zilongwang/ReadingBank huggingface dataset:
elimination of appropriations to the Department of Education for state aid to school districts for school bus drivers, aides to drivers, and other transportation needs, funds saved by the Department of Education due to the closure of school bus maintenance facilities, and other funds, including those set aside for the purchase of school buses, all as determined by the General Assembly in the general appropriations act, must be placed annually into a special fund administered by the Department of Education to be known as ‘School Transportation Reimbursement Fund’. All interest or other income of the fund must remain in the fund. Beginning with fiscal year 20122013, the Department of Education shall provide payments to school districts from this fund on a quarterly basis, as these districts begin the operation of their own student transportation, either by employing a private contractor, or by selfoperation, in those amounts determined as provided by this chapter to reimburse them in the form of state aid for their costs incurred in providing school transportation services. Section 5968140. Local school districts, as authorized by Article 3 of this chapter, by contract may engage private entities providing school transportation services to provide student transportation services to all students within the district eligible to be furnished school transportation where the State has assumed this responsibility in the manner provided by law or, in the alternative, may provide these services on its own or together with other districts. Private providers selected must provide complete transportation services for all eligible students in the district. Section 5968150. (A) School bus drivers must be considered for employment by either the private transportation entity awarded a contract to provide school transportation services to the particular district in which the school bus driver works or, alternatively, by the school district in which the school bus driver works if it elects to provide school transportation services itself or together with a group of other districts as provided in Article 3. (B) Employees of school bus maintenance facilities, who are in good standing, must be considered for employment by either the private contractor selected to provide school transportation services in the maintenance area where the employee is employed, or by a school district in the maintenance area where the employee is employed if it elects to provide its own transportation services individually or together with other districts.
is unlikely to be suitable. R12 Recognise situations in which both the Poisson distribution and the binomial distribution might be appropriate models. In a situation where the binomial model is appropriate, if is large and is small, then the conditions for a Poisson distribution to be appropriate are approximately satisfied. In the absence of guidance either model can be used. Formal criteria. Using the Poisson distribution as a numerical approximation for calculating binomial probabilities. R13 Be able to calculate probabilities using a Poisson distribution. Including use of a calculator to access Poisson probabilities and cumulative Poisson probabilities. R14 Know and be able to use the mean and variance of a Poisson distribution. Proof. R15 Know that the sum of two or more independent Poisson distributions is also a Poisson distribution. and when and are independent. Proof. Specification Ref. Learning outcomes Notes Notation Exclusions The geometric distribution SR16 Recognise situations under which the geometric distribution is likely to be an appropriate model. Link with corresponding binomial distribution. , wherenumber of Bernoulli trials up to and including the first success. The alternative definition which counts the number of failures. R17 Be able to calculate the probabilities within a geometric distribution, including cumulative probabilities. where probability of success and . . An understanding of the calculation is expected. R18 Be able to use the mean and variance of a geometric distribution. . Proof.
Teacher Delivery Guide Mechanics: Dimensional Analysis Specification Ref. Learning outcomes Notes Notation Exclusions Y421 MECHANICS MAJOR: DIMENSIONAL ANALYSIS (a) Y431 MECHANICS MINOR: DIMENSIONAL ANALYSIS (a) Y411 MECHANICS a: DIMENSIONAL ANALYSIS Dimensional consistency Mq1 Be able to find the dimensions of a quantity in terms of M, L, T. Know the dimensions of angle and frequency. Work out without further guidance the dimensions of density (mass per unit volume), pressure (force per unit area) and other quantities in this specification. Other kinds of density will be referred to as e.g. mass per unit area. Deduce the dimensions of an unfamiliar quantity from a given relationship. M, L, T, [ ] q2 Understand that some quantities are dimensionless. q3 Be able to determine the units of a quantity by reference to its dimensions. And vice versa. q4 Be able to change the units in which a quantity is given. E.g. density from kg m–3 to g cm–3. q5 Be able to use dimensional analysis to check the consistency of a relationship.
Royal Geographical Society A nice example of hypothesis testing using Spearman’s rank in a geographical context. This is a full worked example that allows learners to see the relevance of this test in different contexts. b8 and b9 Criggelations A basic introduction to Spearman’s rank and how to calculate it. It also shows an example and link to Pearson’s. PowerPoint. b8, b9 and b10 Minitab Express Support This gives an overview of the differences between the two coefficients with graphs to demonstrate these. b10 John Myles White Facebook, MIT, Princeton A blog explaining the difference between the two coefficients and their uses. This could be used as a start point for further discussion. b10 Mrmathblog This resource shows examples of dependent and independent variables in different contexts and explains why they are named in this way. This would be a useful starter exercise. b11 Independent and dependent variables Sciencebuddies General illustrations of independent and dependent variables. b11 Pace University Could be a helpful resource for project work. Lots of examples of independent and dependent variables. b11 Boston University School of Public Health Scroll down to ‘Simple Linear Regression’ to find a clear, helpful and real life example to illustrate independent and dependent variables. b11
Common portable LCD display FEATURES: High resolution colour video image. Image that appears in the person's line of sight. Viewing angle comparable to viewing a 26" monitor from 2, meters (6.5 Feet) away. Ultra light-weight, no major disturbance in the eyesight. Head mounted display FEATURES: A typical HMD has either one or two small displays with lenses and mirrors embedded in a helmet, eye-glasses or visor. The display units are miniaturized and may include CRT, LCDs, Liquid Crystal on Silicon (LCos), or OLED KEY BOARD At the higher end, you can get a "twiddler" from Hand key, or keyboard from info grip. You can connect micro switches that enable you to plug directly into the keyboard port. A combination keyboard that weighs 4 ounces and fits in the palm of your hand. The twiddler 2 is an existing technology of wearable computing. HARD DRIVE Many hard drives commonly used in laptop computers can withstand operational shock, it is common to go jogging while editing, and sometimes shoot momentary video while on horseback or riding a mountain bike down the centre of a line bumping over every railway tie, and capturing the experience on a hard drive. It is possible to carry enormous amount of hard drive space on your body. Prof Martin has 36GB hard
1) provide financial management training to the mission’s partners 2) introduce a risk-based FM monitoring approach which is implemented jointly with partners 3) forge strategic partnerships with various stakeholders including RIG, USAID’s implementing partner, and the X Government’s Revenue Authority to support the efforts of Mission partners. We have a number of new awards to local partners coming on line. Need to work with the Agreement Officer and AORs to gauge risk and prioritize. Ambassador has asked POL/ECON to engage Revenue Authority on X topics: need to make sure our efforts are coordinated with the interagency
Individual Learning and Skill Development Specific Suggestions Sample Supervisor Contributions Sample Employee Contributions Discuss training or stretch assignments that may help the employee improve in needed areas or build FS/SFS core skills and subskills required at the next grade level What are some skills areas that you’d like to improve in this year? Are there any training opportunities that you would like to participate in? In terms of stretch assignments or tasks, I think it would stretch you to do… What training courses have you identified based on what you want to develop? I also think it would be helpful if you… Would you be interested in taking on X to see if it is something you enjoy? Let’s make sure these ideas, and your skill development objective, are documented in your ILTP. I’d be excited about an opportunity to… I think it would help me to take X courses to build my skills in Y. Do you think it would help me improve in X if I were able to work on Y? Here is what I have in my draft Individual Learning and Training Plan (ILTP), can you confirm that these are things that will develop the areas we just discussed? Resources for Success Specific Suggestions Sample Supervisor Contributions Sample Employee Contributions Discuss specific ways the supervisor can help or support the employee How can I help? From our conversation it sounds like one thing that might help is… It would be really helpful if you could make sure that I receive X resources… Do you think it would be helpful to…? Can you put me in touch with…? Feedback for the supervisor Do you have any feedback for me about how I can better support your success? Are there any instances where it would help for me to communicate in a different way? Thank you for asking. It would really help me if you could… I would appreciate specific feedback about… I am concerned about X, and would appreciate it if you would… Next Steps Specific Suggestions Sample Supervisor Contributions Sample Employee Contributions Discuss communication going forward throughout the year As we move forward throughout the year, it is important that we maintain communication about progress on your objectives and day-to-day work. You can expect to have at least one quarterly conversation so we have some dedicated time to check-in on a variety of topics. I want you to know that I’m committed to providing you with feedback along the way and finding ways to support you. I am also open to receiving feedback from you. Thank you. I appreciate that. I will also seek feedback or let you know if I need additional support.
flagship India-Africa Forum Summit, whose third edition would be held in October this year. f) Japan (Chinas main regional rival) launched its charm offensive targeting the Afro-Asian cluster that had assembled in the Indonesian capital. g) Japanese PM said that trade deals under negotiations, such as the Trans-Pacific Partnership, Regional Comprehensive Economic Partnership and Free Trade Area of the Asia-Pacific will all eventually head toward Africa. 2. In step with Ghanis Afghanistan (Page 8) a) I.R a) India – Afghanistan relations b) Cheetal helicopters c) Inter-Services Intelligence (ISI) d) Lashkar-e-Taiba (LeT) e) SAARC agreement f) Afghanistan Pakistan Transit Trade Agreement (APTTA) g) Trilateral transit trade agreement of Afghanistan, Iran and India h) Chabahar port a) The relations between India and Afghanistan were set to get into a new pace with India committing to projects as part of the total package of $2 billion for development aid and to a request from Afghanistan for Cheetal helicopters. b) The helicopters will now be handed over when Afghanistan President Ashraf Ghani visits New Delhi on April 27. New governments in New Delhi and Kabul are the most visible change; so have Afghanistans regional equations with Pakistan, Iran and China, especially since its President Hamid Karzai demitted office. c) As PM Modi prepares to welcome Ghani, it is this
A CONCURRENT RESOLUTION TO REQUEST THAT THE DEPARTMENT OF TRANSPORTATION NAME THE PORTION OF UNITED STATES HIGHWAY 17 IN JASPER COUNTY FROM ITS INTERSECTION WITH CROWFIELD ROAD TO ITS INTERSECTION WITH HIGHWAY S2729 “THOMAS E. MILLER BOULEVARD” AND ERECT APPROPRIATE MARKERS OR SIGNS ALONG THIS PORTION OF HIGHWAY THAT CONTAIN THE WORDS “THOMAS E. MILLER BOULEVARD”. Whereas, the Honorable Thomas Ezekiel Miller was born of free African American parents on June 17, 1849, in Ferebeeville, formerly in Beaufort County, a community south of the Town of Ridgeland; and Whereas, he died on April 8, 1938, and is buried in Brotherhood Cemetery in Charleston County; and Whereas, Mr. Miller attended schools for free African Americans in Charleston, South Carolina, and Hudson, New York. After graduating from Lincoln University in Chester, Pennsylvania, he studied law at the University of South Carolina and was admitted to the South Carolina Bar in 1875; and Whereas, a true public servant, he served as a Beaufort School Commissioner (1872), member of the South Carolina House of Representatives (1874 to 1880 and 1894 to 1896), a member of the South Carolina Senate (1880 to 1884), and a member of the United States House of Representatives (1888 to 1890); and Whereas, he is credited with founding South Carolina State University and served as its first president from 1896 to 1911; and
Maths Centre Exactly what it says on the tin. This is an engineering first aid kit and so shows that complex numbers extend beyond the purely imaginary. 4.02d Fullerton College A link between complex numbers in their polar form and William Hamilton’s Quaternions. 4.02d Purplemath This takes the learner through arithmetic with complex numbers, step by step. 4.02e Wolfram An introduction to complex numbers and their arithmetic. 4.02e Helm This focuses on the basic of complex numbers arithmetic It is also a workbook – with answers. 4.02e Interactive Maths Arithmetic with complex numbers. Questions with revealable answers. 4.02e
OCR Ref. Subject Content Stage 1 learners should… Stage 2 learners should additionally… DfE Ref. 4.03c c) Understand that matrix multiplication is associative but not commutative. Understand the terms “associative” and “commutative”. 4.03d Linear transformations d) Be able to find and use matrices to represent linear transformations in 2-D. Includes: reflection in either coordinate axis and in the lines rotation about the origin (defined by the angle of rotation , where the direction of positive rotation is taken to be anticlockwise) enlargement centre the origin (defined by the the scale factor) stretch parallel to either coordinate axis (defined by the invariant axis and scale factor) shear parallel to either coordinate axis (defined by the invariant axis and the image of a transformed point). Includes the terms “object” and “image”. C3 4.03e e) Be able to find and use matrices to represent successive transformations. Includes understanding and being able to use the result that the matrix product represents the transformation that results from the transformation represented by followed by the transformation represented by .
Resources Title Organisation Description Ref JustMathTutoring 5- minute video introducing matrix operations, especially useful for multiplication. 4.03a and 4.03b OnlineMathLearning.com Worked examples of matrix manipulation. 4.03b and 4.03c Maths Videos - by jayates Matrix Transformations : reflections and rotations A 3-minute video showing how to calculate the appropriate matrix. 4.03d and 4.03e immersivemath 2-D Shear Matrix. A 2-minute video looking at shears. Presented in slightly advanced form, but suitable for a Further Maths group. 4.03d and 4.03e NRICH Extension questions on transformations and matrices. 4.03d and 4.03e MEI Activity looking at representing transformations by matrices. 4.03d and 4.03e Nikolaus Correll 11 minute video looking at the derivation of transformation matrices in 3-D. 4.03f The_Maths_Tutor Invariant Points and Lines. A 5-minute video introduction. 4.03g Staffs and Shrops FM Centre Notes and examples on invariant points and lines 4.03g Yay Math Determinants of Matrices – a 17-minute video. 4.03h, 4.03i, 4.03j and 4.03k
CHAPTER 3. NASA Conducted Programs and Activities 3.1 Complaint Procedures 3.2 Functional Reviews . Definitions APPENDIX B. Acronyms APPENDIX C. References APPENDIX D. Agreement Between National Aeronautics and Space Administration and Department of Education to Delegate Certain Civil Rights Compliance Responsibilities for Elementary and Secondary Schools and Institutions of Higher Education
3.2.2.3 Implementation of requirements of Executive Order 13166 to provide access to NASA conducted programs to persons who are LEP, including effectiveness of the Center’s Language Assistance Plan to continually improve access regarding LEP, especially regarding: a. Effectiveness of the Center’s utilization of the “Four Factor” Analysis identified in DOJ guidance under Executive Order 13166. b. Effectiveness of efforts to provide oral and written language services. APPENDIX A. Definitions The following definitions apply to this NPR: A.1. Beneficiary. A person or group of persons who may receive or enjoy the benefits, services, resources, and information, or participate in the activities and programs assisted by NASA. A.2. Complainant. Any person or group of persons who files with NASA a complaint that alleges discrimination in a program or activity assisted or conducted by NASA. A.3. Complaint. A written allegation that discrimination is occurring or has occurred in a program or activity assisted or conducted by NASA. A complaint is a written statement to NASA (including an electronic message) alleging discrimination and requesting, directly or by implication, that NASA take action. The following are not complaints: a. Oral allegations. b. Anonymous correspondence. c. Inquiries that seek advice or information but do not seek action or intervention from NASA. A.4 Compliance Review. A systematically planned and periodically conducted evaluation of an organization or its instrumentality, funded in whole or part by NASA, to determine whether its civil rights and equal opportunity policies, procedures, and practices are in compliance with applicable civil rights statutes, regulations, standards, and policies. A.5 Compliance Review Plan (CRP). A planning document prepared by compliance staff prior to conducting a compliance review. This document provides a detailed "blueprint" of the compliance review’s actions. At a minimum, the CRP includes such information as: a. Jurisdictional Determination.
Resources Title Organisation Description Ref Mathscentre A clean and tidy introduction to the hyperbolic functions and their exponential definitions. 4.07a Wolfram A technical and detailed approach to the hyperbolic functions with many of the identities included. 4.07a Math2 An extensive list of the hyperbolic functions with their exponential definitions. 4.07a Whitman A good and clear introduction to these functions including their graphs. There are also exercises at the end of the explanation. 4.07a Adelaide A neat page that compares the two sets of functions, the real and the complex trig functions. Quite useful to see how it all fits together. 4.07a cimt A fairly comprehensive coverage of all things hyperbolic. 4.07 Geogebra An applet that lets you chose which graphs to display at any point in time. 4.07b Geogebra A,n applet that links the cosh and sinh curves to the hyperbolic curve. 4.07b FMSP A good number of the identity proofs with worked solutions. 4.07c Math2 The proofs of the derivatives of the hyperbolic functions and their exponentials. 4.07d Colorado This is an extensive article that recaps the work on complex numbers and then shows how all this links to the hyperbolic functions. 4.07c
Resources Title Organisation Description Ref Exam Solutions This resource consists of three videos that cover this topic area. The first video demonstrates how to calculate E(X) and E(aX +b) from a probability distribution for a discrete random variable. The second video demonstrates how to calculate the variance and the third video shows how these rules work. 5.04a Brilliant This resource covers some abstract and real world examples deriving the properties of expectation. The examples reveal worked solutions when buttons are clicked. There are some higher level concepts covered here. The resource is free but a login may be required. 5.04a INNotNovak This is a short video demonstrating how to calculate the mean and variance of a linear combination of two normal random variables. 5.04a Penn State This resource includes introductory notes and examples in context. 5.04a and 5.04b Mrs O’Gram’s Maths This video covers the concepts of multiples of Normal Random Variables with a full explanation and a worked example. 5.04b
Office of Financial Services – Ledger’s Office Request for Journal Transfer Form No 4624.1 Forward completed form to Ledgers Orange 12.3 – ; or to Fax No: 7070 Step 1 (who) Requisitioning Name (Please Print): Officer Signature ................................................... Date: / /20 Location: Step 2 (what) Ledgers please do the journal transfer of the following: Value $ Debit Cost Code / / / / (Being the activity incurring the expenditure or reducing income) / / / / / / / / / / / / / / / / Credit Cost Code / / / / (Being the activity receiving income funds or reimbursement) / / / / / / / / / / / / / / / / Step 3 (why) Reason for Journal Request (For audit reasons it is mandatory to provide a brief explanation. Please identify month transaction occurred on Ledger) Step 4 Authorisation Dean / Director / Account Coordinator Print Name: Position: Signature........................................... Date: / /20 FAS Use Only Journals Over $100,000 Authorised by Director of Finance cc: Manager Business Advisory and Reporting Print Name: Signature: :........................................................Date ___/_____/_____
Q Using properties of determinants , prove the following:. (4) 2013 Q. Find: ∫ (1) 2017 Q. Determine the value of ‘k’ for which the following function s continuous at x=3: f(x) ,x≠3 k ,x=3 (1) 2017 Q. Find: ∫ (2) 2017 Q. Find the value of c in Rolle’s theorem for the function f(x)=x3-3x in [- , 0]. (2) 2017 Q. Show that the function f(x)=x3-3x is increasing on R.(2) 2017 Q. The length x, of a rectangle is decreasing at the rate of 5 cm/minute and the width y, is increasing at the rate of 4 cm/ minute. When x=8 cm and y=6 cm, find he rate of change of the area of the rectangle.(2) 2017 Q. Evaluate: dx OR (4) 2017 Q. If , then find . OR If then show that = 2.(4) 2017 Q. Find: (4) 2017 Q Find the general solution of the differential 2017 100
equation y dx-(x+2y2)dy=0.(4) Q Find the particular solution of the differential equation (x-y) =(x+2y), given that y=0 when x=1.(6) 2017 Q Using the method of integration, find the area of the triangle ABC, coordinates of whose vertices are A(4,1), B(6,6) and C(8,4). OR Find the area enclosed between the parabola 4y=3x2 and the straight line 2017 Q AB is the diameter of a circle and C is an point on the circle. Show that the area of triangle ABC is maximum, when it is an isosceles triangle.(6) 2017 Q. Find the value of a and b,if the following function f(x) = is continuous at x=0. (4) 2016 Q If x cos(a+y)= cosy then prove that = hence show that sina + sin2(a+y) = 0. OR Find if y = sin-1 (4) 2016 Q. Find the equation of tangents to the curve y= + 2x – 4, which are perpendicular to line x + 14y + 3 = 0. (4) 2016 Q Find : dx OR Find : dx (4) 2016
(1) ‘Abortion’ means the act of using or prescribing any instrument, medicine, drug, or any other substance, device, or means with the intent to terminate the clinically diagnosable pregnancy of a woman with knowledge that the termination by those means will with reasonable likelihood cause the death of the unborn child. Such use, prescription, or means is not an abortion if done with the intent to: (a) save the life or preserve the health of the unborn child; (b) remove a dead unborn child caused by spontaneous abortion; or (c) remove an ectopic pregnancy. (2) ‘Auscultation’ means the act of listening for sounds made by internal organs of the fetus, specifically for a fetal heartbeat, utilizing an ultrasound transducer and fetal heart rate (FHR) monitor. (3) ‘Department’ means the South Carolina Department of Health and Environmental Control. (4) ‘Facility’ or ‘medical facility’ means any public or private hospital, clinic, center, medical school, medical training institution, health care facility, physician’s office, infirmary, dispensary, ambulatory surgical treatment center, or other institution or location wherein medical care is provided to any person. (5) ‘Medical emergency’ means that condition which, on the basis of the physician’s good faith clinical judgment, so complicates the medical condition of a pregnant woman as to necessitate the immediate termination of her pregnancy to avert her death or for which a delay will create serious risk of substantial and irreversible impairment of a major bodily function. (6) ‘Physician’ means any person licensed to practice medicine in this State. The term includes medical doctors and doctors of osteopathy. (7) ‘Pregnant’ or ‘pregnancy’ means that female reproductive condition of having an unborn child in the woman’s uterus. (8) ‘Probable gestational age’ means what, in the judgment of the attending physician based upon the attending physician’s examination and the woman’s medical history, is with reasonable probability the gestational age of the embryo or fetus at the time the abortion is planned to be performed. (9) ‘Qualified person’ means an agent of the physician who is a psychologist, licensed social worker, licensed professional counselor, registered nurse, or physician. (10) ‘Unborn child’ means the offspring of human beings from conception until birth.
A BILL TO AMEND SECTION 5939100, AS AMENDED, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO THE UNIFORM HIGH SCHOOL DIPLOMA FOR GRADUATES OF ACCREDITED SCHOOLS, SO AS TO REVISE THE REQUIREMENTS FOR OBTAINING DIPLOMAS, TO PROVIDE PERSONALIZED PATHWAYS FOR STUDENTS, TO PROVIDE STUDENTS’ COURSEWORK MUST BE ALIGNED WITH THEIR PERSONALIZED PATHWAYS AND BASED ON THEIR POSTSECONDARY PLANS, TO REQUIRE THE DEPARTMENT TO PROMULGATE REGULATIONS CONCERNING RELATED PROCEDURES, TO PROVIDE FOR THE DEVELOPMENT OF CRITERIA FOR UNIFORM STATERECOGNIZED EMPLOYABILITY CREDENTIALS ALIGNED TO INDIVIDUALIZED GRADUATION PLANS AND PROGRAMS OF STUDY FOR STUDENTS POTENTIALLY UNABLE TO ACHIEVE SUCCESSFUL COMPLETION OF UNIFORM DIPLOMA PATHWAYS, TO REQUIRE THE DEPARTMENT TO MONITOR AND ANNUALLY REPORT THE NUMBER OF DIPLOMAS AND EMPLOYABILITY CREDENTIALS EARNED BY STUDENTS, AND TO MAKE THE PROVISIONS OF THIS ACT APPLICABLE BEGINNING WITH STUDENTS ENTERING THE NINTH GRADE FOR THE 20182019 SCHOOL YEAR. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 5939100 of the 1976 Code, as last amended by Act 49 of 2005, is further amended to read: “Section 5939100. (A) Diplomas issued to graduates of accredited high schools within this State must be uniform in every
Ability to contribute to extra-curricular activities within and outside own subject area Ability to teach Maths or English D 7. Safeguarding Understanding of safeguarding / child protection procedures E 8. Other Commitment to the Academy’s aims, ethos and vision E Our Academies
Academy Location Opened Age Profile Broadlands Academy Keynsham, Bristol December 2012 11-16 Four Dwellings High School Birmingham March 2013 11-16 Greenwood Academy Birmingham January 2013 11-16 Millbrook Academy Brockworth, Gloucestershire January 2012 11-18 The Rawlett School Tamworth, Staffordshire September 2012 11-16 Tamworth Enterprise College Tamworth, Staffordshire September 2012 11-16 Special- East Academy Location Opened Age Profile Columbus School Chelmsford, Essex May 2012 3-19 Pioneer School Basildon, Essex June 2012 3-19 Special- South Academy Location Opened Age Profile Newlands Academy London September 2013 11-16 Wishmore Cross Academy Woking, Surrey September 2012 11-16 Special- West Academy Location Opened Age Profile The Green Field Academy (‘The Peak Academy’) Dursley, Gloucestershire September 2012 10-16 The Ridge Academy Cheltenham, Gloucestershire September 2012 5-11
(A55, R81, S463) AN ACT TO AMEND SECTION 38120, AS AMENDED, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO DEFINITIONS USED IN TITLE 38, SO AS TO INCLUDE CERTAIN FORMS OF DISABILITY INSURANCE IN THE DEFINITION FOR THE TERM “SURPLUS LINES INSURANCE”; AND TO AMEND SECTION 3843100, AS AMENDED, RELATING TO INSURANCE PRODUCER LICENSING, SO AS TO AUTHORIZE THE SOUTH CAROLINA LAW ENFORCEMENT DIVISION TO RETAIN FINGERPRINTS FOR USE IN IDENTIFICATION PURPOSES. Be it enacted by the General Assembly of the State of South Carolina: Surplus lines insurance definition, disability insurance above benefit limit included SECTION 1. Section 38120(56) of the 1976 Code, as last amended by Act 137 of 2016, is further amended to read: “(56) ‘Surplus lines insurance’ means insurance in this State of risks located or to be performed in this State, permitted to be placed through a licensed broker, or a licensed broker as provided in Section 384510(8)(b)(ii), with a nonadmitted insurer eligible to accept the insurance, other than reinsurance, wet marine and transportation insurance, insurance independently procured, and life and health insurance and annuities. Excess and stoploss insurance coverage upon group life, accident, and health insurance or upon a selfinsured’s life, accident, and health benefits program and disability insurance in excess of any benefit limit available from an admitted insurer may be approved as surplus lines insurance.” Insurance producer licensing, SLED retains fingerprints SECTION 2. Section 3843100 of the 1976 Code, as last amended by Act 194 of 2016, is further amended to read: “Section 3843100. (A) Business may not be done by the applicant except following issuance of a producer’s license, and the license may not be issued until the director or his designee has determined that the applicant is qualified as an insurance producer, generally, and is particularly qualified for the line of business in which the applicant
all continuing education requirements for the period of time in which he was receiving workers’ compensation benefits and had not been authorized to return to work. Additionally, the threeyear duration of a certificate is tolled during such an absence from employment, and begins running when the officer is authorized to return to work without restriction. (3) Prior to the expiration of the certificate, the certificate may be renewed upon application presented to the director on a form prescribed by the director. The application for renewal must be received by the director at least fortyfive days prior to the expiration of the certificate. (4) If the officer’s certificate has lapsed, the department may reissue the certificate after receipt of an application and if the director is satisfied that the officer continues to meet the requirements of subsections (B)(1) through (B)(9).” SECTION 2. This provisions of this act take place upon approval of the Governor and are retroactive to January 1, 2013. XX
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 5910322 SO AS TO DESIGNATE THE UNIVERSITY OF CHARLESTON, SOUTH CAROLINA, AS A RESEARCH INSTITUTION ELIGIBLE TO PARTICIPATE IN THE SOUTH CAROLINA RESEARCH CENTERS OF ECONOMIC EXCELLENCE, TO REQUIRE THE UNIVERSITY SHALL SUBMIT A CORRESPONDING MISSION STATEMENT TO THE COMMISSION ON HIGHER EDUCATION AND THAT THE COMMISSION SHALL APPROVE THE MISSION STATEMENT PURSUANT TO CERTAIN DEADLINES, TO PROVIDE THE UNIVERSITY SHALL NOT DUPLICATE ANY DEGREE PROGRAMS OFFERED IN THE CHARLESTON REGION, TO PROVIDE THAT THE COLLEGE OF CHARLESTON SHALL REMAIN A FOURYEAR LIBERAL ARTS COLLEGE, AND TO PROVIDE THE UNIVERSITY OF CHARLESTON, SOUTH CAROLINA, AND THE COLLEGE OF CHARLESTON MUST EACH BE ESTABLISHED AS SEPARATE BUDGET SECTIONS IN THE ANNUAL APPROPRIATIONS BILL; AND TO AMEND SECTION 59275, RELATING TO THE SOUTH CAROLINA RESEARCH CENTERS OF ECONOMIC EXCELLENCE ACT, SO AS TO ADD THE UNIVERSITY OF CHARLESTON, SOUTH CAROLINA, TO THE SENIOR RESEARCH UNIVERSITIES ELIGIBLE FOR CERTAIN INCENTIVES AND PROVIDED WITH CERTAIN POWERS RELATING TO RAISING CAPITAL FROM THE PRIVATE SECTOR TO FUND CERTAIN ENDOWMENTS RELATED TO RESEARCH, AMONG OTHER THINGS, AND TO PROVIDE THAT THE UNIVERSITY OF CHARLESTON, SOUTH CAROLINA, SHALL NOT DUPLICATE ANY DEGREE PROGRAMS OFFERED IN THE CHARLESTON REGION.
SECTION 7. Any reference to the College of Charleston, University of Charleston, or the Medical University of South Carolina in any legislative enactment, statute, or regulation must be construed to mean Charleston University. SECTION 8. (A) Chapter 123, Title 59 of the 1976 Code is redesignated “Charleston University Medical Campus and the Hospital Authority”. (B) Chapter 130, Title 59 of the 1976 Code is redesignated “Charleston University George Street Campus”. (C) Sections 5912350, 5913010, 5913030, and 5913040 of the 1976 Code are repealed. SECTION 9. Except as otherwise provided herein, the provisions of this act are effective upon approval by the Governor. XX
2 Describe the benefits that will result from the proposed transaction: 3 Describe the risks of the proposed transaction, with specific emphasis on risks related to those questions that are answered “Yes”: 4 Briefly describe the actions that are being taken by the Servicer and Borrower to mitigate those risks. 5 Briefly describe any other relevant information (If none, answer N/A).
III. Delegation Determination Questions (If any question is answered “Yes” – the request is not delegated to the Servicer) QUESTIONS YES NO COMMENTS 1 Is the Mortgage Loan currently rated Substandard or Doubtful on Fannie Mae's Watchlist? If “Yes”, describe how the proposed condemnation or conveyance in lieu of condemnation will affect the Mortgage Loan risk factors. 2 Is the Mortgage Loan in either: (a) Payment Default; or (b) Performance Default? If “Yes,” notify immediately if in Payment Default. If in Performance Default (including if the condemnation or conveyance in lieu of condemnation was entered into without Servicer or Fannie Mae consent), submit the Form 4636.C, including information regarding the default and actions to cure the default. 3 Will the request require an amendment to either the Master Credit Facility Agreement or Bulk Delivery Agreement? (Applicable only to a Fannie Mae Credit Facility or Bulk Delivery.) If “Yes”, contact for Credit Facilities and Bulk Deliveries. The Servicer must send the completed Form 4636.C through the MAMP for review, and Fannie Mae Counsel will be engaged. 4 Is the condemnation a result of or will it cause a zoning violation, health code violation, or building code violation? If “Yes”, notify immediately. 5 Would the condemnation cause the DSCR of the Mortgage Loan to be less than the lesser of: the Underwritten DSCR of the Mortgage Loan; or the DSCR of the Mortgage Loan immediately before the condemnation? If “Yes”, submit a copy of the Borrower’s pro forma income statement and the Servicer’s analysis of the pro forma.
14 Is the Commercial Lease for the purposes of telecommunications, such as for a cell phone antenna or cell tower, and would the Commercial do any of the following: (a) impose an undue financial or operating burden on the Property or the Borrower; (b) obligate the Borrower to rebuild any Improvements at the Property following a casualty or condemnation; (c) have a term (including extension options) in excess of 25 years; (d) require Fannie Mae to subordinate the priority of the Lien of the Security Instrument; or (e) convey an estate or other rights in excess of a conventional leasehold interest (e.g., a perpetual easement or a de facto sale of a portion of the Property or Improvements, etc.)? If “Yes,” describe how the proposed Commercial Lease will affect the Mortgage Loan risk factors and any mitigating factors. 15 Is the Commercial Lease for short-term lodging, such as through a peer-to-peer online marketplace or homestay network (e.g., Airbnb)? If “Yes,” describe why the Commercial Lease should be approved and any mitigating factors. IV. SERVICER CERTIFICATION The Servicer hereby represents and warrants to Fannie Mae that, to the best of its knowledge, the statements made in this Form are true and correct, and that no material facts have been omitted or misstated. *Signed: Name: Title: Date: * An electronic signature is acceptable.
no material changes have been made to the Transfer/Assumption documents or, if changes have been made, such changes have been reviewed and approved by Fannie Mae or the changes are permitted by a Priority Borrower’s approved Priority Borrower Template Memorandum. If the Servicer Does Not Have Limited Power of Attorney If the Servicer does not have a Limited Power of Attorney, the documents must be sent for execution to: Fannie Mae Credit Services/Drawer AM Mailstop 8H-607 3900 Wisconsin Ave NW Washington, DC 20016 In addition to the Transfer/Assumption documents to be executed, the Servicer must provide a certification to Fannie Mae, with necessary attachments, stating that: the Servicer has reviewed the proposed Transfer/Assumption and recommends approval; no Fannie Mae approval or waiver is required or, if an approval or waiver is required, that such approval or waiver has been obtained; and no material changes have been made to the Transfer/Assumption documents or other Loan Documents or, if changes have been made, such changes have been reviewed and approved by Fannie Mae or the changes are permitted by a Priority Borrower’s approved Priority Borrower Template Memorandum. A copy of this Form must be included with the request for execution, with instructions on where to return the executed documents. If the request is time sensitive, electronic versions of the documents may be sent to the applicable Fannie Mae email box address listed in the “Questions” section of this Form. The Servicer must record all applicable documents and retain all required documentation, including this Form, in the Servicing File. Documentation may be kept in electronic form. The Servicer must attach an electronic copy of any newly executed Loan Documents to the existing request in the MAMP. Executed original copies of any new or amended Loan Documents should be sent to the following address: Fannie Mae Attn: Multifamily Certification Team Document Delivery Facility (DDF), OB2 13150 Worldgate Drive, Mailstop 5H-2W/01 Herndon, VA 20170. Follow Up Actions Following the execution of the Loan Documents required by the Transfer/Assumption, the Servicer must:
“Some of these developments have already been introduced to our trucks, and some will be introduced in the near future. The hybrid powertrain is partly based on knowledge and experience from Volvo Buses’ hybrid and electric buses.” Facts: Volvo Concept Truck – The Volvo Concept Truck is the result of the Swedish part of a bilateral research project involving both the Swedish energy authority Energimyndigheten and the US Department of Energy. – An American Concept Truck, the SuperTruck project, was developed as part of the US Department of Energy’s SuperTruck programme, which promotes research and development to improve transport efficiency for long-haul operations in North America. Facts: Electric hybrid powertrain – Recovers energy when driving downhill on slopes steeper than one per cent, or when braking. The recovered energy is stored in the vehicle’s batteries and used to power the truck in electric mode on flat roads or low gradients. – An enhanced version of Volvo Trucks’ driver support system I-See, which has been developed specially for the hybrid powertrain, analyses the upcoming topography using information from GPS and the electronic map. Using an advanced algorithm, based on the road’s elevation and expected speed, the system calculates the most economical and efficient use of both the diesel engine and the electric motor, as well as the optimal times to use the recovered energy. – In long haul transportation, it is estimated that the hybrid powertrain will allow the combustion engine to be shut off for up to 30 per cent of driving time. This will save between 5-10 per cent in fuel, depending on the vehicle and its drive cycle. Specifications: Volvo Concept Truck Truck model: Volvo FH Engine: Volvo D13 Euro 6 Step C See film about Volvo Concept Truck here Link to high res images Read more about Volvo Concept Truck here February 28, 2017 For further information, please contact: Christina Magnusson, PR and Media Relations Volvo Trucks phone: +46 31 3227636, e-mail:
APPENDIX A - WATER TREATMENT ADDITIVE INFORMATION [Refer to question #4, Section V on page 3 for instructions on completing this appendix] If available from suppliers: Not needed for acid used to neutralize effluent pH Outfall # Additive Name and Manufacturer Additive* Type Amount or Concentration Used (mg/l or lbs/day) Anticipated Discharge Concentration (mg/l) Frequency of use (Continuous, 1x/week, etc.) Daphnia Magna 48-HR LC50 or EC50 (mg/l) Fathead Minnow 96-HR LC50 or EC50 (mg/l) Rainbow Trout 96-HR LC50 or EC50 (mg/l) Blue Gill 96-HR LC50 or EC50 (mg/l) *Additive type refers to the use of the additive as a biocide, detergent, other cleaning aid, pH adjuster, flocculant aid etc.
Vidyalaya implemented continuous and comprehensive evaluation (CCE) system in classes III-X as per KVS and CBSE norms. Parent-Teacher Meetings were organized for acquainting them with the new system of assessment and CCE pattern. ‘Term I’ and ‘Term II’ of the CCE completed successfully in the month of September 2013 and March 2014 respectively. CBSE Result Analysis for 2012-13:- Class Total Appeared Total Passed XII 37 34 X 38 38 CLASS XII Science I Shaquib Khan 89.80 II Umesh Kumar 75.40 III Jyoti Singh 73.80 CLASS XII Commerce I Archana Gholup 80.40 II Cini Balyan 79.00 III Preeti Saini 79.00 There is an overall increase of 10.89% in pass percentage of class XII CBSE board result as compare to last year. One student Priya Andulkar in class X secured 10 CGPA.
Contents PREFACE 3 1. INTRODUCTION 9 2. DATA TYPES 11 2.1 The Alphabet 11 2.2 Variable Names 11 2.3 Constants 12 2.4 Variables 13 Standard Variable Types 14 User Defined Data Types 16 2.5 Assignment Statements 17 2.6 Arithmetic Expressions 18 Hierarchy Of Operations 19 Numbers 22 2.7 Exercises 23 3. STRUCTURE OF A PASCAL PROGRAM 28 3.1 Comments In PASCAL programs 29 3.2 Displaying Data 30 3.3 Output Field Width 34 Displaying Integer Numbers 34 Displaying Real Numbers 37 3.4 Input In PASCAL 42 Character Data 47 3.5 Exercises 50 CONTROL STRUCTURES 55 4.1 WHILE Statement 58 4.2 REPEAT Statement 64 4.3 IF Statement 68 4.4 FOR Statement 74 4.5 CASE Statement 78 4.6 GOTO Statement 83 4.7 Reading A String Of Characters 85 4.8 Exercises 87 FUNCTIONS 92 1
SECTION III: Facility OWNER MAILING ADDRESS (if different from Authorized Representative) Facility Owner Name Title Parent Company Owner Mailing Address (i.e. PO Box, Street, or Route) City, State, Zip Code Owner Phone No. Alternative Phone No. Contact Fax No. Contact Email Address SECTION IV: DISCHARGE CHARACTERIZATION Type of Wastewater (check all that apply): Discharge Frequency (e.g. Annual, Monthly, Daily) Average Daily Flow (gallons of water discharged per day) Type of Wastewater (check all that apply): Discharge Frequency (e.g. Annual, Monthly, Daily) Average Daily Flow (gallons of water discharged per day) Treated wastewater from groundwater remediation project Cleaning or decontamination wastewaters from the cleaning of treatment equipment for a remediation project Infiltration or injection of a substance or remedial material for remediation of soil or groundwater Other (describe type) Treated wastewater from dewatering of construction trenches or pits Other (describe type) Landspreading or spray irrigation of agricultural chemical contaminated wastewater Other (describe type) SECTION V: ELIGIBILITY CHECKLIST 1. Is the wastewater discharged from and/or to properties within tribal lands (i.e. land owned by or held in trust for the tribes and land within recognized reservation boundaries)? Yes. Your discharge is not eligible for this General Permit. If all discharges from your facility go to or come from properties in tribal lands, you do not require regulation under a WPDES discharge permit. Therefore, skip the rest of the NOI and sign the last page. We will remove you from our tracking system. The Tribe or United States
That the members of the General Assembly request that the Department of Transportation name the portion of South Carolina Highway 72 that is located within the Calhoun Falls town limits “Chief Billy Haynie Memorial Highway” and erect appropriate markers or signs along this portion of highway that contain the words “Chief Billy Haynie Memorial Highway”. Be it further resolved that a copy of this resolution be forwarded to the Department of Transportation. XX
Underground Mathematics UCLES A level Mathematics 1 QP 186, 1951, Q3 requiring learners to determine the number of terms required in an expansion in order to obtain the requested accuracy. EN1 Exam Solutions This excellent video resource demonstrates how to expand a Binomial expression for positive powers using the nCr method. EN1 MEI A commentary of the underlying mathematics, a sample resource, a use of technology, links with other topics, common errors, opportunities for proof and questions to promote mathematical thinking. EN1 Mr Barton Maths Match terms with binomial expression. EN1 patrickJMT Introductory video, run time 10 minutes. EN3 Corbett Maths Short puzzle introducing the concept of permutations EN4 patrickJMT Introductory video, run time 10 minutes. EN4 Interactive Mathematics Questions with worked solutions. EN4 Nrich Interesting article on Bell ring involving permuatations EN4 Nrich Puzzle related to permutations in the context of belling ringing and the practical restrictions in that context EN4 Nrich Permutation puzzle with further restrictions to encourage students to analysis the context rather than using a formula. EN4 Nrich Interesting puzzle EN4 Nrich Geometric enumeration problem EN4
University of Limerick A simple pdf file that outlines the basic process. EL4 and EL5 Interactive Mathematics Use of logarithms to solve equations involving exponentials. EL6 Corbett Maths Short puzzle to find value of exponential EL6 Corbett Maths Short puzzle that can be solved using logarithms. EL6 Underground Mathematics Encourage learners to consider when it is appropriate to solve equations using logarithms. EL6 Purple Math A nice step by step method spread over three pages that details solving both logarithmic and exponential equations. EL6 Algebra Lab A guide to a variety of applications with questions and answers included at the end. EL6 Geogebra Interactive demonstration with linked questions. EL6 and EL7 Interactive Mathematics A simple application of modelling graphically. EL6 and EL7 Interactive Mathematics A simple modelling activity using world population data. EL6 and EL7 +plus magazine This does go beyond the level of this course but the explanations provide a good background to what is going on and put the whole process in context. EL6 and EL7 The learning network Uses modelling to investigate the spread of Ebola in 2014. EL6 and EL7 Richland Community College This looks at the different types of logarithmic and exponential models and the shapes of their graphs. EL6 and EL7