zilongwang/ReadingBank huggingface dataset:
Application For Employment Job applied for: Reception Class Teacher Paradigm Trust Reference CPA-SEPT18 It is important that you read the guidance notes before completing this application form. Please fully complete this form using type or black ink. A curriculum vitae is not an acceptable form of application unless stated otherwise. Applications received after the closing date will not normally be considered. The information you supply on this form will be treated in confidence. Personal details Last name: First name(s): Address: Post code: Email: Home telephone: Daytime telephone: Mobile telephone: National insurance no: Are you able to take up employment in the UK with no current immigration restrictions? Yes No Do you hold Qualified Teacher Status If yes please give date of award. Yes No Date: QTS certificate number:
The Rehabilitation of Offenders Act 1974 was passed by the Government, to ensure that anyone convicted of a criminal offence were not permanently disadvantaged in the job market. In essence, people are to be given another chance. You do not have to advise us of ‘spent’ convictions (except see* below) but if you have a criminal conviction that is not ‘spent’ (see www.lawontheweb.co.uk) you must advise us of this. Some jobs*, mostly those involving working with Children (all school based posts) and vulnerable adults, are exempted from the Act and so any criminal conviction is never considered to be ‘spent’ and you must advise us of any conviction you have had in the past. If you tell us that you have a criminal conviction and we offer you an interview, you must take with you to the interview details of the conviction(s) or offence(s) in a sealed envelope marked ‘private and confidential’ with your name and the title of the job for which you are applying. The envelope will only be opened and considered if we agree to appoint you for the post. If you are not selected, the envelope will be securely destroyed. Failure to disclose any conviction(s) for an exempt post, whether spent or not, may lead to the immediate withdrawal of the offer of employment. The job description will state whether the post you are applying for is exempt from the Rehabilitation of Offenders Act. If you declare that you have a criminal record this will be assessed in relation to the tasks you will be required to perform and the circumstances in which the work is to be carried out.
Reference 1 Name: Job title: Work relationship: Organisation: Address: Post code: Telephone: E-mail: If you are shortlisted, may we approach them before interview? Yes No Reference 2 Name: Job title: Work relationship: Organisation: Address: Post code: Telephone: E-mail:
Guidance on how to fill in this application form Checklist √ Complete all sections of the form. √ Complete a draft of the form to avoid any mistakes. √ Personal Details: Please ensure all full names are given. √Employment History: You must give your full employment history since leaving education; paid or unpaid and explain any gaps in employment. √ Education Qualifications & Training: Please list these and record any membership of professional bodies. Please note if you are appointed we will need to see your original qualification certificates. Every subject must have a grade stated individually. √ Personal statement: Use the person specification document in the job description and focus your statement on the criteria indicated as being assessed at application. This should not exceed two sides. Choose those areas of your abilities, skills and experience that are relevant to the post you are applying for. Remind yourself of qualities and skills you may take for granted. Remember, as well as telling us about paid work you have done, you should also consider other experience you may have. This might include experience gained at home, in the community or through voluntary, leisure or college activities. You should provide evidence, using examples to demonstrate. For Example “I managed conflicting deadlines”-then explain how you achieved this.
We ask that you have interested students visit our website, to find eligibility information along with the online application. The scholarship will be on the right side of the page and click on it. LUSD The Blake Anthony Crawford Golf Scholarship TBA Senor, male and female. Member of the LHS Golf Team. Must have a love for Golf. 3.0 GPA or higher. Essay. Please e-mail Mrs. Hernandez to request a copy of the scholarship form. LUSD El Dorado Key Club Scholarship TBA Senior, members of Key Club. Please see your Club Advisor. LUSD LHS Athletic Boosters TBA Graduating Senior. Letter at Varsity Level, 3.0 GPA for seven semesters. Enrolment in a post-secondary educational institution. Students receiving a 4 year scholarship will not be eligible. Please e-mail Mrs. Hernandez to request a copy of the scholarship form. 2014-2015 STOCKTON USD SCHOLARHSIP CATALOG: Scholarships Lincoln USD students can apply to. To obtain a SUSD “General Application” scholarship form, please visit: http://www.stocktonusd.net/images/documents/parents/scholarshipapp.pdf or *Remember, to make this process easier, please fill out ONE SUSD general application form, make multiple copies and write down the name of EACH scholarship that request a SUSD Scholarship form on the cover sheet. Make sure to attach the appropriate forms they’ve requested (transcript, essay, letters of recommendations). For the Athletic Hall of Fame, you only need to complete ONE form for all 11 scholarships. If you have any questions, please contact Mrs. Hernandez. Email: Page # Scholarship Application Deadline (SUBMIT BY:) Designated Major Institution Financial NEED 2 Alma Simmons Wood/Dr. Gaylord A. Nelson Memorial 03/31 M/F All All Major (4 year college or university in California yes 3 Alpha Kappa Alpha Sorority Dr. Juanita F. Curtis 3/15/ M/F Black Any major “College of student’s choice” Not necessa-ry
Nom___________________________________________ Date____________________________________
Hokkaido University Top Collaboration Program Dublin Institute of Technology (DIT) and Hokkaido University (HU) Ireland - Japan Energy Seminars 23rd March, 2015 13:00～18:00 Frontier Research in Applied Sciences Building, Faculty of Engineering, Hokkaido University 12.30 Registration and Coffee 13.00 Welcome address, Prof. Toyoharu Nawa, Dean of Faculty of Engineering, HU 13:05 Commemorative speech, Ms. Anne Barrington, Ambassador of Ireland to Japan 13:20 Key note lecture, Prof. Brian Norton, President of DIT “Advances in solar thermal and photovoltaic devices” 14.05 Key note lecture, Prof. Katsunori Nagano, Presidential advisor of HU “Developments of the Ground Source Heat Pump System in Japan” 14.35 Coffee Break 14.50 Dr. Marek Rebow, Head of Research, College of Engineering and Built Environment, DIT “Research, Development & Demonstration at the Dublin Energy Lab DIT with particular focus on thermal energy storage” 15.15 Prof. Tomohiro Akiyama, Head of Center for Advanced Research of Energy and Materials, HU “Questing for Innovative Energy Media Materials” 15.40 Prof. Ryuzo Ohoka, Institute of Industrial Science, the University of Tokyo “Present Situation of the Net Zero Energy Building in Japan” 16.05 Mr. Hirose, Director, Heat Pump Technology Centre of Japan (HPTCJ) “Recent situation of heat pump and thermal energy storage in Japan” (Tentative) 16:30 Prof. Takemi Chikahisa, Dean of Faculty of Engineering, HU “Distributed energy system for the smart community” (Tentative) 16:55 Assoc. Prof. Taro Mori, Division of Human Environmental System, HU “New methodology for analysis of urban thermal environment using GIS data” 16.15 Mr. Philippe Lemarchand, PhD student, DIT “Integration of smart and intelligent technologies for energy efficient building” 17:35 Mr. Hiroto Katayama, Manager, Dimplex Japan Co. Ltd., Glen Dimplex Group “Global renewable energy strategies of Glen Dimplex group” (Tentative) 17.55 Closing address, President Norton, DIT/ Prof. Nagano, HU
PAIN PROGRAM TIMETABLE There is one 2.5-hour session per week for six weeks. TIME Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 20 Min DISCUSSION Feedback, Plan for today DISCUSSION Feedback, Plan for today DISCUSSION Feedback, Plan for today DISCUSSION Feedback, Plan for today DISCUSSION Feedback, Plan for today DISCUSSION Feedback, Plan for today 15 Min RELAXATION In daily life RELAXATION In daily life RELAXATION In daily life RELAXATION In daily life RELAXATION In daily life RELAXATION In daily life 30 Min ACTIVITY/ EXERCISE CIRCUIT ACTIVITY/ EXERCISE CIRCUIT ACTIVITY/ EXERCISE CIRCUIT ACTIVITY/ EXERCISE CIRCUIT ACTIVITY/ EXERCISE CIRCUIT ACTIVITY/ EXERCISE CIRCUIT 20 Min COFFEE BREAK COFFEE BREAK COFFEE BREAK COFFEE BREAK COFFEE BREAK COFFEE BREAK 30 Min (When pain increases) (Stress) (Communication) (Planning for staying on track) (Sleep) (Nutrition) 25 Min ACTIVITY PLANS (Step by step) ACTIVITY PLANS (Step by step) ACTIVITY PLANS (Step by step) ACTIVITY PLANS (Step by step) ACTIVITY PLANS (Step by step) ACTIVITY PLANS (Step by step) 10 Min HOME TASKS HOME TASKS HOME TASKS HOME TASKS HOME TASKS HOME TASKS
Other ACTIVITY/ EXERCISE CIRCUIT CHART (Tick when done ) Start Date: Step-ups Lunge Walking (and carrying) All 4’s hip extension Push-ups (wall or standard) Lifting (squat ± weights) Lifting (overhead press) Single leg balance Back Stretch (tick when you complete target for each activity in 1 ½ minutes) Day 1 Day 2
Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Step-ups Lunge Walking (and carrying) All 4’s hip extension Push-ups (wall or standard) Lifting (squat ± weights) Lifting (overhead press) Single leg balance Back Stretch Day 9 Day 10 Day 11 Day 12
Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Step-ups Lunge Walking (and carrying) All 4’s hip extension Push-ups (wall or standard) Lifting (squat ± weights) Lifting (overhead press) Single leg balance Back stretch Day 19 Day 20 Day 21 Day 22
Day 23 Day 24 Day 25 Day 26 Day 27 Day 28 Step-ups Lunge Walking (and carrying) All 4’s hip extension Push-ups (wall or standard) Lifting (squat ± weights) Lifting (overhead press) Single leg balance Back Stretch Day 29 Day 30 Day 31 Day 32
Day 33 Day 34 Day 35 Day 36 Day 37 Day 38 Step-ups Lunge Walking (and carrying) All 4’s hip extension Push-ups (wall or standard) Lifting (squat ± weights) Lifting (overhead press) Single leg balance Back Stretch Day 39 Day 40 Day 41 Day 42
Sitting (time) Standing (time) Bending (repetitions) Walking Squatting (time) Carrying Lifting Reaching Climbing Key board Dist Time Weight Dist Weight Repetitions Forwd Above Steps Ladder DAY Goal Goal Goal Goal Goal Goal Goal Goal Goal Describe Goal Goal Goal Goal Goal 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Module 5: Fractions as Numbers on the Number Line March 26-29, 2018 Monday Tuesday Wednesday Thursday Friday Bell Ringer: LEAP Practice Technology: SI, IXL Objective: L24-25 TLW Express whole numbers as fractions and recognize equivalence with different units. TLW express whole number fractions on the number line when the unit interval is 1. Concept Development Problem Set-Students solve problems using the RDW. Debrief: Students review their solutions for the Problem Set. Students check work by comparing answers with a partner. Bell Ringer: LEAP Practice Technology: SI, IXL Objective: L27 Decompose whole number fractions greater than 1 using whole number equivalence with various models. Concept Development Problem Set-Students solve problems using the RDW. Debrief: Students review their solutions for the Problem Set. Students check work by comparing answers with a partner. Bell Ringer: LEAP Practice Technology: SI, IXL Objective: L28 Compare fractions with the same numerator pictorially. Compare fractions with the same numerator using <, >, or =, and use a model to reason about their size. Concept Development Problem Set-Students solve problems using the RDW. Debrief: Students review their solutions for the Problem Set. Students check work by comparing answers with a partner. Bell Ringer: LEAP Practice Technology: SI, IXL Objective: L29 Compare fractions with the same numerator using <, >, or =, and use a model to reason about their size. Concept Development Problem Set: Students solve problems using the RDW. Debrief: Students review their solutions for the Problem Set. Students check work by comparing answers with a partner. Good Friday No School
CHAPTER 2: Study Question Simplify Expressions by Combining Like Terms Simplify Simplify . Simplify . Simplify Expressions by Using the Distributive Property Solve Two Step Equations −17 = −7c + 4 − 6 = –2 5 – 3w = -7 Solve Equations with Rational Coefficients w - 2 = 14 Solve Equations with Variables on Both Sides 4x – 2 = 22 – 8x 5n – 12 = –3n + 4 –2y – 3y + 8 = 8 – 5y – 12 Solve Equations with Distributing a Fraction CHAPTER 3 Study Questions
Identify the Rate of Change from a Table What is the constant rate of change between x and y in the table below? What is the constant rate of change between x and y in the table below? Find the Slope Between Two Points What is the slope of the line that passes through the points C(-5, 0) and D(-2, -4) What is the slope of the line that passes through the points Q(-1, -3) and R(1, 2) What is the slope of the line that passes through the points K(0, -2) and L(2, 4) Identify the Slope and Y-Intercept from an Equation What is the slope and y-intercept for the graph of the equation below: y = x – 5 What is the slope and y-intercept for the graph of the equation below: y = 3x – 1 What is the slope and for the graph of the equation below: y = –3x + 5 Write the Equation of the Line from a Graph What is the equation in slope-intercept form for the graph of the line shown? What is the equation in slope-intercept form for the graph of the line shown? Point-Slope Form Write the for the line that passes through the point (5,6) and has a slope of 3. Write the for the line that passes through the point (-3,4) and has a slope of 2. Write the for the line that passes through the point (-2, -1) and has a slope of 4 .
Bob Kizlik I. Professions are occupationally related social institutions established and maintained as a means of providing essential services to the individual and the society. 2. Each profession is concerned with an identified area of need or function (for example, maintenance of physical and emotional health, preservation of rights and freedom, enhancing the opportunity to learn). 3. The profession collectively, and the professional individually, possesses a body of knowledge and a repertoire of behaviors and skills (professional culture) needed in the practice of the profession; such knowledge, behavior, and skills normally are not possessed by the nonprofessional. 4. Members of the profession are involved in decision making in the service of the client. These decisions are made in accordance with the most valid knowledge available, against a background of principles and theories, and within the context of possible impact on other related conditions or decisions. 5. The profession is based on one or more undergirding disciplines from which it builds its own applied knowledge and skills. 6. The profession is organized into one or more professional associations, which, within broad limits of social accountability, are granted autonomy in control of the actual work of the profession and the conditions that surround it (admissions, educational standards, examination and licensing, career line, ethical and performance standards, professional discipline). 7. The profession has agreed-upon performance standards for admission to the profession and for continuance within it. 8. Preparation for and induction into the profession is provided through a protracted preparation program, usually in a professional school on a college or university campus. 9. There is a high level of public trust and confidence in the profession and in individual practitioners, based upon the profession's demonstrated capacity to provide service markedly beyond that which would otherwise be available. 10. Individual practitioners are characterized by a strong service motivation and lifetime commitment to competence. 11. Authority to practice in any individual case derives from the client or the employing organization; accountability for the competence of professional practice within the particular case is to the profession itself.
Pictures from physical meeting(s) ... Outcome of consultation process Minutes of physical meeting(s) ... Ensure that you include a summary of the meeting as well as all comments received. Also include an outline of the discussions on continuous input and grievance expression methods; comments, agreements or modifications suggested by stakeholders. Minutes of other consultations ... Assessment of all comments Stakeholder comment Was comment taken into account (Y/N) Explanation (Why? How?) ... ... ... Summary of alterations based on comments ... If stakeholder comments have been taken into account and any aspect of the project modified, then please discuss that here. Sustainable Development Assessment Sustainable Development Assessment of the project owner: Do this assessment before you have the results from the stakeholders. Indicator Description and Score Mitigation measure Environment Category score: 0/+1/-1 Air quality … Indicator score: 0/+1/-1 … Water quality and quantity … Indicator score: 0 … Soil condition … Indicator score: 0 … Other pollutants … Indicator score: 0 …
Biodiversity … Indicator score: 0 … Social Development Category score: 0 Quality of employment … Indicator score: 0 … Livelihood of the poor … Indicator score: 0 … Access to affordable and clean energy services … Indicator score: 0 … Human and institutional capacity … Indicator score: 0 … Economic & Technical Development Category score: 0 Quantitative employment and income generation … Indicator score: 0 … Access to investment … Indicator score: 0 … Technology transfer and technological self-reliance … Indicator score: 0 … Justification choices, data source and provision of references A justification paragraph and reference source is required for each indicator, regardless of score. References can be an academic or non-academic source, such as a university research document, a feasibility study report, environmental impact assessment, relevant website, etc. Environment Air quality ... Water quality and quantity ... Soil condition ... Other pollutants ... Biodiversity ... Social Development Quality of employment ...
Livelihood of the poor ... Access to affordable and clean energy services ... Human and institutional capacity ... Economic & Technical Development Quantitative employment and income generation ... Access to investment ... Technology transfer and technological self-reliance ... Summary of Sustainable Development Assessment of the stakeholders - BLIND exercise: Indicator Description and Score Mitigation measure Environment Category score: 0/+1/-1 Air quality … Indicator score: 0/+1/-1 … Water quality and quantity … Indicator score: 0 … Soil condition … Indicator score: 0 … Other pollutants … Indicator score: 0 … Biodiversity … Indicator score: 0 … Social Development Category score: 0 Quality of employment … Indicator score: 0 … Livelihood of the poor … …
Section 4 Others Has your company worked with MTR Corporation before? Yes / No If Yes, please list out the job details: Does your company has any Quality Management Plan? Yes / No If Yes, please specify (e.g. ISO9001 or eqv) Please provide the related documents in form of appendix with index no. 9 Does your company has any Environmental Management System? Yes / No If Yes, please specify (e.g. ISO14001 or eqv) Please provide the related documents in form of appendix with index no. 9 Does your company has any Safety System Certification? Yes / No If Yes, please specify (e.g. OHSAS 18001 or eqv) Please provide the related documents in form of appendix with index no. 9 Does your company has any Safety Policy or Statement? Yes / No If Yes, please submit. Please provide the related documents in form of appendix with index no. 10, 11 & 12
Date Find the sum. 1. 2. 3. 4. 5. 6. 7. 8. 9. After a week of rain, tadpoles appeared in your pond. After t minutes, you have (7t + 5) tadpoles and your friend has (8t – 3) tadpoles. a. Write an expression that represents the number of tadpoles you and your friend caught together. b. Who has more tadpoles after 9 minutes? Find the difference. 10. 11. 12. 13. 14. 15.
Document Control Change Record 1 Date Author Version Change Reference 05/10/2014 Caroline Prado V1.0 Initial Draft, updates 06/12/2014 Galina Polonsky Review and Approve 09/11/2017 Ekta Dua Updated document and visio to v2.6 09/26/2017 James Foreman Updated algorithms 11/27/2017 Chetan Raut Updated file name referred in the Visio and this document. 12/10/2017 Galina Polonsky Review and Approve
3-4 Skills Practice Direct Variation Name the constant of variation for each equation. Then determine the slope of the line that passes through each pair of points. 1. 2. 3. Graph each equation. 4. y = 3x 5. y = – x 6. y = x Suppose y varies directly as x. Write a direct variation equation that relates x and y. Then solve. 7. If y = –8 when x = –2, find x 8. If y = 45 when x = 15, find x when y = 32. when y = 15. 9. If y = –4 when x = 2, find y 10. If y = –9 when x = 3, find y when x = –6. when x = –5. 11. If y = 4 when x = 16, find y 12. If y = 12 when x = 18, find x when x = 6. when y = –16. Write a direct variation equation that relates the variables. Then graph the equation. 13. TRAVEL The total cost C of gasoline 14. SHIPPING The number of delivered toys T is $3.00 times the number of gallons g. is 3 times the total number of crates c.
1:20-2:00 Activity Library Mrs. Willock PE Coach Setzer PE Coach Setzer Art Mrs. Fisher Music Mrs. Carr Take Students to their activity and pick them up. 2:00-2:15 Recess - Take students to recess and stay on duty. 2:15-3:00 Science / Social Studies/ Health and Safety Students will need to take a bathroom break. While students are doing a bathroom break, send them to AR test with Mrs. Mary Jean on the Shared Reading Story for the day and let them test on their extra readers. Understand how and why maps and globes are used *G.1.1.8 Recognize that symbols on a map represent read objects *G.1.1.9 Consoler: Mrs. Barnhardt Show relationship between places using directional words (school, home, community) *G.1.1.10 Name and label the cardinal directions on a map.(north, south, east, west) *G.1.1.11 Classify animals according to common characteristics (movement, body coverings, diet) *LS.2.1.1 Classify animals according to common characteristics (movement, body coverings, diet) *LAB* Sort animals according to common characteristics. *LS.2.1.1
8:50-9:05 Reading Assessment Reading Assessment: Practice Book pg. 131/132 *RF.1.3b, RF.1.3g Reading Assessment: Practice Book pg. 133/134 Reading Assessment: Practice Book pg.135/136 Reading Assessment: Practice Book pg: 137/138 Reading Assessment: Reading Test
W.1.3, W.1.5 1:07-1:47 Activity Library Mrs. Ketchum PE Coach Setzer PE Coach Setzer Art Mrs Vail Music Mrs. Smith Take Students to their activity and pick them up. 1:47-2:05 Recess - Take students to recess and stay on duty. 2:05-3:00 Science / Social Studies/ Health and Safety Students will need to take a bathroom break. While students are doing a bathroom break, send them to AR test with Mrs. Mary Jean on the Shared Reading Story for the day and let them test on their extra readers. Computer Lab Recognize the physical features of maps and globes: rivers, lakes, oceans, mountains, islands, desert, coast. *G.1.1.12 Illustrate and label a map of a familiar place *G.1.1.13 Computer Lab Illustrate and label a map of a familiar place Finish making map. *G.1.1.13 Identify the features of major landforms *PS.8.1.1 Light Waves Sort materials by amount of light that is allowed through them.
NDT Coordination Some technicians do not give their cooperation by not giving any follow-up activities without any information. Generally, QA/QC teams are short of man power. Mr. Kumar highlighted NDT ( MPI and DP ) works to be carried out by individual technicians , unless there is a need to do the particular NDT with more than one men. Fathul INFO Nautica Muar Final documentation has already been completed except for the E&I. Status on 29thJune 2013, outstanding inspection report for E&I and Piping. Rahman 06.07.2013 Inspection Report Mr. Kumar asks the QA/QC team to make reports for all new jobs and it should be done within 1 / 2 days. Soft copy reports and RFI should also be provided to be submitted to Mr. Kumar. QA Reps Starting from “New Challenge” onwards Practical Students Mr. Kumar asks the IPT’s to be involved in the weekly meeting. They should bring out any matters regarding the findings and recommendations during the training session. Mr. Nadzif urged IPT to be more proactive to achieve the experiences. Staff will not have time to entertain and feed any unless IPT taking initiatives to learn. QAQC Staff/IPT Starting from 13.07.2013 onwards Update on Every Vessels Nautica Kota Tinggi All inspection reports and certifications are already completed and need to be released on 29 July 2013. Gagasan Johor Outstanding work on blasting and painting, and machinery. MVTangkas The vessel will be out today. Rezuan Rizal Yusof Saiful CLOSED TBA 13.07.2013
Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Follow-me Quiz 3.4.4 The Breathing System in the Human 3.4.7.H CO2: A Controlling Factor in Gaseous Exchange Enter Topic Title in each section above
A. An animal that produces its own body heat; Body temperature independent of temperature of environment Q. What is meant by the term excretion? A. Has ducts; Does not produce hormones Q. Mention one method of excretion in flowering plants. A. Elimination of waste products of metabolism Q. State the role of the kidneys in homeostasis. A. Diffusion; Leaf fall; Transpiration; Through lenticels or stomata Q. Name the tube/structure that delivers urine outside the body. A. Maintaining water/salt balance; Osmoregulation Q. What tube/structure connects the kidney to the bladder? A. Urethra Q. Explain the term glomerular filtrate. A. Ureter Q. Explain the term plasma. A. Plasma that has entered Bowman’s capsule Q. Carbon dioxide is an excretory product. Name a substance from which it is derived. A. Liquid part of the blood Q. Explain why red blood cells are normally absent from glomerular filtrate. A. Carbohydrate; Fat; Fatty acids Q. What is the source of the heat that keeps the body at a fairly constant temperature?
A. Too big to pass into Bowman’s capsule Q. Urea is an excretory product. Name a substance from which it is derived. A. Respiration Q. From which blood vessel does the renal artery arise? A. Protein; Amino acid Q. Where in the human kidney does re-absorption take place? A. Aorta Q. The concentration of glucose is the same in plasma and glomerular filtrate. Why is this? A. Proximal convoluted tubule Q. Name the blood vessel that supplies blood to a kidney. A. Glucose is small; Glucose passes through Q. State two responses that result when body temperature begins to drop. A. Renal artery Q. In which cavity of the body are the kidneys located? A. Piloerection; Vasoconstriction; Brain initiates increased metabolic rate Q. State two ways in which the body is insulated against loss of heat. A. Abdominal; Abdomen Q. Name one substance, other than water, excreted in the urine. A. Fat (adipose tissue); Trapped air or Hair Q. Describe the ways in which the body responds when its internal temperature rises above the normal level.
A. Urea; Salt; Uric acid Q. Why is glucose normally absent from urine? A. Vasodilation; Sweat secretion; Hairs lie flat - less air trapped Q. Explain briefly how sweating assists in the shedding of excess heat A. Usually reabsorbed Q. Give a feature of the kidney which indicates that it is an exocrine gland. A. Sweating places a film of water on the body surface, which is heated by the body, water evaporates with the heat, body left cooler Q. What is an endotherm?
Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Follow-me Quiz 3.4.6 The Excretory System in the Human Enter Topic Title in each section above
How can farmers help conservation? Biological conservation Maintaining species diversity (biodiversity) within a habitat. Ecological study of threatened habitats to inform their management. Control of introduced species. Biodiversity action plans – from the Rio Earth Summit in 1992 Six reasons why maintaining biodiversity is important Moral reasons Aesthetic reasons Importance of individual species in maintaining the ecosystem Benefit to people – fisheries, tourism, industry, medicines, agriculture, forestry Maintaining evolutionary processes Insurance – we do not know which species will be useful in the future Further reading and questions: Section 10.3 textbook look at summary questions. application on page 248.
1. Multi-view Drawing #1 Dim. Guide Reason Dim. Guide. Reason 4a 7 Double-dimension; wrong side 4a 7 Double-dimension; wrong side 4b 7 Unnecessary dimension; wrong side 4a 7 Double-dimension; wrong side 2. Multi-view Drawing #2 Dim. Guide Reason Dim. Guide Reason 8 5 Dimensioned to hidden line; better on top view where contour of feature is shown 4b 7 5 Unnecessary dimension; (wrong side – place between views); (better on front view where contour of feature is shown) 5 7 Better on top view where contour of feature is shown; (wrong side) 3 Missing dimension 3. Multi-view Drawing #3 Dim. Guide Reason Dim. Guide Reason 4a 5 Double dimension; (better on front view where contour of feature is shown) 4a, 4b 7 5 Unnecessary dimension; (wrong side – place between views); (better on front view where contour of feature is shown) 4a 7 Unnecessary dimension; contour of feature is shown; (wrong side) 4a Unnecessary dimension – both corners located by other dimensions
March 4th, 2018 6:30pm, Plains Ballroom Call to Order at 6:32pm Roll Call 21 present, 5 absent Approve Agenda Emmons: I move to insert first round of nominations for Yell Leader Appointments Committee Schwalbe: Second Approve Minutes Approved Consent Agenda No Consent Agenda Guest Speaker No Guest Speaker Public Comment No public comment Advisor’s Comments – Matt Skoy and Laura Oster-Aaland President of Senate Announcements – Katie Mastel Secretary of Senate Announcements – Marisa Pacella Court Report – Jared Melville Executive Reports Finance – Landon Holmquist and Zachary Sanger Fund Numbers: In-Year Fund: 17,172.29 TORF: $1,700 Reserve: $162,409.30 ExA – Chase Grindberg CSO – Lauren McNaughton and Lauren Algyer ASA – Michael Russell PR – Monica Murray Technology – Marisa Mathews President– Mason Wenzel Vice Chair Report – Calla Harper Funding Requests for Student Organizations MEP-02-18, International Students Association Second Read Schwalbe: I move to approve MEP-02-18 without objections No objections Passes Unfinished Business
Office of Career Services and Cooperative Education Contacts Annette Stewart, , 585-475-5466 Lisa Monette, , 585-475-7413 Feedback Welcomed Your constructive feedback is always welcomed! Please feel free to respond to this email with any questions or concerns.
A. Serial dilution Q. State a location in a flowering plant where a growth regulator is secreted. A. Surroundings that are harmful to organism(s) Q. Name the group of substances in plants which control responses to external stimuli. A. Apical meristems of shoots Q. Give an example of the use of a synthetic growth regulator. A. Plant growth regulators or auxins Q. Suggest a benefit to the plant of phototropism. A. Rooting powder; Weed killer; Ripening of fruit; Seedless fruits Q. What is an auxin? A. Photosynthesis Q. Give locations for two meristems in plants. A. A growth regulator in plants Q. Define tropism. A. Root tip; Shoot tip; Bud; Embryo; Seed Q. What growth regulator did you use when investigating plant growth? A. Growth response of plant to a stimulus Q. List three types of tropism. A. IAA Q. State two ways in which growth regulators in plants are similar to hormones in animals.
Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Follow-me Quiz 3.5.2 Responses in Flowering Plants Enter Topic Title in each section above
10.30 – 18.00 Individual expert’s meetings with Ms. Aksana Filipishyna, Representative of the Commissioner for observance of the rights of the child, and gender equality; Ms. Iryna Bisyk, specialist of the Department of personal data protection; Ms. Iryna Kushnir, Representative of the Commissioner for drafting of constitutional appeals and observance of the right to access to public information. (Blue Hall, Second Floor) ACTIVITY RESULTS 3.1. Results achieved: 1. The design and the structure of the training programmes approved. 2. The concrete list of programmes to be developed at the end date of the Activity agreed. 3. First set of training programmes, including teaching aids and training guidelines developed (see attachments). 3.2. Documents delivered 1. Report, including the list of programmes to be developed. 2. Training programme “Processing of personal data in the employment context: European Union standards”. Training programme includes training curriculum, suggested working plan of the workshop and guidelines for trainers. 3. Training curriculum for the programme “European Union standards in data protection: data protection reform” (the whole programme to be developed during the next mission). 4. Training programme “Difference in salary for the same work or the work of the same value on the ground of person’s gender in EU”. Training programme includes training curriculum, suggested working plan of the workshop and guidelines for trainers with ppt presentation and 2 examples for practical presentation. 5. Training guidelines for the training programme “Stress and coping” (the whole programme to be developed during the next mission). 6. Training guidelines for the training programme “Interaction in conflict situations” (the whole programme to be developed during the next mission). 7. Training curriculum for the programme “The implementation of the right of access to information in specific areas”, suggested working plan and first part of the training guidelines “Revelation of secret information: national security and secret evidence in legislation and before the courts” (the whole programme to be developed during the next mission). Recommendations/observations/comments (if any): General remarks: 1. One of the first general findings of the Needs & Gaps Analysis developed during the 3.1 was that there is a clear need to create an effective, continuous and sustainable training system of the personnel of the Apparatus. Especially in the current situation where a lot of the personnel are young specialists and there is a clear need for improving different skills and qualifications. discrimination
In the event of a medical, security, political or natural hazard emergency participants should immediately notify the Center of Community Service. Northeastern University employs AON World Aware as a travel assistance and response provider. AON World Aware along with Northeastern University and the Center of Community Service will work to facilitate the appropriate response. Every reasonable accommodation will be made by the Center of Community Service to ensure the safety of the participants and get them back to Boston as quickly as possible. Unfortunately, we are not able to offer a refund of the trip fee. Financial obligation The ASB staff will assign a program fee to each trip. This fee covers the participant’s flights (if applicable), ground transportation, housing, meals, and any site fees associated with volunteering. The fee does not cover medical costs, passport fees, souvenirs, or the cost of background checks or medical tests (i.e. a negative TB test) required by some organizations and/or foreign countries.
Table 3.5-. Identified Sites within Project Area and Potential Impacts Site Number Site Area Size Description NRHP Eligibility Comments Impacts Tule-BC-35 150 x 200 Two loci, 10 milling stations, 350 flakes, 9 handstones, 3 millingstones, 1 core, Elko projectile point, 3 brownware sherds Eligible The site is located along an existing road Because the road is a disturbed context, its use would not impact portions of the site that contribute to its National Register eligibility; therefore, there would be no adverse impact. Tule-CW-11 30 x 40 Habitation site, rock shelter, 4 milling features, 20+ flakes, 50+ sherds The site can be avoided by shifting the project layout Tule-CW-12 Large Habitation site, 1 milling feature, 300+ flakes, 70+ sherds The site covers multiple facilities, but can be avoided by changing the project layout. Tule-CW-17 Large Habitation, rock shelter, 3 milling features, 50+ flakes, 100+ sherds, 1 point The site is located at the outer edge of the 400-foot cultural resources survey corridor and likely can be avoided without shifting the layout.
Name:________________________________ Date:_____________ Period:________________ 3.6 B Uniform Motion Algebra 1 Notes Uniform motion: SAME DIRECTION A passenger train leaves a station at 1pm and travels at an average rate of 72mi/h. A high-speed train leaves the same station and hour later and travels at an average rate of 90mi/h. The trains follow the same route. In how many hours will the high-speed train overtake the passenger train? Rate Time Distance A group of campers left a campsite in a canoe traveling at a speed of 10 km/h. Two hours later the group leader left the campsite in a motorboat traveling in the same direction at a speed of 22 km/h. How long did it take for the motorboat to catch up with the canoe? Rate Time Distance Joe left home on his bicycle for a long-distance ride. Meredith left 3 hours later on her motorcycle carrying Joe’s lunch. Meredith traveled at 42 mph and she caught up to Joe in 1.5 hours. How fast was Joe traveling? Rate Time Distance Suppose John and Gina leave at the same time traveling in the same direction. Gina drives at 85 mph and John at 70 mph. How long until they are 90 miles apart? Rate Time Distance
Answer Conclusion Question 3. Part III: Follow-up Visit Obtain an Activity 3.3.1 Medical History – Visit #2 Resource Sheet. Read the updates to the Case History. Review Melissa’s Peak Flow Chart. Note that average (or normal) peak flow for a patient of Melissa’s size is 267. The chart below describes the classification of peak flow values. Normal Peak Flow Values % of Normal Peak Flow: Meaning: Classification: 80% - 100% All is fine Green Zone 50% - 80% Caution Yellow Zone Less than 50% Medical Alert Red Zone Calculate the value ranges that relate to the Green, Yellow, and Red zones for Melissa. List the values on the Medical History form under the graph and use colored pencils or markers to shade in the associated ranges of the peak flow chart. Analyze Melissa’s peak flow graph as well as her descriptions of her symptoms and activities on each day of her diary. Describe conclusions about her condition on the Explanation of Results section of the Medical History Resource Sheet. Read the Recommendations section of the report. Answer the remaining Conclusion questions. Conclusion Questions The walls of the alveoli in the lungs are incredibly thin. Explain how this structure is related to function in the body. Remember what you learned about diffusion in PBS or another science class. Use the principles of diffusion to explain why oxygen molecules in the tissues of the lung go into the blood, and then in other tissues the oxygen molecules leave the blood.
LUSD Tod A. Anton Scholarship 4/3/15 Senior, Essay and letters of recommendations. To download a copy of the application, please visit: LUSD Sherry Pratt Memorial Scholarship $500 4/3/15 Senior, shows academic improvement throughout high school, determination to succeed despite obstacles, ability to work cooperatively with others and shows a passion for life. To download a copy of the application, please visit: LUSD Cowell Education Scholarship 4/3/15 LHS Senior of ethnic minority groups Asians, Filipinos, Hispanic or Native Americans.) 3.2 GPA, acceptance from a four year university, strong desire to pursue a career in education (teaching, school counseling, school psychology or speech therapy.) Critical financial need. To download a copy of the application, please visit: LUSD 2015 CA Environmental Scholarship 4/3/15 Graduating Senior, planning to major in Environmental Science or actively involved in environmental issues. 2.0 GPA. To download a copy of the application, please visit: LUSD Bob Hanlon Scholarship 4/3/15 Senior, committed to the community, the environment and society. Possesses a lover for learning, literature and language. To download a copy of the application, please visit: LUSD Andrew Cox Memorial Scholarship 4/3/15 LH Senior, must not have accepted a full ride scholarship, in pursuit of an athletic career at the collegiate level, 3.0 GPA. To download a copy of the application, please visit: LUSD Bob & Mike Long Memorial Scholarship $1,000 4/3/15 Must be a graduating LH Senior who plans to attend a CA College of University. Minimum 3.5 GPA, two varsity letters in athletics. To download a copy of the application, please visit: LUSD LHS Dominic’s Designated Driver Scholarship $1,000 4/3/15 Senior, 3.0 GPA, evidence of community involvement and financial need. Essay describing the following about friendship: 1) qualities and characteristics that a good and loyal friend should have. 2) Characteristics displayed that a friend is a responsible and accountable for their actions. To download a copy of the application, please visit: LUSD Herbert & Beverly Beverly $1,000 4/3/15 Senior, 3.0 GPA, economically disadvantaged, motivated. To download a copy of the application,
Flower Structure Wind Pollination Animal pollination Petals: small or absent, not brightly coloured, no scent, no nectarines. Petals: large, brightly coloured, scented, have nectarines. Pollen: large amounts, light, small, dry, smooth. Pollen: small amounts, heavy, large, sticky, spiny. Anthers: large, outside petals, loosely attached to filament. Anthers: usually small, inide petals, firmly attached to filament. Stigmas: large and feathery, outside peals. Stigmas: usually small and sticky, inside petals. Fertilisation
hurricanes Score: 0 Animals: domestic, wild … Score: 0 … Fire: natural fires, fire management … Score: 0 … Diseases: insects, bacteria, viruses … Score: 0 … Temperatures: frost, heat … Score: 0 … Irregular resettlement or illicit crop production … Score: 0 … Exploitation of underground resources: mining, water, etc. … Score: 0 …
Attachment 3.7.5: Minutes of Meeting (27) Minutes of Meeting Minutes of Meeting No. : 27 Purpose of Meeting : Weekly QA Meeting Date : 27th July 2013 Time : 0830am ~ 0930am Location : QA/QC Meeting Room ATTENDED BY Attendees PALANI SENDHIL KUMAR ZULAZFAR HILMI BIN OTHMAN MOHAMAD FAHME BIN TAHIRAN MOHD SAHID BIN ABDULLAH MOHD NADZIF BIN MISMAN ABDUL RAHMAN BIN CHE’ ANI SAIFFUL BAHRI BIN MD SALLEH MOHD ALIZAN BIN ALI RIZAL BIN MD YUSOF REZUAN BIN KASSIM MOHD RIZAL BIN ABD WAHAB DIMYATI BIN ABD MAJID @ HADJI MARZOEKI MOHD SAPIZEE BIN SAPAR RUZLIZA BAHAROM MARIAH BINTI RAMLAN FARAH SHAZWANI BINTI MOHD SALLEH SYAHRUL AKRAM BIN AZHAR MOHD HAFIDZULHADI BIN MD NOOR MUHAMMAD FARID BIN ABDUL HALIM Absentees if Any MUHAMMAD HAZWAN BIN SALIKIN ALNASSER BIN OMAR MARTENEZ NURUL ASYIKIN BINTI HAMZAH FATHUL ADZIM BIN MUHAMMAD ANUAR CHE HUZAYLY BIN CHE HARUN JOHARI BIN ABU BAKAR Attachment : Note : Abbreviations : In Pursuit of Quality Excellence all Levels of Employees are Committed to Implement and Promote Quality during all the Phases of the Companies Activities.
sample. Mr. Nadzif suggested the QA/QC team to take out any common forms. Mr. Saifful suggested QA/QC team to print out any related forms and paste it on the wall. CLOSED CLOSED Update on Every Vessels KD Jebat Ultrasonic Testing, Vacuum Test & Final Inspection on Side Shell Plate Renewal. JM Intan Ship arrival on MMHE yard on 25/07/2013 High Pressure Water cleaning on side shall. Rizal Yusof Rezuan Practical Students Mr. Kumar asks the IPT’s to be involved in the weekly meeting. They should bring out any matters regarding the findings and recommendations during the training session. Syahrul mentioned that he would not be able to get more knowledge by not going on board. Mr. Nadzif highlighted the IPT’s to plan and schedule their daily activities. QA/QC team IPT’s CLOSED INFO Other Matters Mr. Alnasser urged the QA/QC team to submit all the project performance and QA/QC project report to Project Manager 1 day after the vessel has been out. Mr. Alnasser raised a concern on 5s practice guideline. QA/QC team need to practice the 5s guideline as before. Mr. Nadzif asks Mr. Fathul to check out the available leave for foreign worker before QA Reps. QA/QC team Fathul 22.07.2013 Starting from next week onwards CLOSED
Mario’s Research Sources Used Websites Magazines Vogue, Vanity Fair Interview with a Singer I interviewed the lead singer of a band performing at a local pub. She was a bit like Amy Whitehouse and Paloma Faith. I took some pictures of her and these are included on the mood board. Brighton Lanes, West Sussex I visited several vintage clothing and fabric shops in Brighton Lanes. Swatches of fabric are included on the mood board as well as photos of the sales staff and shop fronts. Milestones Museum, Basingstoke This is a Living History Museum so I was able to get really close to the past by talking with the museum’s staff. Snippets of these conversations are included on the mood board. Colour Charts I went to B&Q and picked up a handful of colour charts for emulsion. I used these to select a group of colours that reflected my retro theme and these have been matched to the fabric samples on the mood board. Task 1 - Evidence 1.1 and 1.2 Add the research sources you used for each activity to the charts below, adding more rows as necessary. Research Sources Used for a Photographic Activity Websites