zilongwang/ReadingBank huggingface dataset:
Focus 1: Dealing with Pain.The development of Anaesthetics Activity 1: Gaining an insight-videoclip Watch the first 30mins of Scream-The History of Anaesthetics, or The History of Surgery episode 5, Parts 4 and 5 .Record key developments and keep a note of the factors which contributed to each development. Include information on attitudes to the developments. Activity 2: Developments in Anaesthetics Describe, explain and analyse each development in the path to dealing with the problem of pain. Complete the following using DC SHP Medicine p117-119 and/ or WB SHP Medicine p110-111 Anaesthetic Description Explain and analyse the effectiveness Laughing Gas 1799 Humphrey Davy 1844 Horace +ve -ve Ether 1846 William Morton 1846 Robert Liston +ve -ve Chloroform 1847 James Simpson +ve -ve Activity 3: Opposition to Anaesthetics Describe the medical and religious arguments against the introduction of anaesthetics, using DC SHP Medicine p117-118 and/or WB SHP Medicine p111 Opposition to Anaesthetics Explanations for opposition Medical Arguments 1 2 3 Religious Arguments 1
The Midland Neurosciences Teaching and Research Fund Registered Charity No 313446 Hon. Secretary – J. R. ult. midlandneurosciencefund@virginmedia.com GRANT APPLICATIONS The Midland Neuroscience Teaching and Research Fund is a charitable trust, originally established at the Midland Centre for Neurosurgery and Neurology in Smethwick, but now based at the Queen Elizabeth Neurosciences Centre. Its aims are to promote teaching and research in the clinical neurological sciences, at a local level, i.e. in the West Midlands region. It is aimed at projects where the potential benefits lie in the areas of diagnosis and treatment, or those that have possibilities for basic research in rather more speculative but nevertheless related fields. The Fund offers grants of the order of £5,000 - £10,000, to support small educational or research projects, normally conducted by or for the benefit of trainee neurologists and neurosurgeons. The Grants are not given for salaries, travelling expenses or the purchase of computers, but will normally support the purchase of items of special equipment, not routinely available in clinical departments. Such equipment may enable a research worker to conduct or complete a laboratory project or carry out some piece of clinical research. Any equipment purchased will remain the property of the Fund after the research is completed. Applicants should send details of their proposed project to Mr Richard Ault, Secretary to the Trustees, at the above address. These will then be assessed by medical referees. It is expected that the Trustees will be provided with progress reports (in non-technical language) at approximately six-monthly intervals and certainly a final report when any project is concluded. The Fund must be acknowledged in any publications arising out of the work funded. Anyone wanting to have an initial informal discussion about a project that might be suitable for support from the Fund should contact Mr G. Flint via the contact us page. APPLICATION GUIDELINES
TENDER: Appointment of a Short Term Insurance Broker for a Period of Three (3) Years. Tender Number: 2016/02/CSP Name of Bidder B-BBEE Scored Price Points Score Total Points Scored AON South Africa (Pty) Ltd 3 R 702,124.00 90 98
Westfield Theatre Boosters Meeting Minutes April 8, 2015 Call To Order: Meeting was called to order at 7:09 p.m., by Patti Mehegan. Minutes of the March 11, 2015 Booster meeting were approved – 1st, Linda Tobin. 2nd, Lori Damers. President’s Report – Patti Mehegan Board Elections - are coming up in May for the next school year’s Booster Board. See Becky Hawryluk or Tina Dempsey if you are interested in running. Signup Genius – we have a number of volunteer opportunities coming up so please watch for the Signup Genius emails and consider signing up to volunteer. Facebook – it appears that more kids than parents are seeing the messages regarding theatre activity and volunteer opportunities. Discussed ways to increase communications to parents and Booster members. Build Day – We need everybody to pitch in! Please signup to send in food to help feed all of our volunteer and student workers. Cast Party – the Pajama Game cast party will be hosted by the family of Tatyana German. Thank you, German family! Tickets – tickets for Pajama Game are now online for sale. Summer Stage workshop is coming up: Tues, May 12, 6:30 – 8:00 p.m. (sign in begins at 6:15) Sat, May 16, auditions. This year, auditions will be broken age groups. Young Actors’ Workshop (YAW) – is now open for registration. For rising grades 2 – 7. Director’s Report (Susie Pike): New Microphones – The Theatre Dept. now has 6 brand new Countryman stage microphones. This was funded by the Boosters. Susie would like to acquire an additional 1or 2 new microphones every year, if possible. Lighting Update – The stage/auditorium has received $20,000 worth of new lighting. There is also a new light board in the theatre and in the Black Box. Treasurer’s Report (Melissa Tucker):
SECTION 4 – Declaration I apply for the application as described above. I confirm that the information given in support of this application is correct at the time of submission. Signature Job Name in BLOCK LETTERS Date If any information provided in this application is later found to be false or incorrect, the Secretary of State may suspend or revoke the authorisation.
Opinion Writing Rubric Name 4 3 2 1 Statement of Opinion is clearly stated, focused, and strongly maintained throughout. Opinion is clear and for the most part maintained. Some loosely related material may be present. Opinion may be clear, but not maintained throughout. Opinion may be unclear and unfocused. Opinion offers little or no focus. Opinion may be confusing or ambiguous. Organization Consistent and effective use of a variety of transition words. Logical progression of ideas from beginning to end. Effective introduction and conclusion for audience and purpose. Adequate use of transitional with some variety. Adequate progression of ideas from beginning to end. Some ideas may be loosely connected. Adequate introduction and conclusion. Inconsistent use of transitional with little variety. Uneven progression of ideas from beginning to end. Conclusion and introduction, if present, are weak. The response has little or no discernible Organizational structure. Few or no transitional strategies are evident. Frequent extraneous ideas may intrude. Evidence The response provides thorough and convincing evidence for the writer’s opinion that includes at least 3 relevant reasons that support their opinion. The response provides adequate evidence for the writer’s opinion that includes 2 relevant reasons that support their judgment. The response provides uneven, cursory evidence for the writer’s opinion that includes 1 relevant reason that support their judgment. The response provides minimal evidence for the writer’s opinion or reasons are irrelevant. Language Expresses ideas clearly and effectively, using precise language. Vocabulary is clearly appropriate for audience and purpose. Adequately expresses ideas, employing a mix of precise with more general language. Vocabulary is generally appropriate for audience and purpose. Expresses ideas unevenly, using simplistic language. Vocabulary may at times be inappropriate for audience and purpose. Expression of is vague, lacks clarity, or is confusing. Vocabulary may have little sense of audience and purpose. Conventions The piece contains few, if any, errors in usage and sentence formation. Effective and consistent use of punctuation, capitalization, and spelling. The may contain some errors in usage and sentence formation. Adequate use of punctuation, capitalization, and spelling. The contains frequent errors in usage that may obscure meaning. Inconsistent use of punctuation, capitalization, and spelling. The piece demonstrates a lack of command of conventions. Errors are frequent and severe and meaning is often obscured. *adapted from S-BAC opinion writing rubric
Synthesis Articulation VOCABULARY FOR CONVERSING WITH THE SOURCES Conduct "conversations" with the sources by summarizing what "they say" and responding as if you were sitting across a table from the author discussing the issue. 1. Begin with summary of the source's position. Choose an appropriate verb to characterize the force of the author's argument. claims attacks asserts observes lambasts rationalizes ridicules validates heightens laments confronts justifies advocates specifies defends down plays attempts to persuade ponders proposes repudiates believes expresses demonstrates presumes alleges argues comments promotes emphasizes cites 2. Add your personal response to the source. Choose an appropriate verb to characterize the force of your argument. acknowledge question support deny contend affirm believe suggest counter admit agree disagree challenge dispute contest concede sympathize maintain concur PURPOSE VERBS: accentuates admonishes advises advocates applauds argues assumes attacks berates celebrates challenges characterizes chronicles claims concedes condemns condones confirms confronts contends contests contrasts corroborates counsels denies denounces displays disputes downplays dramatizes emphasizes endorses envisions evokes exhorts extols highlights hints illustrates illuminates insists justifies lambasts laments lampoons lists minimizes muses observes opposes outlines ponders postulates praises proposes recommends questions reflects refutes regrets rejects ridicules satirizes specifies speculates suggests supports sympathizes understands upholds urges warns validates
Check Mark Section Assignments 1.1 no GC Page 7 #3 cd,4ac,5b,6,7b, 8a,9b,11,12 MC all 1.2 no GC Page 20# 4 ,5,7,8,9b,10 explain your answer clearly 11a,12,13 MC all 1.3 GC group exercise Page 32 Complete ABCD then do page 34 #1,2 Checkpoint 1.1-1.2 Page 28 1.4 No GC required for sketching graphs but you can use one for table of values – but you will not use a GC during quiz Page 46 #3,4 justify your answer, 5,6a, 7a,8 10,11a,13 MC all 1.5 you can use a GC Page 61 all Review & Study Guide Read Pg 70 – study guide and skills summary
Name: If different to 2.1.1 above, Company name: attach letter of authorisation (Annex 3.4) Address: Country: Telephone: Telefax: Email: 2.1.3 Container, closure and administration device(s), including description of material from which it is constructed. (use current list of standard terms – European Pharmacopoeia) 2.1.4 Qualified person in the EEA for Pharmacovigilance Name: Company name: Address: Country: 24 hr telephone: Telefax: Attach C.V. of qualified person (Annex 3.5). See also Annex – point 3.14 2.2 Manufacturers Note: ALL manufacturing and control sites mentioned throughout the whole dossier MUST be consistent regarding their names, detailed addresses and activities. 2.2.1 Authorised manufacturer(s) (or importer) responsible for batch release in the EEA in accordance with Article 55 and Article 53 of Directive 2001/82/EC (as shown in the package leaflet and where applicable in the labelling or Annex II of the Commission Decision): Company Name: Address: Country: Telephone: Telefax: Email: Manufacturing Authorisation number: Attach copy of manufacturing authorisation(s) 3.6) For Vaccines :
Name Writing Assignment_ Research Report Title 1 2 3 4 5 6 7 8 9 10 points Report Qualities Limited: -Introduction >the is not clear -Body > Poorly Developes main idea >Supporting details do not flow -Conclusion >ending is not Satisfactory: -Introduction >Attempts to pull the reader into the text -Body > Development of main idea >Supporting details flow w/out sounding regurgitated - attempts the use of transitions to connect ideas -Conclusion >supports the text and a sense of completion Enhanced: -Introduction >introduce topic in a way that pulls the reader into the text -Body sentence is clear >Supporting details naturally –uses transitions to connect idea -Conclusion >strongly supports the topic /text and gives a sense of completion 1 2 3 4 5 6 7 8 9 10 points Use Of research and notes to inform writing little or no use of collected information. Information sounds “made-up” Attempts use of research to inform their writing. Shows adequate use of research to inform their writing. Almost independent Uses research, notes, and many resources to inform their writing. 1 2 3 4 5 6 7 8 9 10 Total Conventions/ Mechanics/ Spelling Frequent errors in: -Capitalizing proper names, beginning sentences, & titles -Punctuating sentences: end (.,?,!), commas in a series, and use of commas in a compound sentence. -Spelling: common third grade spelling patterns Moderate errors in: -Capitalizing proper beginning sentences, & titles -Punctuating sentences: end (.,?,!), commas in a series, and use of commas in a compound sentence. -Uses apostrophes some of the time appropriately to show possessives. -Spelling: common third grade spelling patterns . Attempts to spell & use challenging words because they sound appropriate. Minor or no errors in: -Capitalizing proper names, beginning sentences, & titles -Punctuating sentences: end (.,?,!), commas in a series, commas in address, and use of commas in a compound sentence. -apostrophes are used most of the time to show possessives. Titles: -important are capitalized & italicized. -Spelling: common third grade spelling patterns. Uses challenging spelling words appropriately. Doesn’t dismiss vocabulary because it’s difficult to spell.
Microbiology Guide Vocabulary: Viruses: Antibody Lytic cycle Antigen Nucleic acid core DNA Protein capsid Host cell RNA Lysogenic cycle Viral specificity Patient zero WHO White blood cell CDC Incubation time Bacteria: Aerobic respiration Antibiotic Classification Conjugation Disinfectant Ecological role Fermentation Motility Mutation Photosynthesis Prokaryote Resistance Can You…? Viruses: identify the criteria for classifying organisms as living (i.e. 8 characteristics of life)  describe the basic structure of a virus, including the antigens, the protein capsid, and the nucleic acid core (DNA or RNA)  identify the role of the host cell in viral reproduction compare the lytic and lysogenic cycles define and give examples of viral specificity – explain using antigens and the idea only getting sick with a specific virus once  describe the body’s basic lines of defense against a viral attack, including - reverse phagocytosis - interferon - blood cells and their antibodies Bacteria:  draw a prokaryotic cell and all the structures  describe: – classification of bacteria – form and arrangement – movement – ecological role (pros and cons)
– nutrition (Energy, Carbon source and O2) – reproduction (binary fission, transformation, conjugation and transduction) – a few diseases caused by bacteria  describe sterile technique: – i.e. agar plates, bacteria collection techniques, staining etc  explain how bacteria become resistant to antibiotics Kingdom Plantae Study Guide Vocabulary: Adaptation Alternation of generations Angiosperm Antheridium/antheridia Archegonium/archegonia Bryophyta Carpel Chlorophyta Colonial Cotelydons Cuticle Dicots Enclosed seeds Fern Fertilization Fiddlehead Flowers Frond Gametophyte Gymnosperm Heterokontophyta Hyphae Leaves Monocots Moss Multicellular Petal Phloem Pollen Pollination Prothallus Pteridophyta Rhiziods Rhodophyta Roots Seeds Sepal Shoots Sporangium/sporangia Spores Sporophyte Sorus/sori Stamen Stigma Stomata Style Unicellular Vascular tissue Xylem Can You…? 1. State the phylum of brown, red and green algae and give an example of each? 2. Use examples of unicellular, colonial, and multicellular algae to illustrate their increasing complexity? 3. Describe bryophyte and pteridophyte characteristics? 4. Describe alternation of generations in bryophytes and pteridophytes? 5. Describe features of bryophytes and pteridophytes that have enabled them to to life on land? 6. Describe gymnosperm and angiosperm characteristics? 7. Explain how gymnosperms are adapted for survival on land using: alternation of generations, roots, stems, leaves, seeds, pollen, vascular tissue 8. Differentiate between monocots and dicots? 9. Describe how angiosperms are adapted for survival on land using:
ASC 3.30pm - 5.29pm 3-11 years English ASC 3.20pm -5.20pm 3-11 years English ASC 3.15pm -5.15pm 3-11 years English ASC 3.20pm -5.30pm 3-11 years English Playgroup 9.30am - 11.25am 2- 3 years English Playgroup 9.15am - 11.15am 2-3 years English Creche English ASC/Holiday Club 3.30pm - 5.00pm 3-12 years English ASC 3.15pm - 5.15pm 3-11 years English ASC 3.30pm - 5.30pm 3-11 years English ASC 315pm - 5.15pm 3-11 years English ASC 3.15pm - 5.15pm 3-11 years English Registered Provision – School Holidays Childcare Type Places as per registration Term Time Maximum Capacity of childcare places available daily Number of Children using service Number of Vacancies Number of children on Waiting List Number of childcare places required Childminder 343 266 911 41 0 911 Day Care Full Day Nursery 1168 790 2276 172 0 2276
Goal Progress To what do you attribute your overall success or lack thereof? (This answer can be in narrative or bullet; 100 words maximum) In the table below, identify one goal from your 2015-16 plans that intersects SSSP, Student Equity, and BSI and describe the integration activities. (Note: For the 2017-19 plan, integrated goals are required.) Goal Activities in each program that serve the goal listed SSSP Student Equity BSI Example: Increase completion and persistence through the English Developmental Sequence Provide extended orientation and assessment prep courses/workshops Provide extended orientation and assessment prep courses/workshops Redesign the dev. ed. sequence Pilot prep courses through the first year programs or bridge programs Redesign the dev. ed. Sequence Describe one strategy or activity that your college has implemented that is resulting in significant gains in student completion or closing of achievement gaps. The Chancellor’s Office will use this information to assist in dissemination of effective practices to other colleges. FUTURE PLANS Questions 3-8 address the 2017-19 planning cycle. Establish integrated student success goals to be completed/achieved by June 30, 2019, along with corresponding activities designed to achieve those goals. Goals must be using system-wide outcomes metrics. For example:
Chancellor’s Office California Community Colleges District: College: RFA Specification Number: Application Budget Detail Sheet Program Year: Source of Funds: Community Colleges Basic Skills and Student Outcomes Transformation Program_________ Object of Expenditure Classification Budgeted Expenses Total Direct Cost Total Indirect Cost (4 %) Total Funding Cost
Appendix: Application Form SOUTHWEST JIAOTONG UNIVERSITY APPLICATION FORM FOR IMBA PROGRAM Name in passport Chinese name Photo Nationality of birth Date of birth /month /date Passport No. Religion English Proficiency □Native □TOFEL □IELTS □GRE □GMAT Previous education Occupation Current employer mailing address: E-mail: address if different: E-mail: language proficiency: Check the appropriate box to indicate the number of Chinese words you know. □A None □B 1,000-2,000 □C 2,000-3,500 □D 3,500-5,000 □E over 5,000 from high Previous and Current Education & Employer Years Attended(from/to) Fields of Study ______________________ ____________ ____________________ _________________ ______________________ ____________ ____________________ _________________ ______________________ ____________ ____________________ _________________
get it running. British merchants had made a lot of money and provided much of the investment needed to fund the industrial revolution. industry new spinning and weaving machines in even bigger and bigger factories churned out more and more textiles to sell at home and abroad. Development Activity 2. Although Britain had a lot of raw materials such as coal and iron to help the industrial revolution happen, this is not the only explanation of why it happened. It should be noted that many historians argue that there are much deeper underlying factors which explain why the industrial revolution occurred in Britain. Complete the table below which offers a number of different explanations for the causes of the industrial revolution. You will need to select evidence from the text boxes to help support the explanations. Causal factors of the Industrial Revolution Evidence to support this causal factor Reason 1 Britain had plenty of raw materials and designers with new ideas for machines. 1 2 Reason 2 Britain had a growing population. 1 2 Reason 3 made from the slave trade and other overseas enabled British merchants to make a lot of money to invest in Britain. 1 2 Reason 4 The invention of the steam engine in 1782 and its impact. 1 2 Reason 5 The British entrepreneurs and investors. 1 2 Development Activity 3. Look carefully at the five factors. Are any of the factors linked closely together? Explain which factors are linked in a diagram like the one below.
declared war on Russia. Ferdinand was assassinated in Sarajevo by a Bosnian Serb. assassination of Archduke Ferdinand. 30th July: Germany sent a message to Russia ordering it not to help Serbia. 3rd and 4th August: Germany declared war on France and invaded Belgium. Britain ordered Germany to withdraw and when Germany refused, Britain declared war. 29th July: The Russian army got to help Serbia defend itself against the Austrian attack. Target: recall; understanding/analysis of key features/consequences (AO1 and AO2: 9 Level Mark Descriptor 0 No rewardable material 1 1-3 Simple statement(s) offered, showing some relevant knowledge on immediate causes of FWW.
Another Way To Look At It Let’s look at surface area and volume on a larger scale. For purposes of calculation, think of an animal as a simple three-dimensional shape. Suppose a black-tailed prairie dog is represented as a rectangular prism with units 2x1x1 (length x width x height) and an American bison is represented as a rectangular prism with units 24x6x14. Fill out the table below by calculating surface area, volume, and SA/V for the bison and prairie dog. You may have to refer to reference material for the equations for surface area and volume of a rectangular prism, or maybe you just paid attention in geometry class and you remember how to do this. ANIMAL SURFACE AREA VOLUME SA/V Mammals maintain a relatively constant body temperature. This is an energy-intensive task especially in the winter, when animals lose heat to the cold air. Animals lose heat proportional to their surface areas so, while total heat loss (joules) is larger in the bison, the heat loss/gram is much higher in the prairie dog due to the higher SA/V ratio. In other words, the prairie dogs heat up and cool down faster. Use the example above to answer the following questions. 1. Why are mittens warmer than gloves? 2. Why do muffins cook faster than bread, made from the same batter? Optical Illusion
High Related Information: Things to Consider to Help Answer the Question: Electronic devices and storage media can store vast amounts of ePHI. Consider the steps that your practice takes to make sure it knows where electronic devices and storage media are on a day-to-day basis, especially when they are moved internally within your practice area. Possible Threats and Vulnerabilities: You cannot effectively apply the policies designed to protect the confidentiality, integrity, and availability of ePHI if you do not maintain an inventory of what ePHI you maintain and where it resides (e.g., on electronic devices and media). Some potential impacts include: • Natural threats, such as hurricanes, tornadoes, snow, ice, floods, and earthquakes, which can cause damage to your facilities, resulting in loss of ePHI. • Environmental threats, such as power failure and temperature extremes, which can cause damage to your information systems. • Human threats, such as an unauthorized user who can vandalize or compromise the confidentiality, integrity, or availability of ePHI. Unauthorized disclosure, loss, or theft of ePHI can lead to identity theft. Examples of Safeguards: Below are some potential safeguards to use against possible threats/vulnerabilities. NOTE: The safeguards you choose will depend on the degree of risk and the potential harm that the threat/vulnerability poses to you and the individuals who are the subjects of the ePHI. Implement policies and procedures that govern the receipt, internal movement, and removal of hardware and electronic media that contain ePHI. [45 CFR §164.310(d)(1)] Develop and maintain an inventory of your storage media and/or information systems that
• Sketch a graph of the function. The vertex is . Two points to the left of the vertex are ( −5, ) and (−4, ). Two points to the right of the vertex are (−2, ) and (− 1, ). Describe the function’s properties. The maximum is . The zeros are and . Completing the square to change a standard form equation into a vertex form is easy when a =1. But what happens when a ≠ 1? You can complete the square but it gets more complicated. Instead, let’s do a trick. When f(x) = ax2+bx + c, start out by writing the vertex form. Write f(x) = a(x –h)2+k, substituting in the actual value for a from the original equation in standard form. Our h value is going to equal = (this comes from completing the square). Our k value is going to come from plugging h back into the original equation for x and simplifying. Plus in your new values for h and k. Viola! Vertex Form! Let’s try this new way with our last example. f(x) = −2x2 − 12x − 16 a = So, the vertex form is f(x) = a(x –h)2+k, after substituting h = = in the values to our left, we get f(x) = __________________. k = PRACTICE Graph each function by first writing it in vertex form. Then give the maximum or minimum of the function and identify its zeros. 1. f(x) = x2 − 6x + 9 2. f(x) = x2 − 2x − 3
5Se.2: Summarize the motion of an object in terms of position, direction, and speed. 5Se.3: Explain how unbalanced forces affect the rate and direction of motion in objects. 5Se.4: Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication). 5Se.5: Use a graph to illustrate the motion of an object. 5Se.6: Explain how a change of force or a change in mass affects the motion of an object.
- The occurs during university protest in South Carolina. - On a primetime television special, touches's arm during a duet., the show's sponsor, had insisted the moment be deleted, but Clark stood firm, destroyed all other takes of the song, and delivered the completed program to with the touch intact. - Dr. is shot and killed in by. - is signed. The is Title VIII of this Civil Rights Act - it bans discrimination in the sale, rental, and financing of housing. October - and their fists to symbolize black power and unity after winning the gold and bronze medals, respectively, at the. - First kiss on American television, between and on (II) Key features and conceptual understanding: Depth studies illustrating the nature of What do we need to focus on? Students should have knowledge and understanding The roots of the black power movement. The divisions which developed in the civil rights movement in the 1960’s The consequences of the divisions. The impact of the Vietnam War on the civil rights movement. The extent to which equality had been achieved by 1968 Activity 3 - The roots of the black power movement. Complete your copy of the following table using Sanders which are the page numbers in bold and Paterson in italics. The class will be divided into 4 groups each group will look at a different contributing factor to the emergence of the black power. Role of Individuals Frustration with limitations to progress of the Civil Rights campaign Reaction to experience of violence at the of Whites Continued economic and social discrimination Du Bois P53 Marcus Garvey P67-68, P85 Elijah Muhammed Stokley Carmichael P144, 160. P161-162, 263, 284. Malcolm X P151-155, P164, 283. Blocking by Congress and States- P176, Johnson’s limitations P187-189, P158. Limitations to Freedom Rides- P259 Failure of the Mississippi Freedom Democratic P153-4, 261. Detroit and Harlem 1943. P80-1, P102 Emmet Till P110 Birmingham 1963- P133, 140-1, 260. New York 1964. P137 Selma- Montgomery March- P261-2 Meredith March- P109/ 263. P144-145 P158-160, P279-283 Economic Employment Housing Education
Equipment Location Service Operating conditions E.g. Pressurized reactor 7101 DI Nitrogen gas, Compressed air, etc. 220oC, 2atm ######### ######### ######### ###### ######### ######### ######### ###### ######### ######### ######### ###### 3. PROCEDURE TEMPLATE Experimental Experimental Procedure Scale Room (Location/Equipment) Method Procedure No. Description (Mass/ Volume) (Location: Fumehood, benchtop,etc) New or Existing 3.1 E.g.: Reaction preparation 3.1.1 Concentrated sulfuric acid1 was added to the mixture of ethanol2 and bicinchoninic acid3, reacted at 90 °C for 4.5h. 3 ml Concentrated 7101 (Fume hood) New
5. Chemical List Chemical Concentration Quantity per experiment Summary of Relevant Hazards Incompatibilities Container 1 E.g.: Sulfuric acid 99.99% 3ml Strongly corrosive Oxidizing agents, reducing agents, combustible materials, organic materials, metals, alkalis, moisture Dilute and pour into Inorganic acid 2 Ethanol 75% 20ml Flammable liquids Alkali metals, Ammonia, Oxidizing agents, Peroxides Solvents 3 Bicinchoninic acid 100% 10ml Not a hazardous substance or mixture Carbon oxides, Sodium oxides Organic Acids 4 Chloroform 10% 5ml Harmful, irritation, carcinogenic Oxidizing materials, metals and alkalis Halogenated Solvents 5 Sodium dodecyl sulphate (SDS) 10% 200ml Not a hazardous substance or mixture Strong oxidizing agents Metal Solutions 6 ########## ########## ########## ########## ########## ########## Biological Agents List and biological waste handling Biological agents:
One of his last acts was to take a photograph of himself, standing near the bus under the high Alaskan sky, one hand holding his final note toward the camera lens, the other raised in a brave, beatific farewell. He is smiling in the photo, and there is no mistaking the look in his eyes: Chris McCandless was at peace, serene as a monk gone to God. Christopher McCandless’ final self-portrait Goodbye note that McCandless is holding in his hand in the final self-portrait. Christopher McCandless Quotes. “So many people live within unhappy circumstances and yet will not take the initiative to change their situation because they are conditioned to a life of security, conformity, and conservatism, all of which may appear to give one peace of mind, but in reality nothing is more damaging to the adventurous spirit within a man than a secure future. The very basic core of a man's living spirit is his passion for adventure. The joy of life comes from our encounters with new experiences and hence there is no greater joy than to have an endlessly changing horizon, for each day to have a new and different sun.” “Rather than love, than money, than fame, give me truth.” “If you want to get more out of life, you must lose your inclination for monotonous security and adopt a helter-skelter style of life that will at first appear to you to be crazy. But once you become accustomed to such a life you will see its full meaning and its incredible beauty.” “You are wrong if you think Joy emanates only or principally from human relationships. God has placed it all around us. It is in everything and anything we might experience. We just have to have the courage to turn against our habitual lifestyle and engage in unconventional living.” My is that you do not need me or else around to bring this new kind of light in your life. It is simply waiting out there for you to grasp it, and all you have to do is reach for it. The only person you are fighting is yourself and your stubbornness to engage in new circumstances.” Christopher McCandless “I careers are a 20th century invention and I don't want one.” “There's no blank spots on the map anymore, anywhere on earth. If you want a blank spot on the map, you gotta leave the map behind.”
Poster Rubric CATEGORY 4 3 2 1 Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation. All graphics relate to the One or two borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit The poster is distractingly messy or very poorly designed. It is not attractive. Grammar are no grammatical/mechanical mistakes on the poster. There are 1-2 grammatical/mechanical mistakes on the poster. There are 3-4 grammatical/mechanical mistakes on the poster. are more than 4 grammatical/mechanical mistakes on the poster.
3. Participants: Name: ____________________________ Designation: ______________________________ Name: ____________________________ Designation: ______________________________ 4 Tel/Cell: ___________________________ Email: ___________________________________ Contact: R K Karkera Sr Executive Assistant Tel: 022 22025439/22046633 ext.602
3: What government agency is responsible for the Aral Sea and its plight? 4: Why was the water supply to the Sea diverted? 5: What resources did the Aral Sea supply to the local inhabitants? 6: Describe 3 negative environmental effects of the fading of this sea. 7: Describe 3 economic impacts in the region because of the diversion. 8: How is the situation of the Salton Sea similar to the Aral Sea? How is it different? 9: How would you describe this region today, other than as a “sea”? 10: Explain five health effects on people related to the vanishing Aral Sea.
5 5. Circle which one has more? 6. Circle which one has less? 7. List the value of each coin. ________ _______ ______ ________ 8. Fill in the blanks, skip by 10’s. 10 60 100
2 FIRST GRADE GRADE LEVEL EXPECTATIONS IN MATHEMATICS When entering second grade this is what is expected that your child should already know. Read and write the numbers up to 110 by 1’s, 2’s, 5’s, 10’s. Also by starting with various numbers. Comparing numbers up to 110 using such phrases as “same as”, “more than”, “greater than”, “fewer than”. Ex. 70 is one more than ___ (69). Also can put a set of numbers from least/smallest to greatest/largest. Can state one more than, one less than, 10 more than, 10 less than, for any number given (up to 100). Count backwards from any number between 0 and 100. List addition facts for 2 through 10. Ex. 8 = 2 + 6 = 3 + 5 = 4 + 4. Understanding the reverse relationship between adding and subtracting. Ex. If 8 + 3 = 11 then 11 – 3 = 8 and 11 – 8 = 3. Knows answer to addition facts up to 10 + 10 and can state the answer within 2 – 4 seconds. Knows all subtraction facts up to 10 – 9 and can state the answer within 2 – 4 seconds. Can solve problems like ____ + 2 = 7 and 10 - ____ = 6. Can measure objects with a ruler to the closest inch. Also can compare 2 or more objects using the words shorter, shortest, longer, longest, taller, tallest. Tell time using a standard face clock by the hour and half hour. Identify by name and value. Ex. Penny = 1 cent, quarter = 25 cents. Count coins up to $1.00. Solve story problems using addition or subtraction of length, money and time. Can describe where an object is located using such words as above, below, behind and in front of. Ex. Sally is in front of Bob. Can continue a pattern using number, shape or size.
12 Look at the and tell what time it is. 4:06 4:30 6:20 What time is it? 2 o’clock 10 o’clock 12 o’clock This number line only the number 8. Write the number 6 where it is supposed to be. 8 35. Fill in the blanks. Skip by 5’s. 25, _____, _____, _____, _____, 50 60, _____, _____, _____, 80 80, _____, _____, _____, 100
15 53. Which number line shows these two fractions? 54. Which of the following best represents the location of the X on the number line below? X 0 1 2 3 1 ¼ 1 ½ 1 ¾ 2 ¼ How many twelfths equal 5/6? 10/12 11/12 6/12 5/12 How many eighths equal ¼? 1/8 2/8 4/8 7/8 Which number is an improper fraction? 11/12 5/8 8/5 6/7
Ethnographic Project Log Use this sheet to keep track of the time you spend toward data collection in your ethnographic project (such as observations and interviews). This does not include the time writing field notes to summarize your results or writing your final paper. Date Activity (observation or interview) Time Spent (in hours) Short Description Total Hours Logged: By typing my name below, I certify that the above hours and activities honestly represent my efforts in collecting ethnographic data. Name: Date:
4: Semester Assessment Planner (Example) Week/Dates Biology Geography History Computing 1 2 Research for assignment 1. Research for assignment 1. 3 Prac report due Thursday. 10%. Research and write up assignment 1 draft. Research assignment. online test Monday. Worth 5%. 4 Review, edit and submit assignment 2. Due Monday. 1000 words. Worth 10%. Research and write up assignment 1 draft. In-class online test. Monday. Worth 5%. 5 Prac Report due Thursday. Worth 10%. Research for assignment 2. Review, edit and submit assignment 1. Due Wed. 1000 words. Worth 15%. In-class online test. Monday. Worth 10% 6 Research and write up assignment 2 draft. online discussion. online test Monday. 10%. 7 Prac Report due. Thursday. Worth 10%. Review, edit and submit assignment 2. Due Monday. 2000 words. Worth 20%. Participate in online discussion. Research for assignment 2. 8 Meet with group to plan presentation. Participate in online discussion. Research for assignment 2. In-class online test Monday. Worth 10%. 9 Prac Report due Thursday. Worth 10%. Online discussion due. Total 1000 words. Worth 10%. Commence writing assignment 2 draft. In-class online test Monday. Worth 10%. 10 Meet with group. Review and edit assignment 2. 11 Prac Report due Thursday. 10%. Meet with group to finalise presentation. Assignment 2 due Wed. 3000 words. Worth 45%. 12 Group presentation and paper due Tuesday. Worth 20%. In-class online test Monday. Worth 10%. 13 Start exam revision. Start exam revision. exam revision. Start exam revision.
Table 5: Weekly Planner (Example) Week Number: …………………………………………………….. Date …………….. Monday Tuesday Wednesday Thursday Friday Saturday Sunday 9 am Prepare for computer online assessment. Computer lecture. Computer lecture. Family and friends time. 10 am Prepare for computer online assessment. Biology lecture. Read history tutorial readings. Geography lecture. History research. history assignment. Family and friends time. 11 am History lecture. Biology lecture. History lecture. Geography research. history assignment. Family and friends time. 12 pm History tutorial. Society club. Family and friends time. 1 pm Free time. Family and friends time. 2 pm Geography lecture. Biology prac. History assignment. start writing Geography group project meeting. Geography research. Free time. Family and friends time. 3 pm Write up biology prac. read biology prac report. Geography prac. Society club get- together. Start writing geography assignment. Family and friends time. 4 pm Computer prac. Write up biology prac. Geography assignment Research. Review biology text book. 5 pm Gym. Gym. 6 pm Free 7 pm Read history tutorial readings. Read history tutorial readings. Check Semester Assessment Planner. Do ‘To-do list’. Do new Weekly Planner. 8 pm Geography online discussion.
Contents 2 2 3 7 7 7 8 8 10 3: 14 16 18 18 18 19 19 20 22 24 25 25 25 25 26 26 26 27 29 29 31 34 37 37 37 38 38 39 42 42 42 42 43 43 45 45 Communicating with tutors and class teachers 46 47 50 50 50 50 51 53 56 56 57 59 61 61 62 63 64 65 4
Be sure to return to this page to complete Part II of the assignment. Keep the chart in your notebook for future reference. Open and the Essential Nutrients Chart. Part II the information above and the information found on the chart, write a children's story for first graders. The completed book should have at least five pages and five pictures. Introduce yourself as one of the nutrients. Include foods where you can be found. Tell about your job in maintaining the body. Include three snacks high in this nutrient. Be sure to include pictures and factual information to hold the children's attention. Keep it simple. You are writing for a first grader. Choose a name for your character, for example, Polly Protein. View the Story Rubric to see how your story will be graded. 4.08 Based on your age and gender, what is your recommended caloric intake for the day? ______________ Complete the based on the recommendations of each for someone of your age and gender. Calories Total Fat (g) Saturated Fat (g) Cholesterol (mg) Total Carbs (g) Dietary Fiber (g) Protein (g) Insert this information into your log. 4.09 Review Your nutritional goals, the actions you have made to better handle stress, Sensational and Super Sixty workouts, FIT principle, Nutrients and reading nutritional labels, Recommended calories for your age and gender then Contact Mr Dallaire for your Oral examination.
5.01 Description Estimated Completion Time Point Date Points Earned Print Club Web Features 5 minutes N/A N/A Serving 40 minutes 15 Stupendous Sixty 90 minutes 40 Print vitamin and mineral charts 15 minutes 10 Evaluating Cardio 45 minutes 20 Cardio equipment Research heart monitor Write postcard home 90 minutes 25 Talent Show 50 minutes 25 Factual Information 30 minutes N/A N/A Activity or Report Four Weeks 40 Super Sixty Log 10 minutes 40 5.02 Print the “Serving Sizes” chart. Dish Up a Serving Now that you understand what a serving size is, and a few pitfalls, complete the following activity: Go to your kitchen and choose five favorite foods or drinks. Create a table to record: the name of the food the serving size
Developing an Approximate Heuristic Algorithm based on Existing Exact String Matching Algorithms Emerald Trejo In the present work we develop an heuristic approximate String Matching algorithms derived from boyer moore algorithm, an existing exact matching string algorithm. We propose a heuristic algorithm that can search for matches that are read from right to left. The implementation of the algorithm will attempt to match with the suffix of 5 characters through the prefix should there exist an exact string that matches the pattern. We compare the runtime results of the results to following algorithms Boyer Moore, Knuth Morris Pratt, Brute Force and Rabin Karp to present efficiency and accuracy of the heuristic algorithm.
New South Wales Frequently asked question Answer Relevant link/s can I find information about support for students with disability at high school? Department of Education and Communities Catholic Education Commission Association of Independent Schools Contact school for further information Where can I find information about vocational subjects that can be studied at school? Board of Studies Department of Education and Communities ex.html Who after training, and apprenticeships and traineeships after school? Department of Education and Communities – State Training Services Who looks after university admissions? Universities Admissions Centre (UAC) What are the disability support staff at universities called and where do I find them? Disability Advisor, Disability Liaison Officer What other post-school programs are available? Transition to Work, Community Participation Where can I get information legal help? LawAccess NSW Who can help with transition to adult health services? NSW Agency for Clinical Innovation – Transition Network
South Australia Frequently asked question Answer Relevant link/s can I find information about support for students with disability at high school? Department for Education and Development Where can I find information about vocational subjects that can be studied at school? Department for Education and Child Development Who after apprenticeships and traineeships after school? Skills for All SA Who after university admissions? South Australian Tertiary Admissions Centre (SATAC) What are the disability support staff at universities called? Disability Advisors What other post-school programs are available? Day Options Program
The jargon explained List of common acronyms AAC – Australian Apprenticeship Centre ACE – Adult and Community Education ADE – Australian Disability Enterprise AHRC – Australian Rights Commission AIP – Academic Integration Plan ATAR – Australian Tertiary Admission Rank DA – Disability Advisor DDA – Disability Discrimination Act (1992) DES – Disability Employment Service DLO – Disability Liaison Officer (alternative for DA) ESAt – Employment Services Assessment JCA – Job Capacity Assessment JSA – Job Services Australia NDCO – National Disability Coordination Officer NDIS – National Disability Insurance Scheme RTO – Registered Training Organisation TAFE – Technical and Further Education TC – TAFE Teacher/Consultant VET – Vocational Education and Training
Higgins 11 Proponents for student exposure to media state that cracking down on students’ use of media networks in schools by locking internet access, banning cell phones, and prohibiting web surfing is doing more harm than good. This is serving in creating tensions between students and teachers, and the argument is that these students are going to be exposed to this media no matter what, so why fight a losing battle? Instead of fighting with students about this, we should be encouraging children to extend their knowledge of technology by exposing them to other elements of technology. According to a Nielson between 2004 and 2009, the amount of time that kids between the ages of 2 and 11 spent online increased by 63% (The Case for Media in Schools. (September 2010). Web. (http://www.mashable.com/2010/09/29/social-media-in-school/). If children are spending more and more time on the internet, why not take advantage of this increased time? Arguments can be made in favor of exposure to social media on the basis that teachers can use the increased knowledge that students have of the internet, and use them as teachable moments. Teachers who allow students to use these medias in the classroom can have students practice their writing and spelling by encouraging them to create blogs centered on current events, or they can increase their knowledge of world events by following the blogs of others. These are just a few examples of how exposure to social media can benefit students. According to recent studies, through utilizing teaching techniques that incorporate social media, teachers are able to increase students' engagement in their education, increase technological proficiency, contribute to a greater sense of collaboration in the classroom, and
Higgins 14 Works Cited Danielson, Charlotte. Enhancing Professional Practice: A Framework For Teaching. United States: Association for Supervision and Curriculum Development. 2007. Social Networking in Schools. The Huffington Post. (February 2012). Web. 8 of February, 2012 The Case for Media in Schools. (September 2010). Web. 8 of February, 2012.
Government Response to the Civil Rights Movement Administration Executive Legislative Judicial “Streets” Franklin Roosevelt 1933-1945 Randolph’s threat of a on Washington Harry Truman 1945-1953 Double V Campaign Dwight Eisenhower 1953-1961 Montgomery Bus Boycott John F. Kennedy 1961-1963 MLK’s March on Washington Lyndon Johnson 1963-1969 Assassinations of MLK, JFK, RFK, Malcolm X & race riots Richard Nixon 1969-1974