zilongwang/ReadingBank huggingface dataset:
power use measurements External Contact Interface Full indoor unit control with simple contact input (Emergency/Lock) State output (Operation/Error) for synchronous control 10 digital outputs (2 reserved) / 8 digital inputs (2 reserved) Each Channel Each Channel Central Management Control & monitoring zone edition Wireless/wired remote control restriction Temperature limit setting Operation mode restriction Each Group Each Group User editable control logic User can edit control logic with arithmetic/conditional operators and parameters. Efficient energy saving realization for various operation conditions. EHP/ERV/AHU parameters + AND/OR + Arithmetic equation Function Each Group Each Group Data backup/useful history management Important data is stored in SD memory card (settings, schedules, errors, operation data, energy data, user settings, etc.) Record the operation history and error history Each Group Each Group Unoccupied Room Control Configuration Specify unoccupied room settings for applicable indoor units Mode Fan speed Set temperature Each - DVM Chiller Control Operation ON/OFF Mode: Heat, cool, cool storage, hot water Operation pattern: standard, rotation, efficiency Enable/disable Water Law Enable/disable quiet mode Forced fan mode Demand/maximum current control (50~100% of design current) Each Each VRF BACnet® Gateway 2.5 Input Variables (Control) Output Variables(Monitor)
University of Nevada Reno Division of Health Sciences School of Nursing Gerontology Acute Care Nurse Practitioner MSN Program of Study Worksheet Part Time Plan Name: Email: Phone: Fall Semester Year1 Courses Date Enrolled Date Completed Grade NURS 717R Advanced Pathophysiology (3) NURS 735 R Introduction to Knowledge Development and Scientific Inquiry (3) Spring Semester Year 1 Courses Date Enrolled Date Completed Grade NURS 716R – Advanced ambulatory prescribing (3cr) NURS 736 Health care policy and social justice (3) Summer Year 1 Courses Date Enrolled Date Completed Grade NURS 709 Advanced prescribing Pharmacology for the Acute Care Patient (3cr) Fall Semester Year 2 Courses Date Enrolled Date Completed Grade NURS 737 Population/Aggregate Health Care Issues (3 ) NURS 750R Advanced Health Assessment (3)
I salute you! You dawn of the darkness, you turn night to day - 25 I see the light at last. They'll be dancing in the streets of Argos thanks to you, thanks to this new stroke of- Aieeeeee! There's your signal clear and true, my queen! Rise up from bed - hurry, lift a cry of triumph 30 through the praise the gods for the beacon, if they've taken Troy ... But there it burns, fire all the way. I'm for the morning dances. Master's luck is mine. A throw of the torch has brought us triple-sixes - we have won! 35 My move now - Beginning to dance, then breaking off, lost in thought. Just bring him home. My king, I'll take your loving hand in mine and then... the rest is silence. The ox is on my tongue. Aye, but the house and these old stones, give them a voice and what a tale they'd tell. 40 And so would I, gladly... I speak to those who know; to those who don't my mind's a blank. I never say a word. He climbs down from the roof and disappears into the palace through a side entrance. A chorus, the old men of Argos who have not learned the news of victory, enters and marches round the altar. chorus: Ten years gone, ten to the day our great avenger went for Priam - 45 Menelaus and lord Agamemnon, two kings with the power of Zeus, the twin throne, twin sceptre, Atreus' sturdy yoke of sons launched Greece in a thousand ships, 50 armadas cutting loose from the land, armies massed for the cause, the rescue – From within the palace clytaem-nestra raises a cry of triumph. the heart within them screamed for all-out war! Like vultures robbed oftheir young, the sends them frenzied, 55 soaring high from the nest, round and round they wheel, they row their wings, stroke upon churning thrashing stroke, but all the labour, the bed of pain, the are lost forever. 60 Yet someone hears on high - Apollo, Pan or Zeus – the piercing wail these guests of heaven raise, and drives at the outlaws, late but true to revenge, a stabbing Fury! 65 Clytaemnestra appears at the doors and pauses with her entourage.
Crop (Drop Down – required) Leave blank for Multi-crop articles Category (Drop Down –required) Date (Date – required) End Date (Date – required) (Square) (image – optional) Image (Rectangle) (image – optional) SEO Page Title (text-required) SEO Metadata Description (HTML – optional) SEO Metadata Keywords(text – optional) Tags (Pick list – optional) Territory Lookup (optional) PDF link Save Approve Place Article Follow Site Actions > View All Site Content. Go to the Ag Anytime Article Placement Mapping List Complete the Form Start Date (Date –required) End Date (Date – required) Description (text – optional and will not appear on site) Article Lookup (drop down – required) Placement Lookup (pick list – required) Save Approve Creating agAds Upload Images Follow Site Actions > Manage Content and Structure to Navigate through the site. Go to Images > Ad New > item Upload Check In Publish Approve Upload HTML Follow Site Actions > Manage Content and Structure.
31.2% (130) were erythromycin non-susceptible/clindamycin intermediate/susceptible (CLSI and EUCAST breakpoints) of which 83.9% (109) were classified as having inducible clindamycin resistance. Multi-resistance was seen in 11.8% of MRSA. This was a significant decrease from the 2015 study (24.3%, p<0.0001). There were no significant differences in interpretation for any drug when CLSI or EUCAST non susceptibility breakpoints were utilised (P>0.05). Table 2: The number and proportion of methicillin-resistant Staphylococcus aureus (MRSA) isolates to penicillin and the non-β-lactam antimicrobials, Australia, 2016 Antimicrobial Tested Breakpoint (mg/L) Non-Susceptible (%) n % Penicillin 500 >0.12* 500 100 Vancomycin 500 >2* 1 0.2 Teicoplanin 500 >8† 0 0 >2‡ 1 0.2 Rifampicin 498 >1† 13 2.6 >0.5‡ 13 2.6 Fusidic Acid 500 >1‡ 16 3.2 Gentamicin 500 >4† 70 14.0 >1‡ 76 15.2 Erythromycin 500 >0.5† 219 43.8 >2‡ 209 41.8 Clindamycin 500 >0.5* 69 13.8 Tetracycline 417 >4† 63 15.1 >2‡ 63 15.1 Co-trimoxazole 500 >2/38† 56 11.2 >4/76‡ 54 10.8 Ciprofloxacin 500 >1* 217 43.5 Nitrofurantoin 488 >32† 1 0.2 >64‡ 0 0 Daptomycin 500 >1* 4 0.8 Linezolid 500 >4* 0 0 *CLSI and EUCAST non-susceptible breakpoint †CLSI non-susceptible breakpoint ‡EUCAST non-susceptible breakpoint
Aloe plant Lotion Sand Glass Coal Diamonds Hemp Rope Bee Honey Tortoise Tortoise shells Elephant Ivory Attachment B--Fowl Idioms and Pun Sheet From the book Agatha’s Feather Bed by Carmen Agra Deedy pg # . 16 goose bumps ducked out knocked [her] over with a feather 19 feathers….don’t grow on 20 [her] goose was cooked [we’re not just] a bunch of quacks this could get ugly
DO Read the lease and make sure you understand it. Review a copy of the lease with an attorney at SLS prior to signing it. When you sign a joint lease, expect to pay the full rent, not just your “share”. Obtain a copy of the lease that you submit and also one signed by all parties, including the landlord. Get copies of all attachments or addendums to the lease. Have all promised repairs and improvements written into the lease and signed by the landlord. Try to see your actual unit. Get clear written permission for any pets. Check for maintenance responsibilities when renting a house or duplex. Determine who is responsible for pest control, utilities, phone, cable and internet service. DON’T Do not sign a lease until you have consulted with SLS. Do not sign a 12-month lease unless you are willing to pay rent for 12 months. Do not sign a joint lease with roommates unless all roommates are willing to rent. Do not sign a lease that requires a guarantor without the guarantor being approved first. Do not sign a lease with an automatic renewal clause. Do not sign a lease that gives the landlord unlimited access to the apartment without notice or consent. Do not sign a lease before visiting the neighborhood at various times during the day, at night and on weekends. Do not sign a lease until all agreements negotiated with the landlord are in writing. How Do I Find A Good Roommate? Check the Off-Campus Life website at . Check bulletin boards around campus and classified and online ads as additional sources. Discuss with potential roommates preferences in food, music, personal habits, sleeping and study hours, friends and finances. An open and frank appraisal of each other’s likes, dislikes, and expectations will increase the
Table 1. Percent anthracnose basal rot on an annual bluegrass putting green following the application of various commercially available and experimental fungicides, 2016. Application codey Percent anthracnosez Treatment and rate per 1000 sq fty 17 Jun 1 Jul 15 Jul 29 Jul 12 Aug 1 Signature Xtra Stressgard 4.0 oz BDFHJ 0 ax 0 c 0 c 0 c 2 c Mirage 1.0 fl oz BF Daconil Ultrex 3.2 oz DHJ 2 Tartan 2.0 fl oz A 0 a 0 c 0 c 1 c 2 c Signature Xtra Stressgard 4.0 oz BFHJL Exteris stressgard 4.0 fl oz BFJ Interface 4.0 fl oz D Daconil Ultrex 3.2 oz H 26GT 4.0 fl oz L 3 Tartan 2.0 fl oz A 0 a 0 c 0 c 16 c 20 c Signature Xtra Stressgard 2.0 oz BCDEFGHIJKL Interface 4.0 fl oz D Exteris Stressgard 4.0 fl oz FJ 26GT 4.0 fl oz L Daconil Ultrex 3.2 oz BH 4 Tartan 2.0 fl oz A 0 a 0 c <1 c 17 c 23 bc Signature Xtra Stressgard 2.0 oz BCDEFGHIJKL Interface 4.0 fl oz D Exteris Stressgard 1.5 oz FGHIJKL Daconil Ultrex 3.2 fl oz B 5 Tebuconazole 0.6 fl oz BDFHJL 0 a 1 c 3 c 3 c 2 c 6 Howler 0.5 BCDEFGHIJKL 0 a 10 abc 21 abc 45 b 52 ab Capsil 6.0 fl oz/100gal BCDEFGHIJKL 7 Howler 0.75 g/100ml BDFHJL 0 a 14 abc 33 a 53 ab 59 a 8 Companion 4.0 oz BDFHJL 0 a 16 abc 31 ab 54 ab 58 a 9 Howler 0.5 fl oz BDFHJL 0 a 3 bc 6 bc 8 c 9 c Tebuconazole 0.3 fl oz BDFHJL
Ag Bus 313 Homework 2 100 Points Tentative Due Date: Noon on 1/31/19 Dr. Hurley Directions: Please answer all items on this homework. You must show all your work. Unless otherwise stated, please simplify your answer. Find the first order and second order (this includes the cross partial derivatives) partial derivatives of the following functions with respect to x1 and x2: (20 Points) y = f(x1,x2) = 45x1x2 y = f(x1,x2) = 4x12 + 3x1x2 + 2x22 y = f(x1,x2) = x11/3x22/3 y = f(x1,x2) = (x1x2) 3/4 Use the first order conditions to find the critical points of the function. Use the second order conditions to show whether the critical points are maximum, minimum, or saddle points (point of inflection). Are the critical points relative or absolute extrema? Please explain. (40 Points) y = f(x) = –4x2 + 8x + 32 y = f(x) = 6x2 + 36x + 15 y = f(x) = 2x3 + 6x2 + 6x + 2 y = f(x) = –2x3 + 24x + 45 y = f(x) = –(x2 – 4)2 Minimize f(x1,x2) = 4x1 + 27x2 subject to the constraint 300 = g(x1,x2) = x11/3x22/3. solve this problem using the Lagrange Method. Next, resolve this problem by changing it into an unconstrained minimization problem. (20 Points) Maximize f(x1,x2) = x12/3x21/3 subject to the constraint 16,200 = g(x1,x2) = 54x1 + 8x2. First solve this problem using the Lagrange Method. Next, resolve this problem by changing it into an unconstrained maximization problem. (20 Points)
complexity of the visa process, not feeling confident enough or having the in-house legal expertise to go through the process. The University of Sheffield has provided some of international students who have gone on to work in the UK after graduation utilising both the Tier 2 and Tier 5 visa. These are a fantastic example of the calibre of our international students and their positive impact on the UK economy. They also outline the tenacity these students need to be successful at securing graduate level work in the UK in light of the complexity of the visa process and the competitiveness of graduate level roles with large organisations (who are most likely to have the ability to sponsor). Following graduation, some international students start their own business via the Tier 1 Graduate Entrepreneur route. To give an example, across five higher education institutions there have been 273 students endorsed since the universities became endorsing institutions (between 2012 and 2014). Usually, successful uptake of this scheme relies on a strong enterprise service offered to students within the university, to support the development of their application through workshops and one-to-one advisory appointments. There is a significant challenge in international students obtaining this visa. Government restrictions prevent students from market testing and prototyping to develop an appropriate business plan, as they are unable to freelance or be on their student visa. This challenge is reflected in the fact that whilst one university has 20 licences per year, only two endorsements have been given. For many universities it is often difficult to give as many endorsements as licences, as students have not had sufficient opportunity to their business idea prior to submission due to the aforementioned visa restrictions.
KPI 1: Our effectiveness in achieving objectives Stakeholder and client satisfaction with the department’s effectiveness in maintaining the Commonwealth justice system Satisfaction rating greater than 80% As for 201819 As for 201819 As for 201819 Supporting an integrated, efficient and effective legal assistance sector Participate in all meetings and forums required under the NPA and ILAP* Qualitative demonstrated achievement of more effective, efficient or innovative ways to meet client’s legal needs and capability levels, and/or resolve legal problems in a timely way* As for 201819 As for 201819 As for 201819 KPI 1: Our effectiveness in achieving objectives Structural reforms to the federal courts to increase the number of family law matters finalised each year and reduce the backlog of cases Draft legislation provided to the for introduction in the Parliament within expected timeframes More family law matters finalised in the federal courts from 201819 More family law matters finalised in the federal courts from 201920 More family law matters finalised in the federal courts from 202021 KPI 1: Our effectiveness in achieving objectives Contribution to international development program outcomes Achievement of program outcomes* As for 201819 As for 201819 As for 201819 KPI 2: Our efficiency in meeting goals Policy advice, program work and legislative change is completed on time, within budget and in compliance with relevant guidelines Stakeholder satisfaction rating greater than 80% As for 201819 As for 201819 As for 201819 KPI 2: Our efficiency in meeting goals Casework matters finalised* 900 matters finalised* As for 201819 As for 201819 As for 201819 KPI 3: Our community impact Australia’s factor score on civil justice (Factor 7) in the World Justice Project Rule of Law Index – measuring how the rule of law is experienced by the public of countries around the world Score greater than 0.75 As for 201819 As for 201819 As for 201819 *More information about performance measure terminology can be found in Methodology on page 19.
IYSS (Integrated Youth Support Service) CARE LEAVERS PROVISION PAYMENTS & ENTITLEMENTS EXCLUDES FOSTER CARE From April 2016 TYPE AMOUNT CONDITIONS PERSONAL Personal Allowance £57.96 Equivalent of JSA or Income support payment which cannot be claimed by Care Leavers. Entitlement paid by IYSS up to age 18 Clothing £550 per Year Needs led for all - Per financial year under 18 – Managers discretion Per financial year over 18 – Manager discretion but should come from benefits Receipts to be provided in all instances EDUCATION TRAINING & EMPLOYMENT Education Allowance Bursary through college through School when in 6th form or College up to age 19 Starting Work £57.96 – Same as Personal Allowance For the first month until first payment of wages if under 18 - Managers discretion Proof required: Payslip or Bank Statement Voluntary work, or work Incentive, tasters, trials without wages £20 per week Managers discretion and reviewed regularly. – every 3 months The supplement + £57.96 (If under 18) will be paid for a minimum of 16 hours per week and support with travel – Manager discretion Equipment for Work, training or education Access to IT equipment if not available at home Varies decided on each application up to £250 Lap top applicable/available up to £300 If unavailable from Bursary or provider. Charities and bursaries to be investigated for all items including laptops IT equipment etc Laptops only if applicable for course and IT can -not be accessed elsewhere – Managers discretion Via individual requests, includes work clothing, boots, boiler suits, oilskins uniform, books, stationary, equipment, laptop course fees, study material etc – receipts to be seen - Managers discretion. Educational trips or activities Varies If not available from Bursary or grants - Discretion of Manager Linked to educational or training course or to enhance CV and life skills HIGHER EDUCATION Higher Education-Housing & support We will pay for accommodation up to £100 rent per week Higher Education student loan must be applied for and other bursaries. Housing Benefit cannot be claimed IT equipment & clothing/uniform etc included in this payment alongside drawing from the student loan and grants from Universities for care leavers Accommodation will be paid for at of study or other location – not both ACCOMMODATION Supported Lodgings IYSS pay rent Up to age 18
Data Report 4 Feb 2017: Performance Report, including service planning participation Data Report Income and Expenditure Statement 5 July 2017: Operational Plan Annual Accrual Budget Performance Report, including service planning participation Data Report 6 Feb 2018: Performance Report, including service planning participation Data Report Income and Expenditure Statement Table 2 – Reporting schedule for a low risk ATSILS Report Description Frequency Description Operational Plan Annually (Due 31 July each year) The Operational Plan guides the monitoring and evaluation of the delivery of Indigenous legal assistance across a jurisdiction. The Operational Plan must clearly set out the objectives and outcomes to be achieved, the strategies for achieving the objectives and the means of evaluating the outcome. Service Planning Participation in meetings twice per year (to be reported in each sixmonthly performance report) Outcomes of this process are included as part of an ATSILS’ Performance Report. Annual Accrual Budget Annually (Due 31 July each year) ATSILS must provide an annual accrual budget each financial year. Income and Expenditure Report Annually – July to December report (Due 31 January each year) ATSILS must provide an income and expenditure statement in accordance with the dates specified in the reporting schedule. Financial Acquittal Report Annually (Due 30 September each year) ATSILS must provide a financial acquittal report and audited financial statements in accordance with the requirements outlined in its funding agreement. Data Report Bi-annually (Due 31 January and 31 July each year) Each ATSILS must collect and report data in accordance with the data collection and reporting requirements as notified by AGD. Data reports are intended to measure the extent to which services are being delivered and ensure the objectives, priorities and outcomes of the ILAP are being met. Performance Report Bi-annually (Due 31 January and 31 July each year) Each ATSILS is required to submit, for approval, periodic performance reports provide qualitative and quantitative information the delivery of legal assistance services. Performance Meetings Participation in meetings per year Generally conducted in person following the submission and assessment each reporting period. The purpose of these meetings is to discuss the key issues facing organisations, emerging service delivery trends or themes that would inform the national snapshot, and any administrative issues.
By age 5, Children can… Social Emotional responsibilities Introduce themselves Ask for help Ask questions about the world around them Order their food at a restaurant Follow instructions Disagree appropriately Accept “no” for an answer Show appreciation or gratitude Make an apology Control emotions Accept consequences or criticism Wait and take turns Play creatively and independently Be a good friend Hold a pencil correctly Communicate in socially acceptable ways Show initiative and persistence Stay on task Personal chores Get dressed with minimal parental help Toilet independently from start to finish. Make their bed with minimal parental help Bring their things from the car to the house Pick up toys Wash hands Empty wastebaskets in mail or newspaper Clear table Pull weeds, if you have a garden Use hand-held vacuum to pick up crumbs Water flowers Unload utensils from dishwasher Wash plastic dishes at sink Fix bowl of cereal Pour a glass of milk Use a knife, fork and spoon. Family chores Set the table with supervision Clear the table with supervision Help a parent prepare food Help a parent carry in the lighter groceries Sort colors for the laundry Match socks after clothing is washed Answer the phone with parental assistance Be responsible for a pet's food and water bowl Hang up towels in the bathroom Clean floors with a dry mop While in kindergarten, children can to learn to…
Personal chores Any of the above chores, plus: Brush teeth Comb hair Choose the day's outfit and get dressed Write thank you notes with supervision Sort laundry Sweep floors Set and clear table Help make and pack lunch Weed and rake leaves Keep bedroom tidy Family chores Be responsible for a pet's food, water and exercise Vacuum individual rooms Wet mop individual rooms Fold laundry with supervision Put their laundry in their drawers and closets Put away dishes from the dishwasher Help prepare food with supervision Answer the phone with supervision
things that people believe … and I believe this … I wonder what you believe? You may change what you believe as you grow older’. Time passes You will come across many beliefs about grief. Only you will find out what is true for you and for your children – and they may be different things. You will probably be told that ‘time or that ‘the first year is the worst’. Some families find this is true – but others find that the second year can be even harder. Or the fourth. It can be when family and friends ask less about how you are coping or when the invitations fall away or when people assume you are ‘over it’ that the loneliness and the yearning hit hardest. Children and young people tell us that, after a while, their friends stop talking about the person who has died, that teachers no longer ask how they’re doing and that sometimes even their own families stop communicating, assuming that it’s ‘for the best’ if the person fades from memory. Yet these young people passionately want to keep talking about the person who has died – they just need some help to do so. We often hear from families who say something like: ‘He never talks about his dad, I think he’s forgotten him’. Children and young people need your help to keep talking about the person who has died. They need your ‘permission’ that it is OK to do so, and this is best demonstrated by you talking about them regularly and naturally. Young people want to preserve their memories and maintain a ‘continuing bond’ with the person who has died for as long as they choose. Feelings, thoughts and behaviour Children and young people can experience a huge range of feelings and thoughts after the death of someone close. You may feel that your children are reacting in unexpected or surprising ways. You may feel that some reactions are inappropriate. Each child and young person will have a unique response to this unique event – and every reaction is natural. Some people expect – or maybe that should be ‘hope’ – that grief will follow a pattern of responses from disbelief and shock through to acceptance. Bereaved young people will tell you that grief is nowhere near as organised or straightforward. Grief feels chaotic. Grief follows no rules. Think about yourself and how it has felt for you.
Parking permits are going virtual/online by Jan/Feb 2019 reducing costs and the need for customers to come into the admin building. Call centre operators take requests via phone reducing the need for the customer to write in to the City. All calls are recorded so verbatim details can be retrieved if required. Call centre operators process payments direct over the phone reducing the need for the customer to visit the admin building.
Common Core Standards: Writing Standards for Literacy in History / Social Studies 6-12: Grade Students: WL. 10. 2. Write informative/explanatory texts, including the narration of historical events, scientic procedures/experiments, or technical processes. b. Develop the with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Lesson Plan Lesson Age of Empire Lesson Focus Question: What led European Jews to seek a potential homeland outside of Europe in the 19th century? Lesson Teaching Thesis: Growing anti-Semitism across Europe caused mass Jewish emigration during the late 19th century to the United States, Western Europe and the Ottoman Empire. Cultural, religious, economic and political Zionism led Jewish immigrants to seek Palestine as a potential homeland. Text: "Alfred Dreyfus and The Affair." Alfred Dreyfus and The Affair. Jewish Virtual Library, n.d. Web. 30 June 2013. Gelvin, James. The Israel-Palestine Conflict: One Hundred Years of War. Cambridge: Cambridge University Press, 205: 49-50.) Zollman, Joelynn. "The Dreyfus Affair." My Jewish Learning. N.p., n.d. Web. 01 July 2013. Primary Sources: “Leur Patrie, (Their Homeland) ,” Duke Library Exhibits, accessed July 8, 2013, . “A propos de Judas Dreyfus, (Concerning Judas Dreyfus) ,” Duke Library Exhibits, accessed July 8, 2013, . “La France aux Français,(France for the French),” Duke Library Exhibits, accessed July 8, 2013, . "The Pogroms. 1881." A Header. N.p., n.d. Web. 29 July 2013. Writing Question: Choose two different Zionist perspectives, and explain how their goals for Zionism were similar or different. UCBHSSP Strategies
Cornell Lecture, during class, power point, movies (if need to collect info.) Topic: Questions/Main Ideas: Name: ___________________________________ Class: _________________ Period: ________ Date: ____________________________ Notes: Summary:
A) Greek philosophers B) Enlightenment thinkers C) Medieval Islamic scientists D) Roman and Byzantine scholars 5) Why did the findings of Galileo frighten Catholic and Protestant leaders? A) His findings supported the theories of Aristotle. B) His findings did not support the Copernician theory. C) His findings led him to rebel against the Cardinals. D) His findings went against Church teaching and authority. 6) Which term describes the era when new ideas in physics, astronomy, biology, human anatomy, chemistry, and other sciences led to a rejection of superstitions and beliefs that had existed since ancient times? A) The Renaissance B) The Middle Ages C) The Age of Revolution D) The Scientific Revolution 7) The term heliocentrism refers to which belief? A) Some elements are lighter than air. B) The sun is at the center of the Universe.
C) Human life was created by a higher power. D) The is the only planet containing life. 8) · Born in 1643, died in 1727 · English physicist, mathematician, and astronomer · Described the laws of universal gravitation and laws of motion · Widely considered the most influential scientist in history Who is this describing? A) Isaac Newton B) William Harvey C) Galileo Galilei D) Nicolaus Copernicus In 1633 Galileo was put on trial by the Catholic Church for heresy (saying things that did not meet the Church's approval). Where in the timeline should this be placed? A) After 1687 B) Before 1538 C) Between 1538 and 1609
of Independence This passage MOST accurately reflects the democratic ideals taken from A) the Enlightenment. B) ancient Legalist doctrine. C) the Protestant Reformation. D) the observations of Machiavelli. 16) Both John and Thomas Jefferson wrote about the natural rights of man. In what document are these "inalienable rights" specifically mentioned? A) the Bill of Rights B) the Mayflower Compact C) the Preamble to the Constitution D) the Declaration of Independence 17) Montesquieu is credited with devising the basic Constitutional principle of A) natural rights. B) popular sovereignty. C) separation and balance of governmental power. D) government was created by man for his own purposes. 18) The political theory that people form governments for their mutual protection and that government rules only with the consent of those people is known as A) communism.
Reform Movement Problem Leaders Characteristics and/or Accomplishments How it was ultimately accomplished (Constitutional Amendment) Temperance Americans worried drinking of alcohol ruined health, family life, led to unemployment, and “ungodly” behavior Protestant preachers and churches People met to discuss ideas Formed the American Temperance Society Maine banned the drinking of alcohol 18th amendment banned the manufacturing, sale and consumption of alcohol Education Reform No common education available for all children Horace Mann Compulsory and free education Prisons Overcrowded, All prisoners locked up together, poor treatment from guards Eliza Farnham Change in focus from punishment to reform. Teach skills to succeed in society Mental Illness Mentally Ill patients treated as criminals. Often abused Dorothea Dix Improvement in treatment and care for mentally ill Abolition Slavery Frederick Douglass William Lloyd Garrison Harriet Tubman Sojourner Truth The Liberartor and North Star are published to spread anti-slavery messages. ? 13th amendment abolished slavery in the United States Women’s Rights Women were denied a voice in public, their wages and their property Elizabeth Cady Stanton Lucretia Mott Susan B. Anthony Seneca Falls Convention (in NY) for women’s rights. Publish Declaration of Sentiments. ? 19th amendment granted women’s suffrage (right to vote)
Please explain why this person or group deserves the award. Please include detailed information; how long they have been volunteering, their contribution to the local community, why you think they deserve recognition, how much time they regularly contribute, what outcomes they have achieved, and any other reasons for nomination. Your details Name………………………………………………………………………………………………… Address………………………………………………………… Postcode ………………............ Email………………………………………………………………………………………………..... Telephone……………………………………………………………………………………………. Mobile………………………………………………………………………………………………… Entries should be returned by 5th September 2016 to Emily Rudd at Age UK North Tyneside, Bradbury Centre, 13 Saville Street West, North Shields, NE29 6QP or email Successful nominees will receive a written invitation to attend the award ceremony.
of what happened? If not, in what respect do you disagree or what is your version of what happened? 3. Do you accept that your treatment of me was unlawful discrimination [harassment]? If not- why not, for what reason did I receive the treatment accorded to me, and how far did considerations of age affect your treatment of me 4. (Any questions you wish to ask.) 5. My address for any you may wish give to the questions raised above is [that set out in paragraph 1 (1) above] [the following address……………………………]. …………………………..(signature of questioner) …………………………..(date) N.B. – By virtue of regulation 46 of the Employment Equality (Age) Regulations (Northern Ireland) 2006 this questionnaire and any reply are (subject to the provisions of that regulation) admissible in proceedings under the Regulations. A court or tribunal may draw any such inference as is just and equitable from a failure without reasonable excuse to reply within eight weeks of service of this questionnaire, or from an evasive or equivocal reply, including an inference that the person questioned has committed an unlawful act.
After School Activities at Urban Park Elementary Activity Grades Day Time Leticia Lopez llopezruiz@dallasisd.org 3-5 2nd & 4th Wednesday of the month 3:00 – 4:00 Destination Imagination Leticia Lopez llopezruiz@dallasisd.org 3-5 1st & 3rd Wednesday of the month 3:00 – 4:00 Destination Imagination Griselda Martinez grmartinez@dallasisd.org 3-5 Wednesday 3:00 – 4:00 Cheerleading Merari Garcia mergarcia@dallasisd.org 1-2 Thursdays 3:00 – 4:00 Martin Luther King, Jr. Oratory Ruby Tijerina rtijerina@dallasisd.org 4-5 Wednesday & Thursday through 10/12/17 3:00 – 4:00 Spelling Ruby Tijerina rtijerina@dallasisd.org 4-5 Thursday through 10/12/17 3:00 – 4:15 Texas Math & Science Assoc. Ruby Tijerina rtijerina@dallasisd.org 3-5 Wednesday 3:00 – 4:15 Ballet Nelly Gomez nrivasortegon@dallasisd.org 1-2 Wednesday 3:15 – 4:00 Robotics Federico Alvarez fealvarez@dallasisd.org 4-5 Thursday 3:30-5:30 Soccer Uriel Mancilla urmancilla@dallasisd.org 1-2 Thursday starting 10/19/17 3:15-4:30 Arts & Crafts Courtney Thomas couthomas@dallasisd.org K 1st Wednesday of the month 3:15 – 4:00 Arts & Crafts Courtney Thomas 1-2 1st Thursday of the month 3:15 – 4:00
couthomas@dallasisd.org Art Club Sarah Bales sbales@dallasisd.org 3-5 1st Wednesday of the month 3:15-4:15 Club Nelvin Santiago nsantiago@dallasisd.org 4-5 Thursday starting 10/19/17 3:15-4:30 Yearbook Griselda Martinez grmartinez@dallasisd.org 4-5 1st Wednesday of the month 3:15-4:00 Theater Griselda Martinez grmartinez@dallasisd.org 1-5 2nd, 3rd, & 4th Wednesday of the month 3:15–4:00 UIL Griselda Martinez grmartinez@dallasisd.org 3-5 1st and 3rd Thursday of the 3:00-3:45 Actividades después de la hora de clases en la primaria Urban Park Actividad Grados Día Hora Ajedrez 3-5 2º & 4º miércoles del mes 3:00 – 4:00 Destino Imaginación (Ms. López) 3-5 1º & 3º miércoles del mes 3:00 – 4:00 Destino Imaginación (Ms. Martínez) 3-5 miércoles 3:00 – 4:00 Porristas 1-2 jueves 3:00 – 4:00 Martin Luther King, Jr. Oratorio 4-5 miércoles & jueves hasta 10/12/17 3:00 – 4:00 Ortografía 4-5 jueves hasta 10/12/17 3:00 – 4:15 Asociación de las matemáticas y ciencias 3-5 miércoles 3:00 – 4:15 Ballet 1-2 jueves desde 11/2/17 3:00 – 4:00 Robótica 4-5 jueves 3:30-5:30 Fútbol 1-2 jueves desde 10/19/17 3:15-4:30
Artes y oficios K-2 1º miércoles del mes 3:15 – 4:00 Club de Arte 3-5 1º miércoles del mes 3:15-4:15 Club de Música 4-5 jueves desde 10/19/17 3:15-4:30 Anuario 4-5 1º miércoles del mes 3:15-4:00 Teatro 1-5 2º, 3º, y 4º miércoles del mes 3:15–4:00 UIL 3-5 1º y 3º jueves del mes 3:00-3:45
Role Cleaner Task High dusting Cleaners are required to dust above shoulder height to maintain hygiene standards. Items dusted above shoulder height include TVs, walls, cabinetry, windows and ceilings. An extendable handled duster is used, which attaches to a cloth for dusting and or wiping. This task necessitates cervical extension to look up. Cleaners also clean shower alcoves as part of the daily cleaning of rooms. Shower alcoves are lined with tiles on the wall up to 2m high. In most cases the bathroom has in it a toilet seat raiser and shower chair, requiring the cleaner to remove these before cleaning to allow access into the area. Cleaners may also be required to change the shower curtain. This requires over shoulder reach in a wet area with a safety step or ladder. Mirrors are wiped down with a cloth. The tops of doors are either wiped down or dusted. This requires reaching from chest to above shoulder height and sustained neck extension. This requires reaching between chest to above shoulder height, and sustained neck extension. Critical physical demands Physical Demand N O F C Description Sitting Standing Tiled floors, carpeted flors in corridors, lino in rooms Walking can be wet surfaces Climbing Safety step / step ladder Stooping Bending Kneeling Squatting Crawling Gripping Holding cleaning items and cloths Forward Reach Wiping down surfaces Overhead Reach High dusting Risk of developing a MSI Lift Cleaning equipment, to 2 kg Carry Rubbish bag, Cleaning equipment, to 2 kg Push / Pull Wiping surfaces N = Never, O = Occasional (1–33%), F = Frequent (34–66%), C = Constant (67–100%) Repetitive action / sustained posture Neck: Lumbar spine: Repetition: Shoulders: Sustained extension to look up Extension for overhead cleaning Frequent reach to 90 degrees and occasional to 160 degrees Circular action when wiping down surfaces Pushing and pulling the extend handle duster Reaching above shoulder height to clean tops of doors and mirrors and high walls Lift/Push/Pull demands-Light Role Cleaner Task Vacuuming, sweeping, low dusting
Willow. Shale. Wrought Iron. Carriage Red. Grove. Pine Brook. River Rock. Cellular Outside Corner Trim: Celect Cellular Outside Corner Trim. Length: 10 feet (3.05 m) and 20 feet (6.10 m). Width: 5.500 inch (139.70 mm) / 5.500 inch (139.70 mm). Thickness: 0.625 inch (15.88 mm). Finish: Smooth. Color: As selected by Architect from manufacturer's standard colors. Color shall be as follows: Standard Colors: Pearl. Frost. Cotton. Pottery. Latte. Chestnut. Chocolate. Oceana. Willow. Shale. Wrought Iron. Carriage Red. Grove. Pine Brook. River Rock. ACCESSORIES Fasteners: Siding: Corrosion-resistant 11 gauge roofing or ring shank nails (stainless steel or hot dipped galvanized) with a minimum head diameter of 3/8 inch (9.5 m). Fasteners shall be long enough to penetrate a solid wood substrate a minimum of 1 inch (25.4 mm). Use one fasteners 16 inches (406 mm) on center. Fasten to a flat, solid substrate. Do not fasten to hollow or uneven areas without backing. Pre-drilling is not required unless material is being installed in low temperatures. Fasteners: Trim Use fasteners designed for wood trim with thinner shank, blunt head, full round head. Use only fasteners intended for exterior use such as stainless or hot dipped galvanized. Finish nails are also acceptable. All fasteners must be long enough to penetrate at least 1-1/2 inch (38 mm) into a solid nail-able surface. Fasteners must be installed no closer than 2 inches (51 mm) from the end of each board Adhesives: Glue all trim joints (scarf or miter) with an approved exterior cellular PVC trim adhesive. Glue joints should be fastened on each side of the joint to allow adequate bonding
LIMITED WARRANTY: pumps are guaranteed only against defects in workmanship and materials. March cannot warranty the application or the compatibility of the materials with the solution being pumped. If this worksheet is filled out in full detail and returned to March Mfg. Inc., March can then advise as to the suitability of the pump in a specific application. The warranty is still limited to our workmanship and materials. Liability in all events is limited to the purchase price paid or to replacing or repairing any pump which is defective due to our material and workmanship. Sold by: Pump User: Address: City: State: Zip: Attention of: Phone: Pump Model No. Pump Serial No. 1 – CAPACITY REQUIRED GPM, or GPH @ ft. hd. 2 – SUCTION Pipe I.D. Number of 90° elbows Horizontal length Flooded inlet Yes No Must be primed Yes No Priming method Valves on inlet Max. pressure drop NPSH available at pumping temp. Supply tank capacity 3 – DISCHARGE Pipe I.D. Vertical lift Horizontal length Pressure drop across filter Pressure drop across nozzle Open tank Is entire system pressurized? PSIG 4 – SOLUTION TO BE PUMPED Chemical composition Trade name % Concentration Ph Solids in suspension Liquid temp. range Specific gravity Viscosity @ liquid temp. 5 – DUTY CYCLE Intermittent min. on min. off Continuous Will pump operate against closed discharge? Yes Is it possible for the pump to run dry? Yes 6 – ELECTRICAL Volts Hz Phase TEFC Exp. Proof 7 – Position of pump Horizontal Vertical Inlet up Inlet down 8 – Ambient temp. around pump: 9 – Will pump be disassembled to fit system? Yes No 10 – Will pump be flushed and drained when not in use? Yes No 11 – Will pump be serviced at any time? Yes No 12 – Altitude?
Planning Conference Structured Interview Form B Name of Teacher: Name of Observer: Instructions: This document provides guiding questions specific to specific to Domain 2 of The Marzano Teacher Evaluation Model. Use it to guide your thinking as you plan your lesson. To use it as part of the evaluation procedure, complete the form and submit to your observer prior to an observation. Use this completed document as a point of discussion during the in conjunction with Planning Conference Form B, and attaching lesson plans, assessments, scoring guides, and/or rubrics. Planning and Preparing for Lessons and Units How will you scaffold the content within the lesson? Please describe: the rationale for how the content of the lesson is organized the rationale for the sequence of instruction how the content is related to previous lessons, units or other content possible confusions that may impact the lesson Answer: How does this lesson progress within the unit over time? Please describe: how lessons within the unit progress toward deep understanding and transfer of content describe how students will make choices and take initiative how learning will be extended Answer: How will you align this lesson with established content standards identified by the district and the manner in which that content should be sequenced? Please describe: important content (scope) identified by the district sequence of the content to be taught as identified by the district Answer: Planning and Preparing for Use of Resources and Technology
Section 08 62 00 - Unit Skylights: Skylight frame [and integral curb]: Counter flashing and [_____]. Section 08 45 23 - Translucent Panel Wall and Roof Assemblies: Counter flashing and [_____]. [Division 22 – Plumbing] [Section 22 42 01 - Plumbing Specialties]: Roof [drains] [hoppers] [sumps]. [Division 23 – Heating, Ventilating, and Air-Conditioning (HVAC)] [Section [____]]: Prefabricated curb for mechanical equipment. [Division 26 – Electrical] [Section [____]]: Lightning protection. REFERENCES [ASTM C578-13 - Standard Specification for Cellular Polystyrene Thermal Insulation.] [ASTM C726-12 - Standard Specification for Mineral Fiber Roof Insulation Board.] [ASTM C728-13 - Standard Specification for Perlite Thermal Insulation Board.] [ASTM - Standard Specification for Glass Mat Gypsum Substrate for Use as Sheathing.] [ASTM - Standard Specification for Gypsum Board.] [ASTM D4637/D4637M-13 - Standard Specification for EPDM Sheet Used In Single Ply Roof Membrane.] [ASTM E96 – Standard Test Methods for Water Vapor Transmission of Materials] [ASTM D882-12 – Standard Test Methods for Tensile Properties of Thin Plastic Sheeting] [CAN/CGSB 51.33 – Vapour Barrier Sheet, Excluding Polyethylene, for Use in Building Construction] [CAN/CGSB 51.34 – Vapour Barrier, Polyethylene Sheet for Use in Building Construction] [CSA-A231.1-06/A231.2-06 (R2010) - Precast Concrete Paving Slabs/Precast Concrete Pavers.] [CSA-O121-08 (R2013) - Douglas Fir Plywood.] [CSA-O151-09 - Canadian Softwood Plywood.] [CAN/ULC-S107-10 - Methods of Fire Tests of Roof Coverings.] [CAN/ULC-S701-11 - Standard for Thermal Insulation, Polystyrene, Boards and Pipe Covering.] [CAN/ULC-S702-09 - Standard for Mineral Fibre Thermal Insulation for Buildings (Includes Amendment 1, 2012).]
Source Limitations: Components listed must be provided by a single manufacturer or approved by the primary roofing manufacturer. Final Inspection: Manufacturer's representative must provide a comprehensive final inspection after completion of the roof system. All application errors must be addressed and final punch list completed. PRE-INSTALLATION CONFERENCE Prior to scheduled commencement of the roofing installation and associated work, conduct a meeting at the project site with the installer, architect, owner, GAF representative and any other persons directly involved with the performance of the work. The installer must record conference discussions to include decisions, agreements, and open issues and furnish copies of recorded discussions to each attending party. The primary purpose of the meeting is to review foreseeable methods and procedures related to roofing work. REGULATORY REQUIREMENTS Work must be performed in a safe, professional manner, conforming to federal, state and local codes. Exterior Fire Test Exposure: Provide a roofing system achieving a UL Class rating for roof slopes indicated. UL A rating. UL Class B rating. UL Class C rating. Windstorm Classification: Provide a roofing system which will achieve the following Factory Mutual wind uplift rating, as listed in the current FM Approval Guide. Factory Mutual 1-60. Factory Mutual 1-75. Factory Mutual 1-90. Factory Mutual 1-120. Factory Mutual 1-135. Factory Mutual 1-150. Factory Mutual 1-180. DELIVERY, STORAGE, AND HANDLING Deliver all roofing materials to the site in original containers, with factory intact. Products must carry either a GAF or GAFMC label. Store all pail goods in their original undamaged containers in a clean, dry location within their specified temperature range. Do not expose materials to moisture in any form before, during, or after delivery to the site. Reject delivery of materials that show evidence of contact with moisture. Remove manufacturer supplied plastic covers from materials provided with such. Use "breathable" type covers such as canvas tarpaulins to allow venting and protection from weather and moisture. Cover and protect materials at the end of each work day. Do not remove any protective tarpaulins until immediately before the material will be installed. Materials must be stored above 55 degrees F (12.6 degrees C) a minimum of 24 hours prior
vapour retarder to substrate with specified adhesive in conformance with the manufacturer's recommendations. Overlap side laps a minimum of 100 mm (4 in) and end laps a minimum of 150 mm (6 in). Seal side laps and end laps with recommended adhesive in conformance with manufacturer's recommendations. Seal vapour retarder membrane at all perimeters, transitions and around each penetration to ensure continuity. Application of Type IV or Type VI Glass Ply Sheet Starting at low at right angles to the slope, embed type IV or VI glass ply sheets in hot asphalt. Asphalt shall be Type II, or III. Interply mopping shall be applied at a rate of 1 kg/m² (0.2 lb/ft²). Coat the vapour retarder with hot asphalt applied at a rate of 1 to 1.5 kg/m2 (0.2 to 0.3 lb/ft²). If asphalt is to be used to adhere the insulation, the specified insulation into the hot asphalt top coat. Seal vapour retarder membrane at all perimeters, transitions and around each penetration to ensure continuity. Installation of No. 15 Mopped Vapour Retarder Starting at low point, at right angles to the slope, embed two plies of No. 15 perforated felt in hot asphalt. For 2-ply construction use side laps of ½ width of sheet plus 25 mm (1 in) and end laps of 150 mm (6 in). Asphalt shall be Type II, or III. Interply mopping shall be applied at a rate of 1 kg/m². Coat the vapour barrier with hot asphalt applied at a rate of 1 to 1.5 kg/m² (0.2 to 0.3 lb/ft²). If asphalt is to be used to adhere the insulation, embed the specified insulation into the hot asphalt top coat. Seal vapour retarder membrane at all perimeters, transitions and around each penetration to ensure continuity. INSULATION APPLICATION [Insulation shall be installed according to the insulation manufacturer instructions]. Where there is no support panel, install insulation so that long dimensions of the board are parallel with the flutes of the steel deck and fully supported on the top rib.