zilongwang/ReadingBank huggingface dataset:
Council policies, guided by the design principles. The CSU will be the lead administrative institution for COSDL. The Chief Academic Officers/Provosts of the CCC, CSU, and UC will establish an intersegmental COSDL management team of CCC, CSU, and UC personnel that are responsible for “digital library” services in their respective systems and for the shared technology services and resources of COSDL. Each system will appoint one member to the COSDL management team. The CSU will chair the COSDL management team. The COSDL management team can establish taskforces to delegate work required for the initiative. The COSDL management team will define and manage resources, including budget, staffing, technologies, contracts and business relations The COSDL management team will be guided by project design methodologies can be helpful in translating the ideas within the legislation into a reality that is effective, feasible, acceptable, and successful. The following project design methodology has been used by CSU’s Academic Technology Services on a number of its large scale projects. Quantity, Quality, and Organization of Resources Organizational structure of project teams, governance committees, and partners are aligned with project goals Managers have the responsibility and authority to achieve project goals Sufficient quality and quantity of staff, facilities, equipment, tools and financial resources to implement decisions Acceptable and Manageable Processes for Organization’s Culture Planning and decision processes are effective and acceptable for leaders, managers and constituents. Planning and decisions processes need to define procedures for: Consultation Analysis Evaluation Communication Implementation Project Design Methodology: There are established, useful, and productive methods for developing and managing projects. It is important to move through the different phases of the project in an organized manner so the goals of the project can be achieved on schedule and within the resources available. Appendix A provides an overview of a project design methodology. Process Controls Internal organizational process controls to monitor, measure, and report on progress of processes and outcomes External demands that provide incentives to deliver of plans Project Management Tools and Procedures for: Scheduling Requirements Definition Resource Allocation
36-year-old woman refuses blood transfusion for religious reasons Dad refusing to buy his child an apple in the supermarket 13-year-old girl chooses to get pregnant Mum shouting at her 3-year-old child in the street 47-year-old man cries in the street because he misses his bus
3D Alvetex® 7 day cultures of HaCaT, co-culture and fibroblast cultures using the 42 minute (‘42bis’) SDS exposure. In an attempt to understand the mechanism behind the irritation and to see if the hypothetical dose-response curve is an accurate representation of the real life irritant-to-toxic responses, a method was developed to produce models more representative of the in vivo morphology needed for proper 3D skin model testing. Without raising the scaffold to the air-liquid interface the differentiation of the keratinocytes would be limited, resulting in impaired barrier function. The histology of HaCaT monocultures shows a 2-4 cell thick apical layer had developed. HaCaT migration and cell number increased with the addition of fibroblasts. The co-cultures had a thicker apical layer of cell thickness but with no obvious separation of HaCaTs and fibroblasts. The fibroblast monocultures had fibroblasts proliferated evenly across the Alvetex® scaffold except for at the apical surface where a 1 cell thick stratum of fibroblasts can be seen. ECM has been produced, evident by a higher background eosin staining but also that on taking 10µm sections, the scaffold does not disintegrate as the ECM is effectively gluing together the polystyrene fragments of the Alvetex®. A change in the SDS exposure protocol was made. The ‘42bis’ protocol was adopted as developed by SkinEthic™. [] Using the same SDS concentrations that achieved the well-defined 2D viability curves in section 6.1.1, the effect of 3D cultures on cell viability was assessed. Giving the resulting cell viability curves in Figure 64. At control; co-cultures had the greatest cell viability, followed by HaCaT keratinocytes and then fibroblasts by the MTT assay. HaCaTs of
demonstrates the limited diffusion through a 25µm thick layer of PHBV to limit cells growth. This may result in a dryer apical surface at air-liquid as the water film forms at the PHBV layer. Bilayers of Alvetex®-PHBV and PLLA-PHBV Figure 789: MTT cell viability for Bilayers of Alvetex®-PHBV and PLLA-PHBV. Bilayer of Alvetex-PHBV n=1; Bilayer of PLLA-PHBV fibroblast monoculture n=1; Bilayer of PLLA-PHBV coculture 0mM SDS n=2 and 8mM SDS n=3. The error bars represent the standard deviation between experimental repeats. Alvetex®-PHBV co-cultures were identical for 2mL of PHBV but viability was slightly higher for 4mL PHBV in 5mL of medium. (n=1 PLLA-PHBV co-cultures were significantly higher for 1x106 fibroblasts over 5x105 fibroblasts.(n=1) PLLA-PHBV fibroblast monoculture had little higher 1x106 fibroblasts over 5x105 fibroblasts.(n=2) This demonstrated that a lower seeding density of fibroblast catches up with the higher or that there is a cell population limit. PLLA-PHBV co-cultures were significantly higher for 1x106 fibroblasts over 5x105 fibroblasts when irritated using the 42bis protocol with 8mM SDS. (n=3)
CASE STUDY EDUCATOR 2: Seventh-Grade Team Targeting Consistent Classroom Expectations Steve Yardley is a seventh-grade English teacher in an urban middle school. The team consists of four teachers. Based on last year’s disciplinary logs, the seventh-grade team gave an average of 10 office referrals per week. The majority of the office referrals were for behaviors that were demonstrated in the classroom setting. Careful reading of the disciplinary logs suggests that many incidents leading to a referral began with a relatively minor misbehavior (for example, a student talking during class) that was not addressed in a timely or effective manner until it escalated to the point of an office referral. Observation feedback from the school’s instructional coach and administration indicates that the seventh-grade team does not enforce a consistent set of classroom expectations, explicitly teach and model positive behavioral expectations, or follow a tiered progression of consequences for misbehavior. The team also does not implement structured behavioral reinforcements, such as the use of a ticket chart or other positive classroom structures. Mr. Yardley’s team wants to create a team professional practice goal focused on improving classroom behavior supports in order to increase positive learning behaviors. Although some educators on the team have aligned their student learning goals to the improved classroom behavior, Mr. Yardley expects that improvements in the classroom environment will lead to improvement in his students’ performance on annual district-wide assessments. Professional Practice Goal In order to introduce more positive classroom behaviors and avoid escalating negative behaviors, the seventh-grade team will adopt a consistent set of classroom rules and consequences, redirect undesired behaviors through a tiered system of responses, and reinforce positive expectations using a “ticket board” system in order to reduce the average number of office referrals to no more than one per week by June 2016. Student Learning Goal By June 2016, 100 percent of Mr. Yardley’s seventh-grade English students will achieve their growth targets for performance on the statewide assessment. Discussion Protocol What outcomes do the goals strive for? How do the goals support inclusive practice? How do these goals promote high expectations for all educators and learners? What data would you need to determine that these goals are appropriate for inclusive practice? What practices should be implemented to support these goals? What supports should be provided to all students, some students, and a few students to achieve the student learning goal? Refer to Tool 3a: and Tool 3b: for additional questions to guide your discussion.
Cool Temperate Warm normal pH high pH normal pH high pH normal pH high pH old new difference old new difference old new difference old new difference old new difference old new difference Anhydrous ammonia (AH) 19 14 -26% 35 23 -34% 20 14 -30% 36 24 -33% 25 15 -40% 46 26 -43% AN 15 52 247% 32 87 172% 16 53 231% 33 89 170% 20 58 190% 41 99 141% Ammonium phosphate (AP) (c) 50 72 44% 91 121 33% 51 73 43% 94 124 32% 64 81 27% 117 137 17% AS 90 100 11% 165 169 2% 92 102 11% 170 173 2% 115 113 -2% 212 191 -10% CAN 8 14 75% 17 24 41% 8 14 75% 17 24 41% 10 16 60% 21 27 29% NK mixtures (d) 15 52 247% 32 87 172% 22 53 141% 33 89 170% 20 58 190% 41 99 141% NPK mixtures (d) 50 72 44% 91 121 33% 67 73 9% 94 124 32% 64 81 27% 117 137 17% NP mixtures (d) 50 72 44% 91 121 33% 67 73 9% 94 124 32% 64 81 27% 117 137 17% N solutions (e) 98 127 30% 95 137 44% 100 130 30% 97 140 44% 126 144 14% 122 155 27% Other straight N compounds (f) 10 14 40% 19 23 21% 14 14 0% 20 23 15% 13 15 15% 25 26 4% Urea(g) 155 193 25% 164 208 27% 159 210 32% 168 215 28% 198 226 14% 210 235 12%
Contents Background page 3 Visits to library services East Lothian page 4 Dundee page 5 East Dunbartonshire page 6 Stirling page 7 North Lanarkshire page 8 Edinburgh page 8 Hardware selection and procurement page 9 Project promotion page 11 Branding page 13 3D printing champions page 13 Training page 14 Yammer page 16 Charging page 17 Conclusion page 17 Appendix 1 3D printing champion role profile page 19 Appendix 2 Participation agreement page 20 Appendix 3 Printing checklist page 21
the libraries when adding this new technology, and to discover any challenges that had to be overcome. In addition, valuable information regarding hardware, suppliers and support was gathered during this period. East Lothian An invitation to the launch of the East Lothian 3D printer at Musselburgh Library was also my own first sight of the technology in action. The event showcased their new Ultimaker 2 printer. The plan is to tour the printer around several community libraries before creating and developing learning programmes for school classes, as well as considering how the printer could be used to engage with local businesses. It was encouraging to see that school children were attracted to the printer, and were interested in how it worked, offering suggestions about what could be printed. It was clear that the library was the only space in the community offering access to this technology. The purchase of the printer and its associated items were funded through the Scottish Government’s Public Library Improvement Fund (PLIF), administered by SLIC. Dundee In May 2014 Dundee Central Library was the first public library in the UK to incorporate 3D printing into their service. It enabled groups with additional support needs, who already used the library for storytelling, creative writing sessions and IT, to use the 3D printer to produce resources to assist the library and its users. This gave people in the group a real sense of achievement, and built confidence and self-esteem. In one initiative characters from the book ‘Leo the maker prince’ were printed to complement children’s storytelling sessions, providing a more tactile engagement with the story. This proved to be particularly valuable for children with visual impairment as they could touch and hold the characters as the story unfolded.
List all programs that are affected by this change: Computer Science minor If programs are listed above, will this change affect the Catalog and Advising Reports for those programs? If so, have Form 2's been submitted for each of those programs? (Form 2 is necessary to provide updates to the Catalog and Advising Reports) NA Yes They will be submitted in the future Proposal Information: () Detailed explanation of changes (use FROM/TO format) FROM: TO: Justification for action COMPSCI 443 Computer Simulation was a course implemented in the late 1990’s in preparation for a more engineering-oriented Computer Science degree program. This program was not implemented, and the course is no longer needed.
Day 2 place address Notes / $ Directions 10:00am Attraction yu Garden 218 Anren St, Huangpu Qu, Shanghai Shi, China Nearest Metro: Yuyuan Garden Station 12pm Brunch jiajia tangbao 90 Huanghe Rd, Huangpu Qu, Shanghai Shi, China, 200003 A 12-minute drive from Yu Garden --- OR --- Nearest Metro: People’s Square Exit 9 (a 3-minute walk) 2pm Attraction Shanghai natural history museum 510 Beijing W Rd, Jingan Qu, Shanghai Shi, China, 200041 Nearest Metro: Shanghai Natural History Museum 5:30pm Nanjing road Nearest Metros: East Nanjing Road Station and West Nanjing Road Station Day 3 place address Notes / $ Directions Entire Day disneyland Nearest Metro: Disney Resort
KALKA PUBLIC SCHOOL SYLLABUS 2017 – 2018 CLASS VI SUBJECT TOPICS ENGLISH (101) DECEMBER LITERATURE THE ANCIENT GAMES (OCT), SIX AND OUT (OCT) RETURN TO AIR (NOV), INDIAN WEAVERS (NOV) THE WOMEN PAINTERS OF MITHILA, QUALITY (R), THE ROSEWELL UFO INCIDENT, OFF TO OUTER SPACE TOMORROW MORNING LRT- CH-8, 9, 10, 11 WRITING SKILLS STORY WRITING, DIARY ENTRY GRAMMAR TENSES (NOV), PRONOUNS (NOV), PUNCTUATION, CONJUNCTIONS CLASS TEST-II LITERATURE THE ANCIENT GAMES, SIX AND OUT WRITING SKILLS - GRAMMAR TENSES JANUARY LITERATURE THE CANTERVILLE GHOST LRT- CH-12, 13, 14 WRITING SKILLS DIALOGUE-COMPLETION GRAMMAR VOICE, REPORTED SPEECH PERIODIC TEST-II LITERATURE RETURN TO AIR, INDIAN WEAVERS, THE WOMEN PAINTERS OF MITHILA WRITING SKILLS STORY WRITING GRAMMAR PRONOUNS, CONJUNCTIONS FEBRUARY LITERATURE REVISION WRITING SKILLS REVISION CLASS TEST-II(A) LITERATURE THE ROSEWELL UFO INCIDENT OFF TO OUTER SPACE TOMORROW MORNING WRITING SKILLS - GRAMMAR PUNCTUATION ANNUAL EXAMINATION LITERATURE THE GIVING TREE, THE ANCIENT GAMES, RETURN TO AIR, THE WOMEN PAINTERS OF MITHILA, OFF TO OUTER SPACE TOMORROW MORNING, THE CANTERVILLE GHOST POEMS: A REMARKABLE ADVENTURE
SIX AND OUT INDIAN WEAVERS WRITING SKILLS INFORMAL LETTER, DIARY ENTRY, STORY WRITING, DIALOGUE COMPLETION GRAMMAR TENSES, PRONOUNS, ACTIVE AND PASSIVE VOICE, CONJUNCTIONS, PREPOSITIONS MATHS (041) DECEMBER Ch-12 (Ratio and Proportion) Ch-9 (Data Handling) CLASS TEST-II CH-10 (PERIMETER AND AREA) CH-11(ALGEBRA) JANUARY Ch-14 (Practical Geometry) PERIODIC TEST-II CH-8 (DECIMALS) CH-10 (PERIMETER AND AREA) CH-11 (ALGEBRA) CH-13(LINEAR SYMMETRY) FEBRUARY REVISION CLASS TEST-II(A) CHAPTER 9-DATA HANDLING CHAPTER 12- RATIO AND PROPORTION ANNUAL EXAMINATION CH-3,7,8,9,10,11,12,13,14(9 CHAPTERS) HINDI DECEMBER :- :- (22 :- :- CLASS TEST-II :- JANUARY :- :- PERIODIC TEST-II :- , :- FEBRUARY :- :- CLASS TEST-II(A) :- :- , ANNUAL :-
School of Public Health PHPM1100062 Mengcen Qian Spring 2017 Problem Set 2 Due on 03/29 (Week 5) (1) GDPN 1.435*** (0.213) CVN -0.595** (0.223) PP 7.224 (6.091) DPC -15.62** (6.896) IPC -11.37 (7.121) Constant 38.17*** (6.353) Observations 32 Frederick Schut and Peter Van Bergeijk (Schut & Van Bergeijk 1986) published an article in which they attempted to see if the pharmaceutical industry practiced international price discrimination by estimating a model of the prices of pharmaceuticals in a cross section of 32 countries. The authors felt that if price discrimination existed, then the coefficient of per capita income in a properly specified price equation would be strongly positive. The reason went as follows: the higher the ability to pay, the lower (in absolute value) the price elasticity of demand for pharmaceuticals and the higher the price a price discriminator could charge. In addition, the authors expected that prices would be higher if pharmaceutical patents were allowed and that prices would be lower if price controls existed, if competition was encouraged or if the pharmaceutical market in a country was relative large. If we are interested in how different these estimates are from zero, which type of hypothesis test should we use (one-sided or two-two sided)? What are your null hypothesis and alternative hypothesis? According to the results in the table, at 5% significance level, the impact of which variable on the pharmaceutical price level is statistically different from zero? With the estimates and standard errors, we are able to construct 95% interval estimates (check your slides for the details). Please use your own words to explain why we prefer a narrower interval range? Do you think Schut and Van Bergeijk concluded that international price discrimination exists? Why or why not? (Optional with bonus points; no punishment if you leave this one blank; So try your best!!!) If we wanted to test if the inverse relationship between price and quantity sold on the market holds in
U16 North Dorset Netball Tournament Thursday 1st October 2015 at St Mary’s, Shaftesbury Declare 2.00pm 2.15pm Start. Section A Section B 1 St Mary’s A Clayesmore 2 Gillingham B The Gryphon 3 Blandford C Leweston 4 Bryanston D Sherborne Girls 5 Sturminster Please remember we must have neutral umpires on court Time Court 1 Court 2 Rest Court 4 Court 5 2.15 1 v 2 3 v 4 5 A v B C v D Ump A/B C/D 1/2 3/4 2.32 1 v 5 2 v 4 3 A v C B v D Ump A/D B/C 1/5 2/3 2.49 2 v 5 1 v 3 4 A v D B v C Ump B/D A/C 2/5 3/4 3.06 4 v 5 2 v 3 1 Ump C/D A/B 3.23 1 v 4 3 v 5 2 Ump B/C A/D 3.45 Sect A 3rd place V Sect B 4th Place Sect B 3rd place V Sect A 4th place Winner Sect A V Runner Up Section B Winner Sect B V Runner Up Section A Ump A/B C/D 1/2 3/4 4.02 Final 3rd/4th place play off Ump 4.19 Presentation
A Room Attendant with Hilton Hotels and Resorts is responsible for cleaning guest rooms and responding to guest requests in the hotelÆs continuing effort to deliver outstanding guest service and financial profitability. If you understand the importance of upholding a brandÆs reputation and what it takes to provide a globally recognized hospitality experience, you may be just the person we are looking for to work as a Team Member with Hilton Hotels & Resorts. What will I be doing? As a Room Attendant, you would be responsible for cleaning guest rooms and responding to guest requests in the hotelÆs continuing effort to deliver outstanding guest service and financial profitability. Specifically, you would be responsible for performing the following tasks to the highest standards: •Clean guest rooms as assigned, including, but not limited to, making beds, cleaning bathrooms, dusting and vacuuming •Change and replenish bed linens, towels and guest amenities, as needed •Perform deep cleaning tasks, as needed •Stock, maintain and transport housekeeping supply cart on a daily basis •Dispose of trash and recyclables •Respond to special guest requests in a timely, friendly and efficient manner •Perform guest turn down service, as needed EOE/AA/Disabled/Veterans Job: Housekeeping and Laundry Schedule: Part-time Brand: Hilton Hotels & Resorts Shift: Evening Job Job Level: Team Member Apply online at https://hilton.taleo.net/careersection/us_external/jobdetail.ftl Job Title: Administrative Assistant – NE / COCA COLA Talent Area: Administrative/Clerical/Office Support Location: Alsip, IL, USA Requisition Number: 00034265 Full or Part Time: Regular Employee FT Position Description: Tracking sick time, vacations, missed punches • Creating spreadsheets and reports in Excel • Customer Service • Answering telephones • Accounts Payable • P-Card tracking • Confidential administrative project related duties • Maintain confidential information, files • Runs appropriate system reports to allow for inputting/updating data for established spreadsheets and database files. • Various duties and projects to support the management team. • Performs other related duties as needed. • Interact with employees • Adhere to CCE and Sarbanes-Oxley compliance around payroll processing. • High school diploma or GED required.
Response Process). Week 8 27th Oct Research Topic: Performing for a young audience– An art-form in itself. When asked how to perform for children, Stanislavski replied: “The same as for adults, only better”[1]. Responses to Babóró. Workshop: Continuation of ‘Tiny Show’ work. Workshop 9 3th Nov Research Topic: Policy, infrastructure and funding for Theatre for Young Audiences. Workshop: Rehearsal for ‘Tiny Show’. Week 10 10th Nov Research Topic: Translating artistic ideas into Funding applications Workshop: Rehearsal for ‘Tiny Show’ Week 11 17th Nov Research Topic: Critical from Children Performance of ‘Tiny Shows’ and feedback from a Children’s audience Week 12 24th Nov Evaluation of group performance and self-evaluation Module evaluation Essay due [1]quoted by Caryl Jenner in her advice booklet for actors new to working with Unicorn, about 1970 – original source unknown Reading List Adomat, D. S. (2012). Drama's Potential for Deepening Young Children's Understandings of Stories. Early Childhood Education Journal , 343-350. Bennett, S. (ed.) (2005) Theatre for children and young people: 50 years of professional theatre in the UK. London: The Association for Children's and Young People's Theatre. , Moses. (1974) Children's Theatre: A Philosophy and a Method, Pearson Education, Canada, Print
“Initial Term” is the period commencing on the Effective Date and expiring on the Expiration Date set forth in this Agreement. “JBE” is the Court of Appeal, Third Appellate District. “Judicial Branch Entity” means any California superior or appellate court, the Judicial Council of California, the Administrative Office of Courts, and the Habeas Corpus Resource Center; these entities comprise the “Judicial Branch.” “Judicial Branch Personnel” means members, justices, judges, judicial officers, subordinate judicial officers, employees, and agents of a Judicial Branch Entity. “Loss,” as used in the indemnity provisions of this Agreement includes any actions, claims, demands, causes of action, fines, penalties, losses, liabilities, damages, costs, expenses, and attorneys’ fees. “Option Period” means the period, if any, through which this Agreement may be extended by a party. “Services” are Contractor’s duties as defined in Appendix A. “Term” comprises the Initial Term and any Option Period. “Termination Date” has the same meaning as “Expiration Date” unless this Agreement is validly terminated before the applicable Expiration Date, in which case Termination Date means the effective date this Agreement is validly terminated.
Notices must be addressed to a party’s project manager, if one is designated in Appendix A; otherwise, notices must be addressed to the individual(s) in the signature block of this Agreement. Either party may change its address for receipt of notice by entering a different recipient and address below or by giving notice at any time to the other party in the manner permitted by this paragraph. If to the Court: If to Contractor: Name: John G. Sulpizio Name: Title: Supervising Administrative Specialist Title: Address: 621 Capitol Mall, 10th Floor Sacramento, CA 95814 Address: Phone: 916-651-9311 Phone: E-mail: John.Sulpizio@jud.ca.gov E-mail: B. Notice regarding Default. Contractor shall notify the Court immediately if Contractor defaults, or if a third party claim or dispute is brought or threatened that alleges facts that would constitute a default under this Agreement. 8.3 Remedies A. Available Remedies. The Court may do any of the following: 1. Withhold all or any portion of a payment otherwise due to Contractor, and exercise any other rights of setoff as may be provided in this Agreement or any other agreement between a Judicial Branch Entity and Contractor; 2. Require Contractor to enter into non-binding mediation; 3. Exercise, following notice, the Court’s right of early termination; and 4. Seek any other remedy available at law or in equity. B. Remedies Cumulative. All remedies provided for in this Agreement may be exercised individually or in combination with any other available remedy. 9. Audits and Records
Yours faithfully, Mark Bamford – Assistant Headteacher/ Iceland trip leader PLEASE RETURN TO THE FINANCE OFFICE BY 3 NOVEMBER 2017 Geography Trip to Iceland 29th March 2018 – 2nd April 2018 Student Name: …………………………………………….…. Form: ………………….. I would like to submit an application for my child to participate in the visit to Iceland. He/she is in good health and I consent to him/her taking part in the programme detailed in your letter. Should my child secure a place on this trip, I will ensure deposits and payments are made according to the payment schedule as outlined in the trip letter. I will make future payments on line Parent/Carer Name: …….…………………………………..…………………………………… Signature: …………………………………………………………………………………………..…. Email address: ………………………………………………….…………………………………… Mobile: …………………………………………………………………………………………….…..
currently placed. Near the end of the method, we use a helper function to update the acceleration values in light of collisions. We will now implement this helper method, but first we introduce another method. Add the following method to the Marble class: C# protected Axis CollideDirection(Triangle collideTriangle) { if (collideTriangle.A.Z == collideTriangle.B.Z && collideTriangle.B.Z == collideTriangle.C.Z) { return Axis.Z; } else if (collideTriangle.A.X == collideTriangle.B.X && collideTriangle.B.X == collideTriangle.C.X) { return Axis.X; } else if (collideTriangle.A.Y == collideTriangle.B.Y && collideTriangle.B.Y == collideTriangle.C.Y) { return Axis.Y; } return Axis.X | Axis.Z; } This method simply inspects a triangle’s points in order to determine the plane it is on and returns the axis that is perpendicular to it. Now add the following method to the Marble class, which will alter acceleration in light of collisions: C# protected void UpdateWallCollisionAcceleration(IEnumerable<Triangle> wallTriangles) { foreach (var triangle in wallTriangles) { Axis direction = CollideDirection(triangle); // Decrease the acceleration in x-axis of the component if ((direction & Axis.X) == Axis.X) { if (Velocity.X > 0) Acceleration.X -= wallFriction; else if (Velocity.X < 0) Acceleration.X += wallFriction; }
Natural Sciences mathematics education ○ landscape architecture ○ agricultural mechanical science engineering ○ food engineering ○ biology ○ chemistry ○ Physics ○ oriental medicine resources ○ food & nutrition ○ Food and Cooking Science ○ environmental education science ○ computer education information ○ Pharmacy ○ clothing and textiles ○ Department of Nursing Science Engineering civil engineering ○ mechanical engineering ○ electrical engineering ○ materials & metallurgy ○ electronics engineering ○ chemical engineering ○ information communication engineering ○ architectural engineering ○ polymer engineering ○ Environmental Engineering ○ aerospace science engineering ○ multimedia engineering ○ Computer Engineering ○ Art Piano ○ Literary Arts ○ Cartoon & Animation art ○ Sport and Leisure Science ○ Inter- Disciplinary Programs Philosophy Education ○
Field Department/Major Tel. Department/Major Tel. Etc Cultural Social Law 750-3430 Korean Language and Literature 750-3310 Public Administration 750-3710 Social Studies Education 750-3330 Business Administration 750-3410 Mathematic Education 750-3360 Trade 750-3720 History 750-3470 Accounting 750-3420 Japanese 750-3450 Logistics 750-5110 Agricultural Chemistry / Agricultural Education 750-3270 750-3350 English Language and Literature 750-3320 Economics 750-3460 Education 750-3370 Consumer and Family-Child Studies 750-3670 Philosophy Education 750-3480 750-3370 Humanities and Classic 750-3470 750-3480 Natural Science Life Resources 750-3210 Chemistry 750-3630 Forest Resources 750-3220 Physics 750-3640 Animal Science and Technology 750-3230 Computer Science 750-3620 Horticulture 750-3240 Oriental Medicine Resources 750-3660 Plant Medicine 750-3860 Food and Nutrition 750-3650 Development in Plant Resources 750-3280 Food and Cooking Science 750-3690 Agricultural Chemistry 750-3290 Environmental Education and Science 750-3380 Agricultural Education 750-3350 Computer Education and Information 750-3340 Mathematic Education 750-3360 Clothing and Textiles 750-3680 Landscape Architecture 750-3870 Science and Information 750-3340 750-3380 Agricultural Machinery 750-3260 Pharmacy 750-3750 Food Science and Technology 750-3250 Natural Cosmetic Science 750-3240 Biology 750-3610 Civil Engineering 750-3510 Computer and Communication Engineering 750-3590 Mechanical Engineering 750-3530 Architectural Engineering 750-3520 Electrical Engineering 750-3540 Polymer Science and Engineering 750-3560 Materials Science and Metallurgical Engineering 750-3550 Environmental Engineering 750-3810 Electronic Engineering 750-3570 Aerospace Engineering 750-3820 Chemical Engineering 750-3580 Multimedia Engineering 750-3830 Printed Electronics Engineering 750-5260
Arts and Physical Piano 750-5220 Literary Arts 750-3730 Cartoon & Animation art 750-5230 Sport and Leisure Science 750-5210 □ address：255 Jungangno, Sunchon, Jeonnam 57922 □ Tel：+82-61-750-3132~3 □ Fax：+82-61-750-3149 □ Homepage：
chemistry ○ ○ food & nutrition ○ ○ Food and Cooking Science ○ ○ Science and Information ○ ○ School of Plant Science Major in Life Resources ○ ○ Major in Plant Resources ○ ○ Animal Science and Technology ○ ○ School of Horticulture and Plant Medicine Major in Plant Medicine ○ ○ Major in Horticulture ○ ○ School of Forest Resources and Landscape Architecture Major in Forest Resources ○ ○ Major in Landscape Architecture ○ ○ Agricultural Chemistry ○ ○ Pharmacy ○ ○ Engineering School of Electrical, Electronic, Information & Communication Engineering Major in Electrical Engineering ○ ○ Major in Electronic Engineering ○ ○ Major in information & communication engineering ○ ○ School of metallurgy, polymer, chemical engineering major in metallurgy engineering ○ ○ major in polymer engineering ○ ○ major in chemical engineering ○ ○ School of mechanical, automotive engineering major in mechanical engineering ○ ○
School of civil, architectural, environmental engineering major in civil engineering ○ ○ major in architectural engineering ○ ○ major in environmental engineering ○ ○ Multimedia Engineering ○ ○ Computer Engineering ○ ○ Inter- Disciplinary Programs Agroindustry economics - ○ Natural Cosmetic Science ○ ○ Humanities and Classic - ○ Numbers 00 Engineering(BK21+) Printed Electronics Engineering ○ ○ Numbers 0 sum 00 Schedule Place Remarks Submittal of application form 2018. 10. 22.(Mon) 09:00 ~ 10.29.(Fri) 18:00 Graduated School Administration Office Graduate school office Screening 2018. 11. 13.(Tue) 09:00 ~ ~ 11.14.(Wed) 18:00 ※ Each department will appoint the time At the appointed department Announcement of Successful applicants 2018.11.28.(Wed) Graduate School website (http://www.sunchon.ac.kr) Enrollment 2019. 1.30.(Wed) ~ 2. 1.(Fri) At the bank designated by the university
11 5.14 Cover Letter: Paragraph Writing Interview Skills Small Group Discussion Group Practice 12 5.21 Cover Letter: Group Feedback Interview Skills Small Group Discussion 13 5.28 Cover Letter: Job Announcements Interview Skills Small Group Discussion 14 6.4 Cover Letter Interview Skills Small Group Discussion Cover Letter Prep Assignment Due 15 6.11 Cover Letter Prep Feedback Interview Skills Small Group Discussion 16 6.18 Final Exam Mock Job Interview & Final Cover Letter Due *This schedule may change—please get in touch with a classmate or your instructor if you miss class.
3D-Scaled Playground Design Grading Rubric Elements 5 Points 4 Points 3 Points 2 Points 1-0 Points Total Design Brief Design brief is completed and includes all required information, including client, designer, problem statement, design statement, constraints and deliverables. Design brief is 80% complete. Design brief is 50% complete Design brief is less than 50% complete Design brief is less than 25% complete or missing. Design Process Notes The project includes a detailed step-by-step description of the design process. The project design process notes do not explain all steps thoroughly. Some design process notes are missing or incomplete. The design process notes do not describe work done at each step of the design process. There is little or no evidence of design process notes. Design Sketches Sketches are complete and annotated to show all important dimensions. Sketches are not complete and are missing important information, such as measurements. Sketches are missing more than half of the identification of the components, and are missing multiple dimensions. Sketches are not complete. Heading information is not complete and is not accurate. Sketches are lacking annotations and dimensions. There is little or no evidence of sketches in the notebook. Decision Making Matrix The decision matrix is complete with all criteria listed and each drawing evaluated. The student can effectively justify the final decision. The decision matrix does not evaluate the required number of drawings. The student can justify the final decision. The decision matrix criteria are incomplete. The option selected is not clearly justified using the matrix. The decision matrix is missing both criteria and evaluations of drawings. The final project decision cannot be justified using the matrix. The decision matrix is excessively incomplete or missing. The final project decision cannot be justified using the matrix. Prototypes The final product exactly matches the final design A slight difference exists between the final product and the A significant difference exists between the final product and the final A significant difference exists between the final The playground model is excessively incomplete or is missing.
“I thought we were going to the pub” “She said she’ll be here in a minute” “We didn’t want to disturb you” “What do you think he meant by that?” Angry Disappointed Relieved Scared Excited Doubtful Comforting Frustrated Amused Angry Scared Confused
“So we’ve got to go to the shop now” “Is he going to be at the party?” “I wouldn’t worry about it” “I’m going to go” Angry Questioning Happy Worried Excited Annoyed Comforting Dismissive Happy Fed up Excited Upset
member of staff Corrupting or destroying the data of other users Sending an email, text or instant message that is regarded as offensive, harassment or of a bullying nature Continued infringements of the above, following previous warnings or sanctions Actions which could bring the school into disrepute or breach the integrity of the ethos of the school Using proxy sites or other means to subvert the school’s filtering system Accidentally accessing offensive or pornographic material and failing to report the incident Deliberately accessing or trying to access offensive or pornographic material Receipt or transmission of material that infringes the copyright of another person or infringes the Data Protection Act Refer to: Action: Staff sanctions Schools should edit this table as appropriate to their institution. The indication of possible sanctions in this table should not be regarded as absolute. They should be applied according to the context of any incident and in the light of consequences resulting from the offence. ICT Co-ordinator Head teacher Local Authority / HR Police Technical Support Staff for action re filtering etc Warning Suspension Disciplinary action Deliberately accessing or trying to access material that could be considered illegal (see list in earlier section on unsuitable / inappropriate activities). Excessive or inappropriate personal use of the internet / social networking sites / instant messaging / personal email Unauthorised downloading or uploading of files Allowing others to access school network by sharing username and passwords or attempting to access or accessing the school network, using another person’s account
1.17 Since this time last year have there been times when the household did not have enough money to buy bathing soap? Declined to answer Y Don’t know. N 1.18 How many mosquito nets does you household have? Please think back to how your life was 6 months ago. When answering the questions below, try to answer for how life was around that time. PERSONAL EXPOSURES 2.1 Have you ever had a job in a smoky / dusty environment? Don’t know Y N 2.2 If yes, what was that job? 2.3 Do you still do that job? Y N 2.4 How many years in total did you do that job for? 2.5 Do you care for anybody who has a chronic illness? Don’t know Y N 2.6 Have you ever drunk alcohol? If no, skip to 2.12 Y N 2.7 How old where you when you first started drinking alcohol? 2.8 Do you still drink alcohol? If yes, skip to 2.10 Y N 2.9 How old where you when you stopped drinking alcohol? 2.10 When drinking, what do you / did you tend to drink? (tick all that apply) Beer Local Spirits Spirits Wine Other (specify) 2.11 When you drank at your heaviest, how often did you tend to drink? (tick one) Less than once a month 1-3 times per month 1-3 times per week 4-6 times per week Everyday
Date & Day Session 1 10:00– 11:15 Hours Session 2 11:45 –13:00Hours Session 3 14:00 – 15:15 Hours Session 4 15:45 –17:00Hours 12 Feb 2018 Monday Briefing & Ice-breaking session Introducing India Inauguration at SAI India Headquarters (C&AG of India) Presentation by SAI India participant Room no. 108 Seminar Hall at CAG’s office,New Delhi 13 Feb 2018 Tuesday Environment Management and its Audit : an Introduction Environment Legislations and Institutional frameworks Dr. Vinod Kumar Sharma Consultant, Indian Institute Public Administration Mr. Sanjay Upadhyay Advocate, Supreme Court of India Room no. 213 Room no. 213 14 Feb 2018 Wednesday Issues in Managing Biodiversity: A visit to Yamuna Biodiversity Park Dr. Faiyaz Khudsar Scientist-in-charge, Yamuna Biodiversity Park, University of Delhi At Yamuna Biodiversity Park, New Delhi 15 Feb 2018 Thursday Forest Conservation and Major Concerns Country papers on “Environment Audit” of respective SAIs Dr. R. Gopinath, IFS Dy. Conservator of Forests Presentation by the participants Room no. 213 Room no. 213 16 Feb 2018 Friday Performance Audit case study: Conservation of Dal Lake Principles of Solid Waste Management Mr. H. Abbas, Principal Director(RC), O/o the CAG of India Mr. Ram Mohan Johri, Director General International Centre for Information Systems & Audit Room no. 213 Room no. 213 17 Feb 2018 Saturday Visit to SurajkundMela 18 Feb 2018 Sunday Agra Visit 141st ITP Second week:UN SDGs, ISSAIs,Environment Impact Assessment, Waste Managementand its Audit
Date & Day Session 1 10:00 – 11:15 Hours Session 2 11:45 – 13:00 Hours Session 3 14:00 – 15:15 Hours Session 4 15:45 – 17:00 Hours 26 Feb 2018 Monday Study tour to Bhubaneswar 27 Feb 2018 Tuesday 28 Feb 2018 Wednesday 01 Mar 2018 Thursday 02 Mar 2018 Friday Celebration of festival “Holi” 03 Mar 2018 Saturday Country papers on “Environment Audit” of respective SAIs Social Programme Presentation by the participants 04 Mar 2018 Sunday Visit to Heritage monuments at Delhi 141st ITP Fourth week: Climate Change, Waste Management,Energy, Waterconservation and its Audit
Deciding on appropriate response / action / movement according to information from display and tactical knowledge Retrieval of information/motor programme from LTM. Suggest why a ‘two on one situation’ inevitably gives an advantage to the attackers. [2 marks] Two marks for 2 of: Attackers select move / action that defender must respond to Increases uncertainty / stimuli / defender slowed by increasing choices / decisions Opportunity to use psychological refractory period to fake move Explain why if all the players involved are beginners, then the attack often breaks down. [4 marks] Four marks for 4 of: Beginners at cognitive / early associative stage Unable to repeatedly complete skill successfully Insufficient processing capacity to perform skill and survey positions of players / information overload Lack variety of responses to deal with situation Demand for speed of decision-making means loss of concentration and skill breaks down / unable to decide response. Explain, in terms of information processing, why a beginner may experience difficulties when learning a new skill. [3 marks] Three marks for 3 of: Deciding what to focus on / selective attention not fully developed The ability to process information not developed Information overload; Motor program not developed /gross errors made. A simple information processing system consists of perceptual, translatory and effector mechanisms. Explain what you understand by these terms, using appropriate examples from volleyball. [6 marks] Six marks for 6 of: Perception – make sense of incoming information/ use of selective attention e.g. the ball has left the opposition server’s hand / equiv Translation – To decide what is happening and what to do about it / recognise the input and make a decision on the action to be taken / decision-making E.g. the ball is at chest height I will use a set/volley/equiv Effector control – Put a motor programme into effect/doing the movement Send impulses to the muscular system in order for the movement to be carried out E.g. hands high/viewfinder/extend the legs. Definitions of and the relationship between reaction time, response time, movement time The diagram show various stages that occur prior to, during and at the end of a sprint. Redraw figure 6 and clearly label your drawing to identify reaction time, movement time and response time. [3 marks]
Weight Classes & Divisions Strongman: Lightweight: 148 pounds – 67.5 kg 165 pounds – 75 kg 181 pounds – 82.5 kg Middleweight: 198 pounds – 90 kg 220 pounds – 100 kg Heavyweight: 242 pounds - 110 kg 275 pounds – 125 kg SHW: 308 pounds – 140 kg 308+ pounds – 140+ kg Strongwoman: Lightweight: 123 pounds – 56 kg 132 pounds – 60 kg Middleweight: 148 pounds – 67.5 kg 165 pounds – 75 kg Heavyweight: 181 pounds – 82.5 kg 198 pounds – 90 kg SHW: 199+ pounds – 90+ kg Athlete Categories Open - Any competitor that is not a current Pro athlete. Teen - Any competitor between 13 - 19. (Competitors under the age of 18 must have parental or guardian written consent.) Masters - 40+, 50+, 60+.
Natural Texas and its People / Age of Contact Test Review KEY Natural Texas and its People 4 Regions of Texas Coastal Plains Physical Geography (Landforms): The Coastal Plains are made up of mostly flat prairie with areas of pine & oak forests, also with wetlands near the coast and a series of barrier islands just off the coast. This region receives the highest rainfall in the state and has the greatest number or rivers running through it. Human Geography (cities, monuments): Most of Texas’ major cities are in this region (Houston, Dallas, Austin, San Antonio) and in general the population density is much higher than the other regions of Texas. Some notable features include the Alamo, San Jacinto Monument, Sam Houston Statue, & Galveston Seawall among others. Great Plains Physical Geography (Landforms): The Great Plains is a region of incredibly flat prairie that sits at a higher elevation than the other plains of Texas due to its location on top of the Caprock & Balcones Escarpments and on top of Edwards Plateau. The area has very little vegetation besides native grasses, with very few trees. The region is much drier than areas further east. The Prairie Dog Town Fork of the Red River runs through Palo Duro Canyon in the north of this region. Human Geography (cities, monuments): The major cities in the Great Plains are Amarillo and Lubbock; the plains have a very low population density with most of the area being used as farm or ranch land. Mountains & Basins
Essential Principles of Robotics Sorting Activity Classical mechanics Power transmission – gears, ratios and reductions Ohm’s law and components of a circuit DC motors Speed Teeth Current Mechanical output Velocity Newton-metre Voltage Electromagnetic field Acceleration Torque Load Wire coils Force Shaft Power Load torque Torque Input speed Battery Current draw Isaac Newton Pitch Switch Stall Rotational speed Diameter Conductor Electrical energy mechanical
What causes the wind and ocean currents? Draw arrows to indicate the wind direction during the day time causing a sea breeze. land ocean Draw arrows to indicate the wind direction during the night time causing a land breeze. land ocean Describe why inside Describe why inside Describe convection currents and where we can find them in the Earth’s
PLAYER A GENIUS Level *** Find the area of the shaded region if each small circle has a radius of 5 cm: BALLER Level ** Find the area of each shaded region: a) b) ADVANCED Level ** Find the area, circumference, diameter, and radius of a circle with: a) Circumference = 50.24 in. b) Area = 803.84 cm.2 PROFICIENT Level ** Find the perimeter and area of the composite figure: ROOKIE Level * Find the circumference and area of each circle: a) b) START HERE Level * Find the perimeter and area of each shape: a) b)
17. ________ of the boys has got a pencil and some paper. A.All B.Every C.Everyone D.Each 18. ________ a few sheep behind the house. A.It is B.They are C.There are D.There is 19. “________ paper do you read?” “I read‘China Daily’.” A.Which B.How C.How many D.What 20. It was raining ______ I got off the bus. A.when B.while C.though D.because 21. Although it’s raining, ________ we are going to see him this afternoon. A.but B.and C.then D./ 22. “Would you like to watch TV or listen to the radio?” “________.” A.Yes, I’d like to watch TV B.No, I do not watch TV C.Yes, to listen to the radio D.I’d like to watch TV 23. Don’t drink too much coffee in the evening, ________ you won’t fall asleep. A.and B.or C.but D.so 24. It’s still early. How about ________ the piano for a while? A. to play B. play C. do you play D. playing 25. Nothing can make me ________ it is a ________ story. A. to believe…real B. believe in…true C. to believe in…true D. believe…real 26. “Alice couldn’t answer the question, could she?” “________.” A. No, she couldn’t B. No, she could C. Yes, she couldn’t D. Yes, she answers