zilongwang/ReadingBank huggingface dataset:
ENCLOSURE 2 (For use when adding New Services and/or New SINs) PRICING PROPOSAL TEMPLATE SIN(s) PROPOSED SERVICE PROPOSED (e.g. Job Title/Task) EDUCATION/ CERTIFICATION LEVEL YEARS OF EXPERIENCE COMMERCIAL PRICE LIST (CPL) OR MARKET PRICES UNIT OF ISSUE (e.g. Hour, Task, Sq ft) MOST FAVORED CUSTOMER (MFC) DISCOUNT % OFFERED TO MFC MFC PRICE DISCOUNT % OFFERED TO GSA (off CPL or Market Prices) PRICE OFFERED TO GSA (excluding IFF) FINAL PRICE OFFERED TO GSA (including IFF) ENCLOSURE 3 (For use when adding New Services and/or New SINs) PRICE PROPOSAL 1: GSA’s Pricing Goal Offeror acknowledges that all prices submitted are fully burdened rates inclusive of all cost factors (e.g., direct costs, indirect costs, G&A, profit, and IFF). 2: Pricing Structure Offerors must select only ONE of the following: Offered pricing is based on the offeror’s current commercial practices and the offeror maintains a current, dated Commercial Price List (CPL). The dated CPL is included in the offer. (FAR 2.101: (i) “Catalog price” means a price included in a catalog, price list, schedule, or other form that is regularly maintained by the manufacturer or vendor, is either published or
Karma Farms 7925 US Hwy 59N Marshall, Texas 75670 903-935-9980 World’s Leading Breeder of Colonial Spanish Horses Congratulations to El Tigre Segundo & Kyle Germany-- SMR Rodeo Horse of the Year and Dance Magic & Ashia Yother-- SMR Games and Show Horse of the Year Our horses are eligible for registration with AIHR “O”, HOA, SMR, and SSMA. Proven performance, trainability and conformation. Why not the best? Email: , website: Horses for Sale Guided Trail Rides Overnight Campouts Stallions at Stud Riding Lessons AIHR/SMR Judge Congratulations to Allison Clark on her purchase of the champion mare Buck’s Girl. Good luck at the AIHR National, Allison. See us for your next champion!
c. Use trigonometric analysis to determine the centripetal force on the rider at the full-speed bottom position. d. Determine the centripetal acceleration of the rider at the full-speed bottom position. 9. a. Once the ride is at the top position, observe the ride to estimate the angle between the rider’s torso and the vertical. b. Draw a quantitative side-view diagram for a 70 kg rider using Force Factor values from the graphs. c. Use trigonometric analysis to determine the centripetal force on the rider at the top position. d. Determine the centripetal acceleration of the rider at the top position. 10. a. Once the ride is at the side position, observe the ride to estimate the angle between the rider’s torso and the vertical when the rider is at the bottom of the circle of seats. b. Draw a quantitative side-view free-body diagram for a 70 kg rider using Force Factor values from the graphs.
The following summary reports the 2015 RSP outcomes as required by the following subsections in 3.4 of the Research Studies Program Procedure. 3.4.1.1 Number of RSPs approved 3.4.1.2 Number of RSP Reports submitted on time 3.4.1.3 Number of RSP Reports not submitted on time 3.4.1.4 Number of RSP Reports not submitted Signature of School Dean:
Statistical Decision Table Number of Dependent Variables Nature of Independent Variables Nature of Dependent Variables Tests 1 0 IV's (1 population) interval & normal one-sample t-test ordinal or interval one-sample median categorical (2 categories) binomial test categorical Chi-square 1 IV with 2 levels (independent groups) interval & normal 2 independent sample ordinal or interval Wilcoxon-Mann Whitney test categorical Chi- square test Fisher's exact test 1 IV with 2 or more levels (independent groups) interval & normal one-way ANOVA ordinal or interval Kruskal Wallis categorical Chi- test 1 IV with 2 levels (dependent/matched groups) interval & normal paired t-test ordinal or interval Wilcoxon signed ranks test categorical McNemar 1 IV with 2 or more levels (dependent/matched groups) interval & normal one-way repeated measures ANOVA ordinal or interval Friedman test categorical repeated measures logistic regression 2 or more IV's (independent groups) interval & normal factorial ANOVA ordinal or interval ordered logistic regression categorical factorial logistic regression 1 interval IV interval & normal correlation simple linear regression ordinal or interval non-parametric correlation categorical simple logistic regression 1 or more interval IVs and/or 1 or more categorical Ivs interval & normal multiple regression analysis of covariance categorical multiple logistic regression discriminant analysis
2 or more 1 IV with 2 or more levels (independent groups) interval & normal one-way MANOVA 2 or more 2 or more interval & normal multivariate multiple linear regression 2 sets of 2 or more 0 interval & normal canonical correlation 2 or more factor analysis “UCLA Stata: What statistical test should I use?” Other Online Resources for Deciding Which Statistic to Use UCLA Stata: What statistical test should I use? This is a good resource that provides several links to how to perform each analysis using statistical software. “Review Of Available Statistical Tests” The Decision Tree for Statistics: This is a good online resource to help guide you through what type of statistical analysis to use based on research design and type of data collected. Social Research Methods Selecting Statistics Decision Tree: I find this one to be pretty good because it offers references regarding the statistical tests chosen. Example of Utilizing the Statistics Test Table to Determine What Type of Statistical Analysis to Run Example:
Greater Boston 9 4.4 14.3 Northeast 5 10.6 28.0 Pioneer Valley 6 5.8 16.5 Southeast 6 7.2 18.3 Note. Few districts in The Berkshires and Southwest regions are participating in this study. As adjacent regions in the state, they were combined to protect participants’ anonymity. MCAS Achievement. Considering the data by MCAS achievement level, lower-achieving districts, on average, require fewer assessments. Although medium- and higher-achieving districts seem to require a similar number of assessments, students in medium-achieving districts experience more testing sessions. Table 8. District Assessments by MCAS 2014 Achievement Level (N = 35) MCAS Achievement Levela Number of Districts Average Number of Assessments Number of Testing Sessions Low (40–55%) 10 5.2 18 Medium (56–69%) 14 7.3 21.6 High (≥70%) 11 7.3 17 aAverage rating of “proficient” or higher in English language arts and mathematics. Preparation for State Tests Districts and school respondents were asked how much time is devoted to preparing students to take state-mandated assessments. The answers were fairly consistent between districts and schools. When responses differed, preference was given to responses provided by school respondents, based on the assumption that they are more informed about time devoted to practicing for state assessments in their schools. Reports of time spent preparing for assessments have been ranked in groups of low, medium, and high amounts of time (Table 9). Districts describing their curriculum as aligned so no preparation time is used, or an amount of time shorter than two days, were rated as low. Districts describing preparation times between two and five days were ranked as medium. Districts describing preparation times longer than five days, or ongoing preparation on a daily or weekly basis, were ranked as high. These divisions were chosen as a substantial number of districts clustered around the two- to five-day range, suggesting a possible statewide norm. While reviewing the tables below, it is important to keep in mind that relatively few districts in the sample, 17 percent, devote high amounts of time practicing or preparing for state tests (Table 9). Table 9. Preparation Time for State Tests (N = 35) Low (no time to two days) Medium (two to five days) High (more than five days and ongoing) mandated
City of Houston Council Committee on Budget & Fiscal Affairs Fiscal Year 2017 Budget Workshops Council Member Jack Christie, Chair Council Member Amanda K. Edwards, Vice Chair Brenda Stardig, District A Jerry Davis, District B Ellen R. Cohen, District C Dwight A. Boykins, District D Dave Martin, District E Steve Le, District F Greg Travis, District G Karla Cisneros, District H Robert Gallegos, District I Mike Laster, District J Larry V. Green, District K Mike Knox, Position 1 David Robinson, Position 2 Michael Kubosh, Position 3 May 3, 2016 10:00 A.M. City Hall Council Chamber – 901 Bagby, 2nd Floor Welcoming Remarks Council Member Jack Christie, Chair Houston Fire Department Rodney West, Interim Chief Mayor’s Office Alison Brock, Chief of Staff Finance Kelly Dowe, Director Opportunity for public comment will be made following each department’s presentation. Committee meetings are open to the public. For information about this committee, please contact Matt Brollier, at .
APPENDIX C: Additional Information on Data Used in Report ELIGIBILITY Students eligible for these programs included individuals across the state from the classes of 2003-2017 (grade 8 through post-12th graders) who scored Warning/Failing (level one) on the 10th grade level MCAS ELA and/or Mathematics MCAS test or retests, or on the 7 or 8th grade ELA and/or Mathematics MCAS tests (for students who had not yet taken the 10th grade level tests). Class of 2013-2017 students (grades 8-12) who scored Needs Improvement (level two) on their most recent ELA or Mathematics MCAS were also eligible for services, as were students in grades 8-12 who scored Warning/Failing on their most recent Science and Technology/Engineering (STE) MCAS test. Class year eligibility varied by grant program. In this report, student eligibility numbers were primarily determined from information provided by the Department’s Student Assessment unit. The number of students in the classes of 2003-2015 reported to be eligible for MCAS Support Programs in FY13 was based on the “Historical CD File captured on November 27, 2012.” For students in the classes of 2016 and 2017 (grade 8 and 9), eligibility was based on the 2010-2012 “MCAS megafiles.” The numbers listed under the competitive grant programs were limited to the eligible students in the districts served by the organizations awarded grants. Students were not included in eligibility counts if they were no longer in the system, as indicated by their status distinctions in data collected from districts in June 2013 through SIMS. Students eliminated from eligibility included those who graduated with a Competency Determination, permanent exclusions, drop outs, and deceased students. LOCAL GRADUATION REQUIREMENTS / CERTIFICATE OF ATTAINMENT The number of students reported as meeting local graduation requirements and earning Certificates of Attainment (CA) was based on data reported by districts through SIMS in June 2013 and October 2013. Any student who may have graduated with a CD or CA after this time was not included. Moreover, students who were no longer enrolled in high school (from the classes of 2003-2012) were not included in SIMS during FY13. As a result, for these post-12th grade students, it could not be determined if they had met local graduation requirements or not. NOTE: A CA is what districts have the option of awarding to students who have met local graduation requirements but have not yet earned a CD. Not all districts award CAs. MCAS SUPPORT PROGRAM DATA COLLECTION
METCO serves as the Boston based central office for all Boston METCO parents, students and the general public requesting information about the program. When schools are in session, METCO is open from six-thirty in the morning until eight o’clock at night. and some Saturdays from 10:00 a.m. – 1:00 p.m. for specific purposes. They provide meeting space for parent groups, the MPLC (METCO Parent Legislative Committee) and the alumni association and maintain and monitor the waiting list for interested families. Currently, there are approximately 8,750 students on the waiting list. METCO also conducts information sessions for families on the waiting list to educate them about the program. They also have an annual orientation in August for new families entering the program and distribute the METCO parent handbook, which is also uploaded to the website. In August 2016 they had more than 100 families attend. New Applicants on Waiting List During the Period July 1, 2015 – June 30, 2016 Breakdown by Race Total Students - 725 African American 451 Asian 28 Caucasian 7 Hispanic 176 Native American 0 Other 61 Undesignated 2 Breakdown by Grade Grade Number Registered Grade Number Registered PK 426 6 26 K 77 7 20 1 37 8 21 2 32 9 10 3 30 10 1 4 21 11 0 5 24 12 0
DISTRICT NAME WILL GO HERE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 3 Text here 4 Text here 5 Text here 6 Text here 7 Text here 10 Text here 11 Text here 12 Text here 13 Text here 14 Text here 17 Text here 18 Text here 19 Text here 20 Text here 21 Text here 24 Text here 25 Text here 26 Text here 27 Text here 28 Text here 31 Text here
False TRUE or FALSE: Bones have tiny passageways that contain nerves and blood vessels. True TRUE or FALSE: Groups of the same types of cells form tissues. Groups of tissues working together form organs. Groups of organs working together form systems. Groups of systems working together make up the human body. True TRUE or FALSE: The dermis normally protects you from bacteria, fungi, and viruses that are on objects you touch. False Match each bone name to its shape. (1 point each correct match) Correct matches are: Skull – Flat Femur – Long Wrist – Short Vertebrae – Irregular Match each bone name to its description below. (1 point each correct match) Correct matches are: Skull – the bones that make up the head and protect the brain Vertebrae – make up the backbone that runs from the bottom of the skull through the pelvis Ribs – a series of long curved bones that connect at the vertebra and the sternum and protect the organs of the body Femur – a bone of the leg between the pelvis and the knee Match each bone name to its main function. (1 point each correct match) Correct matches are: Vertebrae (backbone) – Support Sternum (breastbone) – Protection Phalanges (fingers and toes) – Movement
Example (in Boston): When measuring the Sun at 11am, you find that the compass reads 165° Calculations: 11:00 am 165° (measured) 4:00 pm 180 + (15*4) = 240° 240° -165° = 75° Local time: Local bearing of the sun: Greenwich Time: Greenwich bearing of the sun: Local Longitude: Reflection: In the 1600s, this fairly simple measurement was nearly impossible to make, not because they didn’t know how but because they didn’t have a way to know what time it was back in Greenwich with any reliability. Why would not knowing what time it was prevent them from calculating their longitude? If you don’t know what time it is in Greenwich, it is impossible to know the position of the local sun relative to its position in Greenwich. Therefore one cannot calculate his longitude. Pendulum clocks had been invented in the 1600s, so why couldn’t they just take a clock aboard a ship with them and keep it set to Greenwich Time as they sailed? Pendulums would not be able to swing at a regular one-second interval on a pitching and rolling ship. The clock would be unable to keep constant. If the world voted and decided to make the 0° longitude line run through Denver, Colorado, would this affect your ability to make the measurement you made here? Why or why not? The measurement would yield the same calculation, but the numbers themselves would be different.
Support Staff #2 Office Scenario Role: Prior to Gun – attempts to calm shooter, when gun is observed, cowers and attempts to hide ACTION when confronted by shooter; when gun is observed, cowers and attempts to hide Support Staff #3 Office Scenario Role: As advised by control staff ACTION when confronted by shooter; as advised by control staff RN #1 Office Scenario Role: RN renders aid to shooting victims ACTION when confronted by shooter; RN renders aid to shooting victims RN #3 Office Scenario Role: Walks out of room asking what is going on? ACTION when confronted by shooter; Runs or hides
Corridor and System Coordination This section should address the correlation of the proposed Purpose-and-Need with statewide, regional, and local planning efforts described in the following: Complete-streets for multimodal transportation District System Management Plan (DSMP)/Project List (DSMP/PL) Transportation Concept Reports/Route Concept Reports (TCR/RCR) Corridor System Management Plan (CSMP) Regional Transportation Plans (RTP) Congestion Management Program (CMP) State Implementation Plan (SIP) Bicycle and pedestrian master plans Short and Long Range Transit Plans Local Measure Programs General Plan and Circulation Elements Summarize and discuss the key elements of the Transportation Planning Scoping Information Sheet, located at: . Include, if applicable, complete-streets and context-sensitive-solution features, including comments from local and regional stakeholders. Identify and address other State highway regional, and local goals. Planned projects, within project vicinity, should be identified and their relevance to the region and corridor plans discussed. Describe how this project, if relevant, fits into the overall concept for the route and its ultimate plan. Existing Facility Condition This section is used to describe the existing facility within the proposed project limits. Information must reflect applicable SHOPP assets within the project. Corridor Geometric Information and Condition plus Topical Attributes Earth retaining systems Fences Hydraulic facilities Landscape Landscape irrigation facilities Lights Guardrail Noise barriers
Provide horizontal "L" shaped corner bars of same cross section and spacing as horizontal bars or welded wire fabric around wall and grade beam corners. Cover electrical conduit, ductwork or piping buried in slabs with 600 mm wide strip of 102 x 102 x MW13.3 x MW13.3 welded wire fabric. If principal slab reinforcement is placed above conduit then place 600 mm strip under conduit. Position of reinforcing steel takes precedence over conduit, ductwork, or piping. PLACEMENT Place reinforcing steel as indicated on reviewed placing drawings and in accordance with CSA A23.1. Chair slab reinforcing not further apart than 1.2 m in either direction. Place, support and secure reinforcement against displacement. Do not deviate from required position. Do not displace or damage vapour barrier. Repair and reposition vapour barrier as required. Use plain round bars as slip dowels in concrete. Paint portion of dowel intended to move within hardened concrete with one coat of asphalt paint. When paint is dry, apply a thick even film of mineral lubricating grease. Prior to placing concrete, obtain Minister’s approval of reinforcing material and placement. Ensure reinforcement location is maintained to provide required concrete cover to reinforcement during placement of concrete. Place reinforcing steel in [ ], [ ] [, and] [ ] to provide concrete cover for [ ] hour fire endurance, as required by the Alberta Building Code. Protect [epoxy] [and] [paint] coated portions of bars with covering during transportation and handling. Place reinforcing steel to provide concrete cover as follows: Item Cover [mm] Beam Stirrups [40] [ ] Supported Slabs and Joists [20] [ ] Column Ties [40] [ ] Interior Walls [25] [ ] Walls Exposed to weather or backfill [50] [ ] Footings and concrete formed against earth [75] [ ] Slabs on Fill [50] [ ]
Table 1. Indicators related to Porter's Five Forces based on authors Force No. Indicators How effects on Dess Lee et al. Swaan & Gabriel et al. and Alavi Shafi'i and Jalili Threat of new entrants 1 standardization of products 2 Quality products of manufacturers 3 Manufacturers strive to lead the industry costs 4 Economy of scale 5 Initial investment needed to enter the industry 6 Proprietary technology 7 Suitable location 8 Required knowledge and expertise 9 number of distribution networks 10 Government support for producers in the industry 11 Access of manufacturers to raw materials 12 switching cost Bargaining power of buyers 1 number of buyers 2 volume of purchases per buyer 3 information of Buyers 4 switching cost 5 Customer sensitivity to price 6 standardization of products 7 Product quality of manufacturers Bargaining power of suppliers 1 Number of suppliers 2 Quality Products Suppliers 3 Take advantage of alternative raw materials 4 importance of the industry for suppliers 5 switching cost Threat of substitutes 1 arrival of substitute goods 2 Quality and favorable price alternative products 3 Customer interest in new products Rivalry among competitors 1 Industry growth 2 number of competitors 3 Plus any manufacturer's production capacity 4 Costs out of the industry 5 Fixed costs (storage, etc.) manufacturers 6 switching cost 7 Standardized Products
Gabriel, E.O. (2006). “Application of porter’s five forces framework in the banking industry of tanzania: determine, develop and deliver competitively”, IMS International Journal, india. Grundy, T. (2006). “Rethinking and reinventing Michael Porter’s five forces model”, Strategic Change, 15: 213-229. Jones, M.A, L- Mothersbaugh, D. & Beatty, S.E. (2002). “why Customers stay. Measuring the underlying dimentions of services switching Cost and managing their differential strategic outcomes”, Journal of Business research, 55: 441-450. Karagiannopoulos, G.D., Georgopoulos, N. & Nikolopoulos, K. (2005). “Fathoming Porter’s five forces model in the internet era”, Emerald Group Publishing, 7(6): 66-76. Kim, B.Y. & Oh. H. (2004). “How do hotel firms obtain a competitive advantage?”, International Journal of Contemporary Hospitality Management, 16(1): 65-71. Lee, H., Kim, M. S. & Park, Y. (2012). “An analytic network process approach to operationalization of five forces model”, Applied Mathematical Modelling, 36: 1783-1795. Swan Arons, H.de. & Waalewijn, P. (1999). “A Knowledge Base Representing Porter’s Five Forces Model”, International Conference on Computational Intelligence for Modeling, Control and Automation. Tavitiyaman, P.,Qu, H. & Zhang, H.Q. (2011). “The impact of industry force factors on resource competitive strategies and hotel performance”, International Journal of Hospitality Management, 30: 648–657. 4/6/2016
Integrated Management of Tehran, 2nd conference of Environmental Engineering, University of Tehran. Mahdavi, M., 2013. Applied Hydrology (Second Vol), Tehran University Press. FAO. (2004). Carbon sequestration in dryland soils word soils resources report 102, NRCS, Rome. Giridhari, S. P., and Thapa, G. B. (2004). “Impact of social, institutional and ecological factors on land management practices in mountain watersheds of Nepal.” Applied Geography, 24, 35-55. 11/25/2016
Wang Z, Li K, Lambert P, Yang C. Identification, characterization and quantitation of pyrogenic polycylic aromatic hydrocarbons and other organic compounds in tire fire products. Journal of Chromatography A 2007; 1139(1):14-26. Wang Z, Yang C, Yang Z, Sun J, Hollebone B, Brown C, Landriault M. Forensic fingerprinting and source identification of the 2009 Sarnia (Ontario) oil spill. Journal of Environ. Monit. 2011; 13:3004-3017. Wang Z. Oil Weathering and chemical fingerprinting of spilled or discharged petroleum in the environment. IOC/WESTPAC Workshop, Qingdao, China 2009. Waples DW. Geochemistry in Petroleum Exploration. International Human Resources Development Corporation, Boston 1985. Yim UH, Ha SY, An JG, Won JH, Han GM, Hong SH, Kim M, Jung JH, Shim WJ. Fingerprint and weathering characteristics of stranded oils after the Hebei Spirit oil spill. Journal of Hazardous Materials 2011; 197:60-69. 12/21/2016
NCAT99 "Design of new-generation open graded friction course",2003. [NAPA 115 "National Asphalt Pavement Association - Porous Asphalt Requirements",2003. AASHTO T 245 "Standard Method of Test for Resistance to Plastic Flow of Bituminous Mixtures Using Marshall Apparatus",2015. AASHTO T209 "Standard Method of Test for Theoretical Maximum Specific Gravity (Gmm) and Density of Hot-Mix Asphalt (HMA)",2012. AASHTO T 305 "Method of Test For Determination Of Draindown Characteristics In Uncompacted Asphalt Mixtures",2014. AASHTO T 269 "Standard Method of Test for Percent Air Voids in Compacted Dense and Open Asphalt Mixtures",2014. ASTM PS 129 "Standard Provisional Test Method for Measurement of Permeability of Bituminous Paving Mixtures Using a Flexible Wall Permeameter",2001. AASHTO T283 "Standard Method of Test for Resistance of Compacted Asphalt Mixtures to Moisture-Induced Damage",2014. "Laboratory Tests Guide", General Authority for Roads, Bridges and Land Transport, Egypt, 2015. AASHTO T340 "Standard Method of Test for Determining the Rutting Susceptibility of Hot Mix Asphalt (APA) Using the Asphalt Pavement Analyzer",2010. 3/15/2017
metastasis through regulation of cell polarity and differentiation programs, and independent of Snail1. Plate no. (1): Sections examined from normal skin biopsy displays diffuse mild to moderate cytoplasmic LOXL2 expression (Immunoperoxidaseoriginal magnification 40XHPF). Plate no. (2): Mild to moderate cytoplasmic LOXL2 expression in the covering psoriatic epidermis (Immunoperoxidaseoriginal magnification 100 XHPF). Table (1): Immunohistochemical expression of LOXL2 in normal skin. LOXL2 expression in normal skin Normal skin N = 10 No % Expression Positive Negative 10 0 100 0 Intensity Mild – moderate Mild strong Moderate – strong 9 0 1 90.0 0.0 10.0 Distribution Patchy Diffuse 8 2 80.0 20.0 Cellular localization Cytoplasmic Other patterns 10 0 100 0 Percent X ±SD Range 25.0±15.63 10 – 50 H score X ±SD Range 35.0±30.91 10 – 110 Stroma No % Expression Positive Negative 10 0 100 0 Type Inflammatory Adnexa Adnexa & inflammatory 8 0 2 80.0 0.0 20.0 Table (2): Immunohistochemical expression of LOXL2 in psoriasis Psoriasis N = 20 No % Expression Positive Negative 15 5 75.0 25.0 Intensity Mild – moderate Mild strong Moderate – strong 12 0 3 80.0 0.0 20.0 Distribution Patchy Diffuse 15 0 100 0 Cellular localization Cytoplasmic Other patterns 15 0 100 0
Williams, H.D., Zlosnik, J.E. and Ryall, B. (2007). “Oxygen, Cyanide and energy generation in the cystia fibrosis pathogen Pseudomonas aeruginosa Adumicrob. Physiol. 52 pp 1-71. Doi:10,1016/500652911(06)52001-6, PMID 17027370. 8/25/2018
The Matter Change Question Predictions about changes in BTB How will matter changes in this system affect CO2 in the air and the color of the BTB? Most students will expect the flame to produce CO2 and therefore predict correctly that the BTB will change color to green or yellow. What molecules do you think carbon atoms are in the ethanol before it burns? Level 4: Ethanol Level 2 or 3: may be blank or say I don’t know or air. What molecules do you think carbon atoms are in after the ethanol burns? We expect most students at all levels to say that atoms are in carbon dioxide. The Energy Change Question Predictions about energy What evidence of energy change will you be able to observe? We expect most students at all levels to mention heat and light energy. What forms of energy do you think are in the ethanol? Level 4: Chemical energy Level 2 or 3: may be blank or say I don’t know or describe some type of energy (e.g., heat or kinetic) from the flame or match How is that energy changes as the ethanol burns? We expect most students at all levels to mention heat and light energy Level 4 students will describe an energy transformation from chemical energy to heat and light.
characters and strings in JavaScript, the program attempts to map these strings into valid JavaScript commands (e.g. window.alert). Remembering that anything in “” is a non-changing value and that anything in the format window.location. is either a method (i.e. it performs some task) or a value (i.e. it stores some information) take the above URL and write apply the code in line 4 against it. Write down the new URL that would be generated if we were to call the window.location.replace method on it. New URL: Now, lets copy our new URL and paste it in a web-browser. Were you prompted to login to researchport? Did you pull up a webpage from which you could get the full text? Lets try it again by taking the code on lines 3-5 and assembling them into a single line of code. Load the ACM Url again and then copy and paste your singl line of code from step 10 into the URL. Hit enter. What happens? Did you get through the proxy? A quick note on query strings. Query strings are all of the text in a URL that come after the “?”. Query strings are used to pass variables to web applications so that they know what to do next. In the above URL, the query string is id=1734388. Create our bookmarklet We can see that applying this JavaScript operation to the above url redirects it through the university proxy server. This means that we can be off campus when we find a resource on the web and use this code to access the resource using the campus proxy server. Now that we have explored the components of our JavaScript function and understand what it does lets turn it into a bookmarklet so that we can have simple access to this function anytime we need it.
Western PA UM Conference - Clergy Appointments- In Focus Publication - Joyful Noise - Subscribe to Publications - Conference Resources - Conference Events Registration Page: Reflections!- Imagine No Malaria - Discipleship Ministries People are looking for a church to visit. Help them find you! Special Sundays for 2018: Conference and General Church Special Sundays/Weekends for 2018 are listed on the Conference website. See the dates at Official Journal Online: WPA Conference Center 1-800-886-3382 1204 Freedom Road P.O. Box 5002 Cranberry Twp, PA 16066-0002
If referring to the Barnet CAMHS Primary and Secondary Project, Schools are advised to discuss the referral with the relevant clinician attached to your school and to clearly write on the referral form that the referral has been discussed. If you are requesting a neurodevelopmental assessment, a report from school such as a classroom observation is also required. If you have any queries regarding the referral process, please do not hesitate to contact Dr Eleanor Martin, Team Manager, Targeted Services Barnet CAMHS or Susan Bumby, Access Co-ordinator, on 020 8702 4194 or . Yours faithfully Dr Eleanor Martin On behalf of the Barnet CAMHS Access (Referrals) Team
Pursuant to Rule 28-106.215, F.A.C., a party’s proposed findings of fact and conclusions of law, if any, statement of issues and positions, and brief, shall together total no more than 40 pages and shall be filed at the same time, unless modified by the Presiding Officer. IX. Controlling Dates The following dates have been established to govern the key activities of this case: (1) Utilities’ Final True-Up Testimony and Exhibits April 3, 2017 (2) Utilities’ Preliminary List of New Projects for Cost Recovery (if any) July 7, 2017 (3) Florida Power and Light Company’s (FPL) Estimated/Actual Testimony and Exhibits July 19, 2017 (4) All Other Utilities’ Estimated/Actual Testimony and Exhibits August 4, 2017 (5) FPL’s Projection Testimony and Exhibits August 11, 2017 (6) All Other Utilities Projection Testimony and Exhibits September 1, 2017 (7) Intervenors’ Testimony and Exhibits regarding FPL August 23, 2017 (8) Staff Testimony and Exhibits regarding FPL August 28, 2017 (9) FPL’s Rebuttal Testimony and Exhibits regarding FPL September 18, 2017 (10) Staff and Intervenors’ Testimony and Exhibits regarding All Other Utilities September 22, 2017 (11) Utilities’ Rebuttal Testimony and Exhibits regarding All Other Utilities September 29, 2017 (12) All Parties’ Prehearing Statements September 29, 2017 (13) Prehearing Conference October 11, 2017 (14) Discovery Completed October 11, 2017 (15) Hearing October 25-27, 2017 (16) Briefs Due November 8, 2017
Request For Designated Routes Up To 129,000 Pounds ITD 4886 (Rev. 03-14) Idaho Transportation Department itd.idaho.gov This form is designed to be completed electronically. If completing manually and additional space is needed, continue the narrative on the reverse side. Correspond the number of the section on the front with the continuation on the reverse. Company Name Contact Person’s Name Contact Phone Number Fax Number E-Mail Address Company Address City State Zip Code State Highway Route(s) Requested Vehicles operating on the requested routes cannot exceed the maximum overall length or off-track as shown on the Extra Length Map at . Submit a map with requested route(s) along with this completed form. Highway Number Beginning Milepost Ending Milepost Highway Number Beginning Milepost Ending Milepost Local Route(s) Requested Roadway Name(s) Beginning Milepost Ending Milepost Jurisdiction Name Date Request Sent Reasons for Request - Continue on reverse side if necessary, corresponding the number of the section with the continuation. 1. Justification 2. Associated Economic Benefits 3. Approximate Number of Trips Annually 4. Commodities Being Transported 5. Anticipated Start Date to Use Requested Routes Requestor’s Printed Name Requestor’s Signature Date Requestor is required to submit a completed application to ITD (see below) and to city, county, and/or highway district officials where the requested state route (or state route segment) is contiguous to respective jurisdiction(s). Idaho Transportation Department Attn: Chief Engineer PO Box 7129 Boise ID 83707-1129 or Fax: (208) 334-8195 Email: ITD Use Only Hwy Review Proceed Reject Date D-1 D-2 D-3 D-4 D-5 D-6 Bridge Review Proceed Reject Date Chief Engineer Proceed Reject Date Proceed Reject Date Cc: Local Highway Technical Assistance Council (LHTAC)
void ShowData(); void Marks(); //Function to change Score long R_id() {return Aid;} }; void Update(int PId) { fstream fin; fin.open(“AllData.DAT”,ios::binary|ios::in|ios::out); Player pn; int Record=0,Found=0; while (!Found&&File.read((char*)&pn, sizeof(pn))) { if (Id==A.R_id()) { cout<<”Enter Marks…”; cin>>A.Marks(); _________________ //statement 1 _________________ //statement 2 Found = 1; } Record++; } if(Found==1) cout<<”Record Modified”; fin.close(); } Write the Statement1 to position the File Pointer at the beginning of the Record for which the Player’s Id matches with the argument passed, and Statement2 to write the updated Record at that position. b) Write a function in C++ to read the content of a text file “Story.txt” and display all those lines which are either starting with ‘A’ or starting with ‘X’. 2 c) A binary file “Items.dat”, containing records of the following class CANDY type : 3 class CANDY { char c_no[10]; char c_name[40]; long no_of_items; public: void getdata()
Testing Schedule (SPRING 2017) Monday April 17 Tuesday April 18 MAP 3rd, 4th, 5th Language Wednesday April 19 MAP 3rd, 4th, 5th Reading Thursday April 20 MAP 3rd, 4th, 5th Math Friday April 21 MAP 3rd, 4th, 5th Make-ups 5th HP 4th iPad 3rd iPad Monday April 24 MAP (K-2) Media Center 8:00 K—Whitesides R 9:00 K-- H. Smith R 10:00 K—Marin R Classroom 8:30 1st --North R 9:30 1st --Carlson R 10:30 1st –Nuckolls R 2nd MAP Language 8:00-8:30 MAP 3rd, 4th, 5th Make-ups Tuesday, April 25 MAP (K-2) Media Center 8:00 K-Whitesides M 9:00 K-- H. Smith M 10:00 K-- Natoro M Classroom 8:30 1st North M 9:30 1st Carlson M 10:30 1st –Nuckolls M 2nd MAP Reading 8:00-8:30 MAP 3rd, 4th, 5th Make-ups Wednesday, April 26 MAP (K-2) Media Center 8:00 K- Natoro R 9:00 K- Marin M Classroom 8:30 1st—McGuire R 9:30 1st—Futrelle R 2nd MAP Math 8:00-8:30 MAP 3rd, 4th, 5th Make-ups Thursday, April 27 MAP (K-2) Media Center 8:00 K-- Stallings R 9:00 K – L. Smith R Classroom 8:00 1st—McGuire M 9:00 1st—Futrelle M 2nd Make-ups MAP 3rd, 4th, 5th Make-ups Friday, April 28 MAP (K-2) Media Center 8:00 K-- Stallings M 9:00 K--L. Smith M Make-ups 2nd Make-ups MAP 3rd, 4th, 5th Make-ups Kinder, 1st… (MacBooks Primary MAP.. Reading and Math) 2nd and Math)
A Lunch 11:17 – 11:52 11:52-11:58 Passing 11:17-11:58 (41 minutes) 4th/5th Period 11:17 – 12:45 (88 minutes) 12:45-12:52 Passing B Lunch 12:04-12:39 (35 minutes) 4th/5th Period 11:58 – 1:27 (89 minutes) 1:27-1:33 Passing 4th/5th Period 12:45-1:27 (42 minutes) C Lunch 12:52 – 1:27 (35 minutes) 6th/7th Period 1:33 – 3:01 (88 minutes) Principal Dr. Christian Willmore 228.6705 Main Office Assistant Principal Dr. Betty Sanders 228.6710 Room A-139 Assistant Principal Gordon Laurie 228.6660 Room B-303 Assistant Principal Dr. Francis Legagneur 228.6715 Room B-203 Secretary Alicia Zekan 228.6705 Main Office Secretary Delicia Moton 228.6710 Room A-139 Secretary David Criollo 228.6660 Room B-303 Secretary Willow Scott 228.6715 Room B-203 Assistant Principal Elizabeth Rowden 228.6668 Room B-126 Director of Counseling Dr. Amy Shilo 228.6720 Room C-141 Dir. of Student Activities Noel Deskins 228.6733 Room E-118 Youth Resource Officer Aaron Queen 228.6708 Room A-112 Secretary Mary Thacker 228.6720 Room C-129 Assistant Robert Strauss 228.6662 Room E-119 Attendance Office Tina Soltow 228.6730 Room C-126 Attendance Office Miriam Ramirez 228.6731 Room C-126 Attendance Specialist Shaheed Patterson 228.2385 Room B-129 Secretary Heather Comeau 228.6700 Room D-114 Secretary Bilingual Resource Bilingual Resource Bilingual Resource
Reyna Berrios 228.6720 Room C-129 Spanish Patricia Huachillo 228.6745 Spanish Juana Manzano 228.6748 Spanish Walter Valdez 228.6668 Counselor Joe Spencer 228.6717 Room C-134 Counselor Alvin Truesdale 228.6669 Room C-138 Counselor Veronica Covarrubias 228.6713 Room C-135 Counselor Al Reid 228.6707 Room C-132 Counselor Sarah Snyder 228.6706 Room C-137 Counselor Kelly Carruthers 228.6723 Room C-133 College & Career Counselor John Clisham 228.6711 Room C-127/C-128 Registrar Maria Posas 228.6741 Room C-139 Asst. to Registrar Ngo Yen 228.2392 Main Office Senior Project Coordinator Lisa Labella 228.6666 Room A-137 Minority Coordinator Alan Beitler 228.6669 Room C-131
A SENATE RESOLUTION TO CONGRATULATE BISHOP ENGLAND HIGH SCHOOL’S ATHLETIC DIRECTOR AND VARSITY GIRLS’ BASKETBALL COACH, PAUL RUNEY, UPON THE OCCASION OF HIS 600TH CAREER WIN AND TO RECOGNIZE THE SCHOOL’S ATHLETIC PROGRAM FOR ITS SUCCESS UNDER HIS LEADERSHIP. Whereas, Coach Paul Runey celebrated his 600th career win on January 17, 2015 against rival PorterGaud; and Whereas, Coach Runey is a 1974 graduate of Bishop England High School and has been involved with the athletic program there for forty years. He currently coaches the varsity girls’ basketball team and serves as the school’s athletic director, a position he has held for sixteen years; and Whereas, under his leadership as athletic director, the Bishop England athletic program has accumulated many national rankings, including being named by Sports Illustrated magazine as the number one athletic program in the state of South Carolina in 2009. Bishop England’s program was ranked fifth in the nation in a 2013 MaxPreps ranking and the school has been awarded the South Carolina “Athletic Director’s Cup” for each of the last twelve years, and in 2013, USA Today named the athletic program among the nation’s top ten high school programs; and Whereas, Coach Runey has demonstrated his outstanding leadership skills while serving as the NorthSouth All Star Game assistant coach and also as head coach and again as head coach of the South Carolina AllStar Team’s Carolinas’ Classic Game. He has had six teams reach the Lower State championship, and has been named the Post and Courier’s “Coach of the Year” twice. Coach Runey has
FHI360 planning to start beginning of May to construct HH latrines Bakasi: IMC indicated that in spite of sending invitation and reminders, Bakasi camp WASH coordination meetings have been not well attended. He appealed to WASH Sector partners involved there to pay attention to the matter and attend the next meeting scheduled on April 05th 2018 at NEMA Office. The Chair informed that he and the co-chair will attend the next meeting and stressed to all the need to do the same All WASH Partners who are implementing in Bekasi camp to attend the next meeting scheduled on April 05th 2018 at NEMA Office. IMC, NRC, ACF, RUWASA, WASH Sector Coordination (SMoWR and UNICEF) 05th April 2018 7.Update from Technical WG WASH Technical Working Group: Save the children, Co-chair of the Group, briefed that meeting held on 13 march discussed among other topics the review of 2016 WASH Sector Technical guidelines. The group agreed on some of the topics that need to be reviewed including the design of latrines. Partners are expected to send their various inputs to Save the Children which is leading the process. All TWG partners to send their contributions for the revision of the WASH Sector technical guidelines to save the children before the next meeting on 3rd of April. All members Before 3rd of April Hygiene Promotion TWG: CRS, the chair of Group briefed on the outcomes of meeting held on March 14th 2018. Please refer to the minute of the meeting for more details. However, note the key action points All members of the Group to fill information on pre-distribution, post distribution and proposed locations for MHM assessment. CRS and all TWG member March 26th 2018
(D) The Study Committee shall make a report of the Study Committee’s recommendations to the General Assembly by December 31, 2015, at which time the Study Committee must be dissolved. SECTION 2. This joint resolution takes effect upon approval by the Governor. XX
43 Techiteg Lifestyle pvt.ltd. 9764674872 Flat No.-c/1,,First Floor, Ratna tower, Bomikhal,cuttack road, Bhubaneswar 44 Tiki Engineering (OPC) pvt.ltd. 9437061485 S-72,,Maitrivihar,Bhubaneswar, 45 OM Traders 9937318031 Shop no-25,,G R Mill Complex,Old ND -6, Baragarh 46 Satattva Sustainable Development 7978860891 Ward No. 5,,Holding No. 91,Indra Chowk, Burla, Sambalpur 47 A.P.Enterprises 9776381670 Birsa Dahar Road,,Rourkela, 48 Truesolar pvt.ltd. 9439099990 plot no. 4071/B,Samantray Colony, Ravi Talkies Road, Bhubaneswar info@truesolar.in Top of of Form
Summary of Digestion and Absorption of Different Macronutrients by Region Protein Carbohydrates Lipids ORAL CAVITY - Salivary Amylase Lingual Lipase ESOPHAGUS - - - STOMACH Stimulus: anticipation of a meal or arrival of bolus Hormone: Gastrin Protein Pepsin (secreted by chief cells as pepsinogen, converted to active pepsin by HCl) Polypeptides SMALL INTESTINE Stimulus: arrival of acidic chyme Hormone: CCK Trypsin Chymotrypsin Carboxypeptidase (all are secreted as inactive proenzymes – trypsin is activated intially by enterokinase, trypsin in turn activates others) Amino Acids & Short Peptides Amylase (pancreatic) Mono, Di & Trisaccharides (Simple Sugars) Bile Salts and Lipase (pancreatic) Monoglycerides and Fatty Acids INTESTINAL MUCOSA (brush border enzymes) Peptidases Amino Acids Facilitated Diffusion and Cotransport Amino Acids Lactase Maltase Sucrase Monosaccharides Facilitated Diffusion and Cotransport Monosaccharides Monoglycerides and Fatty Acids Diffusion Monoglycerides and Fatty Acids Triglycerides Chylomicrons CIRCULATION Facilitated Diffusion and Cotransport Amino Acids Facilitated Diffusion and Cotransport Monosaccharides Exocytosis Chylomicrons
Shore Pac GCV synthetic slurry must comply with the requirements shown in the following table: Shore Pac GCV Quality characteristic Test method Requirement Density Mud weight (density), API RP 13B-1, section 4 During drilling (pcf) ≤ 64.0a Before final cleaning and immediately before placing concrete (pcf) ≤ 64.0a Viscosity Marsh funnel and cup. API RP 13B-1, section 6.2 During drilling (sec/qt) 33–74 Before final cleaning and immediately before placing concrete (sec/qt) ≤ 57 pH Glass electrode pH meter or pH paper 8.0–11.0 Sand content, percent by volume Sand, API RP 13B-1, section 9 Before final cleaning and immediately before placing concrete (%) ≤ 1.0 NOTE: Slurry temperature must be at least 40 °F when tested. aIf authorized, you may use slurry in a salt water environment. The allowable density of slurry in a salt water environment may be increased by 2 pcf. Terragel or Novagel Polymer synthetic slurry must comply with the requirements shown in the following table: Terragel or Novagel Polymer Quality characteristic Test method Requirement Density Mud weight (density), API RP 13B-1, section 4 During drilling (pcf) ≤ 67.0a Before final cleaning and immediately before placing concrete (pcf) ≤ 64.0a Viscosity Marsh funnel and cup. API RP 13B-1, section 6.2 During drilling (sec/qt) 45–104 Before final cleaning and immediately before placing concrete (sec/qt) ≤ 104 pH Glass electrode pH meter or pH paper 6.0–11.5 Sand content, percent by volume Sand, API RP 13B-1, section 9 Before final cleaning and immediately before placing concrete (%) ≤ 1.0 NOTE: Slurry temperature must be at least 40 °F when tested. aIf authorized, you may use slurry in a salt water environment. The allowable density of slurry in a salt water environment may be increased by 2 pcf.
Warning signs · Signs will be clearly displayed in a relevant range of languages wherever necessary. Once we gain full access to the building these signs will be implemented by the 6/9/12 Water temperature · All hot water taps to which the children have access must come from a temperature-controlled source to prevent Scalding. This will be checked along with the maintenance of the water supply. Toilet areas · Toilets are to be checked at least once per hour to ensure they are reasonably clean, and that supplies of toilet paper, soap and towels are replenished. · If necessary, nappy changing facilities are located in the disabled toilet in the hall way and in each rooms toilet area. Potties are to cleaned and sanitised after each individual use . All children’s details who are changed will be recorded in the nappy changing folder located in each nappy changing area The bind in the children’s toilet will be removed by the 30/8/17 A safety gate is going to be built in the hallway to stop children accessing other parts of the building, whilst gong to the toilet independently. This will be a similar style to the one in the front room and will be completed by 6/9/17 Section 3: Outdoor Areas Debris, etc Staff will check outdoor areas for debris, etc. before every session and take prompt remedial action. staff will sign a daily check list to ensure this is done for each outside area Hazardous plants Staff will check outdoor areas for nettles, etc. before every session and take prompt remedial action. (Note: herbicides may only be applied during preschools closed holidays) a wasp nest has been reported to the council 10th Aug 2017 Sand trays · Staff will check trays for debris, etc. before every session and take prompt remedial action.
Listen to Betsy Wade oral history interview, 8 Oct. 7 Ethics, legalities Yow, chapters 5-6, appendices Sakai/interview agreement Oct. 9 Listening and seeing Guest: Jock Lauterer Sakai/selections from Lauterer, Runnin’ on Rims Sakai/Slim & Thompson, “Ways of Listening” in The Oral History Reader 9 Oct. 14 Organizing with themes Yow, chapters 7-8 Sakai/ Ferrari, “Christiane Amanpour” in Reporting America at War Sakai/selections from Jones & Egelhoff, Working in Tobacco Oct. 16 History and memory Sakai/Borland, “‘That’s Not What I Said,’” in The Oral History Reader 10 Oct. 21 Analysis and interpretation Yow, chapter 10 Oct. 23 Field notes Yow, chapter 11 Sakai/Selected field notes 11 Oct. 28 Writing profiles Read “Against All Odds, a Beautiful Life,” Read “Derlin Loya” and “”Eva Maria Rains Archuleta” at “Voces” oral history project, http://www.lib.utexas.edu/voces/ Oct. 30 Writing profiles, cont. Read Talcott, profile of Helen Thomas (First Place winner, Hearst Journalism Awards Program, 2002) 12 Nov. 4 Placing your subject in historical context Student presentations Nov. 6 Placing your subject Student presentations 13 Nov. 11 Placing your subject Student presentations Nov. 13 Placing your subject Student presentations 14 Nov. Preserving oral Listen to interview with Lara Logan
18 history Nov. 20 Work in class on your project 15 Nov. 25 Work Day (on your own) Nov. 27 NO CLASS --- THANKSGIVING HOLIDAY 16 Dec. 2 Presentation of final projects Dec. 4 Presentation of final projects Final project (written material) due to instructor