zilongwang/ReadingBank huggingface dataset:
KENDRIYA VIDYALAYA ONGC ANKLESHWAR WINTER HOLIDAY HOMEWORK 2017-18 CLASS : 3 A ENGLISH 1) learn and write all the question and answers from chapter TRAINS to MY SILLY SISTER (page 33-86) 2) learn and write 5 sentences on- a) an interesting journey b) tiger HINDI 9 12 2 MATHS MATHS 1. tables from 2 to 20 2.Do revision from ch.8 to 11. 3. Multiply by box method A)31 X 15 B)26X21 C) 13X12 4. Multiply. A)54 X23 B)17X10 C)38X22 EVS 1. questions – answers for Periodic Test -2 (Chap- 13 to 19) pictures of 10 useful animals and write for what they are used. 3. Make a bird bath CLASS : 3 B ENGLISH 1 Learn and write all the question answers of lessons Trains to My silly sister. 2 Learn and write on the topic 1) An interesting train journey 3 Tiger HINDI 2 9 12 MATHS 1. Learn tables from 2 to 20 2.Do revision from ch.8 to 11. 3. Multiply by box method A)31 X 15 B)26X21 C) 13X12 4. Multiply. A)54 X23 C)38X22 EVS 1. Make model of – a)Kachcha house b) Tent 2. Collect sample or pictures of the things used for making a house and paste it.
Write a notice on competition for football match for class V to be conducted on 20/12/2017. a notice to purchase library book for class I to V. Write a short story related to ‘friend in need is a friend indeed’. MATHS 1. Write and learn tables from 1 to 20. 2. Complete the worksheet given to you. EVS 1. Revise lessons from 12 to 17. 2. Show the states in map which have oil field. 3. Journey from Mumbai to Ladakh, Gaurav Jani has crossed many states. Mark them on map. 4. Show the states which are called seven sisters in the map. 5. Make a poster on Save oil. CLASS : 5 B ENGLISH Read 2 stories and atleast 5 questions and answers from it. (it may be true false, grammar and related to story) Write a notice on competition for football match for class V to be conducted on 20/12/2017. Write a notice to purchase library book for class I to V. Write a short story related to ‘friend in need is a friend indeed’. HINDI “ “ “ (
Table 3: Number of new patients commencing treatment each financial year Financial year New patients Continuing patients % continuing treatment 2013-14 1,513 1,513 2014-15 2,935 1,289 85.2% 4,224 2015-16 2,964 3,057 72.4% 6,021 7,412 4,346 11,758 4: Number of services per patient in 2013-14, 2014-15 and 2015-16 Services # of patients % of patients 2013-14 1 1,216 80% 2 297 20% Total 1,513 100% 2014-15 1 1,294 31% 2 1,043 25% 3 966 23% 4 902 21% 5 19 0% 4,224 100% 2015-16 1 1,639 27% 2 1,258 21% 3 1,353 22% 4 1,662 28% 5 109 2% Total 6,021 100% Table 5: Number of services per patient since the service was listed on 1 March 2014 to June 2016 Number of Services Number of Patients Percentage of Patients 1 1,826 25% 2 1,556 21% 3 886 12% 4 735 10% 5 547 7% 6 507 7% 7 486 7% 8 417 6% 9 374 5% 10+ 78 1% Total 7,412 100% Source for tables 2-5: Department of Health Figure 2: Demographic profile for MBS item for 2013-14 (a), 2014-15 (b) and 2015-16 (c) Source: Medicare Statistics Online Practitioner breakdown There were 151 medical practitioners providing this service in 2015-16 (Table 6). The PBS restrictions require that the service be provided by a neurologist. It is assumed that the other specialties shown in Table 7 reflect medical practitioners with co-specialties.
Health care resources Table 4: List of resources to be considered in the economic analysis Provider of resource Setting in which resource is provided Proporti on of patients receiving resource Number of units of resource per relevant time horizon per patient receiving resource Disaggregated unit cost MBS Safety nets* govt budget Private health insurer Patient Total cost Resources provided to identify eligible population ‐ Resource 1 ‐ Resource 2, etc Resources provided to deliver comparator 1 ‐ Resource 1 ‐ Resource 2, etc Resources provided in association with comparator 1 (e.g., pre-treatments, co-administered interventions, resources used to monitor or in follow-up, resources used in management of adverse events, resources used for treatment of down- stream conditions): Current best practice ‐ Resource 1 Neurologist consult Outpatient ‐ Resource 2, etc Resources provided to deliver comparator 2, etc ‐ Resource 1 ‐ Resource 2, etc Resources provided in association with comparator 2, etc ‐ Resource 1 ‐ Resource 2, etc Resources provided to deliver proposed intervention ‐ Resource 1 ‐ Resource 2, etc Resources provided in association with proposed intervention ‐ Resource 1 ‐ Resource 2, etc
Proposed structure of economic evaluation (decision-analytic) 5: Summary of extended PICO to define research question that assessment will investigate Patients Intervention Comparator Outcomes to be assessed Healthcare resources to be considered Patients ≥ 15 headache days per month, of which 8 are with migraine, who either fail or experience inadequate improvement with 1st and 2nd line prophylactics Injection of BOTOX® into head and neck areas Best current practice, i.e. 1st and 2nd line prophylactic pharmaceuticals Safety: • Bleeding • Infection following treatment • Safety of long-term repeat injections into the same location • Pain from the injections • Cosmetic side- effects • Generalised weakness • Hyper-sensitivity (allergic) reaction • Anticholinergic effects • Headache • Myalgia • Seizures • Weakness remote from the injection site Effectiveness: • Freq. of headache episodes • Freq. of headache days • Freq. of migraine episodes • Freq. of migraine days • Freq. of acute pain medication intake • Freq. of prophylactic medication intake • Change in no. of moderate/severe headache days • Change in cumulative headache hrs on headache days • Changes in HIT score • % of patients with severe HIT score Cost of the injection of BOTOX® into head and neck areas Size of the chronic migraine patient population Size of the episodic migraine patient population and the potential for ‘leakage’
William Edward Burghardt Du Bois (1868-1963) October 6th: —Second response paper due either October 5th or 10th by 7pm Ritzer, George. 2008. “W.E.B. Du Bois: A Biographical Sketch,” in Classical Sociological Theory, 5th edition, pp. 336-7 (2 pgs) Dan and Robert Wortham. 2015. “Sociology Hesitant: The Continuing Neglect of W.E.B. Du Bois,” Sociological Spectrum, pp. 518-33 (13 pgs) Du Bois, W.E.B. 1989 [1920]. “The Philadelphia Negro,” in Sociological Theory in the Classical Era, 2nd edition, pp. 340-5 (6 pgs) Du Bois, W.E.B. 1996 [1899]. The Philadelphia Negro: A Social Study, pp. 309-21 (12 pgs) Du Bois, W.E.B. 1989 [1903]. The Souls of Black Folk, pp. xxxi-xxxii, 1-11, 141-5 (16 pgs) Du Bois, W.E.B. 1989 [1920]. “The Souls of White Folk,” in Sociological Theory in the Classical Era, 2nd edition, pp. 366-9 (4 pgs) Du Bois, W.E.B. 1962 [1935]. Black Reconstruction in America, 1860-1880, pp. (2 pgs) Week 6: Charlotte Perkins Gilman / Sigmund Freud Charlotte Perkins Gilman (1860-1935) October 11th: —Second response paper due either October 5th or 10th by 7pm Edles, Laura and Scott Appelrouth. 2010. “A Biographical Sketch,” in Sociological Theory in the Classical Era, 2nd edition, pp. 222-5 (3 pgs) Gilman, Charlotte Perkins. 2010 [1898]. Women and Economics, in Sociological Theory in the Classical Era, 2nd edition, pp. 242-66 (25 pgs) Gilman, Charlotte Perkins. 1998 [1898]. and Economics, pp. 111-22 (12 pgs)
Grading Class attendance and participation: 15% Five short response papers: 5% (each) Short Paper Assignment: 20% Mid-term Exam (in class): 20% Final Exam (take home): 20% Paper Guidelines —Response papers must be written on readings that we have not yet discussed, and must be emailed to me by 7pm on the day prior to our discussion. No response papers will be accepted on a given reading after we have discussed it in class. The first response paper is due no later than Monday, September 12th. You select the dates of the other four response papers (two before the midterm, and two after) —Response papers should address at least 15 pages of reading. If you wish to discuss a reading that is less than 15 pages, you should then discuss two (or more) readings such that you address at least 15 pages of the assigned material —Response papers should do two things: (1) summarize the author’s argument (2) offer your own opinion/analysis. Response papers will be graded based upon the your ability to grasp and present an author’s analysis, as well as the depth and insight you display in your own assessment of their work —All papers should be well organized and proof-read. Please double-space all of your papers, and use one inch margins. Please use Times New Roman (12 point) as your font. If you email me your paper, send it both as an attached file and with the text pasted into the body of the email (in case I have difficulty with the attachment). —Late papers will suffer as grade deduction as follows: between 15 minutes and 1 hour (3.5%); between 1 hour and 2 hours (5%); between 2 and 24 hours (10%); each additional day follows the same rate of loss (3.5% after the first 15 minutes, up to 10% more each day). Maximum lateness penalty = 50%. —Please double-space all of your papers, and use one inch margins on all sides. Please also use Times New Roman (12 point) as your font. —Plagiarism will not be excused; if in doubt, provide a citation. Use of Electronic Devices within the Classroom I allow the use of electronic devices only for purposes of taking notes or looking at course materials. Please, no web surfing of any sort (unless requested!).
Dells Waterpark Classic– January 16- 18, 2016 Squirt B Red Division Tournament Format Four teams, with each team playing three preliminary round games. At the conclusion of preliminary round, 1st plays 2nd for Championship. 3rd plays 4th for the consolation. Standings Team Points Gm1 Points Gm2 Points Gm3 Points Tiebreakers Evanston Wildkits 3 0 0 2 2 Franklin Park Panthers 1 2 1 2 5 Cyclones Hockey 2 0 0 0 0 Arctic Jr. Fury 4 2 1 2 5 Game Results Sat 6:00 Pm Poppy Rink Evanston 0 vs. Panthers 1 Sat 6:00 Pm Sauk Prairie Rink Cyclones 3 vs. Arctic 6 Sun 2:20 Pm Reedsburg Arena Panthers 4 vs. Arctic 4 Sun 7:10 Pm Reedsburg Arena Panthers 7 vs. Cyclones 1 Sun 7:35 Pm Dells Poppy Rink Arctic 6 vs. Evanston 1 Mon 8:10 Am Poppy Rink Cyclones 2 vs. Evanston 3 HOME AWAY Monday 11:35 Am Sauk Prairie Rink 3rd Evanston 4th Cyclones Consolation Monday 11:45 Am Baraboo Pierce Rink 1st Arctic 2-1 2nd Panthers Championship
APPENDIX C – DATA SHEETS VERTICALLY SUSPENDED BOWL TYPE PUMP UNITS PROJECT TITLE (P) DOCUMENT REFERENCE (P) PROJECT REFERENCE NUMBER (P) REVISION (P) PROJECT LOCATION (P) DATE (P) PUMP SUPPLIER (P/S) REFERENCE DRAWINGS INCLUDED (Y/N) (P) TAG NO./ASSET CODE (P) * - Indicates Purchaser’s default requirement 2.0 GENERAL 2.1 General 1 Number of Identical Pump Required (P) 2 Pump Unit Application (P) 3.0 OPERATING ENVIRONMENT AND SITE DETAILS 1 Operating Environment (P) Site Location () Inland Coastal Pump Unit Location () Inside Outside Other (specify) Hazardous Areas (P) Hazard (dust or gas) Dust zone (20, 21 or 22) Gas zone (1 or 2) Gas group Temperature class EMC Environment () 1st environment – C1 1st environment – C2 2nd environment – C3 2 Ambient Air Temp/RH (10°C-40°C/< 95%*) (P) 3 Special Environmental Hazards (P) 4 References For Further Information (P) 4.0 TYPE AND PROPERTIES OF THE PUMPED LIQUID 1 Type of Pumped Liquid () (P) Raw water Partially treated water Drinking water Final effluent Other (specify) 1 Properties of the Pumped Liquid (If Known) (P) Solids content (min/design/max) (wt %) Particle size (µm) Abrasive solids content (high/low) pH Chloride content (ppm) Avg Max Temperature (inlet) (°C) Min Max 1 Hazards () (P) Toxic Corrosive Abrasive Odorous Other (specify) 5.0 PERFORMANCE SPECIFICATION 5.1 General 1 Mode of Operation () (P) Solo Parallel Series 1 Type of () (P) Fixed Variable 2 Service Life (yrs) (P) 3 Utilisation (%) (P) 4 Anti-Reverse Rotation Device Required (Y/N) (P)
3 Direction of Rotation of Impeller(s) (viewed from the non-drive end) (S) 4 Impeller Dimensions (mm) (P/S) Actual diameter fitted Maximum diameter 5 Method of Securing Impeller(s) to Pump Shaft () (P/S) Key Bolt Conical taper Shrink fit Other (specify) 8 Wear Rings (P/S) Required/provided (Y/N) Fixing Method Material(s) 9 Machining Allowance Required (Y/N) (P/S) 6.5 Pump Shaft System 6.5.1 Pump Shaft System 2 Material (P/S) 6.5.2 Sleeve(s) (Where Fitted) 1 Material (P/S) 2 Method of Securing Sleeves to Pump Shaft () (P/S) Key Pin Shrink fit Other (specify) 6.6 Pump Top Shaft Seal 6.6.1 General 1 Seal Type () (P/S) Mechanical* Packed gland 2 Seal Details (P/S) Manufacturer Designation 3 Seal Flushing/Cooling Required (Y/N) (S) 3 Method of flushing/cooling (S) 3 Flushing/Cooling Liquid Requirements (S) Type Supply Pressure (bar) Flow rate (l/s) 6.6.2 Mechanical Seal (Preferred Option) (Where Required) 2 Type (Cartridge*) (P) 3 Radially Split Seal Required (Y/N) (P) 5 Seal Component Materials (P/S) Seal cover plate Throttle bush Rotating ring Stationary ring Secondary seals Spring Other (specify) 6.6.3 Packed Gland Seal (Non-Preferred Option) (Where Required) 1 Seal Component Materials (P/S) Gland follower Packing Lantern ring 6.7 Bearings and Bearing Lubrication 6.7.1 Thrust and Radial Bearing(s) 6.7.1.1 Bearings and Bearing Lubrication 2 Minimum L10h Life at the GP (50,000 hrs*) (P) 2 Actual L10h Life (S) 3 Bearing Details (P/S) Manufacturer Designation 3 Lubrication Method () (S) Sealed for life Re-greasing facilities required 3 Bearing Lubricant (P/S) Type (oil/grease) 5 Type of Grease Lubrication System () (P/S) Automatic*
ECO Burgess and one of the hunters removing illegal deer feeder. Trespasser With Too Many Tags - Putnam County On Nov. 19, ECOs Craig Tompkins and Tony Drahms followed up on a trespassing complaint reported the day before in the town of Southeast. ECO Tompkins responded and confirmed that the land was legally posted, but also located a tree stand on the property. Returning to the location the following day, the ECOs observed a subject walking from the tree stand on the posted property. As it turned out, the man was tracking a deer he shot while trespassing. During the interview with the subject, ECOs determined the man was in possession of his brother's DMP tags and bow/muzzleloader tag as well as his own. The hunter was issued tickets for trespassing on posted property, illegal taking of protected wildlife (deer), and possessing the license of another person. A small buck and the brother's tags were seized as evidence and the tickets are returnable to the Southeast Town Court. ECO Tompkins and the illegally killed buck. Trespassing to Hunt - Broome County On Nov. 19, ECO Andy McCormick responded to a complaint in the town of regarding a group of hunters trespassing on private property. The complainant stated that he had confronted the men and the discussion nearly became violent. The group did not have permission to be on the property. Officer McCormick checked the area and attempted to locate the responsible parties, but found no signs of them. On Nov. 20, the complainant contacted ECO McCormick again, advising him that two of the hunters had returned to hunt the same property. Both ECOs McCormick and Anthony Rigoli responded, tracked the two on the property, and found them hunting again. Both subjects were ticketed for trespassing and were advised not to return. Lots of Tags But Too Early to Shoot - Saratoga County On the morning of Nov. 20 at 7 a.m., the opening weekend of the Southern Zone regular season for deer hunting, ECOs Rob Higgins and Steve Shaw responded to a call from a complainant who had witnessed a man shoot at a group of deer in the dark approximately
24. Do you understand that, as a result of your admission and the finding based on that admission, the court will be making a finding under a section of the law, N.J.S.A. 30:4C-12, that relates to the facts to which you admitted? Yes No 25. Do you understand that if the court does not accept your admission, that anything you say here today cannot be used against you in this case? Yes No 26. Are you now prepared to provide the with a factual basis for your admission as defined by N.J.S.A. 30:4C-12? Yes No Date Defendant Date Defense attorney
HAS THE EMPLOYEE SUBMITTED THE NECESSARY CERTIFICATION? YES NO WAS THE REASON FOR ABSENCE LINKED TO AN INJURY AT WORK? YES NO IF YES, HAS THE EMPLOYEE COMPLETED THE NECESSARY ACCIDENT REPORTING DOCUMENTATION? YES NO Details of Issues Discussed during the Return to Work Interview: Details of Support Offered to Employee: Actions Agreed (Including Timescales): Managers Signature: Date: Employee Signature: Date:
Technical Specifications for “Mahindra Bolero BS4 Ambulance Ac Vehicle” Engine 2523 cc 2.5L MDI3200TC Engine Max Power 85 RPM Max Torque 195 NM @ 1440-2200 RPM Transmission NGT 520, 5 Speed, all synchromesh with overdrive in 5th gear Ground Clearance 183 mm Front Suspension Front – Independent with Coil Spring and Anti Roll Bar Rear Suspension Rear – Parabolic Leaf Springs Tyre 185/ 85 R 16 Turning radius 5.9 m LxWxH (mm) 4494 x 1745 x 1977 Wheel Base 2794 mm Brakes Front – Disc and caliper type. Rear – Drum type Clutch Diameter 260 mm Fuel Tank Capacity 60 liters Annexure – A (General Conditions)
Q9.Two electrons, X and Y, travel at right angles to a uniform magnetic field. X experiences a magnetic force, FX, and Y experiences a magnetic force, FY. What is the ratio if the kinetic energy of X is half that of Y? A B C D 1 (Total 1 mark) M1. (a) C = A/d C1 15.6 nF or 16 nF A1 2 (b) (i) 2.4 × 109 (V) B1 1 (ii) ½ CV2 (or ½QV if attempt to calculate Q made) C1 4.3–5.0 × 1010 J A1 2 (iii) 36–40 C B1 1 (c) recognition that 1% of charge or voltage remains C1 any appropriate form of decay equation (either exponential or logarithmic) C1
Background New Course. (3 graded credits) Intro to factor analysis used in social sciences. Reviewer Comments To be offered every other year. Has been taught twice since 2008, enrolling 15+ students / semester, demonstrating sufficient demand. Syllabus Content Status Comments Response Logistics Instructor contact information X Course Prefix and number, title, number of credits, pre-requisites Please specify # of credits on syllabus Now specified. Meeting schedules and times and building/rooms X List of required and recommended reading materials X Content Student learning outcomes and method for assessing X Week to week course outline X Descriptions of required assignments X Grading Relative weighting of required assignments X Penalties for late assignments X Syllabus specifies late final assignment not accepted. Does this policy hold for all assignments or only the final project? Please specify a late policy. Specified. Grading criteria ? No criteria for in class participation. Criteria specified, including model participatory behaviors. Composition of midterm and final grades X Attendance or participation policies ? Attendance and participation expected, but no consequences specified. Now specified Policy Accommodating students with disabilities X
2007 Amanda G. Klein (Plymouth State University) Kevin A. Richards (Springfield College) 2008 Amanda G. Klein (Plymouth State University) Kevin A. Richards (Springfield College) 2009 Stephanie Bartkus (Westfield State College) Stephanie DeBonis (University of Delaware) 2010 Cheryl Wood (Towson University) Morgan O'Donnell (Plymouth State University) 2011 Kyle Manley (DE) Leonard Bruno (Adelphi University) 2012 Chris Knickerbocker (Southern Connecticut State University) Kristina Cavallo (Adelphi University) 2013 Eliza Foresti (Springfield College) Christina Cobucci (Adelphi University) 2014 Kathryn Oaks (The College at Brockport-State University) Peter Cody (Adelphi University) SHAPE America Eastern Distrcit Recpients 2015 Jessica Suppa (Adelphi University) Brandon Wagner (Roberts Weslyan College) 2016 Crummett (Central CT State University) 2017 Ceire Corcoran (Adelphi University) 2018 Alexis Kane (Suny Cortland)
Continue supporting the injury until help arrives. Provide comfort and reassurance, as the person is likely to be in pain and distressed. Ed later posted: "A visit to my doctor’s confirmed fractures in my right wrist and left elbow that will leave me unable to perform live concerts for the immediate future." Invite learners to consider: Why did Ed have to cancel his concerts? (His arm is in a cast to prevent it moving and to allow the bones to heal. If he played the guitar, he could make the injury worse and cause long-term damage.) How might he be feeling about this? (e.g. frustrated, concerned, annoyed, upset about disappointing his fans.) Ask young people to imagine they have the same injuries as Ed and think about activities they do every day. They can fill in the , considering which activities they could still do with no problems, which ones might be more difficult, what they might need help with, and what they might need to find alternatives for. Encourage them to personalise the grid, by adding activities from their own lives. Here is an example of how they fill in the grid: Activity Can still do with no problems Can do carefully, although it might be difficult Need help from someone (describe the help needed) Can’t be done (describe consequences or alternative) Moving around school ✔ Doing PE & games ✔ find ways to keep fit Eating ✔ need someone to cut up food As a group, share ideas and discuss which activities would be the most difficult. Consider: Sometimes you don’t know what you can do until you try. But you don’t want to slow down recovery. How might you be feeling, not being able to do things you enjoy?
A 2% gap in the retention of females, compared to males in 14-15 has been addressed and females are now retained at a rate just above males. Females have a pass rate above males, which mirrors the national picture, though the college gap is smaller. Year Sex Starts Ach Overall % Pass Overall % Ret Overall % 15/16 F 2,346 90.1 96.8 93.1 15/16 M 2,176 88.7 96.3 92.1 4,522 89.5 96.6 92.6 Attendance – Gender 13/14 14/15 15/16 Female 88.1% 87.6% 88.2% Male 89.0% 89.0% 88.8% * National Achievement Rate Tables – Education and Training – Overall Gender – June 2016 Age There is a significant difference in the performance of students aged 16-18 and those over 19. The achievement for over 19’s has improved from 71% to 78.3 %. This is just below the most recent sector rate of 80.4%. This remains significantly lower than the 16-18 provision achievement of 90.3%. Year Age Grp SFA/EFA Starts Ach Overall % Pass Overall % Ret Overall % 15/16 16-18 4,353 89.9 96.8 92.9 15/16 19 + 169 78.7 91.1 86.4 4,522 89.5 96.6 92.6 Attendance – Age 13/14 14/15 15/16 1618 88.7% 88.5% 88.7% 19+ 80.3% 80.6% 83.1%
15/16 Irish 7 100.0 100.0 100.0 15/16 Not Provided 44 75.0 97.1 77.3 15/16 Other 25 92.0 92.0 100.0 15/16 Other Asian 37 100.0 100.0 100.0 15/16 Other Black 25 80.0 80.0 100.0 15/16 Other Mixed 12 100.0 100.0 100.0 15/16 Other White 249 92.4 98.3 94.0 15/16 Pakistani 33 90.9 96.8 93.9 15/16 White British 3,711 89.3 96.6 92.5 15/16 White/Asian 21 100.0 100.0 100.0 15/16 White/Black African 26 76.9 95.2 80.8 15/16 White/Black Caribbean 11 100.0 100.0 100.0 4,522 89.5 96.6 92.6 Attendance – Ethnicity Ethnicity 13/14 14/15 15/16 Students Attendance % Students Attendance % Students Attendance % Arab 1 83.8 1 70.9 1 98.3 Asian/Asian British - Any other Asian background 10 87.9 11 90.6 15 86.8 Asian/Asian British - Bangladeshi 44 85.1 66 85.6 60 88.3 Asian/Asian British - Chinese 25 94.5 20 93.1 14 94.0 Asian/Asian British - Indian 19 94.2 23 91.9 27 91.3 Asian/Asian British - Pakistani 27 85.8 16 85.9 15 87.7 Black/Black British - African 19 89.3 17 85.2 15 82.4 Black/Black British - Any other Black background 7 86.3 6 86.1 9 85.0 Black/Black British - Caribbean 2 95.3 6 90.0 2 93.6 Mixed/Multiple ethnic group - Other 6 95.9 n/a n/a 4 88.6 Mixed/Multiple ethnic group - White and Asian 11 92.2 13 90.4 8 88.9 Mixed/Multiple ethnic group - White and Black African 3 91.7 7 89.9 9 82.9 Mixed/Multiple ethnic group - White and Black Caribbean 6 83.2 7 85.5 4 82.1 Not 4 71.0 19 82.0 13 86.6
Road freight A ‘road freight’ service has been added to the third party reporting table item that covers courier services. This ensures that there is a single reporting obligation for entities that make a supply of a courier service or a road freight service. If an entity supplies either service, they are required to report to the Commissioner, unless otherwise provided. The use of the phrase ‘road freight’ in addition to ‘courier’ is intended to ensure that any service where goods are transported over road is covered by the reporting obligation. The use of the phrase ‘road freight’ refers to the transport of goods by freight over road, which is not included in the meaning of a ‘courier’ service. Typically, goods will be sent by road freight where the goods are transported in bulk using large vehicles. This includes services such as road freight transport, log haulage, road freight forwarding, taxi trucks, furniture removal and road vehicle towing. The use of the word road in relation to freight limits the requirement to only those freight services that relate to road transport, and excludes other modes of freight transportation, such as by boat or aeroplane. However, this qualification is not intended to apply to courier services, which may involve the transportation of goods other than on road, such as by bike or train. IT services An ‘IT’ service refers to services that are provided in relation to computer hardware or software, or that are provided remotely through the internet. This includes services that support or modify the operation of hardware or software. An IT service does not include the purchase or lease of hardware or software. However, if the seller or lessor of the hardware or software modifies it for the purchaser or lessee, or develops specific software for them, then those services will be an IT service. If computer software is used by the entity to provide a service other than an IT service, the mere use of software in these circumstances does not make the service an IT service. For example the use of software to provide an accounting, project management, or word processing service is not an IT service. Some examples of IT services performed in relation to a computer include: technical support; computer facilities management; internet and web design consulting; computer hardware consulting;
(b) Information, activities, and instruction designed to acquaint youth participating in the project with the range of career options available to the youth; (c) On-campus residential programs; (d) Mentoring programs involving elementary school or secondary school teachers or counselors, faculty members at institutions of higher education, students, or any combination of these persons; (e) Work-study positions where youth participating in the project are exposed to careers requiring a postsecondary degree; (f) Programs and activities for participants who are proficient, from groups traditionally underrepresented in higher education, individuals with disabilities, homeless children or youths, participants in foster care or aging out of foster care or other disconnected participants; and (g) Other activities designed to meet the purposes of the Upward Bound program in Math-Science or Veterans Programs services to their participants as discussed in 34 CFR section 645.1 (34 CFR section 645.12). b. SSS Program (1) Services and activities an SSS project must provide (see III.N.1, “Special Test and Provisions - Services that Student Support Services, Talent Search, Upward or McNair Projects Must Provide,” below) include the following: (a) Academic tutoring, directly or through other services provided by the institution, to enable students to complete postsecondary courses, which may include instruction in reading, writing, study skills, mathematics, science and other subjects; (b) Advice and assistance in postsecondary course selection; (c) Information on the full of Federal student financial aid programs and benefits and resources for locating public and private scholarships; (d) Education or counseling services designed to improve the financial and economic literacy of students;
Fermilab PIP-II 325 MHz SSR2 Superconducting RF Cavities Functional Requirements Specification Teamcenter Document #ED0001854, Rev. B Prepared by: L. Ristori, 325 MHz Cavities, Lead Engineer Fermilab TD/SRF Date 09/26/2014 Approved by: A. Sukhanov, Scientist, Cavity Performance Fermilab TD/SRF Date As approved in TC Approved by: D. Passarelli, SSR2 Cryomodule Lead Engineer Fermilab TD/SRF Date As approved in TC Approved by: V. Yakovlev, SRF Department Head Fermilab TD/SRF Date As approved in TC Approved by: V. Lebedev, PIP-II Project Scientist Fermilab AD/PIP-II Date As approved in TC Approved by: Rowe, PIP-II Project Engineer Fermilab TD/SRF Date As approved in TC Approved by: S. Holmes, PIP-II Project Manager Fermilab AD/PIP-II Office Date As approved in TC Electronic signatures managed via Teamcenter approval process. Revision History Revision Date Revision Description
Competency Identified by Knowledge and Experience Has knowledge and experience of working in an office environment covering a range of administrative tasks Application/Interview Can use a range of products from the Microsoft Office suite and have the ability to learn new systems and software Application/Interview Has a good general education showing clear evidence of literacy and numeracy. For example, GCSE Maths and English A-C Application/Interview
impose more restrictive guidelines. VHSL catastrophic insurance is not applicable to any out-of-season activities. 27-7-3 PENALTY - Any school adjudged guilty of violating the Out-of-Season Practice Rule shall be subject to a fine as stated in 30-5-1 and such disciplinary action, including ineligibility for district championships, as the appropriate district committee, interdistrict committee or VHSL Executive Director may impose. Additional District Guidelines: • No spring football practice with pads/equipment. • No school to school competition. • All participants must have a current VHSL physical and all other required forms. • Only school coaches may work with students during VHSL out-of-season activities (cannot just bring in anyone; must be on the school’s coaching list) • Out-of-season activities CANNOT BE MANDATORY • Out-of-season activities MUST BE OPEN TO ALL STUDENTS WITH A PHYSICAL AND ALL OTHER NECESSARY FORMS • Out-of-season activities CANNOT BE CONSIDERED CRITERIA FOR TRY-OUT DEAD PERIODS FALL DEAD PERIOD: First 10 days starting with the commencement of fall sports. WINTER DEAD PERIOD: First 10 days starting with the commencement of winter sports. SPRING DEAD PERIOD: First 10 days starting with the commencement of spring sports. SUMMER DEAD PERIOD: Sunday-Saturday including the day of 4th of July Specific dates will be provided to athletic department staff and published yearly. Preparation for competition in any sport requires proper training and practice. Whether it means preparing your body or maintaining your equipment, proper preparation is necessary. Keeping your body and equipment clean is part of that process. Infectious diseases do propagate and are easily transmitted in the sports environment. Contact sports and those with heavy amounts of equipment are more prone than others, but needless to say, proper hygiene is necessary in all sports to reduce the potential of transmitting these agents. The NFHS Sports Medicine Advisory Committee realizes these issues and has helped establish guidelines to educate the sporting and medical community about their presence and means to reduce transmission of sports related infectious diseases. Proper Hygienic Practices Shower immediately each practice or competition. Use your own bottled soap and towel and don’t share them with others, let alone other toiletries. Studies have shown that transmission of infectious diseases can occur when these items are shared with other athletes. Don’t share water bottles. Viruses and bacterial infections can be easily transmitted via a shared bottle.
Eisenburg (2014) America’s Needs to Stop Fawning Over Big Donors. The Chronicle of Philanthropy August 6, 2014 September 16, 2014 Who Gives, How Much, to Who and How? Assignment A is due today. Readings for discussion: Giving USA Report (available on C-Tools site) Cheslock, J. J., & Gianneschi, M. (2008). Replacing State Appropriations with Alternative Revenue Sources: The Case of Voluntary Support. The Journal of Higher Education. 79, (2), pp. 208-229. Drezner, N. (2006). Recessions and Tax-Cuts: Economic Cycles’ Impact on Individual Giving, Philanthropy, and Higher Education. International Journal of Education Advancement. 6, (4), pp. 289-305. R. (2013). Not Very Giving. New York Times OP-ED Contributor. Retrieved from Orosz: Prologue and Chapter 1 Lab Activity: Introduction of grant agreement letter, grant limitations, and our parameters Discussion around what the letter says, what is expressed by donor, their perceived intentions, what else can we infer from other info? Think about “what guidelines/parameters would you like to add?” Class activity September 23, 1014 Theme: Why do people give? Readings for Discussion: Grusec, J.E.(1982). The Socialization of Altruism. The Development of Prosocial Behavior. N. Eisenberg (Ed.). New York, NY: Academic Press, 1982. 139-166. Print. ISBN-13: 978-0122349805 Bekkers, R., & Weipeking, P. (2011). A Literature Review of Empirical Studies of Philanthropy: Eight Mechanisms the Drive Charitable Giving. Nonprofit and Voluntary Sector Quarterly, 40, (5), pp. 924- 973. Prince, R.A. & File, K.M. (1994). The Seven Faces of Philanthropy. San Francisco, CA: Jossey-Bass. read the Introduction, the Appendix and then skim the chapters on giving motivations, choosing one or two chapters that you believe best fit your motivations for giving to read in full.
In what ways is this system good for people? What problems can this system result in? Now consider different people in 19th-century Britain and whether they be most likely to support Capitalism or Socialism, and why. Group of people In 19th-century Britain, most likely to support Capitalism or Socialism? Why? What experiences have they had that would influence their beliefs? Answer in 2-3 sentences. Factory Workers Factory Owners Unemployed Artisan Shop Owner
b. Proposed immediate and long-term capital expenditures (please distinguish between land, building, machinery/equipment): c. Commercial banking connections and for how long a period: d. Attach to application the following financial statements for each of the preceding three (3) years: (1) Statement of financial condition. (2) Profit and loss statement. (3) Statement of surplus. If the applicant is a new or recently formed business entity, without recent financial statements, the applicant should furnish the financial information required by the application for each principal shareholder, partner or other principal of the applicant. If the applicant is a subsidiary corporation without its own financial statements, financial statements of the parent corporation or consolidated financial statements may be submitted in lieu of financial statements for the applicant. If the obligations of the applicant will be guaranteed by any person or business entity, then financial statements of such guarantor should also be included with the application. Pro forma financial statements, if available, should be submitted with the application. Since this application will become a part of the public records of the Authority, in the event the applicant does not desire financial records not otherwise available to the public to be included in the public record, please so indicate so such records may be returned to the applicant. e. Has the applicant, any proposed guarantor, or any of partners or principal shareholders ever declared bankruptcy or been involved in any bankruptcy or insolvency proceeding whether voluntary or involuntary? If so, describe particulars.
EKURHULENI DEVELOPMENT AGENCY BY-LAWSEKURHULENI DEVELOPMENT AGENCY BY-LAWS PN 2017 2017 156(2) 1996 108 1996), 32 2000), EKURHULENI AND 86H(1) OF THE THE THE OF THE OF OF OF
All money received by the EDA must be deposited into its bank account and this must be done promptly in accordance with any requirements that may be prescribed by the City. In accordance with section 8(2) and section 97 of the MFMA, all money collected, funds or income received by the EDA must be transferred to the City in accordance with the SDA or any other agreement entered into between the City and the EDA in order to promote high performance and to attain a sufficient degree of financial sustainability, the EDA will enter into an agreement with the City regarding the ring fencing of revenue, or a portion thereof, generated by the EDA in the performance of its functions. Budgetary, Monthly and Quarterly Report The shall ensure for each financial year of the EDA, a budget is prepared and submitted to the City and finalized in accordance with the requirements of section 87 of the MFMA and the municipal budget ·and reporting regulations. The EDA shall adhere to the requirements of the Municipal Budget and Reporting Regulations as prescribed by the City from time to time. Annual Reports and Annual Financial Statements The CEO shall ensure the preparation and submission of the Annual Financial Statements within two months of the EDA’s Financial Year end in accordance with the provisions of any legislation governing municipal entities. The Business Plan The EDA develop an annual Business Plan and Budget which shall be approved within the time limits provided for in terms of section 87 of the MFMA as read with the Municipal Budget and Reporting Regulations. Procurement The EDA shall develop a Supply Chain Management Policy to regulate procurement of goods and services in line with the applicable legal framework and cognisant with the City’s supply chain management policy. Accounting
SCHEDULE OF EVENTS (pg 1) Round 1 Michael Wood Centre Round 2 Michael Wood Centre 3 Royal Commonwealth Pool Sat 26th November Sun 27thNovember Sat 14th January Sun 15th January Fri 3rd February Sat 4th February Sun 5th February Morning Warm up 9:00 am (tbc) All Groups All Groups Groups 3,4,5 &6 Boys 1500m Freestyle HDW Girls 400m Individual Medley HDW Girls 1500m Freestyle HDW Boys 400m Individual medley HDW Boys 200m Butterfly Girls 200m Backstroke Finals of above. Event order as above, starting with youngest Group for each event. Girls 200m Freestyle Boys 200m Breaststroke Finals of above. Event order as above, starting with youngest Group for each event. Heats Boys 50m Breast Girls 50m Breast Boys 100m Back Girls 100m Back Boys 50m Fly Girl 50m Fly Boy 100m Free Girls 100m Free Heats Girls 100 m Breast Boys 100m Breast Girls 50m Back Boys 50m Back Girls 100m Fly Boys 100m Fly Girls 50m Free Boys 50m Free All Groups All Groups Groups 1 & 2
Boys 400m Freestyle HDW Girls 800m Freestyle HDW 4 x 50 mixed medley relay those born 2005 & 2006 and those born 2000 & 1999 HDW 4 x 50 mixed freestyle relay. those born 2003 & 2004 and those born 2001 & 2002 HDW Girls 400m Freestyle HDW Boys 800m Freestyle HDW 4 x 50 Mixed medley relay those born 2003 & 2004 and those born 2001 & 2002 HDW 4 x50 mixed freestyle relay those born 2005 & 2006 and those born 2000 & 1999 HDW Boys 200m Backstroke Girls 200m Butterfly Finals of Event order as above, starting with youngest Group for each event. Girls 200m Breaststroke Boys 200m Freestyle Finals of Event order as above, starting with youngest Group for each event. Heats Boys 50m Breast 50m Breast Boys 100m Back Girls 100m Back Boys 50m Fly Girls 50m Fly Boys 100m Free Girls 100m Free Heats Girls 100m Breast Boys 100m Breast Girls 50m Back Boys 50m Back Girls 100m Fly Boys 100m Fly Girls 50m Free Boys 50m Free
SCHEDULE OF EVENTS (pg 2) Evening Warm up time (tbc) 1 Michael Wood Centre Round 2 Michael Wood Centre 3 Royal Commonwealth Pool Fri 3rd February Sat 4th February Sun 5th February Heats Groups 3,4,5 &6 200m Individual Medley Swum in that order. Finals to be swum at the end of the session. Groups 1 & 2 200m Individual Medley HDW Swum in that order. Fastest 8 swimmers in each group swimming against each other in a fastest heat. HDW Finals. All Groups Boys 50m Breast Girls 50m Breast Boys 100m Back Girls 100m Back Boys 50m Fly Girls 50m Fly Boys 100m Free 100m Free Relays 4 X 50 Medley Relay those born 2003 & 2004 and those born 2000 or earlier HDW 4 X 50 Freestyle Relay those born 2005 & 2006 those born 2001 & 2002 HDW Finals. All Groups Girls 100m Breast Boys 100m Breast 50m Back Boys 50m Back Girls 100m Fly Boys 100m Fly Girls 50m Free Boys 50m Free Relays 4 X 50 Medley those born 2005 & 2006 and those born 2001 & 2002 HDW 4 X 50 Freestyle relay born 2003 & 2004) and those born 2000 or earlier HDW
EDAS DAY TREATMENT POOLE TIME TABLE EDAS TIMES Monday Tuesday Wednesday Thursday Friday Saturday Morning EDAS Welcome Meeting 10.30-12.00 Weekly Planning 10.30-11.30 Emotional Management 10.00 – 11.30 Meditation 11.40-12.20 A.I.R Aspirations In Recovery 9.30-15.00 Registration Required Relationship and Anxiety (stress) Management. 10.00-11.30 Motivational Group 11.00-12.00 A.I.R Aspirations In Recovery 9.30-15.00 Registration Required Womens Group 10.30-12.00 Men’s Group. 10.30-12.00 12.30 – 13.00 Lunch Lunch Lunch Lunch Lunch Afternoon Learning Centre. CBT workshop Relapse Prevention.(A) 13.00-15.00 Abstinent Group Acupuncture Qi Gong Meditation 13.00-14.15 REBT Workshops Through/Care 13.00-15.00 (SMART Recovery) Criminal Justice Addiction/Crime 13.00-15.00 Draw on your Journey 13.00-15.00 Family EDAS Learning Centre Social Life Skills Group.(A) 13:00-17:00 Abstinent Group Invitation only Evening. (See times) Closed (19.00-21.00pm) 1:1 Sessions Carers Group 19.00-20.30 (First Tuesday of the month) (18.00-20.00pm) 1:1 Sessions Relapse Prevention Group (A) 18.15-19.45 Abstinent Group (18.00-20.00pm) 1:1 Sessions Closed WEF: 21/03/16
OUT: Try out your knowledge of balanced forces. Go to the following link. Your job is to balance the seesaw riders. Record your attempts and the solution to the problem in the data table below. Record your attempts and final answer here. Extend the data table as needed. Attempts Position of heavier boy (Hb) Position of yellow pivot (fulcrum) Position of lighter boy (Lb) Result is unbalanced? if yes Direction of net force? Identify the boy that is staying closer to the ground. Hb or Lb Result is balanced force? if yes (When this column is checked, the problem is solved.) 1 2 3 4 5
Return stroke in negative ground flashes Positive 30-90 time) 60x103 3-5 pulses per flash Stepped leader in negative ground flashes Positive 1-2 15-25 Within 200 µs just prior to a return stroke Dart-stepped leader in negative ground flashes Positive 1-2 6-8 Within 200 µs just to a return stroke Initial breakdown in negative ground flashes Positive 20-40 70-130 Some milliseconds to some tens of milliseconds before the first return stroke Initial breakdown in cloud flashes Negative 50-80 600-800 The largest pulses in a Regular pulse burst in both cloud and negative ground flashes Both polarities are about equally probable 1-2 5-7 Occur later in a flash; 20-40 pulses per burst Compact intracloud discharge (narrow bipolar event) Both polarities with negative being more frequent 10-30 - Typically not preceded or followed by any other lightning process within hundreds of milliseconds Notes: 1. The polarity of the initial half cycle in the case of bipolar pulses. 2. According to the atmospheric electricity sign convention, a downward directed electric field vector is assumed to be positive.
2. Press the record (round) button 3 times 3. Wait while Edison drives forward and scans the barcode What to do To run the program, place Edison down on a flat surface and press the play (triangle) button. Now, with your hands close to Edison, clap your hands one time. The robot will turn right. Now clap your hands twice. Edison will drive forward about 30cm. Next, try tapping Edison with your finger, first one time, then two times. EdFact Sound sensors just like the one in your Edison are used in modern cars to detect when the engine fires each cylinder. This information is fed to the car’s computer to ensure that the firing is occurring at just the right time. If the engine is firing too late, it can cause damage to the engine. Ensuring that the firing is happening at just the right time also ensures the most economical fuel consumption. EdVenture 2 – Avoid obstacles Edison can ‘see’ invisible light, called infrared light, and use it to detect obstacles. This barcode activates Edison’s ‘Avoid obstacles’ program. This program drives Edison forward. Then, when an obstacle is detected, the robot reverses and then turns on the spot away from the obstacle. Then Edison will continue to drive forward. Read the barcode 1. Place Edison above the arrow on the right side, facing the barcode 2. Press the record (round) button 3 times 3. Wait while Edison drives forward and scans the barcode
To download the test program follow these steps: 1. Press Edison’s record (round) button once 2. In EdWare press the ‘Program Edison’ button and then ‘Start Download’ 3. Edison’s play (triangle) button to start the program Edison will now run the test program and spin left and flashing his lights and beeping. Meet EdWare Before we get into the EdVentures, let’s take a tour of EdWare. Here is what EdWare for Windows looks like. EdWare for the other operating systems looks very similar. To start programming, grab icons from the palette on the left and drag them onto the programming area. Place the icons between the ‘start’ and ‘end’ icons. Select an icon and adjust the settings in the icon property box to control how Edison responds to that icon.
How it works The set memory icon puts the value 10 into the variable named ‘pen’. The program then enters a loop. The loop is set to end when the value in the variable ‘pen’ is equal to zero. As the value in ‘pen’ is not zero the loop starts. The first icon in the loop is the single drive icon and sets the direction that the pen moves. This moves the pen for 0.01 of a second, which is set by the event wait icon and the next single drive icon. The minus count icon subtracts 1 from ‘pen’ and the loop again tests whether ‘pen’ equals zero. This loop will repeat 10 times until ‘pen’ is equal to zero. The program will then move on. The that is put into ‘pen’ before the loop starts determines how long the line will be. In this program the pen moves 10 times. Each movement of the pen is about 2.5mm (0.1 inches), so our line is about 2.5cm (1 inch) long. The direction of the pen is set by whether the single drive icon is set to Backwards or Forwards. Draw a vertical line (move paper) This is a loop from the above program that moves the paper to draw a vertical line.
Location: 481 ML (‘The Learning Lab’) 28. Providing Feedback to Enhance Student Learning and Engagement (1.5 hrs) Dr. Anthony Marini, Educational Development Centre A critical step in the assessment process involves providing students with effective feedback that both enhances their understanding and guides their learning. The workshop will examine the various techniques for providing timely and constructive feedback across a number of assessment formats and disciplines. Techniques will focus on the “language” of effective feedback and will explore how assessment tools can address the time demands involved. Skills/Knowledge Developed: Providing effective feedback EDC Credit?: Yes. Restrictions: New TAs, max. enrolment of 20 Scheduling: Wednesday, October 14th, 2:15-3:45pm Location: 481 ML (‘The Learning Lab’)
OLD BUSINESS — None NEW BUSINESS — None SUGGESTIONS FOR NEXT MEETING — September 20, 2018 The meeting adjourned at 7:59 on a motion (Soto, Hanson); ALL IN FAVOR. Respectfully submitted, Diana M. Ingraham, Clerk Approved for distribution___________________________________________________Date_____________________