zilongwang/ReadingBank huggingface dataset:
Cultures of Louisiana Chart Type Acadians Africans Germans Islenos Italians Cultural Region Cajun Country Plantation Country Cajun Country, Plantation Country, Greater New Orleans Greater New Orleans Area Greater New Orleans Area Physical Region Prairies Freshwater Marsh MS Floodplain Blufflands Prairies flatwoods Ms. Floodplain Saltwater marsh Ms. Floodplain Flatwood, Long leaf pine Body of Water Atchafalaya Gulf of Mexico Mississippi Bayou ST. John Bayou DesKannes Gulf of Mexico Lake Bourgne Tangipahoa River Lake Pontchatrain Natural Resources Rice, oil, cattle, natural gas Limestone fur sugar cane Rice, lignite, aquaculture Fruit fur fish agriculture Strawberries, dairy, forest products Push Factor Exiled from Nova Scotia Forced through slave trade Wars in Germany Came to become soldiers Need of money Pull Factor Spanish invited them Forced through slave trade Invited by John Law and Bienville Came to become soldiers Work opportunities Customs Zydeco, crawfish boudin Songs, gumbo, okra of St. Nicholas Dec. 6 Music Language St. Joseph Alter Economic Industries Fishing agriculture cattle Farming, blacksmith, carpenters silversmith Farming, textiles, clothing, baking Manufacturing, construction, farming forestry Agriculture Interesting Fact First group to raise cattle Fiddle, banjo Voo doo Kept French from starving Canary Islands, Ribbons in wedding cakes
Type Irish Chinese Vietnamese Croatians Cultural Region Greater New Orleans Area Sportsman’s Paradise Greater New Orleans Area Greater New Orleans Area Cajun Country Greater New Orleans Area Physical Region Blufflands, Ms. Floodplain MS Floodplain Coastal plain Saltwater Marsh Saltwater and Freshwater Marshes Body of Water Mississippi River, Red River, Tensas River MS River Gulf of Mexico Gulf of Mexico Calcusieu Lake Gulf of Mexico Natural Resources Cotton, oats, oil, lumber, fish Oil, clay, fish, oysters, rice Oil shrimp, fish, oyster, rice Fur, oil, sulphur, oysters, fish Push Factor Potato Famine Wars Needed Population growth Vietnam War Move away from communist unfertile soil Pull Factor Work opportunities Work opportunties Seafood industry Seafood industry Customs Kilts Chinese New Year Tet-Thrung-Thu Mid Fall Festival Say rosary for peace, traditional music Economic Industries Farming, dug canals, built roads Shrimping manufacturing Fishing and seafood industry Needlework, Oyster Industry Interesting Fact Step-dancing, Leprechaun Lion 12,000 live in New Orleans Children honor gods They have special gardens
Table 1. Culture media, conditions, and target organisms Swabs Clinical / Gram strain Standard media Incubation Cultures read Target organism(s) Temp (°C) Atmosphere Time All Blood agar 35 – 37 5 – 10% CO2 40 - 48h β-haemolytic streptococci S. aureus Haemophilus spp. Neisseria spp. S. pneumoniae Yeasts Chocolate agar 35 – 37 5 – 10% CO2 40 - 48h Daily MacConkey agar 35 – 37 Air 40 - 48h Daily Enterobacteriaceae Pseudomonads Neonate GC agar 35 – 37 5 – 10% CO2 40 - 48h Daily N. gonorrhoeae Corneal scraping or pus / intra-ocular fluid
Risk assessment COSHH risk assessment - University of Oxford COSHH Assessment Form Description of procedure Culture of eye specimens Substances used Variable, depending on organism cultured (may include Gram stain reagents; 3% hydrogen peroxide (catalase test); (oxidase test); sodium deoxycholate (bile solubility test); bioMerieux API reagents) Quantities of chemicals used Frequency of SOP use Daily Hazards identified 1. Autoclaved liquid 2. Potentially infectious material in sample 3. Potentially pathogenic bacteria 4. Chemical exposure form bacterial identification tests Could a less hazardous substance be used instead? No What measures have you to control risk? 1. Training in good laboratory practices (GLP) 2. Appropriate PPE (lab coat, gloves, eye protection) 3. Use of biosafety cabinet for reading of plates / follow-up of BSL-3 organisms (e.g. B. pseudomallei) Checks on control measures Observation and supervision by senior staff Is health surveillance required? No Training requirements: GLP Emergency procedures: 1. Report all incidents to Safety Adviser 2. Use eyewash for splashes 3. Clean up spills using 1% Virkon or chemical spill kit Waste disposal procedures: 1. Sharps discarded into appropriate rigid containers for incineration 2. Infectious waste discarded into autoclave bags or 1% Virkon solution prior to autoclaving and subsequent incineration 3. Chemical waste disposed of according to manufacturer’s instructions
Any organism considered to be a contaminant may not require full species level identification significant isolates at -80C in a cryovial containing 1ml STGG and record the isolate details in the freezer logbook/database. Antimicrobial susceptibility testing All significant isolates should have antimicrobial susceptibilities performed according to SOP Direct susceptibility testing may be performed in certain circumstances (i.e. to improve turnaround time), although these results will need to be repeated if confluent growth is not obtained or the culture is mixed. For GNB, add 1-2 drops of blood culture broth to 2ml of sterile saline and use this as the inoculum for preparation of antimicrobial susceptibility testing media. A greater inoculum (or a drop of blood culture broth applied directly to the agar plate) may be required for Gram positive organisms. Reporting Gram stain: report organism detected (by telephone / urgent ward review + hard copy). Culture: All organisms isolated (with comment if isolate(s) are of doubtful significance) Absence of growth Interim reports “No growth at 24 hours” (based on no growth on 24 hour blind sub-culture) “No growth at 48 hours” (based on negative 24 hour blind sub-culture AND clear broth at 48 hour inspection) Final report: “No growth at 7 days” Do not use the terms “no significant growth” or “mixed growth of doubtful significance” Antimicrobial susceptibility testing: report as clinically indicated. Quality assurance Media and identification tests should be quality controlled according to the relevant MOPSOP. Limitations Several factors may result in a negative blood culture, including:
Medium size* highly variable dense (dark-staining) nucleus with >2 lobes connected by narrow nuclear strands Medium size less dense, nucleus connected by a narrow band of nuclear material Small (8-14 µm); bi-lobed nucleus Largest cell less large, horse-shoe shaped nucleus Smallest cell dense circular nucleus taking up most of the WBC *Red blood cell (size 7-8 µm) can be used as comparison to estimate size
Table 1. Culture media, conditions, and target organisms Swabs Clinical / Gram strain Standard media Incubation Cultures read Target organism(s) Temp (°C) Atmosphere Time All Blood agar 35 – 37 5 – 10% CO2 40 - 48h Daily β-haemolytic streptococci Pasteurella spp. (bite wounds) S. aureus Vibrio spp. Chocolate agar 35 – 37 5 – 10% CO2 40 - 48h Daily Haemophilus spp. CNA-blood agar 35 – 37 Air 40 - 48h Daily β-haemolytic streptococci S. aureus MacConkey agar 35 – 37 Air 40 - 48h Daily Enterobacteriaceae Pseudomonads If yeast or fungal elements seen Sabouraud agar 35 – 37 Air 40 - 48h Daily Fungi If ?melioid or parotitis ASH SB 35 – 37 Air 48h (Sub SB to ASH at 48h) B. pseudomallei
Pus / Sterile fluids Clinical / Gram strain Standard media Incubation Cultures read Target organism(s) Temp (°C) Atmosphere Time All Blood agar 35 – 37 5 – 10% CO2 40 - 48h Daily β-haemolytic streptococci Pasteurella spp. (bite wounds) S. aureus Vibrio spp. Chocolate agar 35 – 37 5 – 10% CO2 40 - 48h Daily Haemophilus spp. MacConkey agar 35 – 37 Air 40 - 48h Daily Enterobacteriaceae Pseudomonads Sabouraud agar 35 – 37 Air 40 - 48h Daily Fungi If “non-sterile” site CNA-blood agar 35 – 37 Air 40 - 48h Daily β-haemolytic streptococci S. aureus If ?melioid or parotitis ASH SB 35 – 37 Air 48h (Sub SB to ASH at 48h) Daily B. pseudomallei
Pseudomonas spp. (incl. P. aeruginosa) Vaginal swab Always report: Beta-haemolytic streptococci (Grp A/C/G) Burkholderia pseudomallei Haemophilus ducreyi Neisseria gonorrhoeae Yeasts (report as “yeasts”) Only report if pure and / or heavy: Coliforms (e.g. K. pneumoniae / E. coli) Staphylococcus aureus Upper respiratory organisms (e.g. H. influenzae, M. catarrhalis, S. pneumoniae) Only report if request form states “pregnant”: Beta-haemolytic streptococci (Group B) Report heavy mixed growths of coliforms as “heavy growth of coliforms” (do not ID or do antimicrobial susceptibilities)
Table 1. Culture media, conditions, and target organisms Clinical / Gram strain Standard media Incubation Cultures read Target organism(s) Temp (°C) Atmosphere Time All Blood agar + optochin disc 35 – 37 5 – 10% CO2 40 - 48h H. influenzae, M. catarrhalis, S. aureus, S. pneumoniae, Beta-haemolytic streptococci Other organisms in pure growth may be significant Chocolate agar 35 – 37 5 – 10% CO2 40 - 48h Daily If ICU patient or suspected infection MacConkey agar 35 – 37 Air 40 - 48h Daily Enterobacteriaceae Pseudomonads If yeast or fungal elements seen or suspected fungal infection Sabouraud agar 35 – 37 Air 40 - 48h Daily Fungi If ?melioid ASH SB 35 – 37 Air 48h (Sub SB to ASH at 48h) Daily B. pseudomallei
Despite the huge variety of cultures on Earth, they all share cultural universals such as the need for food, shelter, raising children in some sort of family setting, and playing games. Some other examples of cultural universals are: Communicating with a verbal language Using age and gender to classify people (e.g. teenager, senior citizen) Having a concept of privacy Distinguishing between good and bad behavior Having art Having some type of leadership roles for community decisions Important Characteristics of Culture: Culture is like an iceberg or an onion. Some aspects of culture are visible, such as the clothes we wear and the food we eat. Other aspects of culture, such as our values and beliefs, cannot be seen.
Circular Head Aboriginal Corporation YES YES YES YES Meeting between consultant and organisation CHAC offices in Smithton 16/03/2017. Flinders Island Aboriginal Association YES YES YES YES Meeting between consultant and organisation as part of TRACA presentation – 5/4/2017. Karadi Aboriginal Corporation YES YES YES YES Meeting between consultant and organisation at Uniting Aboriginal and Islander Christian Congress offices 17/03/2017 melythina tiakana warrana (Heart of Country) Aboriginal Corporation YES YES YES YES Meeting between consultant and organisation as part of presentation – 5/4/2017. Palawa Aboriginal Corporation YES YES YES NO Parrdarrama Pungenna Aboriginal Community YES YES YES NO Six Rivers Aboriginal Corporation YES YES YES YES Meeting between consultant and organisation as part of TRACA presentation – 5/4/2017. South East Tasmanian Aboriginal Corporation (SETAC) YES YES YES YES Meeting held at Offices in Cygnet on 17/3/2017. Tasmania Aboriginal Corporation YES YES YES NO Tasmanian Aboriginal Land and Sea Council YES YES YES NO Tasmanian Regional Aboriginal Communities Alliance (TRACA) YES YES YES YES Consultants attended TRACA meeting and presented to representatives from the following organisations: Circular Head Aboriginal Corporation. Flinders Island Aboriginal Corporation. Melythina tiakana warrana Aboriginal Corporation Parrdarrama Pungenna Aboriginal Corporation Six Rivers Aboriginal Corporation South East Tasmania Aboriginal Corporation Weetapoona Aboriginal Corporation Uniting Aboriginal and Islander Christian Congress, Leprena YES YES YES NO Weetapoona Aboriginal Corporation YES YES YES NO Meeting between consultant and organisation as part of TRACA presentation – 5/4/2017. ADDITIONAL INTERESTED INDIVIDUALS Letter Call Meeting Comments
Riprap Basin Properties Option 1 Option 2 Option 3 Option 4 Basin Length (LB) Basin Width Length (LA) Pool Depth (hs) Riprap Size Inlet Depression Details HDS 5 - Figure 3.5 Culvert with Depression Inlet Depression Properties Parameter Inlet Depression Properties Replacement Option Option #1 Option #2 Option #3 Option #4 T ft ft ft ft D ft ft ft ft D/2 (apron) ft ft ft ft D + 4T (total width) ft ft ft ft D/2 + 2T (total length) ft ft ft ft Total Crest Width ft ft ft ft Riprap Class If you have any questions or comments, please contact me at (317) 23X-XXXX. cc: file
(Sample Letter to Adjacent Property Owner) Owner’s Name Address City, State Dear : We are in the process of applying for a dimensional variance for a cul-de-sac lot with the City of . One of the requirements is to receive approval from the adjacent property owners. This variance will only affect the front setback. We are requesting our front setback to be reduced to eighteen (18) feet which is within the city’s guidelines for cul-de-sac lots. I have enclosed a copy of the site plan for the proposed single family residence to be constructed this site. We are requesting written approval from you stating that you have no objections to this application. If a response is not offered within a reasonable time, fourteen (20) days, we shall consider your response to be in the affirmative. I am enclosing a letter which needs to be signed and mailed to the address below: City of ATTN: Planning Division Thank you for your assistance. Sincerely,
Summary: Twenty-three percent of high school students in Cumberland reported having used marijuana one or more times in the past 30 days, slightly more than the statewide rate (22%). Figure 12. Percent of high school students in Cumberland who have used marijuana during past 30 days: 2009, 2011 Source: MIYHS Summary: In 2010, seven percent of adults in Cumberland reported having used marijuana in the past 30 days; this was slightly lower than Cumberland’s 2007 rate (8%). Although not shown on this chart, when rates are broken out by age, the rate of use by young adults (18-25 yr. olds) is greater than the average adult rate reported below. Figure 13. Percent of adults in Cumberland who have used marijuana during the past 30 days: 2007, 2010 Source: BRFSS Indicator Description: LIFETIME COCAINE USE YOUTH. This indicator illustrates the percentage of Maine high school students who used cocaine at least once in their lifetime (i.e., ever). Why Indicator is Important: Cocaine is highly addictive. Use of cocaine is associated with adverse health effects such as cardiac events, seizures, and stroke. It also increases the risk of cognitive impairment, injury, and crime. Data Source(s): MIYHS, 2009-2011. Summary: From 2009 to 2011, the rate of high school students reporting that they had used cocaine (in any form) during lifetime decreased by two percentage points. The proportion of students reporting such usage in Cumberland is equal to the statewide average (7%). Figure 14. Percent of high school students in Cumberland that have used cocaine in any form during lifetime: 2009, 2011 Source:
Table 1. EGARCH Estimates for all return series. Specification: 6 Series (rt) Uncond'l σ(rt) a b c1 c2 c3 d Forward Currency 78.939 .603 (2.19) .931 (29.43) .339 (4.39) -.247 (-3.06) U.S. Stocks 115.315 4.855 (3.76) .484 (3.52) .533 (6.04) Japanese Stocks 98.615 .179 (2.61) .981 (130.71) .193 (5.39) U.S. Bonds 98.858 .312 (2.92) .966 (82.78) .340 (6.82) Japanese 38.935 .682 (3.95) .907 (37.15) .663 (7.80) -.395 (-3.62) .281 (3.50) -.149 (-2.52) Notes: Estimates are for weekly returns at annual percentage rates. T-statistics are given in parentheses. Unconditional estimates are formed over the entire sample. Table 2. Correlation estimations for all return series. Specification (for a pair of assets i and j): 7 Return Pair Uncond. Corr a b c Forward Currency U.S. Stocks -.052 Forward Currency Japanese Stocks -.096 -.002 (-.33) .979 (40.26) .065 (2.24) Forward Currency U.S. -.148 Forward Japanese -.307 -.584 .143
Credits Required The foundation graduation program requires completion of the following credits: Course Area Number of Credits: Foundation Graduation Program Number of Credits: Foundation Graduation Program with an Endorsement English/Language arts 4 4 Mathematics 3 4 Science 3 4 Social studies, including economics 3 3 Physical education 1 1 Language other than English 2 2 Fine arts 1 1 Speech .5 .5 Health .5 .5 Electives 5 7 23 credits 27 credits Course Area Number of Credits: Foundation Graduation Program Number of Credits: Foundation Graduation Program with an Endorsement Additional considerations in some course areas, including:
General Information (continued) Congregation Notification of Closings – Would be by way of official church emails, the church Web site, the church sign, or phone calls from staff and group leaders. References: Internet - Various Faith Based Emergency Operation and Evacuation Plans District Office - SampleChurchPlanEmergencyPreparedness.pdf ChurchSecurityResources.pdf Fairfax County Police Department – 2015 Worship Watch Information Pg. 8 EMERGENCY OPERATIONS PLAN (Safety & Evacuation)
reporting that the effect of WASH interventions on stunting was greatest in children aged 0-24 months, in an individual participant data sub-group analysis (Dangour et al., 2013b). Identifying dominant faecal-oral exposure pathways for young children when they are most vulnerable to the deleterious effects of contaminated environments is the first step in identifying those WASH interventions that are likely to be most efficacious. One recent study used structured observation of mother-child couples in Zimbabwe to assess faecal-oral exposure among young children and highlighted the risks associated with the consumption of soil – geophagia – and animal waste in peri-domestic areas (Ngure et al., 2013). A number of recent studies in Mali (Touré et al., 2013, Touré et al., 2011) and in Bangladesh (Islam et al., 2013) have also highlighted the risk to this age group posed by often highly contaminated weaning or complementary food. There has been growing concern, too, about the safe disposal of children’s faeces, which is generally not disposed of safely, as it is often considered to be less pathogenic than that of adults although the reverse may be true (Brown, 2003). WASH interventions that target critical exposure points for children should be prioritized within broader WASH programmes that seek to influence growth outcomes, and be promoted alongside relevant nutrition-specific priorities, such as improving Infant and Young Child Feeding (IYCP)(WHO and UNICEF, 2003). Such WASH interventions might logically include infant food hygiene - the safe preparation, storage and reheating of infant foods -,
Cummins- Rocky Mount Engine Plant United Way Campaign – Best Practices START EARLY Set the date for Campaign in January Communicate Campaign 45 days out Form a United Way Team Include & encourage Leadership participation High Energy & Creative Employees United Way Team should: Represent & be Responsible for a team or part of the organization (HR & Training, Materials & Shipping) Set Campaign Goal meeting as early as possible - RMEP was July Meet regularly for Updates Brain storm activities for “FUND-raising” Decide & Confirm Activities Wear United Way T-shirts during all activities Host a United Way Agency Fair Prior to launch of United Way Campaign Invite as many partnering agencies as possible Begin FUND-raising efforts Include activities that engaging – Cake Walk & Theme all materials with United Way Messaging “Live UNITED” or “When You Give, You Make a Difference” Including emails, presentations, posters etc., RMEP Leaders - Lead by Example Landmark & Care Share giving encouraged by Plant Manager United Way campaign part of Team meetings during Campaign Results discussed weekly in Leadership meeting Fund-raising Activities & Incentives Jean Day Fridays (1 – July, 2- August, 3 in September & Friday in October) Auction – obsolete and items needed minor repair 3 Shot – Basketball Game Annual Parking Incentives for 1st Time Givers, Landmark & Care Share, Minimum pledge ($10.00)
C) ionizes in D) turns red litmus paper blue Explanation: Ionizes in is the only statement that can be used to describe both acids and bases. Acids dissociate to form hydrogen (or hydronium) ions in water, bases form hydoxide ions. 68) Alpha Particles Beta Particles Gamma Radiation Put different types of radiation in order from MOST to LEAST penetrating. A) Alpha > Beta > Gamma B) Gamma > Alpha > Beta C) Gamma > Beta > Alpha D) Beta > Gamma > Alpha Explanation: Gamma > Beta > Alpha is correct. Gamma particles are light and travel at the speed of light and penetrate deeply. Beta particles are similar to electrons and can penetrate a fraction of the way in to the skin. Alpha particles are slow and heavy and are usually stopped by air itself. 69) Alpha Particles Beta Particles Gamma Radiation Put these different types of radiation in order from HEAVIEST to LIGHTEST. A) Alpha > Beta > Gamma B) Gamma > Alpha > Beta C) Gamma > Beta > Alpha D) Beta > Gamma > Alpha Explanation: Alpha > Beta > Gamma is correct. Gamma particles are light and travel at the speed of light and penetrate deeply. Beta particles are similar to electrons and can penetrate a fraction of the way in to the skin. Alpha particles are slow and heavy and are usually stopped by air itself. 70) What is one way that fission and fusion are similar? A) Both processes begin with uranium.
Explanation: Both acids and bases produce ions in solution, are electrolytes, and conduct electricity in solution. Although red litmus is an indicator, it does not change color in an acid, acids are proton donors while bases are proton acceptors. Soaps often contain bases, not acids. 74) A person opens a 2-liter bottle of cola at a picnic. If the cap is left off the bottle, the cola will become 'flat' or lose it's carbonation. Which statement below BEST summarizes why the cap must be kept tightly in place if the cola is to remain fresh? A) The cap prevents the liquid in the cola from evaporating. B) The cap keeps the atmospheric gases and liquid from mixing in the bottle. C) The cap warm air from entering the two-liter bottle and raising the temperature of the cola solution. D) The cap keeps the pressure of the gas in the bottle at a high level preventing carbon dioxide from leaving the solution. Explanation: The cap keeps the pressure of the gas in the bottle at a high level preventing carbon dioxide from leaving the solution. By keeping the pressure high, the solubility of carbon dioxide in the solution is increased. 75) Data Analysis Elements Density Aluminum 2.698 g/mL Calcium 1.54 g/mL Iron 7.8738 g/mL Silicon 2.3296 g/mL Sanjay is learning about the elements that make up Earth’s crust. Ms. Richards, his Earth science teacher, gives him
C D A A C A B B B A A C D A B B B D A A C C C B 41-44. on separate PDF online 45. C 46. B 47. C 48. A 49. B 50. B 51. A 52. A 53. D 54. D 55. B 56. A 57. A 58. A
PRINCIPAL INVESTIGATOR Name: Title: Email: Telephone: SPONSORED RESEARCH OFFICIAL Name: Title: Email: Telephone: PRINCIPAL INVESTIGATOR ASSURANCE: I certify that the statements herein are true, complete and accurate to the best of my knowledge. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. I agree to accept responsibility for the scientific conduct of the project and to provide the required progress reports as requested. SPONSORED RESEARCH OFFICIAL ASSURANCE: I certify that the statements herein are true, complete and accurate to the best of my knowledge, and accept the obligation to comply with terms and conditions associated with this grant. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. SIGNATURE OF PI: Date SIGNATURE OF SRO: Date ** FOR DEPARTMENT OF HEALTH USE ONLY ** SIGNATURE OF GRANT MANAGER: Grant Manager Public Health Research Date SIGNATURE OF DIRECTOR: Melissa Jordan, Director Public Health Research Date
Title of Journal Article: Authors: Name of Publication: and Year Submitted or Published: Publication Status appropriate box): Submitted Accepted Published G.2. Based on this project, are you planning to submit articles to peer-reviewed publications in the future? If yes, describe your plans: SECTION H – PRESENTATIONS. List ALL citations for presentations that have resulted from this research grant. SECTION I – INVENTIONS, PATENTS, COMMERCIAL DEVELOPMENT OPPORTUNITY. List ALL inventions, patents, licenses, and commercial development based on your research on this project and note any related patent filings. I.1. Based on the results of this project, are you planning to file for any licenses or patents, or undertake any commercial development opportunities in the future? If yes, please describe your plans: SECTION J – COLLABORATION. List ALL collaborative activities or relationships developed as a result of this grant. J.1. Did the research lead to new involvement with community groups, consortia, or institutions? If yes, please describe. J.2. Did the research lead to the opening of new clinics? If yes, list the number of patients seen and hired as a result of this research project. SECTION K – STATUS OF FOLLOW-ON FUNDING. List ALL additional grants applied for and/or received for work related to research on this project. Include project title, source, amount, and term of award. Describe how the data/results from this research project are related to or helped support this proposal submission/grants. For multiple grants, you may copy and insert additional pages into this section. PROPOSAL/GRANT TITLE: Federal Agency/Institute: Mechanism: Principal Investigator: Proposal Submission Date: Start – End Date: Submission Status (Funded/Not funded/Pending): Total Funds Requested: Total Funds Awarded:
A(n) __________ is a seismic sea wave that can great devastation. tsunami earthquake hurricane undefined slope Most destruction in an earthquake is caused by ____________ waves. primary secondary surface sound An instrument called a ___________ is used to record seismic waves from earthquakes. Moho discontinuity modified Mercalli scale seismograph Richter scale (+20 points) Using the diagram below, label the parts of the earth. Write the labels on the lines provided.
Use of enrichment. There may be lots of enrichment provided, but the score should reflect if the animal is using it. Aversion to ‘normal’ events such as staff interaction, cage cleaning etc. The score should reflect if the animal is well trained and habituated, or stressed and frightened, or aggressive. Environmental Factors: Housing. Free range zoo type environment score 1. Consider the space provision, lighting, ventilation, weather exposure, animal-friendly materials, noise. Adjustment may be needed to take account of the species and size of the animals. Group size. Singles score 10, pairs score 6, small groups (3 to 5) score 4, medium size groups (6 to 8) score 3, breeding groups score 1. Provision of 3D enrichment. Consider the ability to climb, jump, hide, establish and maintain social hierarchy without aggression and fighting. Provision of manipulable enrichment. Consider forage material, food provision and the variety of what is offered. Contingent events. Consider if the animal has been on-going building works etc. Scores for the different environments at PHE: Containment 2 Containment level 3 Breeding Colony CL2v1: Older style with upper extensions New style with balcony CL3v1: High containment CL3v2: High containment Housing 2 5 3 6/7/8* 4 Group size 1 3 3/4 3/4/6 3 3D enrichment 1 4 3 6/7/8* 5 Manipulable enrichment 1 6 2 7 6
Study no Species and origin Vaccination phase: Containment level and Housing Challenge phase: organism and dose range Group Challenge phase: level and Housing Mean score for post challenge phase Time period of post phase to efficacy 1 Rhesus UK Experimental facility: CL2v1, linked cages tuberculosis, 800-1,200 CFU BCG vaccinated until week 28 post challenge, then 13 weeks in CL3v1, then back to CL3v2 22.9 52 weeks unvaccinated CL3v1, final 5 weeks one animal in CL3v2 24.3 52 weeks 2 China Experimental facility: CL2v2, balcony cages tuberculosis 7,000-10,000 CFU BCG vaccinated 18.5 26 weeks Unvaccinated CL3v1 19.2 26 weeks 3 Rhesus UK Breeding facility tuberculosis, 500-1000 CFU BCG vaccinated CL3v1 24.4 16 weeks Unvaccinated CL3v1 27.0 16 4 Rhesus UK Experimental facility: CL2v2, balcony cages BCG BCG vaccinated CL2v2 10.3 2 weeks Unvaccinated CL2v2 10.5 2 weeks When comparing groups of animals from studies the cumulative welfare assessment score (CWAS) was averaged over a week’s activity as well as across the group. Rather than use date of birth as a common reference point for each animal in a group, the week of common procedure (say, aerosol challenge or vaccination) was used as an anchor point to enable simple visual comparison. Figure 4 shows the cumulative welfare assessment plots indicating the lifetime experience for all four studies for the vaccinated groups and the unvaccinated groups. These results were used to determine the impact of study design. Specifically:
yes because the surface area of the present = 5350 and the paper can cover 7500 473.56 of food, 921.98 of 27.43of water 6:1, 3:10 34.17 miles/gallon $14.98
Cumulative Substantial Improvement – FPM ordinance text changes and local technical code amendments (FBC, B and FBC, EB) Description: See FEMA P-758, Substantial Improvement/Substantial Damage Desk Reference, for a complete explanation of the SI/SD determination. Section 5.7.2 of the Desk Reference has a description of cumulative substantial improvement. One of the benefits of this provision is to reduce the likelihood that property owners will deliberately phase improvements sequentially for the specific purpose of avoiding the basic 50% substantial improvement rule. How the Florida Building Code specifies Substantial Improvement (and Substantial Damage): The FBC, Building and FBC, Existing Building both include the basic, definitions for the terms Substantial Improvement and Substantial Damage. Using these basic definitions means the SI/SD determination is done by the local official for each individual permit application for work (improvements, alterations, additions, repairs), even if more than another application is submitted after the first one is closed out. The SI/SD determination requires the local official to compare the cost of work to the market value of the building. This is outlined in the duties of the Floodplain Administrator, Model Ordinance Section 103.4. INSTRUCTIONS Submit your draft ordinance (in <track changes>) to Technical Support for review well in advance of your first reading. Implementing cumulative substantial improvement requires modification of the definition of “substantial improvement” that appears in places: the floodplain management ordinance; the Florida Building Code, Building, and the Florida Building Code, Existing Building. To ensure that the duties of the Floodplain Administrator clearly address this requirement, modification of Sec. 103.4 of the model ordinance is also recommended. {number of Communities must select the period of time over which they will maintain records to
Graham JW. (2009) Missing data analysis: Making it work in the real world. Annual Review of Psychology 60: 549-576. Green R, Collingwood A and Ross A. (2010) Characteristics of bullying victims in schools. London: DfE. Gutman LM, Sameroff AJ and Cole R. (2003) Academic growth trajectories from 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors. Developmental Psychology 39(4): 777-790. Hall JE, Sammons P, Sylva K, et al. (2010) Measuring the combined risk to young children's cognitive development: an alternative to cumulative indices. British Journal of Developmental Psychology 28(2): 219-238. Hebron JS and Humphrey N. (2013) Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors. Autism. doi: 1362361313495965. Humphrey N, Bond C, Hebron J, et al. (2015) School, teaching and support staff issues in autism education. In: N Humphrey, C Bond, J Hebron, et al., eds., Autism and Education. London: Sage, vol. 3. Humphrey N, Squires G, Barlow A, et al. (2011) Achievement for All National Evaluation: Final Report. London: DfE.
(0 = top 75%; 1 = lowest 25%) Parental engagement Mean WOSP score with a lower mean score indicating lower levels of parental engagement and confidence in the school (0 = top 75%; 1 = lowest 25%) WOSP Parent SEND provision Statement of SEND (0) or School Action Plus (1) WOST Parent Educational placement Special (0) or mainstream (1) school NPD Teacher Use of public/school transport No (0) or yes (1) NPD Teacher Year Group Years 1, 5 , 7 or 10, included as covariate LA Teacher and parent Table 2. Frequencies of predictor variables and correlation with the bullying mean in the teacher-rated model Variables Number exposed to risk factor (total sample) Correlation with bullying mean Behaviour difficulties 155 (N = 709) .567 Positive relationships 181 (N = 711) -.320 Educational placement 586 (N = 721) -.212 Use of public/school transport 131 (N = 709) .044
Table 6. Hierarchical regression model for teacher-rated model. Teacher-rated model Unstandardised coefficients Standardised coefficients β Std. Beta Sig. 1 (Constant) Year .395 .036 .051 .008 .163 < .001 < .001 2 (Constant) Year Cumulative risk .380 .039 .408 .044 .007 .026 .176 .500 < .001 < .001 < .001 Adj. R² = .275, F(2, 719) = 137.429, p < .001 3 (Constant) Year Cumulative risk Cumulative risk squared .344 .039 .374 .054 .046 .007 .030 .024 .177 .458 .083 < .001 < .001 < .001 .023
Cultural Wedding Traditions: Who’s Next? In Canadian and weddings, the bride stands backwards and throws her bouquet into a crowd of single guests. The single lady who catches the bouquet is said to be the next to get married. In Peru, single female guests pull ribbons that have been put between the layers of the wedding cake. At the end of one of the ribbons is a fake wedding ring and whomever pulls it out of the cake is next to get married. Cultural Wedding Traditions: Native Canadian Native Canadian weddings involve a lot of symbolism and tradition. The couple to be married usually finds 4 elder sponsors from their clans to support and guide them through their marriage. A Pipe Carrier officiates the ceremony when the couple is very serious about their relationship. The couple dresses in traditional beaded and fur
Rubric – Cuneiform Mini Project Name ____________________________________________Class ________________ Hr __________ Date ___________ 0 1 2 3 4 Cuneiform Student did not use any recognizable cuneiform. Student used 25% recognizable cuneiform. Student used 50% recognizable cuneiform. Student used 75% recognizable cuneiform. Student used 100% recognizable cuneiform. Chosen line or monogram Student did not choose a line or monogram to translate. Student only chose to translate one word (Opt. 1) or letter (Opt. 2) Student chose to translate some words (Opt. 1) or letters (Opt. 2) Student translated most of the words (Opt.1) or letters (Opt. 2). Student translated all chosen words (Opt. 1) and letters (Opt. 2). Appropriate Translation Student did not provide any English translation for chosen cuneiform. Student provided a small English translation but mostly was incomplete. Student provided at least half of English translation. Student translated almost all cuneiform into English. Student translated all cuneiform into English. Neatness The work was messy and unreadable. The work was hard to understand and translate but some words were recognizable. The work was recognizable as cuneiform but could not be easily translated. The work was recognizable and could be translated but was slightly messy. The work was neat and tidy and could be easily recognizable and translated. Appropriate Use of Space Student did not use space appropriately/ work was not completed. Student used less than half the space necessary. Student used half of the space necessary. Student mostly used space appropriately. Student used space appropriately. Score ________ / 20 Comments:
“[A] person who has become of the need for some inquiry declines to make the inquiry because he does not wish to know the truth.” (Sansregret) RECKLESSNESS- foreseeing that risk of consequence occurring but choosing to proceed regardless Sansreget You can be reckless to the circumstances as well. Recklessness is the min so it’s the easiest to prove (Theroux): subjective foresight of the consequences and a decision to proceed regardless. In most cases RECKLESSNESS is enough to satisfy subjective MR In cases where parliament implements the term “wilful” there may be an intention to elevate the MR requirement. Though wilful can mean reckless or intent, it is context dependent Buzzanga [remember that wilful also modifies either a consequence or conduct] you decide Reckless Associated AR: Circumstance or consequence Shown where A knew of the “likely consequences” and chose to proceed anyway (Theroux) “One who, aware that there is danger that his conduct could bring about [the prohibited consequence] … nevertheless persists, despite the risk.” (Sansregret Conduct Intentional or reckless act or omission [don’t analyze if there is consequences]. Circumstances Knowledge of the circumstance or being reckless (Theroux) or willfully blind to its existence (Briscoe). Consequences Must intend or be reckless or willfully as to the consequence Motive Consequence Rarely required, always relevant “That which precedes and induces the exercise of the will” (Lewis) 4. How to interpret statutory language re subjective mens rea? Examples Section Case Phrase Interpretation s. 21(1)(b) Hibbert “does or omits to do anything for the purpose of aiding any person to commit an offence” Purpose does not import an element of desire to bring about the commission of the offence. It is synonymous with intention (the exercise of will to bring
Aug. 2017 – July 2019 Radar Detection Evaluation Aug. 2015 – July 2017 NCDOT Bicycle and Pedestrian Data Collection (Co-PI) Nov. 2013 – Dec. 2019 NCDOT Rail Corridor Trespass Severity Assessment (PI) Aug. 2016 – July 2017 NCDOT Rail Corridor Trespass Severity Assessment (PI) Aug. 2016 – July 2018 NCDOT NCHRP 3-113b: An Assessment of Safety and Geometric Design Criteria for Diverging Diamond Interchanges (PI) Nov. 2015 – Oct. 2017 NCHRP Public Opinions of Roadway Assets using Roadway Reviews and Focus Groups (PI) Aug. 2015 – July 2016 NCDOT Planning Level Evaluation of the Effects of Ramp Metering on North Carolina Freeways (PI) Aug. 2015 – July 2016 NCDOT Reducing Aggressive Driving Behavior in the Vicinity of Trucks Using Real-Time Feedback (PI) Oct. 2014 – Sept. 2015 NCGHSP Reduction in Railroad Right-of-Way Trespassing Incidents (PI) Sept. 2014 – Aug. 2016 NCDOT The Effects of Late Lane Merges on Travel Times (Co-PI) Sept. 2014 – Aug. 2016 NCDOT NCHRP 3-113a: Guidance for Traffic Signals at Diverging Diamond Interchanges and Adjacent Intersections (PI) June 2014 – May 2016 NCHRP Assessment of Automated Sign Retroreflectivity Measurement (PI) Feb. 2014 – Aug. 2015 NCDOT TOPR #62 – Develop Alternative Intersections Informational Guides (Co-PI) Aug. 2013 – Feb. 2014 FHWA Evaluation of Life Cycle Impacts of Intersection Control Type Selection (PI) Aug. 2013 – Aug. 2015 NCDOT Exploring Corridor Operations in the Vicinity of a Diverging Diamond Interchange (DDI) (Co-PI)
Traffic Signal 101 North Carolina Local Technical Assistance Program (LTAP) Developer 2012 Synchro/SimTraffic Basic, Intermediate, & Advanced Training Developer/Instructor Jan., Mar., June, & Oct. 2008, Mar. & Sept. 2009, 2010, 2011, 2012 Division Street and Driveway Access Handbook Training Developed and Guest Instructor Dec. 2004 – June 2007 (14 workshops) Introduction to Site Development and Highway Access Concepts Development Only 2014, 2015, 2016 Traffic Signal Inspection Training Developed and Guest Instructor Dec. 2005 – June 2007 (20 workshops) COMMITTEE AND PANEL ACTIVITIES Transportation Research Board Member, 2001 – Present Member, Access Management Committee 2010 – Present Member, Intersections Joint Subcommittee, 2012-Present Member, Traffic Law Enforcement Committee (ANB40), 2005 – 2012 Friend, Operational Effects of Geometrics (AHB65), 2009 – Present Friend, Signal Systems Committee (AHB25), 2011 – Present Friend, Maintenance and Operations Management Committee (AHB10), 2013 – Present Panel Member, NCHRP 15-49: Geometric Design Guidelines for Managed Lanes North Carolina Section – Institute for Transportation Engineers Member of Section, 2007 – Present Member, Traffic Engineering Council, 2008 – Present Member, Traffic Planning Council, 2008 – 2010 Member, Simulation and Capacity Models Users Group, 2009 – Present Member, Trip Generation Task Force, 2008 – 2012 Member, Traffic Analysis Tools Task Force, 2013 - Present Chair, Saturation Flow and Queue Task Force, 2012 – 2013 Chair, Signal Systems User Group, 2013 – Present Other Involvement
Controller of Undesirable Publications (CUP) Section A) HS Codes and Product Codes for Publications Section B) HS Codes and Product Codes for Recorded Sound Media Section C) CUP Exempted Categories Section A) HS Codes and Product Codes for Publications (for exempted categories, please refer to Section C) HS CODE/DESCRIPTION PRODUCT CODE PRODUCT DESCRIPTION UNIT 49019910 (Educational, technical, scientific, historical or cultural books) 49019990 (Printed books other than educational, technical, scientific, historical or cultural books, e.g. children’s and legal books) CUPBOKEXE Books under CUP exempted categories NMB CUPBOKNEX that are not under the exempted categories NMB CUPBOKMIX Mixed consignment of books under the exempted and non-exempted categories NMB Books with unknown content NMB Comics published/printed in Malaysia that are in book form NMB Comics imported from countries other than Malaysia that are in book form NMB 49021000 (Newspapers, journals and periodicals appearing at least four times a week) 49029000 (Newspapers, journals and periodicals appearing at other intervals) CUPNEWOFF Offshore newspapers include the Wall Street Journal Asia, Financial Times, Newsweek, South China Morning Post, Sunday Morning Post, The Economist, TIME and Yazhou Zhoukan NMB Newspapers from Malaysia NMB Foreign newspapers other than Malaysia and offshore newspapers. NMB Magazines under CUP exempted categories NMB Magazines that are not under the exempted categories NMB Magazines with unknown content NMB Mixed consignment of magazines under the exempted and non-exempted categories NMB Publications published/printed in Malaysia excluding comics, newspapers and books NMB CUPMAGSIN Publications published in Singapore but printed outside Singapore and Malaysia. NMB Comics published/printed in Malaysia that are in magazine form NMB Comics imported from countries other than Malaysia that are in magazine form NMB Section B) Recorded Sound Media HS CODE/ DESCRIPTION PRODUCT CODE PRODUCT DESCRIPTION UNIT
William O’Neill (founder of Investor’s Business Daily) made this pattern famous with his CANSLIM approach. He advised watching for a “Inverted Cup & Handle”, a pattern based on a Saucer (Cup) followed by a Consolidation (Handle). The Saucer tells us that an increase in demand has occurred, and the Consolidation provides a classic and powerful continuation pattern. The breakouts from the handle are usually very strong indications of continued upside movement. CPRM4 identifies this type of pattern. It is amazingly accurate on stocks that have bottomed or are starting to rally. page 1 This article examines a price pattern identified by William O’Neil, founder of Investor’s Business Daily—the cup-with-handle pattern. In addition to his role as a publisher, William O’Neil is well-known for his CANSLIM investment approach, which uses both fundamental and technical analysis to identify potential investment opportunities. [O’Neil’s CANSLIM approach is outlined in his book “How to Make Money in Stocks,” 1988 McGraw-Hill Company; 272 pages; $10.95.] Beyond the more concrete criteria that make up CANSLIM, O’Neil looks for stocks that are exhibiting specific patterns, the most common being the cup-with-handle pattern. As with most chart patterns, the cup-with-handle pattern derives its name from the way it appears on a stock chart—a well-formed cup-with-handle pattern resembles the profile of a coffee cup. The pattern consists of two distinct parts: the cup and the handle. Figure 1 provides an illustration of a recently formed cup-with-handle pattern for Winnebago Industries. The cup-with-handle pattern is a bullish continuation pattern that is formed by a corrective movement in price following an upward trend in prices. In the Figure 1 chart for Winnebago, point 1 indicates the beginning point of the upward movement in price that preceded the cup-with-handle pattern. At this
SD003A 1st Jay Budhia 2nd Nina Jay Shah 3rd Jabir Dhalla SD003B 1st Krishney Manorathan 2nd Ace Parmar 3rd Ayan Patel 3rd Jiya Patil SD003C 1st Aishanai Ramesh 2nd Ashori Rabukumar 3rd Ashima Pujary 3rd Latheisha Sasikanth SD003D 1st Shaina Vadher 2nd Krisha Shah 2nd Japesh Shah 2nd Pratyusha Singh 3rd Ipshita Verma Verse Speaking, 8 years SD004A 1st Artharsh Dayalan 2nd Dharun Thambiayan Ganesh 3rd Thivyan Arunendran 3rd Abby Bastiampillai 3rd Namita Ganesha-Sharma SD004B 1st Abinash Gnanamurali 2nd Maravan Karunakaran 3rd Hirujaan Ajanthan 3rd Abiraah Karunagaran 3rd Kesavaalwar 3rd Thanus Palakuma SD004C 1st Harishan Ramanan 2nd Keerthana Perinparaj 3rd Praveen Nirmalashankar SD004D 1st Ashvinya Vigneswaralingam 2nd Tharani Vimalan 3rd Luxsigan Vamadevan Verse Speaking, 9 years SD005A 1st Abirami Manivannan 2nd Natheeca Pradeepan 3rd Ashwinnie Gajendran SD005B 1st Veer Shah 2nd Anjuula Sripavan 2nd Tharsshi Virupatchan 3rd Thulasi Shanmuganathan Verse Speaking, 10 years SD006A 1st Rokith Ragavan 2nd Anujah Ramanan 3rd Apilash Arulselvam SD006B 1st Visakee Vernu 2nd Naomi Thevaseyan 3rd Nivethan Thavraj 3rd Kayathri Vigneswaran
Day 1 Thursday Feb. 19 Sunday Feb. 22 8:00 a.m. – 9:45 a.m. Beverages with Exhibitors Exhibits Open 9:45 a.m. – 11:30 a.m. Exhibits Open 11:30 a.m. – 1:15 p.m. Conference Attendee Keynote Luncheon Exhibits Closed (Exhibitors’ Lunch and Break) 1:15 p.m. – 3:30 p.m. Exhibits Open 2:30 p.m. – 4:00 p.m. Energy Break Exhibits Open 4:00 p.m. – 5:30 p.m. Exhibits Open 5:30 p.m. – 8:00 p.m. Buffet Dinner Exhibits Open (Door Prize Drawings) Day 2 Friday Feb. 20 Monday Feb. 23 7:00 a.m. – 8:30 a.m. Conference Attendee Breakfast Exhibits Open 8:30 a.m. – 11:00 a.m. Exhibits Open 11:00 a.m. – 1:00 p.m. Conference Attendee Buffet Lunch Exhibits Open 1:00 p.m. – 2:30 p.m. Exhibits Open 2:30 p.m. – 4:00 p.m. Energy Break Exhibits Open 4:00 p.m. – 6:30 p.m. Exhibitors Tear Down Day 3 Saturday Feb. 21 N/A Interface A exhibitors staying for Interface B may remain setup. Exhibitors not staying for Interface B must vacate. COMMERCIAL Exhibitor Application Please complete the form below and mail, along with your payment to: Bart A. Mitchell, 3652 Highway O, Farmington, MO Please note that exhibitors are expected to be on-site and are responsible for monitoring booths during open exhibit hours. STOM, MCTM, the Missouri Department of Elementary and Secondary Education, and Tan-Tar-A Resort are not responsible for loss or damage occurring at unattended booths. Basic Booth Fee: Includes one (1) 8’ x 10’ booth with pipe, drape and one 6’ table, two (2) meal tickets for each conference attended, snacks, free Wi-Fi access, and one (1) program booklet.
Evaluation Models Natasha Neri CUR/528 October 13, 2014 Martha Kennedy Evaluation Models Logic models tools can recognize processes for a desired planned program outcome. Usually, a logic model is a diagram that can describe how the program will work and therefore achieve the outcome it was designed for. A logic model consists of the resources, activities, outputs, outcomes (short-term), and impact (long-term). Model Template: (Royse D., Thyer, B., & Padgett, D. (2006) Chapter 5). RESOURCES ACTIVITIES OUTPUTS OUTCOMES IMPACT In order to accomplish our set activities we will need the following: In to accomplish our objectives for the program we need to do these activities: We can monitor our activities by counting or recording these events or products: We expect our program of activities will lead to these changes: We expect that the program will eventually lead to these changes: Implement a new software for our scanning process. Have several training activities for the staff that include modules Recording the information for future Implementing a better training for the staff on Lowering the occurrences with scanning for HIPPA violations.