zilongwang/ReadingBank huggingface dataset:
Name __________________________ Date _________________________ Solve the problems below. As you solve them, think of how D.I.C.E can help you find the answers. Detective Illustrator Calculator Editor Circle Math Underline What math concept is this problem about? Visualize the problem. Draw a picture to represent the math in the problem. Write a number sentence. Show your calculations. Re-read the problem. Check your answer. Label units. Detective Illustrator Calculator Editor Circle Math Underline Clues What math concept is this problem about? Visualize the problem. Draw a picture to represent the math in the problem. Write a number sentence. Show your calculations. Re-read the problem. Check your answer. Label units. Detective Illustrator Calculator Editor Circle Math Underline Clues What math concept is this problem about? Visualize the problem. Draw a picture to represent the math in the problem. Write a number sentence. Show your calculations. Re-read the problem. Check your answer. Label units. Detective Illustrator Calculator Editor Circle Math Underline Clues What math concept is this problem about? Visualize the problem. Draw a picture to represent Write a number sentence. Show your calculations. Re-read the problem. Check your answer. Label units.
the math in the problem. Detective Illustrator Calculator Editor Circle Math Underline Clues What math concept is this problem about? Visualize the problem. Draw a picture to represent the math in the problem. Write a number sentence. Show your calculations. Re-read the problem. Check your answer. Label units.
CHAPTER 16 STORY OF SUCCESS IN 2008 THREE WELLS WERE DRILLED. The three wells drilled in 2008 were really a run to determine if we could actually do what seemed to make so much sense. The locations were determined by the need to be in the vicinity of the other wells being drilled by EnterpriseWorks and UNICEF. There were no schools in the area so no real connection could be made between water and education for these
Diary of a Slave Project Rubric Name: _______________ Category 4 3 2 1 Content /10 Entries include many historically accurate details about the life of an American slave. Events masterfully develop plot, character, setting, and theme. Entries include several historically accurate details about the life of an American slave. Events effectively develop plot, character, setting, and theme. Entries include few historically accurate details about the life of an American slave, and some inaccuracies. Events develop plot, character, setting, and theme to a somewhat limited degree. Entries reflect significant misunderstandings of the life of an American slave. Details are historically inaccurate. There is extremely limited development of plot, character, setting and theme. Organization /5 entries are dated, sequential, and flow logically from one to the other Diary entries are sequential and flow somewhat logically from one to the other, but may not be dated. Diary entries show limited logic in flow and some confusion as to sequence. The sequence of events is highly confusing and lacks continuity. Entries are not dated and do not flow logically. Language and Voice /5 Diction and rhetorical devices are masterfully used to capture the experience of the protagonist. The author truly embodies the voice of the slave. Diction and rhetorical devices are effective used to capture the experience of the protagonist. There is some success in entering the voice of the slave. Diction is used with limited effectiveness. Rhetorical devices are not used or are used with limited effectiveness. There is limited success in entering the voice of the protagonist. Diction is extremely limited in effectiveness. Rhetorical devices are not used. There is little attempt to enter the voice of the protagonist. Conventions /5 There are no or extremely few errors of spelling, grammar, and punctuation. Sentence structure is varied. There are a few errors of spelling, grammar, and punctuation, but these do not interfere with understanding. There is some attempt to vary sentence structure. There are several errors of spelling, grammar, and punctuation which hamper understanding to a limited degree. Sentence structure is basic. There are many errors of spelling, grammar, and punctuation which significantly interfere with understanding. Requirements /2 Diary contains 4-5 entries. Length is 500 words Diary contains less than 4 entries and length is significantly below 500 words TOTAL: /27 = %
Lag Coefficient Standard Error t Value 1 -0.975229 0.006566 -148.53 Final model: Parameter Estimates Variable DF Estimate Standard Error t Approx Pr > |t| Intercept 1 -412.1128 35.2646 -11.69 <.0001 Date 1 0.0239 0.001886 12.68 <.0001 In PROC AUTOREG model is Zt+Zt-1=et rather than ZtZt-1=et so with = 0.975229, error term Zt satisfies Zt0.97Zt-1=et. Example 5-B: ARIMA Harley-Davidson closing stock prices 01/01/2009through 05/13/ 2013. (vs. AUTOREG)
Outlier Details Obs Time ID Type Estimate Approx Prob>ChiSq 186 Wednesday Additive -3250.9 87.76 <.0001 315 Saturday Additive 1798.1 28.19 <.0001 247 Monday Additive -1611.8 22.65 <.0001 Outlier Details Obs Time ID Type Estimate Approx Prob>ChiSq 186 Additive -3250.9 87.76 <.0001 315 Additive 1798.1 28.19 <.0001 247 Additive -1611.8 22.65 <.0001 Outliers: Jan 2 (hangover day!), March 3 (snowstorm), May 10 (graduation day). AR(1) produces 3 ‘rebound’ outlying next day residuals (). Add dummy variables for explainable outliers data next; merge outarima energy; by date; Chi- Square Chi-
ESTIMATE input=(ramp); FORECAST lead=5 id=year out=out1; run; PROC generates diagnostic plots: Autocorrelation of Residuals To Chi- Pr > Lag Square DF ChiSq ---------------Autocorrelations--------------- 6 6.93 6 0.3275 -0.025 0.067 -0.027 -0.032 -0.152 -0.192 12 14.28 12 0.2834 0.086 -0.104 -0.074 -0.041 -0.091 18 20.30 18 0.3164 -0.086 0.111 0.041 -0.073 0.142 -0.066 24 21.37 24 0.6166 -0.015 -0.020 -0.036 -0.059 -0.047 -0.030 Optional: more on seasonal, time permitting: Example 9: Visitors to St. Petersburg/Clearwater
Typical ACF for ARMA(1,1) has initial dropoff followed by exponential decay – try ARMA(1,1) on span 12 differences. ESTIMATE P=1 Q=1 ml; FORECAST lead=44 id=date interval = month out=outARIMA; run; Standard Approx Parameter Estimate Error t Value Pr > |t| Lag MU 0.0058962 0.0029586 1.99 0.0463 0 MA1,1 0.11374 2.87 0.0041 1 AR1,1 0.79326 0.07210 11.00 <.0001 1 Autocorrelation Check of Residuals To Chi- Pr > Lag Square DF ----------------Autocorrelations---------------- 6 1.81 4 0.7699 0.022 -0.055 -0.000 0.011 -0.028 -0.071 12 14.87 10 0.1367 0.109 0.044 0.003 0.060 0.211 -0.064 18 16.41 16 0.4248 0.010 -0.012 0.036 0.014 -0.066 0.038 24 17.30 22 0.7468 -0.056 0.020 0.004 0.018 -0.009 -0.017 30 34.15 28 0.1961 -0.131 -0.052 -0.144 0.134 0.026 -0.133 36 45.08 34 0.0969 -0.102 0.051 0.135 -0.107 0.014 -0.074 PROC SGPLOT data=outARIMA; ;
Seasonal AR: YtYt-s+et YtYt-s=(-1)(Yt-set Idea: Regress YtYt-s on (Yt-sto estimate  and get a t test. Distribution of t is far from standard normal. Modification: replace Yt with deviations yt from seasonal means. Visitors data: Estimate of : 1-0.1556=0.8444 Parameter Standard Variable DF Estimate Error t Value Pr>|t| Intercept 1 1099.20049 5.25 <.0001 Y_12 1 0.03191 -4.88 <.0001 XX Is t significant? What is the (null) distribution? Empirical (left) and N(0,1) (right) densities with means. Area to left of leftmost line (=-4.50, see next model) is 0.4061.
Hicthcock City Hall 7423 Highway 6 Hitchcock, TX 77563 Baycliff MUD 4303 12th Street Baycliff, TX 77518 Seaside Baptist Church 16534 Termini - San Luis Pass Road Jamaica Beach, TX 77554 Kemah Civic Center 800 Harris Avenue Kemah, TX 77565 Carver Park Community Center 6415 Park Avenue Texas City, TX 77591 Nessler Center 2010 5th Avenue North Texas City, TX 77590 Santa Fe City Hall 12002 State Highway 6 Santa Fe, TX 77510 Moody Methodist Church 2803 53rd Street Galveston, TX 77551 Galveston County Court House 722 Moody Galveston, TX Galveston County Justice Center 9850 Emmett F. Lowry Expressway Texas City, TX 77591
North Dakota Daily Oil Produced and Price OIL ,\.'.\D C,\S 1)1\'ISIO.S c 200,000 $30 tii- a, Cl) en c z 100,000 ,._ .. $15 0 -- $0 0 L() 0 L() 0 L() 0 L() 0 L() 0 t-,... t-,... (j) (j) 0 0 N (j) (j) (j) (j) (j) (j) 0 0 0 0 0 N N N N N -BOPD --·$/BO
4Q 2015 Jan-Feb 2016 $28 Breakeren ND$/narre Walls Dec 2015 NC Billings $41 0 643 6 Bot-Ren $95 0 1J 033 3 Bow-Sip $1 00 0 543 0 Bu11ke $120 0 628 Divide $94 1 782 6 Dunn $.22 6 1,8891 135 Golden Valley $168 0 103 0 McKenzie $31 21 3J 900 369 Mc ean I $.25 1 591 6 Mountrail $53 5 2j 592 214 Stark $42 0 273 8 Williams $43 5 2J 384 193 Statewide $40 39 14Jl 862 945
Endangered Species 6 endangered 4 threatened proposed candidate 4 potential Federal Regulation BLM (6) Hydraulic Fracturing Onshore 3, 4, & 5 Venting/Flaring Sage Grouse EPA (5) Chemical Disclosure Waters of US Methane Emissions Waste Rules Lawsuit Clean Power Plan BIA / Tribe ROW rule Tax Agreement TERO Regulations Federal Reserve Strong $ Raising interest rates
Student: ___________________ Subject: _________________ Grade: ___________ Criteria Level 4 Points Level 3 Points Level 2 Points Events from the Book 2 or more events from the book are included 4 1 event from the book is included 2 No events from the book are included 0 Letter All components of a letter are included 4 Most of the letter components are included 2 Does not resemble a letter 0 Perspective is clear The character's perspective of the war is 4 Character's perspective is present but not clear 2 Perspective of the character is missing 0 Mechanics No spelling or grammar mistakes 4 Few grammar and spelling mistakes 2 More than 5 grammar and spelling mistakes 0 Neatness Writing is legible and neat 4 Writing is sloppy in some areas 2 Writing is not legible 0 Total: ________________ Comments:
m t a g o n n e c m n n h p g i a o s n i g o e b g o n r e a a e g n u g g n a e c g i n h o n s n t a u i r g e
disturbing notion that the exertion of power by men must be collective – as noted by “We” – and used even to the extreme point of eliminating a weaker entity or party. Out of a child’s mouth the notion of killing is absurd, even comedic; however, as the speaker observes this martial terminology from her own child, she realizes that the process of recognizing and grasping at authority by overpowering someone or something small, weak, helpless, innocent and “easy,” is an archetypal “rite of passage.”
Table 5.11: Final dictionary for abababab Entry Index Entry 1 a 9 ababa 2 b 10 ababab 3 ab 11 4 ba 12 bababa 5 aba 13 abababa 6 abab 14 abababab 7 bab 15 bababab 8 baba Source alphabet A = {a,b} Encode the sequence ababababab ------- Transmitted sequence 1 2 3 5-------- Decoding: Begin with initial dictionary (Table 5.10). (1, 2) decoded as (a,b) leads to 3rd entry ab. Next input is 3 (gives ab). Next is 4 (gives ba). See table (5.14). Next input is 5. Not in the dictionary 5.5 Applications: LZW is one of the most widely used compression algorithms. Table 5.13: Constructing the fifth entry (stage one) Index Entry 1 a 2 b 3 ab 4 ba 5 a… Table 5.14: Constructing the fifth entry (stage two)
Index Entry 1 a 2 b 3 ab 4 ba 5 ab… Table 5.14: Completion of the fifth entry. Index Entry 1 a 2 b 3 ab 4 ba 5 aba 6 a… See p. 140 Program diffim, huff_enc (Compress command) (Unix Compress Command) LZW decoder has to contain an exception handler to handle the special case of decoding an index that does not have a corresponding complete entry in the decoder dictionary. (See Tables 4.7 and 4.8) Table 5.16: Comparison of GIF with arithmetic coding Image GIF Arithmetic Coding of Pixel Values Arithmetic Coding of Pixel Difference Sena 51,085 53,431 31,847 Sensin 60,649 58,306 37,126 Earth 34,276 38,248 32,137 Omaha 61,580 56,061 51,393
Diction and Tone Paragraph Assignment ELA 2/WOTP Step 1 Click the link to open the Google doc for this assignment. Step 2 Share this assignment with a peer, as they need to help you complete it. Step 3 Share this assignment with Mr. Wouda, so he can evaluate it. Step 4 Follow the instructions in the assignment. Evaluation: Criteria 1 Rating Scale Criteria 2 Rating Scale Criteria 3 Rating Scale Paragraph is well-written and uses diction strategically to create a specific tone in the paragraph that reflects the photograph. 1 2 3 4 5 6 7 8 9 10 Highlighted words on a peer’s paragraph are excellent examples of the diction used to create a specific tone in the paragraph 1 2 3 4 5 6 7 8 9 10 Sentence comment on a peer’s paragraph is formatted correctly and demonstrates an understanding of how diction is used to create a specific tone in the paragraph. 1 2 3 4 5 6 7 8 9 10 /30
Aftersales rating As predicted in the Data section we observe a positive effect (0.810) that is significant both statistically (at 10% and economically. However, given this relation one cannot declare that high or low rating by itself influences store prices. It is rather the cause of the rating that is positively affecting store prices. In other words higher prices are the effect of higher aftersales service levels. The rating itself is just a proxy that reflects customer’s perception of the service. We could say that a rating increase of one star leads to a certain increase of the price but this would not be correct because a star is something subjective, something hard to measure in absolute terms. Delivery rating Given that delivery rating is another proxy for service, but unlike aftersales rating it focuses on the product handling process, I expected to see a positive relationship between product handling quality and store price rating. However, this is not the situation. What we witness is a statistically significant (at 5% level) effect with a negative sign (-1.197). Such an unexpected result may be explained by several facts: The technological factors: More and more firms are moving to computerized and automated handling systems where less human time and effort is spent on logistical matters, meaning that in terms of order handling an additional order may produce little or no marginal cost at all. As the number of orders increases, a computerized of fully automated order handling system may start producing economies of scale. This way the handling investments are cancelled out by the resulting benefits. Online support
International Center for Academic Integrity (2016). Clemson partners to take actions against essay-writing services [Press Release]. Retrieved March 1, 2007 from IT Governance Institute (2012). Control Objectives for Information and related Technology (COBIT) 5.0. A Business Framework for the Governance and Management of IT Rolling Meadows, IL: Author. Intuit Inc./ Accountants Community, To Cheating Accounting Students Everywhere. Retrieved March 2, 2017 from Exam Cheating Technology (2016, May). Retrieved April 30, 2017 from Martin, M. (1973). Security, Accuracy, and Privacy in Computer Systems. Englewood Cliffs, NJ. Prentice Hall, Inc. Newton, D. (2015, November). Cheating in Online Classes Is Now Big Business. The Atlantic Monthly Group. Retrieved March 2, 2017 from O’Shaughnessy, L. (2011, May). 8 Top Websites that Students Use to Cheat. Moneywatch. Retrived March 2, 2017 from The Dewitt Clinton, one of the Earliest Railroad Carriages [Online Image]. Retrieved May 8, 2017 from Wilmington University Academic Integrity [Online Retrieved May 9, 2017 from Wilmington University Mission, Vision, & Values. Retrieved May 9, 2017 from
6. Human Health Hazard Summary Table Phthalate Toxicity Irritation & Sensitisation Repeated Dose Toxicity Genetic Toxicity Carcinogenicity Fertility Developmental Toxicity Diisodecyl phthalate (DIDP) Oral Rat: LD50 >29100 mg/kg bw Rat: LD50 >2910 mg/kg bw Inhalation: Rat: LC50 >12.54 mg/L/4h Skin Irritation: ME Eye Irritation: ME Skin Sensitisation: negative Oral Rat: NOAEL = 60 mg/kg bw/d. LOAEL = 120 mg/kg bw/d (f): ↑ weight. Dogs: NOAEL = 15 mg/kg bw/d. LOAEL = 75 mg/kg bw/d: ↑ liver weight (low reliability). High doses: ↑ liver and kidney weight; nephropathy (m); PP noted. In vitro: Negative in bacterial mutation assays and mouse assays In vivo: Negative in mouse micronuclei assay In vitro: Positive in 1 of 2 cell transformation assays. In vivo: No data Rat: NOAEL = 0.8%; 427-927 (m-f) mg/kg bw/d NE Two-generation study Rat: NOAEL = 0.06% (38-114 mg/kg bw/d) = 0.2% (134-352 mg/kg bw/d): ↓ pup survival in F2 Gestation study Rat: NOAEL = 500 mg/kg bw/d LOAEL = 1000 mg/kg bw/d: ↑ skeletal variations (cervical and lumbar ribs) ME – minimal effects; NE - not established; PP – peroxisome proliferation; m – male; f – female
4: MEDICAL INFORMATION: Please note this information will only be accessed by the relevant coach or team manager for the age group and the junior co-ordinator. Do you experience any conditions requiring medical treatment that coaches/team managers should be aware of? No □ Yes □ – please give details Do you have any allergies? No □ Yes □– please give details Do you consider your child to have a disability? No □ Yes □ –what is the nature of the disability? 5: IMAGES: At times the Club may wish to take photos or videos of the team or individuals in it. We adhere to England Netball guideline to ensure these are safe, respectful and used solely for the purposes for which they are intended, which is promotion and celebration of the Club and for training purposes. Please indicate if this acceptable to you Yes □ No □ 6: TO BE COMPLETED BY PARENT/GUARDIAN OF PLAYER: By returning this completed form: I agree to the child in my care taking part in the activities of the club I understand that I will be kept informed of these activities I understand that in the event of any injury or illness all responsible steps will be taken to contact me and the injury/illness dealt with appropriately I confirm that my child will conform to Club rules I confirm that I understand the spirit of the Parents/Spectators Code of Conduct I give consent to the use of photography in order to assist coaching or for publicity for the Club I consent to my child receiving medical treatment which, in the opinion of a qualified medical practitioner, may be necessary I have read,understand and to the Club Privacy Policy Name of parent/guardian: Signature of parent/guardian: Date CLUB PRIVACY STATEMENT & COMMUNICATION PREFERENCES: Didsbury Netball Club take the protection of the data that we hold about you as a member seriously and will do everything possible to ensure that data is collected, stored, processed, maintained, cleansed and retained in accordance with current and future data protection legislation. Please read the full privacy notice carefully to see how the Club will treat the personal information that you provide to us. We will take reasonable care to keep your information secure and to prevent any unauthorised access. General Club communications will be via emails to addresses given.
Document: Get the facts List any facts you might want to remember later. Underline them in the original document and give a shortened version here. Based: Build your own thoughts on the facts Is there something the document or its facts are leading you to think, but not saying directly? (inference) Does the source matter to the document? (bias) If so, explain. Question: Answer the question How can I use this document in my essay? How does it answer my question?
material improvement.” What had outmoded Howells? It was the realization, anticipated before the Great War but complete only in the Twenties, that America had been by the onset of an overwhelming process of industrialization and urbanization which had superannuated traditional American beliefs—beliefs nurtured in the bosom of the agrarian past. In these circumstances, a revolution in manners and morals was inevitable. World War I augmented rather than inaugurated the trend. Postwar writers undertook a comprehensive critique of traditional faith. Some abhorred the change; others welcomed it. In any case, almost all of the great writers of the Twenties accepted the fact of the intellectual and emotional revolution
Diction Consider: An aged man is but a paltry thing A tattered coat upon a stick.... — W. B. Yeats, “Sailing to Byzantium” Discuss: What picture is created by the use of the word tattered? By understanding the connotations of the word tattered, what do we understand about the persona’s attitude toward an aged man? Apply: List three adjectives that can be used to describe a pair of shoes. Each adjective should connote a different feeling about the shoes. Discuss your list with a partner. Share one of the best adjectives with the class. Lesson 3: Diction / 5
Diepsloot Profile Diepsloot is located on the northern edge of the metropolitan council area, some 30 km from the Central Business District and 20 km north of Sandton. It is in close proximity to the Fourways Regional Node and Midrand Corridor, and covers approximately 5.18km² (See FIG 1). Diepsloot consists of Diepsloot ‘proper’, consisting of the Diepsloot West and Tanganani townships and is with Diepsloot South and Diepsloot East. Diepsloot itself is a constrained area – the area is bordered by the N14 highway to the north-east, Diepsloot Nature Reserve hampers expansion to the west, while existing high income development limits opportunities to the south. There is approximately 161 325 people / 43 601 households in 2012 – representing 24.1% of the regional population. Predominant African Black population (99.7%), Slightly higher presence of males (54.5%) and large mature adult population segment, supported by a moderate segment of young and upcoming adults (26 to 64 years of age – 55.9%) . Education levels reflect a moderately educated population – 17.6% has Grade 12 and 7.6% some form of higher education. FIG. 1 DIEPSLOOT LOCATION Diepsloot Development Strategy The Diepsloot development strategy aims to secure the development of the area in line with the vision by 2020. It comprises a series of sectoral interventions – including improved infrastructure, increased provision of housing and shelter, provision of a strong social facilities network, support for economic development, and development of good quality open spaces- supported by cross-cutting programmes and interventions. These include a strong institutional framework to guide and direct development. Figure 2 below indicates he current and proposed nodes for the area. FIG. 2 EXISTING AND PROPOSED NODES IN DIEPSLOOT AND SURROUNDS Potential Sites for Housing A number of sites have been identified for housing as indicated in the FIG. 3 below FIG. 3 POTENTIAL SITES FOR HOUSING Movement and Access
*High School Diploma or GED equivalent preferred *Proven medium to diesel and equipment repair experience *Experience with diagnosing and preventative maintenance on construction equipment Knowledge, Skills, and Abilities of MACK, CAT and Komatsu as well as Honda engines that will be required to work flexible schedules including
- finish 5-10 EP Ra < 0.05 µm Ra < 0.05 µm - hardness Rockwell hardness C 64-66 Rockwell hardness C 58-66 Rockwell hardness C 58-66 Ring/Disk: Ring Disk, stationary Disk, stationary - speed 525 rpm - size 49.2 mm 10 mm 10 mm - material SAE 8720 AISO chromium alloy steel, annealed. Turned lapped and polished. AISO chromium alloy steel, annealed. Turned lapped and polished. - finish 0.04-0.15 µm Ra < 0.02 µm Ra < 0.02 µm - hardness Rockwell hardness C 58-62 Vickers “HV 30”: 190-210 Vickers “HV 30”: 190-210 - velocity 1.3 m/s constant 0.1 m/s average, reciprocating 0.1 m/s average, reciprocating Fuel fuel is aerated Contact contact surface not submerged in fuel contact surface is submerged contact surface is submerged Range of precision data g 143-772 µm @ 25°C, 360 - 600 µm @ 60°C
Recommended Dietary Guidelines for Americans These following guidelines are general guidelines that every American should try to follow: Aim for a healthy weight Let the food pyramid guide your food choices In addition, Americans should try to choose the following foods every day: A variety of grains daily, especially whole grains A variety of fruits and vegetables daily A diet that is low in saturated fats and cholesterol Beverages and food to moderate your intake of sugar The guidelines also state that a person needs forty different nutrients for good health. No one food provides all the essential nutrients a body needs to stay healthy. Thus, the guidelines recommend that Americans eat a variety of foods from the major food groups.
56 (28%) maintain the death penalty in both law and practice. 104 (54%) have abolished it in law. 8 (4%) retain it for crimes committed in exceptional circumstances (such as in times of war). 27 (14%) permit its use but have not used it for at least 10 years and are believed to have a policy or established practice of not carrying out executions, or have a moratorium on executions. Which category is Nigeria in? Nigeria is in the category. We have the death penalty in our laws and continue to use it. Apart from Nigeria, which other countries retain the death penalty? More than two-thirds of countries have totally abolished the death penalty in practice. Countries that continue to use the death penalty for ordinary crimes are: Africa Americas Asia Europe Middle East Botswana Chad Comoros Republic of Egypt Equatorial Guinea Ethiopia Lesotho Sierra Leone Somalia Antigua and Barbuda Bahamas Barbados Belize Cuba Dominica Guatemala Guyana Jamaica Saint Kitts and Nevis Saint Lucia Vincent Bangladesh China India Indonesia Japan Malaysia Korea Pakistan Singapore Taiwan Thailand Viet Nam Afghanistan Bahrain Iran Iraq Jordan Kuwait Lebanon Oman Palestinian Authority Qatar Saudi Arabia Syria United Arab Emirates Yemen
Diet & Health Please read carefully For each category, entries can be submitted that reflect UK projects or ongoing activity during the year 2018. By submitting an you agree to the . We strongly advise you to read our before you complete your entry. If you have any questions regarding the suitability of your initiative, please contact the FDF Awards team at FDF on 020 7420 7146 or email . Please complete all sections of the form as advised. Your organisation's details Company name Company name as you would like it to appear (FDF Website, case studies, Awards ceremony…) – if different from above Max 30 characters Company profile (max 50 words) Preferred social media details Company address Postcode Size of organisation (please delete as appropriate) Small/medium – 249 employees or less Large - 250 or more employees
Department of Health and Sport Sciences University of Memphis The Didactic Program in Nutrition and Dietetics at the University of Memphis is accredited by the Accreditation Council for Education in Nutrition and Dietetics, the accrediting agency for the Academy of Nutrition and Dietetics, 120 South Riverside Plaza, Suite 2000, Chicago, Illinois 60606-6995, (800)877-1600, ext. 5400. Mission of the University The University of Memphis’ mission is to be a learner-centered metropolitan research university providing high quality educational experiences while pursuing new knowledge through research, artistic expression, and interdisciplinary and engaged scholarship. Mission of the Department of Health and Human Sciences The department of Health and Human Sciences is dedicated to preparing students for careers in a variety of professional and related occupational areas. In helping the university pursue its three broad objectives of teaching, public service, and research, the department of Health and Human Sciences is committed to the following missions. 1. The first Mission of the Department of Health and Human Sciences is to prepare teachers, other licensed personnel, and educationally related professionals who are qualified and competent in both practice and theory. 2. The second mission is to conduct educational and educationally related research and to engage in the dissemination of the outcomes of that research. 3. The mission of the department is to provide teaching, research and service that extend beyond the confines of the campus and to make educational delivery available in its urban setting and at other outreach locations.
DIET AND PHYSICAL ACTIVITY DIARY – Monday - Friday Name: For Saturday-Sunday please turn over… Week Beginning: Monday Tuesday Wednesday Thursday FRIDAY Food and drink – Please add approximate times and any calorie values you can find out Morning - Breakfast, morning snacks etc. Lunch Afternoon Snacks/drinks Evening Meal Evening/night time Physical Activity-minutes Formal Exercise Organised classes, gym etc. Lifestyle activity Physical activity e.g. walking, cycling DIET AND PHYSICAL ACTIVITY DIARY – Saturday and Sunday
Week Beginning: saturday sunday Diet Food and drink – Please give approximate times along with any calorie values you can find out Morning - Breakfast, morning snacks etc. Lunch Afternoon Snacks/drinks Evening Meal Evening/night time Physical Formal Exercise Organised classes, gym etc. Lifestyle activity Physical activity e.g. walking, cycling etc.
c) means that blood pressure is continually higher than the recommended level Q12 Why is hypertension a for concern? a) increases the risk of developing diabetes b) increases the risk of developing stroke or heart disease c) increases the risk of developing dental caries Q13 What is one way to reduce the risk of hypertension? a) reduce salt intake b) reduce sugar intake c) reduce fibre intake Q14 What is the recommended maximum salt intake for adults per day? a) 5g b) 6g c) 7g Q15 Iron is essential for the formation of haemoglobin in red blood cells. What does haemoglobin do? a) binds calcium and transports it around the body b) binds nitrogen and transports it around the body c) binds oxygen and transports it around the body Q16 Which of these foods are sources of iron? a) oranges, peppers, strawberries, grapefruit b) liver, red meat, pulses, nuts, eggs, dried fruits c) cakes, pastries, biscuits Q17 Which vitamin increases absorption of iron from plant sources? a) A b) B c) C Q18 The most widely used method of classifying obesity is body mass index (BMI). How is BMI calculated? a) BMI is weight in kilograms (kg) divided by height in metres (m) squared b) BMI is weight in kilograms (kg) multiplied by height in metres (m) squared c) BMI is weight in kilograms (kg) added to height in metres (m) squared Q19 Osteoporosis is a condition that weakens bones, making them fragile and more likely to break. Why are women more at risk of developing osteoporosis then men? a) after the menopause oestrogen levels increase b) after the menopause oestrogen levels fall c) after the menopause oestrogen levels remain the same Q20 What helps to help strengthen bones or minimise age-related bone loss? a) undertaking weight-bearing exercises b) ensuring adequate intake of calcium and vitamin D c) all of the above Dietary disorders Q1 What is the cause of coronary heart disease (CHD)? a) narrowing of all blood vessels b) narrowing of the blood vessels to the heart c) narrowing of blood vessels to the brain Q2 a) poor diet b) smoking c) being physically active
Dietary needs This group activity will help workers to understand how different health conditions are related to dietary needs. It will help them to reflect on their day to day experiences of preparing meals for people with different health conditions. Time: 30 minutes Resources: Fourteen cards. Introduce the activity Give each group a set of cards. Ask workers to match the dietary requirements (blue cards) to the health condition (red cards). You could demonstrate an example, such as ‘be careful with sugary foods’ matches to ‘diabetes.’ As they complete the task, ask them to discuss any practical experience they may have of individuals who have dietary needs based on a health condition. Feedback and discussion Ask each group to choose a statement and match it to the correct heading. Invite others to agree or to justify an alternative choice of heading. You might also discuss how some of the health conditions may be linked with other dietary needs. This could be a useful starting point for a discussion of the group’s own experience of supporting an individual with a health-related dietary need. You could use these questions to structure the discussion: what do we mean by 'spicy' foods, 'red' meat etc.? who has had experience of working with an individual who has [insert health condition]? what are some of the phrases that are used in a care plan to describe dietary needs? what of food contain a lot of salt? what kinds of food contain a lot of fibre? if you were to have any concerns about an individual's diet, how would you deal with them?
Bowels Constipation □ Diarrhoea □ Regular □ Is bowel medication taken? If yes, please state Skin condition Intact □ Pressure Sore Risk □ Has pressure sores □ Please tick all that apply Additional Information that may be helpful ○ other professionals involved ○ mental capacity / consent ○ life events e.g. home move, bereavement and cultural issues ○ has weight increase/decrease impacted on current physical or mental health? ○ any other information that is relevant Completed by Name: Sign: Relationship (if not self referral): Date:
Protocol/Procedure for Diethyl Zinc CAS#: Preparation Keep water and ignition sources away from reaction area. Know location of kit Know the location of the nearest fire extinguisher, eyewash, and safety shower before beginning work. Lab-specific Information All work with diethyl zinc must be performed in a working fume hood. Procedure/Use Scale Engineering Controls/Equipment PPE (eye, face, gloves, clothing) Procedure Steps and Special Precautions for this Procedure Diethyl zinc is available as a solution in hydrocarbon solvents, and the use of these sources is preferred over using the neat reagent. When used as a reagent, diethyl zinc can be used in quantities ranging from <1mL to 20ml. All work should be carried out in a ventilated, functioning fume hood. All work with the neat reagent should be done inside a box under inert atmosphere. Eye protection: Wear tight-fitting safety goggles or safety glasses with side shields. Gloves: Handle with reusable neoprene or nitrile gloves. If potential for skin contact, also use leather fighter gloves. Gloves must be inspected prior to use. Use proper glove removal technique (without touching glove's outer surface) to avoid skin contact with this product. Dispose of contaminated gloves after use in accordance with applicable laws and good laboratory practices. Wash and dry hands after use. Clothing: Wear fire/flame resistant lab coat (100% cotton based); cotton based clothing/attire; full length pants or equivalent; and close-toed, shoes. The reagent can be transferred a syringe that has been purged with inert atmosphere (argon or nitrogen). It is recommended that Luer-lock type syringes be used to prevent the needle from detaching during use. Additionally, syringes should only be filled to ~40% of their total volume. If larger volumes are needed (>10mL), multiple transfers of 10mL can be used to reach the desired volume. Alternatively, cannula transfers may be done, or an addition funnel can be filled with the desired amount (via cannula or syringe) and then the reagent added using the addition funnel. All additions should be performed in a way so that they can be quickly halted if the reaction begins to react uncontrollably.
Field Name Start Comments No. Column 1 Record Type 1 3 N Value = 105 2 Record Version Number 4 1 A Value = 1 Bull Identity 3 Bull National ID 5 9 A See Note 3 Bull Herdbook ID 4 Country Code 14 3 A See Note 2 5 Herdbook Number 17 12 A See Note 2 6 Local Bull ID 29 15 A 7 Date of Birth 44 8 N yyyymmdd 8 Bull Breed 52 4 A See Note 1 Pedigree Details 9 Sire National ID 56 9 A See Note 3 10 Dam National ID 65 9 A See Note 3 11 MGS National ID 74 9 A See Note 3 12 Bull name 83 40 A NASIS Bull Details 13 NASIS Primary ID 123 7 A 14 Bull ID 130 12 A 15 Bull Code 142 3 A See Note 6 16 International ID 145 19 A Interbull format - see note below 17 PT Sampling Code 164 1 A 18 Date First Semen Available 165 8 N yyyymmdd 19 Defect Codes 173 4x2 A Up to 4 two-character codes - see note below RECORD LENGTH = 180 bytes International ID The International ID as designated by Interbull has the following format Breed 3 characters (eg, HOL, JER, AYS, GUE) Country 3 characters (eg, , CAN - see Note 2 for a full list of Sex 1 character (M or F) Within-Country ID 12 characters (right justified, zero filled) Defect Codes The following defect codes indicate whether an animal has tested positive or negative for the defect Defect Positive Negative BLAD BL TL Citrullinaemia CN TC DUMPS DP TD Mulesfoot MF TM Essential fields for DataGene are 1, 2, 3, 8. fields are strongly recommended. Assumed sort order with all fields in ascending order : Fields 1, 2, 3. Data Format 110 V1 Disclosure / Non-Disclosure Record discontinued 14th June 2003
Wednesday, Dec 21 – AKT -6 (CA-1s) ***Schedule tentative beyond here******* Jan 4 – Reg Anesth Jan 11 – Reg Anesth + Echo review session Jan 18 – Reg Anesth Jan 25 – Ventilator workshop/simulation Feb 1 – ACE/ITE review Feb 8 – ACE/ITE review Feb 15 – ACE/ITE review ITE Feb 16-20 Feb 22 – OB March 1 – OB 8 - OB March 15 – Neuro + echo review session March 22 – Neuro March 29 – Neuro April 5 - Thoracic April 12 – Thoracic April 19 –Thoracic April 26 - Peds Anesth Miller 93 Reg Anesth Miller 92 Journal Club
2 3 4 5 6 7 8 9 id int identity (1,1) not null, SomeStr char(6) default '' -- a filler ) GO insert into TestingSeeks (SomeStr) select top (500000) '' from sys.columns c1 join sys.columns c2 We have a table here with an identity column on it, starting at 1 and incrementing by 1 row. Hence, there will be no negative values in the table. I’m going to then put a nonclustered index on that column (the table has no cluster, it’s a heap) 1 CREATE NONCLUSTERED INDEX idx_Seek ON TestingSeeks (id) Fair enough. If I query all the rows in the table and retrieve just the ID column, I’ll get a scan on that index, as is pretty much expected and Statistics IO tells me that 935 pages were read So a read of the entire index is 935 pages. Now, let me add a filter. 1 2 3 select id from TestingSeeks where id>0
At Stack Overflow the other day, I once again found myself trying to debunk a lot of the “revealed wisdom” in the SQL Server community. You can find the post here: to read the discussion. However, this post is not about GUID or sequential keys, which I have written about , it is about cluster indexes and the love affair that SQL Server DBAs seem to have with them. It is interesting to note that both SQL Server and MySQL by default will create clustered primary keys on a table. On the other hand, you will find Oracle DBAs shake their heads in amazement as to why one would do such a thing. As with all “best practices” that are so widespread in the SQL Server community – the problem is that things typically a little more nuanced than the whitepapers would have you believe. And “it depends” is the worst cop-out ever. Good Reasons To Cluster As you may have guessed, this post is about the advantages of heaps. But before we get there, let us first review the good reasons for using a clustered index on a table. Tables With A Single Index On An Ascending Key If your has a single index on a primary key, you probably want a cluster index. This is the default behaviour of SQL Server. But WHY is this so? Consider the case of INSERT statements in these two tables: 1 2 3 4 5 CREATE TABLE FooCluster ( ID INT NOT NULL PRIMARY KEY CLUSTERED , Payload CHAR(150) NOT NULL )
Difference Between Opinion, Persuasive, and Argument Writing OPINION PERSUASIVE ARGUMENT Purpose Opinion writing takes a stand on a topic and supports opinions with facts definitions, and details. Persuasive writing focuses on convincing the reader to agree with the author. The author uses logic and facts to persuade the reader. Argument writing is used to support claims in an analysis of a topic. The writer uses facts evident, and reasons to develop claims and opposing claims. Key Transitional Words and Phrases Also Because Therefore Since For example For instance In order to In addition Consequently Specifically Finally In conclusion First Next Last Additionally Not only (this), but also (this) For one thing Considering (this) Thus In other words But However In contrast On the other hand Nevertheless In either case As a result Accordingly Conversely In conclusion Key Words and Phrases from the Common Core State Standard K-5 Support a point of view Reasons and information and details Concluding statement or section Persuasive writing is not mentioned in the Common Core State Standards 6-12 Support claims Analysis of substantive topics or texts Valid reasoning Relevant and sufficient evidence Claims Counterclaims Formal Objective tone
High School College (Accommodates & Modifies) (Accommodates Only) Class Time 6 hours/day, 180 days- 1,080 total 12 hours/week, 28 weeks-336 total Study Time 1-2 hours per day (a lot of homework is done in class) 2 hours of study/credit hour average 3-4 hours of homework per day Tests Weekly; at the end of a Chapter, frequent quizzes 2-4 per semester; at the end of a chapter unit; quizzes Grades Passing grades guarantee you a seat Satisfactory academic standing = C’s or above. Competitive entry into programs Teachers Often take attendance-May check notebooks-put information on board. Impart knowledge and facts Rarely take attendance or teach from the textbook- Often lecture non-stop- Require library research- Student responsible for information from books, lecture and research Freedom Structure defines it most of the time. Limits are set by parents, teachers, or other adults Should I go to class? Can I make it on 4 hours of sleep? Can I skip studying today? The reading requirements for most classes can be done with minimal outside work College is a reading intensive environment- Analytical reading skills are necessary- If books on tape are needed, must communicate with the support services office, the instructor and the reader Support Services School has responsibility to find those who need services and provide the services School has responsibility to provide specific academic services upon the student presenting documentation of need. Self-Advocacy Few opportunities, structure of laws makes it difficult for students to take control of their services Required- The Office of Civil Rights has ruled that colleges can ask students to assist in the setting up, maintenance and day to day management of services Tutoring Often provided as part of support services during the school day –FREE- Individualized and personal Often reiterates or re-teaches class material By law tutoring is considered homework assistance and colleges are not financially responsible- Most colleges provide limited tutoring or drop-in labs- NOT individualized- Best use of these services requires students to attempt homework and come to lab or tutor with specific questions Colleges can vary Most high schools offer similar services and the way to access those services is the same Each college or university has its own mission and the services offered reflect the mission- Some colleges offer more student support than others- All students should shop wisely for the institution that not only offers the academic course work, but also offers services that the student feels comfortable with.
When you become an adult, your experience at the doctor’s office and the hospital might be different from what you are used to. This fact sheet explains some of the changes you might notice. Comfort & Familiarity Pediatric Tips • You have known your doctors for a long time. • You feel comfortable during your visits. • You know what to expect during the exam. • You won’t know much about your new doctors and the staff. • You will need to explain more about yourself and your condi- tion. • You might feel nervous about talking with the doctor. • The exam might be different. • Set up a “meet-the-doctor” visit with your new doctors. • Be patient as your doctors get to know you. • Ask your pediatric doctor to send records or a portable medical summary to your new adult doctor. • Tell the doctor and someone you trust how you feel. • Ask the doctor to explain what will happen during the examination. Responsibility Pediatric Adult Tips • Parents often stay with you during your doctor visits. • Parents help answer questions from the doctor for you. • Parents help make decisions about your treatment. • Parents arrange follow-up and on test results. • Parents help you follow your treatment plan. • You will decide if someone (friend, parent, caregiver) stays with you during your doctor visits. • You will explain things about your treatment and condition on your own. • You will decide about treatment. • You will follow-up on tests and appointments on your own. • You will take more responsi- bility for your medical care. • Don’t be afraid to ask questions. • Practice to be ready to take care of your own health. • Ask your doctor for help to build your skills. • If you want, someone you trust can stay with you. • Some may need help with adult expectations, and guardianship or alternatives may need to be explored.
School seeks out students and reminds/creates/ coordinates additional resources, as needed Coordinates accommodations and make referrals to other resources based on student feedback Information provided by the University of Denver’s Disability Services Program with adaptions from the U.S. Department of Education/Office for Civil Rights “Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities” University of Denver: Disability Services Program: : 303-871-3241
MICROSOFT TECHNET Differences Between MS Office The following describes the differences in UI elements between Office 2010, the 2007 Office system, and Office 2003. UI element Office 2010 Office 2007 Office 2003 Menus and tabs The ribbon replaces menus and toolbars across all Products of Office 2010 and can be fully customized. The ribbon replaces menus and toolbars in Access 2007, Office Excel 2007, PowerPoint 2007, Word 2007, and parts of Outlook 2007. Menus and toolbars only are available. Task panes Groups of commands on the ribbon and the ability to customize. Groups of commands on the ribbon and the ability to customize. task pane. Quick Access Toolbar (QAT) Fully customizable. Introduced in 2007. Not available. Backstage view More tools outside the document viewing window. Limited tools that can be accessed through the Microsoft Office Button. Limited tools on the File menu Digital signatures Found in the Backstage view under Information about Formatted with XMLDSig, found under File / Found under Tools / Options / Security /
Document / Protect Document. Finalize Document / Signatures. Digital Signatures Smart Art Improved from the 2007 version. Design tools available in all Microsoft Office applications. Not available. Open Formats (*.odt) OpenDocument Text Included in this version. Added in 2007 Office system Service Pack 2 (SP2). Not available. Windows Live Writer integration Blog posting options available in the application. Not available. Not available. Spelling checker The spelling checker is now integrated with automatic correction. Basic spelling checker. Basic spelling checker. Paste Preview A live preview before you commit to Paste. Avoids having to use the Undo button. Paste, Undo, Paste. Basic Paste capabilities. Print The Backstage combines Print with Print Preview, Page Layout and other print options. Microsoft Office Button, Print with limited printing tools spread across several commands. Basic Print option on the File menu.
Sparklines A miniature chart inserted into text or embedded in a spreadsheet cell to summarize data. Dynamic charts and chart types. (3-D) charting. E-mail Essentials Conversation, Cleanup, Ignore Thread, and Mail Tips for when a person is out of the office or if e-mail is sent to a group. Not available. Not available. editing tools Available in applications: (Word 2010, Excel 2010, PowerPoint 2010, Outlook 2010, and Microsoft Publisher 2010). Limited functionality. Limited functionality. Video in Microsoft PowerPoint Video triggers and controls. Not available. Not available.