zilongwang/ReadingBank huggingface dataset:
C. coli Nalidixic acid Streptomycin Tetracycline TEST FORM Strain Antimicrobial Interpretation MIC-value (μg/ml) S / R Campylobacter EURL C-11.5 C. jejuni C. coli Ciprofloxacin Erythromycin Gentamicin Nalidixic acid Streptomycin Tetracycline Campylobacter EURL C-11.6 C. jejuni C. coli Ciprofloxacin Erythromycin Gentamicin Nalidixic acid Streptomycin Tetracycline Campylobacter EURL C-11.7 C. jejuni C. coli Ciprofloxacin Erythromycin Gentamicin Nalidixic acid Streptomycin Tetracycline Campylobacter EURL C-11.8 C. jejuni Ciprofloxacin Erythromycin Gentamicin Nalidixic acid
C. coli Streptomycin Tetracycline TEST FORM Susceptibility testing of Campylobacter jejuni reference strain ATCC 33560 Strain Antimicrobial MIC-value (μg/ml) 36 °C/48 hours 42 °C/24 hours C. jejuni ATCC 33560 Ciprofloxacin Erythromycin Nalidixic acid Tetracycline For Agar dilution: Susceptibility testing of Campylobacter jejuni reference strain ATCC 33560 Strain Antimicrobial MIC-value (μg/ml) C. jejuni ATCC 33560 Ciprofloxacin Erythromycin Gentamicin Nalidixic acid Tetracycline
TEST FORM – genotypic characterisation Genotypic characterisation of the test strains Strain code: Method used: If PCR-methods, additional information should be given below Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Published method , reference: In-house method Primer used 5’→3’:
Tested, not found Primer used 3’→5’: Strain code: Method used: If PCR-methods, additional information should be given below Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Gene: Found Tested, not found Published method , reference: In-house method Primer used 5’→3’: Primer used 3’→5’: Comments:
Section 305 Next Generation Corridor Equipment Pool Committee (NGEC) Monthly Activities Report: September 30, 2017 Submitted by: Steven J Hewitt, Program Manager, S305 NGEC Public law 110-432 required Amtrak to: …establish a Next Generation Corridor Equipment Pool Committee, comprised of representatives of Amtrak, the Federal Railroad Administration, host freight railroad companies, passenger railroad equipment manufacturers, interested States, and, as appropriate, other passenger railroad operators. “The purpose of the Committee shall be to design, develop specifications for, and procure standardized next-generation corridor equipment. (b) Functions – the Committee may – 1) Determine the number of different types of equipment required, taking into account variations in operational needs and corridor infrastructure. 2) Establish a pool of equipment to be used on corridor routes funded by participating states; and 3) Subject agreements between Amtrak and States, utilize services provided by Amtrak to design, maintain and remanufacture equipment.” Executive Board Chair: Eric Curtit, Missouri DOT Vice Chair: Mario Bergeron, Amtrak Secretary: Ray Hessinger, NYSDOT Treasurer: Darrell Smith, Amtrak The Executive Board holds bi-weekly conference calls – Tuesday’s at 11:30am Eastern During the month of September 2017, the Executive Board met on the 12th and the 26th. Highlights, decisions, and action items from the month of September 2017 include: Mid-West States – Section 6 progress report: The most recent Section 6 plan went to FRA on 9-13-17. Details in the plan include Fleet management, ownership changes etc. The plan will be a living document and will be continually updated. Finance and Administrative Subcommittee and New Grant Activities: On 9-26-17, the AASHTO/Amtrak Support Services contract extension (through 9-30-19) was executed. Subsequently, on 9-27-17, the AASHTO contract modification with the NGEC Manager was also executed (fully executed on 10-2-17) extending it through 9-30-19. Formation of the Acquisition and Ownership Best Practices Working Group:
against them. The passage begins with “There’s letters sealed” (3.4.209), so it anticipates his forged letter. Hamlet’s black clothing: QUEEN: “Good Hamlet, cast thy knighted color off” (1.2. 68). HAMLET: “’Tis not alone my inky cloak, good Mother, / Nor customary suits of solemn black” (1.2.77-78). He is the only one dressed for a funeral. Everybody else is wearing festive clothing. Thus, his manner of dress shows his isolation from the court. Claudius as “like a mildewed ear” of grain (3.4.65). Like an ear of corn. “Something is rotten in the state of Denmark” (1.4.90). Also: “Faith, if ’a be not rotten before ’die” (5.1.164). Drinking: 1.2.125; 1.4.8-12, 19; 3.2.301; 3.3.89; 5.2.265-76 Drinking reflects Claudius’s lack of moral character. Perhaps he drinks to dull his guilt.
MSND Day Three Handout ENGL 305 Dr. Fike Reminders: 1) Your paper proposal is due next time. Any questions about what you need to do? 2) For next time, look at the Analysis Paper assignment sheet. It is posted under Term Project and is also in the MSND Day Three PowerPoint. Finish day two discussion: MSND chart Passages Rhyme: Why is 45% of MSND written in rhyming verse? In other words, how is the play’s form in sync with its content? Bottom’s experience: intrapsychic or extrapsychic—the mystic’s dilemma. Synesthesia—how does it relate to Bottom? Bottom’s name—significance? Whose dream IS it? Historical elements: Bad weather Marriage Elizabeth in audience? Hertford James Dudley Elizabeth vs. Mary Theseus background information: What is the key point? What is “complementarity”? Theseus’s speech on the imagination: how do you respond to the questions at the end of the PowerPoint (bullets below)? What is Theseus’s basic point in response to Hippolyta’s statement? Are there differences between the poet and the lunatic or the lover? What does the poet DO? How does Theseus contradict himself? What is his attitude toward art, as manifested in his selection of playlet? What is Hippolyta’s attitude toward art? Toward the story that the lovers have told about their night in the woods? What is the role of imagination in viewing the playlet? Pyramus and Thisbe video.
General Education: ENGL 305 meets the Humanities and Arts requirement of General Education by addressing the following: human diversity (both past and present), the diversity/history of ideas, institutions, philosophies, moral codes, and ethical principles; aesthetic values, the creative process, and the interconnectedness of the literary, visual, and performing arts; and values, attitudes, beliefs, and habits that define the nature and quality of life. Required Texts Bevington, The Necessary Shakespeare (any edition.) or The Complete Works of Shakespeare (any edition.) McDonald, The Bedford Companion to Shakespeare: An Introduction with Documents, 2nd edition. Note: If you do not use one of the Bevington anthologies, you must at least use an edition with line numbers and footnotes (e.g., Signet Classic). You may have difficulty following along in class if you do not have Bevington's line numbers. You may not use e-books in class. You must have a hard copy that you can mark. Resources Videos of our plays are on reserve at the library. Plot summaries are available in Masterplots Complete CD-Rom (REF PN 44.M35 1997) and at . You may also be interested in Shakespeare's Characters for Students (REF PR 2989.S53 1997, library use only). I have placed the following books on reserve: Stone's The Family, Sex, and Marriage in England, 1500-1800; Burton's Anatomy of Melancholy; Parker and Hartman's Shakespeare and the Question of Theory; Fike’s A Jungian Study of Shakespeare: The Visionary Mode; and Russ McDonald's The Bedford Companion to Shakespeare and Shakespeare: An Anthology of Criticism. In addition, DVD or VHS copies of all the plays in our course are on reserve. Those who are doing Shakespeare lesson plans should consult . However, be advised that you are supposed to construct your own teaching materials, not retrieve others' work from the internet. The works of Shakespeare (sans line numbers and footnotes) are available at . The Oxford English Dictionary is available as a database on the Dacus Library’s site. Course Requirements and Evaluation Methods (Student Learning Activities—Performance Measures) Examinations: 40 points 20 Midterm examination (comedies, histories, Bedford Companion) 20 Final examination (tragedies, romance, Bedford Companion + a comprehensive question)
The Tempest Day Two Handout ENGL 305 Dr. Fike Announcements: 1) Next time bring Montaigne’s “Of Cannibals.” Be sure to read and annotate it before class. 2) Remind me to return your research papers at the end of today’s class period. Group exercise on Ariel’s song: What dualities are present? Concept: sea change. Other dualities in the play. More on Caliban. Group exercise on Prospero’s and his magic. What points arise? Concept felix culpa. Passage from Paradise Lost that relates to felix culpa. Gonzalo’s speech at 5.1.207-15 and felix culpa. Claribel. Prospero’s life and psychological journey. Barbara Rogers-Gardner on the psyche (Jungian psychological point of view). BR-G on Renaissance psychology. Prospero’s individuation. Qualification of felix culpa. What’s the point?
1.4 Writing uses a formal style appropriate to the academic context. Formal style includes but is not limited to lexical and grammatical features, and a variety of sentence structures. Vocabulary used is formal in choice and use. This may include: Appropriate vocabulary academic vocabulary e.g. experiment, associate specialised vocabulary e.g. mnemonics correct word choice and part of speech e.g. visual imagery. Appropriate grammar includes a variety of language features. These may include: verb forms e.g. There are many different strategies to help the learner learn new information (active) ...research also indicates that learning is not improved by all strategies. (passive), Learners should experiment with different strategies (modals) the use of ellipsis and substitution to avoid repetition e.g. research suggests that these techniques... nominalisation e.g. recording information and then listening to it again later can be a helpful strategy. Formal tone e.g. objective language e.g. Using strategies that help improve both short-term and long-term memory will also be of benefit to learners. the use of hedging or imprecise language e.g. Research suggests using our five senses can assist us in storing and recalling information. formal language instead of slang or colloquial expressions e.g. information (instead of ‘info’) the full form of words instead of contractions or abbreviations e.g. research also indicates that learning is not improved by all strategies (instead of isn’t). The vocabulary, grammar, sentence structure and tone are appropriate to the academic context. 1.5 Writing uses simple, compound, and complex sentence structures and makes variety of sentence structures is used. These include: simple sentences e.g. There are many different strategies for helping learn new information. compound sentences e.g. This essay will discuss Writing uses a range of sentence structures including simple, compound and complex.
Digital learning has developed over several years, and will continue to develop in the future. It has become popular because of the availability of technology and connectivity, and because of the modern population, which is globalised and mobile. Digital learning environments are convenient as students do not need to travel to class and can study at times that suit them. However, digital learning environments can also lead to increased isolation, which means that students may lose motivation. Schools that choose a digital environment need to find ways to keep students from becoming isolated. An awareness of audience is shown in style and content. Refer to examples above. The tone and structure demonstrate awareness of the specified audience most of the time. 1.2 Ideas are developed and display a knowledge base to achieve the academic purpose. Each body paragraph contains a relevant topic sentence e.g. Many factors contributed to the increase in digital learning, but the most important one was the internet. The topic sentence is developed. This may include: Exemplification e.g. Internet connections are now available in most parts of the world. Explanation e.g. This means that students anywhere… Expansion e.g. Further, by connection to the internet… The text demonstrates candidate’s knowledge of the topic. Text demonstrates ability to develop ideas to meet the academic purpose. 1.3 Text structure has overall progression, paragraphing and some use of cohesive devices. These devices include but are not limited to lexical and referential. Writing follows an appropriate structure with an introduction, followed by paragraphs that develop ideas logically and ends with a conclusion. Refer to PC 1.1 for examples. Cohesive devices may include: Grammatical cohesive devices such as: connectives e.g. However, In addition conjunctions e.g. because, and, so substitution e.g. Many factors contributed to the increase in digital learning, but the most important The text demonstrates clear structure, with paragraphs in a logical progression. Ideas are related and linked with some grammatical, lexical and referential cohesive devices within and between paragraphs.
Southern California Edison Company (SCE) and San Diego Gas & Electric Company (SDG&E) shall take the following actions: SCE and SDG&E shall, after a meet and confer session with Commission staff and within 30 days of the date this order is issued, each file and serve a Tier 1 advice letter to establish a San Onofre Nuclear Generating Station (SONGS) Outage Memorandum Account (OMA). Each utility shall track in SONGS OMA all SONGS costs and expenditures incurred on and after January 1, 2012, and the revenues collected in recovery of those costs; except Steam Generator Replacement Program (SGRP) costs and revenues collected in recovery of those costs, which shall track all SGRP costs from SGRP inception. Each utility shall also track in SONGS OMA all costs, expenditures, and related revenues on and after January 1, 2012 for other costs incurred as a result of the outages (e.g., replacement power, repairs, litigation). SONGS OMA shall contain at least the following subaccounts (subject to adjustment at the direction of the Energy Division Director): existing fixed costs, revenue requirements for SONGS, existing variable costs, existing seismic safety program costs, SGRP costs, other existing costs, outage investigation costs, replacement generation costs, safety-related program costs pursuant to Nuclear Regulatory Commission findings or orders, other product and service costs, cost of transmission upgrades or other system improvements related to the outages, repair costs, other routine operational costs, regulatory costs, litigation costs, other costs. SCE and SDG&E shall each track costs recorded in the Energy Resource Recovery Account (ERRA) that are incurred on and after January 1, 2012 in a subaccount of SONGS OMA for subsequent review in this proceeding; this involves all ERRA entries including replacement energy and capacity resulting from the SONGS outages; SCE and SDG&E shall each track all costs related to Huntington Beach and Demand Response specifically
South Carolina General Assembly 119th Session, 2011-2012 H. 3052 STATUS INFORMATION General Bill Sponsors: Reps. Funderburk, Harrison, G.R. Smith, Hamilton, H.B. Brown, Long, Ryan, McLeod and Stavrinakis Document Path: l:\council\bills\dka\3145sd11.docx Companion/Similar bill(s): 258 Introduced in the House on January 11, 2011 Currently residing in the House Committee on Judiciary Summary: Office of the State Inspector General HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 12/7/2010 House Prefiled 12/7/2010 House Referred to Committee on Judiciary 1/11/2011 House Introduced and read first time () 1/11/2011 House Referred to Committee on Judiciary () 6/22/2011 House Member(s) request name added as sponsor: H.B.Brown, Long, Ryan, McLeod, Stavrinakis VERSIONS OF THIS BILL
misappropriated, diverted, missing, or unlawfully gained. However, if more than three hundred sixtyfive days have passed since the State Inspector General certified the report to the Attorney General, and the Attorney General has neither filed a civil action or informed the State Inspector General that he does not intend to file a civil action, the Attorney General loses the authority to file a civil action for the recovery of funds misappropriated, diverted, missing, or unlawfully gained and must return to the State Inspector General all documents, transcripts, written statements, or other evidence provided by the State Inspector General. (C) The State Inspector General may file a civil action for the recovery of funds misappropriated, diverted, missing, or unlawfully gained if the State Inspector General has found evidence described in subsection (A) and reported to the Attorney General under subsection (B) and: (1) the Attorney General has elected under subsection (B)(2) not to file a civil action for the recovery of funds misappropriated, diverted, missing, or unlawfully gained; or (2) under subsection (B)(3), more than three hundred sixtyfive days have passed since the State Inspector General certified the report to the Attorney General under subsection (B) and the Attorney General has not filed a civil action. (D) If the State Inspector General has found evidence described in subsection (A), the State Inspector General may institute forfeiture proceedings as allowed by law in a court having jurisdiction in a county where property derived from or realized through the misappropriation, diversion, disappearance, or unlawful gain of state funds is located, unless a prosecuting attorney has already instituted forfeiture proceedings against that property. Section 1680. (A) If the State Inspector General discovers evidence of criminal activity, the State Inspector General shall certify to the appropriate prosecuting attorney the following information: (1) the identity of any person who may be involved in the criminal activity; and (2) the criminal statute that the State Inspector General believes has been violated. (B) In addition, the State Inspector General must provide the prosecuting attorney with any relevant documents, transcripts, written statements, or other evidence. If the prosecuting attorney
The Use of Lightweight Concrete Blocks Multistory Buildings. ____________________ Prof. Dr. Qaisar Ali Project Supervisor ___________________ Prof. Dr. Akhtar Naeem Chairman DEPARTMENT OF CIVIL ENGINEERING new OF ENGINEERING AND TECHNOLOGY PESHAWAR Session 2010-14 ABSTRACT
Table 3.57 Effect of Cement Sample type Volume Inch3 Dosage %age Unit Weight lb. Strength Psi 1:3:6 6x6x6 0 14 2600 1:3:6 6x6x6 4% 10 650 1:2:2 6x6x6 0 15 2850 1:2:2 6x6x6 4% 10 800 1:1:1 6x6x6 0 15 3000 1:1:1 6x6x6 4% 14 2000 During these tests it was observed that the efficiency of foaming agent depends on the efficiency of the foam generator to produce very small pores in the foam. It was also observed that with the increase in the cement quantity the efficiency of the foaming agent was reduced. The cement was rapidly absorbing the water in which the foaming agent was mixed and breaking the bubbles or pores of the foam.
(G) Students who enroll as parttime, degreeseeking undergraduates shall pay a prorated percredit amount based on the fixed tuition rate prescribed in this section for fulltime students. Parttime students are subject to the same eight consecutive semester requirement prescribed for fulltime students. (H) For the purposes of this section: (1) ‘Eligible student’ means an undergraduate student at a public institution of higher education in this State and does not include students enrolled in law schools, postgraduate students, nondegreeseeking students, students auditing coursework, visiting students, and high school students taking college level courses. (2) ‘Tuition’ means actual tuition charged and does not include fees, surcharges, room and board, or other charges that a student may incur as part of his educational expenses while attending a public institution of higher education in this State.” SECTION 2. This act takes effect July 1, 2017. XX
(March 17) Spring Break March 24 Class #8 FEMA Independent Study Presentations Certificate of completion due, five minute oral briefing to the class March 31 Class #9 Reading Assignment: Chapter 11: ICS/EOC Interface. Principles of Emergency Management and Emergency Operations Center (Fagel, Michael) Coordinating multi-organisational responses to disaster: Lessons from the March 28, 2000, Fort Worth tornado, McEntire, David A EOC – ICS Interface, ESF Considerations April 7 Class #10 EOC Site Visit – DFW Airport EOC 2900 E 28th St, DFW Airport, TX 75261 April 14 Class #11 EOC Project Assignment Due Presentations April 21 Class #12 EOC Assignment Presentations, continued Interpersonal Dynamics, Media Relations, Social Media April 28 Class #14 (Meet at Coliseum) Campus Safety and Emergency Coordination UNT EOC at the Coliseum May 5 Class #15 EOC – ICS Interface, ESF Considerations May 12 Final Exam, ECB-120 Special Time: 1:30PM University of North Texas Department of Public Administration Emergency Administration and Planning UNIVERSITY AND DEPARTMENT POLICIES Disability Accommodation The Emergency Administration and Planning Program, in cooperation with the Office of Disability Accommodations (ODA), complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with disabilities. Please present your written accommodation request to the instructor within the first two weeks of the semester. Students registered with the ODA
20 Universal Merchant Bank (Ghana) Ltd 1971 Local Yes No Yes No Yes. Fortiz Private Equity Fund Limited (96.00%) 21 BANK OF AFRICA GHANA LIMITED 1997 Foreign Yes No Yes Yes. N/A 22 Prudential Bank Limited 1993 Local Yes No Yes No Yes J. S. Addo Consultancy (24.82%) 23 FBNBank Ghana Ltd 2006 Foreign Yes No Yes Yes. N/A 24 HFC Bank 1990 Foreign Yes No Yes Yes. N/A 25 Energy Bank (Ghana) Ltd 2010 Foreign Yes No Yes No Global Fleet Oil & Gas (Nigeria) - 70% and Global Fleet (UK)-20% 26 BSIC Ghana Limited 2008 Foreign Yes No Yes Yes. N/A 27 National Investment Bank Ltd 1963 Local Yes No Yes No 100% owned by the Government of Ghana. 28 OmniBank Ghana Limited 2016 Local Yes No Yes No 2016 FS is not available online 29 The Beige Bank Limited 2017 Local Yes No Yes No Yes. BEIGE Group 30 The Construction Bank (Gh.) Limited 2017 Local Yes No Yes No New Bank and information is not available online 31 GHL Bank Limited 2017 Local Yes No Yes No New Bank and information is not available online
7. Liaise with other service providers in the community to facilitate and/or deliver locally identified training priorities (for example WYDAC Youth Workers) as well as work experience and employment opportunities (for example CDP and local Council). 8. Provide support to community members completing training courses at another campus or Learning Centre, including facilitating communication between the student and their lecturer. 9. Collect quantitative data as required for reporting purpose. Collect data and write progress reports as required by Batchelor Institute and CLC. Essential selection criteria 1. A tertiary qualification in Education, Literacy/Numeracy, Adult Learning or similar (at Certificate IV level or higher). 2. A current Certificate IV in Training and Assessment OR Diploma of Vocational Education and Training to be able to deliver and assess accredited VET courses. 3. Experience working in the VET system including significant experience teaching VET accredited courses. 4. Demonstrated capacity to work effectively and sensitively within the social, political and cultural environments of Indigenous communities and organisations. 5. The ability to involve community members and a range of diverse agency groups in the development and the operations of a dynamic Learning Centre while fostering a strong sense of local ownership. 6. Strength in mentoring and supervising others in a team approach, including the ability to consult, negotiate and achieve positive outcomes. 7. Proficient in the use of digital technologies (e.g. computers, office equipment and internet based technologies) and ability to liaise with relevant staff to resolve ICT issues. Proficient to the level to be able to assist community members with using digital technologies. 8. Well-developed problem-solving, organisational and administrative skills, especially in a remote location. 9. Demonstrated understanding of Equal Opportunity and Affirmative Action principles and practices. 10. Hold a current Australian Driver’s Licence. Must be confident to operate a manual 4WD vehicle and drive as a single driver on remote, dirt roads. 11. Hold a current First Aid Certificate. 12. Hold a NT Ochre Card (Working with Children check). Desirable selection competencies: 1. Warlpiri language skills. 2. Experience living and working in remote locations, including Aboriginal communities. 3. Significant experience working with people from remote Aboriginal Communities. 4. Evidence of a 4WD driving course, including defensive driving on dirt. NOTE: Copies of qualifications and evidence of experience MUST be submitted. Position Risk Descriptor Position title: Learning Centre Coordinator Position number: 30579
Detailed Statement of Duties Establish and convene a local Advisory Group or community equivalent at the beginning of each academic term to establish a term based training plan of community identified informal and formal training priorities to provide cultural advice and support to the Learning Centre Coordinator/ Mentor and develop local guidelines and rules for the centre. Deliver relevant VET Foundation Skills Units in a ‘wrap around’ model to support and complement the delivery of accredited training and non-accredited activities to continuously advance language literacy & numeracy skills. Incorporate community priorities into a community learning and training plan which provides a schedule of formal and informal training negotiated with external trainers and deliver training directly according to demand and skill set. With the local staff, provide guidance and support to lecturers, trainers and mentors at the centre; Liaise regularly with local services and agencies to ascertain work experience and employment opportunities and setup appropriate mentoring and training for those positions. Liaise with the Advisory Group/community equivalent to establish a plan of community identified language and cultural projects, activities and/ or events. Support and mentor community member’s in the implementations of these projects, activities and/ or events. With the local coordinator, liaise with other service providers in the community to facilitate and/or deliver locally identified training priorities (for example the Mt Theo ‘Night Club’ program) Mentor and supervise local staff employed in the Centre. Provide individual mentoring and tutoring support to community members completing training courses or engage with other life pathways, including where applicable, liaising between RTO’s, students and employers to ensure clear communication between these parties on requirements and opportunities. Build and manage a small library of resources, including the cultural database, Ara Iritiji and a collection of cultural and historical documents / visual images. Provide flexible community access to the Centre. Essential selection criteria A tertiary qualification in Education, Literacy/ Numeracy, Adult Learning or similar, including Certificate IV TAE with experience teaching in an area of professional expertise relevant to community need. Well-developed organisational and coordination skills. The ability to involve community members and a range of diverse agency groups in the development and the operations of a dynamic Learning Centre while fostering a strong sense of local ownership. An understanding of the VET system, VET delivery and how to broker training courses from within Batchelor Institute or from appropriate other RTO.
A BILL TO AMEND SECTION 725210, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO VANDALIZING OR REMOVING CAMPAIGN SIGNS, SO AS TO ALLOW CANDIDATES FOR ELECTIVE OFFICE TWENTYONE CALENDAR DAYS FOLLOWING AN ELECTION TO REMOVE LAWFULLY PLACED CAMPAIGN SIGNS. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 725210 of the 1976 Code, as added by Act 116 of 2005, is amended to read: “Section 725210. (A) It is unlawful to deface, vandalize, tamper with, or remove a lawfully placed political campaign sign prior to the election without the permission of the candidate or party. (B) This section does not apply to a governmental entity when a political campaign sign is removed because of noncompliance with applicable law, or because an employee of the governmental entity removing the sign is working within the course and scope of his employment. (C) A person who violates the provisions of subsection (A) or (D) is guilty of a misdemeanor and, upon conviction, must be fined not more than one hundred dollars or imprisoned not more than thirty days, or both. (D) Notwithstanding another provision of law, a candidate for elective office has twentyone calendar days after the applicable election to remove his lawfully placed campaign signs. Lawfully placed campaign signs that are not removed within the twentyone day period provided by this subsection, may be removed by the appropriate state, municipal, or county maintenance, or law enforcement entity.”
Burks, Deborah G. Horrid Spectacle: Violation in the Theater of Early Modern England. Pittsburgh: Duquesne UP, 2003. Print. DiGangi, Mario. “Pleasure and Danger: Measuring Female Sexuality in Measure for Measure.” ELH 60 (1993): 589-609. J-STOR. 4 May 2008. Web. Hope, Jonathan and Gordon McMullan. The Politics of Tragicomedy: Shakespeare and After. London: Routledge, 1992. Print. Korda, Natasha. Shakespeare’s Domestic Economies: Gender and Property in Early Modern England. Philadelphia: U Pennsylvania P, 2002. Print. MacDonald, Ronald R. “Measure for Measure: The Flesh Made Word.” Studies in English Literature, 1500-1900 30.2 (1990): 252-82. J-STOR. 4 May 2008. Web. Neely, Carol Thomas. “Constructing Female Sexuality in the Renaissance: Stratford, London, Windsor, Vienna.” Sexuality and Politics in Renaissance Drama. Ed. Carole Levin and Karen Robertson. New York: Mellen, 1991. 1-26. Print. Shakespeare, William. Measure for Measure. Ed. Jonathan Crewe. The Pelican Shakespeare. 3rd ed. New York: Penguin, 2000. Print.
26 Feb Ecology, Health, Carson and the environmental movement, cont Carson, Rachel. Silent Spring, pp. 173-261 (“Beyond the Dreams of the Borgias” through “Nature Fights Back”) 28 Feb Ecology, Health, Carson and the environmental movement, cont Carson, Rachel. Silent Spring, pp. 265-297 & 357-363 (“The Rumblings of an Avalanche,” “The Other Road” and Edward O. Wilson’s “Afterward”) Week 9 5 Mar The (post-) personal is ecological (and political): “Green” burial movement Guest: Nicole Jordan Harris, Mark. Grave Matters (excerpts, TBA) (J drive) 7 Mar Ethical dimensions of climate change Gardiner, Stephen M. A Perfect Moral Storm. New York: Oxford Univ. Press. (Excerpts, TBA) (J drive) Week 10 12 Mar Ethical dimensions of climate change (Reading TBA) (J drive) 14 Mar Ethical dimensions of climate change Finals week 19 Mar, 3pm No final exam or class meeting DUE last essay (two parts), details TBA
procedures, and legal and ethical requirements when managing individuals’ performance in the workplace using our values to make ethical judgments when managing individual levels of performance. When there is a positive working relationship, levels of trust can build and shared values are conveyed. In this criterion the learner is required to provide evidence on how he or she has adhered to organisational policies and procedures, and legal and ethical requirements when managing two or more individuals’ performance in the workplace
A BILL TO AMEND SECTION 12362120, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO EXEMPTIONS FROM THE STATE SALES AND USE TAX, SO AS TO EXEMPT FROM THESE TAXES GROSS PROCEEDS OF SALES OR SALES PRICE OF CHILDREN’S CLOTHING SOLD TO A PRIVATE CHARITABLE ORGANIZATION FOR THE SOLE PURPOSE OF DISTRIBUTION AT NO COST TO NEEDY CHILDREN AND TO DEFINE “CLOTHING” AND “NEEDY CHILDREN”. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 12362120 of the 1976 Code is amended by adding an appropriately numbered new item at the end to read: “( ) children’s clothing sold to a private charitable organization exempt from federal and state income tax for the sole purpose of distribution by that organization to needy children. For purposes of this item: (a) ‘clothing’ means those items exempt from sales and use tax pursuant to item (57)(a)(i) and (iii) of this section; and (b) ‘needy children’ means children eligible for free meals under the National School Lunch Program of the United States Department of Agriculture.” SECTION 2. This act takes effect July 1, 2015. XX
South Carolina General Assembly 120th Session, 2013-2014 H. 3064 STATUS INFORMATION General Bill Sponsors: Reps. McCoy and V.S. Moss Document Path: l:\council\bills\ms\7018ahb13.docx Introduced in the House on January 8, 2013 Currently residing in the House Committee on Judiciary Summary: Murder HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 12/11/2012 House Prefiled 12/11/2012 House Referred to Committee on Judiciary 1/8/2013 House Introduced and read first time () 1/8/2013 House Referred to Committee on Judiciary () 1/17/2013 House Member(s) request name added as sponsor: V.S.Moss VERSIONS OF THIS BILL
‘‘ ELECTRO-HYDRAULIC BRAKE ’’ the bonafide report of work done by Mr. SHAN SHOUKATH of fifth semester Automobile engineering at Carmel polytechnic college punnapra, Alappuzha towards the fullfilment of diploma in Automobile engineering under the board of technical education during the year 2010 – 2011. Lecture in charge Head of section Internal Examiner External Examiner ACKNOWLEDGEMENT I here by gladly present this seminar on “ELECTRO- HYDRAULIC BRAKE ” towards the fulfillment of the award Engineering. At the submission of the report I use this opportunity to express my sincere gratitude to our Head of Department Sri.A.S RADHAKRISHNA PILLAI, Automobile engg: for permitting me to do this seminar. I also express my profound gratitude to our seminar co-ordinators Sri. S.R., RAJENDRANATHAN NAIR, Mr. JONU JOSEPH , Mr. BINU. N. KUNJUMON, Mr. KRISHNANUNNI.M, Mr. ARUN GEORGE and for their inspiring assistance, encouragement and useful guidance.
(2) Assist assisting the chief procurement officers in aiding small and minorityowned firms and communitybased business in developing organizations to provide technical assistance to minority firms; (3) Assist assisting with the procurement and management training for small and minority firm owners; (4) Assist assisting in the identification of responsive small and minority firms; (5) Receive and process receiving and processing applications to be registered as a minority firm in accordance with Section 11355230(B); (6) The SMBAO may revoke revoking the certification of any firm which that has been found to have engaged in any of the following: (a) fraud or deceit in obtaining the certification; (b) furnishing of substantially inaccurate or incomplete information concerning ownership or financial status; (c) failure to report changes which affect the requirements for certification; (d) gross negligence, incompetence, financial irresponsibility, or misconduct in the practice of his business; or (e) wilful violation of any provision of this article. (7) After a period of one year, the SMBAO may reissue a certificate of eligibility provided acceptable evidence has been presented to the commission that the conditions which caused the revocation have been corrected.” (C) Where the provisions of this act abolish the Small and Minority Business Assistance Office as a separate division in the executive branch of state government and reconstitute it as a division of the Office of the Secretary of State, the employees, authorized appropriations, and assets and liabilities of the Small and Minority Business Assistance Office are also transferred to and become part of the Office of the Secretary of State. All classified or unclassified personnel employed by the Small and Minority Business Assistance Office on the effective date of this act, either by contract or by employment at will, become employees of the Office of the Secretary of State with the same compensation, classification, and grade level, as applicable. (D) The Code Commissioner is directed to change or correct all references to the Small and Minority business Assistance Office, Governor’s Office of Executive Policy and Programs, to reflect its status as a division of the Secretary of State.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO History 306: Early Modern Europe Robert Blackey PL-249, M & W, 10:00-11:50 am Office & Phone: FOB-224: 537-5550 Winter, 2017 Off.Hrs.: M&W, 9-9:40, noon-1 [History Dept.: SB-327, 537-5524] email:rblackey@csusb.edu Class web page: http://history.csusb.edu/facultyStaff/blackey.htm Web page includes: • syllabus • study questions • Instructions for Answering IDs • ID Worksheet • 3 sample papers • Quotations in History • Multiple-Choice Tips • Thinking Historically If we act only for ourselves, to neglect the study of history is not prudent. If we are entrusted with the care of others, it is not just. Samuel Johnson (1709-84) STUDENT LEARNING OUTCOMES: Students will be able to: (1.1) demonstrate knowledge of relevant historical facts & context; (1.2) demonstrate the ability to frame historical questions; (1.3) demonstrate awareness of historical interpretative differences; (2.1) demonstrate the ability to thoroughly use a broad range of historical sources; (3.1) demonstrate the ability to write clearly. TEXT: J. P. McKay et al., A History of Western Society, Vol. B: From the Renaissance to 1815, 11th ed. (2014) REQUIRED READING: P. Ziegler, The Black Death N.Z. Davis, The Return of Martin Guerre M. Ashley, Louis XIV and the Greatness of France A. Farge & J. Revel The Vanishing Children of Paris: Rumor & Politics before the French Revolution To read without reflecting is like eating without digesting. Edmund Burke (1729-97) ASSIGNMENTS:
307– Alternative Payment Model Initiative – Strategies and Performance-Based Payments Incentive Effective Date: 10/01/17 Purpose This Alternative Payment Model (APM) Initiative - Strategies and Performance-Based Payments Incentive Policy applies to Acute Care, Arizona Long Term Care System Elderly and Physical Disability (ALTCS/EPD), Children’s Rehabilitative Services (CRS), Regional Behavioral Health Authority (RBHA), ALTCS Division of Economic Security/Developmental Disabilities (DDD) Contractors and DDD Sub-Contractors. The purpose of this initiative is to encourage Contractor activity in the area of quality improvement, particularly those initiatives that are conducive to improved health outcomes and cost savings, by aligning the incentives of the Contractor and provider through APM strategies. Definitions Alternative Payment Model Strategies (in LAN-APM Category Order) A model which aligns payments between payers and providers to incentivize quality, health outcomes and value over volume to achieve the goals of better care, smarter spending and healthier people. The APM strategies discussed in this initiative originate from the Learning Action Network APM Framework (LAN-APM) which include the following categories and strategies: Fee-For-Service – No Link To Quality & Value, Fee-For-Service – Link To Quality & Value (Foundational Payments for Infrastructure & Operations, Pay for Reporting, Pay for Performance), APMs Built on Fee-For-Service Architecture (APMs with Shared Savings, APMs with Shared Savings and Downside Risk), Population Based Payment (Condition-Specific Population-Based Payment, Comprehensive Payment, Integrated Finance & Delivery Systems). See Attachment A to view the LAN-APM strategies. Fee-For-Service – No Link To Quality & Value (LAN-APM Category 1) Based
(B) The State may assume the obligation of transporting students living within one and onehalf miles of their schools and who reside within threetenths of a mile walking distance of their residences when it is for the health and safety of the students where when hazardous traffic conditions are involved, provided funds are appropriated annually by the General Assembly for this purpose. In these cases, the local school district shall apply in writing to the State Department of Education for the State to assume the financial responsibility for this transportation, provided funds are appropriated annually by the General Assembly for this purpose. If funds are not appropriated by the General Assembly, then neither the State nor a local school district is required to assume this obligation. Highway and railroad traffic hazardous criteria must be established by the school district governing body and must address the safety of the walk zone as it relates to the location of the school to the student’s residence, the traffic patterns, speeds and volume on roadways and railroads, the existence of sidewalks or other walk paths, the student’s age, available crossing control systems and personnel, and other factors considered pertinent. The districts shall weigh the need for state hazardous transportation funds by giving priority to students who are least familiar with traffic movement and the complexity of the traffic hazards. The Department of Education shall equitably allocate appropriated funds to the district for hazardous transportation services, provided funds are appropriated by the General Assembly for this purpose. The department shall receive each district’s applications for transportation within a hazardous area and apply these against the district’s allocation until available funds are exhausted. When available state funds are exhausted, the remaining costs are the responsibility of the respective district, if the local school district has elected to assume this obligation. If funds are not appropriated by the General Assembly, then neither the State nor a local school district shall be required to assume this obligation. (C) Notwithstanding the provisions of subsection (A), the State shall transport and bear the cost of transporting threeand fouryearold students attending public school programs to their residences at the conclusion of a morning child development session and from their residences to an afternoon child development session. (D) The State shall provide school transportation service as closely and safely as practicable, to the residence of each unescorted student who is eligible to receive statefunded school transportation service and who is enrolled in a fullday fouryearold child development program or kindergarten through the second grade,
town of Weston, to be near her daughter’s family where she died from colon cancer on Christmas Day, 2008. (H) In 2014, the Orangeburg Times and Democrat recognized the talented songstress with the highly distinctive singing style on Day 5 of its “Vintage Orangeburg County” series, “100 Objects in 100 Days”. The series highlighted the rich cultural history of Orangeburg County and told the stories of people, places, objects, and “things” that express the unique nature of Orangeburg County. The list would not be complete without the inclusion of the oneofakind Eartha Mae Kitt. (I) The members of the General Assembly believe it would be a fitting tribute to her memory and career, and an example to young South Carolinians of what a person with talent, drive, and ambition can achieve regardless of circumstances, if her birthday were officially recognized as “Eartha Kitt Day” in South Carolina each year. In addition, establishing an official day to commemorate the life of this native South Carolinian could potentially positively impact the State economically as such a day may attract visitors to the State to patronize its businesses as this remarkable woman is celebrated thereby promoting cultural tourism in the State. Eartha Kitt Day SECTION 2. Chapter 3, Title 53 of the 1976 Code is amended by adding: “Section 53375. January seventeenth of each year, the birthday of the late actress, singer, and native South Carolinian Eartha Mae Kitt, is declared to be ‘Eartha Kitt Day’ in South Carolina.” Time effective SECTION 3. This act takes effect upon approval by the Governor. Ratified the 11th day of May, 2016. Approved the 12th day of May, 2016. __________
Play Environment Sit-down Stand Working attractions Treadmills Motion Platform Hang-on Riding-on Lay-down Getting data Measured time depends on the conditions (movement, velocity, workload) Reference design None (Required the standard) Use case 1 Use case name Measuring the latency Overview The motion-to-photon latency for the commercial HMD was measured. Related actor Player, Device designer, System operator, Sickness evaluator Pre-condition -Preparing VR content for testing -Preparing VR HW system for testing -Defining the motion scenario with various movement, velocity, acceleration. Event Flow -measured by rotating in the yaw and pitch directions -repeating the experiment until getting the statistically reliable data
Virtual camera movement optimization Scene complexity optimization FOV adjustment Sensory conflict synchronization User interface placement Optical flow VR fidelity Frame of reference Latency minimization Frame rate optimization Stereoscopic 3D optimization Resolution optimization Display type Flicker optimization Human factor related issues Environment related issues Gender and age Prior experience Motion sickness susceptibility Duration of VR experience Controllability on VR sickness Stitching optimization Rig configuration Sound configuration Motion platform synchronization Vertical synchronization Clinical protocols Development environments Development environment Operation system : Windows 10 or later GPU: nVidia GTX 580 above Windows DirectX9 or DirectZ11 Development language C# VC++ nVidia PhysX GPU Game Engine: Unity 3D or Unreal Engine
South Carolina General Assembly 122nd Session, 2017-2018 H. 3079 STATUS INFORMATION General Bill Sponsors: Reps. Loftis, J.E. Smith, Funderburk, Pope, Clary, W. Newton, Brown, Whipper, Blackwell and Norrell Document Path: l:\council\bills\dka\3004sa17.docx Companion/Similar bill(s): 44 Introduced in the House on January 10, 2017 Currently residing in the House Committee on Ways and Means Summary: Property tax exemption HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 12/15/2016 House Prefiled 12/15/2016 House Referred to Committee on Ways and Means 1/10/2017 House Introduced and read first time () 1/10/2017 House Referred to Committee on Ways and Means () 2/23/2017 House Member(s) request name added as sponsor: Funderburk 3/14/2017 House Member(s) request name added as sponsor: Pope 3/23/2017 House Member(s) request name added as sponsor: Clary, W.Newton, Brown, Whipper 3/30/2017 House Member(s) request name added as sponsor: Blackwell 3/8/2018 House Member(s) request name added as sponsor: Norrell View the latest at the website VERSIONS OF THIS BILL