zilongwang/ReadingBank huggingface dataset:
Which water sample(s) will be investigated? What is the source of the water supply? How will the iron concentration be determined? If the iron concentration is too low it cannot be determined so how can the concentration be increased? Which chemicals will be required? What apparatus will be required? The hazards that might be involved and how you will minimise risk. Equipment and Materials Required ferric ammonium sulphate FeNH4(SO4)2•12H2O standard solutions: 2, 4, 6, 8 and 10 × 10−5 mol l-1 (see below for preparation) 1 mol l-1 ammonium thiocyanate solution (see below for preparation) 1 mol l-1 sulphuric acid 1 mol l-1 hydrochloric acid 100 cm3 beaker 200 and 500 cm3 volumetric flasks 5 cm3 pipette 100 cm3 conical flask Test tubes (5 for the references plus however many samples you are doing) Colorimeter & cuvettes distilled water Method Preparation Preparation of 1 mol l-1 ammonium thiocyanate solution Weigh 38 g of solid ammonium thiocyanate into a 500 cm3 volumetric flask and make up to the mark with distilled water. Preparation of Fe3+ standard solutions NB: It may take several days to dissolve the Fe3+ salt used here, so carry out this preparation well in advance of the rest of the experiment. Weigh out about 3.0 g of ferric ammonium sulphate (FeNH4(SO4)2•12H2O). Use a mortar and pestle to grind the salt to a fine powder. Accurately weigh 2.41 g of the
Ammonium thiocyanate is harmful by ingestion, skin contact and inhalation. 1M Ammonium thiocyanate solution is of no significant hazard. Technician preparing solutions Avoid raising dust. Wear gloves and eye protection. Phosphate Potassium antimonyl tartrate is harmful by ingestion and skin contact. 0.00844M solution has no significant hazard. Technician preparing solutions. Wear gloves and eye protection Sulphuric acid is corrosive 2,5M sulphuric acid is also corrosive Technician preparing solutions, by splashing. Technician, teacher, pupils preparing diluted reference solutions, by splashing. Wear gloves and goggles (BS EN166 3) Wear gloves and goggles (BS EN166 3) Sodium phosphate is corrosive. Potassium phosphate is a skin/eye irritant Phosphate solutions are of no significant hazard Technician preparing solutions. Technician preparing solutions. Avoid raising dust. Wear gloves and goggles (BS EN166 3) Avoid raising dust. Wear gloves and eye protection The combined reagent is a skin/eye irritant Technician, teacher, pupils by splashing. Wear gloves and eye protection. Ammonium molybdate and the reaction mixture are of no significant hazard Soap / detergent Sodium hydroxide is corrosive Technician preparing solutions Wear gloves and goggles (BS EN166 3).
T H I S A G R E E M E N T is made the [ ] day of [ ] Two thousand and sixteen BETWEEN: (1) XXX whose registered office is at xxx ("xxx"); and (2) NORTHUMBRIAN WATER LIMITED whose registered office is at Northumbria House, Abbey Road, Pity Me, Durham, DH1 5FJ ("NWL") W H E R E A S : A NWL is appointed as a water undertaker under what is now Section 6 of the Water Industry Act 1991 B XXX Water has applied pursuant to section 7 of the Act to be the inset appointee for the Premises that are within the area of appointment of NWL as a water undertaker but which is not currently provided with water supply services by NWL C XXX Water and NWL have agreed the terms and conditions as hereinafter set out for a Bulk Supply of water and provision of other services D XXX Water is in the process of applying to the Authority to be the water undertaker in respect of the Premises.
SCHEDULE 2 The Charges Wholesale Water Charges Charges will be in accordance with the wholesale charges for water supplies set out in NWL’s published charges scheme as amended from time to time unless there are material reasons why this approach to charging should not apply. 2. Infrastructure Charges A charge payable that equates to the water infrastructure charge that would be payable to NWL under s146 of the Act and Condition C of NWL’s Instrument of appointment and the Water Charges Scheme for each premises connected to XXX Water’s water mains if NWL was the appointed water undertaker for the Premises in place of XXX Water. XXX Water shall keep records of the date upon which premises are first connected to its water mains and shall notify NWL on 1 April and 1 October in each Water Charges Year of the premises and date of connection. NWL shall issue half yearly invoices for payment of charges due under this paragraph.
Energy (kWh/day) Refrigerant Energy (kWh/year) Electricity costs (€ in 6 years) Savings (€ in 6 years) Water Cooler Cold Only Topten model 0.15 R290 55 66 50% energy/unit 66 €/unit Inefficient model 0.30 R134a 110 132 Water Cooler Hot and Cold Topten model 0.17 R290 62 74 80% energy/unit 298 €/unit Inefficient model 0.85 R134a 310 372 Comparing similar models, the Topten models allow electricity savings, in 6 years, up to 300 €/unit for hot and cold water and around 65 €/unit for cold only. Best models consume about 50% less energy than inefficient models, and even 80% less in the case of hot and cold units. Water coolers with climate-friendly refrigerants are starting to enter the market (e.g. R290 or R600a). Procurement criteria The following criteria can be inserted directly into tendering documents. The newest version of this document is always available at . Subject: Highly Energy-Efficient Water Coolers Technical Specifications Energy use per day Water coolers must use no more energy than given in the following table, measured according to the method described by ENERGY STAR under: https://www.energystar.gov/ia/partners/product_specs/program_reqs/ES_WC_V2_Spec.pdf Category Energy Use (On Mode With No Water Draw) Cold Only ≤ 0.16 kWh/day Hot and Cold ≤ 0.18 kWh/day Verification Bidders must supply the energy use measured according to the procedure defined by ENERGY STAR. Standby mode Water coolers must have the ability to go into standby mode. Verification Bidders must supply the manual and indicate the page(s) with instructions regarding standby mode.
2011 Statewide Medical and Health Exercise Emergency Medical Services Providers/Ambulance Providers Exercise design objectives focus on improving understanding of a response concept, evaluating emergency response procedures, identifying areas for improvement and achieving a collaborative attitude. Exercise planners are expected to tailor these objectives to their specific exercise needs and capabilities or develop additional objectives, as necessary. Target Capability: Communications Review/test the ability to establish and maintain communications with the operational area medical and health point of contact for guidance and protocols on response activities, including alterations in patient receiving sites. Determine/evaluate the providers’ ability to communicate with receiving facilities by alternate methods. Target Capability: Intelligence/Information Sharing and Dissemination Review/test the adequacy of the information management plans and technology for gathering intelligence and sharing information internally with employees. Review/test the ability to share resource capability and resource needs with the medical and health point of contact. Target Capability: Medical Surge Discuss/test the ability to prioritize, manage, and allocate resources, especially scarce resources, in an emergency event, including modification to existing staffing levels and schedules. Target Capability: Emergency Operations Center Management Determine/evaluate the need for the provision of a liaison to the operational area Department Operations Center or Emergency Operations Center.
Biology 1 Name Types of Bonds & Special Properties of Water NOTES Date Hour Term definitions can be found in Chapter 2 in your text. Fill this in after reading pages 33, 34 & 39-43. Two types of bonds: Type of Bond Description of Bond Examples Ionic Covalent Electronegativity: Polar Molecules:
impact on water quality within a water resource catchment. Protection and maintenance of natural systems PO4 Development which adjoins or incorporates watercourses or wetlands:- does not alter their physical form; provides for the retention and enhancement of their natural environmental values. AO4 No acceptable outcome provided. Click and provide your representations. PO5 Development maintains and, where possible, enhances riparian vegetation along watercourses so as to:- maintain their natural drainage function; minimise erosion of stream banks and verges; reduce sediment and nutrient loads reaching watercourses within the water resource catchment. AO5 No acceptable outcome provided. Click and provide your representations. PO6 Development does not create or increase weed or pest management problems within a water resource catchment area. AO6 No acceptable outcome provided. Click and provide your representations.
Sewer QuantiTray MPN) PDC Laboratories 3278 N. Highway 67 Florissant, MO 314-432-0550 $25 St. Louis Testing Laboratories, Inc. 2810 Clark Ave. St. Louis, MO 63103-2574 314-531-8080 Enumeration not state certified Minimum Charge of $50 Nebraska Lab Name Address Phone No. Method Offered Price Enviro Services, Inc. 818 S. Beltline Highway E. Scottsbluff, NE 69361 308-632-3933 $20 Midwest Laboratories, Inc. 13611 B St. Omaha, NE 402-334-7770 $20 NE Dept. Health and Human Services Public Health Environmental Lab 3701 S. 14th St. Lincoln, NE 68502 402-471-2122 $17 For more information visit -FDA’S FSMA Website: -Kansas State University Produce Safety https://www.ksre.k-state.edu/foodsafety/produce/ -Cornell Produce Safety Alliance: Prepared by Katelynn Stull Reviewed by Londa Nwadike, PhD 22201 W. Innovation Dr Olathe, KS 66061 tel: 913-307-7391 email: 105 East 5th St Suite 200 Kansas City, MO 64106 tel: 816-482-5801 email:
The other side of the debate: . Check out the infographic at the bottom of the page. Three reasons for buying bottled water: Three disadvantages to buying bottled water: V. Case Studies in Water Watch these short videos and note 1. what has happened, 2. what are the effects, and 3. what does the future hold. Three Gorges Dam—Reaching Too Far, Not Looking Back (3:07) (1:24) Aral Sea—It’s a Cotton-pickin’ Shame (2:20) (:20) (10:30) Ogallala Aquifer—Our Nation’s Food Future is a Fossil (5:40) (8:51) Great Pacific Garbage Patch—A Global Problem That’s Everyone’s Fault (4:50) (7:20)
4a. songlines (Roebourne – Western Desert – Cave Hill ) Urumbulla Songline 4a. songlines SA –NT (Port Augusts, SA – Simpson Desert - Gulf of Carpentaria, NT) route insufficiently known to list IBRAs route Arkaya Songline 4a. songlines SA (Finke River Floodout Area) STP/FIN/ SSD area / landscape School of the Air (RFDS Base) 4b. long distance communications NT Stuart Tce, Alice Springs (today covers all of Australia except ACT, Tas) na (MAC) place The Albert Namitjira Representational Landscape 5. understandings of deserts as places with special qualities 5a. aesthetic appreciation West MacDonnell Ranges MAC (& FIN?) objects/ landscapes The Hans Heysen Representational Landscape 5a. aesthetic appreciation Flinders Ranges FLB objects/ landscapes The Russell Drysdale Representational Landscape 5a. aesthetic appreciation Western NSW generalised (incl SSD, CHC, BHC, MMD, MUL) objects/ landscapes The Contemporary ‘desert art’ Tradition 5a. aesthetic appreciation desert – general generalised (focus in GSD, TAN, BRT, MAC, DMR) objects/ landscapes Desert Starscape (including Southern Cross, Seven Sisters (Pleiades) & Orion) 5a. aesthetic appreciation na na skyscape Woomera Test Facility (including Maralinga) 5b. misconceptions (as SA Woomera, (Woomera Village to Great Victoria Desert; Maralinga an adjacent property) GAW/GVD/ NUL area Map 13 Preliminary List Places – Geographic Map ___________________________________________________________________________ KEY: MAP PRELIMINARY LIST PLACES – GEOGRAPHIC MAP OF ALL PLACES Existing NHL places (in the arid zone) Proposed cultural landscapes (places 1-7) Proposed representational landscapes Other proposed places: - places generally - songlines - trade routes - water routes - exploration routes
Mouffe. C. (1993) The Return of the Political. : Verso. Mouffe, C. (1999) “Deliberative Democracy or Agonistic Pluralism?” Social Research 66:3, 745-759. Mouffe, C. (2000) The Democratic Paradox. : Verso. Mouffe, C. (2005) “The Limits of John Rawls’s Pluralism,” Politics Philosophy and Economics 5:2, 221-231. Nagel, T. (2005) “The Problem of Global Justice,” Philosophy and Public Affairs 33:2, 113-148. Nozick, R. (1974) Anarchy, State and Utopia. , : Press. Olson, J. (2007) “The Freshness of Fanaticism: The Abolitionist Defense of Zealotry,” Perspectives on Politics 5:4, 685-701. Pettit, P. (1997) Republicanism: A Theory of Freedom and Government. : Press. Pettit, P. (2001) A Theory of Freedom Pettit, P. (2008) “Republican Political Theory,” in M. Fleurbaey, M. Salles, and J. Weymark (eds), Justice, Political Liberalism, and Utilitarianism: Themes From Harsanyi and Rawls. Cambridge: Cambridge University Press, pp. 389-410. Pettit, P. (2012) On the Peoples Terms. Cambridge: Cambridge University Press. Phillips, A. (1999) Which Equalities Matter? London: Polity. Quirk, J. (2008) “Ending Slavery in all its Forms: Legal Abolition and Effective Emancipation in Historical Perspective,” International Journal of Human Rights 12:4, 529-554. Quirk, J. (2011) The Anti-Slavery Project: From the Slave Trade to Human Trafficking. Philadelphia: University of Pennsylvania Press. Scott, J. (1985) Weapons of the Weak: Everyday Forms of Peasant Resistance. , : Press. Shapiro, (1999) Democratic Justice. , : Press. Shapiro, I. (2003) The State of Democratic Theory. , : Press. Shapiro, I (2012) “On Nondomination,” Toronto Law Journal, 62:3, 293-336. Tilly, C. (1999) Durable Inequality. , : Press.
Tully, J. (1995) Strange Multiplicity: Constitutionalism in an Age of Diversity. : Press. Tully, J. (1999) “The Agonic Freedom of Citizens,” Economy and Society 28:2, 161-182. Waldron, J. (1992) “Superseding Historic Injustice,” Ethics 103:1, 4-28. Wolin, S. (1993) “Democracy: Electoral and Athenian,” PS: Political Science and Politics 26:3, 285-287. Wolin, S. (1994a) “Hannah Arendt: Democracy and the Political,” in L. Hinchman and , eds., Hannah Arendt: Critical Essays. : SUNY Press, 289-306. Wolin, S. (1994b) “Norm and Form: The Constitutionalizing of Democracy,” in J. Ober, J, Wallach, and J. Euben, eds., Athenian Democratic Thought and the Reconstruction of American Democracy. , : Press, 29-58. Wolin, S. (1996) “Fugitive Democracy,” in , ed., Democracy and Difference: Contesting the Boundaries of the Political. , : Press, 31-45. Xenos, N. (2001) “Momentary Democracy,” in A. Botwinick and W. Connolly, eds., Democracy and Vision: Sheldon Wolin and the Vicissitudes of the Political. , : Press, 25-38. Young, I.M. (1990). Justice and the Politics of Difference. Princeton: Princeton University Press.
characterised by the presence of globular psilate phytoliths and vesicular infillings in the A-fraction, large globular echinate, hairbase phytoliths and anticlinal epidermal cells in the C-fraction, and tracheary elements in both. Bamboo forests are associated with bamboo short cells and the almost complete dominance of bamboo bulliforms in the C-fraction, while palm forest A-fractions are dominated by globular echinate phytoliths and have true grass percentages comparable to those from bamboo forests. Finally, fluvial forests are characterised by globular granulate, globular nodular and sclereid phytoliths in the A-fraction and Annonaceae, Asteraceae and IST phytoliths in the C-fraction, the latter two morphotypes also having high absolute (though not relative) counts in bamboo forest. The high frequencies of tracheary element phytoliths (particularly scereids, IST/(Cyl)s) in the fluvial forest is noteworthy and leads us to suggest that tree species adapted to fluvial ecosystems may deliberately produce more of these phytoliths as structural support for the xylems which have to deal with a high degree of water stress. Phytolith assemblages high in tracheary elements were similarly found to be produced by marine-adapted plants in southeast India (Kumari and Kumarasamy, 2014). Further studies of surface soils under similar fluvial forests are necessary to corroborate these findings, which could be of use to palaeoecologists tracking the extent of flooded forests in the past (Whitney et al., 2011). This study has also shown good correlations between phytolith surface soil assemblages and species inventory data, indicating that they are a result of relatively recent deposition. In the case of the fluvial forest, where we would expect alluvial transport of phytoliths to be a concern, the uniqueness of the phytolith data indicates limited mixing of phytoliths from other forest formations in the drainage basin. It is
School Latest Ofsted /Status Number Net May 2017 No on Roll January 2017 Census Beardall Fields Primary and Nursery School Good Community School 60 270 (increasing to 420) 272 Broomhill Junior School Good Community School 75 270 244 Butler’s Hill Infant and Nursery School Good Community School 75 216 187 Edgewood Primary and Nursery School Good Community School 45 315 296 Hawthorne Primary and Nursery School, Good Community School 30 210 197 Hillside Primary and Nursery School * Good Academy Converter 60 420 416 Holgate Primary and Nursery School Requires Improvement Community School 60 420 389 Holy Cross Catholic Voluntary Academy** Good Voluntary Aided 30 210 229 Hucknall National C of E (VA) Primary *** Good Voluntary Aided 60 420 418 Leen Mills Primary School Requires improvement Community School 60 420 407 Hucknall Planning Area Projections 2017 Academic Years Projections Projections Elements Net NOR January 2017 2017/18 2018/19 2019/20 2020/21 2021/22 Population Projections Formula 3321 3055 3161 3213 3234 3246 3247 1.2% DfE Recommended Place Availability N/A N/A 40 40 40 40 40 Known Housing in area @ 2017* N/A N/A 32 64 96 130 162 Rolls Royce Development* N/A N/A 35 52 69 86 103 Total Projected Numbers 3321 3055 3268 3369 3439 3502 3552 School Places Required N/A N/A 58 -48 -118 -181 -231 * The housing trajectory figures are estimates and not based on information from Ashfield District Council or the developers.
Does Byron think about what might happen to him before he makes a decision? What is the consequence to Byron’s decision? Do you think it was fair? Why do you think Momma and Dad call Grandma Sands at the end of the chapter? The Watsons Go to Birmingham—1963 Chapter 8 Guided Reading Questions Just jot down quick answers to be sure you understood the main ideas of the chapter. Why do you think Kenny is so eager to have a real mustache like his dad’s? Why do the Watsons think sending Byron to Alabama will help him to behave better? Do you think it will work? What is an ultra-glide? Using persuasive techniques, draw an advertisement below for one. Use the entire space and be sure to add color! The Watsons Go to Birmingham—1963 Chapter 9 Guided Reading Questions Just jot down quick answers to be sure you understood the main ideas of the chapter. According to Dad, why does Byron have to go to Alabama? What has been on the news lately? What were the “Negro kids” trying to do? What does Byron have to be ready for?
Does Byron seem to like Birmingham? How does Mrs. Watson act differently when she is with her mother in Alabama compared with how she acts at home in Flint? The Watsons Go to Birmingham—1963 Chapter 13 Guided Reading Questions Just jot down quick answers to be sure you understood the main ideas of the chapter. What happened a couple years ago at Collier’s Landing? Byron decides that Grandma Sands said that the “Wool Pooh” got Miss Thomas’ son at Collier’s Landing. What word did Grandma Sands really say? What kind of humor is this? What does Byron claim the Wool Pooh does?
MR. MCDANIEL: Yeah, yeah. MR. WATSON: And my dad stayed at a boarding house, and Marvin and I slept in the back of the truck for two weeks, usually around about two or three weeks. MR. MCDANIEL: Really? MR. WATSON: And when we'd take it over at night, we'd go over and take a bath at my dad's - where he was boarding. MR. MCDANIEL: Oh, really? Now where was the market? MR. WATSON: What? MR. MCDANIEL: Where was the market? MR. WATSON: It used to be Western Avenue Market. MR. MCDANIEL: Oh, okay. MR. WATSON: In Knoxville. MR. MCDANIEL: Right, right. MR. WATSON: And they had a whole big building in there. MR. MCDANIEL: Yeah. MR. WATSON: It was a tobacco warehouse in the summertime. MR. MCDANIEL: Oh, okay. I see. Yeah. MR. WATSON: In the summertime. MR. MCDANIEL: Yeah, but so that was about, you said, the mid '30s. MR. WATSON: That was '34. MR. MCDANIEL: Now when did the peach blight come through? MR. WATSON: The peach blight? Well, it wouldn't be a blight so much as it would be the frost would kill them.
MR. WATSON: In Harbor Craft Company, and I was assigned to the Third Brigade, and the First and Second Brigade had already been sent to Japan or to the Pacific. MR. MCDANIEL: To the Pacific. MR. WATSON: And you know what, the Amphibious Engineers - they had landing craft, floating cranes tugboats and things like that except, also, a lot of land soldiers. MR. MCDANIEL: Right. MR. WATSON: Not combat soldiers. MR. MCDANIEL: Right. MR. WATSON: And then I was - after we finished our basic training in Third Brigade, about 13 or 15 of us, I believe it was, were transferred to the Fourth Brigade. MR. MCDANIEL: Okay. MR. WATSON: And the Third Brigade went to the Pacific. MR. MCDANIEL: Really? MR. WATSON: And I was transferred over as a supply clerk. I was a Private to begin with, and then we stayed there for about five more months and were sent down to Camp Gordon Johnston, Florida, and reorganized. And I was made the supply sergeant. That was a staff sergeant rating and we trained then in the Gulf of Mexico. MR. MCDANIEL: Right. MR. WATSON: We stayed there about five months before we were shipped overseas. MR. MCDANIEL: So, you were gone when the government came into Oak Ridge and took everybody's land. MR. WATSON: Yes. I wasn't there when they did that. MR. MCDANIEL: Right. Now, did your parents - did your mother still have property?
option is preferred, or why you selected "No response": 4. The Department has valued greenhouse gas emissions reductions attributed to the VEET scheme by adopting a carbon valuation series that was produced by the Federal Climate Change Authority as part of its 2014 Targets and Progress Review.Please outline whether you think this approach is appropriate for valuing greenhouse gas emissions reductions over the period 2016 to 2050? The modelling has likely underestimated the benefits of reducing greenhouse gas emissions to Victoria, by using a ‘cost of abatement’ value (what it costs to reduce one tonne of greenhouse gas emissions) instead of a ‘social cost of carbon’ value in the calculations. The social cost of carbon is defined as the costs imposed on the wider economy by greenhouse gas emissions (most commonly carbon dioxide). These economic damages can take various forms including decreased agricultural yields, harm to human health, property damages from increased flood risk and lower worker productivity. The United States uses a value of $37 per ton of greenhouse gas abatement to guide energy policy decision‐making. This is significantly higher than the 2015 values for carbon abatement which have been used in the VEET modelling (starting at AU$5.49 per tCO2‐e for 2015). Because the likely benefits of greenhouse gas emission reductions have been underestimated, we can be very confident that the 6.9 Mt/yr CO2‐e target will deliver at least the predicted benefits, and that higher targets could also deliver positive benefits if a more realistic value is used. 5. Is there a case to exclude any business sector(s) from participation in the VEET scheme? No 5a. Please outline why this is your preferred option, and comment on how this should be implemented: 5b. Please outline why this is your preferred option: There is ample evidence that significant opportunities exist for business and industry to improve energy efficiency at low or negative cost, and that such efficiency and productivity improvements would deliver benefits to individual businesses and to the wider Victorian economy. I support the inclusion of large energy users (industry, hospitals, universities etc.) in the VEET scheme. However, I do not support these businesses receiving benefits under the scheme for retrospective investment decisions. Investments in energy efficiency
Important Information PRODUCT SAFETY RECALL Watts Clever – Standby Power Controller Model No: ES-AU1111 & ES-AU1110 Installed 1st May 2012- 7th August 2012 Our records show that your household may have been supplied with a Watts Clever energy saving device. ES-AU1111 ES-AU1110 Defect: Earthing wire is not connected correctly in the Power board as per Australian Safety Standards. Hazard: POTENTIAL ELECTRIC SHOCK If the Power Board is used incorrectly or with faulty appliances, this could result in an electric shock. Only AV Boards with serial numbers beginning with 1111 and IT Boards with serial numbers beginning with 1110 are affected. What to do: You should immediately UN-PLUG and STOP USING the Power board/s. Please keep the power board/s ready for collection. DO NOT DISPOSE OF THEM. A representative from Watts Clever will visit over the coming months to collect the power board/s. Contact details: You can contact Watts Clever either at recall@wattsclever.com or call 1300 884 963. See for Australian Product Recall Information
Medications and Hospitalizations Please include all your current prescription medications (sleeping pills, birth controls pills), non-prescription medications (aspirin, antacids, laxatives, antihistamines), vitamins, minerals, herbs, etc. (Include dose for each.) Attach a separate sheet, if necessary. Medication Dose per day Reason for use Prescriber Date started Med. Hospitalization, surgeries or serious injuries (dates and types of illness or operation): Allergies Drugs, food or other substances Reaction Name Date Health Data (Please fill in completely) Exam Date Result Due Screening Recommendations Last Pap Smear/Gynecologic Exam Yearly starting after first intercourse or age 21 Mammogram Yearly starting at age 40 Bone Density Test (DEXA) Every 2 years starting at age 50 Colonoscopy Every 10 years starting at age 50
Prostate or Testicular Exam Yearly for men starting at age 40 Other Date Location Result Physical Exam Foreign Travel History & Immunizations Tuberculosis (TB) skin test Diagnostic Imaging (X-Ray, Ultrasound, MRI, CT, Angiogram, etc.) Other Health History Please check any conditions you currently have or have had in the past year ONLY. General Gastrointestinal Eye/Ear/Nose/Throat Cardiovascular ¨ Chills ¨ Depression ¨ Dizziness ¨ Fainting ¨ Fever ¨ Forgetfulness ¨ Headache ¨ Loss of sleep ¨ Nervousness ¨ Numbness ¨ Sweats ¨ Poor Appetite ¨ Bloating ¨ Bowel changes ¨ Constipation <1 stool/day ¨ Diarrhea ¨ Excessive hunger ¨ Excessive thirst ¨ Gas ¨ Hemorrhoids ¨ Indigestion ¨ Nausea ¨ Rectal bleeding ¨ Stomach pain ¨ Vomiting ¨ Vomiting blood ¨ Parasites ¨ Bleeding gums ¨ Blurred vision ¨ Crosses eyes ¨ Difficulty of swallowing ¨ Double vision ¨ Ear ache ¨ Ear discharge ¨ Hay fever ¨ Hoarseness ¨ Loss of hearing ¨ Nosebleeds ¨ Ringing in the ears ¨ Sinus infections ¨ Vision “flashes” ¨ Vision “halos” ¨ Chest pain/pressure ¨ High blood pressure ¨ Irregular heart beats ¨ Low blood pressure ¨ Poor circulation ¨ Rapid heart beat ¨ Varicose veins ¨ Edema Name Date Health History (continued) Please check any conditions you currently have or have had in the past year ONLY. Respiratory Skin Muscle/Joint/Bone Genito-Urinary ¨ Shortness of breath ¨ Persistent cough ¨ Wheezing ¨ Cough with blood ¨ Acne ¨ Bruise easily ¨ Itching ¨ Change in mole(s) ¨ Rash Pain, weakness, or numbness in: ¨ Arms ¨ Back ¨ Feet ¨ Hands ¨ Blood in the urine ¨ Frequent urination ¨ Lack of bladder control ¨ Painful urination
Assessment: Pre-Test: Post-Test: Formative: homework assignment on sentence types Summative: Performance Based: Assessment: Pre-Test: Post-Test: Formative: ADV – citing evidence from Declaration of Independence Summative: REG – begin writing assignment on Harris Burdict posters Performance Based: Assessment: Pre-Test: ADV – pretest for pronoun unit Post-Test: Formative: Summative: Performance Based: An awkward moment skit rewrite Assessment: Pre-Test: Post-Test: Formative: pair assignment over pronoun types Summative: Performance Based: Assessment: Pre-Test: Post-Test: Formative: Benchmarks Summative: Performance Based: Homework: worksheet review over compound and complex sentences Homework: ADV – decision about Lit Circle group by tomorrow Homework: ADV – decision about Lit Circle group by tomorrow Homework: Material for pronoun mobile by Monday Homework: Material for pronoun mobile by Monday Resources and Reflective Notes:
facilitating a change in Medicaid’s reimbursement and billing policy for the provision of clinical assistive technology services. This policy change established new billing procedures for use of the Assistive Technology Assessment Procedure Code 97755, allowing for improved reimbursement for complex assistive technology assessments and services provided to Medicaid beneficiaries with significant disabilities by specialized Physical, Occupational and Speech Therapists. Colorado Medicaid Provider Bulletin #B1400356, September 2014 LICENSURE & BOARD CERTIFICATIONS 1982-present Physical Therapy license. Current in state of Colorado; past licensure in California, Massachusetts, New York, New Jersey, New Hampshire, Wyoming, Florida. 2007-present Assistive Technology Professional certification, Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) REVIEW AND REFEREE WORK 2015 Assistive Technology Journal, "Comparison of the Inertial Properties and Forces Required to Initiate Movement for Three Gait Trainers", Ad-Hoc Manuscript Reviewer 2014 Journal of Rehabilitation Research & Development, “Development and Initial Validation of the Seated Posture Scale”, Ad-Hoc Manuscript Reviewer 2013 Disability and Rehabilitation: Assistive Technology, “Assessing head and trunk symmetry during sleep using tri-axial accelerometers", Ad-Hoc Manuscript Reviewer Assistive Technology Journal, “RESNA Position on the Application of Wheelchairs, Seating Systems and Secondary Support for Positioning vs. Restraint”, Ad-Hoc Manuscript Reviewer 2012 Disability and Rehabilitation: Assistive Technology, “Impacts of Wheelchair Acquisition on Children from a Person-Occupation-Environment Interactional Perspective”, Ad-Hoc Manuscript Reviewer. 2011 Assistive Technology Journal, “Wheelchair components and pulmonary function in children with cerebral palsy”, Ad-Hoc Manuscript Reviewer. Disability and Rehabilitation: Assistive Technology, “An overview of systematic reviews of adaptive seating interventions for children with cerebral palsy: Where do we go from here?” Ad-Hoc Manuscript Reviewer.
SECTION B – EDUCATION, QUALIFICATIONS and TRAINING GENERAL EDUCATION: Dates Name of Secondary School (s) Examinations Taken Subject Results From To ACADEMIC, PROFESSIONAL OR TECHNICAL QUALIFICATIONS: Dates University, College or Examining Authority Qualification Obtained Level in the National Frameworks of Qualifications Year Qualification Obtained Final Year Examination Subjects From To RELEVANT TRAINING /COURSES (OPTIONAL):
Employer: Dates: FROM TO Address: Nature of Business: Position Held: Temporary or Permanent: Description of Main Duties and Responsibilities: Reason for Leaving: Employer: Dates: FROM TO Address: Nature of Business: Position Held: Temporary or Permanent: Description of Main Duties and Responsibilities: Reason for Leaving: Please indicate the reason(s) for seeking the position applied for:
6. What is frequency and what unit is it measured in? 7. On the website, try adjusting the frequency on the animation. Then explain how frequency and wavelength are related. Go to the following web site: 8. Change the diagram to the 5th Harmonic. Draw the diagram of the 5th Harmonic and label the Nodes and Antinodes. Go to the following web site: 9. Experiment with the wave’s frequency and amplitude. Observe what happens to the wavelength with each change you make. Write 2-3 complete sentences about your observations. “Waves: What are some characteristics of waves? Complete the “Waves Virtual Lab” data table and questions below: Go to the following web site:
Calculate how long it would take light to travel from the sun to the earth, a distance of 1.49 x 108 km. How long will it take a radio signal to travel from Britain to Australia, a distance of 1.8 x104 km.
Checkmate SeaEnergy DEXA Converter The Pelamis Wave Energy Converter is currently placed off the shoreline of Spain and the United Kingdom. It has been designed to be a fault tolerant system having multiple levels of redundancy along its 100-meter long links. Its major subsystems are structure, moorings, hydraulics, electronics, and control. Controlling the fault tolerances allows the Pelamis to be placed in the harshest of environments off the coastline. Pelamis has been designed to attach and detach rapidly, with machines that are able to be installed on site with little to no manned intervention. The time of attachment and detachment are also very short, with two hours allowed to assemble large linkages and less than one hour to disassemble. The Pelamis design is fully modular, and the next step in its service life is to include a service base to decrease maintenance times and transmission of energy. Some of the ideas and initial requirements for a Pelamis service base would include: Suitable maneuvering space for berthing and unberthing Sheltered from adverse weather Level access for vehicles Conditions suitable for use by mobile cranes Safe navigational route to and from offshore site The Pelamis Wave Energy Converter has been considered to be the most cost-efficient commercial system in place today. A picture of the Pelamis can be seen below (Figure 2), taking into perspective how long the linkages are in the system. Figure : The Pelamis Wave Energy Converter. The Pelamis uses a hinged linkage system to transmit hydraulic power to a generator, and has been successfully implemented in European countries. 1.3.3. Codes and Standards With electrical components in the system, all testing and building will adhere to the ‘Electrical and Electronic Testing Collection’ (ANSI), the National Electric Code (N.E.C), and the ‘Other Electrical Accessories Collection’ (ANSI) standards. Also, since parts will most likely be submerged in salt water, the ‘Paint Requirement for Corrosion Protection’ will be followed regarding coating of the system. For testing in the open ocean, contact lines are being opened with officials to discuss the lawfulness of testing. Appropriate laws and standards will be followed; more data will be available in 2-3 weeks time.
6. A duck feels ocean waves pass under him 8 times every second. He notices the crests are 6.2 meters apart. What is the speed of this wave? 8Hz x 6.2m = 49……… 7. A sound wave has a wavelength of 1500 meters is moving at a speed of 22 m/s. How many times per second will your ears feel the beat? 1500/22= Use the following situation to answer questions 8-10. An earthquake is made of two types of waves. The first, a P-wave, is a longitudinal wave, which travels at these speeds, depending on what medium they have to travel through: 330 m/s = 740 mph (air) 1450 m/s = 3,200 mph (water) 5000 m/s = 11,000 mph (granite) 8. Find the wavelength of the P-waves through air, water, and granite if they all have a frequency of 55 Hz. 330/55= 6m/s 1450/55= 5000/55= 9. An S-wave is transverse and travels at about 60% of the speed. It does more damage than the P-wave because it moves up and down! Find the speed of S-waves through all of the media. 330 x .60 = 1450 x .60= 5000 x .6=
SMARTCARD RA Satellite Sites in Norfolk In a continuous effort to improve our service the Anglia RA team will run RA Smartcard clinics at the following RA satellite sites on a fortnightly basis. Each CCG area has been set up with a satellite site where an RA Agent will be based for a day. The benefits of this is that anyone from that (or any other) area can make an appointment to attend the RA clinic and new users (subject to the production of the correct ID details) will be issued with a smartcard there and then at the appointment. Also any users who are experiencing smartcard issues could attend to have their smartcard repaired or certificates updated. The RA clinic hours will be 10-3pm. Below are the locations of the RA clinics. Please ensure you arrange an appointment at your chosen site via the RA Service Desk on 0300 303 2733 or via the Self Service Portal Only a Sponsor can log a call on your behalf for any smartcard query CCG Area Site Name Site Address Frequency North Norfolk Birchwood Surgery Park Lane, North Walsham NR28 0BQ. Monday Fortnightly Great Yarmouth & Waveney Beccles House 1 Common Lane North, Beccles,Suffolk NR34 9BN Friday Fortnightly Norwich Lakeside 400 Broadland Business Park, Old Chapel Way, Norwich NR7 0WG Daily West Norfolk Manor Farm Surgery Mangate St, Swaffham, Norfolk PE37 7QN Tuesday Fortnightly South Norfolk Wymondham Medical Centre Postmill Lane, Wymondham, Norfolk NR18 0RF Thursday Fortnightly Kings Lynn St James Medical Practice County Ct Rd, King's Lynn PE30 5SY Wednesday Monthly Kind regards Matthew Souter RA Manager – Anglia POD NEL Commissioning Support Unit
How will you ensure you that you meet the requirements of the Early Years foundation stage framework (EYFS) for nursery and reception classes? Would the foundation one provision be run by your organisation or a third party provider? If a third party provider, please indicate what processes would be put in place to ensure the quality of the provision provided? Weighting 5 Maximum of 2,000 words. 8. Admission arrangements Please outline how you intend to work in line with the requirements of the School Admissions Code 2014 and with Rotherham’s arrangements for administering and processing admissions and appeals? Outline how you will participate in the annual admissions consultation and work with the Local Authority in co-ordinating all applications for a place at the school in accordance with Rotherham’s current admissions policy. How would you work with the Local Authority and neighbouring schools in relation to the requirement to participate in the Fair Access protocol? What, if any, are the circumstances where your organisation has refused the admission of a pupil whilst under your published admission number? Weighting 4 Maximum of 2,000 words. 9. Partnership and Collaboration How will you develop collaborative working with other schools and partners to continually make improvements in the provision for the schools pupils and other children within the local Learning Communities? How will you contribute to and promote community engagement and cohesion and how would you engage the local community? Weighting 4
Committee Reports Safety – No information Field Maintenance/Operations (Mac) – No information Equipment Manager (Jason) – Equipment collected and will re-assessed for safety Coaching/Manager – No information Umpire Coordinator (Trevor) – No information Player Agent (Brooke (A League)/Dave III (B, C, & T Leagues) – No information Fundraising – Candy sales and Tag day bring in about $10,000.00 Candy Sales – Tag Day – Pancake Breakfast – Concession Stand (Anndrea) – No information Competition Committee – No information Bottone Tournament (No teams entered) Information Officer (Brooke) - Possible fee increase for registration after a certain date Other Thoughts Strategic Plan Ideas – Continue Fencing Project – Field Cover Lights – Proposal Received - $57K, $14.2K down, $43.2K finance, $11.2K annual payment Property Purchase – Motion to approve Board of elections – Kyle McDuffee / 2nd motion for approval – Jason Pipher Motion to approve Committee Reports and other thoughts – Brooke Croft / 2nd motion for approval – Joe Tomasso Motion to adjourn meeting – Kyle McDuffee / 2nd motion for approval – Dave Shaw Meeting adjourned @ 8:33pm NEXT MEETING: Sunday, October 8th, 2017 at 7:00PM in the Skybox
Fundraising (Doug)– Concession Stand (Anndrea) Team of 3 – Anndrea Bill, Michele Dougherty, & Cheryl Campbell Competition Committee (Jimmy) - Information Officer (Brooke) Other Thoughts Strategic Plan Ideas – Continue Fencing Project – Field Cover Lights – Proposal Received - $57K, $14.2K down, $43.2K finance, $11.2K annual payment Property Purchase – School District’s move/surveyed NEXT MEETING: Sunday, October 9, 2016 at 7:00PM in the Skybox Election Results: Troy Campbell - President Jason Pipher - Equipment Cory Robinson – Vice President Anndrea Bill – Concession Stand Joe Tomasso - Treasurer James Talada – Coach Coordinator Steve Dadonna - Secretary Doug VanAllen - Fundraising Brooke Croft – Player Agent/Information Officer Dave Shaw III – Player Agent Jimmy Davies - Competition Kyle McDuffee – Director at Large Don McCarty - Safety Mac McClothlin – Field Operations/Maintenance
Determining Period - if the object is moving/vibrating slowly you could measure each period with a stopwatch - if it is going faster we can use the formula below T = Δt T - period (seconds) N Δt - time interval (seconds) N - number of cycles (no units) Example W.1 Through experimentation it is determined that the pendulum makes 40 cycles in 25 seconds. Determine the period. Example W.2 A spring is bouncing up and down. If it takes 0.40 seconds to complete one cycle, how many cycles would be completed in 2 minutes. Determining Frequency -frequency is the number of cycles completed in a given time interval (usually in one second) - it is the inverse of the period f = N f = frequency ( /s or Hz) Δt N = number of cycles (no unit) Δt = time interval (s) OR f = 1 f = frequency ( /s or Hz) T T = period (sec) Example W.3 A blade on a lawnmower makes 4000 revolutions in 1 minute. Determine a) frequency b) period Wave Behavior A wave is a disturbance that transfers energy through a medium. The speed of the wave in a medium is a property of the medium. For example: sound waves move faster in water than they do through air. However, not all waves require a medium and as such waves can be broken down into 2 main categories. Two types of waves 1. mechanical - require a medium such water waves, sound waves, waves in strings, slinkies, etc 2. electromagnetic - do not require a medium, they can travel through a vacuum such as you would encounter in space - examples would be light waves, radio and TV waves and microwaves
Laboratory personnel will begin analysis of samples and results are provided within 30 business days of sample drop off. Safety While Sampling: • Carry a cell phone while sampling, sample with a partner, and always let someone else know where you are, when you intend to return, and what to do if you do not return on time. • Honor private property rights. Never cross a landowner’s property without permission. • Never wade in swift or high water. Do not wade if depth is greater than knee-deep. Do not monitor if the stream is at flood stage. • If possible, have a first aid kit on hand. Preferably, at least one team member should have first aid/CPR training. Have a medical form for each volunteer monitor including emergency contacts, insurance, and pertinent health information such as allergies or other health conditions. • Be aware of the nearest hospital and how to get there from the sampling area. • Listen to weather reports. Never monitor if severe weather is predicted or if a storm occurs. • Do not walk on unstable stream banks. Disturbing these bank may accelerate erosion and lead to a collapse.
60 Hz, 120 Hz, 180 Hz, 240 Hz 2 m, 30 Hz, 60 Hz, 90 Hz 450 Hz, 900 Hz, 1350 Hz, 1800 Hz 50 Hz, 100 Hz, 150 Hz, 200 Hz .2 m, 200 Hz, 400 Hz, 600 Hz a. 10 cm b. 62.5 cm c. 150 m/s d. 0.0042 s a. 3 m b. 7 m c. 840 m/s d. 0.0083 s a. 1 m b. 1.5 m c. 240 m/s d. 0.0063 s a. 4 m b. 3 m c. 300 m/s d. 0.01 s General Problems a. 1 m b. 9.89 m/s c. 9.89 Hz d. less loops a. 1.33 m b. 19.79 m/s c. 15 Hz d. less loops a. 2.4 m b. 1.2 m c. destructive d. constructive e. partially destructive a. 0.8 m b. 0.4 m c. destructive d. constructive e. constructive
Waves Unit TAKE-HOME Test – Cumulative PLEASE ANSWER QUESTIONS ON BUBBLE SHEET NAME: __________________________ DATE: ____________________ PERIOD: _______ Learning Target: (8.P.3.A.1) 1. A wave transfers ___________________ from one place to another. Matter Mass Energy Solid 2. The material through which a wave travels is called a ______________. Motion Wave Medium Frequency Learning Target: (8.P.3.A.2) 3. A wave in which the particles of the medium move perpendicular (at a right angle) to the direction of the wave are called: a. sound waves b. reflected waves c. transverse waves d. longitudinal waves Figure 1 4. In the diagram above (FIGURE 1), which letter represents wavelength? A B C D 5. In the diagram above (FIGURE 1), which letter represents the amplitude? A B C D Figure 2 6. In the diagram above (FIGURE 2), which type of wave is being shown: electromagnetic transverse longitudinal ocean 7. In the diagram above (Figure 2), the areas where the coils or particles are farther apart are called__________________. Reflections Compressions Rarefactions Media 8. Which of the following correctly expresses the relationship between frequency and wavelength? a. Frequency increases as wavelength increases. b. Frequency decreases as wavelength increases. c. Frequency is equal to wavelength. d. Frequency and wavelength are unrelated. 9. Which type of wave is sound? a. electromechanical b. magnetic c. longitudinal d. rarefaction
10. Which watershed was the first to have the total maximum load capacity of agricultural pollutants according to the Clean Water Act? 11. In your own words, describe what is mostly causing problems for the Yellow Creek Watershed in Bedford County? 12. What could be done to help the problem? Field Scope Activity : See assignment on the next pages. After our water leaves Bedford County it makes its way to the Susquehanna River and finally ends up in the Chesapeake Bay. Find out how we are affecting the Bay. Go to “Chesapeake Bay Webquest” on my Daily Lessons to answer the following questions. Answer the following questions using “About the Bay” “It’s More Than Just the Bay” 1. How many square miles is the Chesapeake Bay Watershed? 2. How many people live in the Chesapeake Bay Watershed? 3. How many states make up the Chesapeake Bay Watershed? 4. The Chesapeake Bay is the largest ___________________________ in the US. 5. The beginning of the Chesapeake Bay watershed is at the town and state of the Baseball Hall of Fame, _______________________, __________________. 6. List the 6 states and 1 District that make up the Chesapeake Bay Watershed.
The different parts of the electromagnetic spectrum differ in wavelength and frequency Gamma rays X-rays Ultraviolet Visible light Infrared Microwaves Radio and TV The different parts of the electromagnetic spectrum can also be distinguished by their energy. Higher frequency electromagnetic radiation has a greater amount of energy than lower frequency electromagnetic radiation. Some information on each part of the spectrum is given below Type of e-m radiation Typical source Application Detector Possible hazard Radio & TV Electrical antennae Telecommunications Aerial Potential increased cancer risk Microwaves Cosmic sources, magnetron Cooking, telecommunications Diode probe Heating of body tissues Infra-red Heat-emitting objects Thermograms Phototransistor, blackened thermometer Heating of body tissues Visible light Stars Vision Eye, photographic film Intense light can damage the retina Ultraviolet Sunlight Treating skin conditions Fluorescent paint Skin cancer X-rays X-ray tube, cosmic sources Medical imaging Photographic plates Destroys cells which can lead to cancer Gamma rays Nuclear decay Treating tumours Geiger–Müller tube and counter Destroys cells which can lead to cancer Light At the boundary between different types of materials, the speed of the light wave changes. This results in a change in wavelength, and can often cause the direction of a wave to change. The change in light speed when going from one medium into another is known as refraction.