zilongwang/ReadingBank huggingface dataset:
Figure 4: The leg and hand of ELVIS 3.5 Audio Orientation The robot has two microphones in the head for hearing. At present, these are mainly used for focus of attention. A GP system is used to evolve a function or program, which can give the direction of a sound. Future experiments include separation of sound sources and recognition of commands. not yet autonomous. It is so far controlled by remote computers and has a remote power supply. The aim is to have the humanoid controlled by a handheld PC running NT or possibly LINUX. Space is also reserved for battery packs. The total weight of the autonomous version of ELVIS is expected to be less than 5 kg. 3.6 Manipulation ELVIS has arms and hands with three fingers each including a highly maneuverable thumb. The fingers are equipped with touch sensors reacting to pressure from 10 g up to tens of kilograms. The manipulation experiments take place in the symbolic layer and integrate movement, touch sensors and vision to isolate an object and pick it up with one hand and then moving it to the other hand. 5 Future Work The final goal of our research project is to build a human-sized robot based on a plastic human skeleton to ensure geometric authenticity, see Figure 5. The software architecture of ELVIS will be used for the larger robots with small adjustments. The main objective of the skeleton based robot is a very light humanoid (60 KgÑ with less sophisticated hardware compensated for by a more sophisticated adaptive control architecture. 4 Current Status ELVIS has been now been assembled, and is complete with the exception of CCD-cameras and fingers. The software architecture has been evaluated on offline experiments. Initial experiments in simulations confirm the feasibility of the method, but major evaluations using the robot are still under way. ELVIS is 6 Summary and Conclusions The ELVIS humanoid robot is a very complex both as far as hardware and software are It is unique in many ways: size, weight, of freedom, possibility of autonomy and control method.
2018 Fee Schedule is as follows: Subject 2018 Fee Schedule is as follows: Refundable & Due Date What does it pay for Football Registration Fee (per child) Regular March 28 – April 30 $100 Late Registration May 1 – July 30 = $125 NON-REFUNDABLE Due at Registration $40 processing fee for all participants that are either injured (proof from a doctor is required) or relocate from the area and proceed to drop from the registration process before July 15 – all fees minus the $40 processing fee will be returned upon approval This covers practice wear (personalized jersey), insurance, conditioning and try-outs. Registration after July 15 will require the parent to have the player’s practice jersey personalized outside of the Bears organization. Football Player Fee Scout, JPW, PW, JV and V squads only $475.00 REFUNDABLE prior to Certification at Official Due by July 25 or 26, 2018 Certification, field fees, referee fees, league fees, coaches gifts, year- end celebration Volunteer Deposit $450.00 Deposit check Checks will be cashed at the end of the season if all 14 hours are not fulfilled. The hours are not prorated! The Bears reserve the right to add two additional hours per family if the Bears are awarded playoff hosting opportunities. Due by July 25 or 26, 2017 Checks will be returned or destroyed after all hours are complete at the end of the season. Checks will be cashed if all hours are not completed. Deposit check due at Bears Day. Football Equipment Deposit/Return Fees $200.00 (deposit check due) $75 charge for late, dirty or wet equipment (deposit check due) Checks will be cashed at the end of the season if equipment is not received at the specified equipment return times, returned late, dirty or wet. Deposit only – Checks are due at Bears Day and will be held with your file until equipment is returned (2 checks total due at Bears Day)
Water pollution in Odra River due to 1) malfunctioning and insufficient capacity waste-water treatment plant in the city of Velika Gorica 2) other sources of pollution (illegal outlets into Odra) 3) agriculture especially expressed in the Upper reach, but also present downstream in the Middle and Lower reach - Development of toxic cyanobacteria due to increased level of phosphates and nitrates from waste water treatment plant and agriculture - Development of nitrophilous and toxin resistant plants - Considerable changes in aquatic community composition and structure Revitalization measures of removing contaminants from water streams of developing constructedl wetland (CW). This solution is predicted for: Urban Waste Water (small settlements, individual homes, tourist and organic farms, tourist facilities, • non-point source pollution (urban, agricultural and roadway runoff); Method is based on extensive research of the application of various plant species, sand substrates and water flow modes, enabling efficient removal of pollutants from water through physical and chemical processes, microbial activity and plant uptake Deposition of fine organic particles in the riverbed Hydrological (river impoundment) and organic pollution (waste-water treatment plant) upper reach - Anoxia appearance, development of anaerobic bacteria in sludge;- toxic metal accumulation in the riverbad;- Considerable changes in aquatic communities due to changes in substrate composition Silt / sludge removal measure a consequence of the discharge of untreated water from treatment plants in Velika Gorica River fragmentation due to malfunctioning siphon hydrological, uncompleted siphon point between Upper and Middle reach - Population fragmentation and alteration of migration patterns of aquatic species (fish, aquatic macroinvertebrates, aquatic mammals, etc.) - Lower genetic diversity in local populations and appearance of genetic drift Revitalization measures reconnection of the Upper and Middle reach of the river Oder, which would flow upstream part of the River Odra has increased significantly. Solution reconnection riverbed implies microtunelling below flood control channel Sava - Odra of ameliorative channel GA2 by the middle reach of the Odra.
1H - C12 24.14 23.91 23.04 24.46 3H -CH3O-1 28.94 27.44 28.60 28.34 28.27 27.47 28.20 27.48 27.71 27.47 26.79 28.31 3H -CH3O-2 28.18 27.15 26.57 27.43 27.69 26.28 27.44 26.93 27.95 27.41 28.11 25.87 3H -CH3O-3 27.78 27.49 27.48 27.75 27.38 27.55 27.50 27.70 27.60 27.21 27.51 27.22 3H -OCH3-10 25.98 27.67 27.10 27.63 28.09 27.39 26.92 27.42 27.63 27.64 27.20 27.75 3H - C14 29.45 29.90 29.25 29.79 30.06 29.79 29.79 29.76 29.59 30.06 29.56 29.39 1H - NH 25.59 25.77 24.49 25.47 Experimental chemical shifts and calculated isotropic values correlated in more than 99%. We used the equation below to calculate chemical shifts. Were: I- isotropic X- -0.9150 Y- 29.0393 CS- calculated value chemical shift Table S7. 1H NMR experimental and calculated (M06/pcS-2) chemical shifts data for colchicine and its complexes. Chemical shifts (ppm) Experimental Calculated Hydrogen atom 1 Col x Zn(NO3)2 1 1:1:1 Type A 1:1:1 Type B 1:1:1 Type C 1H - C4 6.69 6.75 6.47 6.64 6.16 6.73 2H - C5 2.32 2.2 2.66 2.72 2.43 2.70
3.95 3.67 3.76 4.00 3.74 4.20 3.98 4.19 3H -OCH3-10 3.9 4.06 5.15 3.73 4.23 3.88 3.28 4.08 4.21 4.06 3.87 3.85 4.18 3.74 3H - C14 1.86 1.99 2.00 1.77 2.07 1.76 1.46 2.01 1.68 1.65 1.89 1.65 1.99 2.00 1H - NH 7.4 7.55 5.37 5.10 6.19 5.50 Table S10. 13C NMR calculated isotropic values for colchicine and its complexes (M06/pcS-2). Isotropic values Atom C Calculated 1 1:1:1 Type D 1:1:1 Type E 1:1:1 Type F C1 2.87 7.89 4.00 8.82 C1a 37.72 32.49 39.59 42.44 C2 18.85 23.71 19.79 26.85 C3 2.42 1.30 -0.10 7.59 C4 58.93 50.71 58.46 54.86 C4a 15.78 16.66 16.19 10.44 C5 143.02 143.92 142.37 143.23 C6 138.49 134.07 138.05 139.90 C7 110.61 102.67 114.62 112.38 C7a 10.21 16.52 -5.48 12.11 C8 17.05 21.52 17.24 23.90 C9 -24.83 -24.02 -13.14 -30.06 C10 -7.90 -9.23 -0.21 -7.08 C11 43.15 52.36 43.13 54.40
Segment: SE Transaction Set Trailer Position: 060 Loop: Level: Summary Usage: Mandatory Max Use: 1 Purpose: To indicate the end of the transaction set and provide the count of the transmitted segments (including the beginning (ST) and ending (SE) segments) Syntax Notes: Semantic Notes: Comments: 1 SE is the last segment of each transaction set. Data Element Summary Ref. Data Des. Element Name Attributes M SE01 96 Number of Included Segments M N0 1/10 Total number of segments included in a transaction set including ST and SE segments When used in the SE segment, the count includes the total number of segments in the transaction including the ST and SE segments. M SE02 329 Transaction Set Control Number M AN 4/9 Identifying control number that must be unique within the transaction set functional group assigned by the originator for a transaction set The transaction set control number (SE02) is the same as that used in the corresponding header (ST02).
“education is one of the most effective ways of preventing drug and alcohol misuse. The drug strategy outlines the need for young people to have access to universal drug and alcohol education” Dfe Drugs Advice for Schools Factual elements of Drug Education form a part of the statutory order for National Curriculum Science and the contextual skills, required to manage risk, are contained within the PSHE association framework and in line with the Ofsted SMSC inspection schedules. It will be provided in the broader context of PSHE. This provision will be supported by the school’s commitment to a healthy environment, in which neither the misuse of drugs (including legal substances) by pupils, staff or visitors, nor the illegal supply of these substances is permitted. We will ensure that opportunities are secured across the curriculum for drugs education and a broad range of up to date resources are available to support this. We base our programme on the needs of young people, gathering information through the DataVibe surveys, discussion and research of local data. Through the curriculum and a supportive school ethos, we aim to: provide accurate information about all legal drugs (including alcohol and tobacco); all illegal drugs; volatile substances and over-the-counter and prescription medicines. increase understanding about the implications and possible consequences of drug use and misuse raise awareness of safety issues with regard to drugs explore attitudes towards drug use and misuse develop the skills necessary to make informed decisions identify sources of personal support. We will deliver a minimum entitlement of: 12 Hours at KS3 5 hours at KS4 See the details of our drug education programme in appendix Ideally this drug education will occur more than once in each key stage to take in the rapidly changing developmental and social and cultural experiences of the young people. Concentrating on the drugs most relevant to the age and experiences of the young people, such as medicines, tobacco and alcohol, we will embed our learning within a wider framework of resilience-building and social/emotional skills development. It will take account of religious and cultural practices around drugs and alcohol. [Specific approaches and lessons have been developed from the Islamic perspective by Ibrahim Vorajee, an Islamic scholar and Health Promotion Professional]. See the details of our drug education programme in appendix 1 The DrugAware Drug and Alcohol Education materials are accredited by the PSHE Association and ensure the programme is developmental and appropriate to the needs of the young person in each year. Support from visitors
York Times Ground: Beyonce and the Army of Women at Her Command The New York Times Beyonce Unearths Pain and Lets it Flow in ‘Lemonade’ (Print Headline: Rich With Pain) 25/04/16 Wesley Morris Arts The New York Times After HBO Show, Beyonce Surprises with New Album 24/04/16 Joe Coscarelli Arts The New York Times Refracted in the Prism of Lemonade 29/04/16 Jon Caramonica Arts The New York Times Making Lemonades Out of Strife 25/04/16 Jon Pareles Arts The New York Times (6) The Film Ingredient in Beyonce’s ‘Lemonade’ 28/04/16 Mekado Murphy Movies The Los Angeles Times Beyonce Just Released Her New Album, ‘Lemonade’ During Her HBO Special 23/04/16 Gerrick D. Kennedy Pop & Hiss The Los Angeles Times Beyonce shakes things up again with the release of her album 25/04/16 Gerrick Kennedy Music
charge of her narrative The Los Angeles Times Beyonce leads fans into ‘Formation’ at the Rose Bowl 15/05/16 Lorraine Ali Music The Los Angeles Times Beyonce’s Lemonade up for four Emmys 14/07/16 Gerrick D. Kennedy Music The Los Angeles Times (11) Popular music and the loss of anger 15/07/16 Lorraine Ali Music The Post Beyonce’s ‘Lemonade’ turns life’s lemons into into furious pop 24/04/16 Chris Richards Style The Post (2) The better we understand Beyoncé, the more there is to know 23/05/16 Chris Richards Style Chicago Tribune (1) Beyonce’s ‘Lemonade’ contains singer’s most fully realized music yet 24/04/16 Greg Kot New York Post Beyonce burns Jay Z in new video and album 24/04/16 Hardeep Phull New York Beyonce’s new album 24/04/16 Hardeep Phull
Post spills the beans on her marriage and more New York Post (3) Thank you, Beyonce, for not holding back 25/04/16 Mackenzie Dawson References McRobbie, A., 2009. The Aftermath of feminism. London: SAGE Publications Ltd. Anon, 2017. About the Black Lives Matter Network. [online] Black Lives Matter. Available at: <http://blacklivesmatter.com/about/> [Accessed 3 May 2017]. Adriaens, F. and Bauwel, S.V., 2011. Sex and the City: A Postfeminist Point of View? Or How Popular Culture Functions as a Channel for Feminist Discourse. The Journal of Popular Culture, 47(1), pp.174–195. Altheide, D.L. and Schneider, C.J., 2013. Qualitative media analysis. Los Angeles: Sage Publications. Barthel, M., 2016. Newspapers: Fact Sheet. [online] Pew Research Center Journalism & Media. Available at: [Accessed 26 Mar. 2017]. Bellafante, G., 1998. Feminism: It's all about me! Time, 29 Jun., pp.54–62. Blackman, L., 2008. The body: the key concepts. Oxford: Berg. Brabon, B.A. and Genz Stéphanie, 2009. Postfeminism: Cultural Texts and Theories. Edinburgh University Press. Brooks, A., 1997. Post-Feminisms: Feminism, Cultural Theory and Cultural Forms. London: Routledge.
Weidhase, N., 2015. ‘Beyoncé feminism’ and the contestation of the black feminist body. Celebrity Studies, 6(1), pp.128–131. Woodard, J.B. and Mastin, T., 2005. Black Womanhood: "Essence" and its Treatment of Stereotypical Images of Black Women. Journal of Black Studies, 36(2),
(b) the term “Council” means the elected officials of the (name of municipality); (c) the term “Administrator” means the person appointed as the Administrator for the ____________of __________or his/her duly authorised representative or designate; and (d) the term “clear days” shall mean the number of calendar days, excluding the day of original posting, publishing or mailing, as the case may be, and excluding the day of the Council meeting; 3. MATTERS FOR WHICH NOTICE MUST BE GIVEN 3.1 Public notice in accordance with this policy shall be given before Council initially considers the following matters: (a) permanently closing or blocking off a street, lane or walkway; (b) disposition of municipal lands or buildings; (c) selling or leasing land for less than fair market value and without a public offering; (d) prohibiting or limiting the number of businesses of a particular type in an area of the municipality or specifying separation distances between businesses of a particular type; (e) borrowing money, lending money or guaranteeing the repayment of a loan; (f) imposing a special tax or determining the use to which excess revenue from a special tax is to be put; (g) establishing a purchasing policy; (h) sale or lease of mines and minerals owned by a municipality; (j) establishing a business improvement district; (j) setting remuneration for council or committee members and other bodies established by the council; (k) increasing or decreasing the number of councilors on Council; (l) appointing a wards commission and dividing the municipality into wards;
REFERENCES [1] Bret Stanford, Peter Ifju, Roberto Albertan, Wei Shyy, “Fixed Membrane Wings for Micro Air Vehicles: Experimental Characterization, Numerical Modeling, and Tailoring”, Department of Mechanical and Aerospace Engineering, University of Florida, Gainesville, [03-09-10]. [2] Peter G.Ifju, David A. Jenkins, Scott Ettinger, Yongsheng Lian and Wei Shyy, Micro Air Vehicles”, Department of Aerospace Engineering, Mechanics and Engineering Science. University of Florida, Gainesville,[03-09-10]. [3] Francis Barnhart, Michael Cuipa, Daniel Stefanik, Zachary Swick, “Micro-Aerial Vehicle Design with Low Reynolds Number Airfoils”, 7th March 2004[28-08-10]. [4] [28-08-10]. [5] Hundley Richard, O Gritton, Eugene C, "Future Technology-Driven Revolutions in Military Operations”, Documented Briefing of the RAND National Defence Research Institute, December 1992[03-09-10]. [6] James M. McMichael, Col. Michael S. Francis, “Micro Air Vehicles - Toward a New Dimension in Flight”, Program Manager Defense Advanced Research Projects Agency 8/7/97 [29-08-10]. [7] [08-09-10]. [8] Thomas J. Mueller, “On the Birth of Micro Air Vehicles”, Department of Aerospace and Mechanical Engineering, University of Notre Dame, Notre Dame, Indiana, USA, 46556[03-09-10]. [9] Peter G. Ifju, Scott- Ettinger, David Jenkins, and Luis Martinez, “Composite materials for micro air vehicles”, Aerospace Engineering, Mechanics and Engineering Science Department University of Florida, Gainesville [03-09-10].
February 2013 KINDERGARTEN # STUDENTS Bocchino –FD 22 Bocchino – HD 2 Moya – FD 23 Moya – HD 0 Knighton – HD 26 GRADE 1 # STUDENTS Thomas 22 Ott 26 Anderson 24 Dubien 22 GRADE 2 # STUDENTS Davis 24 Nieto 24 Wojtulewicz 24 Lucas 26 GRADE 3 # STUDENTS Hamilton 26 Snyder 26 Sayre 27 DeVinck 27 GRADE 4 # STUDENTS Bauder 28 Dunning-Farmer 29 Cymbaluk 29 GRADE 5 # STUDENTS Stanfel 26 Greenland 26 Bitter 28 Bravo 26 STEP GRADE 6 # STUDENTS Hirsch 107 Jacobson Hull GRADES 7/8 # STUDENTS Jacobson 189 Sanchez Dehkordi Christ Atchison Querry At PBHS for Geometry TOTALS # STUDENTS KINDER FD=45/HD=28 GRADE 1 94 GRADE 2 98 GRADE 3 106 GRADE 4 86 GRADE 5 106 GRADE 6 107 GRADE 7 108 GRADE 8 81 GRAND TOTAL 859 FD = Full Day HD = Half Day
Q2 Observe the picture and write 5 sentences about it (Clue – Friend in need is a friend indeed) Q)Observe the picture and write 5 sentences about it Q3 Write detailed Character-Sketch of Malu-Bhalu Q 4 Write 10 Sentences on topsy-turvy land Q5 Write the character sketch of Sanatombi the future Leima of Kangleipak Q 6 Observe the notice and answer the following questions
A BILL TO AMEND SECTION 11010(A) OF THE 1976 CODE, RELATING TO THE FLAGS AUTHORIZED TO BE FLOWN ATOP THE STATE HOUSE AND ON THE CAPITOL COMPLEX, TO REMOVE REFERENCES TO THE SOUTH CAROLINA INFANTRY BATTLE FLAG OF THE CONFEDERATE STATES OF AMERICA, TO PROVIDE FOR THE PERMANENT REMOVAL OF THE SOUTH CAROLINA INFANTRY BATTLE FLAG OF THE CONFEDERATE STATES OF AMERICA FROM ITS LOCATION ADJACENT TO THE CONFEDERATE SOLDIER MONUMENT, AND TO PROVIDE THAT UPON ITS REMOVAL, THE SOUTH CAROLINA INFANTRY BATTLE FLAG OF THE CONFEDERATE STATES OF AMERICA SHALL BE TRANSPORTED TO THE CONFEDERATE RELIC ROOM FOR APPROPRIATE DISPLAY. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 11010(A) of the 1976 Code is amended to read: “Section 11010. (A) As of 12:00 noon on the effective date of this act, and permanently thereafter, the only flags authorized to be flown atop the dome of the State House, in the chambers of the Senate and House of Representatives, and on the grounds of the Capitol Complex shall be as authorized in this section. The flags authorized to be flown atop the dome of the State House and in the chambers of the Senate and House of Representatives are the United States Flag and the South Carolina State Flag. As of 12:00 noon on the effective date of this act, the flag authorized to be flown at a designated location on the grounds of the Capitol
implementation. These gaps and weaknesses have the potential to make the fiduciary risk of the Program to be high thereby impacting the ability of the Program to achieve its intended results. Therefore a Program Action Plan is recommended based on the findings and conclusions of the Fiduciary Risk Assessment that will mitigate to a large extent the fiduciary risks and weaknesses identified. Considering the existing weaknesses in Program Fiduciary systems and the time and effort required to implement the Program Action Plan and the capacity building initiatives, the residual fiduciary risk rating for the Program is rated as Substantial. Section 7: Recommended Program Action Plan Sl # Program Action Base line Responsibility Schedule Verification 1 All Municipalities to publish their budgets and annual plans, annual financial statements and audit reports in the e-Portal (and the municipal website if available) Not published now Municipalities Starting with the second year of the Program Annual Performance Assessment and Program Reports 2 Municipal Councils to prepare annual action plan to address audit findings within a period of six months after the receipt of the audit report No such action plan exists Municipalities Starting from the first year of the Program Annual Performance Assessment and Program Reports 3 The Citizens Bureau in each Municipality to be operationalized and their performance in speedy and effective resolution of grievances monitored by the Municipal Council Citizens Bureau exist in all municipalities but are functional only in about 25% Municipalities Starting from the first year of the Program Annual Performance Assessment and Program Reports 4 Good Governance Cells established in all municipalities Cells not set up in most municipalities Municipalities By the start of the third year of the Program Annual Performance Assessment and Program Reports 5 Municipalities to publish the award of all tendered contracts (NCB and simplified shopping procedures), on national public procurement web site. Some municipalities do it occasionally Municipalities Starting from the first year of the Program Performance Assessment 6 Staff capacity and skills of municipalities in financial management and public procurement to be assessed and a suitable capacity building No such assessment is in place CFAD Starting from the first year of the Program Performance Assessment
Gallery Exhibitions: Winthrop Gallery Cooperative, WA: Member, SOLD 3 paintings (Jan. 2015- Present) Sun Mountain Lodge Gallery, WA: Winter Show, 3 paintings, SOLD 1. (Winter 2015) Confluence Gallery, WA: In a Land of Snow and Indigo Show, 4 paintings (Winter 2014/15) Phoenix Festival, WA: Fire Relief Community Fundraiser, 1 painting (Fall 2014) Clymer Gallery, WA, Juried Show: 3 Paintings accepted, SOLD 2 (Spring 2014) Plymouth State University, NH: Student Art Show, Landscape painting selected (2006) Keene State College, NH: Student Art Show, Still life painting selected. (2004) Commissions: 6 Dog Portrait/Landscape Paintings, NH: Individually hired. Town of Thornton, NH Library Mailbox: Donated my time and paint. REFERENCES Ashley Lodato – # 509-997-4004 (Work) Methow Arts Alliance Education Coordinator, WA She hires me to teach residencies that vary in length, age group, location, and materials based on the needs of district teachers and the community through the arts organization. Ashley recently wrote an article about my work as a professional painter and teacher in their seasonal magazine and online at: Rachel Gasowski – # 603-254-6178 (Cell) Previous Waterville Valley Recreation Director, NH She hired me in 2006 and was my boss during the time I spent working for the Recreation Department in various positions. She knows me as a teacher, community leader, artist, and an outdoor enthusiast. Nicole Ringgold – # 509-449-5957 (Cell) Previous Confluence Art Gallery Director, Artist, WA She knows my work as an art educator and oil painter. Nicole hired me to teach many different art classes through Confluence Art Center and co-currated the winter gallery exhibit “In a Land of Snow and Indigo”, which included 4 of my paintings.
10 School Garden Fundraising Ideas sale, flower sale, recipe cookbook, garden art, selling at a farmer’s market) School Gardening Grants A list of grants available in Saskatchewan for school gardening projects put together by the RQHR Health Promotion Department. Contact the Health Promotion Department or 306-766-7370 Food Preservation Put it up! Food Preservation for Youth Curriculum - a series of informal educational lessons that guide youth to explore and understand the science of safe food preservation (can, freeze, dry, cure and smoke, ferment, pickle, make jelly and jam, store) EDUCATION OUTDOORS Resource/ Program Description For more information link/contact Connecting With Nature: Free Educational Guides For Teachers For Grades K-8 David Suzuki Foundation Studies have shown that spending time outdoors helps students do better in school by improving memory, and creativity. Children who spend time in nature are also physically healthier and are more likely to care for nature as adults. Teachers across Canada agree! They've downloaded more than 10,000 copies of these guides. From coast to coast to coast, educators are taking their students outside and reporting that it's good for students and those who teach
An incoming Lync call will appear as below: Lync can include video To start the video, click on Video Click on Start my Video to turn on the webcam If the sound is not working Go to Settings, Audio Device Select the right sound source
Background There are currently four historical grade-separated rail crossings in the City of San Mateo which do not meet the General Order (GO) 26-D minimum vertical clearance requirement of 15 feet for roadways under the tracks. These four underpass crossings are identified as: Poplar Avenue (CPUC No. 105E-17.20-B, SM-1153, DOT No. 754896L) Santa Inez Avenue (CPUC No. 105E-17.30-B, SM-1154, DOT No. 754897T), Monte Diablo Avenue (CPUC No. 105E-17.40-B, SM-1155, DOT No. 754898A) Tilton Avenue (CPUC No. 105E-17.50-B, SM-1069, DOT No. 754899G). These rail bridges have been struck by vehicles passing beneath the structures, disrupting freight and passenger rail service. The project will raise the elevation of the tracks, enabling the Poplar Avenue and Santa Inez Avenue crossings to meet the GO 26-D vertical clearance requirement. San Mateo County Transit District (Caltrain) will raise the minimum vertical clearance at the Monte Diablo Avenue crossing from 11 feet – 1 inch to 13 feet – 2 inches. Caltrain will raise the minimum vertical clearance at the Tilton Avenue crossing from 8 feet – 6 inches to 8 feet – 7 inches. The impaired clearances at the two structures is well marked for motorists in advance of the underpasses, and the increased clearances will reduce the potential for further contact between vehicles and the bridge structures. Caltrain operates 92 passenger trains per day at the crossings with a maximum speed limit of 79 MPH. Union Pacific Railroad (UPRR) operates approximately 4 freight trains per day at the crossings with a maximum speed limit of 50 MPH. Section 12.1 of GO 26-D requires a minimum vertical clearance of 15 feet for public roadways crossing beneath railroad tracks.
Belgian Linguistic Case (No 2), Judgement of 23 July 1968. Leyla Şahin v. Turkey [GC], app. No 44774/98, Judgement of 10 November 2005. O’Keeffe v. Ireland [GC], app no. 35810/09, Judgement of 28 January 2014. Family H v UK. app. no. 10233/83, Judgement of 06 March 1984. D.H. and Others v. the Czech Republic [GC], app. no. 57325/00, Judgement of 13 November 2007. Ponomaryovi v. Bulgaria, app. no. 5335/05, Judgement of 21 June 2011. Oršuš and Others v. Croatia, App. No. 15766/03, Judgement of 16 March 2010. ECtHR, Guide on Article 2 of Protocol No. 1 to the European Convention on Human Rights, December 2015. Electronic Resources Aras Bülent and Yasun Salih, The Educational Opportunities and Challanges of Syrian Refugee Students in Turkey: Temporary Education Centers and Beyond, Istanbul Politics Center, 2016, available at Center for Research on Science, Education, and Culture, SURİYELİ MİSAFİRLERE YÖNELİK SOSYAL UYUM ve 2015 EĞİTİM MÜFREDATLARI ÇALIŞMASI RAPORU, 2015. Kirişci K., Syrian Refugees and Turkey’s Challenges: Going Beyond Hospitality. Brooking Institute, Washington, DC, May 2014, available at , accessed February 12, 2017. Emin, Muberra Nur, Türkiye’deki Suriyeli Çocukların Eğitimi ve Temel Eğitim Politikaları, SETA, No.153, February 2016, available at . Websites Ministry of National Education, Batılı Ülkelerden 2 Saat Az Ders Veriyoruz, available at , (Accessed 6 April 2004) Girit, Selin, “Suriyeli mülteciler dosyası: Eğitimde kayıp nesil riski” BBC Turkish, available at . Save the Children, Our Response in Turkey, available at . MoNE, Ministry of Education 2015-2019 Strategic Plan, Ankara 2015, available at
SECTION 1. Section 63-5-70(A) of the 1976 Code is amended to read: “Section 63-5-70(A). It is unlawful for a person who has charge or custody of a child, or who is the parent or guardian of a child, or who is responsible for the welfare of a child as defined in Section 63-7-20 to: (1) place the child at unreasonable risk of harm affecting the child’s life, physical or mental health, or safety; (2) do or cause to be done unlawfully or maliciously any bodily harm to the child so that the life or health of the child is endangered or likely to be endangered; or (3) wilfully abandon the child; or (4) place the child under the care or supervision of a person who: (a) has a substantiated history of child abuse or neglect; or (b) has pled guilty or nolo contendere to or has been convicted of: (i) an offense against the person as provided for in Chapter 3, Title 16; (ii) an offense against morality or decency as provided for in Chapter 15, Title 16; (iii) the offense of contributing to delinquency of a minor as provided for in Section 16-17-490; (iv) the common law offense of assault and battery of a high and aggravated nature when the victim was a person seventeen years of age or younger; (v) criminal domestic violence as defined in Section (vi) criminal domestic violence of a high and aggravated nature as defined in Section 16-25-65; (vii) a felony drug-related offense under the laws of this State; (viii) unlawful conduct toward a child as provided for in Section 63-5-70; (ix) cruelty to children as provided for in Section (x) child endangerment as provided for in Section or (xi) criminal sexual conduct with a minor in the first degree as provided for in Section 16-3-655(A).” SECTION 2. This act takes effect upon approval by the Governor.
oxygen is released lactic acid is formed In green plant cells, oxygen is used primarily for the process of dehydration synthesis photosynthesis respiration capillary action IN animals, the organelles in which cellular respiration occurs is known as the ribosomes chloroplasts nuclear membranes mitochondria Within a plant cell, the glucose formed as a result of photosynthesis may be used directly as an energy source during cellular respiration an enzyme for intracellular digestion an absorber of radiant energy a source of molecular oxygen Most animals make energy available for cell activity by transferring the potential energy of glucose to ATP. This process occurs during aerobic respiration, only anaerobic respiration, only both aerobic and anaerobic respiration neither aerobic nor anaerobic respiration Which of the following processes releases the greatest amount of energy? the oxidation of one glucose molecule to lactic acid molecules the oxidation of one glucose molecule to carbon dioxide and water molecules the conversion of two glucose molecules to a maltose molecule the conversion of one glucose molecule to alcohol and carbon dioxide molecules The oxidation of a glucose molecule results in the synthesis of ATP, water, and carbon dioxide. This process is known as anaerobic respiration aerobic respiration photochemical reactions of photosynthesis carbon-fixation reactions of photosynthesis A similarity in the aerobic respiratory activity of animals is the gasses used and produced net gains of four ATP molecules type of alcohol produced temperature of the respiratory organs Photosynthesis In photosynthesis, chlorophyll functions in changing glucose molecules to starch water and carbon dioxide to sugar light energy to chemical bond energy hydrogen bonds to water Over a 24-hour period, which factor would have the least effect upon the rate of photosynthesis in a geranium plant? concentration of carbon dioxide in the air quantity of nitrates in the soil wavelengths of light availability of water in the soil The basic inorganic materials used during photosynthesis are H2O and C6H12O6 O2 and CO2 H2O and CO2 C6H12O6 and CO2 In the photosynthesis reaction, which event normally occurs before the other three? oxygen release water absorption PGAL synthesis glucose formation
Mosher, Caitlin 23 Serkowski, Liz 23 Stenson, Leah 22 GRADE 1 # STUDENTS Courtright, Lydia 22 Millan, Alexandria 23 Paulson, Markitta 23 GRADE 2 # STUDENTS Candelaria, Pat 29 Graham, Ana 29 Griffen, Wendy 28 OPEN GRADE 3 # STUDENTS Darrow, Aimee 23 Gust, Carol 24 Piel, Kayla 25 GRADE 4 # STUDENTS Allen, Aileen 30 Dennison, Stacey 31 Zertuche, Heather 31 GRADE 5 # STUDENTS Kramer, Oliver 29 Shanks, Josie 30 Stoner, Walter 28 GRADES 6-8 # STUDENTS Apura, Webster Capersino, Dominick 288 Hanson, Rhonda Honea, Cindy Jimenez, Beverly Manalo, Malia Reynolds, Greg Singer, Jeff Smith, Rusty PATHWAYS/SPED # STUDENTS Brown, Joanna 10 Lickfeldt, Shelly 06 Mullin, Katherine 09 Russo, Pearl 09 Shamblin, Tonya 13 TOTALS # STUDENTS KINDER 70 GRADE 1 75 GRADE 2 92 GRADE 3 80 GRADE 4 97 GRADE 5 92 GRADE 6 95 GRADE 7 96 GRADE 8 97 GRAND TOTAL 817 NOTE: The Pathways/SPED program services students grades K-8; the numbers per grade level total accurately when Pathways students are added to their appropriate grade level count.
Reference #3: Last Name: First Name: Phone Number: Email: Years Known: Relationship to You: Affirmation and E-Signature: I certify that all information submitted in this application is up to date and complete. Applicant’s Name: Date: Questions: Please note due to the volume of responses anticipated, we are unable to acknowledge each application received. If a candidate is selected for an interview, the candidate will be notified directly. If you have questions regarding the application requirements or Police & Youth Engagement Project, you may contact Naomi Smoot at or 202-467-0864 ext. 113.
Exercise 2015-9EH-00002(1) (1) Draw the following on the same Cartesian plane. Use the method stated in brackets: (a) y = 2 - x (table method) (b) 4x + 2 = 2y (double-intercept method) (c) 3y + 4 = 2x - 2 (gradient-intercept method) (d) y + 1 + 2x = 1 (any method) (2) Draw the following sets of lines on the same set of axes and find the simultaneous solution: You can use any method. Use the given graph paper. (a) y = 1 - 2x and x + 3 = 2 (b) 3(y - 1) = y + 1 and y + x = 0
Enclosure 1 International Bidding for SGCC 2015 Electric Power Operation Helicopter Bid No.: 0711-1540SGM32002 Lot No. Project Product Qualification Requirements Lot 1 International Bidding for Electric Power Operation Helicopter electric power operation helicopter on plateau area 1. The goods bidder provided must obtain the Validation of Type Certificate (VTC) issued by Civil Aviation Administration of China (CAAC). 2. The goods bidder provided shall possess electric power transmission line operation experience on altitude of 5000 meters or above. Lot 2 International Bidding for Electric Power Operation Helicopter electric power operation helicopter for live-line maintenance 1. The goods bidder provided must obtain the Validation of Type Certificate (VTC) issued by Civil Aviation Administration of China (CAAC). 2. The Bidder shall possess equipotential operation test report & certificate or electrical power operation experience on 1000kV or ±800kV transmission line. Enclosure 2
Crossword Puzzle PBL Trailer uploaded Answer key PBL: The Hunger Games: Hug A book Adventure Rubrics : Rubric for Essay Peer Assessment Collaboration Rubric Supports: School Head Teachers Parents Students Sample Rubrics used: Student Portfolio Rubric Points Required items Concepts Reflection/Critique Overall Presentation 90-100 All required items are included, with a significant number of additions. Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications. Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives. Items are clearly introduced, well organized, and creatively displayed, showing connection between items.
An assessment of effects should be proportional to the scale and significance of the proposed activity. Where your discharge could have an adverse effect on the environment, a detailed environmental assessment is required. C.1 Affected Parties Note: If you are proposing to dispose of your wastewater using a deep soakage system the determination of affected parties can be more complex, especially with relation to groundwater users. It is recommended that you contact the council to help determine who the affected parties from your proposal may be. Are there any groundwater bores within 20 metres of any part of the disposal system (including reserve area) that are not owned by the applicant? Yes No If you have answered Yes then you will need to gain the written approvals of all the owners of neighbouring groundwater bores identified by the above question. If written approvals cannot be obtained from all affected parties, describe what effect your discharge may have on the neighbouring groundwater bore and the steps you propose to take to minimise (i.e. mitigate) these effects (attach a separate sheet if necessary) C.2 Given the estimated winter groundwater level (see Question B8) and your proposed treatment and disposal system, what is the risk of groundwater contamination occurring and why? C.3 What is the smallest horizontal separation distance between the disposal system (including reserve area) and any nearby watercourse, including roadside water table drains? metres C.4 Given the smallest horizontal separation distance to the nearest surface watercourse and your proposed treatment and disposal system (including reserve area), what is the risk of surface water contamination occurring and why?
Nagy’s goals of political reform and withdrawal from the Warsaw Pact seemed to be too much for Soviet leadership to allow. A few days later, on 4 November Soviet tanks and troops would again enter Budapest. The Soviet military came in to crush the revolution, and in the process an estimated 2,500 Hungarians were killed. The fighting creating a refugee crisis as an estimated 200,000 Hungarians fled Budapest towards Austria, Western Europe, and the United States to escape death or imprisonment. Imre Nagy was captured and imprisoned in 1956, later to be executed for treason in 1958. The 1956 Hungarian Revolution only lasted from 23 October 1956 to 10 November 1956 but the brutal response to it became ingrained into Hungarian collective memory. From “People’s Republic” to the “Republic of Hungary” Following the revolution of 1956, the country remained in the Soviet shadow. The new leader replacing Nagy was János Kádár, who ruled the country from 1956 to 1989. Initially starting a campaign of retribution against those who participated in the 1956 revolution, Kádár changed his leadership style in the 1960s. From the 1960s Hungary started its “slow evolution” into a more open country in comparison to others behind the “iron curtain.” The clamp down and imprisonment towards opposition that occurred after World War II to 1956 eased slightly, with Kádár embracing the idea of “he who is not against us is with us.” Over decades of Kádár’s rule, Hungary went through evolutionary political, economic, and social reform. There were more exchanges between Western Europe and Hungary, and exchanges between The Vatican and Protestant churches outside of Hungary. This slow evolution paved the way towards Hungary becoming a democracy in 1989. Under domestic political changes in the 1980s, the Hungarian government adopted changes that included a number of social and political reforms. This would lead to a new constitution, changing the country from a “People’s Republic” to the “Republic of Hungary.” The constitution was presented on 23 October 1989 (the anniversary of the 1956 Revolution) and “was based on the principle of the separation of legislative, executive, and judicial powers and also included guarantees of individual and civil rights.” Hungary changed into a democratic multi-party
The teacher will pose questions from the Rattling the Pins.Transparancy. What factors effect the way pins fall? Sometimes bowlers make the ball curve. Why is that? The teacher will pose questions from the Rattling the Pins.Transparancy. What factors effect the way pins fall? Sometimes bowlers make the ball curve. Why is that? written on the board. Teaching Strategy 1. Student will watch a BrainPop on Sir Isaac Newton and Newton’s Laws of Motion and take write down each law in their foldable. 2. The teacher will introduce Newton’s Three Laws of Motion with a demonstration. 3. Promethean Board Notes over Newton’s Laws of Motion. 1. The Teacher will use demonstrations for each of the three laws of motion. 2. Students will take Promethean Board Notes over Newton’s Laws of Motion. 1. Students will complete a virtual lab on Newton’s Laws. 1.Students will practice using Newton’s Three Laws of Motion while completing TCAP Coach Lessons. 2.Students will make a four flap foldable using the words on page 410. Students will turn to their partner and tell the what the three laws of motion are and what they consist of. Students will take a 10 question formative assessment from Brainpop. Summary Questions.
Population Density and Distribution Population density is the number of people who live per square mile or kilometer. Population distribution is a rough idea of where people are living in a region. Population Characteristics A. B. C. D. E. F. G. H. I. J. K. Factors that influence population distribution A. B. C. D. Government policy (one child policy China) E. Rural/urban settlement patterns F. G. Factors that influence population growth A. Modern medicine and hygiene B. C. D. Economic development E. F. Push Factors A. B. Religious persecution C. Lack of job opportunities D. E. F. G. H. I. Environmental degradation Religious Persecution Political Persecution A. Jewish or Christian people leaving predominantly Muslim countries B. Transfer of people between India and Pakistan A. People leaving Cuba because of the communist government B. People leaving China because of the communist government Natural Hazards Environmental Degradation A. B. C. D. A. B. Pull Factors A. B. C. D. E. F. Impact of Migrations on Regions Evidence of cultural interactions A. B. C. D. A. Diffusion of U.S. culture to other regions B. Popularization of other cultural traditions in the U.S. (Cinco de Mayo)
¿conoces Andalucía? http://www.andalucia.org/es ¿conoces el País Vasco http://turismo.euskadi.eus/es/ (how much do you know about Andalucía and el País Vasco?) Rellena la tabla abajo con la información correcta para cada región Toda la información que necesitas se encuentra en la segunda tabla abajo. Andalucía Euskadi (el País Vasco) bandera oficial lengua oficial capital Vitoria ciudad más poblada Sevilla población fiestas populares/deporte extensión (km2) extensión (% territorio español) otras ciudades principales actividad económica atracciones culturales gastronomía a carne, marisco, pescado, dieta mediterránea b fútbol, rugby, pelota, jai alai, frontón, ciclismo c Córdoba, Almería Granada, Cádiz, Málaga, Huelva, d castellano & euskera e 8.400.000 f 7.234 g Sevilla h San Sebastián i 17 j el flamenco, la arquitectura la tauromaquia k castellano l festival de cine, Museo Guggenheim m Feria de abril, fútbol n Bilbao o 2.191.000 p industria q 87.597 r 1,4 s turismo y agricultura t pescado, marisco Sección A-4
Crayola, Proud to Be “Made in America” Crayola Launches Ad Campaign to Send Kids Back-to-School with the Iconic American-Made Crayon EASTON, PA – July 30, 2012 – Paying homage to its roots as the makers of the great American crayon, Crayola has announced a new advertising campaign for the buying season built upon the “Made in America” theme. Developed by Crayola and its creative advertising agency, McGarryBowen of New York, the new campaign will feature a spot called “Sea to Shining Sea,” building on the company’s foundation as an American institution that inspires creativity in children. The campaign kicked off on July 9, 2012 and runs through the week of August 12, 2012 exclusively driven by cable TV. As more Americans seek to buy products made in the U.S. and do their part to boost the economy, Crayola crayons stand out from their competition. From the 8-count all the way up to the 150-count crayon tower, the company’s regular-sized crayons, including reds, whites, blues and every color in between, are made at its plant in Easton, Pennsylvania. More than 40 million boxes of Crayola crayons will find their way into classrooms and homes across the nation during the back-to-school season. “We are proud to say our regular-sized crayons are made right here on American soil,” said Crayola President and Chief Executive Officer Mike Perry. “Consumer sentiment for Made in America is stronger than ever and Crayola is proud to embrace the trend and send students back to school with an American-made product. Our crayons are an essential school supply for children across the country.” The Made in America campaign speaks to American ingenuity and self-expression, as depicted through the imaginations of American children. Together with Crayola crayons, the possibilities to create are limitless. “With ‘Made in America,’ we’re also tapping into the nostalgia that Crayola crayons bring to millions of Americans, to parents and grandparents,” said Perry. “Generations of Americans have used our crayons -- Crayola crayons are a classic piece of Americana.” The campaign also correlates with the kickoff of the 2012 Summer Olympic Games as anticipation - and support for U.S. athletes - grows across the country. As patriotic fervor