zilongwang/ReadingBank huggingface dataset:
6:56 – Yo momma so ugly she look like she got kicked in the face with a cowboy boot. 7:15 – Yo momma so fat when I look on her MySpace page, her top 8 was all her favorite restaurants. 7:57 – Yo momma so fat, yo dad proposed to her with an onion ring. 8:10 – Yo momma so fat I asked her what her favorite food was, the broad said seconds. 8;28 – Yo mom so stupid she took a jigsaw puzzle back cuz she said it was broken. 14:57 – Yo momma so fat when she calls I gotta put her on three way. 15:13 – Yo momma’s like Geico, she’s so easy a caveman could do her. Episode 303 (Ben Hill vs. Cabbagetown) 7:00 – Yo momma so stupid she measures height with a thermostat. 7:30 – Yo mom so black she sweats tar. 15:32 – Yo momma so fat I asked her what’s her favorite color, she screamed out “Long John Silver!” Episode 304 (Dunwoody vs. Southside) 6:43 – Yo so black she get her facials done at Jiffy Lube. 6:49 – Yo momma so poor I asked her what’s for dinner, that b**** lit my pocket on fire, “Hot Pocket.” 7:07 – Yo momma so fat and stupid when the judge says order in the court, she says “Yeah, let me get a hamburger…” 15:32 – Yo momma so stupid when she had you and saw the umbilical cord, she say “Ooh it come with cable?”
Abrahams, Roger D. (1962). Playing the dozens. The Journal of American Folklore, 75(297), 209-220. Retrieved from http://www.jstor.org/stable/537723?seq=1 Attardo, Salvatore. (1994). Linguistic theories of humor. Berlin: Mouton de Gruyter. Bergen, Benjamin & Binsted, Kim. (2003). The cognitive linguistics of scalar Language, Culture, and Mind, p.1-14. Cole, Robert W. (1974). Ribbin', jivin', and playin' the dozens. The Phi Delta Kappan, 56(3), 171-175. Retrieved from http://www.jstor.org/stable/10.2307/20297847 Freud, Sigmund. (1901). The psychopathology of everyday life. London: Hogarth. Horn, Laurence. (1972). On the semantic properties of the logical operators in English. Bloomington: IULC. Levinson, Stephen. (1983). Pragmatics. Cambridge University Press. Peckham, Aaron. (2005). Urban dictionary: Fularious street slang defined. Riverside, NJ: Andrews McMeel Publishing. Percelay, James, Dweck, Stephen, & Ivey, Monteria. (1994). Snaps : The original yo' mama joke book. New York, NY: William Morrow Paperbacks. Piddington, (1933). The psychology of laughter: A study in social adaptation. London: Figurehead. Raskin, Victor. (1985). Semantic mechanisms of humor. Dordrecht: Reidel. Ross, Alison. (1998). The language of London: Routledge. Smuts, Aaron. (2009, April 12). Humor. Retrieved from http://www.iep.utm.edu/humor/ Valderrama, Wilmer. (Director) (2006). In Minerd, D. (Executive Producer), Yo Atlanta. Atlanta: MTV. Retrieved from http://www.mtv.com/shows/yo_momma/ atlanta/video.
Buffalo Nickel Obverse Design Changes 1913 – Original master hub reduction from the galvano MH-1 (4 digits) LIBERTY in low relief Broad 1 digit Thick, curved lower left ribbon 1914 – MH-1 (1 digit replacement) 1915 – MH-1 (1 digit replacement) 1916 – Original MH-2 (2 digit replacement) based on MH-1 LIBERTY in medium relief Thin 1 digit Thick, curved lower left ribbon 1917 – MH-2 (1 digit replacement) 1918 – MH-2 (1 digit replacement) 1919 – MH-2 (1 digit replacement) 1920 – Original MH-3 (4 digit replacement) based on MH-2 Thicker 19 Tall 2 Thicker, straighter Left ribbon 1921 – Original MH-4 (4 digit replacement) based on MH-3 Enhanced hair and ribbon knot 1923 – Original MH-5 (1 digit replacement) based on MH-3 Straighter ribbon 1924 – MH-3 (1 digit replacement) Thick, curved lower ribbon 1925 – Original MH-6 (1 digit replacement) based on MH-3 Left ribbon is straighter 1926 – Original MH-7 (2 digit replacement) based on MH-2 Wide Curved ribbon Top of 2 points downward 6 overlaps ribbon 1927 – MH-7 (1 digit replacement) 7 overlaps ribbon 1928 – MH-7 (1 digit replacement) 8 overlaps ribbon 1929 – MH-7 (1 digit replacement) 9 overlaps ribbon 1930 – MH-7 (4 digit replacement) Thin digits Larger loop in the 9 Equal sized openings in the 3 with short center extension 0 overlaps ribbon Middle of ribbon is very weak to missing 1931 – Original MH-8 (4 digit replacement) based on MH-7 Initial 1 is shorter than the 9 Bottom of the 9 turns up
Photos: Caption: ______________________________________________________________________________
10km ROUNDTABLE BUFFLO RUN 02.07.2016 POS SURENAME NAME CLUB 2016 LIC. M/F AGE TIME 1 Collen Eskom 23661 M 33 35.20 2 Subisiso Kubheka Nkangala 1072 M 19 35.53 3 Mahlangu Ben N. A. A. 1060 m 17 35.54 4 Mobaso Emmanuel Nkangala 1074 m 35 43.24 5 Mtsweni Nel Eskom 588 m 52 44.19 6 Makunyane Enoch Ekangala 4850 m 40 44.48 7 Snell Gerald Witbank Athlone 364 m 33 46.59 8 Swanepoell Afrisam 5018 m 29 48.23 9 Van Niekerk Michael Ekangala 4843 m 19 50.38 10 Gerhunt Tanya Eskom 527 f 27 50.56 11 Susan MAD 2172 f 35 57.33 12 Monica MAD 2173 f 39 58.34 13 Mahlaagu Joseph 1792 m 44 58.35 14 Mohland Mathews Eskom 555 m 51 59.50 15 Botha Willie m 55 59.54 16 Gys 560 m 48 1.01.18 17 Mbuso Ntuli 1742 m 13 1.01.58 18 Odendal Carina Eskom 503 f 51 1.01.59 19 Engelbrecht Melanie Ekangala 4399 f 17 1.02.30 20 Swanepoel P MMK 1991 m 59 1.02.36 21 Ntuli Jeffrey Herbalife 1744 m 49 1.02.40 22 Kgomo Thabo 1729 m 30 1.03.16 23 Mtsweni Vusi Eskom 367 m 46 1.05.23
52 Fiso 646 f 36 1.22.51 53 Hlanje Thobile 1727 f 30 1.23.36 54 Stella 562 f 62 1.27.03 55 Meope Lebu 1740 f 27 1.27.26 56 Kwena 572 f 33 1.27.50 57 Spies Elize Bethal 38 f 61 1.27.55 58 Sanele 1737 f 16 1.27.56 59 Mkletshwa Nonkululeko 1738 f 22 1.28.31 60 Nkosinati Nkangala 2157 m 35 1.30.28 61 Ndimande N Eskom, 553 m 68 1.32.06 62 De Klerk Audrey Eskom, 538 f 64 1.35.55 63 Maneli S.M Eskom 668 m 65 1.38.18 64 Ferreira Johannie Bethal 1701 f 52 1.39.11 65 Ferreira Kros 1700 m 60+ 1.39.13 66 Thembi 2181 f 50 1.39.26 67 Mngonog Sindy Bethal 2180 f 40 1.43.15 68 Wimpie Eskom 643 42 2.00.29
R = min[Ri(1 – Pb), Rp ] = min[20(1 – 0.1007), 24] = 17.99 calls/hour and the average server utilization will be u = = 17.99/24 = 0.7495 Thus, the CSR is busy only about 75% of the time and idle for about 25% of the time. Because of variability, however, there will be an average of 1.23 callers on hold and 10% of all callers (or two per hour) will get a busy signal, resulting in lost sales. To study the effect of adding more telephone lines, we simply change the value of K and see how it affects key performance measures. Table 8.1 summarizes the results (rounded up to two decimal places). Table 8.1 Effect of Buffer Capacity on Process Performance Number of telephone lines n 5 6 7 8 9 10 Number of servers c 1 1 1 1 1 1 Buffer capacity K = n – c 4 5 6 7 8 9 Blocking probability Pb (%) 10.07 7.74 6.06 4.81 3.85 3.11 Throughput R (units/hour) 17.99 18.46 18.79 19.04 19.23 19.38 Average number of calls in queue Ii 1.23 1.52 1.79 2.04 2.27 2.48 Average wait in queue Ti (minutes) 4.10 4.95 5.73 6.44 7.09 7.68 Capacity utilization u 0.75 0.77 0.78 0.79 0.80 0.81 Note that, as the buffer capacity (number of telephone lines) is increased, the blocking probability declines, and more callers are able to get into the system. Interestingly, however, the average waiting time of the callers who do get in increases. Thus, increasing the buffer capacity has two opposing effects: increasing the process throughput but also increasing the average
Cost of lost contribution margin for callers getting busy signals, assumed to be $100 per blocked call Cost of waiting by callers on hold, assumed to be $2 per minute per customer Now, with one CSR and five telephone lines, c = 1 and K = 4, the cost of the server is $20c = $20 per hour, and the cost of leasing telephone lines is $5(K + c) = (5)(4 + 1) = $25 per hour. We determined in Example 8.8 that the average number of customers blocked because of busy signals is Ri Pb = (20)(0.1007) = 2.014/hour The contribution margin lost because of blocking is therefore $100 Ri Pb = (100)(2.014) = $201.40/hour Performance.xls gave the average number of customers on hold as Ii = 1.23. If each waiting customer costs $2 per minute, or $120 per hour, the hourly waiting cost will be $120 Ii = (120)(1.23) = $147.6/hour The total operating cost, therefore, is $(20 + 25 + 201.4 + 147.6) = $394/hour Increasing the number of telephone lines increases the buffer capacity K, and, as above, we can compute the total cost per hour, as summarized in Table 8.2. Table 8.2 Effect of Buffer Capacity on Total Operating Cost Number of telephone lines n 5 6 7 8 9 10
Preventing BoF attacks The following measures are taken to prevent BoF attacks: type safe languages such as Java and ML Implementing run-time checking Using address obfuscation Randomizing location of functions in libc Performing static source code analysis Marking stack as non-execute, random stack location Programming countermeasures The following are programming countermeasures: Programs should be designed with security in mind. Stack execution should be disabled. The code should be tested and debugged in order to find errors. The use of dangerous functions, such as gets, strcpy, etc. should be prevented. Using "safer" compilers such as StackGuard should be considered. Return addresses should be prevented from overwritten. Arguments should be validated and the amount of code that runs with the root privilege should be reduced. All sensitive information should be prevented from overwritten. Static or dynamic source code analyzers should be used at the source code level in order to check the code for the overflow problems. The compiler should be changed at the compiler level. The compiler level bounds checking or protects addresses from overwriting. The rules should be changed at the operating system level for which memory pages are permitted to hold executable data. Safe libraries should be used. Tools that can detect buffer overflow vulnerabilities should be used. 17.4 Understand buffer overflow countermeasures tools and buffer overflow pen testing Exam Focus: Understand buffer overflow countermeasures tools and buffer overflow pen testing. Objective includes: Identify buffer overflow countermeasures tools. Understand buffer overflow pen testing. Countermeasures against buffer overflow The countermeasures against buffer overflow are as follows: Perform manual auditing of the code.
Standard Adult Menu: £5 per head. *Open top or triangle sandwiches & salad garnish. Choice of Roast Ham, Roast Beef, Tuna, Cheese, Egg mayo. *Homemade Quiche - choice of fillings. *Homemade Sausage *Pork Pies & pickle. *Vol-au-vents or puff pastry galettes - choice of fillings. *Selection of sweets.
Canapé MENU Planning a party? Speak to us about parties of 15 or more, and enjoy our great canapé menu. Black Rye crostini with brisket, horseradish mayo & watercress Brioche crostini with hot link sausage, sweet pepper & crispy onions Brioche crostini with pulled pork & pear and lime chutney Sourdough crostini with sweet pepper, grilled courgette, aubergine band scamorza Wings £5 per person PARTY BANQUET MENU For 8 people or more, why not try our Banquet menu? Brisket / Pulled Pork / Wings ‘n’ things / Rack O’ Ribs Served with Smokey Corn portions, Mustard Slaw, Skinny Fries and your choice of any 3 of; Mamas Mac & Cheese / BBQ Beans & Burnt ends Collard Greens / Grits & Gravy / Garlic Toast / Veg Stack £11 per person Contact BIERREX@gustouk.com or Tel 0191 4477720
Bucket List - Student’s Handout Advanced My grandfather _________ the _______ last week. to ________ the ___________ = _____________ How else can we say this? Pass ________ Bite the _______ Give up the ________ ________ one’s last. P__________ What is a bucket list? What do you think of this idea? Have you seen the film? Who do you think invented this idea? Why has it become so widely-know? What is FOMO? Language for talking about plans/hopes/dreams Positive Negative I’ve always fancied… I’m dying/itching to try… … is a burning ambition of mine. … would be right up my street. … is one for the bucket list. A pipe (an unrealistic/improbable dream) I would jump at the chance to… If you offered me the chance to…, I bite your hand off. I’d give it a go. I have no desire to… … doesn’t appeal to me (at all) Whatever floats your boat. To each their own The idea of … doesn’t do anything for me. You wouldn’t catch me …ing … is not my thing. … is not for me.
Delivering Great Food with Style...for every occasion For all your Functions across the North West Puddings Catering Ltd is a brand new catering company formed from many years’ experience in the restaurant and catering industry. Over the years we have provided catering at many prestigious events including events attended by Royalty, politicians and many local celebrities. Our aim is to provide a high quality service with delicious food and the client’s budget always in mind. We specialise in providing catering services at many different venues around the region including marquees, civic halls, offices, social clubs, and best of all, in your own home. So be it:- an intimate dinner party Banquet for up to 750 Conferences Corporate Lunches Product Launches BBQs Family Parties Weddings Canape Receptions Just call Puddings and let us do the rest... Call Paul on Mob: 751082 E-mail: paul@puddingscatering.co.uk Website: www.puddingscatering.co.uk Menu 1 ‘The Denman’ Selection of Bloomer & Granary Sandwiches with Fillings of Minted Lamb, Cheese & Red Onion, Roast Beef & Horseradish and Baked Ham with Sweetcorn Relish Cocktail Spring Rolls with a Sweet Chilli Dip
Redbrick House BBQ Menu 6oz Sirloin Steak *** Lamb Chops / Pork Chops *** Premium Pork Sausages *** Best Beef Burgers *** Chicken Kebabs *** Fried Onions *** Mushy Peas *** Rice Salads & Green Salads *** Homemade Coleslaw & Homemade Potato Salad *** New Potatoes £15.50 per person
Bear Necessities (Genetic Traits) Face FF – Heart Ff – Inverted Triangle ff – Square Facial Hair Color HH – Same Fur Color Hh – Lighter Fur Color hh – Darker Fur Chin Shape CC – Aligned w/ Top Lip Cc – Smaller than Top Lip cc – Overbite Fur Color 6 Dominate traits Black 5 Dominate traits Dark Brown 4 Dominate traits Brown 3 Dominate traits Light Brown 2 Dominate Traits Red 1 Dominate Trait Grey 0 Dominate Traits White Fur Length LL – Long Ll – Medium ll – Short Paw Size PP – Large Pp – Medium pp – Small Eye Color 6 Dominate traits Black 5 Dominate traits Dark Brown 4 Dominate traits Brown 3 Dominate traits Light Brown 2 Dominate Traits Blue 1 Dominate Trait Green 0 Dominate Traits Yellow Eye Distance EE – Far Ee – Medium ee – close together Eye Size LL – Large Ll – Medium ll – small Eye Shape SS – Round Ss – Oval ss – rectangle Color TT- White Tt- Pale Yellow tt – dark yellow Size TT – Long Tt – Medium tt – short Mouth Size MM – Large Mm – Medium mm – Small Lip Size LL – Large Ll – Medium ll – Small Nose Length NN – Long Nn – Medium nn – Short Nostril Distance NN – Wide Nn – Medium nn – Close Nostril Size NN – Large Nn – Medium nn – Small Ear Shape EE – Round Ee – Triangle ee – Flat Ear Distance DD – Wide Dd – Medium dd – Close Ear Size SS – Large Ss – Medium ss – Small Ear Fur Color CC – Same as Face Cc – Same as Face cc – Darker than Face
Instructions: After completing each of the following steps, fill out the information in that row. Name of element Symbol Stable? (yes/no) Charge (-,0,+) Mass Number Atomic Number Number of Protons Number of Neutrons Number of Electrons 1. Select “Symbol” and drag a red proton to the yellow “X” (nucleus) Hydrogen H Yes +1 1 1 1 0 0 2. Drag a gray neutron to the nucleus. Hydrogen H Yes +1 2 1 1 1 0 3. Drag a blue electron to the first orbit. (Make sure “Orbits” is selected for Model) Hydrogen H Yes 0 2 1 1 1 1 4. Add another proton to the nucleus. Helium He Yes +1 3 2 2 1 1 5. Add a neutron. Helium He Yes +1 4 2 2 2 1 6. Add another neutron. Helium He No +1 5 2 2 3 1 7. Add an electron. Helium He No 0 5 2 2 3 2 8. Add another electron. Helium He No -1 5 2 2 3 3 9. Add a proton. Lithium Li Yes 0 6 3 3 3 3 10. Add another proton. Beryllium Be No +1 7 4 4 3 3 Continue to add protons, neutrons, and electrons until you feel that you understand the relationships between the columns in the table above. Then circle the correct italicized term(s) in each sentence on the following page. © Copyright 2014 – All rights Reserved Created By Amy D. Alford
You’ll find a use for these even if you eventually add a set of combination wrenches or a socket set to your tool box. Buying added quality in these tools will yield jaws less likely to slip and damage your fasteners. Level A 9-inch torpedo level comes in handy for leveling everything from pictures to new clothes dryer. Before you drop one in your cart, double-check the bubble accuracy by centering it on one of the professional-quality 3-foot or 4-foot box-beam levels in the store.
Square the wall by measuring diagonally and apply sheathing. The wall is only checked for square if sheathing is to be applied before being lifted into place. Figure 5—Method of checking for square with diagonal measurements; A and B must be equal to be square. Stand the wall upright, check the wall for plumb and square, and brace it with extra material. Figure 6—Typical temporary bracing of a wall section after checking for square and for plumb
Building a Business Plan- Step Two Analyses- Industry, Environmental, Competitive You have a business idea! It is going to make you millions, right? Well, possibly. However, investors will want to see how your new product or service fits within the existing business climate. Answer the questions below (see pgs. 87-88 in your text). How big is your market and is it a rising market or falling market? How big will your company be? What is the rate of success or failure for your market? (Example: Happy Hoppy Company is a rather unique market, specializing in rabbit awareness, distribution, and proper care. It is difficult to gauge if the specific rabbit industry is rising or falling but in a broader market, the pet industry is a 15 billion dollar industry and the rabbit market is part of that. Initially the HHC will consist of four people: Scott Russell, Owner; John Mayberry, Marketing; Susan Valenzuela- Office Manager; Davis Todd- Rabbit Breeder and Expert.) How will the business fit into the community or communities it will be operating in? Are there regulatory or other licensing that must be obtained? (Example: Happy Hoppy Company will be based in West Virginia. The rural communities in the area are accustomed to livestock and animals. Proper business licensing and an endorsement from the West Virginian Human Society have already been secured. HHC is well known in the area and has established good rapport with other animal-centric businesses. The latest in technology and proper care facilities are used at HHC so the rabbits are kept healthy and happy.)
and to pet stores in various areas. These companies to not have the rare-breed rabbits many households will want and do not have the training in rabbit care that the Happy Hoppy Company does. As mentioned in previous sections, the HHC will embark on an information/marketing campaign at the start. People in the United States and overseas do not realize or recognize how good of pets rabbits are. They are loving, fun, and loyal. To begin the campaign, local pet stores and schools will get literature and a “pet” rabbit to enjoy. The rabbit experts as HHC will visit these places at various times to give lectures and talk to people about rabbits. Below is a breakdown of these costs: Marketing Activity Cost Brochures 21000 “Pet” Rabbit and care 45000 Rabbit Expert Trainings 250000 Local TV ads 45000 Other 40000 Total 401000 After the initial marketing campaign, the price for high-quality, rare HHC rabbits will be as follows: Rabbit Breed (Rare) Cost (M/F) Cream d’Argent 450 700 Belgian Hair 550 800 American Chinchilla 300 400 Rhinelander 450 900 Silver Fox 400 550 Prices for common breed rabbits will be as follows: Rabbit Breed (Common) Cost (M/F) Sussex 65 85 Dutch 80 110 Himalayan 85 120 This pricing strategy is higher than competitors by approximately 30%. However, these rabbits are well cared for and not bred en masse for testing centers and pet shops. Each individual rabbit is cared for and has lots of room to run around. The best care, including food and other nutritional supplements, are used in the raising of HHC rabbits. Follow up with rabbit owners, after purchase, will be a key component to justify the additional costs. Advertising will take the form of brochures and local television ads. The personal visit from the HHC rabbit experts will also be a way in which advertising will be accomplished. After trying this form of advertising for the first few years, more traditional methods might be used to gather a wider audience.
Create a relationship called sales-products. This table should contain the following fields. Sale ID Product ID QTY sold Selling Price Data Field Data type properties Sale ID (set as the primary key) ? Product ID (set as the primary key) ? Qty Sold Number Use access default Selling Currency Format 2 decimal places For this table, you do not need to enter any data into this table To improve completeness, change the Required property for each of the field names from No to Yes; this prevents a record from being created if any values are missing. Step 11 There is a relationship between the sales table and three of the other tables and a relationship between the products table and one other table (I will not tell you which ones). Establish the relationships. Make sure you enforce referential integrity. Primary key/Foreign Key Establishing relationship Primary key/Foreign key must be like type data types Auto# cannot be FK because it can only be used one time
1 The learner will know about own skills, abilities, experience, knowledge and personal qualities The learner must know: Assessment Requirements Evidence Location 1.a Own personal qualities, skills, abilities, experience and knowledge Learners should identify own: (a) personal qualities (b) skills (c) abilities (d) experience (e) knowledge The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b Which of own attributes can be used to support progression to further opportunities Learners should identify which of owns attributes can be used to support progression to further opportunities. 1.c How own attributes can be used to support own progression Learners should give examples of how own attributes can be used to support own progression. 2 The learner will be able to build a portfolio of personal/educational information The learner must be able to: Assessment Requirements Evidence Location 2.a Identify a minimum of three different types of information which can be included in a portfolio The following assessment methods must be assessment of this standard: Learner’s own products (portfolio)
2.a Examples of aggressive, passive and assertive behaviour in workplace situations Learners should identify a minimum of examples (in total) of aggressive, passive and assertive behaviour in workplace situations. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b The potential impact of aggressive, passive and assertive behaviours on workplace relationships Learners should outline the potential impact of aggressive, passive and assertive behaviours on workplace relationships. 2.c How to respond appropriately to examples of aggressive, passive and assertive behaviour in workplace situations Learners should outline how to respond appropriately to examples of aggressive, passive and assertive behaviour in workplace situations. 3 The learner will know how to give and respond to constructive criticism The learner must know: Assessment Requirements Evidence Location 3.a Different feedback models Learners should identify a minimum of two different feedback models. The can be used standard:
tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b How constructive criticism can benefit an individual and contribute to their personal development and growth Learners should state how constructive criticism can benefit an individual and contribute to their personal development and growth. 3.c How to respond to constructive criticism in an open and way Learners should how to respond to constructive criticism in an open and non-defensive way. 4 The learner will know how conflict can be dealt with constructively in the workplace The learner must know: Assessment Requirements Evidence Location
1 H/W Cursor Windows 10 None Yes MS-WDHCE 2 Latency Switching Windows 10 None Yes MS-WFDPE 3 IP Address Allocation in EAPOL-Key Frames Windows 10 None Yes Wi-Fi_P2P_Technical_Specification_v1.5 4 Extended Channel Switch Announcement Windows 10 Wi-Fi Yes 802.11-2012 Specification 6 Dynamic Rate Windows 10 None Yes MS-WFDPE 7 End of Marker Windows 10 None Yes MS-WFDPE 8 CABAC Support Windows 10 None Yes MS-WFDPE 9 Updates for Telemetry Windows 10 None Yes MS-WFDPE 10 UIBC Support Windows 10 None Yes MS-WFDPE 11 Microsoft Real Time Bitrate Modulation Windows 10 Anniversary Update None Yes MS-WFDPE 12 Dynamically switch the Resolution and Frame Rate Windows 10 None Yes MS-WFDPE 13 Support for Additional formats Windows 10 Anniversary Update None Yes MS-WFDPE 14 Support IDR requests Windows 10 None Yes MS-WFDPE 15 Support for Source Receiver Version Windows 10 None Yes MS-WFDPE 16 Support for Enhanced Diagnostics Windows 10 None Yes MS-WFDPE 17 Support for Intel’s Receiver Version Windows 10 None Yes MS-WFDPE 18 Support for Intel’s Receiver Model Name Windows 10 None Yes MS-WFDPE 19 Support for Intel’s Receiver Manufacturer name Windows 10 None Yes MS-WFDPE 20 Support for Intel’s receiver Manufacturer logo Windows 10 None Yes MS-WFDPE 21 Support for Intel’s Receiver Device URL Windows 10 None Yes MS-WFDPE
NZ Homeowners’ Project Workbook – Your Guide to Building a Better Home (order local copy at: or 09 360 8885 Guide to Applying for a Building Consent (Simple Residential Buildings) – Department of Building and Housing The Building Act and You – Department of Building and Housing
1 The learner will know about feelings of confidence and self esteem The learner must know: Assessment Requirements Evidence Location 1.a What is meant by ‘confidence and Learners should indicate what is by ‘confidence and The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b A good feeling that goes with confidence and Learners should indicate a good feeling that goes with confidence and self-esteem. 1.c A feeling that goes with low confidence and low self-esteem Learners should indicate a feeling that goes with low confidence and low 2 The learner will know about building confidence and self esteem The learner must know: Assessment Requirements Evidence Location
2.a a way of building own confidence and self esteem Learners should indicate a way of building own confidence and self-esteem. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b A way of building another person’s confidence and self esteem Learners should indicate a way of building another person’s confidence and Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will know about confidence and self-esteem The learner must know: Assessment Requirements Evidence Location 1.a What is by ‘confidence and Learners should identify what is meant by ‘confidence and self-esteem’. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Effects of having good confidence and Learners should give a minimum of two effects of having good confidence and self-esteem. 1.c Characteristics of a confident person Learners should identify a minimum of two examples of characteristics of a confident person. 1.d A situation where they have felt confident Learners should give an example of a situation where they have felt confident. 2 The learner will know about ways in which confidence and self-esteem can be damaged The learner must know: Assessment Requirements Evidence Location
The learner must know: Assessment Requirements Evidence Location 2.a Activities that will support a child to express their feelings Learners should list a minimum of two examples of an activity that will support a child to express their feelings. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b How interaction can help to a child’s self-esteem. Learners should state how interaction can help to build a child’s self-esteem. Final Tutor Feedback (Strengths and Areas for Improvement):
Schedule 2 Certain small domestic building and extensions (inclusive of VAT @ 20%) Full Plans Building Notice Regularisation Deposit Charge Inspection Charge Total inc VAT Total inc VAT Total inc VAT Exempt from VAT a All attached garages and detached garages over 30m2 and under 60m2 £180.00 £180.00 £360.00 £450.00 b Domestic extensions over 4m2 up to 10m2 £180.00 £180.00 £360.00 £450.00 c Domestic extensions over 10m2 up to 40m2 £180.00 £330.00 £510.00 £637.50 d Domestic extensions over 40m2 up to 60m2 £180.00 £510.00 £690.00 £862.50 e Domestic extensions over 60m2 up to 100m2 £180.00 £540.00 £720.00 £900.00 f A loft conversion up to 30m2 £180.00 £300.00 £480.00 £600.00 Schedule 2 Guidance For extensions below 4m², or any other work not included in the categories above, please refer to Schedule 3. Where the work in question includes the erection of more than one extension to a building, the total floor areas of all such extensions should be combined to determine the charge payable in accordance with Schedule 2. Unless otherwise agreed, schemes exceeding one year duration may be subject to an additional charge. Where work is to provide access and facilities for disabled people in an existing domestic building, or is an extension of a room in a dwelling (where the sole use will be for the carrying out of medical treatment or storage facilities for a disabled person, or the adaptation or replacement of accommodation), no fee will be payable. For further information regarding Schedule 2 projects please contact a Building Control Officer on 01524 582950 or via email Schedule 3: Other work falling outside Schedules 1 and 2
Written and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 5 The learner will be able to erect corners The learner must be able to: Assessment Requirements Evidence Location 5.a Set setting out walls to the correct length The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and appropriate assessment methods may be used. 5.b Set out square corner 5.c Construct corners including the following bonds: half walls block walls English Bond Flemish Bond 5.d Cut closers safely using correct PPE 5.e Maintain a clean work area
Section I – General Occupant Guidelines 2 Section II – Occupant Evacuation Procedures 2 Section III – Emergency Reporting Procedures 2 Section IV – Evacuation Coordinator Responsibilities 3 Section V – Floor Proctor Responsibilities 3 Section VI – Floor Proctor Entrance Assignments 3 Section VII – Departmental Safety Monitor Responsibilities 4 Section VIII – Evacuation Procedures for Persons Needing Special Assistance 4 Attachment A – Special Needs Notification 5 Attachment B – Evacuation Drill report Form 6 Attachment C – Critical Operation Shutdown 7 Attachment D – Area Evacuation Plan 8 Attachment E – Floor Plans 9 Adjust page numbers as necessary
FEDERAL FACILITY ASSESSMENT GUIDE Building Envelope Site Assessment Guidance General Lighting Assessment Procedure: Record light levels (ft candle) in various spaces using a hand held light meter Office light levels should be taken at desk level Hallway and restroom measurements should be taken at 4 ft – 6 ft height Record a min, max and average level for each space Record night time and daytime light levels within the space (Note: Make sure the lighting system can meet night time illuminance requirements when reducing LPD and light levels) When recording light levels next to windows, make sure to take a set of measurements away from the window as well Count lamps/ballasts in each room Count fixtures, lamps, and ballasts (Fixture counts can also be approximated from electrical drawings) Calculate the space area and calculate Watts/ft2 for each space type Record fixture type (i.e. recessed, recessed vented, indirect/direct, etc.) down lamp data and ballast data Look up ballast specifications on the internet Record lamp type, lamp color temperature (Kelvin), lamp wattage Site Assessment Tools: Use a light meter to record light levels, a roller wheel to measure space dimensions, and a tape measure to measure floor to window height. 50% Energy Savings over ASHRAE 90.1- 2004 FEDERAL FACILITY ASSESSMENT GUIDE Building Envelope Checklist Install Additional Insulation in Exterior Walls Adding insulation to exterior walls can reduce the heat gain or loss through the building envelope and save energy on maintaining comfortable conditions inside of the building. EIFS can be used for exterior insulation. Loose-fill can be used for enclosed existing wall, and hard to reach places. Rigid fibrous insulation is good for ducts in unconditioned spaces or other places requiring insulation that can withstand high temperatures. Sprayed foam and foamed-in-place insulation can be used in enclosed existing wall. Energy savings can be modeled in eQUEST. Seal Areas of Infiltration in Exterior Walls Using caulk or weather-stripping to seal areas of infiltration can reduce the amount of unconditioned air that enters the building, and save significant amounts of energy. Energy savings can be modeled in eQUEST. Fix Rain Leaks in Exterior Walls Rain leaks are indications of improper installation of siding material, poor-quality flashing, and weather-stripping or caulking around exterior joints. This can cause a drainage-plane within the wall system f the building and significantly damage the building envelope. Install Solar Shading Features on South-Facing Facades
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: Building Families For Children Licensing Agency: DHR Contracting Agency(s): DHR Name of Chief Administrator: Debbie Marini Email: License Type: Treatment Foster Care Type of Inspection: Quarterly Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection Building Families for Children CHOSEN TFC 7161 A Columbia Gateway Dr Columbia, MD 21046 Unlimited 56 DHR 44 #00182/ 12/1/2016 5/11/ & 5/12/2016 Inspection Summary Number of Records Reviewed: Youth 0 Staff 12 Foster Parent 4 Adoptive Parent N/A Number of Interviews: Youth 0 Staff 4 Foster Parent 0 CPA Office Inspection: Approved Number of ILP Apartments Inspected: N/A Number of Foster Homes Inspected: 0 Current COMAR Violation: Yes No X If Yes, list Cited Violation(s) below: Violation(s) Findings N/A Corrective Action Plan: Yes No X If yes, date of CAP: Any Violations During Mid or Re-Licensure Periods: Yes No If Yes See Report (s) Date(s): n/a Complaint Outcome: N/a Current Status of License: Continued Licensing Coordinator: Lisa Beeman Date: 5/25/2016 Email: Program Manager: Richard Berger Date 5/25/2016 Email:
Who are the major players in our construction project? Project manager – Tom Doseck/Eaton Community Schools Architects – Fanning Howey Construction Manager – Megan Construction Bond Counsel – Ed Cavezza/Peck Shaffer & Williams Financial Advisor – John Payne/Bradley Payne Project Administrator – Keith Krzeminski/Ohio School Facilities Commission (OSFC) What are the projected timelines from this point forward? * September, 2011 – February, 2013 Elementary School Construction Phase October, 2011 – May, 2013 Middle School Construction Phase August, 2013 New buildings open at start of school year *timelines are subject to change based on weather, construction delays, etc.
BUILDING LEVEL ENERGY CONSUMPTION REPORT Spring 2017 Prepared by Diliya Murtazina for Morgan Johnston ENVS 491 with the Institute for Sustainability, Energy and Environment (iSEE). Abstract The document has two parts. Part one discusses behavior change strategies for energy efficiency from relevant literature. Understanding consumer’s behavior is also included. Part two gives results that were achieved, as well as instructions. Appendix consist of some photos for promoting energy savings. Main take-away points: Behavior change strategies 1) Information must be: Easy to understand Trustable Presented in a way that attracts attentions and is remembered Delivered as closely as possible –in time and place- to the relevant choice 2) Goal-setting works through: Directing attention and effort toward goal-related activities Energizing goal pursuers, e.g. higher goals bring higher efforts Making the effort persistent Motivating individuals for using, applying, and/or learning strategies or knowledge of best accomplishment methods for their goal (indirect impact) 3) Commitment Could be a self-pledge or a commitment to society. For example, one could make a self-pledge to reduce his or her energy consumption by 5% (personal norm activation) or could follow an announcement in a local newspaper to satisfy expectation of others; in this case social norms play a determinant role. 4) Modeling Using an “understandable, relevant, meaningful, and rewarding (in terms of positive results)” model could motivate people to follow it. 5) Incentives / Disincentives It is not necessary for these strategies to be in monetary form. They are mostly useful for shaping efficiency behavior in end-users. For example, giving incentives for utilizing technological innovations such as energy efficient appliances or insulation methods in households could lead to wider usage of them.
Facilities Customer and Business Services Send completed permit application to: Email: Fax: 756-6114 Attn: Facilities Help Center Applicant’s Name: (Applicant will be the primary contact for this project) Today’s Date: Phone Number: Department: Alternate Phone Number: Email Address: Optional: Names and Phone numbers of other involved parties (Supervisor, Dean, Advisor etc.) Project Name: Bldg. Name: Bldg. #: Who is doing the work? (Check all that apply) Room #: Contractor Student Project Other (Explain) Department Labor Source of Funding: Estimated Cost/Budget: Description of Project: supporting documents such as scope, plans, specifications, location, etc. to: facilities-CBS@calpoly.edu and Mike Hogan at mhogan@calpoly.edu Status of Project: Proposal (We can only review the concept, not issue a permit) Ready to Review Under Construction (oops!) Approval Signature: Academic Departments Require Dean’s Signature (Non-Academic Departments Require Division or Department Head Signature) (Please Print Name) Facility Services Use Only Project SR_______________ Time Window: REV 9/14 FAC-10A Return Application Form to Facilities Customer and Business Services . Use to request authorization for Department-directed jobs .
Involving the Public in the Design and Conduct of Research: Building Research Partnerships 19th April 2018; 9.30am – 4.00pm Grosvenor House Please complete and return to the address below by 9th April 2018. This is a free event and no fee is required. Name: Role/Organisation: What would you like to learn from this workshop? How do you think you might use or apply this learning? What motivated you to apply for this learning opportunity? Where did you hear about this workshop? If you consider yourself to have a disability or any other condition which may affect your ability to participate in the training, how can we support you? Telephone Postcode Special dietary requirements? What best describes your Role? Member of Public (eg service user, carer) Researcher/Health care professional Other (please describe) Please return to: Cara McClure () or post to HSC R&D Division, 4th Floor, Public Health Agency, 12-22 Linenhall Street, Belfast, BT2 8BS
Sanitary facilities The Person in charge must ensure that sanitary facilities are provided on the building site at the commencement of and for the duration of building works, which: do not cause odours or detriment to the amenity of the area in which the building site is located; and are maintained in a and sanitary condition at all times. Building site waste The Person in charge must ensure that waste produced as a result of building works are: contained entirely within the building site; stored in a manner that does not attract the depositing of from sources other than the building site; stored in a manner that does not cause detriment to the visual amenity of the area in which the building site is located; disposed of regularly and to a legal point of waste disposal; preventing any sediment or erosion or other site run off from leaving the building site; not allowing potential stormwater pollutants to escape from the building site; and not allowing any dust or air pollutants to escape from the building site. Waste produced on the building site which is capable of being blown off the building site by wind must be stored by the Person in charge in a waste container; The Person in charge must ensure that vehicles leaving the building site do not deposit litter; and Waste produced as a result of building work on a building site must be disposed of by the person in charge of the building site work in a container, recycled or other approved method. and traffic hazards and safety
BE IT ENACTED by the National Assembly, as follows:- [Act 25 of 1990 the following substitutions throughout the Act: * “Central Bank” for “Reserve Bank”; and * “Minister” for “Cabinet”.] CHAPTER I INTRODUCTORY Definitions 1. In this Act, unless the context otherwise indicates - “advance” includes one or more advances on the security of one property or of two or more properties jointly; “agent” means a representative of a society with express authority in regard to the acceptance of money in respect of deposits or shares or repayments of advances or loans or the receipt of applications in respect of advances or loans on behalf of that society; “approved stocks” means stocks issued under section 27(1)(bb) of the State Finance Act, 1982 (Act 1 of 1982), and such other stocks as the Treasury may approve; [The State Finance Act 1 of 1982 has been replaced by the State Finance Act 31 of 1991.] “bank” or “banker” means a banking institution registered otherwise than provisionally under the Banks Act, 1965 (Act 23 of 1965); [The Banks Act 23 of 1965 has been replaced by the Banking Institutions Act 2 of 1998.] in relation to any society, means the board of directors or the body managing the business of the society, by whatever name it may be called; “building society” means an association of persons the principal object of which is the making, out of funds derived from the issue of shares to and the acceptance of deposits from the public or from subscriptions by members, of advances for the purpose of erecting, acquiring and improving dwelling houses upon the security of the mortgage of urban immovable property; “Central Bank” means the Bank of Namibia established by section 2 of the Bank of Namibia Act, 1990 (Act 8 of 1990); [definition of “Central Bank” inserted by Act 25 of 1990] “court”, in relation to a society, and without prejudice to the jurisdiction of any magistrate’s court in relation to any offence in terms of this Act, means the Supreme Court of South West Africa; “director” includes an alternate director and any person occupying a position on the board of a society, by whatever name he may be called; “discount house” means an institution registered or deemed to be registered as a discount house under the Banks Act, 1965 (Act 23 of 1965); [The Banks Act 23 of 1965 has been replaced by the Banking Institutions Act 2 of 1998.]
7 Re-fit / Re-arrangement Considerations Impact of Repositioning of Furniture Implications of Layout Changes (Installing Screens etc.) Impact of Increased Occupancy/Heat Load 8 Reporting Provision Contact Details – Estates/Help Desk/Fire/Security Specialist Contractors – Lift/Fume Cupboards 9 Training Building Services Training Energy saving Features Emergency Procedures – Lab Spillages etc. 10 Links & References Websites – Carbon Trust Good Practice Guides
Challenges. There schools have no kitchens, the porridge is cooked outside the classes which is not safe Students from upper classes demanding for the food which is never enough Students loosing cups and spoons Changes in the prices of raw materials such as sugar, firewood, maize flower. The Kids at Lilongwe Primary enjoying the porridge. 3. Grant The grant for the past 6 months has been running smoothly in the libraries. In April the budget increased from 20-30 thousand which is the money which is donated to the libraries every month. In the past 6 months we have managed to donate 35 books to the libraries. These two libraries on a monthly basis they do accommodate almost 4,000 people from different areas who comes to the library to study and some for different reasons. In the same month of April it was agreed that we start supporting some schools which we work with and these are Chipasula Secondary school, Kaps Model PVT Schools, SOS Secondary School and Falls Secondary, and Lilongwe Primary school. During the meeting in April it was agreed that each school per month will be receiving a monthly grant of K20, 000. Some schools complained that the money was too little and some were very much appreciative with the fund. During the time we started this grant (For schools) we have been receiving negative responses from Chipasula so we decided that we stop giving the grant to the school and give it to a more needy school. Msambachikho primary school was considered as one of the schools we need to start supporting. Challenges. The funding is still considered to be not enough both in libraries and schools as the prices of books and other stationery materials are going high. There is a need for ceilings and air conditioners in the libraries to make the reading environment favorable. Mrs Masale (CEO of BFM) donating books to Kaps Library Mr Lameck Chirwa donating (Chalks, Notebooks and Pens) Lilongwe Primary School Sports Development project The sports project is currently in progress, the projects is meant to run for 10 months, it started in April and it will end in January this is according to the time frame. The full report from Mr. Brian Ndau The sports development officer has been attached along with this report.
Please contact Anne Hutchison for more details on: 01968 682256 Puzzle Corner Answers in the next issue Where am I? I’m somewhere within the Black Mount Community, can you guess where I am? Mind Gym Exercise Can you complete this maths chain in under a minute: 17 multiply by 2 subtract 5 multiply by 3 add 12 subtract 17 divide by 2 subtract 5 multiply by 3 divide by 6 Can you make a word using all the letters C T U N Y S A R A The is published by the Black Mount Community Council but views expressed therein are not necessarily those of the committee. The Community Council cannot accept responsibility for any errors printed in the Bugle