zilongwang/ReadingBank huggingface dataset:
Compressor Acoustic Cover - Each compressor shall be provided with a removable compressor cover using 1.2-2# density acoustical fiberglass surrounded by a tough, durable, weather-proof, flame resistant covering. Compressor Crankcase Heater - Each compressor shall be provided with a wraparound electrical cable resistance heater used to prevent migration and condensation of liquid refrigerant to the compressor crankcase while system is off. 2.4 Evaporator Coil Section A. The direct expansion evaporator coil shall be configured for draw-thru airflow design for uniform air distribution across the coil face. It shall be made with heavy wall seamless copper tubes mechanically expanded into tempered aluminum fins with drawn self-spacing collars. Coil end sheets shall be galvanized. All coils shall be factory leak checked under pressure. Dual circuit units shall utilize interlaced evaporator coils. B. Evaporator coil section shall be equipped with a double sloped 304 stainless steel drain pan with minimum 3/4” IPS condensate drain connections. Condensate shall be removable from either side of the unit. Drain pan shall extend to the entire length and width of the evaporator coil. Evaporator section air path shall be as shown on project drawings. 2.5 Water-Cooled Condensing Section A. The water / glycol condenser coil shall be co-axial counter-flow refrigerant type. The condenser(s) shall be selected to maintain low refrigerant operating pressure, while using a minimum quantity of water / glycol. Maximum working pressures shall not exceed 450 psig water side, 650 psig refrigerant side. B. Water connections for inlet and outlet shall be made through a side of the unit corner post. There shall be a single water inlet and a single water outlet. Water connections shall be FPT type. 2.6 Blower / Motor Assembly The evaporator centrifugal blower assembly shall be belt driven with double width, double inlet housing and forward-curved blades mounted on a solid keyed shaft. The hub shall be precision machined and incorporate a keyway and a locking screw.
Sing") that acknowledges humanity’s interconnectedness, as well as the ongoing need to make our world, and especially the environment, a better place. Meaning “sound of the flute” in Arabic, provides a unique space for young refugees to learn to express their grief, yearning, love and hope through singing in their mother tongue and in the official languages of their new home, Canada. Nai will present the world premiere of Canadian composer 's new multilingual work, Rise Children, Let's Rise to Peace, via livestream from the Aga Khan Museum in Toronto. Also notable among the 2018 Serenade! international ensembles: the , who recall Mandela’s exhortation to their nation to confront Australia’s history of oppression in the same way South Africa’s Truth and Reconciliation Commission had; , who performed for Madiba during his iconic 2001 “Mandela and the Children” concert in Toronto; and , whose glorious combination of song and movement recalls Mandela’s joyful declaration, “It is music and dancing that make me at peace with the world.” The two American ensembles invited to perform during the 8th annual Serenade! Choral Festival have both local and Mandela ties, too. The of Washington, D.C. represent that institution where the recently elected President of South Africa delivered 1994’s convocation speech. And while participating in Classical Movements’ 2013 Ihlombe! South African Choral Festival, the of Baltimore, Maryland serenaded the ailing icon outside his hospital room, mere months before his passing.
• What were the consequences for both sides of the encounter between the Persians and the Greeks? • How did Rome grow from a single city to the center of a huge empire? • How and Why did the making of the Chinese empire differ from that of the Roman Empire? • In comparing the and Chinese empires, which do you find more similarities or their differences?
happened during it. Directions: Read the following of time periods and then draw an image that represents them and explain what you think these eras were like. “The Stone Age” “The Dark Ages” “The Golden Age of Greece” What do you think it was like during the “best years of my life”? What do you think it was like during “The Dark Ages”? What do you think it was like during “The Golden Age of Greece”? What and when was the Classical Era? What makes a civilization “classical”? Directions: Examine the text, timeline, and images below having to do with the Classical Era, then respond to the accompanying prompts. Circle the or phrases in the definition to the right that you do not know or are confused by.
Classical Conditioning Practice UCS UCR CS CR Jamie was talked into riding on the roller coaster when she was 12. The ride absolutely terrified her. Now whenever she goes to the amusement park, she breaks into a cold sweat if she even looks at the roller coaster. Riding the roller coaster Terrified/cold sweat Seeing roller coasters Terrified/cold sweat Kim was sick all night after eating a bad fried oyster. Now, she says, the smell of ANYTHING frying makes her feel nauseated. Eating a bad oyster nausea Smelling anything frying Nausea Sinbad was frightened when a barking spaniel lunged at the fence as Sinbad walked by. The next day, when Sindbad’s mother started to lead him by the house where the spaniel lives, Sinbad began to tremble and whimper. Spaniel barking Fear Fear Lassie drools whenever she hears the can opener. Food Drooling Can opener Drooling Makoto was stung by a bee in the garden. Now, whenever he hears a buzzing sound, he starts tremble. by a bee Fear Buzzing sound Fear Romeo is completely happy with his girlfriend, Juliet. Just smelling his girlfriend’s perfume makes Romeo feel happy and relaxed. Juliet Happy Perfume Happy
Moose is a kitten who loves his wet food. His owners use the same small plates to give him his morning wet food. After a month or so, every time his owner grabs one of the small plates, Moose comes running. Food Hunger/salivating Sound of plates Hunger/salivating Tom gives his girlfriend Mary Beth a gift, which naturally makes her happy. During this gift giving occasion a song was playing. Now, whenever she hears the song she gets very happy. Getting a gift Happy The song Happy Ms. Paras picked a new ring tone at the beginning of the school year for her morning alarm clock. After a few months, every time her phone rings she gets a feeling of dread and tiredness. Alarm Dread/tiredness Ring tone Dread/tiredness Jorge was a great five year old helper. When Christmas came around, he helped his dad put up the outside lights. Accidentally, he was electrocuted. Ever since, he has been afraid of blinking lights. Being electrocuted Fear Blinking lights Fear Rastus is a border collie who loves going for a run to the neighborhood park. Now, every time his owner puts on her running shoes, Rastus wags his tail in excitement. Going for a run Excitement Running shoes Excitement Nadine’s favorite food is pizza with pepperoni. Now, whenever she sees a pizza commercial on TV she begins to salivate. Pizza Salivate commercial Salivate Every time someone flushes a toilet in the apartment building, the Hot shower Jump back Hearing the toilet flush Jump back
. 1 The Protestant and the Spirit of Capitalism (67-179) . “Prefatory Remarks to Collected Essays in the Sociology of Religion” (233- 50) Commentaries: Kalberg, Stephen. 2011. “Introduction to The Protestant Ethic” pp. 8-63 in The Protestant Ethic and the Spirit of Capitalism. Third Oxford Edition. New Translation and Introduction by Stephen Kalberg. New York: Oxford University Press. Bendix, Reinhard. 1962. Max Weber: An Intellectual Portrait. Garden City, NY: Anchor Books. ONLY the following parts: . “The Spirit of Capitalism” (50-55) . “The Protestant Ethic” (55-64) . “Ideas as Causes and as Consequences” (64-69) Week 10—Nov 7 Weber’s Class, Status and Sociology of German Bourgeois Society Main Max. 1978 (1920) “Status Groups and Classes.” Pp. 302-7 in Economy and Society, Volume 1. Berkeley: University of California Press. Connected readings: Böröcz, József. 1997. “Stand Reconstructed: Contingent Closure and Institutional Change.” Sociological Theory, 15, 3(Nov):215-48. Follow link on sakai. Dahrendorf, Rolf. 1959 (1957) “A Sociological Critique of Marx.” Pp. 117-56 (Chapter IV) in in Class and Class Conflict in Industrial Society. Stanford: Stanford UP. Murphy, Raymond. 1988. Social Closure. The Theory of Monopolization and Exclusion. Oxford: Clarendon Press. ONLY the following chapters: “An Introduction to the Theory of Closure” (1-14) “The Struggle for Scholarly Recognition” (15-42). Cox, Oliver C. 1945. “Estates, Social Classes, and Political Classes.” American Sociological Review, X:464-9. Wenger, Morton G. 1980. “The Transmutation of Weber’s Stand in American Sociology and Its Social Roots.” Current Perspectives in Social Theory, 1: 357-78. Kozyr-Kowalski, Stanisław. 1983. “Max Weber’s Theories of Social Estates.” The Polish Sociological Bulletin, 1-4: 85-102. On sakai. Kocka, Jürgen. 1985. “Marxist Social Analysis and the Problem of White-Collar Employees.” State, Culture and Society, 1,2(Winter):137-51. On sakai.
Split-up Syllabus for class: - 8th Social Studies S. No. Months Book Name FA1 FA2 SA1 FA3 FA4 SA2 Chapter Name History 1 The Modern Period 2 The Expansion of British Power 3 Tribal Communities 4 The great up poising 6 Reforms in Indian society Geography 1 Resources 5 Agriculture 3 Natural resources Matural veg. & wildlife 2 Natural resources land soil & water 4 Mineral power & resources SPL 1 The constitution & needs for laws 2 of our constitution 4 The Judiciary 7 Untouchability
Split-up Syllabus for class: - 8th Social Studies S. No. Months Book Name FA1 FA2 SA1 FA3 FA4 SA2 Chapter Name History 7 The National movement first- Phase 9 India after Independence 5 Educational & British rule 8 The National movement sec. Phase Geography 6 Major Crops agriculture & Development 8 Industries- comparative studies 7 Manufacturing Industries 8 Human Resources SPL 3 The Parliamentary System 5 The Police & Courts 8 Govt for development
First Violin Mateusz Wolski CM Jason Bell ACM ACM Margaret Bowers John Bennett Jeri Bentley Jason Moody Tana Bland Elizabeth Lund Kathy Teal ----------------* Second Violins Amanda Howard-Phillips P David Armstrong AP Erin Held Duo Xu Catherine Shipley Shelley Rotz Baolu Lehmann Chari Bickford* Rob Ogden* Rebecca Darnall* ------------------* Violas Nicholas Carper P Jeannette Wee-Yang AP Angela Mitchell Sarah Bass Jessica Jasper Dale Emery Perkins Yuko Watanabe Violoncellos John Marshall P Helen Byrne AP Roberta Bottelli Louise Butler Sean Lamont Kevin Hekmatpanah Johannes Kleinmann Cheryl Carney* Double Basses Patrick McNally P Kim Plewniak AP Jack Koncel Greg Youmans Flutes Bruce Bodden P Alaina Bercilla Katherine Standefer Oboes Keith Thomas P Sheila McNally Gary Plowman Clarinets Dan Cotter P Amanda Goede* Jane Ellsworth* Bassoons Lynne Feller-Marshall P Luke Bakken Paul Plowman Horns Jennifer Scriggins Brummett P Daniel Kitchens AP Charles Karschney Roger Logan Kristin Joham Trumpets Larry Jess P Christopher Cook Eric Moe Andy Plamondon Trombones Ross Holcombe P Richard Strauch Wilson Wong* Tuba Leonard Byrne P Timpani Adam Wallstein P Percussion Paul Raymond P Rick Westrick Bryan Bogue Matthew Grubbs* Harps Earecka Tregenza P Catherine Case Barrett* Keyboard Kendall Feeney* P
The chair’s recommendation to the dean regarding an FPL proposal will be based on the quality of the proposal and its potential benefit to the department and to the faculty member as well as the ability of the department to accommodate the leave at the time requested. H. SUPPLEMENTAL COMPENSATION AND PAID EXTERNAL CONSULTING ACTIVITY The university's policies with respect to supplemental compensation and external consulting are set forth in the Office of Academic Affairs Policies and Procedures Handbook: oaa.osu.edu/policiesprocedureshandbook.html. All activities providing supplemental compensation must be approved by the chair regardless of the source of compensation, including external consulting but with the exception of honoraria and royalties for activities that reflect normal and expected professional activities of faculty. Approval will be contingent on the extent to which a faculty member is carrying out regular duties at an acceptable level, the extent to which the extra income activity appears likely to interfere with regular duties, and the academic value of the proposed consulting activity to the department. In addition, it is university policy that faculty may not spend more than one business day per week on supplemental compensated activities and external consulting combined. I. FINANCIAL CONFLICTS OF INTEREST The university's policy with respect to financial conflicts of interest is set forth in the University’s Policy on Faculty Financial Conflict of Interest: . A conflict of interest exists if financial interests or other opportunities for tangible personal benefit may exert a substantial and improper influence upon a faculty member or administrator's professional judgment in exercising any university duty or responsibility, including designing, conducting, or reporting research. Faculty members are required to file conflict of interest screening forms annually, and more often if prospective new activities pose the possibility of financial conflicts of interest. Faculty who fail to file such forms or to cooperate with university officials in the avoidance or management of potential conflicts will be subject to disciplinary action. J. GRIEVANCE PROCEDURES Members of the department with grievances should discuss them with the who will review the matter and either seek resolution or explain why resolution is not possible. The following describes procedures for the review of specific types of complaints and grievances.
N.K.BAGRODIA GLOBAL SCHOOL SECTOR-17, DWARKA SESSION: 2018-19 CLASS: IX SYLLABUS : PERIODIC ASSESSMENT-1 ENGLISH: Class 9 Unit 1: Living in Harmony (Beehive) L-1: The Fun They Had L-2 : The Sound of Music P- 1: The Road not Taken P-2 : Wind Supplementary Reader (Moments) L-1: The Lost Child Grammar: Tenses, Determiners, Preposition, Modals, Active and passive – it will be evaluated in the form of Gap filling, Editing and omission and sentence Writing: Diary Entry and Story Writing Reading: Unseen Passage MATHS: Ch 1: - Number System Ch 2:- Polynomials Ch 3: - Coordinate Geometry Ch 4: - Linear Equations in two Variable Ch 12: - Heron’s Formula SOCIAL SCIENCE: History L-1: French Revolution Geography L-1: India : Size And Location L-2: Physical Features Of India Civics L-2: What Is Democracy? Why Democracy? Economics L-1: The Of Village Palampur
THE BOTTOM SO THE SCREEN BEHIND CAN BE VIEWED IN YOUR SCREEN CAPTURE, AS WELL) Close the document header and (BACK) until you return to the Document Flow screen Look at the document flow once more. The business cycle is complete except for cash collection. Note that the Accounting document has a status of “Not cleared” – this means cash collection has not yet occurred. Cash collection is processed in the Financial Accounting (FI) module. This processing will occur in the FI/CO exercises. Besides viewing the document flow here, you can also view it from the “Display Sales Order” or “Display Delivery” screens, as well. to SAP Easy Access Menu Exercise SD21: Create Sales Order using item proposal Old Tyme Furniture HQ calls in a weekly sales order, which normally has the same materials and quantities. We will use the item proposal assigned to this customer earlier in the tutorial to create a sales order. Logistics Sales and Distribution Sales Order Create Order Type: Enter the Standard Order value of OR Sales Organization: C_ _ _ Distribution Channel: Direct Value: ______________ Division: Standard Value: ______________ (ENTER) Standard Order: leave blank Sold-To Party: Old Tyme Furniture HQ_ _ _ Value: ______________ Ship-To leave blank Number: Enter this exercise number (EX 21) date: leave blank (ENTER) the Item overview TAB:
Receiver rule: Fixed percentages Continued on next page Senders/Receivers TAB: (under From column): Cost Center: Administration ______________ Cost Element: Utilities_ _ _ Value: ______________ (under Group column): Cost Center: CR Manufacturing Value: ______________ Receiver Tracing Factor TAB: Cost Ctr Portion/percent P010 50 P020 25 P030 25 (SAVE) Back times to the “Execute Actual Distribution: Initial Screen” Save when asked whether to save cycle ASM_ _ _ Date: 01/01/20yy (ENTER) (EXECUTE) the assessment cycle with the Test Run indicator checked Click on the Monthly Assessments line The resulting screen (see next page for example) shows the proposed allocation of utilities expense on the plant to the following manufacturing cost centers, based on the percentages entered in step #12: P010 Assembly Line P020 Warehouse P030 Receiving Area The reason it is proposed at this time is because you just performed a test run of the allocation.
FIRST AID EYE CONTACT: with water for 15 minutes lifting eyelids. Get medical attention immediately SKIN CONTACT: Wash with water and Soap for 15 minutes INHALATION: Remove victim to air. Administer artificial respiration if breathing ceases. Get medical attention immediately. INGESTION: Do not induce vomiting. Give lots of water. Give milk of magnesia. Call a physician. SECTION VI - REACTIVITY INFORMATION STABILITY: Stable REACTIVITY: None will occur HAZARDOUS DECOMPOSITION INGREDIENTS: N/A HAZARDOUS POLYMERIZATION: Will not occur SECTION VII - SPILL, LEAK AND DISPOSAL PROCEDURES SMALL SPILLS: Mop, sweep or absorb. Transport to non-hazardous landfill. LARGE SPILLS: Mop, sweep, or absorb. Transport to non-hazardous landfill. DISPOSAL: Dispose of in accordance with federal, and local regulations. SECTION VIII - SPECIAL PROTECTIVE EQUIPMENT EYE AND FACIAL: Wear chemical splash goggles. SKIN: Vinyl, rubber, or nitrile gloves should be used. RESPIRATORY: Provide OSHA approved respirator. VENTILATION: Local mechanical ventilation to keep TLV’S below recommended levels. OTHER: Wear protective apron, boots, and clothing. SECTION IX - SPECIAL PRECAUTIONS STORAGE: Store in cool dry well ventilated place HANDLING: Avoid strong mineral acids. LEGEND: ND, Not Determined; N/A Not Applicable; NA, Not Available. NOTICE All information appearing herein is based upon data obtained from chemical manufacturers and or recognized technical sources. While the information is believed to be accurate, Classic Coatings Systems makes no representations as to its accuracy or sufficiency. Conditions of use are beyond Classic Coatings Systems control and therefore users are responsible for and assume all risks of their use, handling, and disposal of the product, or from the publication or use of, or reliance upon, information contained herein. This information relates only to the product designated herein, and does not relate to its use in combination with any other material or in any other process
Table of Contents Page Number Introduction and Background 3 Purpose 3 Section I – Scope of Work 3-6 Section II – Proposal Preparation 7 Section III – Information/Inquiries Request 8 Section IV –Proposal Process 9 Section V – Award and Evaluation of Proposal/Criteria 10 Section VI – Invitation To Bidder
8 0.0157908 7 0.29809 0.030863 9 0.0094604 9 0.27080 0.028558 10 0.0054766 10 0.13762 0.24297 0.026055 within 1 SE (xstd) of min 11 0.0052307 11 0.24232 0.026039 12 0.0043985 12 0.23530 0.025449 13 0.0022883 13 0.12252 0.23783 0.025427 14 0.0022704 14 0.12023 0.23683 0.025407 15 0.0014131 15 0.11796 0.23703 0.025453 16 0.0010000 16 0.11655 0.23455 0.025286 > plotcp(cpus.tree) > plot(cpus.tree,uniform=T) > text(cpus.tree,cex=.7) Prune the tree back to a 10 split, 11 terminal node tree using cp = .0055. > cpus.tree = rpart(log(Performance)~.,data=cpus[,2:7],cp=.0055) > post(cpus.tree) > plot(log(Performance),predict(cpus.tree),ylab="Fitted Values",main="Fitted Values vs. log(Performance)") > abline(0,1) > plot(predict(cpus.tree),resid(cpus.tree),xlab="Residuals", ylab="Fitted Values",main="Residuals vs. Fitted (cpus.tree)") > abline(h=0) Bagging for Regression Trees Suppose we are interested in predicting a numeric response variable and For example, , might come from an OLS model selected using Mallow’s with all potential predictors or from a CART model using x with a complexity parameter cp = .005. Letting denote , where the expectation is with respect to the distribution underlying the training sample (since, viewed as a random variable, is a function of training sample, which can be viewed as a high-dimensional random variable) and not (which is considered fixed), we have that:
Double click command1 and enter the steps as given after finishing the commands shown below : Declare 3 integers n1,n2,n3 DIM N1,N2,N3 AS INTEGER Declare 2 real numbers named sum and average DIM SUM,AVERAGE AS SINGLE the numeric value from text boxes text1,text2 and text3 to variables n1,n2 and n3 respectively N1=VAL(TEXT1.TEXT) N2=VAL(TEXT2.TEXT) N3=VAL(TEXT3.TEXT) Store the sum of n1, n2 and n3 in variable total TOTAL=N1+N2+N3 The variable average is found by dividing total by 3. Display the string “The sum of all numbers is “ followed by the value of TOTAL and the string “The average the numbers is “ followed by the variable containing the average as the caption of Label1 LABEL1.CAPTION=”THE SUM OF ALL NUMBERS IS “+STR$(TOTAL) + “AVERGE OF THE NUMBERS IS “+STR$(AVERAGE) Fill in the blanks to complete the commands given below : The product of the values entered in text boxes Text1 and Text2 is placed in Text3 Text3.text = Val(Text1.text)*Val(Text2.text) The text in Text3 is assigned to the caption of Label3 Label3.caption =Text3.text Create a new form . Double the form and add the code in the questions below. Write the output of the program in the box provided : Private Sub Form_Load() Form1.Show SLOW AND STEADY WINS THE RACE RAJU WON THE RACE TOM LOST THE RACE BECAUSE HE WAS SLOW Dim A, B, C, D, E, F As String A = "SLOW " B = "AND " C = "STEADY " D = "WINS " E = "THE " F = "RACE" Print A + B + C + D + E + F Print "RAJU WON " + E + F Print "TOM LOST "& E & “ “ & F & " BECAUSE HE WAS " & A
light to dark green, usually in granular masses, harder than glass (H=6) OLIVINE black, strong magnetic, irregular masses or chunks, harder than glass (H=6) MAGNETITIE colorless, green, or purple, glassy, 4 good cleavage directions, harder than penny (H=4) FLUORITE black to brown, one perfect cleavage (basal), thin flexible sheets, same hardness as fingernail (H=2.5) BIOTITE MICA green, basal cleavage, platy masses or fine particles, same hardness as fingernail (H=2.5) CHLORITE red to streak, earth, softer than fingernail (H=1) HEMATITE green, basal cleavage, platy masses or fine particles same hardness as fingernail (H=2.5) CHLORITE gray, pink or white, greasy or soapy feel, softer than fingernail (H=1) TALC light to dark pink, blocky, 2 cleavage planes at almost 90o harder than nail (H=6) ORTHOCLASE FELDSPAR gray to white, blocky, 2 cleavage planes at almost 90o harder than nail (H=6) SODIUM FELDSPAR (OLIGOCLASE)
or ping, thick transparent plates or fibrous, softer than fingernail (H=2) GYPSUM Colorless, green, purple, yellow. or brown, glassy, 4 good cleavage directions, harder than penny (H=4) FLUORITE fibrous or granular masses, softer than fingernail (H=2) GYPSUM Gray, pink, or white, greasy or soapy feel, softer than fingernail (H=1) TALC Bright yellow, waxy luster, odor, same hardness as finger nail (or slightly harder) (H=1.5-2.5) SULFUR
You should continue until every shoe is uniquely classified. On the blank back of this page, make diagram of how you divided out the shoes – an example has been provided below. Analysis: Why is classification important? What were some of the common characteristics that you used to classify your shoes? Did you have any trouble classifying the shoes? Explain. Is there more than one way that you could have classified the shoes? Explain. 2 new very fashionable people joined your group at the last minute. Their shoes are pictured below. Do they fit into your classification system? If so, where? If not, how could you change your system to fit them in? ______________________________________________________________________________________ ______________________________________________________________________________________
B – Financial assets currently classified in the available-for-sale category Please identify the (the Group) of financial assets that are currently classified in their entirety in the available for sale category under IAS 39 and, thus, measured at fair value. Except for investments in equity instruments classified in the available-for-sale category that do not have a quoted market price in an active market and whose fair value cannot be reliably measured. Financial assets to be measured at FV-OCI Please identify in this Group the types of financial assets, portfolios or products that would meet the contractual cash flows characteristics assessment (‘solely payment of principal and interest’ or SPPI test) and the business model assessment to be classified at the FV-OCI measurement category. In doing so, please: describe the characteristics of the financial assets involved, describe how the financial assets involved are managed within your company, describe the factors that were considered relevant in performing the business model assessment, including any thresholds regarding sales activity, and provide information about the relative financial significance of the financial assets involved in terms of your total assets indicating the date and/or the period on which the assessment was made. Do you expect to apply the fair value option under IFRS 9 to avoid accounting mismatches on the types of financial assets, portfolios or products identified in Q5 (that is, on those that would qualify for the FV-OCI measurement category under the new requirements). In doing so, please: describe the characteristics of the financial assets involved, explain the reasons why an accounting mismatch arises, and provide information about the relative financial significance of the financial assets involved in terms of your total assets indicating the date and/or the period on which the assessment was made. Financial assets to be measured at amortised cost Please identify in this Group the types of financial assets, portfolios or products that would meet the contractual cash flows characteristics assessment (SPPI test) and the business model assessment to be classified at amortised cost. In doing so, please: describe the characteristics of the financial assets involved,
reports”, or other type of report(s) you may prepare. Also, please use action verbs such as; prepares, calculates, operates, etc., to start off each statement. Avoid phrases such as “assists with” or “participates in.” Do not use acronyms. In the Frequency column, please indicate how often you perform each duty: D = daily, W = weekly, M = monthly, Q = quarterly, A = annually, or O = occasionally. In the “Percent of Time” column please indicate how much of your time you spend on each task. The total of these percentages should not be more than 100%. Example: Sally conducts property value estimates 20% of the time, it may mean she spends one day out of five on that task, or that she spends around two hours each day. These need only be estimates so do not spend a great deal of time trying to come up with an exact percentage. The percentages of your essential duties should not exceed 100%, but should account for at least 80% of your time. Essential Duties (What you do and how you do it.) Decisions Required Frequency: D = Daily W = Weekly M = Monthly Q = Quarterly A = Annually O = Occasionally % of Time EXAMPLES: (List actual essential duties below examples) Prepares monthly newsletters by gathering information, writing copy, editing, and preparing for publication. Articles to include, editorial changes, graphics, layouts M 25% Performs inventory spot checks and monthly counts of supplies in warehouse. When to check supplies M 10% 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Other duties as assigned. Attach additional sheets if necessary. 6. REQUIRED KNOWLEDGE AND SKILLS Please list the knowledge and skills required for entry into your position, and not what you might necessarily know or be able to do after being in your position for a number of years.
Methodology Stakeholders interviews were undertaken with 24 Classification Scheme Stakeholders belonging to the following groups: Government and Regulation, Industry and Advocacy. In-depth interviews ran for between 30 and 45 minutes. Of the 24 interviews, 22 were conducted over the telephone and two were conducted face-to-face. Practitioners Quantitative data was collected from Classification Board Members, Review Board Members, and Classification Branch Staff Assessors via a short online survey. This survey was programmed in SurveyMonkey () and distributed via a link included in an email. Note that throughout this report the term ‘Practitioners’ refers collectively to Classification Board Members, Review Board Members, and Classification Branch Staff Assessors. Key findings and conclusions Conclusion one: stakeholders are supportive of the continued existence of a classification scheme but believe it to adapt to changes in the media environment. Stakeholders from industry, advocacy groups and government continue to see a role for classification in the 2014 media and entertainment landscape. However, there was general agreement that the current scheme needs to be updated to ensure the continued relevance, utility and usefulness of classification. It was suggested that as the ability of government to police media purchasing/access becomes more limited, the classification system will need to move toward making recommendations rather than restrictions. Stakeholders suggested that classification information is often used to guide (rather than direct) decisions about media consumption (including children’s media). Thus movement toward an advisory model would to some extent reflect current usage patterns. -------------------------------------------------------------------------------------------------------- Conclusion Two: stakeholders view the role of classification as primarily the protection of children, and secondarily the empowerment of adult consumers. Stakeholders agreed that the primary role for film and computer game classification is to protect the viewer/player, especially children and young people, from discomfort or harm. Even stakeholders who envisaged a radically altered classification scheme agreed that the protection of children should be central to any system developed for the classification of media, including films and computer games. There was, however, disagreement amongst stakeholders about whether classification should aim to protect children through a combination of recommendations and restrictions or through
QB9: And did you classify/assess any of computer games in the past 12 months? *Yes *No *Unsure ASK IF B8=2-6 ; Else end QB10: Are you a…? *Industry assessor for computer games *Industry classifier for film *Industry assessor for advertising *Classification Member *Classification Review Board Member *Classification Branch Assessor *Don’t know *Other (please specify) Appendix C: Ratings categories for film and computer games Rating Description
Ceasing to display the message after classification TVCs should cease to display the advertising message within 7 days (or preferably within 2) after the person to whom the certificate of classification was granted is notified of the classification. Information about when an unclassified film or computer game is classified is regularly sent by the Classification Operation Branch to film and computer game distributors. Advertising companies should contact their clients about classification information in the first instance. Further information Each and Territory has classification legislation which covers what material is legal, how it is to be marked, displayed, delivered, sold and advertised and penalties for breaching requirements. This information sheet is provided as a general guide only and you should refer to the relevant Classification Act. Links to each State and Territory Classification Act are available at . You can check a computer game’s classification and consumer advice on the classification database at . There are also downloads of the classification markings, the classification approved notice and classification legends. You can also contact the Compliance and Education team at the Classification Branch on Ph: (02) 9289 7100 or .
Filicinophytes Have roots, leaves and short stems. Leaves are usually pinnate (divided into leaflets) and curled up in a bud. 15 m Spores are produced in sporangia, usually on the underside of the leaves. Coniferophytes Shrubs or trees with roots, leaves and woody stems. Leaves are usually narrow with thick waxy cuticle. 100 m Seeds are produced from ovules on the surface of the scales of female cones. Male cones produce pollen. Many different characteristics but usually have roots, leaves and stems. Stems of flowering plants that develop into shrubs and trees are woody. 100 m are produced from ovules inside the ovaries. The ovaries are part of the flower. The fruits then develop from the ovaries and disperse the seeds. 5.5.4 Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda. Porifera: no clear symmetry attached to a surface pores through body no mouth or anus example: sponges Cnidaria: radially symmetric tentacles stinging mouth but no anus example: jellyfish Platyhelminths: bilaterally symmetrical flat bodies
Prokaryotic Cell Structure Outside the cell wall Glycocalyx Negative staining technique Capsule Slime layer Flagella Gives motility towards food (chemotrophic), light (phototropyic) Monotrichous Lophotrichous Amphitrichous Peritrichous Fimbrae – provide attachment, G- bacteria Pili – used to share DNA segments, a form of sexual reproduction Cell wall – responsible for cell shape, controls osmotic movement. Made up of several materials, depending on species. Peptidoglycan typical component Some bacteria have lipid in their cell wall, special cell wall staining techniques Gram staining procedure Adhere to clean, dry slide.
Classification Matrix for Academic Machine Shop Equipment Categories 1 2 3 4 5 Equipment Power Low Power hand/small bench tools (2-4 amp @120V, < 9V cordless) Medium Power tools ( ¼ to ½ hp) ( <10 amp @ 120 V, V cordless) Specialized NC- computer tools High Power portable and small bench tools (> ½ hp) (10-15 amps @120V, 24-36 V portable, pneumatics, hydraulics) Light industrial tools (typically benchtop, < ½ hp, pneumatics, hydraulics) Industrial Tools (manual and NC- controlled) Examples Dremel tools Cordless drills under 18V Palm sanders Soldering irons/guns Heat guns Hot melt glue guns Sewing machines 3D printers Jig saw 3/8” hand drill Corded devices < ⅓ hp 18V-24V cordless drills Laser cutters/engravers Thermal foam cutters saw sander nailer hp geared drill saw cordless tools saws grinders presses Small bandsaw Small drill press Small/benchtop milling machines lathes Belt/disc sanders Horizontal saw Scroll saw Planer, jointer Bench grinder SawStop-style tablesaw milling machine metal lathe Saw (non –Saw Stop) arm saw drill press band saw grinder jointer/planer shear Mill Shop Access Control In approved areas with permission of Responsible Person/Monitor Buddy system With permission of Responsible Person/Monitor system Only when Responsible Person/Monitor is present. Documented project safety review should be completed. Only when Responsible Person/Monitor is present. Documented project safety review should be completed Only when Responsible Person/Monitor is present. Documented project safety review should be completed. Tool Access Controls Locked Cabinet Locked Cabinet Locked cabinet Tool Lockout Tool Power Lockout Oversight Requirements Oversight by individual with tool experience Oversight by individual with tool experience Oversight by individual with tool experience Oversight by individual with extensive tool experience. Oversight by individual with (documented) professional-level experience User Training Requirements Basic Machine Shop Safety and individual tools. Training must be documented. Basic Machine Shop Safety and individual tools. Training must be documented. - machine shop safety - Tool Specific Training - Demonstrated proficiency - Training must be documented for individual tool. Basic Machine Shop Safety Tool specific instruction Hands-on use training and experience. Demonstrated Proficiency Training must be documented for individual tool. Basic Machine Shop Safety Tool specific instruction Extended use training and experience. Demonstrated Proficiency Training must be documented for individual tool.
Classification of cookies There is a lack of understanding of what types of cookies fit the 4H classes for drop and rolled cookies. As a result cookies are disqualified at judging because they do not fit the class in which they have been entered. I hope this will help solve some of the mystery. You may need to work with 4H youth and volunteers to make sure cookies fit into a class. This would best be done prior to arrival at the fair. Class of cookie Description Examples Drop Made from a soft dough and dropped by spoonfuls onto baking sheets Chocolate chip cookies, oatmeal cookies, macaroons Rolled Made from a stiff dough that is rolled out using a rolling pin and cut into shapes with a cookie cutter Gingerbread men, some sugar cookies, any cookie made with a cookie cutter Molded, hand shaped A stiff dough is rolled between the hands to form a ball and/or shaped using a mold or other shape or tool (fork, cookie stamp, bottom of a glass) Peanut butter cookies, snickerdoodles, almond crescents, some biscotti cookies Pressed A stiff dough is forced through a cookie press into decorative shapes. Spritz, Spritzgebäck Refrigerator or icebox Made from stiff dough that is rolled into a log, chilled, sliced and baked. Pinwheels, shortbread, some sugar cookies, some biscotti cookies No Bake Mixture may or may not be cooked on a range but these cookies are not baked in an oven. Chocolate No Bake Cookies, Rice Krispies Treats Bar Dough or batter is baked in a cake or sheet pan and cut into bar shapes after cooling. Many varieties of drop cookie dough can be baked this way. Brownies, chocolate chip bar cookies September, 2011
______________________________________________ ______________________________________________ Phylogeny and classification are combined through the creation of a phylogenetic tree. Again, this is hierarchical and becomes more inclusive as you move through it. Phylogenetic Trees Homologous and Analogous Traits Reconstructing a species’ evolutionary history involves sorting homologous from analogous features and then infering phylogeny. This sorting is often not as clear cut as it sounds because of: a) Phenotypical similarities that are products of common ancestory can be difficult to distinguish from analogous traits. *It is important to separate phenotype and genotype when construting phylogenetic trees. b) Molecular sequences are affected by mutations, masking homologous segments. Additionally, they can also contain analogous segments! The diagram right illustrates how computer programs can find homologous DNA segments in separate species that would not be obvious to scientists. Statistical have been developed that can determine if molecular segments are analogous. In general, very similar molecular segments are most likely homologies. In distantly related organisms identicle bases are most likely coincidental. Molecular systematics uses data from DNA and other moelcules to determine evolutionary relationships. The tree right illustrates the characteristics of a general phylogenetic tree: What are sister taxa? ____________________________________ ____________________________________ What does a polytomy represent? ____________________________________ ____________________________________ What does Taxon G represent?
When did the first Aids virus emerge in the human population? _________________________________________________ Constructing the Tree of Life Domain is the largest classification taxa. What is evidence is used to determine to which domain organisms belong? ______________________________________________________________________________ Below is an image of our current understanding of the phylogeny of the three domains of life.
Name of sponsoring department, Sponsor Team Details, and the name of someone who provide further information or clarification of answers if required Name of body Structure and remit of the body 1. Does the body exist? If yes, treat the following questions as referring to the existing situation. If imminent changes are proposed, please give details of how these changes will alter the existing situation. If a body does not yet exist, HM Treasury and Cabinet Office can provide an indicative classification and how it may fit within their frameworks. Approximate time it has been in existence and date of inception (or proposed date for future body). Is the body ongoing or time limited?
6. Classes of Vertebrates – You will need to be able to explain how different species are different from one another on characteristics. Type Characteristics Examples Mammals -warm blooded -breathe air with - produce milk for young - most have fur or hair -wolves -dogs -elephant -dolphins -whales -bears Fish -cold blooded -use gills to breathe -have fins or scales -salmon -catfish -sharks -tuna -trout -warm blooded -breathe air with lungs -feathers, wings, toothless -parrots -eagles -penguins -hawks -turkeys Amphibians -cold blooded -lives part of their lives in water -smooth, moist skin -frogs -tadpoles -toad -salamander Reptiles -cold blooded -breathes air with -body covered in dry scales -snakes -lizards -turtles -crocodiles -alligators
evidence for the 2 years 1. 2016/2017 NHpPD Ward ID and name Cat. 2016 Jul 2016 Aug 2016 Sep 2016 Oct 2016 Nov 2016 Dec 2017 Jan 2017 Feb 2017 Mar 2017 Apr 2017 May 2017 Jun Table 2. 2017/2018 NHpPD Ward ID and name Cat. 2017 Jul 2017 Aug 2017 Sep 2017 Oct 2017 Nov 2017 Dec 2018 Jan 2018 Feb 2018 Mar 2018 Apr 2018 May 2018 Jun Table 3. 2018/2019 NHpPD Ward ID and name Cat. 2018 Jul 2018 Aug 2018 Sep 2018 Oct 2018 Nov 2018 Dec 2019 Jan 2019 Feb 2019 Mar 2019 Apr 2019 May 2019 Jun ENDORSEMENT: Director of Nursing/Midwifery or Co-Director Signature Name Date DD/MM/YYYY Area Executive Director of Nursing/Midwifery or Director of Nursing/Midwifery Signature Name (print) Date DD/MM/YYYY OUTCOME: State Workload Review Committee Recommendation: Notification via email: Health Service Provider Date: DD/MM/YYYY ANF & United Voice Date: DD/MM/YYYY Updated on Database (NMO) DD/MM/YYYY
Purpose. The purpose of the improvement plan is to identify specific deficiencies in performance and foster growth through professional learning and targeted support. The intent of the plan is help an employee be more successful. This form is adapted for the annual evaluation cycle but dates may be adjusted to specific needs (e.g. a 90-day improvement plan). Administrator Name Evaluator Name School Year Area(s) Needing Improvement Include one or two examples that describe the problem Specific Plan of Action Describe in detail specific plans of action that must be taken by the employee to improve his/her performance. Indicate the sources of evidence that will be used to document progress. Request for Assistance & Professional Learning Consider if the employee needs classes, mentoring or workshops, etc. Timeline Mid-Year Evidence Year-End Evidence ) Date of Initial Meeting to discuss plan (Sept) Date of mid-year meeting to discuss progress toward plan goals (Jan) The administrator should keep this document, it to all meetings, and provide the evaluator with a copy. Employee Print Name and Signature Supervisor Print Name and Signature Signatures indicate that the document has been shared and discussed. A signed final copy of the completed Performance improvement Plan should be provided to the administrator, evaluator, and submitted to the Human Resources Office by May 1. Please collaborate with the Human Resources Office prior to April 1 if there are issues that could lead to non-renewal.
Monday Tuesday Wednesday Thursday Friday 9.00 – 9.30 9.30 – 10.00 10.00 – 10.30 B R E A K 11.00 – 11.30 11.30 – 12.00 L U N C H 13.00 – 13.30 13.30 – 14.00 14.00 – 14.30 14.30 – 15.00
REQUEST FOR PURCHASE NO. FCESAA20250100 INSTALLATION Your Base DATE Current Date TO: CONTRACTING OFFICER Deployed Contracting Activity CLASS THROUGH: Deployed Finance Activity CONTRACT, PURCHASE ORDER OR DELIVERY ORDER NO. FROM: (Insert RC/CC, If applicable) Medical Group IT IS REQUESTED THAT THE SUPPLIES AND SERVICES ENUMERATED BELOW AND IN THE ATTACHED LIST, BE PURCHASED FOR FOR DELIVERY TO NOT THAN Two Weeks ITEM DESCRIPTION OF MATERIAL OR SERVICES TO BE PURCHASED QUANTITY UNIT ESTIMATED UNIT PRICE ESTIMATED TOTAL COST 0001 Classified Shredder 1 EA $500.00 $500.00 TOTAL $500.00 $66,420.00 PURPOSE Purchase a classified shredder DATE TYPED NAME AND GRADE OF REQUESTING OFFICIAL SIGNATURE Michael M. Moser 25 February 2002 MICHAEL M. MOSER, SSgt, USAF Go For, Medical Group TELEPHONE 225-1111 DATE 25 February 2002 TYPED NAME AND GRADE OF APPROVING OFFICIAL P.W. WORKS, Major, USAF Commander, Medical Group SIGNATURE P.W. Works TELEPHONE 225-1112 I certify that the supplies and services listed above and in the attached list are properly chargeable to the following allotments, the available balances of which are sufficient to cover the cost thereof, and the funds have been committed. ACCOUNTING CLASSIFICATION 5723400 302 6522 203456 592 876000 (HK) AMOUNT $ 66,420.00 DATE Today TYPED NAME AND GRADE OF CERTIFYING OFFICIAL G. Money, TSgt, USAF SIGNATURE G. Money AF FORM 9 MAR 77 (EF)
2012 Classified Service Awardees LAST NAME FIRST AREA ON CAMPUS YRS DePeel Debra Scripps College 35 Underwood Amy Outreach and Reg. Campuses 35 Brown Denver Finance and Administration 30 Clonch Charles Finance and Administration 30 Demosky David Finance and Administration 30 Hayden Kim Outreach and Regional Campuses 30 Hooper Jan Finance and Administration 30 Jewell Cynthia Information Technology 30 Kasler James Finance and Administration 30 Yeager Mike OU-HCOM 30 Andrews Lynn OU-HCOM 25 Baringer Ginger Information Technology 25 Buck Donna Finance and Administration 25 Bycofski Sheila OU-HCOM 25 Cunningham Denise Finance and Administration 25 Curtis Shelia University Libraries 25 Douglas Rose University Libraries 25 Ervin Larry Finance and Administration 25 Gabriel Chris Outreach and Regional Campuses 25 Hacker Ronald Finance and Administration 25 Hamon Steven Finance and Administration 25 Hanning Kathie Provost-Institutional Services 25 Hart Catherine Finance and Administration 25 Jackson Jerry Finance and Administration 25 Landis Amber Outreach and Regional Campuses 25 Locke Judy Provost-Institutional Services 25 Miller David Finance and Administration 25 Neimayer Alex Scripps College of 25 Nutter Penny College of Arts and Sciences 25 Palmer Barbara College of Fine Arts 25 Parsons Michele Provost-Institutional Services 25 Pennington Anthony Finance and Administration 25 Roberts Randol Finance and Administration 25 Schall Cory Finance and Administration 25 Schoonover Paula Finance and Administration 25 Stewart Carmeleeta Outreach and Reg. Campuses 25 Tyson Brenda Finance and Administration 25 Ulbrich Jon Finance and Administration 25 Walters Merry Outreach and Regional Campuses 25 Zimmerman Alex Finance and Administration 25 Anderson George Finance and Administration 20 Barricklow Terry Outreach and Regional Campuses 20