zilongwang/ReadingBank huggingface dataset:
How do environmental toxins affect your bones? By Devin Reese Q?rius January 14, 2016 770L 910L 1060L 1130L Did you know that you look the way you do because of the environment you grew up in? Of course, the genes you inherited from your parents play a role in your appearance. You have genes for height, bone structure, hair, eyes or dimples. But scientists who study bones are finding that environment matters, too. Physical anthropologists analyze human bones to learn more about human variation. About what makes us the same or different. Collections of bones in museums can provide important material for study. Modern techniques such as CT scanning and mass spectrometry reveal details of bones. The details include the bones' internal structure and chemical composition. It turns out that environment, which can be everything from what you eat to what you breathe, affects the skeleton as it develops. Our skulls and bodies may get smaller, our teeth more brittle or our bones less durable if we are exposed to certain toxins. Looking back in time, anthropologists are diagnosing the range of toxins people have been exposed to. The scientists are studying the toxins' possible effects on development, growth and health.
Chemistry Practice - includes acids and hydrates Write the correct formulae: cesium sulfite Cs2SO3 nitric acid HNO3 tin (IV) selenide SnSe2 (reduced!) iron (III) oxalate Fe2(C2O4)3 barium octahydrate BaO • 8H2O mercury (I) phosphide (Hg2)3P2 nonafluorine monocarbide F9C hydrofluoric acid HF gallium dichromate Ga2(Cr2O7)3 chromium (III) hydroxide Cr(OH)3 copper (II) acetate Cu(C2H3O2)2 zinc oxide ZnO disulfur monoxide S2O perchloric acid HClO4 rubidium chlorite RbClO2 iron (III) hydroxide Fe(OH)3 tetranitrogen pentafluoride N4F5 rubidium peroxide Rb2O2 hydrochloric acid HCl nickel (II) iodate Ni(IO3)2 triphosphorus diselenide P3Se2 Name: __________________________ Date:__________________ hexachlorine octaiodide Cl6I8 diselenium tribromide Se2Br3 calcium dichromate CaCr2O7 cesium bromate CsBrO3 barium phosphate Ba3(PO4)2 tin (II) oxalate SnC2O4 sulfuric acid H2SO4 copper (II) nitride Cu3N2 mercury (II) arsenate Hg3(AsO4)2 cesium sulfate Cs2SO4 tin (IV) carbonate Sn(CO3)2 (reduced!) gallium chloride GaCl3 magnesium sulfite MgSO3 nonacarbon triselenide C9Se3 lead (IV) carbide PbC hydrobromic acid HBr thallium sulfide Tl2S3 beryllium chromate nonahydrate BeCrO4 • 9H2O lithium phosphide Li3P strontium cyanide Sr(CN)2
iron (II) chlorate Fe(ClO3)2 zinc nitrite Zn(NO2)2 Write the correct name: Se6Cl9 hexaselenium nonachloride Ga(OH)3 gallium hydroxide Pb(SO4)2 lead (IV) sulfate (reduced!) F4Cl2 tetrafluorine dichloride Be(BrO3)2 beryllium bromate HCl hydrochloric acid Zn(C2H3O2)2 • 2H2O zinc acetate dihydrate InI3 indium iodide CuNO3 copper (I) nitrate H2SO4 sulfuric acid Al2(C2O4)3 aluminum oxalate SnCrO4 tin (II) chromate CaCO3 • 7H2O calcium carbonate heptahydrate HgS mercury (II) sulfide Br9I3 nonabromine triiodide Cu(CN)2 copper (II) cyanide FeCl2 iron (II) chloride S5O4 pentasulfur tetroxide C2N8 dicarbon octanitride Hg3P2 mercury (II) phosphide Li2CO3 lithium carbonate Ca3(AsO4)2 • 7H2O calcium arsenate heptahydrate Cu2O copper (I) oxide P9F4 nonaphosphorus tetrafluoride In(Cr2O7)3 indium dichromate PbSO3 lead (II) sulfite HCl hydrochloric acid NiF2 nickel (II) fluoride Be(CN)2 beryllium cyanide HClO4 perchloric acid Fe2(SO4)3 • 4H2O iron (III) sulfate tetrahydrate Br6O hexabromine monoxide Al2Se3 aluminum selenide Sn(O2)2 tin (IV) peroxide SSe7 sulfur heptaselenide Ra(NO3)2 radium nitrate K3PO4 potassium phosphate Fe(IO3)2 iron (II) iodate HI hydroiodic acid
you are not required to officially “register” as a farm in Connecticut, you do have to register with the if you want to take advantage of various farm beneficial regulations or to sell certain farm products. Obtain a that enables you to purchase farm business related supplies sales tax free. The primary requirement is that you make yearly gross sales of at least $2,500. Permits are issued for 2 years and are valid from October 1 until September 30. Obtain a if you make taxable sales and must collect sales tax. You are not required to obtain sales and use tax permit if you raise and sell tobacco, fruit, vegetables, board horses or are involved in dairy farming. Obtain operating licenses and permits: If you are looking to serve food products, you must do so in a licensed kitchen. the local health department for licenses and regulations. If you are looking to process farm products, there are strict health regulations and licenses required from the , , , and the . (Some local health departments also inspect processing facilities.) If you need a pesticide license to purchase and use restricted chemicals on your farm you will need to contact Pesticide Compliance, Important Resources for new and beginning farmers in Connecticut: Extension: , this document provides a listing of resources and organizations Extension: UConn Extension: : Handbook Series Book 6 Sustainable Agriculture Network Beginning Farmers: CSA Tool Kit: UConn Extension Specialists Directory:
What is the element that makes up the hard part of bones and where does it come from? What forces are acting on the bone models? Bone Worksheet (KS4) What are the risks to an astronaut’s health on board the International Space Station? How are those risks mitigated?
Absent Present but not labeled and not accurate Present and Labeled OR Present and Accurate Present, Labeled and Accurate Periosteum Compact bone Spongy bone Red marrow Yellow marrow Cartilage Diaphysis Epiphysis Sharpey’s fibers Epiphyseal plate Absent Present but not labeled and not accurate Present and Labeled OR Present and Accurate Present, Labeled and Accurate Periosteum Compact bone Spongy bone Red marrow Yellow marrow Cartilage Diaphysis Epiphysis Sharpey’s fibers Epiphyseal plate Absent Present but not labeled and not accurate Present and Labeled OR Present and Accurate Present, Labeled and Accurate Periosteum Compact bone Spongy bone Red marrow Yellow marrow Cartilage Diaphysis Epiphysis Sharpey’s fibers Epiphyseal
CTC#XXXXXXXXXXX – PROJECT NAME Project Overview Download Project Details section from Bonfire under the Reports Tab Delete Seal status section Delete COI declaration text – but include COI status for each Reviewer Project Details Reference ID Project Name Project Owner Project Type Department Budget Project Description Open Date Close Date Recommended Supplier Score
Target measure Level of performance (June 2008) Current level of performance (June 2009) School 85% 89% Education Authority average 85% 84% Writing School 75% 81% Education Authority average 75% 75% Mathematics School 84% 85% Education Authority average 87% 85% Absence School 13.5 half days 15.3 half days Education Authority average 19.8 half days 19.4 half days National average 18.6 half days 18.3 half days Appendix 4 Primary School Attendance and Absence For School Year 2008/2009
Cited American Banking Association. “Banking Backgrounder.” Banking Backgrounder. Web. 1 May 2015. <http://www.aba.com/Press/Pages/banking_background.aspx>. “Progress Informed by the Past, and Inspired by the Future.” Citi. 2015. Web. 11 May 2015. <http://www.citigroup.com/citi/>.
“SEC and Other Regulatory Filings.” - Investor Relations. Web. 1 May 2015. <https://www.wellsfargo.com/about/investor-relations/filings/>. “SEC Filings.” Bank of America: Investor Relations. Web. 1 May 2015. “"SEC Filings.” SEC Filings. Web. 1 May 2015. <http://investor.shareholder.com/jpmorganchase/sec.cfm?doctype=Annual>. “SelectUSA.” The Financial Services Industry in the United States. Web. “Welcome to JPMorganChase & Co.” Home. 2015. Web. 1 May 2015. <http://www.jpmorganchase.com/>. Fargo Personal.” Wells Fargo. 2015. Web. 8 May 2015. <https://www.wellsfargo.com/>. “Yahoo Finance - Business Finance, Stock Market, Quotes, News.” Yahoo Finance. Web. 1 May 2015. <http://finance.yahoo.com/>.
1. Name of employer, address: Dates employed (month/year) From: To: Final wage $ Name of Direct Manager & Title: #: - - X May we contact? Yes No If No, why? Job Title : Reason for leaving: Job duties and responsibilities: 2. Name of employer, address: Dates employed (month/year) From: To: Final wage $ Name of Direct Manager & Title: Phone #: - - X May we contact? Yes No If No, why? Job Reason for leaving: Job duties and responsibilities: 3. Name of employer, address: Dates employed (month/year) From: To: Final wage $ Name of Direct Manager & Title: Phone #: - - X May we contact? Yes No If No, why? Job Title: Reason for leaving: Job duties and responsibilities: 4. Name of employer, address: Dates employed (month/year) From: To: Final wage $ Name of Direct Manager & Title: Phone #: - - X May we contact? Yes No If No, why? Job Title: Reason for leaving: Job duties and responsibilities: Have you been employed under any other name(s) than the one listed on page 1 of this application? Yes No If so, please select which employer in relation to your work history above: 1 2 3 4 Previous name(s): Please explain all gaps in employment of more than six (6) months: List any Military experience: N/A 1. Branch of Service, address: Dates Enlisted (month/year) From: To: Name of Direct Report & Title: Phone #: - - X May we contact? Yes No If No, why? Title: Reason for leaving: Duties and responsibilities: High School College SCHOOL (Select highest year completed) 9 10 11 12 / 1 2 3 4 / Other:
GREATER MANHATTAN COMMUNITY FOUNDATION Scholarship Fund 2019-20 Bonnie Verbrugge Memorial Scholarship Two $1,000 Scholarships Eligible Applicants: Current employees of the Manhattan Country Club attending any accredited two or four-year college or university. Bonnie was office manager at Manhattan Country Club for more than 25 years. Because the club employs so many college students as servers, pool staff, and golf course staff, she often became a mother figure to them. Bonnie loved working among the students, other employees, and members of MCC. People who knew her said she was one of the nicest, most upbeat people they had ever known. Even when she was going through cancer treatments she continued to work, and faced each day with an amazingly positive attitude. When she died, after a courageous battle with cancer, management, members, and the board of directors decided to honor her by establishing a memorial scholarship in her name at the Greater Manhattan Community Foundation to recognize outstanding student employees. Scholarship Requirements: Applicant must be employed by the Manhattan Country Club. Applicant must be a degree seeking student and currently have and maintain a cumulative GPA of 3.0 or higher. Priority will be given to students seeking degrees in hotel and restaurant management or golf course management. Application Instructions: Complete information on page 2 and attach all required information in the order listed. Return completed application to: Greater Manhattan Community Foundation 555 Poyntz Avenue, 269 P.O. Box 1127 Manhattan, KS 66505-1127 Application Deadline: Applications must be postmarked no later than Friday, March 29, 2019. GREATER MANHATTAN COMMUNITY FOUNDATION Scholarship Fund
Diabetes Hereditary Disease High Blood Pressure Malformations Twins/Triplets Mental Illness/Depression Other (include obstetrical or anesthetic) type: Medical History: Have you had any of the following: Yes No Yes No Asthma Autoimmune disease Blood Clots Bleeding/clotting disorder Heart High Blood Pressure Diabetes Thyroid Stomach/bowel problems Epilepsy Renal/urinary tract Hepatitis/liver disease HIV/AIDS Sexually Transmitted Infections Tuberculosis Chicken Pox/varicella Mental Illness Depression Anesthesia problems Blood transfusions Operations Other Illness: ___________________ Type: ____________________________ Are you taking prenatal vitamin? Were you taking folic acid prior to pregnancy? How many tobacco products do you use each day? How many alcoholic drinks have you had during this pregnancy? Have you used street drugs in this pregnancy? If yes, what type and how often? Do you have any spiritual beliefs that will affect your prenatal care? Would you like to know more about a Healthy Babies Program that offers support for prenatal vitamins, classes and healthy foods? you like to meet with a dietician?
The successful integration of disabled children in their local school reinforces the awareness raising campaigns which are central to the goals of CBR; Parents become more motivated to support their children's educational development. The Kibwezi programme continues to be highly successful in placing disabled children in their local schools. However their success has been hampered by a failure of the education system as a whole in Kenya to embrace the principles of inclusion. At a local level relations between the CBR programme and the teachers in the local schools are good, but the Ministry of Education's policy of placing disabled children in special units has sometimes undermined the work in Kibwezi. Small units Placing children in specialist attached to mainstream schools is a way of providing specialist expertise nearer to home. In some ways it is a half-way house between segregated provision and full inclusion. Units are a Western model, however, and their effectiveness, like that of special schools, is being questioned in the West. The current term being used in the UK is 'resource base' or 'resourced provision'. The emphasis is therefore on the resources allocated to the school, rather than the physical structure of a separate unit. Save the Children set up a special class for children with learning difficulties attached to a primary school in Thailand in 1989. This was in response to the needs of parents whose children were on a waiting list for a day care centre. The aim was to gradually integrate the children, beginning with lunch and play time, sports, music and arts, and then academic lessons. A specially trained teacher supervised the class. The project achieved some success in integrating the children and was extended to a second school (Holdsworth and Kay, 1996). However many drawbacks were identified: When the mainstream teachers experienced any problems with the children with learning difficulties they sent the children back to the special class; Any children who were experiencing difficulties, who hadn't previously been identified as such, or who had behaviour problems, were sometimes sent to the special class; The supportive head teacher left and the children with learning difficulties were excluded from the school roll; The existence of a special class and special teacher reinforced the idea that mainstream teachers did not have the responsibility or skills to teach these so-called 'special' children; The success of integration into certain classes depended upon the goodwill and skills of the individual teacher. There was no whole-school policy;
A graduated cylinder has a mass of 50 g when empty. When 30 mL of water is added, the graduated cylinder has a mass of 120 g. If a rock is added to the graduated cylinder, the water level rises to 75 mL and the total mass is now 250 g. What is the density of the rock? A student performs an experiment with unknown fluids and obtains the following measurements: Fluid A: m = 2060 g, V = 2000 mL (color red) Fluid B: m = 672 g, V = 850 mL (color blue) Fluid C: m = 990 g, V = 1100 mL (color yellow) Draw how the fluids would be layered if they were combined in a beaker. Density calculations: 3 A magnesium flare has a mass of 1300 g and a volume of 743 cm . What is the density of the magnesium? Use your density calculation skills to find the identity of the following mystery objects. Table of Densities Solids 3 Density g/cm Solids 3 Density g/cm
the kitchen... Next, I'll discuss coconut oil a bit further as I know a few of you mentioned it previously. **Which oils are best to use in the kitchen? -First opt for organic, unrefined, cold-processed oils. Next, consider the of the oil. All oils have a “smoke point” at which they burn, lose nutritional value, lose flavor, and possibly transform into trans fats (partially hydrogenated oils!) -Oils with low smoke points are good for dipping, salads, or for adding to foods. Examples: flaxseed, canola, and EVOO (all unrefined). -Oils with moderate smoke points are good for cooking at low-moderate temperatures. Examples: virgin coconut, unrefined macadamia nut, and cold/expeller pressed canola oil. -Oils with higher smoke points are good for cooking at higher temperatures. Examples: Extra-light olive oil and unrefined avocado oil. *Oils to avoid (due to a poor omega-6 to omega-3 ratio): sunflower, corn, soybean, cottonseed oil. **What's the coconut oil-hype, you ask? -UNREFINED/virgin coconut oil is high in GOOD/BENEFICIAL saturated fat. It’s composed of 66% fatty acids (MCTs), which act like carbs, rather than fats, in the body. They are sent to the liver & immediately converted to energy, SPEEDING UP your metabolism, rather than being stored as fat. For example, use this to substitute for butter or shortening in baking. **I have more information on healthy fats and oils on my blog post here: ***Post tonight on how you like to use your coconut oil or what brand you prefer. I love Trader Joes & Nutiva - I add one tbsp. to my chicken/broccoli at night for healthy fat and a hint of delicious coconut flavor! ...Additionally, post on today's progress with workouts and nutrition! Day:
Meiosis Mitosis What kind of cells? Male (XY) = Testes Female (XX) = Ovaries Somatic cells When does this occur? Male (XY) = puberty Female (XX) = before birth Any time # of Divisions (Draw picture) 2 1 # of Daughter cells Male (XY) = 4 sperm Female (XX) = 1 viable egg 2 # of Chromosomes Half as many as parent cell haploid or N In humans 23 Same as parent cell diploid or 2N In humans 46 Type of Reproduction Sexual Asexual Genetic Composition Daughter cells identical / not identical to parent cell Genetic variation Daughter cells identical / not identical to parent cell Pairing of Homologous Chromosomes YES / NO Crossing over of genes YES / NO Function/Importance Production of gametes: eggs and sperm Growth, repair; development of adult from zygote
But for my Tanya all the same. XXXIII She does not look at red dawn’s heaven, Sits with her low dropped head, And does not press her seal, engraved, To her epistle – to be send. But having opened doors in stillness, Her good old – her head’s all silver’s – Brings on a tray the morning tea. “Get up, my child, it’s time, you see, – But you’ve got up, my girl unearthly! My little bird of early tread! Just yesterday I was afraid! But now, to God, you’re healthy! The nightly pine had fully fled, Your face is like a rose red.” XXXIV ‘Oh, nurse, please, take on you a mission!’ ‘I’m ready, dear; what ’tis for?’ ‘Don’t think… it’s really… suspicion… But, do you see?... Oh, don’t say no!’ ‘My friend, I pledge – let great God see it.’ ‘Well, send your grandson in a secret With this small note to O… that… Our neighbor … and instruct him: let Him be mute till this all is handled, And don’t pronounce there my name…’ ‘To whom my dear? It’s my – I’m now so muddle-headed. A lot of neighbors here abide; I even cannot list them XXXV ‘Oh, how can’t you help to guess it?’ ‘My soul’s friend, I am too old: My mind fails, oh, my maiden blessed; But early I was sharp and bold: If just a word I was to hear…’ ‘It’s not a thing to speak of here! Why do I now need your mind? The letter is all this behind – Onegin must be its receiver.’
On her face, lit with vain sensation, Brighter the blush. My poor bard Saw all, being himself behind, With very jealous indignation, He for the mazurka’s end, And her for cotillion’s grand. XLV But she’s not to. Is she? But why is.? Onegin has received her word. What does he hear? Oh, God mightiest! How just could she have a thought.? Impossible! Just from her cradle A temptress, a spoiled she’s able To be unfaithful one and base, To learn the canning and wrong ways. Not able to bear stroke unfair, Wishing maids’ mischief to be cursed, He goes out, calls for horse, And away. A pistols’ pair, Two leaden bullets nothing else Have to define his future’s CHAPTER SIX La sotto i giorni nubilosi e brevi, Nasce uan gente a cui l’morir non dole. Petr. I Just having seen that Lensky vanished, Onegin’s in a bore again, He’s sunk in thoughts near Olga, selfish, And pleased with his revenge’s contain. And after him, was Olga yawning, And seeking Lensky with eyes boring, And a cotillion, without end, Was hard for her like a dream bad. At last it ends. There’s served a dinner, The beds are for the guests: They’re stretching from the entrance place Till servants’ rooms. Yes, all need here A peaceful sleep. Onegin, yet, Was one to choose his home’s bed.
Boat runs fast for a short time then slows down when at full throttle. Adjust carburetor high speed needle to lean. Open needle counter-clockwise in 1/8 increments between water testing. Engine stalls or runs very hot. Water pump or cooling lines clogged. Check water pick-ups, pump and hoses for internal debris. Engine sounds raspy or misses. -Carburetor high speed needle to rich. Close needle clockwise in 1/8 increments between water testing. - If your engine has a make sure it is fully open Engine surges at full speed. - Low fuel. - Fuel cap breather hole clogged - Fuel pick-up lines reversed. Clutch will not disengage. - Engine idles too high. See carburetor adjustments. - Clutch bolts rusted or dirty. Clean or replace. Engine revs-up; clutch will not engage. Clutch shoes and or clutch bell worn. Must be replaced. EXHAUST Large amount of black oil is evident inside the hull. - Tighten exhaust manifold or canister. - Replace exhaust gasket. - Replace exhaust coupler. Exhaust header loosens up after running. Check exhaust manifold screws and tighten if necessary after each use. If persists, change exhaust gasket. Do not use thread lock on exhaust manifold bolts. HULL Boat runs flat on water causing control issues. Raise out-drive angle slightly positive until the hull runs 1/3 or less surface contact. Boat pulls to the right when throttle is increased. Add more left rudder trim to compensate for propeller torque. It is best to set up your boat by trimming it to run straight at high speeds. Prop torque is more evident in models than in real boats and must be dealt with. HARDWARE Strut bearings wear frequently - Check prop for balance. - Check stub shaft for trueness.
Red box Living Portrait Triple B Farms Pier 39 Flight Pitt Athletics Whitetail Ski Extreme Laser Storm Melting Pot Cucina Bella Heinz History Center Thirty One (Karen Tindale) Sabika (Michele Demel) Matilda Jane (Kelly Costa) Country PF Changs Sausage The Skin Center Olive Garden Sweet Frog yogurt Bonefish Grill Evolve Walnut Moes Burgh's Pizza and Wing Pub J. Lynn Esq Giant Eagle Pie Place Two Brothers BBQ Pitaland Pure Barre FitHouse Primanti Brothers Yoga Pirates (Sheri Gris) Don's Jeffery OD Rolling Hair and Graphics Zoo and PPG Bravo Athletics Big Burrito Wildtree (Kristin Rose) Lewis Anthony Jewelers USC Rec center Thanks and see you at the Boo Bash on October 9! Stephanie Lowe
This task-based activity uses a sample phone and address book page. In Lesson 11 several names, addresses and phone numbers are introduced. Ask the learner if they keep a personal phone and address book. Discuss the fact that many people keep these electronically but the concept is still the same. Explain that this is an example of a very simple document. New words Review the new words that are being introduced. Explain the meanings of the words to the learner. Not all new words are in the new word list. You may need to review additional words as the learner works though the activity. Instructions Have the learner fill in name and the date. Have the learner complete the pre Have the learner enter the names, addresses and phone numbers in the personal phone book page. After the learner has completed the task-based activity complete the assessment section and review the results with the learner. Extension activities Complete the activity authentic names and addresses from the phone book. Use the Internet 411 or Canada Post service to look up addresses to add. Have the learners complete a self- addressed envelope. Task-Based Activity: Enter names, addresses and phone numbers in a personal phone book Learner Name: ________________________________________ Date: ____________________________ Pre self-assessment I need to improve my skills at completing documents Yes
TENDER SCHEDULE B – COLLUSIVE TENDERING DECLARATION 32 TENDER SCHEDULE C – CONTRACT RESOURCE PLAN 34 TENDER SCHEDULE D – OTHER PROJECT / CONTRACT COMMITMENTS 36 TENDER SCHEDULE E – CONSTRUCTION PROGRAM 37 TENDER SCHEDULE F, PART 1 – REGIONAL CONTENT QUESTIONNAIRE 38 TENDER SCHEDULE F, PART 2 – IMPORTED CONTENT QUESTIONNAIRE 42 TENDER SCHEDULE F, PART 3 – INDUSTRY PARTICIPATION PLAN 43 TENDER SCHEDULE G – ABORIGINAL PARTICIPATION PLAN 60 TENDER SCHEDULE G – ABORIGINAL PARTICIPATION PRICE PREFERENCES 61 TENDER SCHEDULE H – OTHER REQUIRED INFORMATION 64 TENDER SCHEDULE I – ALTERNATIVE TENDERS 65 TENDER SCHEDULE J – DECLARATION OF COMPLIANCE WITH THE CODE FOR THE TENDERING AND PERFORMANCE OF BUILDING WORK 2016 66 TENDER SCHEDULE K – DECLARATION OF COMPLIANCE WITH BCI CODE 71 TENDER SCHEDULE L – THE AUSTRALIAN GOVERNMENT BUILDING AND CONSTRUCTION INDUSTRY WORK HEALTH AND SAFETY ACCREDITATION SCHEME 72 TENDER SCHEDULE M – DISCLOSURE OF CRIMINAL CONVICTIONS 73 TENDER SCHEDULE N – WORKPLACE RELATIONS MANAGEMENT PLAN 74 FORM 1 – PRINCIPAL SUPPLIED ITEMS 75 FORM 2 – FORM OF AGREEMENT 76 MAIN ROADS STANDARD METHOD OF MEASUREMENT FOR CONSTRUCTION WORKS 79 CONTRACT SPECIFIC ADDITIONS AND AMENDMENTS TO MAIN ROADS SMM 80 SCHEDULE OF RATES / BILL OF QUANTITIES 81 The following amendments or additions to documents for this Contract are summarised for the attention of Tenderers: REVISION REGISTER Date Location, Amendment or Addition Document 7 November 2018 Full Document Revision ALL
Workforce WA (Metro) WA (Regional) Other Australian States, Territories and New Zealand Overseas Totals Please provide the estimated subcontractor apprentices or trainees directly employed in delivering this contract. Apprentices Trainees WA WA (Regional) Australian States, Territories and New Zealand Overseas Totals Section A: Contract division Important: All cells need to be completed. Enter a percentage numerical value or NA for the elements that are Not Applicable. The sum of all jurisdictions need to equal 100%. Please estimate the overall spend expected by jurisdiction, during the design, construction and operation phases: Project phase WA (Metro %) WA (Regional %) Other Australian States, Territories and New Zealand (%) Overseas (%) Design Construction Operation
Section A: Proposed Subcontractor Workforce & Sourcing Important note: All cells need to be completed for each package where known. Enter NA for the elements that are Not Applicable. Please insert additional rows where necessary. (Note to Tenderers: any subcontractors listed in Tender Schedule C and Part 1 of this Tender Schedule F should also be listed here Please list the major packages over $100,000 Excluding GST sourced from Subcontractors and Suppliers that you will use to deliver this contract. Package description Publicly Advertised Yes/No Subcontractor/ Supplier name Prequal Reqd? Yes/No Over- Seas? Yes/No Estimated portion of contract values (AUD) Project Phase: Design Construction Operation Total Estimated value Western Australian value Other Australian States, Territories and New Zealand value Overseas value *Note this may varied to suit the contract and subcontracting opportunities
28 June 2016 Tender Schedule F Part 1 – added reference to the Industry Capability Network (ICN) in Question 9. SCC 14 – amended requirement for the Contractors Representative to be a qualified Engineer and eligible to have one of the following three Professional Engineer membership grades at the Institution of Engineers, Australia – FIEAust, MIEAust, GradIEAust or to have equivalent professional qualifications suited to one of the these Professional Engineer membership grades. Conditions of Tendering Special Conditions of Contract 18 December 2015 SCC 47 – Adjustment for Rise and Fall in Costs Schedule C. Amended the Australian Bureau of Statistics table referenced. Special Conditions of Contract 1 October 2015 CT18 – Government Building Training Policy. Renamed from the Priority Start Building Policy and amended requirements to match the new Government Building Training Policy. Tender Schedule O – Priority Start Building Policy. Removed requirements of Tender Schedule O. SCC1 – Interpretation. Included additional definitions to match terms used in the new Government Building Training Policy. SCC26 – Payment Claims, Certificates, Calculations and Time for Payment. Amended clause to reference new Government Building Training Policy. – Government Building Training Policy. Renamed from the Priority Start Building Policy and amended requirements to match the new Government Building Training Policy. Annexure Part A to the AS2124 General Conditions of Contract. Removed minimum number of trainees/apprentices requirement. Conditions of Tendering Special Conditions of Contract 18 May 2015 Tender Schedule F, Part 3 – Local Content Questionnaire – included additional dot point to cover Aboriginal Businesses contribution to the Buy Local, Local Content score. Conditions of Tendering
MAIN ROADS STANDARD METHOD OF MEASUREMENT FOR CONSTRUCTION WORKS All Tenderers shall be aware that the “Main Roads Method of Measurement for Construction Works” will be deemed to have been issued and constitute part of the Tender Documents and are available in PDF format from: Building Roads/Tender Preparation/Standard Method of Measurement/Main Roads Standard Method of Measurement (SMM) for Construction Works Main Roads Standard Method of Measurement for Construction Works comprises the following Sections: PRINCIPLES FOR PREPARING SCHEDULES OF AND BILLS OF QUANTITIES PREAMBLES TO THE SCHEDULES OF RATES AND BILLS OF QUANTITIES UNITS AND METHOD OF MEASUREMENT Series 100 – General Requirements Series 200 – Management Requirements Series 300 – Earthworks Series 400 – Drainage Series 500 – Pavement and Surfacing Series 600 – Traffic Facilities Series 700 – Electrical and Lighting Series 800 – Bridges and Major Structures Series 900 – Miscellaneous
Part 9 ADDENDUM Bengali Name L¥n O£ ea¥e hÙ» SeÉ) A¢NÀc¡a¡l hÙ» 1 Eš¢lu hÙ» 1 Lmp£ pl¡ ¢am Q¡m (Baf) a¥mp£ f¡L¡ Lm¡ SeÉ) fËc£f f¤Öf a¥mp£ c§îÑ¡ ¢hmÄfœ f¤Öf j¡m¡ 2 BjË fõh X¡h h¡ e¡lL¡m (OVl) ¢jø¡æ Lm¡f¡a¡ ea¥e d¤¢a N¡jR¡ (1) f’¡jªa (c¤d, cC, O£, jd¤, ¢Q¢e) ¢am q¢la¢L c¢rZ¡ Close English Equivalent Last Kush Ghee New cloth for covering the dead body (top and bottom) New dhoti for the person who sets fire to the corpse. Cloth or gamcha for “fire giver”. Disposable pitcher and earthen dish (not needed in case of electrical burning) Til or sesame seed Ricw (not parboiled) Tulsi (mint leaves) Ripe banana Oil lamp Flower Tulasi Bel leaf (wood Garland 1 (Narayana) Mango leaves Coconut (ripe or unripe) Sweets Banana or alminium foil or pizza plates (5) New (or shirt) for Jageshwar (This is also the gift to the priest). Use kitchen towel (1) Mixture of five sweets: (Yogurt, milk, ghee, honey and sugar) Sesame seed (til) Barley Haritaki Coin for honorarium to Brahmin
°ehcÉl b¡m¡ 4 : f’cha¡ ehNËq fËd¡e e¡l¡uZ AeÉ¡eÉ °e−hcÉ : gm ¢j¢ø L¥−Q¡ °e−hcÉ −Nm¡p, 2 −i¡SÉ Q¡m l¡æ¡l jnm¡ O£ (h¡ am) X¡m pê£ fy¡Q lLj −q¡j p¡j¡NË£ −q¡j L¥ä h¡¢m L¡W L¡¢W (p¢jd) O£ f§ZÑf¡œ p¤¤f¡l£ −i¡N f¤l¡¢q−al ea¥e S¡j¡ Bbh¡ ea¥e d¤¢a Naivedya (food platter) 4 Five gods (five mounds) Nine planets (nine mounds) Principle deity (Lakshmi), One single mound Narayana Other platter: Sweet Platter of small mounds Tumblers 2 Bhojya (uncooked food materials) Rice Spice Ghee (or oil) Dal (pulse) Vegetable (five kinds) Hom (havan) materials Fire pot Sand Wood Wooden sticks Ghee Overflowing rice tumbler Beetle nut Cooked food (Bhog) New cloth for purohit (shirt/dhoti) QUESTIONS, SYMBOLS AND TERMINOLOGIES What is Om? Om or Aum is the basis of all sounds, the universal symbolic word for divinity. Hence every mantra begins with Om, connecting our thoughts with divinity. Aum became the sacred word in Vedas, Hum of the Tibetans, Amin of the muslems, and Amen of the Egyptians, Greeks, Romans, Jews and Christians. Amen in Hebrew means “Sure” and “Faithful”. Aum is the all-pervading sound emanating from the Invisible Cosmic Vibration (Holy Ghost of Christians), God in His aspect of Creator; the “Word” of the Bible, the voice of the creation, testifying the divine presence in every atom. Aum can be heard within you (Anahata) as
towards the other as though the other is at fault and abuse and malign the other. Deep down you long for the other and your pride will not let you go back to the other. Here you will find the ambivalent attitude of “approach and avoidance” in your relationship. 30. Vulnerability There were times when I felt that I was strong but it did not last long before I realized I am more vulnerable than strong and this plunged me into deep emotional crisis. I feel defeated and down with no defence crushed to the ground with no wholeness I gather my strength but feel like ashes scattered on the hollow wind. Is not more strength in me than weakness but what makes me feel so down and defeated? Nothing made me more vulnerable than to love and that love being rejected. It feels like that there is no way out except to feel the ruin fully and mourn like a dove on the top; could it be the nature of love? Perhaps, I it is so. ***** Vulnerability is not a weakness but a great strength. To tell someone that you love is vulnerability and it is a great strength. To tell someone that you hate is pseudo-strength but a terrible weakness. If you have the wisdom to understand the difference between these two, then your life is blessed. 31. Betrayal I have endured enough and dismay
Mass curve Figure 2.23: Length Profile and similar mass and mass diagram of a road section. Figure courtesy of Bent Thagesen: Lærebog Veje & Stier. The mathematical fill volumes must be corrected by multiplying by the compression factor. Mass curve indicates a graphic overview of soil moving amounts within in the whole road. It indicates how much soil to be dug or back filled in each section, e.g. between compensation points. The ideal mass curve has many countervailing points along the way, since this means short transport distances, and usually it is small soil masses moved. Closes mass curves not at the end, there is either a surplus or deficit of soil. When consideration a mass curve one should not be confused by the fact that it always starts at 0. It is the effect of the summation that starts at this point. Similarly, the fact that a surplus or deficit of soil evident by the mass curve does not close at the end, does not mean that it is precisely here that the surplus or deficit arises. The actual construction of the mass diagram is performed as follows: Apart from road profile determined with fixed stationing intervals an array of sections whose filling and excavation intervals calculated. Multiplied by interval length often set to 20 m one gets how many cubic meters of soil to be side moved, added or removed within each stationing interval. The result of a soil calculation can be expressed as in Example 2.01. Example 2.01: Soil calculation. Here is side moving the amount of soil to be moved within a stationing interval, while the mass curve formed by the summation of the resulting soil volumes to be removed or added stationing intervals. Mass curve ordinate M = S resulting excavation volume X resulting fill volume. At the mass curve, Figure 2.24, you can learn for example that between A and B shall dredged a certain amount of soil equal to the height difference hab. The equivalent soil amount shall be filled with area CD, i.e. moving becomes a trapezoidal area between AB and CD. Moving Average distance for all soil works from A to B can either be evaluated graphically or calculated as a mass curve area with longitudinal axis divided by the maximum ordinate equivalent to the equates mass curve with a rectangle of the same area.
August 2015 Dear Parents/Guardians, Research shows that the more a child reads, the better reader they become. Our goal at SGI is to encourage our students to read more often. This year I am challenging the students to a Book Challenge! The minimum requirement is 20 books. The ultimate goal is to read 25 books read this year!!! In fifth grade, we will also be reading a chapter book each month within a designated genre and completing a project which is part of our Genre of the Month program (more information to come). These books and projects will also count towards the Book Challenge. Right there are 9 books! For the Book Challenge, each book, except for poetry, should be a chapter book written in paragraph form. Any book with more than 250 pages counts as two books. I have a 5th grade recommended reading list available on my website or at school for students to use to choose books that are available at the SGI library. Books are categorized into genres to help with book selections. Students may also use the public libraries or their own home libraries as long as they haven’t been previously read. Students should get book approved by me to see if it meets the requirement for the challenge. After reading a book, students will complete a mini book report(unless they are completing a project for the Genre of the Month book) that will take no longer than 15 minutes to complete. Once the book report is complete and approved, students get a stamp placed in the appropriate box on the Book Challenge sheet and move their race car on the track in the classroom. They are on their way to completing the challenge! Prizes are given to students as they reach certain “mile markers(book completions)” on our race track to the 25 book finish line. At the end of the school year, there will be a celebration for all students who completed the challenge successfully. A copy of the book challenge sheet is printed on the back of this letter for your child to keep at home for their own records. I am keeping the original form filed in class to prevent students from misplacing their form. If you have any questions regarding the book challenge, please contact me. Please sign, detach, and return the attached sheet. Keep this sheet for your records. Thank you in advance for your support in your child’s education! Sincerely, Mrs. Amy Lawrence I have read and understand the 5th Grade Book Challenge.
interprofessional communication, role clarification, conflict resolution, second order reflection and collaborative leadership. Collaborative leadership is stressed as particularly Important for 21st century public service professionals who, as service leaders, must operate in multiprofessional, multiagency environments to achieve change within and around their own services. They are responsible for establishing structures to ensure communication, information flow and that collaboration takes place. Part of this competence is awareness of the impact of management on staff collaboration and service user outcomes. A range of competency frameworks are available for trainers to draw upon that spell out the domains and detail of collaborative competencies that MHS and CJS professionals should be able to demonstrate (Table 1). Table 1: Exemplars of collaborative competency frameworks and competencies to be attained by MHS and CJS professionals. model Country Domains Exemplar competence Metacognitive Interprofessional competencies model (Wilhelmson et al. 2012) Sweden Teamwork/group processes Reflection & documentation Communication Shared knowledge Ethics Shared knowledge: Awareness of general laws/rules for all health/social professions. Core competencies for collaborative practice framework (IPEC, 2011) US Teams and Teamwork Roles/Responsibilities Communication Values/Ethics Roles and responsibilities: Communicate one’s roles & responsibilities clearly to patients, families, other professionals. National interprofessional competency framework ((Orchard & Bainbridge, Canada team functioning Communication Patient-centred care Collaborative leadership: of a climate for shared leadership and collaborative
The Deep By Liam Wozny “Now that technology has advanced, humans are capable of exploring the extreme depths of the oceans. has ben a newly discovered cave system ij the dephs of the Mariana Trench. The caves have never been explored before and multiple boats have gone missing in the area with no remains found. Thirsty for adventure and fame, five men set out to explore the sinister cave system, hoping to find something worth discovering.” – from The Deep by Liam Wozny Chapter 4: Challenger Deep The Mariana Trench or Marianas Trench is the deepest part of the world's oceans. It is located in the western Pacific Ocean, an average of 200 kilometres to the east of the Mariana Islands, in the Western Pacific East of Philippines. It is a crescent-shaped scar in the Earth's crust, and measures about 2,550 km long and 69 km wide on average. The Mariana Trench reaches a maximum-known depth of 10,994 metres at a small slot-shaped valley in its floor known as the Challenger Deep, at its southern end, although some unrepeated measurements place the deepest portion at 11,034 metres For comparison: if Mount Everest were dropped into the trench at this point, its peak would still be over 1.6 kilometres underwater. In 2009, Marianas Trench was established as a United States National Monument. Special directions: Write in the first person. Use this template for your chapter. The synopsis is 1.15 spacing and the chapter is 2.0 spacing. 300-500 words. Include some dialogue in your chapter. In your chapter, mention at least one other person in your Kon-Tiki group. Include your synopsis at the beginning of your document.
Assignment Requirements Project meets all requirements from the assignment sheet Project meets most of the requirements from the assignment sheet Project meets some of the requirements from the assignment sheet Project meets few of the requirements from the assignment sheet Project meets none of the requirements from the assignment sheet Relation to Novel The relation between the novel and the project is clearly evident The relation between the novel and the project is evident when the student explains The relation between the novel and the project is weak The relation between the novel and the project is not explained The relation between the novel and the project is non-existent Evidence of Reading The project provides evidence of the student’s having read the The project provides some evidence of the student’s having read the The project provides evidence that the student has read some of the novel It is evident that the student has not finished the novel It is evident that the student has read none of the Effort The project shows great effort and planning The project shows good effort and planning The project shows some effort and planning The project shows little effort and planning The project shows no effort or planning Vocabulary Write down unfamiliar words from the text, and complete the chart below. Page # Vocabulary Word Using context clues, guess the meaning of the word Dictionary Definition
*Warwaruk, Larry. Brovko’s Amazing Journey. Coteau Books, 2013. *Wheeler, Jordan & Dennis Jackson. Christmas at Wapos Bay. Coteau Books, 2005. *Wilson, Eric. Escape from Big Muddy. Orca Book Publishers, 1998. [Tom & Liz Austen Mysteries #15] *Wilson, Eric. Summer of Discovery. Harper Trophy Canada, 1996. *Wilson, John. Across Frozen Seas. Dundurn Press, 2006. *Wilson, John. Wings of War. Doubleday Canada, 2014. [Tales of War #1] *Woodbury, Mary. Flight of the Tiger Moth. Coteau Books, 2009. Symbol: *[at beginning] – Set in Saskatchewan or pre-Saskatchewan territories
ii)Nirmolak Punjabi Vyakaran ate Lekh Rachna- Part V (Pace Maker Publications) ii)Amardeep Prakashan (Pace Maker Publications) 7. S. studies Essential Social Studies Book 5 Goyal Brothers 8. Computer –Book 5 KIPS 9 Mental Mental Maths 5 Collins 10 Moral Science Gems for Life Grade 5 Progress 11 GK GK Studio B5 Inspirational Publication 12 Cursive Writing Cursive Writing – 5 Golden time 13 Drawing Creative arts - 5 Sanjo’s Publication Class VI (2018-2019) S.No. Subject Book Recommended Publisher 1 English Literature i) New Oxford Modern English B.6 ii) Oxford Reading Circle Revised B-6 i)Oxford ii)Oxford 2 English Language Essentials of English Grammar and Composition B 6 i)Sultan Chand Publications (Rajendra Pal, H.C Katyal) 3 Hindi i)Pratibha Hindi Pathmala B6 ii)Sugam Hindi Vyakaran B6 i)Cordova Publications ii)Cordova Publications 4 Punjabi i)Candid Nikkia Kaniyan Punjabi PathpustakB6 ii)Candid Punjabi vyakranteLekhRachna B6 i)Evergreen Publications ii)Evergreen Publications 5 Physics Concise Physics B6 Selina Publication 6 Chemistry Concise Chemistry B6 Selina Publication 7 Biology Candid New Trends in Biology B6 Evergreen Publication
What are the current physiotherapeutic practices in the management of individuals with scoliosis in the UK? Caitlin O’Malley, Supervisor: Catherine Stancombe Background: The purpose of this study was to establish the current physiotherapeutic practices in the management of individuals with scoliosis within the UK. The current lack of research into physiotherapeutic practice has raised concerns for some qualified physiotherapists. There are no recent guidelines available specific to the different types of scoliosis. Method: A web-based survey was employed to collect the data from qualified physiotherapists. Respondents were recruited through a post on relevant networks of the interactive Chartered Society of Physiotherapy (iCSP). Results: Advice and education were the most predominantly ‘always’ used practices in the management of scoliosis (80%). Postural re-education and goal setting were ‘always’ used by 60% of respondents. The pain scale was the most predominantly ‘always’ used outcome measure (40%). Conclusion: From the results of the survey it would appear that physiotherapists currently favour a hands-off approach when managing scoliosis. In terms of appreciating the psychosocial effects of scoliosis physiotherapists appear to be adopting a limited range of outcome measures. Findings suggest that the lack of guidance available for the scoliosis patient population might be adversely affecting physiotherapy practice. Highlighted is the need for more literature to be available to guide the physiotherapeutic practice in the management of this cohort.