify one factor, other than the concentration of the solutions, that can affect the rate of this reaction.
total: total: total: total: Group C- Body Reaction 50/50 Facial Exp. 50/50 Body Lang. 50/50 Mood 60/40 Facial Exp. 60/40 Body Lang. 60/40 Mood 70/30 Facial Exp. 70/30 Body Lang. 70/30 Mood Group Joes’ Group Seth’s Group Avg:
CHECKLIST 1. Check all clamp brackets, pump column, slave arm bracket, manifold clamp, etc. to make sure they will not move when unit is in operation. 2. Check the mounting of catalyst pump to make sure clevis pins are secure. 3. Make sure exhaust silencer is secured to the power cylinder of the resin pump. 4. IMPORTANT: Snug up the packing nut at the top of the catalyst pump approximately ¼ turn. 5. Snug up, tighten, the resin pump packing by inserting two rods into the holes in the oil cup at the top of the resin pump fluid section. Turn clockwise until packing is snug. Note: Do not over tighten. 6. ProGun: Tighten the gun valve rod packing nuts until they are very snug. IMPORTANT: Activate the gun trigger 10 - 15 times then tighten the packing nuts. Repeat this tightening procedure 3 times to make sure the gun valve rod packing is tight. 7. Attach Suction Wand to Resin Pump. a. Check all fittings on the wand assembly to make sure they are airtight. b. Attach the wand assembly to the foot valve port of the resin pump. 8. Hose connections. a. Connect the black resin hose from the gun to the outlet fitting on the resin filter. b. Connect the catalyst hose from the catalyst pump to the inlet of the catalyst manifold. c. Connect the catalyst hose from the gun to the outlet of the catalyst manifold assembly. d. Attach the red air hose from the gun to the fitting on the regulator labeled gun. e. Attach the yellow poly flush hose from the gun to the outlet fitting of the solvent tank. f. Attach the small red air supply hose from the flush regulator to the input fitting on the solvent tank.
ACTIVITIES MUST BE DONE IN THE SEQUENCE SHOWN, AND MUST BE CHECKED OFF AS COMPLETED. USE THIS CHECKLIST IN CONJUNCTION WITH THE OPERATING MANUAL FOR THE ULTRAMAX UNIT. THIS SEQUENCE FOLLOWS ON FROM CHECKLIST 01 – PRE-START CHECKLIST. NOW REFER TO “SET UP FOR FIT” CHECKLIST. ABNORMAL CONDITIONS OBSERVED AND CORRECTED OPERATORS NAME _______________________________________ DATE: ________________ SIGN OFF WHEN START UP CHECKS ARE COMPLETED : __________________________
Revision Information: Rev. 12/2012 Updated the manual format and Address. We added the Terms & Conditions of Sale and Revision Information sections to this manual. The parts drawing where updated. The sections for the Fluid Section, Powerhead and Dispense Head were also added to this manual. Rev. 10/2014 Updated the Address, name and the & Conditions of Sale section. Removed references to Plastech. Updated the Parts Drawings section. Rev. 07/2015 Updated the Address and the Parts Drawings section. Rev. 07/2016 Updated the Logo and Changed “Throat Seal Liquid” to “ISO Oil or Equivalent” as requested.
XXX-1400-X-1 uses the VPH-4250 4.25” Powerhead – MCTA-4250 Standard: See Manual “MPH / VPH- 4250 Series Manual” Optional: MCTA-5000 uses the VPH-5000 5” Powerhead: See Manual “MPH / UPPH / VPH- 5000 Series Manual” Gun Manual: MVG-1400-X-1 uses the CPG-1000-S (-INT) Classic Pro Gelcoat Gun: See Manual “Classic Pro Gun Manual – CPC / CPG/ CPP / CPW” See Manual “Talon Internal Mix Gun Manual” MVE-1400-X-1 uses the ATG-3500 (-INT) Gelcoat Gun: See Manual “ATG Gelcoat Gun Manual” See Manual External Mix Gun Manual” Drawings: MVE-1400-X-1 Ultramax Multi-Color Unit Assembly – External Mix Gun MVG-1400-X Ultramax Multi-Color Unit Assy – Internal Mix Gun MVG-1400-X-1-INT Ultramax Multi-Color Unit Assy – Internal Mix Gun - International MCPA-2500 Gel Coat Fluid Section Drawing MCPA-2500-MP Gel Coat Fluid Section Drawing - MagnaPac Seals MCPA-2500-1 Additional Pump Assembly Kit MCPA-2500-1-EXT Additional Pump Assembly Kit – External Mix Gun MCPA-2500-1-MP Additional Pump Assembly Kit – MagnaPac Seals MCPA-2500-1-MP-EXT Additional Pump Assembly Kit – MagnaPac Seal – External MCTA-4250 4.25” Powerhead & Track Assembly MCTA-4250-CK 4.25” Powerhead & Track Assembly Conversion Kit MCTA-5000 5” Powerhead & Track Assembly 1101-03-01 Multi-Color Gelcoat Frame Assembly Optional Fluid Sections: MCPA-4600 Larger Fluid Section Drawing MCPA-4600-1 Additional Pump Assembly Kit – Larger Fluid Section MCPA-4600-MP Larger Fluid Section Drawing – MagnaPac Seals MCPA-HVLS High Volume Section Drawing
Ready interface Figure III: Fill in interface of the equipment(fill in the information of the user + pass word, Entry is complete, click the “logo” into the function interface) Fill in the user information Fill in the user pass word click the “logo” and you can enter the interface of function when you finished the filled Figure operator the RF and HF Figure of treatment head of RF the RF icon, click treatment prepare to enter the treatment Selection of RF treatment handle Selection of HF treatment handle Click “prepare treatment” into the treatment interface Figure of treatment click the Prepare Treatment into the treatment interface.
Ultrasonic Cleaner Test Record Ultrasonic serial number____________________ Location__________________ Daily housekeeping - week commencing __________ Day Cycle number Pass/Fail & Initials Check Strainers and filters Degas Session 1 Degas Session 2 Solution Changed Session 1* Solution changed Session 2* Extra Solution change Mon Tue Wed Thu Fri Sat Daily housekeeping - week commencing __________ Day number Pass/Fail & Initials Check Strainers and filters Session 1 Degas Session 2 Solution Changed Session 1* Solution changed Session 2* Extra Solution change Mon Tue Wed Thu Fri Sat * The reservoir is drained at the end of each session and sooner if it is visibly soiled. Additional Weekly Testing (as specified by manufacturer) Date Cycle number Cleaning Efficacy Pass/Fail Signature Next Maintenance by Test Person/Foil Ablation Test by Operator/User due _____________ Next Cleaning efficacy by residual soil test (TP/Operator/User) due _____________ Yearly Maintenance and Validation by Test Person due _____________
Renal ultrasound in emergency medicine is used to identify the presence of hydronephrosis, which suggests post-renal obstruction. It is also used to evaluate the bladder for urinary retention, size, and volume. Which transducer should I use? A low frequency transducer should be used to ensure adequate depth of penetration. The curvilinear offers the best resolution, but the phased array may offer the advantage of greater ability to image between the ribs. Getting started: How to begin: Turn the machine on. Select the transducer you wish to use by touching the button where the correct transducer’s cord meets the machine. Once a screen appears, press the “Patient” button on the right of the keypad. Enter your name in the Last Name slot. Enter the patient’s medical record in the Medical Record slot. Select the type of scan you wish to perform from the drop down menu on the upper right of the screen. Usually, you will want abdomen. Press Done (on the bottom right of the screen) to leave this screen. Imaging the kidneys: Begin on the patient’s right side in a coronal plane (with the indicator pointing towards the patient’s head). Place the transducer along the patient’s mid-axillary line, at approximately the 6th-7th intercostal space. You should see the liver on the left of the screen, with the kidney in long axis to the right of the liver (See below). You may need to angle to transducer towards the patient’s back or move the entire probe up or down a rib space to get an adequate image. Press “Save” to save your image. Angle the transducer towards the patient’s back and then towards the patient’s front to view the entire kidney. Identify the calyx of the kidney as the bright white area in the center of the kidney. There should be a minimum of black within this white space. When fluid is present (which suggests obstruction or hydronephrosis), the calyx will appear distended with black fluid (see below). Holding the transducer in turn it so that the indicator is now pointing towards the patient’s right. This will allow us to examine the kidney in transverse or oblique.
We do require a form to book this appointment – some examinations need instructions or consent forms Options for booking this appointment: GP to send in via internal post /Choose & Book/Email Patient or GP to fax to 01883 713779 Patient to Post to Oxted Health Centre or email Patient to call in to clinic clerks between 8.30am – 12.30pm or 2pm – 4.30pm PLEASE MAKE SURE WE HAVE THE CORRECT CURRENT ADDRESS AND CONTACT NUMBERS ON THE FORM. SURNAME GP: FORENAMES Practice: NHS Number: CCG: ADDRESS Date of Date form sent: Home Telephone No: Urgent / Routine NHS Mobile Contact No: Centre Preferred: We will text you to remind you of your appointment Oxted Redhill Either Work No: Email address: Date Received: Tick if we may message for you on any of your contact details Type of Examination: Abdomen / Renal Tract / Gynae and/or Bladder/ Thyroid / Testes / Musculoskeletal/Carotid Please circle Other: Clinical Problem; Appointment Date Aim of examination: Please let us know if there are any physical/communication difficulties, wheelchair user or if an interpreter is required
Hazing/Bullying/Retaliation 5 days ISS AEP Dec. Severe insubordination directed towards a school employee 5 days ISS AEP Admin Dec. Failure to report knowledge of a dangerous event, substance, object, or device that could result in bodily harm. 3 days ISS 5 days ISS AEP Admin Dec. Possession, use or the influence of a controlled substance, illegal drug or alcohol AEP Citation Admin Dec. Assault – Authorities will be contacted AEP Admin Dec. Threaten/Retaliation against a school employee AEP Expulsion Expulsion Vandalism/criminal mischief – Authorities will be contacted AEP Admin Dec. Fire/Bomb Threat – Authorities will be contacted Expulsion Severe acts of Familiarity – Authorities will be contacted AEP Dec. Gang related acts of violence – Authorities will be contacted AEP Dec. Theft less than 50.00 Restitution 5 days ISS Restitution AEP greater than 50.00 Restitution AEP Promoting the Gang Lifestyle(Drawings, Clothing, Hand signs etc…) Collect item, conference with parent/student Collect item, notify police, 3 days ISS Collect item, notify police, 5 days ISS AEP Violation of Criminal Trespassing Warning Authorities will be contacted, and time will be added (with the possibility of a citation being issued and arrest.) Authorities will be contacted, and time will be added (with the possibility of a citation being issued and arrest.) Authorities will be contacted, and time will be added (with the possibility of a citation being issued and arrest.) Authorities will be contacted, and time will be added (with the possibility of a citation being issued and arrest.) Authorities will be contacted, and time will be added (with the possibility of a citation being issued and arrest.)
Sen, A. 2005. The Argumentative Indian: Writings on Indian History, Culture and Identity. London: Penguin Books. Sinha, T.C. 1966. “Development of psycho-analysis in India.” International Journal of 47: 427-39. Stearns, P.N. and C. Z. Stearns. 1985. “Emotionology: Clarifying the history of emotions and emotional standards.” The American Historical Review 90 (4):813-36. Stein, H.F. 1997. “Death imagery and the experience of organizational downsizing - Or, is your name on Schindler's List?” Administration & Society 29(2): 222-47. Stein, H.F. 2001. Nothing Personal, Just Business: A Guided Journey into Organizational Darkness. Westport, CT: Quorum Books. Stein H.F. 2004. “Countertransference and organizational knowing: New frontiers and old truths.” Free Associations 11 (3): 325-37. Sullivan, P. 2012. Qualitative Data Analysis: Using a Dialogical Approach. London: SAGE. Theodosius, C. 2008. Emotional Labour in Health Care: The Unmanaged Heart of Nursing. Abingdon, Oxon: Routledge. Ulus, E. 2015. “Workplace emotions in postcolonial spaces: Enduring legacies, ambivalence, and subversion.” Organization 22: 890-908. Vogler, C. 2000. Social identity and emotion: The meeting of psychoanalysis and sociology. Sociological Review 48 (1): 19-42. Wolpert, S. 2006. Shameful Flight: The Last Years of the British Empire in India. Oxford: Oxford University Press. Yalom, I.D. 1998. The Yalom Reader: Selections from the Work of a Master Therapist and Storyteller. New York: BasicBooks.
About 375 demonstrations with pictures and descriptions. Hopkins University Physics Lecture Demonstration Resources. About 650 demonstrations with short descriptions and color photographs. Suggested demonstrations for physics courses. Lecture Demonstrations at Michigan University Department of Physics and Astronomy. Almost 400 demonstrations with brief descriptions. Louisiana University Physics and Astronomy Lecture Demonstrations. Over 100 demonstrations with pictures and descriptions. MIT Department of Physics Technical Services Almost 450 demonstrations with pictures, descriptions and links to similars. Over 50 films, including several classic 1960s films, converted to electronic format. Michigan Technological University Physics Lecture-Demonstration Facility 200 demonstrations, mostly with pictures and descriptions. Mississippi State University Physics and Astronomy Lecture Demonstrations 325 demonstrations with pictures and descriptions with some detail. Montana University: Welcome to the Demo Room. Almost 600 demonstrations with pictures and brief descriptions. North Carolina State University Physics Demonstrations. Descriptions of over 500 demonstrations with photographs. About 100 short videos of the demonstrations. Running summary of the “Top 50” demonstrations used over the past twelve List of suggested demonstrations by chapter for eight popular textbooks. Nice list of demonstration equipment suppliers. & Albert's Excellent Adventure” public programs. Ohio University Physics Demonstrations About 175 demonstrations with pictures and descriptions. Purdue University College of Science Department of Physics Demonstrations About 350 demonstrations with brief descriptions and photographs. University of California Berkeley Physics Lecture Demonstrations.
Description of the presenting problem—both the behavioral health concern and/or the parenting concern. Description of the history of the presenting problem—how long presenting problem has occurred including intensity and duration. Past treatment/services—related to both the behavioral health concern and/or the parenting concern. History of the member’s involvement with CPS/YS, services, and outcomes. Pertinent medical history. Mental Status Examination related to presenting problem. Diagnosis rendered within DSM format and rationale. Recommendations for future services—related to the behavioral health condition as well as parenting concern Prognosis including rationale—related to the behavioral health condition as well as parenting concern. – Must indicate a physical examination/review and ordering of diagnostic tests Collateral interview must be summarized within the report and include: Name and (If applicable) of person. Their relationship to the case. The date of the contact documented. A summary of the information The mode of the contact- face to face interview, e-mail, phone, etc. Records reviewed related to the case and referral question. Records reviewed should be listed and summarized within the report. Each record reviewed must be documented in the report with: Title of Document and date Date of record review Number of pages per document How the records were obtained Brief Summarization of documents reviewed The report should contain the following components of the psychological testing as outlined within the 96101 CPT code: Results (Scores and Categories) of the administered tests Interpretation of the administered tests Service Exclusions Service Exclusions Special Evaluations do not include the following: Travel time to a location such as the DHHR office to conduct the evaluation. MDT attendance or preparation of summaries for MDTs Testimony Observation of parent/child interaction (i.e. observation of supervised visit between parent and child)