zilongwang/ReadingBank huggingface dataset:
As a new supplier to MTU America a Vendor Master Record Request Form will be required to be filled out and returned to the requesting buyer along with a completed W-9 form (Domestic Supplier) or W-8 (International Supplier) form. To view Vendor Master Record Request Form and Tax Documents follow these links: If the supplier that is selected is already an approved vendor of MTU they will receive an (Purchase Order/Scheduling Agreement) from the Buyer with the part number(s) and agreed to pricing listed. The PO or SA will also list out any stipulations that apply to the order. For example specific PPAP requirements, ship to location, terms of payment, etc. The specifics of the purchasing agreements will be discussed in more detail in the next section. For suppliers that are currently supplying material to our counterparts in Friedrichshafen (MTU-FN) buyers for MTU America will still submit an official Request for Quote in an email or RFQ form to be filled out for parts that MTU America and MTU-FN have requirements for. We expect that base price and surcharge that have been quoted to MTU-FN are also quoted to MTU America for the same parts and lot sizes. The supplier should be aware that most price negotiations that are made with MTU-FN would be applicable for MTU America as well. After price negotiations are approved and completed it will be the supplier's responsibility to communicate all pricing to MTU America. Scheduling Agreements / Purchase Once a supplier has been selected to supply a part or parts to MTU America, Purchasing will issue either a Purchase Order or Scheduling Agreement to the supplier. These documents are contracts and provide important information to the supplier on pricing, shipping location, terms and conditions among other things. If any changes are required to the Scheduling Agreement or Purchase Order, the supplier must notify the buyer in writing well in advance of the first shipment to avoid invoicing issues or payment issues. This notification must provide supporting documentation for price change request. Below are more detailed descriptions of each type of document to help distinguish between the two.
Table 3.5: Various funding structures in place for home based ventilation services by jurisdiction Policy Funding Implications Service Conducted By NSW LHD policy under the direction of the Staff Specialist Department of Respiratory and Sleep Medicine Fully funded through the department. CNC and Staff Specialist VIC Statewide adult Service Adult State wide service funded hospitably the department CNC and Staff Specialist SA No statewide policy All public hospitals have their own policies and procedures Hospital funded costs recorded at OPD cost centre. CNC and Staff Specialist
TPN performed by the patient in their home without a health care provider present Exclusions: Enteral nutrition performed by the patient in their home without a health care provider present (10.18) Consultation or TPN education with a gastroenterologist where no TPN is undertaken (20.25) Consultation or TPN education with a dietitian where no TPN is performed (40.23) Conditions Inclusions: Intestinal failure Constraints Based on the definition provided by IHPA, the unit of count is the number of continuous days the patient is in receipt of home total parenteral nutrition. The strict application of the definition and associated inclusion and exclusion criteria results in the following being in-scope for the costing study for this service: Cost of total parenteral feeds Cost of consumables associated with parenteral feeding. B.3 Home Ventilation Services The definition for home ventilation was developed the home feeding definitions and is more developed. The definition an unit of count is outlined in Table B.5. It is based on the definitions contained in the Tier 2 non-admitted definitions manual and the exemplar provided by IHPA in the Tier 2 Non-admitted services compendium 2014-15. Table B.5: Definition and unit of count for Ventilation – Home Delivered Tier 2 Category Definition Resultant Unit of Count Cost Coverage 10.19 Home ventilation* performed by the patient in their own home without the presence of a healthcare provider may be counted as a non-admitted patient service event, provided there is documentation of the procedures in the patient’s Number of consecutive days a patient is in receipt of invasive or non-invasive ventilation in their own home Cost of supplies
56 stand to reason it stands to reason that January will be colder than November to seem reasonable 57 to be endowed with Grant, award 58 unwanted consequences unintended consequences 59 let the nature take its course let something live or die naturally 60 draw a line set a limit 61 at alarming rate—at galloping rate 62 take comfort in something To be soothed by something 62 can identify myself with کردن 63 eye-opening (adj) to me 64 To my way of thinking. As far as I concerned, As I concern, the way I see it 65 to my knowledge As far as I know 66 take care of Mother Earth Nature preserve 67 to be on the safe side avoiding danger with a margin of error 68 bring complexity in its wake in the wake of as a result fallowing 69 take something upon oneself take on a responsibility accept a responsibility 70 Effort is justified 71 give into/on to give into the predominant idea to finally after initial refusing 72 Side with/ go with take the side of 73 be in touch be in connection with, having ties with 74 of mind comfort of mind 75 to draw on his knowledge to arrive at solution to the problem take ideas from take advantages of 76 my plans are coming along to make progress 77 pave the way for your future triumph prepare, make it possible 78 It is high time government allocated more It should have happened a long time ago 79 address the ongoing problem 80 cannot be overestimated it is very important 81 Keep vigil Night owl (person) شب زنده داری کردن
The Pike Practice CHRISTMAS OPENING DATE TIME COMMENTS 17TH DECEMBER 2018 08:00 – 18:30 USUAL ACCESS TO SERVICES 18TH DECEMBER 2018 08:00 – 18:30 USUAL ACCESS TO SERVICES 19TH DECEMBER 2018 08:00 – 18:30 USUAL ACCESS TO SERVICES 20TH DECEMBER 2018 08:00 – 18:30 USUAL ACCESS TO SERVICES 21ST DECEMBER 2018 07:00 – 18:30 USUAL ACCESS TO SERVICES 24TH DECEMBER 2108 08:00 – 18:30 USUAL ACCESS TO SERVICES 25TH DECEMBER 2018 CLOSED SEE BELOW FOR ALTERNATIVE CARE 26TH DECEMBER 2018 CLOSED SEE BELOW FOR ALTERNATIVE CARE 27TH DECEMBER 2018 08:00 – 18:30 USUAL ACCESS TO SERVICES 28TH DECEMBER 2018 07:00 – 18:30 USUAL ACCESS TO SERVICES 29TH DECEMBER 2018 CLOSED SEE BELOW FOR ALTERNATIVE CARE 31ST DECEMBER 2018 08:00 – 18:30 USUAL ACCESS TO SERVICES 01ST JANUARY 2019 CLOSED SEE FOR ALTERNATIVE CARE 02ND JANUARY 2019 08:00 – 18:30 ACCESS TO SERVICES 03RD JANUARY 2019 08:00 – 18:30 USUAL ACCESS TO SERVICES 04TH JANUARY 2019 07:00 – 18:30 USUAL ACCESS TO SERVICES ALTERNATIVE VENUES FOR TREATMENT THE HUB/OUT OF HOURS – 0161 342 7052 DIAL – 111 – FOR MEDICAL ADVICE CONTACT YOUR LOCAL PHARMACY IN A MEDICAL EMERGENCY PLEASE DIAL 999
Chapter (number) Suspended Provision Effect of the suspension Customs Administration and Trade Facilitation (5) Article 5.7.1(f): Express Shipments Suspend second sentence Each TPP-11 Party has agreed not to assess customs duties on express shipments valued at or below a fixed amount as set under its domestic law. That amount is currently set at $1,000 under Australian law. will no longer be an obligation for Parties to review the threshold below which no duties on express shipments are charged. Investment (9) 9.1 Definitions Suspend “investment agreement” and “investment authorisation” and associated Footnotes (5 - 11) 9.19.1 Submission of Claim to Arbitration a(i) B and C; (b)(i) B and C (investment authorisation or investment agreement), chausette, footnote 3 9.19.2 Submission of Claim to Arbitration Footnote 32 9.19.3 Submission of Claim to This narrows the scope of Dispute Settlement (ISDS). Foreign investors can no longer make an ISDS claim for violation of private investment contracts with the Government, or investment authorisations. Foreign investors can still bring an ISDS claim for a violation of an investment obligation, such as expropriation or the minimum standard of treatment. Expropriation is where a government takes over, or
Intellectual Property (18) Article 18.46: Patent Term Adjustment for Unreasonable Granting Authority Delays There will no longer be a requirement to adjust, upon request, a patent’s term of protection to compensate the patent owner if there are unreasonable delays in a patent office’s issuance of patents. This provision would not have required Australia to make any legislative changes. Intellectual Property (18) Article 18:48: Patent Term Adjustment for Unreasonable Curtailment There will no longer be a requirement to adjust a pharmaceutical patent’s term of protection to compensate the patent owner for unreasonable curtailment of the effective term of a patent as a result of the marketing approval process for a pharmaceutical product. This provision would not have required Australia to make any legislative changes. Intellectual Property (18) Article 18.50: Protection of Undisclosed Test or Other Data There will no longer be a requirement for five years of protection for test or other data submitted to a regulatory authority for the purposes of obtaining regulatory approval to market a pharmaceutical product. This provision would not have required Australia to make any legislative changes. Intellectual Property (18) Article 18.51: Biologics There will no longer be a requirement for five years of protection for test or other data submitted to a regulatory authority for the purposes of obtaining regulatory approval to market a biologic
Staging category Tariff lines Mexico's imports from Australia No. % of total Cumulative (%) US $m % of total Cumulative (%) MFN 0% 6,800 56.2% 56.2% 693.0 87.4% 87.4% A: 0% tariff on EIF 2,552 21.1% 77.2% 67.3 8.5% 95.9% B: 1-5 year phasing 310 2.6% 79.8% 1.8 0.2% 96.1% C: 6-10 year phasing 6 0.0% 79.9% 10.0 1.3% 97.4% D: 11+ year phasing 2,370 19.6% 99.4% 19.2 2.4% 99.8% Tariff reduction 27 0.2% 99.7% 0.0 0.0% 99.8% 42 0.3% 100.0% 1.7 0.2% 100.0% Total 12,107 100.0% 100.0% 793.1 100.0% 100.0% Elimination schedule for New Zealand’s tariffs on imports of Australian goods Staging category Tariff lines New Zealand's imports from Australia No. % of total Cumulative (%) US $m % of total Cumulative (%) MFN 0% 4,207 57.7% 57.7% 2,890.7 56.0% 56.0% A: 0% tariff on EIF 2,688 36.9% 94.6% 1,569.3 30.4% 86.4% B: 1-5 year phasing 133 1.8% 96.4% 439.0 8.5% 94.9% C: 6-10 year phasing 260 3.6% 100.0% 262.9 5.1% 100.0% D: 11+ year phasing - - 100.0% 0.0 - 100.0% Tariff reduction - - 100.0% 0.0 - 100.0% Quota - - 100.0% 0.0 - 100.0% Total 7,288 100.0% 100.0% 5,161.9 100.0% 100.0%
years of entry into force of the TPP; elimination of Mexican tariffs on barley (currently 115 per cent) within 5 years of entry into force of the TPP; elimination of Peru’s tariffs on cereals and grains (currently 9 per cent) within 5 years of entry into force of the TPP; and elimination of all Canadian tariffs on cereals and grains upon entry into force of the TPP. Total Australian dairy products exports were valued at $2.5 billion in 2014, and around 39 per cent (valued at $994 million) was exported to TPP countries. Key TPP market access outcomes for Australian dairy producers and exporters include: significant market access improvements in Japan for Australian dairy. Australian dairy exports to Japan were $433 million in 2014. Building on
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Table 2. Monitoring Report (including Conservation Achievement KPI) (see guidelines above for completing the table) Goals Good goals are SMART and linked to biodiversity, human welfare, or footprint reduction. Indicator (what you are measuring & the metric) Common Indicator (add the number of the common indicator you contribute to) Baseline (value & date) Planned Intermediate Result (PIR) (“What result the project planned to achieve by this time”) Current status this year (“what result was achieved by the time of this report”) Planned Final Result (value & date) FY FY FY no new data available, state when next measurement due. Key Objectives Indicator (what you are measuring & the metric) Common Indicator (add the number of the common indicator you contribute to) Baseline (value & date) Planned Intermediate Result (“what result the project planned to achieve by this time”) Current status this year (“what result was achieved by the time of this report”) Planned Final Result (value & date) Achievement Rating for rating Overall Conservation Achievement Rating on long-term objectives
Give the formula for the standard error when calculating a confidence interval for, and define each variable in the equation. What is the confidence interval for ? What conditions must be met in order to use the Two-sample z Interval for a Difference between Two Proportions? Random Normal Independent Use the example, Teens and Adults on Social Networking Sites, to outline how to construct and interpret a confidence interval for the difference between two proportions, .
Chapter 11: Inference for Distributions of Categorical Data Key Vocabulary: one way table chi-square test for goodness of fit chi-square statistic expected count observed count chi square distribution degrees of freedom chi-square distribution components of chi-square cell counts r x c table chi square test for homogeneity chi square test for association/ independence 11.1 Chi-Square Goodness of Fit Test (pp.678-690) 1. What is a one-way 2. What is a chi-square goodness-of-fit test? 3. What is the difference between the notation X2 and 2? 4. the general form for the null hypotheses for a 2 goodness of fit test. 5. State the general form for the alternative hypotheses for a 2 goodness of fit test. 6. How do you calculate the expected counts for a chi-square goodness-of-fit test? How should you round the answer for the expected counts? 7. What is the shape of a chi-square distribution? What happens to the shape as the degrees of freedom increases? (Illustrate with a diagram)
Summarize how to carry out a Chi-square Test for Homogeneity of Populations: Explain how and when to conduct a follow-up analysis for a test of homogeneity? What does it mean if two variables have an association? What does it mean if two variables are independent? State the null and alternative hypotheses for a Chi-square test for Association/Independence. How is a test of association/independence different than a test of homogeneity? How do you calculate expected counts for a test of association/independence?
CS-214 REV 8/2007 1. Position Code SEMA2B04N Civil Service Commission , Federal privacy laws and/or state confidentiality requirements protect a portion of this information. POSITION DESCRIPTION This form is to be completed by the person that occupies the position being described and reviewed by the supervisor and appointing authority to ensure its accuracy. It is important that each of the parties sign and date the form. If the position is vacant, the supervisor and appointing authority should complete the form. This form will as the official classification document of record for this position. Please take the time to complete this form as accurately as you can since the information in this form is used to determine the proper classification of the position. THE SUPERVISOR AND/OR APPOINTING AUTHORITY SHOULD COMPLETE THIS PAGE. 2. Employee’s Name (Last, First, M.I.) 8. Department/Agency Michigan Department of Transportation 3. Employee Identification Number 9. Bureau (Institution, Board, or Commission) Bureau of Transportation Planning 4. Civil Service Classification of Position Senior Executive Management Assistant 2 10. Division Executive 5. Working of Position (What the agency titles the position) Executive Management Assistant to Director 11. Section 6. Name and Classification of Direct Supervisor David E. Wresinski, State Executive 19 12. Unit 7. Name and Classification of Next Higher Level Supervisor Laura Mester, Executive Deputy Director 20 13. Work Location (City and Address)/Hours of Work 425 W. Ottawa Street, Lansing, Michigan 14. General Summary of Function/Purpose of Position Serve as senior executive management assistant to the director of the Bureau of Transportation Planning, acting in a liaison capacity with bureau administrative and professional staff; state, local, and federal governmental officials; Governor’s office staff; the general public; media; and employees at all levels of the department. Provide administrative and executive support, requiring a high degree of confidentiality, diplomacy, and extensive knowledge of the bureau and department’s goals and areas of responsibility. For Civil Service Use Only
3 L. 1. 8 Stem Guide 32 Hot Wheels Cars Metal toy car Brand names and corporate logos 4 L. 1. 8 Stem Guide 32 Graphic Calc TI 82/82 Graphing Calculator Brand names and corporate logos 5 L. 1. 8 Stem Guide 122, 137 Popsicle Sticks Wood sticks Brand names and corporate logos 6 L.1. 8 SE S3 and multiple instances for both 35 108 32 Model Magic Clay Play-Doh Baking soda clay Salt dough Brand names and corporate logos 7 L.1. 7 SE S4 and multiple instances 166 Elmer’s Glue White glue or white school glue names and corporate logos 8 L.1. 7 TE S3 SE S3 224 138 iPod Digital audio player Brand names and corporate logos 9 L.1. 7 STEM Project Guide 96 Frisbee Nerf Ball Super Glue Plastic disc toy Sponge ball Permanent glue names and corporate logos 10 L.1. 7 SE S2 134 Alka-Seltzer Tablets Fizzy antacid tablets names and corporate logos 11 L.1. 7 SE S1 91 PowerPoint Slide presentation Brand names and corporate logos 12 L.1. 7 STEM Project Guide and various instances 56 AAA American Automobile Association Insurance Company or other vendor Brand names and corporate logos 13 L.1. 7 STEM Project Guide 261 Alka-Seltzer Fizzy antacid tablet Brand names and
corporate logos 14 L.1. 7 STEM Project Guide 261 Tums Tablet Chalky antacid tablet Brand names and corporate logos 15 L.1. 7 STEM Project Guide and various instances 326 Sim City 2000 Video game simulating cities Brand names and corporate logos 16 L.1. 6 STEM Project Guide 32 Coke Diet Coke Cola Diet cola Brand names and corporate logos 17 L.1. 6 SE S3 86 Candy Nerds Small candy Brand names and corporate logos 18 L.1. 5 SE S1, S4 and various instances 10 39 Scotch Tape Cellophane tape Brand names and corporate logos 19 B.1. 6 SE S1 76 African American boy with baggy pants Very few pictures of African American children; both clip art depictions have baggy pants Adverse Reflection of African American students. 20 B.1. 8 SE S1 84 African American girl with baggy pants Very few pictures of African American children; both clip art depictions have baggy pants Adverse Reflection of African American students. 21 B.1. 2 Supplemental Reader 23 Depiction of Asian boy Choose a picture that is Adverse Reflection of Asian
Poetry in Motion not demeaning American students. 22 B.1. 7 SE S3 SE S4 209 171 Same picture of man of color in an oil field Choose a picture that is not demeaning Adverse reflection of man of color California Department of Education, August 2018
ESL Services Below is a list of possible testing accommodations. Check any that have been used prior to this point to address the concern. Date Extended time Separate location Modified test Other: ______________________ Check and/or add any interventions tried. Please attach the data from these to the referral form. Date Memory drills (math facts) Memory drills (sight words) Other: Other services or teaching methods: Date After school assistance Attendance follow-up Contracts Cooperative learning Guided Study Hall Observations Manipulatives Modified discipline plan Parent involvement Peer tutoring Positive reinforcement Pointing out relevance Posting charts, labeling Reinforcement schedules Using overhead projector
If the size of the SRS is at least 15, when can we use t procedures on the data? If the size of the SRS is at least 30, when can we use t procedures on the data? Summarize the details of the four step procedure for estimating p: State Plan Do Conclude Chapter 9: Testing a Claim Key Vocabulary: Significance test Null Hypothesis Alternative Hypotheses One alternative Two sided alternative p-value level significance level one-sample z test test statistic one sample t test paired data four-step process statistically significant Type I Error Type II Error Power Degrees of freedom t-distribution paired t procedures 9.1 Significance Tests: The Basics (pp.528-543) What is a significance test?
Chapter 10: Comparing Two Populations or Groups Key Vocabulary: difference between two proportions two sample z interval for proportions two sample z test for difference between two proportions two sample z statistic two sample t statistic pooled combined sample proportion standard error randomization distribution paired t-test two sample t test for means two sample t interval for difference between two means pooled two sample t statistic 10.1 Comparing Two Proportions (pp. 604-618) Summarize the three properties of a sampling distribution of a sample proportion: Shape Center Spread
What are the conditions for conducting a two-sample t test for ? Draw a sketch of the three possible scenarios for the alternative hypothesis. Describe the Normal Condition when using the two sample t procedures. What calculator commands are used for a two-sample t test and interval for ? How do you proceed when using two-sample t procedures to check the Normal Condition in the following cases: Sample size less than 15 Sample size at least 15 Large samples In a two-sample problem, must/should the two sample sizes be equal?
When doing two-sample t procedures, should we pool the data to estimate a common standard deviation? Is there any benefit? Are there any risks? Chapter 11: Inference for Distributions of Categorical Data Key Vocabulary: one way table chi-square test for goodness of fit chi-square statistic expected count observed chi square distribution degrees of freedom chi-square distribution components of chi-square cell counts r x c table chi square test for homogeneity chi square test for association/ independence 11.1 Chi-Square Goodness of Fit Test (pp.678-690) 1. What is a one-way table? 2. What is a chi-square goodness-of-fit test?
What does it mean if two variables have an association? What does it mean if two variables are independent? State the null and alternative hypotheses for a Chi-square test for Association/Independence. How is a test of association/independence different than a test of homogeneity? How do you calculate expected counts for a test of association/independence? Summarize how to carry out a Chi-square Test for Association/Independence: What are the conditions for a test of association/independence? When should you use a chi-square test and when should you use a two-sample z test?
Lifestyle Solutions (Aust) Ltd EACH Employment Service BEST Community Development Willing & ABLE Foundation Job Centre Australia Ltd Minda Incorporated Ostara Australia Limited SkillsPlus Ltd What you can expect from BSI: Our aim is to make the audit experience a positive one for all involved in the audit process, including consumers/clients of the service, with a focus on continuous quality improvement specific to your business requirements. Our professional team provide a tailored approach to suit your organisations’ Our audit team put together a checklist based on your organisational documentation and use this as the basis for ensuring outcomes against the Standards. We provide a collaborative effort to ensure best practice to attain high level of outcomes for clients in receipt of the service. Global-Mark Pty Ltd Website: Contact number: 1300 766 509 or (02) 9886 0222 Contact email: Contact name: Alexandra McQualter Who are we? You will find that Global-Mark is different, and this is reflected in our structure, our culture, systems and approach in working with you. Our market is traditionally represented by traditional and conservative organisations and people: We want to be different. We want to make a difference and want our clients to benefit from this difference. Our team is extraordinary, our service is extraordinary, and our people are ordinary day to day people. At Global-Mark, we love what we do (this is why we always try our best) and we do it with commitment and passion. We truly believe in what we do. Service we provide: Global-Mark offers a number of certification programs. We are accredited by JASANZ and ISQUA. We offer ISO9001 (Quality), ISO14001 (Environment), AS/NZS 4801 (OHS), Hospital and Health, Human Services and Disability services certification. Our programs are designed to meet the requirements of the relevant funding provider or Regulators.
Resource 3a and 3b 1b, 2d, 3h, 4g, 5a, 6c, 7f, 8e Resource 4a 1 – filled out, 2 – sent, 3 – had, 4 – train, 5 – did, 6 – practised, 7 – lasted Resource 4b 1 – did, 2 – filled out, 3 – sent, 4 – sent, 5 – had, 6 – train, 7 – did, 8 – practised, 9 – lasted Resource 5a and 5b feeling frightened feeling bad depression/loneliness grief feeling suicidal stress Questions about The Listener poem in Activity 6 Where is he? (lines 1 – 14) He is in his cell, curled up in bed. How does he feel? 1 – 9) He is thinking about his family; he feels that every day is the same; he is crying; he has a pain in his chest Who does he meet? 10 – 14) He meets Bob – the wing’s Listener
Smoking cigarettes you cough Calms you down Cannabis It you a high _________ 2. What happens when you do Work with a partner. Use the words above and / or phrases from Resource 2 to help you. Use your own idea for the last box.
Do Don't get help (from your drug service) inject drugs Resource 4 (continued) 2. Vocabulary Read the leaflet again and choose the best meaning for the words below. stay clean a stay off drugs b shower often c wear clean clothes overdose a work too hard take too much of a drug and get sick c feel tired relapse a feel calm and b stop drugs c start using drugs again withdrawal a take money out of the bank b problems when you stop taking drugs c very quiet drug service a a place to buy drugs b a place to get advice and information about drugs c a place where you can buy medicine 3. Discussion
Resource 3: Listening – ordering toiletries Here are the toiletries from a prison order sheet. Listen to Ravi talking about his order. Tick the items he wants. Toiletries Order reference Toiletries Order reference £0.65 soap (pack of 2) T05281 £2.50 whitening toothpaste T08432 £1.29 shower gel T06242 £1.50 budget razor with 3 blades T06777 £0.90 roll on deodorant T05139 £0.90 shaving foam T06321 £1.00 shampoo T07230 £1.20 nail clippers T08121 £1.05 conditioner T06240 £0.90 nail brush T09111 £1.50 afro shampoo/ conditioner T07159 £1.20 toothbrush T06432 £1.00 hair gel 250ml T06892 £0.50 sponge T07842 £1.60 dental floss picks (x30) T07110 £1.30 mint mouthwash 500ml T02167 £1.90 toothpaste 100ml T09532 £0.40 hair comb T08724 Listen and answer the questions.
Negative control Streptococcus mitis NCTC 10712 Positive control Negative control Staphylococcus aureus NCTC 6571 Staphylococcus haemolyticus NCTC 11042 Positive control Negative control Staphylococcus aureus NCTC 6571 Staphylococcus haemolyticus NCTC 11042 Positive control Negative control Escherichia coli NCTC 10418 Proteus mirabilis NCTC 10975 TP 21 – Test Positive control Negative control Proteus mirabilis NCTC 10975 Acinetobacter lwoffii NCTC 5866 TP 22 – Test Positive control Negative control Clostridium perfringens NCTC 8359* Clostridium difficile NCTC 11204* TP 24 - (ß-Galactosidase) Test (for Enterobacteriaceae) Positive control Negative control Escherichia coli NCTC 10418 Proteus mirabilis NCTC (for Neisseria species Positive control Negative control Neisseria lactamica NCTC 10617 Neisseria gonorrhoeae NCTC 8375 Positive control Negative control Streptococcus pneumoniae NCTC 12977 Streptococcus mitis NCTC 10712 Positive control Negative control Pseudomonas aeruginosa NCTC 10662 Escherichia coli NCTC 10418 TP 27 – /Fermentation of Glucose Test (Gram negative rods) Oxidation: Positive control Negative control Pseudomonas aeruginosa NCTC 10662 Acinetobacter Iwoffii NCTC 5866 Fermentation: Positive control Negative control Escherichia coli NCTC 10418 Acinetobacter Iwoffii NCTC 5866 (Gram positive cocci) Oxidation: Positive control Negative control Micrococcus luteus NCTC 2665 OF basal medium without carbohydrate Fermentation: Positive control Negative control Staphylococcus aureus NCTC 6571 OF basal medium without carbohydrate Positive control Negative control Haemophilus parainfluenzae NCTC 10665 Haemophilus influenzae NCTC 11931 Positive control Negative control Escherichia coli NCTC 10418 Staphylococcus aureus NCTC 6571
Resource 4 form filling in prison Full name ______________________ prison number ________________________ wing _____________________________ To Be Completed By The Prisoner Official Use Only Supplier I.e. Argos, M&M Full catalogue number Page number description Size Quantity Unit cost (£) Total cost (£) Approved by stores Money deducted by finance Item received 1 Argos PON: 123852 199 Indigo sandblast jeans small 1 £20 2 3 4 5 Postage and administration fee £1.00
Teacher resources: Coin flashcards Answers Activity 1b / Resource 1 1a 2a 3b 4a 5b 6b 7b 8a 9a 10a Activity 2a / Resource 2 1. Janusz 2. Anna 3. Anna 4. Anna 5. Janusz 6. Janusz 7. Janusz 8. Anna 9. Anna 10. Janusz Activity 4b / Resource 4 a. £5.04 b. £5.95 c. £6.97 d. £1.96 e. £1.05 f. 0.03 or 3p
Unit 3 Canteen sheet: Teacher’s notes The vocabulary focus of the activities in this unit is based on a sample canteen sheet from a prison in the UK. It would be better to use the canteen sheet at your establishment as learners will be more familiar with the version they use on a regular basis. Time: Approximately 90 minutes. Timings are flexible and it take longer than this. Level: Entry level 1-3 / Scottish National 2 – National 4 / CEFR A1 - B1 Aims To build learners’ vocabulary to enable them to use a canteen sheet. To introduce language for asking for and giving opinions on food and dietary requirements. To provide the opportunity for learners to discuss different diets. To confidence in using different reading strategies to read and make sense of the canteen sheet. Objectives All learners will be able to: understand the headings and some key vocabulary on a canteen sheet scan for detail on a canteen sheet describe some key items on a canteen sheet describe the differences between different dietary requirements ask and answer questions about dietary requirements use correct word stress in questions and answers. Some learners will be able to: describe the difference between ‘essential’ and ‘non-essential’ items on a canteen sheet. Preparation You will need: Resource 1 for lead in task: to display on interactive whiteboard or one per group Canteen sheet from your prison Resources 2 and 3 resource cards (to be photocopied as A3, laminated if possible, and cut up) per group Resource 4 canteen sheet categories, one per learner Resource 5 diet quiz, one per learner Resource 6 pair activity, sheets A and B per pair
Unit 3 Resource 3 Activity 1 Vocabulary definition game: Resource Cards – definitions small card used to make a phone call pieces of sweet food made of sugar dried leaves smoked in cigarettes and pipes sweet brown food made from cacao beans papers for making roll ups nuts with thin shells, eaten as a snack small brush for cleaning your teeth a snack made from thin slices of fried potatoes a substance used with a toothbrush to clean your teeth tea leaves in a bag something you use to tidy your hair something to make food or drink taste sweet something you use to wash your body green or red fruit liquid soap for washing yourself in the shower small, flat, sweet cakes something you use to stop unpleasant bodily smells thin paper cover, used to enclose a letter
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change 1 1 1 1 2 Increasing the specific heat capacity: no changes in temperature gradient, area, energy flux density and energy flux; increase in time to reach steady-state. L = 1 m r = 0.01 m k = 2 W.m-1.oC-1 c = 1 J.kg-1.oC-1 = 1 kg.m-3 dT/dx [oC.m-1] -100 A [m2] 3.1410-4 J [W.m-2] 100 dQ/dt [W] 3.1410-2 5 [s] 1.066 change 1 1 1 1 2 Increasing the density: no changes in temperature gradient, area, energy flux density and energy flux; increase in time to reach steady-state. Simulation 2 Conduction through a composite slab tp_rod_12.m Consider a rod consisting of two different materials connected in series. The temperature at the ends of the rod are kept constant at TA and TB. The rod’s temperature will evolve with time from its initial temperature to a steady-state situation when the energy flux density is uniform along the length of the rod, that is, the rate of energy transfer through the two materials must be equal. Therefore, we can write (10) We can model a rod of length L = 0.2 m and radius R = 0.01 m made of copper and iron in which the temperatures at the end of the rod are TA = 100 oC and TB = 0 oC. The junction between the cooper and the iron is at the centre of the rod. Copper Iron k1 = 400 W.m-1.K-1 k2 = 50 W.m-1.K-1 c1 = 380 J.kg-1.K-1 c2 = 450 J.kg-1.K-1 1 = 8900 kg.m-3 2 = 7900 kg.m-3 We can calculate the theoretical temperature TC at the centre of the rod from equation (10) Using equation (10), the theoretical steady-state energy flux density Jcond is
into 100 boxes of area Abox = 1x1 a.u. At time t = 0, all the gas molecules (N = 600) are released from the box outlined in red. One of the gas molecules is marked so that you can track its movements. tp_equilibrium.m The initial state of the gas at t = 0 has the most order since the molecules are located into the smallest volume element and there is only one arrangement possible for this as all the molecules are in one of the boxes. After the gas is released, each molecule moves a random distance and direction in each time step. We are interested in how the molecules arrange themselves in the 100 boxes as time flows. The movement of the gas molecules is shown in the animation of figure 2. Fig. 2. Animation of gas molecules released from the red enclosed box at time t = 0. The distribution of the gas molecules evolves to states that are more probable. This means the gas molecules after being released will eventually fill uniformly the entire enclosure. The system evolves with time to the state which has its maximum entropy and this corresponds to the most probable state. The system evolves to an equilibrium state in which each box has the same number of molecules in it since this is the state in which there is the greatest number of ways in which the gas molecules can arrange themselves in the 100 boxes. Figures 3, 4 and 5 ( tp_equilibrium.m ) show the percentage of the gas molecules in the red box (unit area Abox = 1x1 a.u.) – the box from which the N particles were released from. Since there are 100 boxes, in the equilibrium state (state with the maximum number of ways the particles can arrange themselves the most probable state state
Hence, the process of the gas spreading around the room is irreversible. Although it is possible that all the particles can return to the start box at the same instant, there are no laws really preventing this, only that the probability of this occurring is exceedingly small. When the perfume is released, the system of the enclosed gas spontaneously changes from a state of low probability to one of higher probability, that is, the entropy of the system increases. The relationship between probability and entropy is given by S = k loge( w ) S is the entropy, k is the Boltzmann constant and w is “loosely” defined as the number of molecular arrangements that correspond to the same macroscopic state. In our initial state (t = 0), there is only one possible arrangement of the particles – all the particles must be in the start box, w = 1 S = 0. The Second Law of Thermodynamics, tells us that if an isolated system undergoes a spontaneous process, its final state will be one in which the entropy S and w are maximum. MATLAB MSCRIPT Setup for initial position of particles in start box using the Matlab command rand to give a set of numbers between zero and one e.g. rand(1,5) 0.7612 0.7568 0.3738 0.5126 0.9739 % initial position of N particles within unit box ------------------------ R = 1; % max step length P = rand(N,2); % initial (x,y) coordinates of N particles x = P(:,1); y = P(:,2);
custard is brown it is yellow) apples are (True) chips are sweet (False: they are savoury) beef is goat meat (False: it is meet from cows) apple crumble is a pudding (True) sardines are fish (True) bacon is beef (False: it is pork) a pasty is made of pastry (True) cottage pie has mashed potato on top (True) pickle is made with meat (False: it is made with vegetables) cottage pie is made with beef (True) custard is salty it is sweet)
coleslaw is made from carrots and potatoes (False: it is made from carrots and cabbage) apple crumble is apple with bread on top (False: It is apple with a butter, sugar and flour mix on top) quiche is made with eggs, and cheese (True) a pork pie has vegetables in it (False: it is only pork in pastry) lasagne has cheese in it (True) sandwiches are made with pastry (False: they are made with bread) Write here Write here Write here Write here Write here Write here
Food and Answer key. Activity 4 Listening – gist & detail questions Gist a) possible answers India, Bangladesh or Pakistan (B) possible answers are Poland, Spain, Moldova or Lithuania (A) b) breakfast, and dinner Detail a) and b) breakfast cereal, eggs, roti, bread, fruit, cheese, meat, rice, curry, soup, sausages, salad, potatoes, tea, coffee c) 1st speaker A : bread, cheese, meat, fruit, coffee, sausages, soup, potatoes, salad Extension activity: Resource 10 – task matching 1. cheese and pickle 2. for lunch/breakfast 3. mashed potato 4. corned beef 5. on the menu 6. cottage pie 7. for lunch/breakfast 8. crumble 9. semi-skimmed 10. roll 11. salad cream 12. tomato ketchup 13. main course 14. second course
Supporting Information Appendix S1: Study area and species The study area is located in the Maritime Alps at the French-Italian border (43° 53' 16" to 44° 24' 20'' N and 7° 39' 1" to 6° 47' 0" E; Elevational range: 320 to 3,297 m a.s.l.; Figure 1). The climate in the region is of the Mediterranean type in the south and the montane or highland type in the north. We used Saxifraga florulenta Moretti as a model species. It is a rare, endemic and strictly alpine plant of the region. Several lines of evidence strongly suggest that S. florulenta is a paleoendemic species that persisted in the Maritime Alps during the Quaternary climate oscillations and in the patchy ice layer during the Last Glacial Maximum (Martini, 1982; Grey-Wilson, 1985; Webb and Gornall, 1989; Conti et al. 1999; Conti & Rutschmann, 2004). The elevational range of S. florulenta occurrences corresponds to the alpine vegetation zone of the Maritime Alps (i.e., from 2,000 to 2,800 m a.s.l. on southern slopes and from 2,000 to 2,600 m a.s.l. on northern slopes, according to Ozenda 1985, although we have found it at 1,700 m.a.s.l on a northern slope). The distribution of S. florulenta is restricted to siliceous substrates (Webb & Gornall, 1989; Conti et al. 1999). Appendix S2: Characterising the landscape potential for CAP framework A 25-m digital elevation model (DEM) for France was obtained from IGN (Institut Géographique National France, ) and for Italy, a 10-m DEM was provided by SITAD (Sistema Informativo Territoriale Ambientale Diffuso, Italy, ). The Italian DEM was using the Nearest Neighbour assignment algorithm (as in Dullinger et al., 2012) to a 25m resolution in ArcMap (ESRI). To calculate the TAF and ultimately the CAP tendency for each valley, we applied the analytical framework proposed by Lundquist et al. (2008) using
S1: Sites where the micro-climate was recorded corresponding to Figure 1 aiming to cover the elevational and geographical gradient of S. florulenta occurrences. The initial installation of the loggers took place in summer 2011, but not all loggers were able to be recuperated. The names of the sites were given based on their potential for CAP (C for prone to CAP and A for 'ambivalent'). Site Latitude Longitude Elevation Period Recorded CAP classification Aspect C1 44.24563 7.22945 2062 2011-2012 CAP NE C2 44.32234 6.9172 2179 2011-2012 CAP W C3 44.2447 7.01933 2200.3 2012-2013 CAP N A1 44.30127 6.99848 2059.3 2012-2013 'ambivalent' N A2 44.27262 6.95751 2389 2012-2013 'ambivalent' W A3 6.98619 2690 2011-2012 'ambivalent' E Table S2: Nearest weather stations in the study area. I in Weather station code column stands for Italy and F for France weather stations Weather station code Weather station name Latitude (dd) Longitude (dd) Elevation (m)
Overview This unit focuses on the difficult and sensitive issues of mental health in prison. The prison Reform Trust reports that 70% of women in prison suffer from two or more mental health issues. ESOL learners have the additional stress of perhaps not fully understanding procedures and processes that have caused them to be in prison and that exist in a prison environment. Women feel the stress of leaving children and families behind them. Many lose their children to foster or adoption services while in prison. The session teaches basic vocabulary for mental health issues, gives practice in speaking and listening skills to support learners to talk about mental health and their feelings and respond to written texts. The unit supports reading and writing skills including building verb/word families adjective work, reading for meaning and writing using writing frames. Be sensitive about how much or how little learners wish to share of their personal experiences and feelings. Some of the examples in the resources might arouse strong feelings so try to focus more on the language structures than the content if necessary. Level: Entry level 1-3 / National 2 – 4 / CEFR A1 - B1 Time: 90+ minutes. Timings are flexible and teachers can break down the units into smaller chunks of learning and build in revision as required. Aims Access the vocabulary to talk about personal issues that affect many prisoners Recognise and use vocabulary related to anxiety and depression Objectives For all learners: To introduce vocabulary to talk about mental health and wellbeing at an appropriate level. To talk about and share information related to stress, anxiety and depression. To provide opportunity to listen to the vocabulary in context To ask questions about accessing services and to give advice For learners at 1 and 2 To understand and read key words and phrases relating to mental health. To write words and phrases about mental health.
1d. Encourage them to read the instructions for each task to you and check they understand how to complete them, e.g. ask ‘Where do you write the headings?’ ‘Which words are in grey?’ ‘What does accommodation mean?’ ‘What do you do in task 3?’ Alternative activity If only learners at E2/N3 and above are present, they could do a running dictation. Don’t give out resources 1c and d yet. The procedure is as follows: Stick the five sentences from the MBU text (resource 1e) spaced out on a wall at the far end of the classroom. Arrange your learners in mixed ability pairs to make the game fairer and allocate each pair one of the sentences. Learner A of must sit far from the sentences, to write. Learner B moves between the sentence and her partner. Learner B must read, remember and relay the information in their sentences in stages to learner A, who must write it down. Make it a rule that no shouting is allowed. Give longer sentences with more complex vocabulary (e.g. sentences 1 and 2) to stronger readers / writers. The winning pair is the pair that finishes their sentence first. You can insist on accuracy and underline anything they need to go back and correct. When finished, go on to complete the tasks on resource 2c and 2d. Go through the answers together, or have learners check their own work. Use the content of the reading texts to stimulate discussion. Some questions you could ask; If learners are living in an MBU: Do you like living here? Why / why not? How is it different from the main wing? What facilities are If not: Does your prison have an MBU? What do you know MBUs? Have you lived in an MBU in the past? Do you know how to to an MBU? Follow-up / extension activities Learners could; Practise filling in an application form for an MBU. This is a good opportunity to use an authentic text in class. Write an information leaflet outlining the facilities in an MBU for expectant mothers; Bring in some leaflets and look at the features (pictures, headings, bullet points, text boxes, etc.). As a group, brainstorm the information about MBUs you need to include (you could provide this, if learners have never visited an MBU before).
was a referral system (for example, a doctor referred a person with cancer to a specialist). Some illnesses, such as mental illness or addiction, are stigmatizing and may make it harder for a person to get needed care, support, and treatment. Invite participants to share any final comments. Information 35 minutes LCD projector and laptop, screen or wall Trainer Material 2: PowerPoint Overview of Care, Support, and Treatment The facilitator introduces HIV Care, Support, and Treatment, including definitions, basic concepts, country-specific data, and global frameworks, through an interactive presentation. “Take 10 minutes to go through slides 2 through 10. Tell participants, “We’ll now review definitions and concepts around Care, Support, and Treatment of HIV. At the end, we will compare this to what we just discussed.” (SLIDE 2): “Review the definition of Care and Support: “A comprehensive, wide range of services for PLHIV and caregivers (other than anti-retroviral therapy) that meet their holistic needs.” (SLIDE 3): “Review the definition of Treatment: “Anti-retroviral therapy (ART) is the treatment of people infected with HIV using a combination of at least three anti-retroviral (ARV) drugs to maximally suppress the HIV virus and stop the progression of HIV disease.” (SLIDE 4): “Review the purpose of Care, Support, and Treatment: “CST improves the survival, well-being, and quality of life of PLHIV over all stages of the disease and their caregivers. CST helps PLHIV to stay healthy and productive for as long as possible.” (SLIDE 5): . Tell participants, “Care and support, treatment, and prevention are known as the three pillars of HIV and AIDS responses. In the post-ART era, the boundaries between these three pillars are hard to draw. This figure illustrates that overlap. For example ‘positive prevention’ (also known as Positive Health, Dignity, and Prevention) involves services and education for PLHIV to decrease HIV transmission through risky behavior – and straddles the boundaries of HIV Prevention and Care and Support.” (SLIDE 6): Tell participants, “In the late 1990s, new classes of drugs made treatment simple, better tolerated, more effective, and less expensive. Today,