zilongwang/ReadingBank huggingface dataset:
3) 4) 5) EXAM STYLE QUESTIONS 1) The performers pictured above have the same body type (SOMATOTYPE). A) Name the body type of these two athletes? B) Name two characteristics of this body type? C) Name one advantage of this body type for: i) the high jumper: ii) the long distance runner: 2) The performers pictured have the same body type (SOMATOTYPE). A) Name the body type of these two athletes? B) Name two characteristics of this body type?
Explain the relationship between current at the battery and current through each bulb in the parallel circuit. For the combination circuit, explain the relationship between the voltage output at the interface and the voltage across the two light bulbs. For the combination circuit, explain the relationship between the current output at the battery and the current through each bulb in the parallel circuit.
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Set the input switches P and C to 5v. Again, since PR and CLR are active low inputs, this will make them both inactive. Toggle the input T several times. The circuit should behave exactly like the circuit in Activity 1.1.6, Set the input switch P to GROUND and C to 5v. What is the state of the two outputs? Toggle the input T several times. Record what effect this has on the two outputs. Set the input switch P to 5v and C to GROUND. What is the state of the two outputs? Toggle the input T several times. Record what effect this has on the two outputs. Let us examine a simple binary counter. Counters are one of the most common applications of The circuit that we will be observing is called a two-bit binary counter. The counter will count from zero (00 in binary) to three (11 in binary). Using the Circuit Design Software (CDS), enter the two-bit binary counter shown below. Use a switch for the input Clock-In and probes for the outputs A and B. Start the simulation. In Activity 1.1.6 we learned that the output on the first flip-flop (A) changes only when the Clock-In goes from low to high. Toggle the input Clock-In (switch T) until both outputs A and B are both low and switch T is low. Now cycle switch T (Cycle means to toggle from low to high back to low) and record what effect this has on the two outputs in the table below. Clock-In A B Initial Values 0 0 1st Cycle of switch T 2nd Cycle of switch T 3rd Cycle of switch T 4th Cycle of switch T 5th Cycle of switch T
Attire Business attire, very professional look. Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled. General attire not appropriate for audience (jeans, shorts). Comprehension Student is able to accurately answer almost all questions posed by panel about the topic. Student is able to accurately answer most questions posed by panel about the topic. Student is able to accurately answer a few questions posed by panel about the topic. Student is unable to accurately answer questions posed by panel about the topic. Content Shows a full understanding of the topic. Uses at least 3-5 statements with deductive reasoning through conditional statements to sell the design. Shows a good understanding of the topic. Used at least 1-3 statements with deductive reasoning through conditional statements. Shows a good understanding of parts of the topic. Use 1-2 statements with deductive reasoning through conditional statements Does not seem to understand the very well. Does not use deductive reasoning through conditional statements. Brainstorming: Use the following space to write the notes you will use to give the presentation (it would be best if you memorize the “pitch” you use to sell your design)
then “relax” to a lower force. This occurs because VEX motors have thermal protection and cut off the current when the motor gets hot. Some motors without thermal protection can be damaged by too much current. The current heats up the motor coils and melts the insulation, coils to each other. Even though VEX motors have overcurrent protection, it is good practice to make this measurement quickly and then turn off the to the motor. It is okay to let the VEX motor cool for ~10 seconds and measure again. d = distance from axis of rotation to point where force is applied = _______ m F┴ = force to stall the motor = ______ N = stall torque = d × F┴ = ______ N·m Record the stall current of the motor. Note that VEX motors will stall at a high current, and then the current will drop, once limited by thermal protection. You want to record the initial, higher value of the current. If a current greater than the range setting of an ammeter passes through the meter, it blows the fuse of the meter and can damage the meter. Always start with ammeter range settings larger than the current could be. VEX motors can draw more than 200 mA, so you are likely to need to use the 10 A setting with the 10 A banana receptacle on the multimeter. Congratulations! You have measured everything you need to measure to characterize your You have all of the most important design parameters that describe the motor’s performance for operation at 3 V. Let’s put them in one place, creating a specification sheet, or spec sheet as it is commonly called. Specification Sheet Motor model: ________ For operation at 3 V: No-load current: ________ Stall current: ________
Activity 1.2.6 The 555 Timer Introduction The 555 Timer oscillator is one of the most common circuits used in introductory electronics. It is a favorite among beginners because of its low cost and ease of design. These are precisely the same reasons the 555 Timer is used in the Board Game Counter design. In this activity you will simulate and build a 555 Timer oscillator. You will observe the effect that varying the value of its resistor and capacitor values has on the oscillation frequency and duty cycle. Equipment Paper & pencil Circuit Design Software (CDS) Digital Logic Board (DLB) Procedure For the 555 Timer oscillator circuit shown below, calculate the frequency and duty cycle of the output signal based on the component values shown. Use the CDS to enter and simulate the 555 Timer oscillator circuit. Use the oscilloscope’s markers to make the necessary measurements. Determine the frequency and duty cycle of the output signal. How do these values compare to the calculated values? Repeat steps (1) and (2) for each set of component values in the table shown below. Note that the shaded areas are the values that were measured from the original circuit. RA RB C Period(T) Frequency(f) tH tL Duty Cycle 100 330 22 f 11,586.96 8.6 x 10^-5 6,555.78 5,031.18 57% 330 330 22 f 15,093.54 6.6 x 10^-5 10,062.36 5,031.18 67% 560 330 22 f 18,600.12 5.3 x 10^-5 13,568.94 5,031.18 73% 330 100 22 f 8,080.38 1.2 x 10^-4 6,555.78 1,524.6 81% 330 330 22 f 15,093.54 6.6 x 10^-5 10,062.36 5,031.18 67% 330 560 22 f 22,106.7 4.5 x10^-5 13,568.94 8,537.76 61% 330 330 10 f 12,349.26 8x 10^-5 10,062.36 2,286.9 81%
color(s) of the object and creates a realistic and appearance. represent color(s), but additional shading is necessary to show shadows and create a more realistic and appearance. that create a realistic appearance. Neatness Clean, neat pages with no smudges. Mostly Clean, neat pages with little smudges. Neat work with some smudges. Poor appearance. Messy with food or other stains.
The fact that both calculations give 1.036 shows the population grew by about 3.6% between 2000 and 2001 and between 2001 and 2002. Similar calculations for other years show that the population grew by a factor of about 1.036, or 3.6%, every year. Whenever we have a constant growth factor (here 1.036), we have exponential growth. The population t years after 2000 is given by the exponential function If we assume that the formula for 50 years, the population graph has the shape shown in Figure . Since the population is growing faster and faster as time goes on, the graph is bending upward; we say it is concave up. Even exponential functions which climb slowly at first, such as this one, eventually climb extremely quickly.
Notice the way the function in Figure is decreasing. Each hour a smaller quantity of the drug is removed than in the previous hour. This is because as time passes, there is less of the drug in the body to be removed. Compare this to the exponential growth in Figure , where each step upward is larger than the previous one. Notice, however, that both graphs are concave up. The General Exponential Function Provided a > 0, the largest possible domain for the exponential function is all real numbers. The reason we do not want a ≤ 0 is that, for example, we cannot define a1/2 if a < 0. Also, we do not usually have a = 1, P = P01t = P0 is then a constant function. The value of a is closely related to the percent growth (or decay) rate. For example, if a = 1.03, then P is growing at 3%; if a = 0.94, then P is decaying at 6%.
The Family of Exponential Functions The formula P = P0at gives a family of exponential functions with positive parameters P0 (the initial quantity) and a (the base, or growth/decay factor). The base tells us whether the function is increasing (a > 1) or decreasing (0 < a < 1). Since a is the factor by which P changes when t is increased by 1, large values of a mean fast growth; values of a near 0 mean fast decay. (See Figures and .) All members of the family P = P0at are concave up.
January 21st, 2018 6:30 PM Plains Room Call to Order 6:19pm Roll Call 15 present and 1 absent Approve Jerrod MacDonald and Ben Miller as CSO at-large commissioners I move to approve Miller and MacDonald Hagen: Second Fettig: I move to approve Miller and MacDonald without objection No objection Congratulations, Miller and MacDonald! Approve Agenda Approved Approve Minutes Approved Consent Agenda No Consent Agenda Guest Speaker, Innovation Challenge and The Spectrum The Spectrum The presentation and budget as attached Schwalbe: Since the newspaper is campus-wide, what are you doing to get a diversity of thought within the Spectrum? Hastings: We are always publizing to the communications department. Our writers are diverse which helps broaden our worldview. Of course the involvement expo. Emmons: On the budget there is a miscellaneous section. What expenses are listed under that line item? Wagenius: Any items that we needed to purchase without a specific account. Harper: What are some of your upcoming Especially in collaboration with other media entities? Hastings: We are looking to broaden over 2000 followers on Twitter and FB. Collaboration with BIN and unite with our online presence. This way a bigger audience can be reached. KNDS trying to get going. They would write album reviews. Unife and bring to the media entities to the same level. Stoppleworth: For the salaries, do you have an amount of hours they work? Wagenius: All paid staff fills out time slips. There is a minimum 10 hours a week.
ASA – Michael Russell PR – Monica Murray Technology – Marisa Mathews President– Mason Wenzel Vice Chair Report – Calla Harper Funding Requests for Student Organizations No Funding Requests Unfinished Business No Unfinished Business New Business SB-13-18, A Bill to Amend the Finance Code to Adopt Recommendations from the Finance Code Review Committee Schwalbe: I move to suspend the rules and consider this bill second read Mach: Second Roll Call Vote: Passes unanimously Second Read Stoppleworth: Approve without objection No objection Passes SB-14-18, The Student Government Transparency Act First Read SB-15-18, The Senate Empowerment Act First Read Appoint six senators and two proxies to Appointments Committee Schwalbe: I move to open nominations Hagen: Second Skuza: I nominate Mach. Mach: I accept Emmons: When is this meeting? Harper: As I said earlier, it is up to your ability. This semester the number of applicants is not a massive volume like previous years. Stoppleworth: I nominate Schwalbe Schwalbe: I accept Emmons: I nominate myself Wognin: I nominate myself Mach: I nominate Hagen Hagen: I accept Muske: I nominate myself Nominations Closed Nominations: Mach, Schwalbe, Emmons, Wognin, Hagen, and Muske Appoint two senators to Campus Project Financing Committee Stoppleworth: I move to open nominations Second
You can use common sense to find resulting velocity of the plane in the case of tailwind and headwind, but if the wind changes direction once more and wind velocity is now at different angle, combining velocities is not any more trivial. Then, it’s just right time to use vector algebra. Vector Addition: 6 + 5 = ? Till now you naively thought that Not so fast! In vector algebra 6 + 5 = 11. 6 + 5 can be 10 and 2, and 8, and… There are a number of methods for carrying out the addition of two (or more) vectors. The most common methods are: and “parallelogram” method of vector addition. We’ll do it, but before that, we have to introduce multiplication of vector by scalar. Vectors that have the same magnitude and the same direction are the same. Vectors can be moved around as long as their length (magnitude) and direction are not changed. This is the same vector. It doesn’t matter where it is. It is determined ONLY by magnitude and direction, NOT by starting point. Multiplying vector by a scalar Multiplying a vector by a scalar will ONLY CHANGE its magnitude. Multiplying vector by 2 increases its magnitude by a factor 2, but does not change its direction. One exception: Opposite vectors Multiplying a vector by “-1” does not change the magnitude, but it does reverse it's direction Vector addition - head-to-tail method vectors: 6 units, E + 5 units,300 1. Vectors are drawn to scale in given direction. 2. The second vector is then drawn such that its tail is positioned at the head of the first vector. 3. The sum of two such vectors is the third vector which stretches from
The compound light microscope has _________ sets of lenses that magnify an image. The image you observe is ________________, __________________, and _________________________. Each objective lens has a different magnification power: ____________________________________________________________________________________ Power Objective Lens Magnification Eyepiece Lens Magnification Total Magnification Power Low Medium High Most people can see only dots separated by 0.1 mm or more in the diagram below. This means that most people can see the individual dots in diagrams A, B and C, but do not have the resolving power to see the dots in diagram D. Resolving power: _____________________________________________________________________ The microscope extends human vision by enabling us to view objects that are ________________ and ______________ together. The compound light microscope has a resolving power of ______________________________. A micron or micrometre is _________________. Chapter 1 1.1-1.2 Characteristics of Life P. 6-19 Vocabulary & Concepts unicellular multicellular bacteria virus Cell Theory What makes something alive?
Analyze the influence of humanism on Renaissance art. Select at least three artists and analyze at least one work for each artist. The Gothic style of architecture during the Middle Ages was highly-ornamented with In contrast, Renaissance architecture utilized ancient Greek and Roman forms such as Renaissance emphasized C. Florentine Renaissance Artists Giotto (1266-1336) – Filippo Brunelleschi (1377-1446) Il Duomo (1420-34) Considered the “father” of perspective Leon Battista Alberti (1404-1472), architect of several famous cathedrals. Lorenzo Ghiberti (1378-1455) – sculptor Won a contest in 1403 against Brunelleschi that earned him the commission to sculpt the bronze doors for His two sets of bronze doors (1424 and 1452) are a masterpiece of sculpture Michelangelo called his 2nd set of bronze doors the “___________________” Donatello (1386-1466) – sculptor His bronze statue of David (1408-09) First Renaissance artist to utilize
Evidence checklist [Summarise evidence required, e.g. ‘leaflet’, ‘presentation notes’ etc.] [tick boxes] Labelled diagrams of prokaryotic and eukaryotic cells and organelle function Interpretation of electron micrographs Microscope drawings of different tissue types Report on organelles found within tissues Report on comparison and contrast of different tissue types Sources of information Annets F, Foale S, Hartley J, Hocking S, Hudson L, Kelly T, Llewellyn R, Musa I and Sorensen J – BTEC Level 3 National Applied Science Student Book (Pearson, 2010) ISBN 9781846906800 Fullick A – Heinemann Advanced Science: Biology (Heinemann Educational Secondary Division, 2000) ISBN 9780435570958 Hocking, S, Kennedy, P, Sochacki, F. Heinemann OCR Biology AS and A2. Assessor's comments Qualification BTEC Level 3 Subsidiary Diploma in Applied Science Assessor name Ms Fensome Unit number and title Unit 1: Fundamentals of science 1.2: Identifying structures and function in different cells Learner name Criteria reference To achieve the criteria the evidence must show that the learner is able to: Achieved? P3 Use a light microscope in accordance with good practice to draw and label samples of tissue types P4 Use electron micrographs and identify and draw the cell organelles P5 Produce a description of the structures and functions of cell components. M2 Explain cell differentiation and its importance in the formation of tissue types. Learners should be able to identify different types of tissues from their observations of electron micrographs and explain how the presence of certain numbers of cell components influences the function of tissues
Name Date Why Did The Muffler Quit The Car Business? Write the letter of each answer in the box containing the exercise number. Find the value of the variable which satisfies the equation. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Solve an equation to find the number. 11. The difference of six times a number and 7 is 12. Negative sixteen plus the quotient of a number and is 13. The sum of two a number and is 14. The total cost for a week at camp is You have You earn for every item you sell in a fundraiser. How many items do you need to sell to pay for a week at camp?
Topic 1.2 – Ultrastructure of Cells Draw, label, and annotate (add labels and brief notes to important parts of your diagram) a diagram of the ultrastructure (detailed structure of a biological specimen) of Escherichia coli (E. coli) as an example of a prokaryote. (5 Marks) Draw, label, and annotate (add labels and brief notes to important parts of your diagram) a diagram of the ultrastructure (detailed structure of a biological specimen) of a eukaryotic cell. (5 Marks) Compare and Contrast light microscopes and electron microscopes. (2 marks) How do prokaryotic cells divide? (1 Mark) Compare and contrast prokaryotic and eukaryotic cells. (6 Marks) Compare and contrast plant and animal cells. (4 Marks)
1-3 Study Guide and Intervention Properties of Numbers Identity and Equality Properties The identity and equality properties in the chart below can help you solve algebraic equations and evaluate mathematical expressions. Additive Identity For any number a, a + 0 = a. Additive Inverse For any number a, a + (–a) = 0. Multiplicative Identity For any number a, a • 1 = a. Multiplicative Property of 0 For any number a, a • 0 = 0. Multiplicative Inverse Property For number , where a, b ≠ 0, there is exactly one number such that • = 1. Reflexive Property For any number a, a = a. Symmetric Property For any numbers a and b, if a = b, then b = a. Transitive Property For any numbers a, b, and c, if a = b and b = c, then a = c. Substitution Property If a = b, then a may be replaced by b in any expression. Example: Evaluate 24 • 1 – 8 + 5(9 ÷ 3 – 3). Name the property used in each step. 24 • 1 – 8 + 5(9 ÷ 3 – 3) = 24 • 1 – 8 + 5(3 – 3) Substitution; 9 ÷ 3 = 3 = 24 • 1 – 8 + 5(0) Substitution; 3 – 3 = 0 = 24 – 8 + 5(0) Multiplicative Identity; 24 • 1 = 24 = 24 – 8 + 0 Multiplicative Property of Zero; 5(0) = 0 = 16 + 0 Substitution; 24 – 8 = 16 = 16 Additive Identity; 16 + 0 = 16 Exercises Evaluate each expression. Name the property used in each step. 1. 2. 15 • 1 – 9 + 2(15 ÷ 3 – 5) 3. 2(3 • 5 • 1 – 14) – 4 • 4. 18 • 1 – 3 • 2 + 2(6 ÷ 3 – 2) 1-3 Study Guide and Intervention (continued)
9:15-10:15 Center Time/ Reading Groups Centers **10 Min. on Timer for all 6 groups 1. AR Test/Library 2. Review Worksheet 3. Making 10 Game 4. Magnetic Letters 5. Starfall 6. Reading Groups 1. AR Test/Library 2. Doubles Game 3. Making 10 Game 4. Write words 5x 5. Starfall 6. Reading Groups 1. AR Test/Library 2. Doubles Game 3. Making 10 Game 4. Spelling WS 5. Starfall 6. Reading Groups 1. AR Test/Library 2. Doubles Game 3. Making 10 Game 4. Words in a sent. 5. Starfall 6. Running Records 1. AR Test/Library 2. Doubles Game 3. What can Pig do? 4. Boggle 5. Starfall 6. Running Records Orange: Work on I words. What word does not belong? bit, sit, bike; hid, lid, hide; kit, mitt, kite; Decodable Reader: Jim Had a Big Hit. Read Title: who do you think Jim is? Why? After Reading: How did Dad help Jim? What did Tip do in the story? Blue: Have kids read words: big, fin, hill, hit, kiss, lip, pin, six, tip, zip, dig, hit, rim, sip, wig. Have them build as many words as they can -ig, -it, -in, -ip. Have them read: Jim had a Big Hit. Listen for decoding. Green: Have students search library books for short u words: use highlighter tape. *RF.1.3d, RF.1.3, RF.1.4 Orange: Pig Digs! Blue: Kim is Sick Green: Jasper's Beanstalk *RF.1.3, RF.1.4 Orange: Read: What does pig do? From old reading book. Blue: Read: What does pig do? From old reading book. Green: Read: What does pig do? From old reading book. *RF.1.3, RF.1.4 Running Records for all groups. * RF.1.3, RF.1.4 Finish Running Records. * RF.1.3, RF.1.4
Lima Bean Lab Making Accurate Measurements Goal: To measure the length, width, mass, and volume of dry beans versus hydrated beans and graph the data. Materials available (not all materials will be used): lima beans small cup tap water test tubes beaker food coloring thermometer paper towels metric ruler hot plate balance salt hydrochloric acid marker dictionary graduated cylinder Procedure: group will start at a white board and be given one topic (length and width, mass, volume, hydration station ***teacher note, lead the students into coming to the conclusion the beans should soak for 24 hours***, and data analysis) should come up with step by step directions for how to measure the beans the equipment you need to use and explain how to properly use the equipment will have a board meeting. Explain how to complete each station and order the sequence of the stations group will then have time to complete each station
Name: _______________________________________ Date: _______________ Period: _____ Lima Bean Lab Making Accurate Measurements Student Lab Sheet Purpose: Hypothesis: Data: Data Table 1: Length and Width (Day 1) Data Table 2: Mass (Day 1) Data Table 3: Volume (Day 1) Initial Volume Final Volume Change in Volume Average Class Average
Human Body Systems Matching – KEY Integumentary System FUNCTION (S): Forms the body’s external covering; Protects deeper tissue from injury; helps regulate body temperature. KEY STRUCTURES: Skin Hair Nails Skeletal System FUNCTION (S): Protects and supports body organs; provides a framework the muscles can use to movement; stores minerals. KEY STRUCTURES: Bones Joints Muscular System FUNCTION (S): the body and moves substances around the body; maintains posture; produces heat. KEY STRUCTURES: Skeletal muscle Cardiac muscle Smooth muscle Nervous System FUNCTION (S): Responds to internal and external changes by activating an appropriate response; processes information. KEY STRUCTURES: Brain Spinal cord Sensory receptors Nerves KEY STRUCTURES: Heart
Cardiovascular System FUNCTION (S): Pumps blood around body; transports oxygen, carbon dioxide, nutrients, and waste. Blood vessels (veins, arteries, and capillaries) Respiratory System FUNCTION (S): Assists with gas exchange with the external environment; keeps blood supplied with oxygen and removes carbon dioxide. KEY STRUCTURES: Lungs Nasal cavity Trachea Bronchus Lymphatic and Immune System FUNCTION (S): Filters fluid in the body; mounts the attack against foreign substances in the body. KEY STRUCTURES: Lymph nodes Spleen Thymus Bone marrow Digestive System FUNCTION (S): Breaks down food into its nutrient molecules; absorbs nutrients; rids the body of waste. KEY STRUCTURES: Oral cavity Esophagus Stomach Small intestine Large intestine Liver Urinary System FUNCTION (S): Eliminates waste from the body; regulates water balance of the blood. KEY STRUCTURES: Kidney Bladder Ureter Urethra
If you had many solar modules, how many of them would be needed to get the same performance from the car as the performance observed with two AAA batteries? Describe or sketch how would you connect the solar modules in terms of parallel and series circuits. If you had many fuel cells, how many of them would be needed to get the same performance from the car as the performance observed with two AAA batteries? Describe or sketch how would you connect the fuel cells in terms of parallel and series circuits. Describe and defend a system that you believe would best utilize a solar hydrogen system to meet the needs for an average driver. How does a photovoltaic cell work? Record the source of your information. Detail how electrolysis separates hydrogen and oxygen. How is electricity produced as the fuel cell allows the hydrogen to reunite in a bond with oxygen? Record the source of your information.
Technicians or Forensic Scientists with a specialty in DNA or biology. Use any/all of these terms to research this field of the biomedical sciences. For this entry, you will not read an interview with a professional. Instead, you will create a mock interview with someone in this field. You must ask at least five questions and provide complete answers as if you were the person being interviewed. In your career journal, write the question in one color pen and the answer in a different color. Your interview should be factual, but it should also be creative. Your questions must address the following topics: A typical day in the life of this professional Education or training necessary for the job An interesting case he/she had to work on (including relevant science) For both entries, make sure to cite your sources using the Biomedical Sciences Documentation Protocol.
Activity 1.3.2: Student Response Sheet Scenario 1 A 32 year old immigrant from a patriarchal country is giving birth. As she is delivering the baby, she tearfully confesses to her doctor that this is her 4th child and she simply cannot handle any more children. She tells the doctor that her husband refuses to use contraception or allow her to, and she begs her doctor to tie her tubes and not tell her husband. The doctor complies. Was HIPAA Violated? Why or why not? Okay HIPAA was not violated unless the doctor told the husband. Scenario 2 A physical therapist and a are riding in the elevator together. During their ride they loudly discuss a patient they both have had for some time now. The elevator is full of people who can all hear them refer to the patient by name. Was HIPAA Violated? Why or why not? NO WAY!! This is violating HIPAA by talking about a patient so that people can hear violating the patients privacy rights. Scenario 3 A mother emailed her son’s teacher about his history of seizures. Months later, the teacher replied to the email to tell the mother about discipline problems. Communication eventually became very hostile. The teacher forwarded the conversation to her best friend, a teacher at the same school. The teacher’s friend does not have this boy in her class. The information about the boy’s seizures was at the very bottom of the email strand. Was HIPAA Violated? Why or why not? NO WAYY!! HIPPA was violated because teachers that don’t have a student in their class don’t need to know about their problems. Scenario 4 A 33 year old woman visited her doctor for a routine check-up. The doctor called back a week later to report the lab results. The husband answered the phone, and the doctor shared the results with the husband. Was HIPAA Violated? Why or why not? OKAY ONLY IF!! The wife signed a form saying that her husband can see the her medical information.
15 Permitted enzymes of animal origin The processing aids listed in the Table to this clause may be used as enzymes in the course of manufacture of any food provided the enzyme is derived from the corresponding source specified in the Table. to clause 15 Enzyme Source Lipase, triacylglycerol EC 3.1.1.3 Bovine stomach; salivary glands or forestomach of calf, kid or lamb; porcine or bovine pancreas Pepsin EC 3.4.23.1 Bovine or porcine stomach Phospholipase A2 EC 3.1.1.4 Porcine pancreas Thrombin EC 3.4.21.5 Bovine or porcine blood Trypsin EC 3.4.21.4 Porcine or bovine pancreas 16 Permitted enzymes of plant origin The processing aids listed in the Table to this clause may be used as enzymes in the course of manufacture of any food provided the enzyme is derived from the corresponding source specified in the Table. Table to clause 16 Enzyme Source α–Amylase EC 3.2.1.1 Malted cereals β-Amylase EC 3.2.1.2 Sweet potato (Ipomoea batatas) Malted cereals Actinidin EC 3.4.22.14 Kiwifruit (Actinidia deliciosa) Ficin EC 3.4.22.3 Ficus spp. Fruit bromelain EC 3.4.22.33 Pineapple fruit (Ananas comosus) Papain EC 3.4.22.2 Carica papaya Stem bromelain EC 3.4.22.32 Pineapple stem (Ananas comosus) 17 Permitted enzymes of microbial origin (1) The processing aids listed in the Table to this clause may be used as enzymes in the course of manufacture of any food provided the enzyme is derived from the corresponding source or sources specified in the Table. (2) The sources listed in the Table to this clause may contain additional copies of genes from the same organism. Editorial note: See Division 2 of Standard 1.5.2 – Food produced Gene Technology for labelling requirements that apply to processing aids produced using gene technology.
to clause 17 142 30 July 2013 L01465 1 Aug 2012 1 Aug 2013 ad Entry for β-Fructofuranosidase. Table to clause 18 56 F2008B00794 9 Dec 2008 P24 20 Sept 2001 20 Sept 2001 ad To insert an Australia only Standard for ethylene oxide until 30 September 2003. Table to clause 18 70 24 Dec 2008 F2008B00817 FSC12 29 April 2004 29 April 2004 ad Entry for ammonium sulphite. Table to clause 18 91 15 Feb 2007 F2007L00373 FSC33 15 Feb 2007 15 Feb 2007 am Errors and duplications, remove anomalies and improve consistency. 19 121 F2011L00213 9 Feb 2011 FSC63 10 Feb 2011 10 Feb 2011 ad, am New clause relating to dimethyl dicarbonate
23 24 25 else: complete.') print('Not all systems are ready') Ira, and Kendra are all saying it would be better to move lines 22 and 24 to a single line executing print ('Code complete.') just before line 21. These three students have different reasons for their opinions. Their reasons are below. Do you think each of them is right, wrong, or somewhere in between? Explain. Ira: “It would be better to have a single print statement because that code is going to happen no matter what. The program will run slower by having it there twice.” Jayla: “It would be better to have a single print statement because that code is going to happen no matter what. Later, if you want to change your program, you’re going to have to remember to change it in two places the way the code is now.” Kendra: “It would be better to have a single print statement because it is going to happen no matter what. That program would take up less memory if you just wrote it once.”
In []: int(a) ValueError: invalid literal for int() with base 10: '5.5' In []: float(a) Out[]: 5.5 In []: int(float(a)) Out[]: 5 You can also type cast a number into a string: In []: b = 6 In []: a + b TypeError: cannot concatenate 'str' and 'int' objects In []: a + str(b) Out[]: '5.56' In []: float(a) + b Out[]: 11.5 Explain the difference between + as concatenation and + as numeric addition. The following code picks a random number between 1 and 4 (inclusive, meaning it includes both 1 and 4) and lets the user guess once. In part b below, you will modify the program so that it indicates whether the user guessed too low, too high, or correctly. 1 2 3 4 5 6 7 8 9 10 11 from __future__ import print_function # must be first in file import random def guess_once(): secret = random.randint(1, 4) have a number between 1 and 4.') = int(raw_input('Guess: ')) if guess != secret: print('Wrong, my number is ', secret, '.', sep='') else: print('Right, my number is', guess, end='!\n') In []: guess_once() I have a number between 1 and 4 inclusive. 3 Right, my number is 3! In []: guess_once() I have a number between 1 and 4 inclusive. Guess: 3 Wrong, my number is 4. In line 9, print('Wrong, my number is ', secret, '.', sep='') has four arguments: three strings and a keyword=value
Simplify and solve for energy gained Q (heat). Energy lost by the air in the box during cooling—Q (cool) in J (joules) Select equation(s). List all known and unknown values. Substitute known values into equation(s). Simplify and solve for energy lost—Q (cool). Net energy retained within the box—Q (net) in J (joules). Select equation(s). List all and unknown values. Substitute known values into equation(s).
Tutorials A variety of tutorials are built into Logger Pro. These tutorials are available in the folder titled Tutorials, which you can access through File > Open. The following tutorials are available: 01 Getting Started – This tutorial gives an overview of the Logger Pro software. 02 Temperature Measurement – This tutorial shows how to make simple measurements using a Temperature Probe and Logger Pro. You will learn to perform some basic analysis of those data. 03 Events with Entry – This tutorial teaches you how to perform an experiment that uses the Events with Entry data collection mode. This mode is different from the data collection mode. In Events with Entry, Logger Pro records a measurement with the sensor and the user enters a value that is related to that measurement. 04 Motion Measurement – This tutorial leads you through the use of a Motion Detector with Logger Pro. 05 Manual Data Entry – An important feature of Logger Pro is the ability to manually enter data, graph the data, and analyze it. This tutorial guides you through some of the basic features of manually entering data into Logger Pro. 06 Customization – This tutorial shows you how to customize a file so that it looks pleasing to your eye. 07 Viewing Graphs – This tutorial shows you some of the features that make viewing a graph easier. It teaches you how to rescale the axes, stretch the axes, zoom, autoscale, and scroll. 08 Stats, Tangents, Integral – In this tutorial you will investigate the statistics, tangent, and integral features of the program. You will also create and graph a calculated column using the derivative. 09 Curve Fitting – This tutorial guides you through the various aspects of both automatic and manual curve fits. You will also learn to define your own function and use modeling to arrive at an appropriate equation for a set of data. 10-1 Linearization – An important feature of Logger Pro is the ability to quickly data and find the relationship between variables. One option in finding these relationships is to perform a curve fit. The other option is to "linearize" the data. This method of analysis is performed with columns of modified data. This concept is based on the idea that if a graph produces data along a straight line, then the relationship displayed to the right is true.
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 # Summarize the following section of code here #### print('Guess which of these people won the lottery: ',end='') for p in players[:len(players)-1]: # explain here print(p+', ', end='') print(players[len(players)-1]) # explain this line here #### # Summarize the following section of code here #### guesses = 1 while raw_input() != winner: print('Guess again!') guesses += 1 print('You guessed in', guesses, 'guesses!') return guesses It is often useful to consider how many times a while loop will execute. If guess_game(options) is called with a list of 100 options, how many times might the user have to guess? Define a function goguess() that implements a number guessing game as described below. Strategize as pair programmers. Then iteratively code and test. In []: goguess() I have a number between 1 and 20 inclusive. Guess: 6 6 is too low. Guess: 10 10 is too high. 9 Right! My number is 9! You guessed in 3 guesses! If you change between 1 and 20 from the previous program to between 1 and 6000, how many guesses will you need to guarantee that you have the answer? Explain. Sorting and searching are two important algorithmic problems. You can compare different sorting algorithms (insertion sort, selection sort, bubble sort, etc.) at . Which algorithm is fastest when a list is nearly sorted? Compare the algorithms empirically as shown below. The most important solutions to the problem of searching are linear search (checking one at a time, potentially through a whole list) and binary search (checking against the middle term in a list to narrow the search down to half the items with each comparison.) Find out your partner’s birthday by binary search, first asking whether their birthday is earlier or later in the year than each of your guesses. How many guesses might be required to guarantee you find out their birthday? Sorting a list helps you search the list. Explain why an unsorted list cannot be searched with binary search.
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 import random def guess_winner(players=('Amy', 'Bill', 'Cathy', 'Dale')): '''Summarize the function in this docstring. Provide descriptions for the arguments and say what type each one is. Describe the type and meaning of the returned. ''' winner = random.choice(players) #### # Summarize the following section of code here #### print('Guess which of these people won the lottery: ',end='') for p in players[:len(players)-1]: # explain index here ', end='') print(players[len(players)-1]) # explain this line here #### # Summarize the following section of code here #### guesses = 1 while raw_input() != winner: print('Guess again!') guesses += 1 print('You guessed in', guesses, 'guesses!') return guesses It is often useful to consider how many times a while loop will execute. If guess_game(options) is called with a list of 100 options, how many times might the user have to guess? Define a function goguess() that implements a number guessing game as described below. Strategize as pair programmers. Then iteratively code and test. In []: goguess() I have a number between 1 and 20 inclusive. Guess: 6 6 is too low. Guess: 10 10 is too high. Guess: 9 Right! My number is 9! You guessed in 3 guesses! If you change between 1 and 20 from the previous program to between 1 and 6000, how many guesses will you need to guarantee that you have the right answer? Explain. Sorting and searching are two important algorithmic problems. You can compare different sorting algorithms (insertion sort, selection sort, bubble sort, etc.) at . Which algorithm is fastest when a list is nearly sorted? Compare the algorithms empirically as shown below. The most important solutions to the problem of searching are linear search (checking one at a time, potentially going through a whole list) and binary search
Student signature Date: Three months progress report – Supervisor FOR COMPLETION BY THE SUPERVISORS Please complete the following: Date: Has the progress in the last 6 months been? Please tick as applicable Exceeded expectations Met expectations Did not meet expectations Have you discussed the Confirmation Review/Upgrade with the student? Yes No Have you been able to assess the student’s academic writing skills and presentation skills? Yes No Please summarise the progress achieved so far: Would you like to raise any issues to the Director of PGR Studies for support? Do you have any other comments? Please note that all students should submit complete Confirmation Review by 12 months from initial registration / 24months for PT students. Primary supervisor name Signature Second supervisor name Signature
Description of major advancements relation to science, technology, and engineering that made the advancement or achievement possible. Description of how the advancement or achievement affected future aerospace advancement or achievement. research findings into a 5 minute PowerPoint presentation illustrating the importance of the advancement or achievement. The documentary should contain all research findings. a classroom research group, create a PowerPoint presentation aerospace evolution documentary by combining all individual achievement and advancement documentaries into a single PowerPoint presentation that allows for continues chronological viewing as well as selection of individual achievement and advancement viewing. a class view the PowerPoint presentation aerospace evolution documentary in chronological order. Conclusion Does a common them or themes exist relating to the achievement and advancement of the aerospace industry. List the influences on the aerospace industry and explain their significance. Explain the cause and effect relationship of the aerospace industry.
Update the above mentioned question tree extracted from TM as appropriate. Ensure consistency of the L2 and L3 questions with the audit objective, the different question levels and the identified risks. Potential findings and recommendations X Based on your preliminary survey work, describe in this paragraph the main expected (potential) findings and recommendations. Scope The scope of the audit will cover the following areas, processes, activities: X The will not cover X The period on which the audit will focus is X The audit contributes / does not contribute to the Overall Opinion. The auditable entity and processes in the audit universe of the DG/Service covered by this engagement are: X. The estimated coverage of the auditable entity provided by this audit is X. The above paragraph is only applicable for Directorates B and C. Explain in this paragraph the coverage of the auditable entity provided by the audit. The coverage assumptions should be identical as for the Overall Opinion: planning/programming 20%, implementation 60% (control strategy 30%, implementation in strictu sensu 30%) and closure 20%. Scope limitations To date, no scope limitation has been identified. Or, if applicable. Externally-imposed limitations on the scope: The explanations provided in section 5.3 on what is not included in the audit scope do not represent scope limitations. X Audit methodology The audit will be performed according to the IAS Guidelines, the Mutual Expectations Paper and the International Professional Practices Framework (IPPF) promulgated by the Institute of Internal Auditors.
BUCKEYE VET PREP CAMP – Recommendation Form Page #2 APPLICANT’S LAST NAME_____________________________FIRST NAME_____________________________________ 5. Please make any additional comments which you think will help in assessing the candidacy of the applicant. Section III – Rating Scale Based on your experiences with the applicant, please use the following scale to rate her/his behavioral traits as compared to others in her/his peer group. Trait Description Top 2% Excellent Top 10% Good Top 25% Average Top 50% Below Average Have not observed Maturity Motivation & Commitment Leadership Potential Verbal Skills Teamwork/Collaboration Initiative/Motivation Dependability & Reliability Emotional Stability Overall Potential Recommender’s Signature________________________________________Date___________________________ You can also email or fax recommendation form to: April Pugh The Ohio State University College of Veterinary Medicine Buckeye Vet Prep Academy 1900 Coffey Road Columbus, Ohio 43210 (614) 292-6989 (fax) Deadline: Friday, January 6 at 5:00 pm
BUCKHAVEN VILLAGE HOA, INC. ARCHITECTURAL & LANDSCAPE REVIEW REQUEST Please provide the following information: Name of Your Homeowners Association: BUCKHAVEN VILLAGE Homeowner: Date: Street address: , City, NC ZIP Lot #: Tele (day) (home) (email) Builder/Contractor :__________________________________(tele) (Please note if you are an submitting on behalf of a homeowner.) Expected start date: Expected completion date: I am applying for the following improvement(s) to my/our Lot. More than one box may be checked. Addition (Space conditioned rooms, garage, sunroom, screen porch) Deck o Fence Landscape (trees, bushes, flowers) Hardscape (walkways, walls) o Paint – Exterior (color chip required) o Pool (explain) All applications must include the following information. Incomplete applications will be returned. Plat Plan (Showing locations of improvements on the Lot, drawn to scale.) o Floor Plans and Roof Design (if applicable). o Neighbor Notification (Neighbors who can reasonably view the improvements.) o Materials and Finishes, Colors (Attach samples, paint chips, etc.) o Photos and Brochures (if available), Exterior elevations (scale drawings). o Plant Selections (If applicable, include size, variety, etc.) Neighbor Notification (Note does not imply approval, for notification purposes only.) Name ___________________Signature________________ Address____________________ Name ___________________Signature________________ Address____________________ Name ___________________Signature________________ Address____________________
the Bucks Threshold Document (link below) please identify the level of support required for the family 2 3 4 Which circumstances from the threshold document are applicable to this family: Family Story (please give a brief overview of the family situation and the impact on child(ren)) Family Indicators needed for support) - Yes (support may be needed – please give additional information) X - No (No issues present) ? - Information unknown (please source as much information as possible) Accessing primary health services Parents struggle to meet the emotional needs of their child/ren Healthy lifestyles, including healthy eating and exercise Child/ren supervision is low Parent or has: Disability Additional Need Developmental Delay Child/ren have been victims of, are victims of or at risk of being victims of neglect, emotional abuse, sexual abuse, physical abuse Family finances Housing Employment and work Accessing childcare, including funding Domestic abuse (Please indicate if this is current or historic. Please indicate if perpetrator is still involved with family unit and/or may pose a risk) Family isolation due to: Substance misuse Domestic abuse Disability Crime Racism Parental mental health Child mental health Substance misuse Child's behaviour and boundaries Understanding and improving child's behaviour Understanding and supporting child development Family routines Additional information for areas identified as needing support
Leader of the Council 3 About Buckinghamshire County Council 5 Role Profile 6 Person Profile 9 Remuneration / Terms and Conditions 15 How to Apply 17 Timetable 19 Further Information 19 Welcome Letter and Introductory Video from Martin Tett, Leader of the Council Welcome Thank you for your interest in the role of Chief Executive. This is a really exciting and challenging time to be joining Buckinghamshire County Council. Like all other parts of the public sector, we have faced our fair share of financial and operational challenges. Notwithstanding these, we are still looking ahead with optimism and pride in the way we deliver our services to the people of Buckinghamshire. As our new Chief Executive, you will play a key role in delivering the ambition we have to make Buckinghamshire a great place to live and work, with one of the strongest economies in the Country. You will also lead the County Council through all the changes needed to meet the challenges of the coming years, including delivering significant budget reductions. The County Council has recently approved its Strategic Plan with three key priorities: Safeguarding our Vulnerable Creating Opportunities and Building Self Reliance Keeping Buckinghamshire Thriving and Attractive.