zilongwang/ReadingBank huggingface dataset:
INVESTIGATIONAL PRODUCT (IP) Not Applicable (please continue to #7) DRUG, BIOLOGIC, OR NATURAL HEALTH PRODUCT (if more than 1, list separately) Type DIN or # Manufacturer How will IP be obtained? Supply Source Use in the study 1 Drug Biologic Natural Health Product #: Name: Country: Importation? No Yes Purchased Donated Manufacturer Wholesaler Commercial supply Other: Dose: Schedule: Route: Study indication: 2 Drug Biologic Natural Health Product #: Name: Country: Importation? No Yes Purchased Donated Manufacturer Wholesaler Commercial supply Other: Dose: Schedule: Route: Study indication: 3 Drug Biologic Natural Health Product #: Name: Country: Importation? No Yes Purchased Donated Manufacturer Wholesaler Commercial supply Other: Dose: Schedule: Route: Study indication: 4 Drug Biologic Natural Health Product #: Name: Country: Importation? No Yes Purchased Donated Manufacturer Wholesaler Commercial supply Other: Dose: Schedule: Route: Study indication: PLACEBO Supply source:
Section One – General: Centre Name Address General Telephone Number: General Email Address: Centre Type (please tick) Employer FE College Private Training Provider University (please state) Are you applying for approval for a single Centre or multiple Centres? Single Multiple (If multiple, please provide details below) Are you working in partnership to provide the qualifications you want to offer? No Yes (If yes, please provide details below) Are you an Approved Centre for another Awarding Organisation? (If you can provide 2 EQA reports within the last 12 months and these show that your centre has been fully compliant with the other AO’s approval criteria we may be able to expedite your approval) No Yes (If yes, please provide details below) Awarding Organisation Approved for (qualifications/sectors) Approved Since (Date)
Centre Coordinator Contact (responsible for registering learners and claiming learner certificates) Other (please specify) (please add additional rows as appropriate) Section Four - Qualifications Details: Qualification details – please specify all qualifications you intend to offer under this application Please tick if available to internal staff only Projected Learner Registrations Proposed Start Date 1st Year 2nd Year Qualification Name Level Qualification Code Qualification Name Level Qualification Code Qualification Name Level Qualification Code Qualification Name Level Qualification Code Qualification Name Level Qualification Code Qualification Name Level Qualification Code (please add additional rows as appropriate)
Solve the Simultaneous Equations 1. Using the X=X Method -4x - y = - 22 5x - 4y = 17 x = 5 y = 2 5x + 3y = 36 3x + 3y = 30 x = 3 y = 7 - 5x + 2y = -21 3x - 2y = 11 x = 5 y = 2 5x + 3y = 59 4x + 4y = 60 x = 7 y = 8 4x + 3y = 32 2x + y = 12 x = 2 y = 8 5x + 3y = 39 -4x + y = -21 x = 6 y = 3 3x + 2y = 5 -2x + 2y = 0 x = 1 y = 1 3x + y = 24 2x + 5y = 55 x = 5 y = 9 x + 4y = 37 4x - y = 12 x = 5 y = 8 3x + 2y = 5 -4x - 4y = -8 x = 1 y = 1 -2x + 2y = -2 4x + 2y = 46 x = 8 y = 7 2x + 2y = 14 x - 3y = 15 x = 9 y = -2 3x + 3y = 30 x + 4y = 16 x = 8 y = 2 3x - y = 20 4x - 2y = 24 x = 8 y = 4 3x - 2y = 0 4x - 3y = 1 x = -2 y = -3 3x + 2y = 21 2x - y = 7 x = 5 y = 3 -3x + 2y = -9 4x + y = 34 x = 7 y = 6 4x + y = 12 5x + 4y = 37 x = 1 y = 8 3x + 2y = 13 4x + 4y = 20 x = 3 y = 2 5x + 2y = 46 3x + 3y = 33 x = 8 y = 3
A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) Reading Speaking Critical Analysis Qualitative Skills Scientific Method of Inquiry Writing Listening X Information Literacy Ethical Judgement Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Identify strengths and weaknesses in computer hardware and software Course Practice certification questions Develop questions related to the computer hardware and software areas. Course Discussion Provide feedback to other student’s questions related to computer hardware and software areas. Course Discussion forum Complete assigned in a timely fashion. Course Tests and discussion forum SECTION 7 Faculty name(s): Cheryl A. Schmidt Date: 10/21/2014
If you are working on assignments at home, it is your responsibility to maintain your computer system. Requirements cannot be waived due to problems with your hardware, software, or Internet connection. Campus labs can be used to complete your work. Text(s) Text(s), Title(s), Author(s) and Edition(s): Hands-On Database, by Conger, 2nd Edition, ISBN: 978-0-13-302441-8 Required Course Materials Software requirements: All materials including tutorials and links to supplementary readings, are available for free from the ITE department, online, or posted on Canvas. You can print any assignment, activity or reference if you wish. Course Software In to stay in compliance with all copyright laws, download Microsoft SQL Server from only Microsoft.com. Term Calendar (Tentative: The instructor reserves the right to alter dates of presentations and exams/projects.) Topics to be Covered and Corresponding Chapters in the text: Who a database Gathering information Requirements and business rules Database design Normalization and design review Physical design SQL Is it secure? Syllabus Agreement Send your instructor a Canvas email stating the following: “I have read, understand, and agree to the course syllabus” no later than the first week of class. List of Important Dates INFORMATION TECHNOLOGY EDUCATION
SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Configure and optimize high availability on switches to provide 3 redundancy. Course Written and assessments. Describe and implement LAN security features. Course Written and assessments. Plan and prepare for advanced services in a campus infrastructure. Course Written and hands-on assessments. SECTION 7 Faculty name(s): Kevin Hampton Date: 10/21/2014 CS20150615
Step 8: After reviewing the description, click “Apply for this position” on the job listing you would like to apply for. Step 9: Click “Upload Document” to upload your resume and cover letter to the application. plication. Step 10: Name your package appropriately (following the guidelines listed under My CUAEL Documents) and click “Create Package” to confirm. Step 11: With your application package now complete, click “Apply” to submit your application. Step 12: Your application is now submitted. You may also cancel your application from this page if required.
Type Vehicle Type What It Is Power Image Pinewood Car Pinewood cars are small wooden models that boys make with help from their families and then race in competition. Version 1 - Manual – by gravity and run down a regulation track. [most common] Version 2 – “Blast Cars” which use CO2 canisters and still run on regulation Pinewood Derby Track. Raingutter Regatta Boat Boats race down a narrow channel, i.e. a raingutter filled with water capped at both ends. Now building Trimarans – 3 hulled boats. Version 1 – the wind-powered version uses sailboat designs, and the boats are blown down the channel using a straw. [most common] Version 2 – The propeller-powered version uses motorboats driven by a rubber band propeller at the stern. Space Derby Rocket-like space shuttle Rockets race down a suspended, heavy 50lb. monofilament line about 4 to 5 feet high with suggested length of 40 feet, stretched as tight as possible. Manual – driven by front propeller powered by rubber bands. Rocket Derby Model Rocket Using rocket kits generally by Estes and found at the Scout Shop or online. Will need to purchase a tripod-like rocket launcher. Returns to earth via a parachute that gets deployed. Ignitions, firing pins, and special rocket engines. Required. Remember to use safety precautions and check with local parks and recreation departments to find where these can be shot off. (Avoid areas close to airports or in flight paths.) Water Bottle Rocket Derby Rocket Uses 1 or 2 liter bottles and put together like a rocket with nose cone, fins, weights, cargo hold and area for pressurized water. Can also modify Uses pressurized H2O from a special pre-built stand hooked up to water hoses. Option is to
Cub Scout Roundtable Planning Sheet – 60 minute Format Topic: AOL to Boy Scout Transition Take Away: The transition time (crossing over) from the Cub Scout pack to the Boy Scout troop is important to the Scout. It is the next big step in a Scouting career. It is also important to the health of the Boy Scout Troop. Having a transition plan that includes the Scout, the Scout’s family, the pack, and the troop is the key to successful transition. It’s also important to remember that every year is a transition for a Scout as rank is completed and the Scout advances to the next year and increasing challenges. How can the Pack work with the Scouts and families to make certain there is a smooth transition from year to year? Smooth and effective transition through the ranks and into a troop will be helpful in retention of the Scout. Transition from of Light (Cub Scouting) to Boy Scouting may occur any time of year, but ideally it occurs sometime in the months of November through February. Pack/troop tradition may be a decisive factor in determining the time of the crossover. The local pack(s) and troop(s) should work together. The transition may or may not be a part of a pack meeting. If it is, the pack meeting agenda will need to include the crossover ceremony, and the time necessary for it. Roundtable: Time Allotted Activity Assigned To Content Ideas for Media Team 5 min Opening Ceremony Cub RT Staff or participants Flag ceremony 40 min General Session (All) Cub RT Staff This session will provide an overview of the AOL to Boy Scout Transition process and what steps need to be taken to enable it to happen smoothly. This is important to the ongoing relationship between the Pack and the Troop. Tiger Scout to Venturing is a BSA document located in the Resource section which can be shared during this session. Explain that although this Roundtable session is focused on Webelos/Arrow of Light to Boy Scout Transition, it is important that the leaders remember that there is a transition between each rank and it is our responsibility as a leader to do all we can to ensure that the transition happens smoothly - Tiger to Wolf, Wolf to Bear, and Bear to Webelos.
Committee Members Discuss how you educate parents and family members on the rules of the Pack. Do you conduct a parent orientation? Do you provide them with a parent’s manual? Are den leaders encouraging the establishment of a den code of conduct? Are the 12 points of the Scout Law and Scout Oath used to explain acceptable behavior? Closing: Announcements Closing flag ceremony
CUB SCOUT RT SCHEDULE OF SESSIONS From CD - The 2017-2018 Cub RT Planning Guide was not yet issued when I prepped this or I would have started the grid for next year. Current Month in Blue RT Month Program Month Pack Meeting Theme and Scout Law Point Pack Meeting Plans at Scouting.org (1) Roundtable Interest Topic and Scout Law Point Per 2016-2017 Roundtable Planning Guide Pack Meeting Scout Law Point Pack Meeting Theme Roundtable Scout Law Point Roundtable Interest Topic Jul 2017 Aug 2017 Friendly #CUBSCOUTS Courteous Enjoying Nature Aug 2017 Sep 2017 Courteous When the West Was Fun CS RT PG Not Issued Yet Link to Pack Meeting Plans - RT Month DL Breakout Topics WL Breakout Topics CM Breakout Topic Comm Breakout CS Leader Jul 2016 Nature is NATURE-al in Scouting Nature is NATURE-al in Scouting Nature Nature is NATURE-al in Scouting, Safety, 2 Deep, Buddy System Overview of Nature is NATURE-al Aug 2016 CS RT PG Not Issued Yet Cub Scout Adventures To Highlight at RT RT Month Adventure Wolf Adventure Bear Adventure Webelos Adventure Arrow of Light Adventures Jul 2016 Tiger Jungle, Tigers in the Wild Call of the Wild, Grow Something, Paws on the Path Fur, Feathers, and Ferns, Bear Goes Fishing Webelos Walkabout, Into the Wild, Into the Woods Aug 2017 CS RT PG Not Issued Yet
Page Course (Click course title for quick link to course detail) Number of Courses 4 11 5 Reduction of Suicide and Self Harm (Level 2) 6 6 1 7 1 8 1 9 1 10/11 19 12 5 13 2 14 Understanding and Recognising Child Sexual Exploitation (Level 3 2 15 Direct Work with Children Involved in Child Sexual Exploitation 1 16 Foetal Alcohol Disorder 1 17 3 18/19 1 20 2 21 Introduction to Motivational Interviewing 3 22 Enhancing Behaviour Change in Families 1 23 Lowering Resistance to Behaviour Change in Families 1 24 Promoting Behaviour Change in Families 1 25 Working with Substance Misuse in Families 1 26 IFSS Family Focussed Intervention (working with complex families) 1 27 English 1 28 Booking Form for Course Welsh
Make a drawing or model showing examples of animals and plants that live at each level. Choose an animal or plant from each level and explain how it is adapted to its particular place in the rain forest. 5. Desert Choose a desert animal or plant. Make a model of it, draw it, or describe it.
SEPTEMBER 2017 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 NOVEMBER 2017 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 JANUARY 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 DECEMBER 2017 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 OCTOBER 2017 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 FEBRUARY 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 MARCH 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MAY 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 JULY 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
SEPTEMBER 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 NOVEMBER 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 JANUARY 2019 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 DECEMBER 2018 S M T W T F 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 OCTOBER 2018 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 FEBRUARY 2019 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 2019 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MAY 2019 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 JULY 2019 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
CUB ROCKET DERBY I. Requirements A. Equipment 1. Cub Scout Owned a. Methodist Church (1) Flags and stands – room 307 (2) Public address system – room 602, top shelf far right-hand corner b. Dana Duckett’s Farm, X Avenue, Grimes, IA 50131 (1) Rocket derby track (3 pieces) (2) 2 – Sandbags (3) Tubs, includes, but not limited to following: (a) 4 – Rocket carriers (b) 4 – Foam bumpers (c) 30 lb Fishing line (d) 4 – Winders (e) Rubber band hooks c. Computer (Location?) d. Projector (Location?) e. Cordless microphone (Location?) 2. Procured by Pack for Event a. 4 – Boxes rubber bands with oil b. Glycerin c. Paper plates d. Black Sharpie markers e. 2 – Bottles of Crazy Glue f. 4 – Extra propeller systems g. 4 – Extra dowels h. Caution tape i. Trophies (1) Place trophies, first through forth (2) category trophies (a) Least Aerodynamic (b) Best Paint Job (c) Best Scout Effort (d) Best Scout Spirit (e) Most Realistic (f) Most Creative (g) Cub Master’s Choice (h) Most Patriotic j. Participation ribbons 3. Solicited from Leadership/Parents for Event a. 8 – Quick clamps (affix winders to table) b. 4 – Drills, cordless preferred c. 2 – Needle-nose pliers d. 2 – Round files e. 2 – Wire cutters f. 1 – Phillips screwdriver (to affix starter piece to track frame)
University CTSEA SHOU TUMSAT KMOU Credit Conversion 1CTSEA 1credit 1credit 1credit Student Studying Hour 45hrs. 29hrs. 30hrs. 30hrs. Teaching Hours* 16hrs. 15hrs. 15hrs. * Numbers show standard conversion for lectures, which may be changed for each course. (ex, experiment, training, etc.) Comparative Grading Scales SHOU TUMSAT KMOU Range of the number of credits required for the completion of a Master’s program 30 credits for the 3-year system 30 credits for the 2-year system 32 credits for the 2-year system Grades and notation policies Excellent(A) 85–100, Good(B) 75–84, General (C) 65–74, Pass(D) 60–64, Fail(F) 0–59. Very good (A) 80–100, Good (B) 70–79, Passing (C) 60–69, Fail (F) 0–59. A+ : 4.5 (95-100) A: 4.0 (90-94) B+: 3.5 (85-89) B: 3.0 (80-84) C+ : 2.5 (75-79) C: 2.0 (70-74) D+ : 1.5 (65-69) D:1.0 (60-64) F: 0.0 (0-59) Presence or absence of GPA Absent Absent Present University’s own regulations on credit transfer with overseas partner institutions Up to 1/2 of credits required for graduation Up to 10 credits required for graduation Up to 1/2 of credits required for graduation ScoreConversion Table The following table illustrates a recommended conversion of grade systems of SHOU, TUMSAT and KMOU:
interdependent states. Third, others have considered the link between economic decline and external armed conflict at a national level. Blomberg and Hess (2002) find a strong correlation between internal conflict and external conflict, particularly during periods of economic downturn. They write, The linkages between internal and external conflict and prosperity are strong and mutually reinforcing. Economic conflict tends to spawn internal conflict, which in turn returns the favor. Moreover, the presence of a recession tends to amplify the extent to which international and external conflict each other. (Blomberg & Hess, 2002. P. 89) Economic decline has been linked with an increase in the likelihood of terrorism (Blomberg, Hess, & Weerapana, 2004), which has the capacity to spill across borders and lead to external tensions. Furthermore, crises generally reduce the popularity of a sitting government. ‘Diversionary theory’ suggests that, when facing unpopularity arising from economic decline, sitting governments have increase incentives to fabricate external military conflicts to create a ‘rally around the flag’ effect. Wang (1996), DeRouen (1995), and Blomberg, Hess, and Thacker (2006) find supporting evidence showing that economic decline and use of force are at least indirectly correlated. Gelpi (1997), Miller (1999), and Kisangani and Pickering (2009) suggest that the tendency towards diversionary tactics are greater for democratic states than autocratic states, due to the fact that democratic leaders are generally more susceptible to being removed from office due to lack of domestic support. DeRouen (2000) has provided evidence showing that periods of weak economic performance in the United States, and thus weak Presidential popularity, are statistically linked to an increase in the use of force. In summary, recent economic scholarship positively correlated economic integration with an increase in the frequency of economic crises, whereas political science scholarship links economic decline with external conflict at systemic, dyadic and national levels. This implied connection between integration, crisis and armed conflict has not featured prominently in the economic-security debate and deserves more attention. self-
My Work Monday Tuesday Wednesday Thursday My Progress MONDAY I need more help with… ________________________ ________________________ ________________________ TUESDAY I need more help with… ________________________ ________________________ ________________________ WEDNESDAY I need more help with… ________________________ ________________________ ________________________ THURSDAY I need more help with… ________________________ ________________________ ________________________
Team Experience Functional Area Company Experience Relevant to Functional Area Within Past 3 Years 3.1 Research and Development Support CTSi X (PMA-213, PMA-268); 3.2 Engineering, System Engineering and Process Engineering Support CTSi X (PMA-213, PMA-268); 3.3 Modeling, Simulation, Stimulation, and Analysis Support CTSi X (PMA-213, PMA-268); 3.4 – Prototyping, Pre-Production, Model-Making, and Fabrication Support CTSi X (APF); N00421-11-D-1053 3.5 System Design Documentation and Technical Data Support CTSi X (PMA-213, PMA-268); 3.6 Software Engineering, development, Programming, and Network Support CTSi X (PMA-213, PMA-268); 3.7 Reliability, Maintainability, and Availability (RM&A) Support 3.8 Human Factors, Performance, and Usability Engineering Support 3.9 System Safety Engineering Support 3.10 Configuration Management (CM) Support CTSi X (PMA-213, PMA-268); 3.11 Quality Assurance (QA) Support CTSi X (PMA-213, PMA-268); 3.12 Information System (IS) Development, Information Assurance (IA), and Information Technology (IT) Support 3.13 Inactivation and Disposal Support 3.14 Interoperability, Test and Evaluation, Trials Support CTSi X (PMA-213, PMA-268); 3.15 Measurement Facilities, Range, and Instrumentation Support CTSi X (PMA-213, PMA-268); 3.16 Logistics Support CTSi X (PMA-268); N00178-04-D-4143-M803 3.17 Supply and Provisioning Support 3.18 Training Support 3.19 Ins-Service Engineering, Fleet Introduction, Installation and Checkout Support 3.20 Program Support CTSi X (PMA-213, PMA-268); 3.21 Functional and Administrative Support CTSi X (PMA-268); N00178-04-D-4143-M803 3.22 Public Affairs and Multimedia Support
Program Summer Institute for Teachers Art, Culture and Identity: Picturing Cuba through the Pérez Cuban Art Collection Pérez Art Museum Miami (PAMM) 1103 Biscayne Blvd., FL 33132 & Florida International University SW 8th Street, Miami, FL 33199 June 27-July 1, 2016 Part One: Cuban Art and the Academic Tradition Monday, June 27, 2016 PAMM 9:00–10:00 AM Registration and Continental Breakfast 10:30–10:45 AM Welcome Dr. Carol Damian, Department of Art + Art History, Florida International University Sally Zamudio, Kimberly Green Latin American and Caribbean Center, Florida International University Sebastian Arcos, Cuban Research Institute, Florida International University Mabel Morales, Division of Academics, Visual and Performing Arts, Miami Dade County Public Schools 10:45–11:00 AM Introduction of Logistics and Online Processes Mabel Morales
FCC Public Notice DA: 13-445 FCC Public Notice DA: 13-445 () Non-Government Publications The non-government specifications, standards, and handbooks in form a part of this document to the extent specified herein. The non-government reference documents are listed in Table 2-3 – Non-Government Applicable Documents Document # Document Name Date Revision DSN No. 810-005 DSN Telecommunications Link Design Handbook September 18, 2013 Table 2-4 – Non-Government Reference Documents Document # Document Name Date Revision Equipment Location – Certification Information Database Manual 6.0 User Training Manual 2013 Revision 1.4 CCSDS 131.0-B-2 Recommendation for Space Data System Standards: TM Synchronization and Channel Coding 2011 2 CCSDS 133.0-B-1 Recommendation for Space Data System Standards: Space Packet Protocol 2003 with correction through 2012 1 CCSDS 301.0-B-4 Recommendation for Data System Standards: Time Code Formats 2010 4
Table 1 -- Recommended CCSDS Packet Format Standard for CubeQuest Data Transmission. Attached Synch Marker Packet Primary Header Packet Data Field Version No. Packet Identification Packet Sequence Control Packet Data Length Packet Secondary Header Competition Data Block Type Indicator Packet Secondary Header Flag Application Process Identifier Sequence Packet Sequence Count Spacecraft Time Stamp UTC as YYYYMMDDHHMMSS.S Competition Key 32 bits 3 bits 1 bit 1 bit 11 bits 2 bits 14 bits 16 bits 128 bits 256 bits User Determined Length
74th BIRMINGHAM SCOUTS GROUP ST GERMAIN’S EDGBASTON April – July Activity Calendar 2016 Date Activity Time 14 April 2016 Games night Teamwork Challenge Badge 7-8:30pm 21 2016 24 April 2016 Totem Pole night St George’s Day Celebration Our World Challenge Badge Weoley Castle Road, Weoley Hill, B29 5PT 7-8:30pm 28 April 2016 The Leaf Challenge Naturalist + Our Challenge Badge 7-8:30pm 5 May 2016 Let’s get creative! Naturalist Badge 7-8:30pm 12 May 2016 Campfire Night - Marshmallow time! Outdoor Challenge 7-8:30pm 19 May 2016 Totem Pole night 7-8:30pm 26 May 2016 Cooking for the Folks Chef badge 7-8:30pm 28-30 May 2016 Family Camp TBC 2 June 2016 Half Term – No Cubs 9 June 2016 Catapults Pioneering Badge 7-8:30pm 16 June 2016 17–19 June 2016 Swimming Swimming Staged Badge Rea Valley Cubs Centenary Camp 7-8:30pm TBC 23 June 2016 Blindfold Trail Our World Challenge Badge 7-8:30pm 30 June 2016 Bringing China to Edgbaston Our World Challenge Badge 7-8:30pm 7 July 2016 Bringing China to Edgbaston Our World Challenge Badge 7-8:30pm 14 July 2016 Police Night 7-8:30pm 21 July 2016 28 July 2016 Water Fight END OF TERM – NO CUBS 7-8:30pm 7-8:30pm The programme and general timings of Cub Pack meeting are subject to change Sample plan of Cub evening 7:00 pm Opening game Ikki and Rikki Bob Tavi
“CUBS” SCHOOLWIDE RULES Expectations Classroom Rules Cafeteria Rules Hallway Rules Restroom Rules Bus Recess Rules Care for and respect self, others and school property. Treat others how you want to be treated. Use materials for intended purpose. Speak quietly and stay in a straight and orderly lunch line. Clean up after yourself. Walk in a line and be considerate of other classrooms. Keep bathroom safe and CLEAN. Speak quietly and act respectfully to the bus driver and other students. Play with good sportsmanship. Understand our responsibilities. Come prepared and be actively engaged. Get everything you need when going through the line; have your lunchbox with you. Raise your hand if you need help. Go directly to your assigned destination. Wash hands, flush toilet and throw paper towels in trash. Be at bus stop on time; know your bus number; be a helpful rider. Clean up loose items. Line up quickly, quietly and on time. Be safe and keep hands, feet and objects to yourself. Solve problems with words. Stay seated; walk at all only touch and eat your own food. Walk with your hands by your side. Act appropriately. Respect personal space. Sit quietly; stay seated in assigned seats at all times. Seatbelts on, if present. Follow directions on the playground. Stop and think about being honest and positive at all times. Never give up! Be polite and use good manners. Tell an when you see an unsafe situation. Use only when needed. Be a good role model. Tell the bus driver when you see an unsafe situation. Tell an adult if someone is bullied.
Date successful candidate notified 4th July 2016(ref Prof O’Leary) 3rd November 2016(ref Prof Doyle) Date successful candidate accepted 4th July 2016(ref Prof O’Leary) 3rd November 2016 (ref Prof Doyle) Start date of position 2nd August 2016 (ref Prof O’Leary) 3rd November 2016(ref Prof Doyle)
RECRUITMENT REPORT Professor Food Business Nature of Contract Permanent Date advertised 20th November 2015 Advertising Media (Publications/Websites) Internal, universityvacancies.com Jobs.ac.uk Irish Times (20 Nov 15) THES Site BizSchoolJobs.com (AACSB International) AACSB BizEd Publication AACSB Newsletter ‘Link’ Sunday Times (29 Nov 15) Sunday Independent (29 Nov 15) The Australian (20 January 2016) The Chronicle of Higher Education Akadeus Closing date for receipt of applications 15th February 2016 Number of applications received: 32 Date of shortlisting 1st 2016 Number of candidates shortlisted for interview Internal 1 External 4 Date of Seminars and Interviews Seminars Interviews 10th June 2016 Candidate Appointed Prof Thia Hennessy(Full Prof) Prof Joe (Prof Scale 2) Date successful candidate notified 15th June 2016(ref Full prof) 2nd September 2016(ref Scale 2)
Presentation Rubric 0 2 4 Did you meet the time requirements? The was too long (more than 7 minutes) or too (less than 3 minutes). The presentation was 3-4 minutes long or 6-7 minutes long. The presentation was between 4 and 6 minutes. Did you mention the challenges you experienced? No challenges were explained. Only one challenge was explained. At least two challenges were explained. Did you state your scale factor and the dimensions of your original and model? Scale factor and dimensions of the original object and model were not mentioned. Either the scale factor or the original and model were Scale factor and original and model dimensions were stated and accurate.
Were you an effective presenter? There is no evidence that you practiced. “Um” and “like” were said a lot throughout. You were nervous and unsure of what to say. No visual aids were used for the presentation. There is evidence of some practice. While you might be nervous, you knew what you wanted to say and used an appropriate volume. Visual aids were used. It is clear that you practiced the You were confident and did not use the words “um” or “like” frequently. You used an appropriate volume and used visual aids.
Isometric Drawing Worksheet Answer Key Instructions Draw the isometric view of each letter in the third column of the table. Make sure that the number of cubes you use to draw each letter matches the number used in the “Front view” of the letter. Letter to Draw Front View Isometric View A J Z
Sunscreen SPF Experiment Worksheet Instructions Smear sunscreen on your transparency in the order shown in the diagram to the right. A small circle (1-2” diameter) works well. Use the small piece of index card to spread the sunscreen into an even layer. Why do you that we organize the sunscreen types like this? When you expose your UV paper, you will put the transparent plastic on top of it and cover the top portion of the UV paper with your opaque index paper to provide a control strip. Then, after 1 minute, you will move the opaque strip 1 inch to the right. This creates a control area for the experiment. Practice these steps with regular paper before using UV paper. Record general observations about the experiment. Does the SPF value seem to affect how much exposure you would have to UV rays as you spend time out in the sun? Create a bar graph of your results using the axes below. First, write the appropriate SPF values on the horizontal axis. Next, measure how exposed the paper was for each SPF value by comparing that section of UV paper to the control area. Draw the bars accordingly. For example, if an SPF value of 8 looks similar to the control area that you exposed for 3 minutes, then draw a bar with a height of 3 for SPF 8. Analysis and Conclusion Evaluate your experiment by answering the following questions. How reliable do you think your results are?
an event that exercises the chemical engineering problem solving approach on the time scales desired by the next generation of engineers. Acknowledgements This event would not have been possible without the support of the following Columbia Chemical Engineering Graduate Students: Ece Erturk, Emily Hsu, Gianna Credaroli, Thi Vo, Christianna Lininger, and Anna Dorfi. Administrative and logistical support was provided by Kathy Marte. Photographic support was provided by Ariel Sanchez. Appendix 1 Description Quantity Unit Price Amount Remarks X7 Fuel Cell Cars 10 $ 119.95 $ 1,199.50 Fuel Cell Store (at three people per car, this will service 30 students at one time. Add more cars for more students) Use Coupon Code at Checkout for 15% OFF: DC15TX7 Fuel Cell X7 Battery Holder 10 $ 10.00 $ 100.00 Thames and Kosmos Fuel Cell X7 Fuel Cell 5 $ 25.00 $ 125.00 Thames and Kosmos Fuel Cell X7 Syringe 10 $ 2.50 $ 25.00 Thames and Kosmos Fuel Cell X7 Bag of Small Part 10 $ 7.00 $ 70.00 Thames and Kosmos DI Water Bottles 10 $ 7.75 $ 77.50 Amazon Measuring tape 2 $ 9.24 $ 18.48 Amazon
550 cord (25 feet) for marking boundaries 2 $ 15.88 $ 31.76 Amazon Tape (roll) for marking lines 4 $ 5.99 $ 23.96 Amazon Eye protection: 35 $ 7.68 $ 268.80 Amazon AA batteries (20 pack) 3 $ 16.99 $ 50.97 Amazon (batteries per charger + 50 overage) Duracell Coppertop AA Batteries, 20-Count voltmeters 10 $ 29.99 $ 299.90 Radio shack Poster printed and mounted on 56"x40" 2 $ 50.00 $ 100.00 Kinko's 1-gallon water jugs for distilled water 3 $ 26.63 $ 79.89 U.S. Plastics Rolling Tool Box, 21 x 20, Blk/Ylw 2 $ 87.00 $ 174.00 www.zoro.com subtotal $ 2,644.76 Cited
Part: __________________________ Date: _________________________ Have I read the selection? Have I practiced it aloud? Have I looked up the pronunciation of words I am unfamiliar with? Have I reviewed the rubric on the following page to my reading? Have I memorized my part? Assessment Rubric CLARITY/ VOLUME EYE CONTACT / POSTURE VARY TONE/ EXPRESSION Excellent Student has memorized the part. Volume is used for effect and all words are articulated perfectly. The student use eye contact to effectively engage the audience and his/her posture enhances the characterization of the part. Tone and expression are used to engage the audience and bring insight to the character’s lines. Proficient Student is completely prepared and has obviously rehearsed. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no Volume is loud enough to be heard by all audience members throughout the presentation. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Tone and expression are appropriate to the being read.
Satisfactory The student is somewhat prepared, but it is clear that rehearsal was lacking. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than three words. Volume is loud enough to be heard by all audience members at least 60% of the time. Sometimes stands up straight and establishes eye some contact. Tone and expression may be lacking at times, but not to the extent that the audience is distracted. Limited Student does not seem to have rehearsed or prepared Often mumbles or cannot be understood OR mispronounces more than five words. Volume often too soft to be heard by all audience members. Slouches and/or does not look at people during the presentation. There is no variation in tone or expression, or the tone and expression are inappropriate for the part. TOTAL X2 = /8 /4 /4 4/ P o e t r y a n a l y s i s Making connections to other texts “HALF-HANGED MARY” ("Half-hanged Mary" was Mary Webster, who was accused of witchcraft in the 1680's in a Puritan town in Massachusetts and hanged from a tree - according to one of the several surviving accounts, she was left all night. It is known that when she was cut down she was still alive, since she lived for another fourteen years.) 7pm Rumour was loose in the air hunting for some neck to land on. I was milking the cow, the barn door open to the sunset. I didn't feel the aimed word hit and go in like a soft bullet. 8pm The rope was an improvisation. With time they'd have thought of axes. Up I go like a windfall in reverse, a blackened stuck back onto the tree. Trussed rag in my mouth,
Mark A. Lumley, Ph.D. 5057 Woodward Avenue, Suite 7908 Detroit, MI 48202 F: 313-577-7636 Board Member, 2018-2021 Tim Strauman, Ph.D. Duke University Box 90086 Durham, NC 27708-0086 919-660-5709 Ex-Officio Board Member Joaquin Borrego Jr., Ph.D. Diversity Initiatives Committee Dept of Psychological Sciences Texas Tech University Mail Stop 42051 Lubbock, TX 79409-2051 806-834-8971 806-742-0818 Ex-Officio Board Member Georita Frierson, Ph.D. Information Technology Committee University Department of Psychology 116 Robinson Hall 201 Mullica Hill Road Glassboro, NJ 08028 C :401-440-4291 F: Student Representative, 2016-2018 Nicholas P. Seivert, M.A. APAGS Rep Wayne State University 5057 Woodward Ave, 7th Floor Detroit, MI 815.540.1585 Student Representative, 2016-2018 Kimberly T. Stevens, M.A. Rep (Southern Illinois University) 2110 Hassell Road #201 Hoffman Estates, IL, 60169 904-588-2751 Student Representative, 2017-2019 Loretta Hsueh, M.A. Committee for Diversity Enhancement (CDE)?? APAGS Rep? DCP Reception Indiana University-Purdue University Indianapolis 221 E Michigan St., #205 Indianapolis IN 46204 P: 909-238-1179 Student Representative, 2017-2019 Alexandra Werntz, M.A. Committee for Diversity Enhancement (CDE)? APAGS Rep? University of Virginia 1000 Linden Ave #304 Charlottesville, VA 22902 P: 703.517.6243 CoA Representative, 2014-2016, 2017-2019 Paula K. Shear, Ph.D. Professor of Psychology/Psychiatry DCT / Co-Director of Grad Studies 4150J Edwards One / Mail Location 0376 University of Cincinnati 513.556.5577 513.556.4168
Officiating Dances, Chaperones, Decorating APPENDIX A-8 Standards for The Teaching Profession: A framework for continuous growth Engaging and Supporting all Students in Learning Creating and Maintaining Effective Environments for Student Learning Understanding and Organizing Subject Matter for Student Learning Planning Instruction and Designing Learning Experiences Assessing Student Learning Developing as a Professional Educator OVERVIEW OF TEACHER EVALUATION PROGRAM Tier I Directed Supervision Participants: Teachers new to profession (2 year placement with optional 3rd transition year at teacher’s or administrator’s discretion) Teachers new to District (2 year placement) Tier II Self-Directed Professional Growth Participants: Tenured teachers who are demonstrating competency in the Standards for The Teaching Profession Tier III Professional Assistance Participants: Teachers in need of specific professional assistance/guidance in identified area(s) of the Standards for The Teaching Profession
Criteria Criterion 1 Safety Criterion 2 Appearance Criterion 3 Ease of Use Criterion 4 Cost of Production ROW TOTAL NORALIZED VALUE Criterion 1 Safety 4 4 4 12 12/24 = 0.5 Criterion 2 Appearance 0 1 2 3 3/24 = 0.125 Criterion 3 Ease of Use 0 3 3 6 6/24 = 0.25 Criterion 4 Cost of Production 0 2 1 3 3/24 = 0.125 Column Total 24 Step 4: Compare Alternative Designs
Criteria (ranked by normalized criteria value) Normal Priority Value Design Alternative #1 Play –It-Safe Scooter Design Alternative #2 Stylish Scooter Design Alternative #3 Teeny-Tiny Scooter Safety 0.5 5 2.5 2 1 3 1.5 Ease of Use 0.25 4 1 3 0.75 5 1.25 Appearance 0.125 2 0.25 5 0.625 4 0.5 Cost of Production 0.125 2 0.25 2 0.25 5 0.625 Totals 4 2.625 3.875 The design alternative with the highest value (as shown in the “TOTALS” row) turned out to be the “Play-It-Safe” Scooter. Team Superengineers decided to proceed with this idea!
Station 5: How Do Stringed Instruments Make Sound? Take a length of string and pull it just tight enough to hear a sound when the string is plucked by a teammate. Is this a high- or low-frequency sound? Does this sound have high or low pitch? This is a low-frequency sound, and has low pitch. Pull the string tighter. Does this sound wave have higher or lower frequency than before? Is the pitch higher or lower than before? The frequency and pitch are both higher. If you the string more strongly so that the sound is louder, what happens to the sound wave? The wave amplitude increases. Pluck the string on top of a petri dish with water. Do you see evidence that the sound made by the string is a wave? Patterns are seen in the water that look like ripples. These ripples are caused by sound waves moving through the water. Why do you think stringed instruments have many strings, some tighter and looser? The tighter strings make high-frequency noises while the looser strings make lower frequency noises. When several of these strings are played together, we can play a musical chord! (Like on a guitar.)
Nicolas Reuge UNGEI Regional Focal Point for West and Central Africa Political and institutional factors that either lead to or reinforce existing barriers to girls’ education in West and Central Africa Assessment of good practices in girls’ education In 2013 a multi country study was undertaken in order to identify political and institutional factors that either lead to or reinforce existing barriers to girls’ education in Niger, Burkina Faso, Mauritania, and Cote d’Ivoire. This initiative continued in 2014, with additional countries: Togo, Congo, Senegal and Mali. In addition, country guidance notes were produced in order to replicate this initiative in countries that might be interested in identifying critical gaps in terms of political commitment, institutional coverage, pedagogical management and approach. This works provides clear evidence on institutional response for supporting girl’s education and paths to follow for national partnerships. The study report is currently available in French (attached) For the second topic, the attached girls’ education good practices assessment may also be useful. Caitlin Fowler, World Food Programme Member of the GAC Programme example on take-home rations as an incentive for parents to send girls to school One of the strongest tools we have to motivate parents to consistently send their girls to school, thus ensure education as well as delay marriage is take-home rations (THR) (especially when combined with school meals). However, the contents of the ration and minimum quantity necessary to ensure consistent school attendance will vary within each region, country and community. In addition, in some places, a THR won’t be enough, and it would be helpful to have a stronger understanding of the drivers behind why parents are keeping their girls from school and what other interventions they can be combined with to get girls into the classroom. Understanding both the potential impact and limitation of THRs can help us design better solutions. Therefore what we would ideally like to see developed is a context analysis designing a THR that would facilitate school attendance for girls, especially adolescent, and
was a divine wind to my spirit. I knew God was indicating, “You do not have to work with men lacking integrity.” That’s how I up in another organization. We treat each other with the courtesy and respect due our dignity as images of God and as fellow ministers. A genuine oasis. In short, understand your rights in Christ. No one has a moral right to disregard your God-given dignity or abuse you. Correction for mistakes is another matter. Your rights 1. To be addressed with the respect and courtesy due any human being. 2. To be happy. Christ purchased that for you. Do not let anyone steal it. 3. To be free of unsubstantiated accusations or blame shifting. 4. You have a to a mediator and to present your problems to your spiritual authority, such as your husband and the leadership of your church. This is not gossip. This is accountability, both for you and the organization. You have no obligation to suffer in silence. Rights your leader does not have: 1. He has no right to treat you with disdain. 2. He has no to shift blame for his mistakes. 3. He has no right to claim spiritual authority over you or to be your spiritual adviser. That is a function of your husband first, then your church leaders. Your supervisor has administrative rights only. The organisational status as a Christian organization is irrelevant. Some tips: Clarify to your leader that you need directives in writing to avoid misunderstandings. Keep a paper trail as a record of incidents. If the time you must defend yourself against him before the higher ups, you will have a portfolio of facts. You will not need to accuse him before his superiors. The papers will show the truth and the superiors will draw their own conclusions about his competency. You said, I have let anyone know that he does this. Why not? You have the right to a personal advisory group to counsel you about this problem. That is not gossip. Your husband, and maybe a couple of mature believers could agree to be your personal advisory committee to help you. If you find yourself accused, just say, I’ll get back to you when I discuss it with my personal accountability group in my church.
about the interpretation of state or private procedures or restrictions should be directed to the designated departmental finance representative and/or the Procurement Office. General Policies Awards Cash awards paid directly to employees from the Foundation are prohibited unless specified as an endowed award from the University. Example: Awards such as cash or gift cards should not be given to an employee for reaching their goal quota for the month or year. Coffee/Water Services At the discretion of the fund administrator, Foundation funds may be used for coffee services provided the services are reasonable. It is appropriate to have coffee available for University guests and departmental meetings. Foundation funds are not be to be spent for bottled water or rental of water jugs, [with the exception of bottled water purchased specifically for visitors of the University, such as the case of the President’s Office and Visitors Center.] Flowers Flowers for employee recognition (i.e., birthday, promotion, new goodwill) are prohibited with Foundation funds. The reimbursement levels for flowers, or food baskets in lieu of flowers, are as follows: Hospitalizations and Funerals (Employees) The Foundation will reimburse up to $90.00, including tax and delivery, for flowers sent to employees of the University and their immediate family members for hospitalizations and funerals. Immediate family is defined as the parent, spouse, parent of spouse, child, spouse of child, brother, spouse of brother, sister, spouse of sister, grandparent, grandchild, great-grandchild, or legal guardian of either the employee or employee’s spouse. Donor Recognition/Appreciation/Hospitalization and Funerals The Foundation will reimburse up to $90.00, including tax and delivery, for flowers sent to a donor. Event Flowers
How should we tackle the issue of advertising targeted at vulnerable voters with of aim of influencing political beliefs? In what ways can member states provide platforms for their electors to voice concerns around the democratic process? How should member states respond to situations which include interference in democratic processes through cyber-attacks/use of personal data? Bibliography Beaver, M. (2016) “The United Nations and Cyberwarfare”, Available at: , Accessed on 19/08/2018 Bump, P. (2017). “What happened and when: The timeline leading up to Donald Trump Jr.’s fateful meeting”, available at: , Accessed on 16/08/2018 Council of Europe (2001) “Convention on Cybercrime”, Available at: , Accessed on 19/08/2018 Financial (2018) “Democracy has to be protected from data”, Available at: , Accessed on 19/08/2018 ITU (2018) “Global Cybersecurity Index”, Available at: , Accessed on 19/08/2018 Kafka, P. (2018) “The U.S. government says Russia infiltrated Facebook with fake users, accounts and groups supporting Donald Trump”, Available at: , Accessed on 16/08/2018 Koran, L., Merica, D. & Lo BIanco, T. (2016) “WikiLeaks posts apparent excepts of Clinton Wall Street speeches”, Available at: , Accessed on 16/08/2018 Kozlowska, H., Gershgorn, D. & Todd, S. (2018) “The Cambridge Analytica scandal is wildly confusing. This timeline will help”, Available at: , Accessed on 16/08 Lewis, P. & Hilder, P. (2018), “Leaked: Cambridge Analytica’s blueprint for Trump victory”, Available at: , Accessed on 16/08/2018 Lipton, E., Sanger, D., Shane, S. (2016) “The Perfect Weapon: How Russian Cyberpower Invaded the U.S.”, Available at: , Accessed on 16/08/2018 Monbiot, G. (2017) “Big data’s power is terrifying. That could be good news for democracy”, Available at: , Accessed on 19/08/2018 Mueller, R. (2018) “Indictment of Conspiracy to Commit an Offense Against the United States”, Available at: , Accesed on 16/08/2018