zilongwang/ReadingBank huggingface dataset:
APPENDIX 2 PRIMARY SIDE UTILITY METER SPECIFICATIONS Type of Metric Output Units Make/ Model Database Recording interval & duration Protocol Division of responsibility UBCO coordination Electrical KW, KWh, KVA N/A BMS Archiver 15 minute Ongoing BACnet Modbus TCP/IP Division 26 IT and Facilities Management District Energy MWh’s, L/h, °C supply and return N/A BMS Archiver 15 minute Ongoing BACnet MS/TP to Modbus TCP/IP gateway Division 20 install & Division 26 wiring IT and Facilities Management Gas Standard Meters (SCM) N/A BMS Archiver 15 minute Ongoing Pulse output to Electrical meter Division 20 install & Division 26 networking Facilities Management Water Meters (M^3) N/A BMS Archiver 15 minute Ongoing Pulse output to Electrical meter Division 20 install & Division 26 networking Facilities Management SECONDARY SIDE BMS METER SPECIFICATIONS System Type Metric Output Units Make/ Model Database Recording interval & duration Protocol Division UBC coordination Electrical KWh’s N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 26 Facilities Management Gas SCM N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 20 Facilities Management Thermal Energy MWh’s, L/S °C supply and return N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 20 Facilities Management Water Cubic Meters (M^3) N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 20 Facilities Management 2 Secondary Side BMS Meter Specifications ***END OF SECTION***
APPENDIX 2 PRIMARY SIDE UTILITY METER SPECIFICATIONS Type of meter Metric Output Make/ Database Recording interval & duration Protocol Division of responsibility UBCO coordination Electrical KW, KWh, KVA N/A BMS Archiver 15 minute Ongoing BACnet Modbus TCP/IP Division 26 IT and Facilities Management District Energy MWh’s, L/h, °C supply and return N/A BMS Archiver 15 minute Ongoing BACnet MS/TP to Modbus TCP/IP gateway Division 20 install & Division 26 wiring IT and Facilities Management Gas Standard Cubic Meters (SCM) N/A BMS Archiver 15 minute Ongoing Pulse output to Electrical meter Division 20 install & Division 26 networking Facilities Management Water Cubic Meters (M^3) N/A BMS Archiver 15 minute Ongoing Pulse output to Electrical meter Division 20 install & Division 26 networking Facilities Management SECONDARY SIDE BMS METER SPECIFICATIONS System Type Metric Output Units Make/ Model Database Recording interval & duration Protocol Division UBC coordination Electrical KWh’s N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 26 Facilities Management Gas SCM N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 20 Facilities Management Thermal Energy MWh’s, L/S °C supply and return N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 20 Facilities Management Water Cubic Meters (M^3) N/A BMS Archiver 15 minute 2 Year Bacnet UDP/IP Division 20 Facilities Management 2 Secondary Side BMS Meter Specifications ***END OF SECTION***
Cold formed Stainless steel sections schedule Type Reference number Location Stainless steel reinforcement schedule Type Reference number Location Steel connections schedule Type Reference number Location Steelwork fixings Cavity fixings Lindapter Hollo-Bolt Lindibolt Floor fixings Grate-fast Floorfast Type GF3030 Support fixings Lindapter Support Systems
No The system has the potential to be scaled for additional users The system will be to scale for additional known users Time and Cost increase or decrease of this project: Will this project save time; for example, will a former manual task now be automated? Unknown at this time No Yes, how much time will be saved? How will this time savings be used to benefit the State? Will this project reduce the number of staff/man hours required to support the current solution? Unknown at this time No Yes, how much time will be saved? Will this project reduce current costs? Unknown at this time Yes, What is the current cost for doing these tasks? What is the anticipated future cost for doing these tasks? this project result in an increase in costs? No Yes What is the anticipated cost increase? Why is this cost unavoidable? Potential for Revenue generation: Will this project generate any increased revenues for the State, County, Municipality or Local Government after accounting for estimated IT costs? No Unknown at this time Yes How much potential revenue will it generate and for whom? How was this figure calculated?
information and authenticity. [44 U.S.C., SEC. 3542] limited adverse effect on organizational operations, organizational assets, or individuals. effect on organizational operations, organizational assets, or individuals. adverse effect on organizational operations, organizational assets, or individuals. Availability Ensuring timely and reliable access to and use of information. [44 U.S.C., SEC. 3542] The disruption of access to or use of information or an information system be expected to have a limited adverse effect on organizational operations, organizational assets, or individuals. The disruption of access to or use of information or an information system could be expected to have a serious adverse effect on organizational operations, organizational assets, or individuals The disruption of access to or use of information or an information system could be expected to have a severe or catastrophic adverse effect on organizational operations, organizational assets, or individuals. NOTE: See for information on of New Jersey & Federal Government Information Asset Classification. Is your Availability either Moderate or High? No Yes If “Yes”: You must complete a Business Impact Analysis (BIA). Once the Business Impact Analysis is completed, please submit the signed form to for review. The template for the BIA can be found at In addition, you are required to contact to discuss your Disaster Recovery requirements and build a recovery plan if your system/application is hosted within an OIT infrastructure. Submission of the BIA does NOT ensure system recovery. Declaration of Adherence Business Architecture This project is consistent with the Agency or Steering Committee’s Business Plan. Yes. A copy of the business plan is attached. To Be Determined –be prepared to discuss at the review. No Explain: There are systems/solutions implemented within the State of NJ (agency, county, and municipality) that can be leveraged for use in this initiative: Yes. Systems exist and we will be taking advantage of them. To Be Determined –be prepared to discuss at the review. No Explain: Technology Architecture The Project team has reviewed the current Public Safety IT Architecture and New Jersey Shared IT Architecture () documents and will leverage existing solutions: Yes No Describe the anticipated technology in detail, and provide a justification that includes functionality, cost, and ongoing support comparisons:
Internal and external relationships University of Southampton academics, Professional Services, students and technical staff. Microlink Ltd employees, clients and collaborating organisations, InnovateUK employees, including KTP advisors. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge & experience PhD or equivalent professional qualifications and experience in user interface design and developing software systems for people with disabilities. Knowledge of: Semantic web services Cloud Computing Development and deployment of assistive technologies and associated services A good understanding and working knowledge of : Semantic web Development and deployment of assistive technologies and associated services Cloud computing Application, CV and interview questions Planning & organising Ability to achieve completion of an activity to deadlines while managing detail Able to initiate, plan and manage new activities, ensuring complement broader strategy Application, CV and interview questions Problem solving & initiative Must be self-sufficient, capable of setting own work strategies and of working with minimal guidance, actively seeking information from internal or external sources as required. Ability to identify and apply creative solutions in negotiations, often in the absence of any relevant precedent Application, CV and interview questions Management & teamwork Good inter-personal skills with a wide range of people of different backgrounds. Able to persuade and influence in order to foster and maintain relationships Application, CV and interview questions Communicating & influencing Good written, presentation and verbal skills Excellent written, presentation and verbal skills, with ability to communicate at a variety of levels up to and including board level in major companies. Application, CV and interview questions Other skills & behaviours Must be a team player able to work collaboratively with others to disseminate and share knowledge and information. Able to respond effectively in a pressurised environment Application, CV and interview questions Special requirements JOB HAZARD ANALYSIS
QUALITY, PATIENT EXPERIENCE AND SAFETY COMMITTEE OPEN SESSION AGENDA Thursday 19 January 2016 at 1:00 pm Venue: Henllys Board Room, Vantage Point House, Cwmbran. Video Conferencing links are available from the Board Room, HQ St. Asaph (Bridge Number : 401963) Chair: Emrys Davies, Non-Executive Director PART ONE Item No: Title of Item Verbal Presentation Paper Executive Lead 1 STANDARD BUSINESS 1.1 Welcome and Apologies Verbal E Davies 1.2 Procedural Matters E Davies 1.3 Patient Story Today’s story Lessons learnt from previous stories Presentation C Bevan 1.4 Presentations Flynn Report and pressure damage in Nursing Homes Clinical Contact Centre Task & Finish Group for Falls Improvement Presentation Presentation M Fallon R Edwards 2 QUALITY 2.1 Patient Experience & Community Involvement Highlight Report (October - December 2016) Paper C Bevan 2.2 Children and Young People’s National Participation Standards C Bevan
Level 1 Infractions - Offenses which are considered less serious or harmful to others Infraction Definition of Infraction Consequences 4B - Uses Profane or Obscene Language to Another Vulgar verbal messages, words or gestures that include swearing/cursing or name calling used to another Assign consequences appropriate for the type and number of infractions that will include: Detention(s) – Multiples may be assigned Conference with student Parental contact In school suspension(s) – Multiples may be assigned Conference with student Parental contact NOTE: Repeated violations (3) of these infractions will be coded as Level 2 infraction – (#10B) Repeated Rule Violation. 8A - Possesses Tobacco or Lighter The possession of tobacco products, e-cigarettes, or lighters on school grounds, at school-sponsored events, or on school transportation vehicles. 10A - Disturbs the school Behavior causing major disruption of instruction or any school activity that includes, but is not limited to, sustained loud talking, yelling or screaming, noise with materials, and/or sustained out of seat behavior 10B - Repeated Rule Violation A student has had repeated (3 or more) infractions in another category and continues to violate the same rule 12 - Writes profane and/or obscene language or draws obscene pictures Writes or draws pictures, words or images considered indecent or offensive, such as graffiti, letters, notes, posters, etc. 17 - Violates traffic and safety regulations To any law that pertains to the obstruction and flow of traffic and/or safety regulations. 39 - Gambling Wagering money or property 43 - Improper /Dress code or ID violation Out of dress code or not visibly wearing a school ID 44 - Academic dishonesty (cheating) Cheating that occurs in relation to a formal academic exercise and may include plagiarism, fabrication, or deception 47 - Misusing the Internet or other forms of technology Violating the LPSS Internet Use Policy
Protects all types of carpeting for up to 30 days Applications: Marine Moving Remodeling Model Homes Drywall Painting Construction Temporary Protection Product Specifications Thickness: 4 mil nominal Film: Low Density Polyethylene with Fire Retardant Adhesive Type: Solvent Acrylic. Adhesion 12 oz./in. nominal Tensile Strength: 2500 psi Temperature 70 degrees F Humidity (Ideal): 50 percent Elongation MD: 300 percent - 500 percent Extinguish critical flux 30.9 Sustained burning heat 1.93 Available Sizes CM625 Clear 36 inches by 300 feet, fire resistant. CM627 48 inches by 300 feet, ire resistant. Handling and Storage Peel back edge of Carpet Mask and begin to unroll. Press down edge at beginning of area to be covered so Carpet Mask adheres. Continue rolling onto carpet, applying pressure and smoothing down the lm while doing so. Carefully cut end with a sharp edge. When finished, fold edge of the film back against the roll to use at a later time. Removal: roll up Carpet Mask and discard. Application Instructions: Do not apply to hardwood floors or other hard surfaces. Always test Carpet Mask on a small portion of carpet that is in a non-exposed area. 72 hour test required for installations. Temporary protection for up to 30 days. Recommended for synthetic carpeting only. Apply only to dry carpet, do not use under damp conditions. DUST CONTAINMENT Clean Mats by Surface Shields: Model # CM2436B4 Features: surface mat to remove dust and dirt from footwear Mat contains 30 tabbed sheets for easy removal Prevents dust and dirt from spreading while building or remodeling Do not adhere to carpeted surfaces Applications: Construction Remodeling Warehouse Drywall Industrial Temporary Protection Product Specifications Thickness: 2.0 mil nominal Film: Low Density Polyethylene
Thus equation of normal is (y – 2) = or 4y = 2x + 7 A1 Eliminate y between = x + ln (2x) and normal equation to give an equation in x M1 Solve ln 2x = so x = M1 Subsitute to find a value for y M1 Point Q is A1 (8) (8 marks) 16. (a) Sets B1 Obtains and substitute into P M1 Uses with their y substituted M1 A1 (4) (b) x > 0 and y > 0 (distance) M1 As x and y are distances they are positive, so * A1 (2) Differentiates P with negative index correct in ; M1 A1 Sets and proceeds to x = M1 Substitutes their x into to give perimeter = 59.8m. A1 (4) (10 marks)
DISTRICT NAME WILL GO HERE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 Text here 2 Text here 3 Text here 4 Text here 5 Text here 8 Text here 9 Text here 10 Text here 11 Text here 12 Text here 15 Text here 16 Text here 17 Text here 18 Text here 19 Text here 22 Text here 23 Text here 24 Text here 25 Text here 26 Text here 29 Text here 30 Text here 31 Text here
(Total for Question 10 is 4 marks) ___________________________________________________________________________ 11. (a) Prove that for all positive values of x and y, ≤ (2) (b) Prove by counterexample that this is not true when x and y are both negative. (1) (Total for Question 11 is 3 marks) ___________________________________________________________________________ 12. A student was asked to give the exact solution to the equation 22x + 4 – 9(2x) = 0 The student’s attempt is shown below: 22x + 4 – 9(2x) = 0 22x + 24 – 9(2x) = 0 Let 2x = y y2 – 9y + 8 = 0 (y – 8)(y – 1) = 0 y = 8 or y = 1 So x = 3 or x = 0 (a) Identify the two errors made by the student. (2) (b) Find the exact solution to the equation. (2) (Total for Question 12 is 4 marks) ___________________________________________________________________________ 13. (a) Factorise completely x3 + 10x2 + 25x (2) (b) Sketch the curve with equation y = x3 + 10x2 + 25x showing the coordinates of the points at which the curve cuts or touches the x-axis. (2) The point with coordinates (3, 0) lies on the curve with equation
15:15-15:20 Item 2: Adoption of the record of decisions ICC 29 Doc.02_RoD ICC 29 15:20-15:30 Item 3: Ratification of new Bureau members 15:30-15:50 Item 4: Highlights from the regions Doc.04_Reports from the regions 15:50-16:10 Item 5: Statute amendments (including Rules of Procedure) Doc.05a_Proposed Statute Amendments Doc.05b_Proposed SCA Rules of Procedure Doc.05c_Explanatory Note 16:10-16:20 Item 6: Financial report (including auditor’s report) Doc.06_Financial and auditor’s report 16:20-16:25 Item 7: Fixing of annual subscription fees 16:25-16:35 Item 8: Consideration of budget 2017 Doc.08b_Budget Overview 2017 16:35-16:50 Item 9: Progress report and project activities Doc.09a_Progress report 16:50-17:05 Item 10: Reports from the Working Groups Doc.10a.I_WG BHR Doc.10b_ WG on Ageing Doc.10c_WG Sustainable Development 17:05-17:10 Item 11: Ratification of Strategic Plan Doc.11_Draft Strategic Plan 17:10-17:20 Item 12: Consideration of Implementation Plan 2017 Doc.12_Draft Implementation Plan 17:20-17:30 Item 13: Accreditation: SCA report and matters Doc. 13a_Report SCA Nov2016 17:30-17:45 Item 14: Awarding of certificates to A-status NHRIs
Speakers: Maina Kiai, United Nations Special Rapporteur on the rights to freedom of peaceful assembly and of association Mykhailo Chaplyga, Representative of the Commissioner for public relations, Office of the Ukrainian Parliament Commissioner for Rights Sangare Namizata, Chairperson, National Human Rights Commission of Ivory Coast Interactive debate 12:00-13:00 Part 2: Factors contributing to a climate of violence Chaired by Chemuta Divine Banda, Regional Chairperson, Africa, and Chairperson, National Commission on Human Rights and Freedoms of Cameroon Facilitator: Felix Kirchmeier, Manager of Policy Studies, Geneva Academy Speakers: Magali Lafourcade, Secretary General, Commission Nationale Consultative des Droits de l’Homme France Bongani Majola, Chairperson, Africa Human Rights Commission Luis Raúl González Pérez, President, National Human Rights Commission Mexico Sima Samar, Chairperson, Afghanistan Independent Human Rights Commission Interactive debate 13:00-15:00 The Commonwealth Forum, Room XXV (closed meeting) 15:00-16:00 Afternoon Session: Strengthening human rights actors Part 3: Early warning mechanisms and human rights defenders
UNIT 1: MEASURING THE MEASURING TOOL Measure the longest part of this paper with the pencil or pen you are using. Measurement: If you gave this measurement to a person in the hall, would they know exactly how long your paper was from your measurement?, Why?, Why not? Given the picture of a paper clip below as our standard. Estimate the lengths of the following lines in paperclips. 3) *------------------------*, 4) *-----------------------------------------*, 5) *-----------------------------------------------------------------------------------*, Estimate the length of this paper in paperclips using the picture above as a reference. If 3.5 clips = 1.0 pencils and your paper is 1.5 pencils long, how many paper clips long is your paper (show your work)? Suppose that one unsharpened pencil is 5.2 paperclips long.
Aggregated documentation of impacts based on standard indicators Statements about the achieved status quo with regard to the selected standard indicators. Tables about those standard indicators which have not been selected are to be deleted. Action indicators AM (Action Mitigation): Unit Target value (end of project) Achieved in the reporting period Achieved value at the end of the reporting period (cumulative) t CO2 eq Further explanations: AP (Action People): Unit Target (end of project) Achieved value at the end of the reporting period Number of persons Proportion of women in % Further explanations: AE (Action Ecosystems): Unit Target (end of project) Achieved at the end of the reporting period ha km (coastline) (only for projects that are working along coastlines) Further explanations: Capacity indicators
# Open Book Practice: Three-Card Spread Date of Reading : Time of Reading : Location of Reading : Name of Seeker : Reason for Consultation : Open Book Practice Signifier Card : None Card Spread Used : Spread Practitioner’s Notes : Seeker’s Feedback : Miscellaneous (Fees, Contact Info, Additional Services Performed, Seeker History, Etc.) : Attachments: Written Notes Photographs
Other # Three-Card Reading: Practice #4 Date of Reading : Time of Reading : Location of Reading : Name of Seeker : Reason for Consultation : Signifier Card : None Card Spread Used : Three-Card Spread Practitioner’s Notes : Seeker’s Feedback : Miscellaneous Notes (Fees, Contact Info, Additional Services Performed, Seeker History, Etc.) : Attachments:
Salem Academy Charter/Salem Northeast Salem Academy Charter Collins Middle (L3) Nathaniel Bowditch School (L3) Saltonstall School (Other) Applicant & Original Partners Region Commendation Schools Level 3 and Other Participating Schools Taunton/Randolph Southeast H.H. Galligan Elementary School Woburn/Amesbury/Beverly /Haverhill/Gloucester /Peabody Northeast Mary D Altavesta Charles Cashman Elementary Golden Hill Dr. Paul Nettle Pentucket Lake Tilton Beeman Memorial Veterans Memorial Cove William Welch COMMISSIONER’S DISTRICTS DISSEMINATION GRANTEES Boston Public Schools Commissioner’s District Charles Sumner Elementary Eliot Elementary Otis Elementary Patrick Kennedy New Mission High Fall River Commissioner’s District North End Elementary Lowell Commissioner’s District C.W. Morey Elementary Abraham Lincoln Elementary Springfield Commissioner’s District Dryden Memorial Elementary Worcester Commissioner’s District Columbus Park
Additional Information about more specialist services The Children’s Speech and Language Therapy Service breaks down into three teams, please view the links below to find out more about each team: NB: The Child Development Unit and The Special Needs Service are classed as one team Child Development Unit (CDU) / Special Needs Service (SNS) The Speech and Language Therapists at the Child Development Unit (CDU) aim to provide a co-ordinated approach to assessment and management of children with a range of communication, feeding and general development difficulties. The Speech and Language Therapists who work in the Special Needs Service (SNS) aim to provide a approach to assessment and management of children with a range of severe and/or complex communication, feeding and general development difficulties within Mainstream Primary Schools or Special Schools. Clinic Service Are a team of Speech and Language Therapists who provide assessment and management of children’s speech and language difficulties pre-school. They also provide a service for children with cleft palate and very complex speech sound difficulties. A team of Speech and Language Therapists who work in the Specific Language Impairment Communication in Schools Service to provide a co-ordinated approach to assessment and management of children with a range of communication difficulties where there are no known general learning difficulties. We work within mainstream schools in Stockport to provide this service. The children are assessed and receive one episode of treatment and then recommendations are to schools/parents to meet any further communication needs. The school are then responsible for these needs. Dysfluency (Stammering/Stuttering) The Dysfluency service aims to provide a comprehensive and effective service to preschool and school aged clients with
(Form 1) 2015 Graduate School of Engineering, The University of Tokyo Doctoral Student Special Incentives Program SEUT Type A and B Application Forms (for April 2015) 1. Applicant Information Information Name in Full Please check the application type (☑) A □ B Current Department Department of Student ID Number 37 - (if not yet enrolled, enter student code) Date of Admission to Doctoral (year/month) Grade Nationality (Scheduled for April 2014) Contact Information Telephone (Laboratory) E-MAIL Current Academic Advisor Faculty Name Title April 2014 Prospective Academic Advisor enter if current advisor and expected advisor are Faculty Department Name Title (2)Research Topic (3) Current status regarding receipt of scholarships (Monthly amounts as of 2014) Research Fellow: The Japan Society for the Promotion of Science: Monthly amount \ Student Services Organization Scholarship: Monthly amount \ Foreign Students Scholarship: Monthly amount \ Foreign Government the name of the Monthly amount \ Supplementary waivers not including the University of the □None RA: Monthly amount \ TA: Monthly amount \ Scholarship: (enter the name of the Monthly amount \ Supplementary tuition: the □None Project the name of the Monthly amount \ As a technical assistant or clerical assistant, school of Engineering Employment Monthly amount \ Personnel Number of research to date Describe research to date clearly in the below area using graphs, charts, and text. Modifications or additions to the format are not allowed. Please describe important and appropriate literature related to your research studies and background, problems, resolutions, the purpose of your research,
Teacher: Meherg Week of: August 10-12 Subject: ESL Period: 6 OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS To get to know the students. For the students to understand their class schedule and the layout of the school. Introduction/ Classroom procedures. Get to know you game for ESL. schedules and mark maps. Tour the school. Work on school vocabulary and phrase flash cards. ELMO, Powerpoint, Smartboard, and Powerpoint Classroom Assignments School maps and schedules Study classroom vocabulary and phrase cards. Oral Conversation English language learners communicate for Social and Instructional purposes within the school setting For students to understand other classroom assignments. For students to understand and demonstrate introduction skills. Work on individual homework/classwork. (10-20 minutes if needed) Fill out an All About Me Worksheet. Interview other students for introduction purposes. Introduce each ELMO, Powerpoint, Smartboard, and Powerpoint Classroom Assignments AAM worksheet Study classroom vocabulary and phrase cards. Oral Response Presentation of Introduction English language learners communicate for Social and Instructional purposes within the school setting F R I For students to understand other classroom assignments. For students to demonstrate conversation skills. Work on individual homework/classwork. (10-20 minutes if needed) Practice English Conversation skills (Roundtable question and answer game) ELMO, Powerpoint, Smartboard, and Powerpoint Classroom assignments Study classroom vocabulary and phrase cards. Oral Response English language learners communicate for Social and Instructional purposes within the school setting
Fundraising Portfolio: Students will be to choose an NGO that they will use to develop the following portfolio: Foundation funding research report Foundation letter proposal Donor appeal letter Each element of the fundraising portfolio should be 2-4 pages long, as appropriate. Assignment instructions are on LATTE and additional details will be provided in advance of each portfolio assignment. Final Project: The final project will include both a 12-15 page final report and a 10-15 minute professional presentation to the class. Students will work in groups of two to four (depending on class size) and will choose a non-profit (it must be different from that used for the portfolio) and prepare one of the following: A private foundation proposal An annual fundraising plan A corporate sponsorship proposal A research paper on a relevant topic in philanthropy A fundraising-related project of the student’s choosing (w/instructor’s permission). ** Additional details about each final project type can be found on LATTE. Your grade will be calculated as follows The grade for the course will be determined by: Class participation: 25% Case analysis: 10% Fundraising portfolio 40% project and Policy for late papers or missed Arrangements for make up papers must be made before the paper is due. Readings: The Worldwide Fundraiser’s Handbook, 3rd Edition, Michael Norton, Published by Directory of Social Change, London, UK 2009 (Purchase directly from Amazon.com website)
Jaime Staples King University of California, Hastings College of the Law 200 McAllister Street, San Francisco, California 94102 415-581-8834 (w), 415-613-0415 (c) kingja@uchastings.edu Education: Harvard University, Cambridge, Massachusetts 2008 PhD in Health Policy, Concentration in Ethics Dissertation: The Regulation of Individual Medical Decision-Making. Research focuses on issues at the intersection of law, medicine, ethics and policy including the regulation of reproductive genetics, mental health courts, and the legal and medical implications of shared medical decision-making between patients and physicians. Emory University School of Law, Atlanta, Georgia 2001 Juris Doctor, With Honors Order of the Coif Articles Editor, Emory Law Journal Dartmouth College, Hanover, New Hampshire 1998 Bachelor of Arts in Psychology, cum laude Faculty Appointments and Academic Positions: University of California, Hastings College of the Law, San Francisco, California 2008-present Professor of Law 2013-present Director, Law and Health Sciences Concentration 2017-present Co-Director, Law and Health Sciences Concentration 2013-2016 Executive Committee Member 2013-2014, 2015-2016 Associate Professor of Law 2008-2013 Courses: The U.S. Healthcare System & the Law, Torts, Law and Health Sciences Concentration Seminar UCSF/UC Hastings Consortium on Law, Science and Health Policy Associate Dean & Faculty Director for UC Hastings 2015-present Associate Director for UC Hastings 2009-2015 UCSF/UC Hastings Health Policy and Law Master’s Program 2014-present Co-Director and Co-Founder Inaugural Class Fall 2016 Stanford Law School, Palo Alto, California Teaching Fellow, Law, Science and Technology LLM Program 2007-2008 Post-Doctoral Fellow, Center for Law and the Biosciences 2006-2008 Awards: UC Hastings Foundation Faculty Award for Outstanding Scholarship 2015 Websites: The Source on Healthcare Price and Competition Co-Founder and Executive Editor 2013-present is a multi-disciplinary, web-based resource for information and analysis about healthcare price and competition. Health Reform Tracker
7. Use conservation of energy to determine how far the center of the train could go up the vertical section of the track if it didn’t lose any energy to friction. (Use the velocity of the train from #3.) 8. The train is 13 meters long. According to your energy conservation calculation for the height of the center of the train, determine how high the bottom of the train would reach. 9. Using the results of your calculations from question 5, determine how much higher point F is than point A. 10. How does the height the bottom of the train reaches (as predicted by energy conservation) compare to the height you calculated in question 9? Since the ride does lose energy due to friction, how is the ride able to reach the height you measured? Determine the maximum height you reached above the starting height using your altitude graph. b. Find the maximum height the bottom of the train reached by taking into account where you sat in the 13-meter long train. (No modification needed if you were sitting in the last car. If you were sitting in the front car, you would subtract 13 meters.) c. How does the height for the bottom of the train calculated from the altimeter data compare to the height calculated from the triangulated heights in question 9? QUANTITATIVE QUESTIONS (continued) A mystery to solve: Given the unique geometry of Mr. Freeze, the altitude graphs should be quite symmetrical. However, our data more typically looks like the graph below:
Jensen, M. and Mecking, W.(1976). Theory of the Firm: Managerial Behavior, Agency Costs and Ownership Structure. Journal of Financial Economics 3.pp. 305-360. Jenes, M. C. (1986). Agency Costs of Fre Cash Flow, Corporate Finance and Takeovers. American Economic Review 26(May).pp.323. Modigliani, F. and Miller , M.(1958). The Cost of Capital , Corporation Finance, and the Theory of Investment. American Economic Review 48.pp. 261-297. Myers, S. C,(1993). Still Searching for Optimal Capital structure. Journal of Applied Corporate Finance 6(Spring).pp.4-14 S. C,(1984). The Capital Structure Puzzle . Journal of Finance 34(3).pp.575-592. Myers, S, C. and Majluf, N. S. (1984). Corporate Financing and Investment Decision When Firms Have Information Thst Investors Do Not Have. Journal pf Financial Economics 13. Pp. 187-221. R. G. Rajan and L. Zingales. (1995). What Do We Know about Capital Structure? Some Evidence from International Data. Journal of Finance 50(5) pp. 1421-1460. Ross, S. A. Westerfield, R W. and J. F. (2002). Corporate Finance. Sixth International Edition. McGraw-Hill. Sunder, l. S. and Myers, S. C. (1999). Testing Static Trade-off against Pecking Order Models of Capital Structure. Journal of Financial Economics 51 .pp .219-244. 8/27/2012
People wanted it to work – didn’t want more war. Clear, logical set of sanctions. Major powers did join in future (Germany and USSR) Minor successes in 1920s Weaknesses Membership – No USA – missing the world’s strongest nation so no economic or military might. Part of Treaty of Versailles – many automatically resented it e.g. Germans. Relied too much on Britain and France – Only major powers, considerably weakened and poorer after WW1. Self-interest – Depression, countries poor and more interested in regaining wealth than international peace. Economic Sanctions hard to enforce – affect countries’ wealth to stop trading, not keen on it. No army of its own – Britain and France too poor to give military help, only USA could help but wasn’t a member. Structure – decisions had to be unanimous, made it hard for anything to be decided. Couldn’t deal with strong countries – e.g. Italy and Japan. Successes Greece and Bulgaria (1925) – border skirmish, Greek soldier killed. Greece invades Bulgaria who asks league for help. Greece told to pull out and fined £45,000. Both countries accept this.
Agricultural Adjustment Administration (AAA) AAA replaced by Soil Conservation Act in 1935 after Supreme Court said it was unconstitutional as it took away a state’s right to run its own affairs. Rural poverty, unemployment and low crop prices. Paid to produce less killed animals (which fed poor) and dug up crops so there wouldn’t be Income doubled 1933 to 1939 but the poorest farmers didn’t gain as much e.g. labourers, sharecroppers and tenants. Nothing done to help Okies and Arkies going west (dustbowl). National Industrial Recovery Act (NIRA) NRA later replaced by National Relations Act in 1935 after Supreme Court said it was unconstitutional as it took away a state’s right to run its own affairs. General economic condition. NRA set standards such as and child labour. Gave businesses govt approval eagle crests and the government encouraged people to buy from them. This created jobs and over 2 million employers joined. Hoped to develop better consumer/demand base by raising prices and wages. Tennessee Valley Authority (TVA) Tennessee Valley went through 6 states – too big for 1 state to deal with. and flooding of the river ruined livelihood of many farmers in this area. Projects like dams, irrigation, water transport and hydro electric power created thousands of jobs. Farmers given loans and trained in soil conservation. As a result the area was relatively prosperous by 1940. Home Owners Loan Corporation (HOLC) Many people going bankrupt Loaned money to homeowners to stop them going into foreclosure. Other things Fireside chats – explained what he was doing in a simple way for the American people. No letter he was sent went unanswered. Ended prohibition. Cut the pay of government employees by 15% (made it worse).
NAME POSITION INTERESTS DECLARED Lucy Weston Associate Director Non-Executive Director – Soha Housing. Related to Soha Housing, also Director of SIB Property Ltd (subsidiary of Soha). Governor – Oxford Brookes University Member of Friends of Larkrise PTA Self-employed - Lucy Weston Consulting Date: 09 November 2017
Jung C.G. Modern Men in search of a soul (1933) W.S. Dell and C.F.Bayxss, trans. New York: Harvest book. Mohl. P.C. & M.F, Psychodynamic Schools. In: Benjamine J. Sadock, M.D and Virgini A. Sadock; M.D.: comprehensive Textbook of Psychictry. (2000). Seventh Edition. Lippinc of William: & Wilkins. Philadelphia. Weinschenk, Ph.D., Susan M, 100 things Every Designer needs to know About People. (2011). America: New riders. The collected works of C.G Jung (Vol.). Two essay in analytical Psychology Princeton. (1953). Princeton university press. 11/12/2013
subject is informed that he or she will be unaware of or misled regarding the nature or purposes of the research. Does the research involve deception? Yes No If so, will subjects prospectively to be unaware of or misled regarding the nature of the research? Yes No If yes to b), but no to c), the research will not qualify under this category. Please complete the IRB Protocol Form for expedited review. Does the research involve minors? Yes No If the research will involve minors, the research does not qualify under this category. Use the IRB Protocol Form. Exemption Category 4: Secondary research for which consent is not required: Secondary research uses of identifiable private information or identifiable biospecimens. Please use the IRB Application for Exemption: Secondary Research for which consent is not required. Exemption Category 5: Research and demonstration projects that are conducted or supported by a Federal department or agency, or otherwise subject to the approval of department or agency heads (or the approval of the heads of bureaus or other subordinate agencies that have been delegated authority to conduct the research and demonstration projects), and that are designed to study, evaluate, improve, or otherwise examine public benefit or service programs, including procedures for obtaining benefits or services under those programs, possible changes in or alternatives to those programs or procedures, or possible changes in methods or levels of payment for benefits or services under those programs. Such projects include, but are not limited to, internal studies by Federal employees, and studies under contracts or consulting arrangements, cooperative agreements, or grants. Exempt projects also include waivers of otherwise mandatory requirements using authorities such as sections 1115 and 1115A of the Social Security Act, as amended. NOTE: Exemption under Category 5 is only permitted upon Federal Agency approval AND after being published on a federal website. Exemption Category 6: Taste and food quality evaluation and consumer acceptance studies: (i) If wholesome foods without additives are consumed, or (ii) If a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or agricultural chemical or environmental contaminant at or below the level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture.
2 Lighting a Bunsen burner Practical: To light a Bunsen burner and produce a yellow and blue flame. Practical 1,2 page 14 Pearsons: The Bunsen burner. Recording observations. Measuring Measuring time, length, volume, mass and temperature. Measuring in science booklet Pearson activity book 1.7 Practice reading a meniscus, using a timer and thermometer Study Skills: Brain storm different units of measurements Making observations How to make observations The difference between qualitative and quantitative data Making observations in science experiment (light magnesium, measuring temperature of cooling water, potassium iodide and lead nitrate) Education Perfect Measurements, graphing, qualitative and quantitative data. 3 Fair testing and variables Asking questions in science Identify and know the difference between an independent, dependent and control variable Know how to write a hypothesis Know how to ensure a fair test Simpsons variables review Variables and hypotheses worksheet Recording data in tables and drawing graphs Know how to draw a labelled table and line graph Know how to draw a line of best fit. Graphing worksheet Graphing Mouses mini test. 4 Interpreting graphs and writing methods and conclusions Know how to write a conclusion Know how to write a method. Know how to interpret line graphs and predict results. Interpreting graphs worksheet Graphing goals booklet Education Perfect: Scientific Method
Week Topic Learning Outcomes Activities and resources Assessments Curriculum link 1 Balanced and Unbalanced forces A force is a push, pull or twist Forces have magnitude and direction Newton’s first law: An object will continue in a constant state of motion unless an unbalanced force acts upon it. Forces can be represented by arrows Predict the movement of objects with multiple forces acting on them Forces can be contact and non-contact Forces booklet Pearson Activity book 7.1 Forces worksheet Clickview video Push and Pull force Unit Review Pearson page 251 Questions 1-7, 10-11, 13-14. BBC Bitesize quiz: 1.1.1.1, 1.1.1.2 2 Collisions Use Newtons first law to explain the physics of car crashes Crash Test Dummies Experiment page 254 Pearson Watch the start of this video 1.1.1.1, 1.1.1.2 Car safety Understand how car safety features prevent injury Pearson Activity Book 7.2 Clickview video: The Physics of Car Crashes 1.1.1.1, 1.1.1.2 Plan egg drop Design a container which could hold an egg and prevent it from breaking after a drop from a balcony Unit review Pearson page 251 questions 8,9,12,15 3.2.1 3 Egg drop Build and carry out egg drop Friction What is friction and what causes it? What factors affect friction Predict which direction friction is acting in in various situations Reducing friction Pearson Unit review 7.2 BBC Bitesize quiz Measuring friction practical Activity book 7.3 Measuring Friction 1.1.1.1, 1.1.1.2 4 Gravity Gravity pulls objects towards the centre of the earth Objects fall towards the centre of the earth at the same speed Gravity and falling worksheet Carry out a parachute experiment 2016 Parachute Investigation sheet 1.1.1.1, 1.1.1.2, 1.1.1.4, 1.1.1.5 Air resistance Understand what causes air resistance and why it is a type of friction Explain what is meant by terminal velocity 1.1.1.1, 1.1.1.2,
Resources used are reliable /2 No reliable sources used or references not embedded Two unacceptable sources used and/or reference format is incorrect One unacceptable source used and/or reference format is incorrect all resources used were reliable Application – Your Opinion Post and Response to a Peer’s Post Explain opinion providing details /2 Explanation of opinion provided limited details Explanation of opinion provided some details Explanation of opinion provided considerable details Explanation of opinion provided thorough details Opinion employed judgement /3 Little or no judgement was used when forming opinion Limited judgement was used when forming opinion Good amount of judgement was used when forming opinion Excellent judgement was used when forming opinion Opinion is and concise /2 Opinion is not very clear and concise Opinion is somewhat clear and concise Opinion is very clear and concise Opinion is extremely clear and concise Response is thorough and sound judgement was used /4 Response is limited with no judgment used Response is limited with little use of judgment Response is limited though sound judgment was used Response is thorough and judgment was used in support Mark Summary: Communication: /11 Application: /11 Comments:
COURSE TEXTBOOK LIST INFORMATION FACULTY INSTRUCTIONS STUDENT INSTRUCTIONS (Both Campuses) For each semester taught, faculty should complete and submit a new form for course and return to Joshua Farrell in the Academic Life office. The due dates are September 1 for the following Spring and Summer, and February 1 for the following Fall and Winter. If books are needed in the bookstore at an earlier date than normal, please give exact date in the “Special Instructions” section. Due to limited space, Cokesbury may only have books on hand for the current and upcoming semesters. Desk copies for Teaching Assistants must be requested on this form. It is up to the publishers’ discretion whether or not to provide desk copies for teaching assistants. Students may acquire textbooks by shopping at their campus Cokesbury store (in person, by email, or by fax), or by ordering online at the and having books shipped to them. Regardless of shopping/ordering method, students may be eligible for a clergy discount by ordering through Cokesbury! Abingdon Press textbook titles are 35% off in the store. Textbook lists will be available online at COURSE INSTRUCTOR(S) Lee Webb COURSE NUMBER & SECTION MIN 231 AOV COURSE NAME Information Literacy in Theological Education COURSE SEMESTER &YEAR FALL 2018 DATE OF SUBMISSION 8/2/2018 REQUIRED TEXTBOOKS LIST BOOK and EDITION (include subtitle if applicable) AUTHOR(S) No. of to be read and DATE ISBN (without dashes) LIST PRICE (estimate) DESK 1 Quality Research Papers: For Students of Religion and Theology, 3rd ed. Jean Vyhmeister and Terry Dwain Robertson 300 Zondervan; 2014 9780310514022 $19.99 3 $ 8 $ TOTAL Number of Pages to Be Read 300 RECOMMENDED TEXTBOOKS LIST BOOK TITLE and EDITION (include subtitle if applicable) AUTHOR(S) No. of to be read and DATE 13-Digit ISBN (without dashes) LIST PRICE (estimate) DESK 1 Writing Theology Well: A Rhetoric for Theological and Biblical Writers, any ed. Lucretia Yaghjian 73 Bloomsbury, 2006 or 2015 978-0826418852 978-0567499172* $29.95 2 From Topic to Thesis: A Guide to Theological Research Michael Kibbe IVP, 2016 978-0830851317 $12.00 3 Number of Pages to Be Read 73 Special Instructions from Faculty to Cokesbury Bookstore:
Permian Basin Youth Football League 2018 Football Rulebook of Contents Chapter 1 – Pre-Game Page(s) Part 1.1a – Volunteer Code…………………... 4-5 Part 1.1b – Player Dress Code………………………. 5-6
Part 1.1c – Breast Cancer Awareness Dress Code….. 7 Part 1.2 – Pre-Game Preparation……………………. 9 Part 1.3 – Pre-Game / Late Player Verification……... 11-12 Chapter 2 – Game Time Rules Part 2.1 – Game Time……………………………….. 14-17 Part 2.2 – Conduct…………………………………… 19 Chapter 3 – Tackle Football Rules …………………….. 21-26 Chapter 4 – Flag Football Rules ……………………….. 28-36 Chapter 1
Chapter 4 – Flag Football Rules All rules used will be following the 2016 edition TEXAS UIL RULEBOOK **Any rule within the Tackle portion of this rulebook will take precedence to the UIL RULEBOOK ** Article 1. Quarters Flag – Will have 4 – 10 minute quarters. (Regulation Play) In between quarters & halftime. 1 minute will be given between quarters. 10 minutes will be given between the 1st and 2nd half. Article 2. Play Clock / Game Clock Play Flag will have a 45 second play clock. Game Clock stops / starts To complete a penalty Inadverted whistle At referee’s discretion Game Clock starts/stops on the ball Timeout be either team Change of possession End of a period Last 2 minutes of a half – Incomplete pass / Out of bounds. Game Clock does not run
formation, 2 yards behind center, in order to run through the “A” gaps. A QB under center can run to any other spot. Chapter 4 – Flag Football Rules Center sneaks are not allowed in PBYFL. Center The center can snap the ball one of the following ways: Traditional – through the legs of center. Sideways – Center can hand it off or toss it to the Quarterback. Offensive Formations The offensive team may have no more than 4-players in the backfield or they will be penalized. Pre-snap movement Offensive Audible (change of play) is allowed but all players must become set, before the snap or a player starts their motion sequence (motion sequence – must be run parallel to the line of scrimmage.) Ball Carrier The ball carrier is not allowed to stiff-arm to any part of the defender’s body, if it is done it will be penalized with Flag Guarding – 10 yards from Line of Scrimmage. The ball carrier cannot use arms or hands to protect their flags from being pulled. If it is done it will be penalized with Flag Guarding – 10 yards from Line of Scrimmage. The ball carrier is not allowed to spin or hurdle in order to prevent a defender from pulling their flags. If it is done it will be penalized with Flag Guarding – 10 yards from Line of Scrimmage. The ball carrier is not allowed to dive for a first down, touchdown, or any other reason.