zilongwang/ReadingBank huggingface dataset:
APP Correlator Upgrades Maintenance Manual ALMA-05.11.30.05-0001-A-MAN Version: A Status: Draft 2014-12-5 Prepared By: Organization Signature and Date R. Lacasse Alejandro Saez Joe Greenberg NRAO JAO NRAO Approvals: TBD Haystack NRAO Japan ALMA SE ALMA PA ALMA Safety Release: TBD (NRAO Proj. Mgr.) TBD (JAO. Proj. Mgr.) NRAO JAO Change Record Version Date Affected Section(s) Change Request # Reason/Initiation/Remarks
Table . Applicable Documents for this document Reference Documents Number Document Title Reference [RD 01] APP Project Plan ALMA Phasing Project, latest release [RD 02] 64-Antenna Correlator Maintenance Manual ALMA-60.00.00.00-070-B-MAN [RD 03] GPS Receiver User Manual CD Part Number 098-00116-000 Rev. C available from Symmetricom and already supplied to ALMA [RD 04] Interface Control Document Between ALMA Phasing Project And ALMA Computing ALMA-05.11.00.49-0004-B-ICD [RD 05] ALMA Phasing Project Maintenance Manual ALMA-05.11.10.05-0001-A-MAN [RD-06] ALMA Phasing Project Correlator Upgrades Manual ALMA-05.11.31.05-0001-A-MAN [RD-07] PIC Assembly Check-out Logs ALMA-05.11.31.03-0001-A-REP [RD-08] APP Hazard Analysis and SafetyCompliance Plan ALMA-05.11.10.01-0003-A-PLA Table . Reference Documents for this document Abbreviations and Acronyms AC Alternating Current AD Applicable Document ALMA Atacama Large Millimeter Array radio telescope AOS Array Operations Site APP ALMA Phasing Project APS ALMA Phasing System ATX Advanced Technology eXtended (standard for Personal Computers) BE Back End CAI Correlator Antenna Input CIC Correlator Interface Card CRG Central Reference Generator LRU CVR Central Variable Reference LRU CVRR Central Variable Reference Rack DLO Digital Local Oscillator GPS Global Positioning Service HMR Hydrogen Maser Rack
What do you think? Soothing Kuna with my voice, I attempt to brace her flailing head with my wrists while stabilizing the instruments that hold the twisted implant. I lift my gaze from the microscope for a fleeting glance at my Robert is sitting this one out so he can concentrate on observing. The scrub nurse sorts instruments with a detached air, while the nurse anesthetist stares distractedly at the floor. What kind of teamwork is this? I think. I state the obvious through clenched teeth: “We… need… more… sedation.” What do you think? I lull Kuna back to sleep despite the blinding light in her face, which is covered with a drape. Braced for her next lurch while willing my muscles to relax, I delicately dial the glistening lens into its intended resting place. I aspirate the surgical gel from inside the eye, tear a circular opening in the center of the remaining membrane that holds the implant, and confirm that the pressure is neither too low nor high. I am close to finishing the first eye and am just beginning to close the incision when—bang, an earsplitting boom. My view darkens to nearly black as the operating microscope cuts out. The pit of my stomach registers a free fall. Holding suture material a fraction of a hair’s thickness, my eyes are glued to the barely distinguishable image that lingers in the eyepieces. “I am so sorry, Doctor Rose,” Robert says. “The generator, it has broken.” What do you think? Rendered without useful sight myself, I cradle Kuna’s lolling head and coax the curved needle through its arc, guided purely by the instinct of long experience. Except for my fingertips and the slowly expanding bands of sweat that
standID acres type age V/acre sp1 sp2 Canopy % by species Owner Remarks 6NEFC5 13 CHF PY 1934 500 EL El 90; oak birch 10. FC The oak and birch in the low canopy. Also a low birch brush growth. Brashed, unthinned 6SE16 11 BHF years birch oak birch 60; oak 40; +ash; Mr Edwards No systematic management but it appears that this is an attempt to convert Oak/Hazelcoppice into high forest. Birch is not regen and has been left after recent cutting. Area of coppice not cut on western edge where there is also about 0.7ac braken. 6SEFC59 6 MHF years 1200 EL oak EL 75; oak 15; birch 10. FC Badly requires thinning/cleaning. The oak mainly of coppice origin on an exposed face, poor height growth of EL. Larch canker. 6SEFC60 4 CHF years 2000 DF DF 100; oak birch. FC The occasional oak and birch scattered sparely throughout. 6SEFC61 13 MHF years 1100 EL oak EL 80; oak 20; birch. FC The oak mainly of coppice origin. Has recently been thinned but the thinning should have been heavier. 6SEFC62 8 MHF years 700 EL EL 60; oak 25; birch 15. FC Has recently been thinned/cleaned removing mainly poor Larch stems and heavy coppice growth. The oak of coppice origin. On an exposed face. Includes a patch of pure hardwood mainly birch in the NW corner. 6SEFC63 5 CHF years 2000 DF DF 100; oak birch. FC The occasional hardwood scattered evenly throughout 6SEFC64 32 CHF years 500 EL El 90; oak birch 10. FC Brashed, unthinned. The oak and birch in the low canopy also a low birch brush growth. 6SEFC65 12 CHF years 1100 EL oak EL 85; oak 15; birch FC The oak mainly of coppice origin. 6SEFC68 6 MHF years 1100 EL oak EL 80; oak 15; birch. FC The oak mainly of coppice origin. Partly exposed, some butt curvature. Requires a thinning/cleaning.
This template in to be completed annually by the OH&S Committee in accordance with the College’s Anaphylaxis Policy found on the College intranet Completed by: Date completed: Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Hazard Identification Current Control Measures List here the strategies the College already has in place to minimise the risk Assess the Risk Risk Level (use key) Additional/New/Revised Control Measures Outline here what further or amended action the College should take to minimise/eliminate the risk Who? By When? Sign off Business Manager to initial & date when step 5 measures complete Likelihood Consequence Record who is responsible for implementing new/revised control measure Enter date to be completed by
Grade level What grade does this book best belong in? 2nd grade Butterfly Characteristics (example) Characteristic Why Did the Author Use this Word? How Does a Butterfly Demonstrate this Characteristic? (use text evidence) A butterfly is: (patient) Day 2: A butterfly has to wait Day 5: An egg and a caterpillar have to wait to become a butterfly Day 2: Hides in an egg until it chews free Day 5: After the egg hatches, the caterpillar eats leaves and makes a chrysalis A butterfly is: (creative) A butterfly makes a chrysalis As a caterpillar, eats leaves to molt creating new skin Creates a chrysalis to protect itself during metamorphosis A butterfly is: (helpful) A butterfly helps plants Butterflies help pollinate plants so they can make seeds by carrying pollen from plant to plant A butterfly is: (thirsty) A butterfly needs to drink and eat Butterflies taste with their feet Butterflies sip nectar with a proboscis
Vocabulary Word Definition Implored Verb: asked or begged earnestly Morose Adjective: gloomy, ill-tempered Destitute Noun: people in complete poverty Misanthrope Noun: a person who hates or distrusts everyone Void Noun: total emptiness Ponderous Adjective: very heavy; bulky Astonish Verb: amaze Compulsion Noun: a driving irresistible force Severe Adjective: harsh Meager Adjective: of poor quality, small in amount Threadbare Adjective: worn, shabby Audible Adjective: loud enough to be heard Gnarled Adjective: knotty and twisted Dispelled Verb: scattered and driven away, made to vanish Benevolence Noun: kindliness A Christmas Carol: Scrooge and Marley A play by Israel Horovitz Vocabulary to Know
Part I: Vocabulary Directions: Look up the following two words and then complete the rest of the chart on your own. Word Meaning Other forms of the word Sentence prodigious timid Part II: Literary Device Directions: Based on the Dickens’ use of imagery, what does the spirit of Christmas present look like? Imagery: Where the author uses words and phrases to create “mental images” for the reader. Imagery helps the reader to visualize more realistically the author’s writings. Part III: Discussion
Comparing three European peace treaties - completed version for teachers Features of the treaty Treaties Peace of Münster 1648 Treaty of Paris 1815 Treaty of Versailles 1919 Part of peace conference Peace of Westphalia Congress of Vienna Paris Peace Conference European war that preceded it Thirty Years’ War Napoleonic Wars First World War Parties involved in negotiations Dutch Republic and Spain 4 treaties which France signed with each of: Austria, Great Britain, Prussia and Russia Led by UK, France, Italy and USA, with delegates from 27 other nations. Main purpose of the treaty To recognise the independence of The Netherlands from Spain. To end the Napoleonic wars and make France pay for the 100 days of Napoleon. To make future war unlikely and to punish Germany. Summary of the treaty The Netherlands was recognised as an independent and sovereign nation in international law. The Bourbon monarchy was restored to France. France had to pay indemnities (reparations) to other countries. France’s borders were set to their 1790 level. France to accept occupation by foreign soldiers for several years. Germany punished with the removal of territory, acceptance of war guilt and requirement to pay reparations to other countries. New approach to the diplomacy via setting up of the League of Nations. Short-term impact of the treaty The Dutch stadholders feared that peace would diminish their influence. They still hoped for a United Netherlands, to include the southern provinces. Some of the nobility worried about losing their role as army officers. Many orthodox Calvinist ministers remained The Bourbon monarchy was restored once more. The French paid indemnities. Foreign troops left France by 1818. Germany was reduced in size and power her enemies were compensated for their losses. The League of Nations began to meet, but Germany was excluded and the USA never joined.
hostile to the toleration of Catholics. Zeeland, worried about losing profitable smuggling and piracy. Longer term impact of the treaty Seen as: A founding document of The Netherlands. A victory for national self-determination over imperial absolute power. Historians now view the treaty as part of the Congress of Vienna and credit it with restoring peace to Europe. The major powers of the time supported it. There was no Europe wide conflict for nearly 100 years. The world’s most powerful countries did not give their full support to the League. Hitler was able to exploit the resentment in Germany about this ‘unfair treaty’. War began again in 1939 and some historians see the Treaty as a cause.
"Ahhhhhh fuck," she groaned. I drove my cock deeper, faster, and harder. She cried out louder and I felt the juices inside her body begin to line my cock. She was really, really stimulated and I intended to make her cum several times if I could. I reached up and held her tits. "They're all watching, Carly. The entire city is watching you having sex. Give them a good show," I said. She leaned up slightly and thrust out her chest as if to give a better view of her body. Below us, cars and buses, cabs and pedestrians streamed past our building. Somebody had to see us. And Carly reveled in it. At times she was flattened against the window. Other times, she pushed back with her hands and was bent at the waist. Each new position allowed my cock to enter her a new way and excite her a little more. I knew I couldn't wait much longer. "Carly, is it alright to cum...uh, inside you?" I asked. "Yes. Please. Don't worry," she assured me. "Just cum for me, Dad." Thirty seconds later, she shrieked, "Oh God. Yesssss! Yessssss!" With my hand frantically rubbing her clit, Carly came for the first of what would be many long orgasms. Somewhere in the middle, my cock exploded with several shots of warm cum. Our groans echoed in the office as the sex reached a zenith and then slowly tapered off. Even the last of my desperate thrusts into Carly's cunt forced her against the window and caused her to cry out with pleasure. The glass was streaked with her perspiration and hand prints and, a little lower, remnants of the juices flowing down the inside of her thighs. I pulled out reluctantly and held her in my arms, her ass against my cock and my hands on her tits. "God, that was good. Thank you, Daddy." "My pleasure." After a long pause, Carly asked me, "Daddy, do you have any fantasies?" I smiled, wondering where this would lead us.
This tool has been designed to collect feedback on what it is like for you, as staff, to deliver your service. Please fill in the form, thinking about the experience and situations you encountered today. Name Job Title Date Time Briefly tell us how you felt at different stages throughout your day? How did you feel when you arrived at work? How did you feel during your shift? How did you feel when you finished your shift? What went well today? And why? What didn’t go so well? And why? What was the most challenging moment? What was the most rewarding moment? What would you like to do differently tomorrow?
3. Wrong, Margaret and Harms Vischer, West African Library Development (New York: Carnegie Corporation for Colonial Office, London, 1939): 111. 4. Olden, Anthony, Alan Burns, “The Lagos Library and the Commencement of Carnegie Support for Library Development in British West Africa.” Journal of Library History XIII (Fall 1987) 402–4. 5. Quoted in Carl White, The National Library of Nigeria: Growth of the Idea, Problems and Progress (Lagos: Federal Ministry of Information, 1964): 1. 6. Ibid. 7. Ibid. p. 2 8. Development of Public Libraries In Africa In the Ibadan Seminar (UNESCO, 1954). 9.Aguolu, C.C. “Father of Nigerian Librarianship,” New Library World 59 (Jan. 1978): 251–253. 10. Harris, John, “Libraries and Librarianship In Nigeria At Mid–Century,” Nigerian Libraries 6 (April/Aug. 1970): 36. 11. Azikiwe, Nnamdi, Renascent Africa, reprint of 1937 ed. (London: Cass, 1968): 140. 12. Asquith, Cyril, Report of the Commission On Higher Education In Colonies (London: HMSO, 1945):18. 13. Quoted in Evelyn Evans, A Tropical Library Service: The Story of Ghana’s Libraries (London: Deutsch, 1964): 133–134. 14. Aguolu, C.C. “The Evolution of the National Library of Nigeria…”Journal of Library History15 (Fall 1980): 404. 15. Mellanby, Kenneth, The Birth of Nigeria’s University (London: Methuen, 1958): 206–7. About the Authors C.C. Aguolu is Profesor of Library Science and Chairman, University of Maiduguri Press, Maiduguri, Nigeria. L.E. Augolu is Pricncipal Librarian, University of Maiduguri, Maiduguri, Nigeria. ©1997 C.C. Aguolu and L.E. Aguolu
Mapes a. b. a. b. Name: Explanation: Reverend Jameson a. b. a. b. Name: Explanation: Mat a. b. a. b. Name: Explanation: Gil a. b. a. b. Name: Explanation: Luke Will a. b. a. b. Name: Explanation: Charlie a. b. a. b. Name: Explanation:
DROUGHT TOLERANT PLANTS Amur Maple Hackberry Honeylocust Ginkgo Golden Raintree Ivory Silk Lilac Spruce Sandcherry Sophora Juniper Bayberry Buckthorn Gro-Lo Sumac Knockout Rose Spirea Barberry Cotoneaster Ninebark Sedum Lambs Ear Coreopsis Yucca Coneflower Grasses Lavender Russian Sage Black-Eyed Susan PLANTS FOR SHADY SITES Fothergilla Calycanthus Climbing Hydrangea Ninebark Bayberry Choke Clethra Inkberry Boston Ivy Redbud Pachysandra Dogwood Abelia Sweetbay Magnolia Cherry Laurel Pieris Kerria Witch Hazel Mahonia Sugar Maple Oakleaf Hydrangea Cherry Laurel Giant Arborvitae Hemlock Privet Taxus Boxwood Serviceberry Bamboo Winterberry Holly River Birch Semi-Shade Serbian Spruce American Holly Girl Dragon Lady Vanderwolf Pine Fringetree Katsura
ANNUALS Ageratum Allyssum Cleome Dusty Miller Lantana Nicotiana Plectranthus argenteus Blue Salvia Snapdragon Vinca (annual vine) Zinnia anguatifolia VINES Bignonia (Crossvine) Campsis Clematis paniculata Lonicera sempervirens Wisteria SHRUBS Abelia Aesculus parviflora Berberis (Barberry) Buddleia Callicarpa Calycanthus SHRUBS Caryopteris Cotinus Forsythia Hypericum Lespedeza '' Lindera Myrica Rhus aromaticia 'Gro-Low' Spirea Symphoricarpus Vitex Yucca EVERGREEN SHRUBS Boxwood Ilex glabra-Inkberry Holly Mugo Pine Cephalotaxus Juniper (low growing groundcover types) EVERGREEN TREES Magnolia grandifloria 'Bracken's Brown Beauty' Picea abies Picea pungens Psuedotsuga menziesii SUN PERENNIALS Achillea Aesclepias tuberosa Alchemilla Amsonia hubrichtii Aquilegia canadensis Artemesia Aster lateriforus 'Lady in Black' Aster oblongifolius 'Raydon's Favorite' Asteromoea mongolica Baptisia australis Calamintha Chrysanthemum 'Becky' Coreopsis lanceolata Crocosmia Dianthus 'Baths Pink','Firewitch', 'Mountain Mist' Euphorbia myrsinites Euphorbia robbiae Geranium 'Biokova' Geranium sanguineum Iris Lavendula Liatris
Monarda Oenothera Paeonia Perovskia Rudbeckia (eat young foliage) Salvia Solidago Stachys 'Helene Von Stein', 'Silver Carpet' Thymus serphyllum Veronica SHADE PERENNIALS Aquilegia Brunnera Chelone Dicentra Epimedium Galium odoratum Helleborus Huechera villosa Lamium Lamiastrum Pilmonaria Tiarella DEER VULNERABLE PLANTS Tulips American Arborvitae Daylily Sedum Phlox paniculata Euonymous Rhododendron Oakleaf Hydrangea White Pine Scabiosa Roses Hostas Impatiens Taxus Blue Holly Holly
Calendar Date City Venue Format March 9, 2015 (Mon) 10:00 - 14:00 Tokyo Conrad Tokyo Nami and Nagisa Room, Level 2, 1-9-1, Minato-ku, Tokyo, 105-7337 Japan Lunch March 10, 2015 (Tue) 10:00 - 14:00 Seoul Conrad Seoul Studio 1-3, Level 6, 23-1, Yeouido-dong, Yeongdeungpo-gu, Seoul 150-945, South Korea Lunch March 11, 2015 (Wed) 10:00 - 14:00 Beijing Grand Hyatt Beijing Grand Salon I-V, Level LG, 1 East Chang An Avenue, Dong Cheng District, Beijing 100738, China Lunch March 12, 2015 (Thu) 10:00 - 14:00 Shanghai Pudong Shangri-La, East Shanghai Dalian & Changchun Room, River Wing, Level 2, 33 Fu Cheng Road, Pudong, Shanghai 200120, China Lunch March 13, 2015 (Fri) 10:00 - 14:00 Taipei Shangri-la’s Far Eastern Plaza Hotel Metro Suite, Level B1, 201 Tun Hwa South Road, Section 2, Taipei 106, Taiwan Lunch March 16, 2015 (Mon) 10:00 - 14:00 Hong Kong Conrad Hong Kong Nathan Room, Lower Lobby, Pacific Place, 88 Queensway, Admiralty, Hong Kong Lunch March 17, 2015 (Tue) 10:00 - 14:00 Manila Makati Shangri-La Hotel Room Pasay A&B, Level 3, Ayala Avenue Corner Makati Avenue, Makati City 1200, Philippines Lunch March 18, 2015 (Wed) 10:00 - 14:00 Bangkok Grand Hyatt Erawan Bangkok Grand Ballroom, Lobby Level, 494 Rajdamri Road, Bangkok 10330 Thailand Lunch March 19, 2015 (Thu) 10:00 - 14:00 Kuala Lumpur The Westin Kuala Lumpur The Malaya, Level 1,199 Jalan Bukit Bintang, Kuala Lumpur 55100, Malaysia Lunch March 20, 2015 (Fri) 10:00 - 14:00 Singapore Marina Bay Sands Angsana Junior Ballroom 3D&E, Level 3, 10 Bayfront Avenue, 018956 Singapore Lunch March 23, 2015 (Mon) 10:00 - 14:00 Sydney Radisson Blu Hotel Sydney Marble Room, Level LG, 27 O’Connell Street, Sydney NSW 2000, Australia Lunch
furnace where the colors fuse and they basically harden to become unified with the surface. The piece is the filed and cleaned with a mixture of lemon and tamarind that emphasizes the luster of each color. Before enameling, the surface of the ornament is carefully cleaned. The colors emerge only when the crafts are fired in the kiln. The average firing temperature is about 850 degrees Celsius. When my grandfather got this vase from his dad, he knew that it was something very important and he has to keep it safe but during the migration from India to Pakistan, he lost that vase because everything was chaotic and there was no proper transportation and people were being killed. But when he came to Pakistan, and found out that the vase was missing, he became worried. He wasn’t worried that he left his home and his lands behind in India but he was worried about the Meena Vase and then he announced on the radio that whoever finds the vase will get a big prize but fortunately he found out that it was in his neighbors luggage and he didn’t have to give a prize to anybody but it was surprising for me that he cared about a vase and his lands. The usage is similar, our ancestors used it for decorating and so do we but we use it as if we might not have such a piece ever again but they used to do it and so they knew the process but we take it as an artifact because nobody in our family knows how to do Meenkari. Although I might not become the owner of this artifact, I deem it very important for our family.
Does your company carry Network Security Privacy Liability coverage? If yes, what are the limits? Does your company consider its proposed legal plan to be an insurance product or a service product in Employer’s situs state? How many companies/organizations does your company currently serve with legal plans? What is the A.M. Best rating for your company (or insurer)? Describe what differentiates your company from your competitors. Please provide the following information for three current client references, who are of similar size, industry and geographic location to the Employer who is soliciting this RFP. Company Name Title Phone Number Attorneys Does your company offer a network of attorneys who provide legal services to members? How many attorneys are in your network? How many years of experience do they have on average? How do plan members contact network attorneys? How are network attorneys compensated for the services they deliver? Can plan members choose a non-network attorney to provide legal services? How are non-network attorneys compensated for the services they deliver? Does your company contract with individual attorneys or law firms for legal services? Describe the qualification requirements for individual attorneys on your network. Please outline in detail the process used to identify and recruit attorneys into your network. How can you ensure our plan members will receive quality legal services from a credentialed attorney? What types of liability insurance are required by your network and in what amounts?
go without saying that you should always start the essay with an introduction which sets out what you intend to cover in the essay and for what purpose. This way the examiner will see that you have thought about the substantive issues in the question you have been asked. 5. Provide analysis and fact Very few essay questions require merely factual descriptions of what the law is; you will almost always be required to analyse the factual content in some way, usually highlighting any problem or gaps in the law and suggesting possible reforms. Your approach should be analytical and not merely descriptive but you are not obliged to criticise every provision you describe. Having said that, even if you do not agree with particular criticisms that you have read, you should still discuss them and say why you do not think they are valid. There is very little mileage in an essay that simply describes the law and says it is perfectly satisfactory. Descriptive essays such as these will provide you with very few marks. Do not be afraid to apply a (relevant) opinion of your own! This is your opportunity to discuss what you think is right or wrong with a particular topic. (However, do not be tempted to go on a personal rant about a particular issue.) 6. Structure However good your material, you will gain marks if you structure it well. Making a plan for each answer will help in this, and you should also try to learn your material in a logical order – this will make it easier to remember as well. The exact construction of your essay will obviously depend on the question, but you should aim to have an introduction, then the main discussion, and a conclusion. Where a question is divided into two or more parts, you should reflect that structure in your answer. A word about conclusions: it is not good enough just to repeat the question, turning it into a statement, for the conclusion. Your conclusion will often summarise the arguments that you have developed during the course of your essay.
Relationship to child cared for Child’s Details Name DOB Care first Number Do you have any other caring commitments? If so please specify. DESCRIBE MAIN CONCERNS YOU HAVE AS A CARER FOR YOUR CHILD YOUR HEALTH Tell us about any disability or health problems that affect your ability to care for your child? What support do you receive for your health issues? Have you any health needs that you feel are not being met? EDUCATION AND EMPLOYMENT OPPORTUNITIES How do your caring responsibilities affect your ability to undertake further education or employment? Would you like any information or support to improve access to further education or
SavBAT cannot perform the calculations required to determine emissions from conducting the project. These must be calculated manually using Equations 6 and 7 in version 1.1 of the method. (See box 2 for example applications). The equations require you to multiply your fuel use for each type of fuel by a particular emissions factor for each greenhouse gas. The equations are outlined in Schedule 1 of the . These figures are then summed and entered into SavBAT as inputs to calculate total project emissions. If you are not using SavBAT you will record these figures in Table 26 of Schedule 2 of the methods. Examples of fuel types (for transport energy purposes) and their emissions factors for each greenhouse gas are in Table 3. Table 3: Energy and emissions factors—indicative examples Fuel type Energy content factor Emissions factor - - CO2 CH4 N2O Gasoline (for use in an aircraft) 34.2 66.3 0.04 0.7 LPG 26.2 59.6 0.6 0.6 Diesel oil 38.6 69.2 0.2 0.5 The emissions associated with the combustion of fuel—for example from aircraft or ground vehicles used to conduct strategic fire management or field data collection, or fuel used in drip torches—must be included in the annual project emissions.
Capital improvement options could include visible amenities such as • replacing pavements • providing streetlights • additional litter bins • providing and maintaining landscaped traffic lanes or footways • place-making interventions. Contact us For further information on inner city CIDs or to find out information on a particular building within one of the CIDs visit or or phone 27.11.833.4053 Street Address: 90 Market Street Johannesburg 2000
A Guide to Visibility Settings in Pure Within Pure there are a number of visibility options which can be selected for your publications The table below shows the most common combinations and provides a description of when to use them Include on Staff Pages Public Visibility (include on Public portal) Description: Yes Public - No Restriction This is the most common combination and makes sure that your work is displayed on the and on the . No Public - No Restriction If you use your staff pages to display only selected publications, you may choose to use this combination to remove older publications from your staff pages while leaving them visible on the public portal. No Backend - Restricted to Pure Users This combination should be used if the publication is not yet ready to be displayed publically, for example the work has been added to pure as an “In Preparation” or “unpublished” item. (You will need to update the ‘Include on staff pages’ button once your publication has been accepted or published.) Yes Backend – Restricted to Pure Users This combination is not recommended - publications which are not ready to be made public should not be displayed on either the staff pages or the public portal as both websites are publically accessible. Yes /No Campus - Restrict to IP Range The new public portal no longer supports the Campus visibility option: Items should be marked as Public, Backend or Confidential No Confidential - Authors & Editors only This combination should be used if the publication is confidential. (You will need to update both radial buttons once your publication is ready to be made public.) Yes Confidential - Authors & Editors only This combination is not recommended - publications which are confidential should not be displayed on either the staff pages or the public portal as both websites are publically accessible. Default Settings: There are some default settings in Pure which you should be aware of Include on Staff Pages: This radial button defaults to Yes, so if your publication is not ready to be made public or it is confidential you will need to change this button to No Publication State: Some Publication states will automatically change the visibility settings when you add them to Pure. Adding the Publication state “Accepted/In Press”, “E-Pub ahead of Print”, or “Published” will change your visibility settings to “Public – No Restriction”. Adding the publication status of “In preparation”, “Submitted” or “Unpublished” will change the visibility to “Backend - Restricted”. Keep an eye on your visibility settings if you want to make sure that the relevant publications are displayed on your staff pages and the public portal.
[36] G. Zhang, and J. Lu, “An integrated group decision-making method dealing with fuzzy preferences for alternatives and individual judgments for selection criteria,” Group Decision and Negotiation, vol. 12, no. 6, pp. 501-515, 2003. [37] L. A. Zadeh, “The concept of a linguistic variable and its application to approximate reasoning—I,” Information Sciences, vol. 8, no. 3, pp. 199-249, 1975. [38] X. Y. Shi, H. W. Ye, and S. J. Gong, “A personalized recommender integrating item-based and user-based collaborative filtering,” in Proceedings of the International Seminar on Business and Information Management, ISBIM '08, 2008, pp. 264-267. [39] J. Shrestha, and G. S. Jo, “Enhanced content-based filtering using diverse collaborative prediction for movie recommendation,” in Proceedings of the First Asian Conference on Intelligent Information and Database Systems, ACIIDS 2009, 2009, pp. 132-137.
it shall be trustee alone or in cooperation with another person and in such case the trust shall operate under the terms of the deed of trust and the internal regulations issued to this end. Disposition of the cash fund. 23. – (1) From the Fund, the Management Committee shall dispose of the necessary expenses for the achievement of the purposes of the Fund. (2) The Management Committee may issue internal regulations for the implementation of this article. (3) Notwithstanding the generality of par. (1), the President of the Management Committee may decide alone on any grant, pecuniary of material, the value of which shall not exceed £1,000. Audit of the Fund 24. The accounts of the Fund shall be audited by the Auditor General. PART V – MISCELLANEOUS PROVISIONS Establishment of the Day for People with Special Needs. 25. The 3rd of December is designated as the Day of Persons with Disabilities. Licence for collections or events to assist disabled persons. 26. – (1) Subject to the provisions of par. (2) and notwithstanding the provisions of any other law, collections or events of fund raising to assist persons with disabilities shall be carried out upon licence issued by the Minister of Finance. (2) The Minister of Finance shall issue the licence referred to in par. (1) upon recommendation of the Council. (3) The licence may contain conditions such as the payment of a percentage of the proceeds to the Fund and the investment of part of the proceeds. Codes of practice. 27. – (1) The Council may issue codes of practice in order to inform the public of the persons with disabilities rights and of the public’s duties towards them and to eliminate discrimination on the grounds of disability. (2) Without prejudice to the generality of par. (1), codes of practice may be issued for the following issues: (a) Equipment, manufacturing and transformation of public service vehicles; (b) Equipment, structures and transformation of private areas for better service of persons with disabilities; 673615634 (c) arrangement and equipment of areas where persons with disabilities work; (d) persons with disabilities’ rights and employers’ obligation at workplaces; 3 of 102(I) of 2007. (e) persons with disabilities’ rights in the field of education and health; (f) for any other issue the Council may deem necessary to regulate with a code.
A Letter from Santa Claus: Dear ____________________, I am so glad you have welcomed my magical Scout Elf into your family! I know you will love visiting with him as we count down the days to Christmas Eve. In the book that came with your elf, you probably heard my rule, “if you touch your elf, his magic ‘might go’ and then I won’t hear all your elf has seen or knows.” My dear child, part of my job as Santa Claus is to know everything I can about each little boy and girl on my list. I know you are a blind child, and I understand how you use your other senses, like hearing, taste, smell, and touch, to help you experience the world around you. You may even read braille. Did you know that I can read braille too? Christmas is a magical time of year, and everyone deserves to “feel it.” The elf that I sent to be your scout was selected especially for you! His magic is extremely unique because he can only be touched by a visually impaired child! Every morning when you discover where your elf has been hiding, you have my permission to feel what he’s been up to. Grab his hands and see what he’s holding. Run your fingers down his legs to feel if he’s cold from his journey back from the North Pole. Hold his tiny body close to your nose and take a whiff. Does he smell like gingerbread? If he does, I bet it’s because he’s been sneaking cookies from Mrs. Claus’ kitchen. Ho! Ho! Ho! If anyone may have worried you about ruining the magic of Christmas because you have touched my elf, please don’t listen to them. There are many people in this world who are convinced we “must see in order to believe,” but I know each of us all feels the spirit of Christmas differently. Your visual impairment will never stop you from knowing the joy and magic of this wondrous season! Remember, you have my permission to always touch your Elf on the Shelf.
Name: _______________________________________________ A Letter to My Older Self Project Rubric 3 2 1-0 Letter Format Student uses correct format for a personal letter. Student uses the correct format for a personal letter with one error. Student’s letter format contains two or more errors. Spelling/Grammar Student uses grade appropriate spelling and grammar. Student uses grade appropriate spelling and grammar with one or two exceptions. Student’s letter includes three or more spelling or grammatical errors. Completion Student completes the letter as assigned. Student begins the letter but did not complete the assignment. Student did not complete the assignment. Total Score: ________/__9__ Comments:
A level RUS or ASH Non Exam Assessment Component 3: Literature post 1900 Re-creative writing with commentary: Duffy 1000 words (excluding quotes, task titles, footnotes and bibliography) SUBMISSION OF TITLES TO BOARD Individual tutorials Final draft before Oct half term NO EXTENSIONS Comparative and Contextual study American Literature 1880 – 1940 Component 2: The Grapes of Wrath by John Steinbeck 2 G4S essays Moderation of c/w Comparative and Contextual study American Literature 1880 – 1940 Component 2: The Great Gatsby by F Scott Fitzgerald & The Grapes of Wrath by John Steinbeck 2 G4S essays Comparative and Contextual study American Literature 1880 – 1940 Component 2: The Great Gatsby by F Scott Fitzgerald & The Grapes of Wrath by John Steinbeck 2 G4S essays Drama pre-1900 Component 1: Section 1 Shakespeare: Hamlet 2 G4S essays Drama pre-1900 Component 1: Section 1 Shakespeare: Hamlet 2 G4S essays Revision & Exams
Text to be studied Poetry Prose Drama (one of which must be post-2000) Poetry Prose Drama (one of which must be post-2000) John Webster: The Duchess of Malfi John Webster: The Duchess of Malfi John Webster: The Duchess of Malfi / Samuel Taylor Coleridge: Selected Poems
On the main sequence, a 30 solar mass star loses a larger proportion of its mass (30 to 28 Msun) than a 1 solar mass star (1 to 0.9 Msun) does. Over their whole lifetime? The total change in mass for 30 Msun star is 30Msun to 6Msun, for the 1 Msun star it changes 1Msun to 0.5Msun. D. Wien’s Law Using the data table on the Star in a Box website and your knowledge of Wien’s Law, complete the following table. HINT: Wien’s Law: λmax T = 2.898 x10-3 m.K Mass of Star (Msun) Main Sequence Temperature (K) Main Sequence λmax (μm) Region of EM spectrum 1 5,788 0.501 Visible (green) 2 7,332 0.395 Visible (violet) 6 14,655 0.198 Ultraviolet 10 21,622 0.134 Ultraviolet 20 26,872 0.107 Ultraviolet 30 27,765 0.104 Ultraviolet 40 27,492 0.105 Ultraviolet E. Stefan-Boltzmann Law Using the data table on the Star in a Box, complete the following table. HINTS: Assume all the stars are spherical. You will need to convert some of the values into SI units. Lsun = 3.8 x 1026 W Rsun = 3 x 108 m Stefan’s Law: Mass of Star (Msun) Main Sequence Temperature (K) Main Sequence Radius (Rsun) Main Sequence Radius (m) Surface Area of Main Sequence Star (m2) Main Sequence Luminosity (Lsun) Main Sequence Luminosity (W) 1 5,788 1.69 0.507x109 32.23 x1018 2.82 1.07 x1027 2 7,332 3.71 1.11 x109 1.54 x1019 1,163.03 4.42 x1029 6 14,655 7.48 2.24 x109 6.31 x1019 2,286.13 8.69 x1029 10 21,622 9.34 2.80 x109 9.85 x1019 16,873.30 6.41 x1030
The Psalmist mentions putting his “hope” in God twice. Conclusion: “ A Life Of Despair, But Determined” The Psalmist was troubled and living a life of DEAPAIR, but he was DETERMINED that he was not going to stay that way. The Psalmist > Talked To Himself….V.5 & 11 & Talked To the Lord…V.9 & Trusted In the Lord…v.5 & 11-hope in God The Psalmist asked himself a question in V.5 –Why art thou cast down, O my soul? I am going to ask you a question: What is it that is bothering you? I want to say to you- hope thou in God- Talk to him and trust him with your problem; whatever it may be.
CONTENTS Foreword by Charlotte Jones Voiklis / 11 Introduction / 15 / Icon and Iconoclast / 25 / Sacred and Secular / 47 / Truth and Story / 69 / Faith and Science / 93 / Religion and Art / 119 / Fact and Fiction / 145 / Light in the Darkness / 169 Epilogue: Tesser Well / 195 Acknowledgments / 203 Notes / 205 Recommended Books / 219
A Light So Lovely My first adult decade was spent in full-time youth ministry, during which I regularly wondered if I could better influence the next generation by writing middle-grade fiction myself rather than collecting parental permission slips for paintball. While reading Madeleine’s Crosswicks Journals—A Circle of Quiet, Two-Part Invention, and so on—I continued to feel an affinity with a writer who shared a love for the Anglican- Episcopal liturgy, for living in community, and who insisted on story as a vehicle for truth. Eventually I shifted to a writing career and a seminary degree, regularly circling back to Madeleine’s Walking on Water, in which she called the act of writing a form of prayer. “To be an artist means to approach the light, and that means to let go our control, to allow our whole selves to be placed with absolute faith in that which is greater than we are”2—a description that named my experience of the creative process exactly. Even today, when I read in A Circle of Quiet about how tired she was as a mother of small children (like me) trying to balance a writing career (like me), I cry. At times it’s hard to tell where her influence leaves off and my own thinking begins. And I’m not alone. Time and again, as I traverse ever-widening, overlapping circles of writers and culture-makers, Madeleine’s name comes up as an author who changed the course of some- one’s journey. In fact, as this project got underway, I began asking people, “Can you point to a moment when Madeleine L’Engle influenced your vocation as an artist? Or saved your stumbling faith? Even saved your life?” And the stories have
specifically on low-rise prefabricated housing. Hashemi (2013) concluded with significant questions regarding quality and cost considerations for future developments. This present paper explored the literature covering the evolution of prefabricated low-rise housing – which covers a broad timespan, providing a chronology and exploration of the literature on the evolution of prefabricated low-rise housing. This paper fulfils its purpose. This provides a resource to researchers who wish to explore the evolution of prefabricated housing. It should be noted that there are books on specific time periods and longitudinal analysis. Further detailed research could be undertaken by identifying and analysing a specific time period or event. Recommendations for further research Construction History is under-researched, as stated in Holt (2015). It is evident that the history and evolution of construction technology are subsequently There are many research topics that could be chosen from this paper and the literature referenced. Prefabrication has a long history in Britain, and it was charted in detail in the 1900s. There is ambiguity in its origins, and this will possibly be researched further in the future. There are many time periods which could be selected and explored. However, the history of importing and exporting housing from the 1600s to 1900s requires further study. This is an area recommended for further research. Prior to research, the early exporting of housing to the colonies was unknown to the authors who have significant knowledge of housing. It might also be unknown to other researchers. References Addis, B. (2004), Report on the State of Construction History in Britain, Construction History: Research Perspectives in Europe, by Becchi, A., Corradi, M., Foce, F. and Pedemonte, O. Florence: Kit William Books, 2004, 11 – 21. Aina, L. O. (2000), Grey literature and library and information studies: a global perspective. International Journal on Grey Literature, 1, 179 – 182. Ågren, R. and Wing, R.D. (2014) Five moments in the history of industrialized building, Construction Management and Economics, 32:1 – 2, 7 – 15.
Chapter 2 Chapter 2 The Mouse in the Milk Word Bank: jaunt coincidence bedstead clopping paralyzed scuffle witless hymn pilfering culprit strope dairy Effie Lindbergh privy Illinois Cowgills amend What happened to Grandma Dowdel’s mailbox? What happened to Effie Wilcox’s privy? Who was to blame? Describe how Grandma Dowdel set up the Cowgill boys.
Properties Actual Measured (Mean ±SD) Mean Error (%) Mass (kg) 0.99665 1.00480 ±0.02863 0.8 Moment of inertia z (kg*m2) 0.00138 0.00142 ±0.00003 2.2 Moment of inertia x (kg*m2) 0.00148 0.00152 ±0.00002 2.2 Moment of inertia y (kg*m2) 0.00197 0.00198 ±0.00002 0.2 Table 3. Standard object body segment parameters
Keeping safe and people who can help me Pupils should be taught: Keeping safe To recognise safe and unsafe situations and ways of keeping safe, including simple rules for keeping safe online To use simple rules for resisting pressure when they feel unsafe or uncomfortable The difference between good and bad secrets Identifying and correctly name their “private parts” (see NSPCC resource PANTS) for the purposes of safeguarding them from sexual exploitation. People who can help me Who to go to if they are worried or need help That there are a number of different people and organisations they can go to for help in different situations. Pupils should be taught: Keeping safe To recognise their increasing independence brings increased responsibility to keep themselves and others safe How to use technology safely That not all images, language and behavior are appropriate To judge what kind of physical contact is acceptable or unacceptable and how to respond People who can help me That there are a number of different people and organisations they can go to for help in different situations and how to contact them How to report and get help if they encounter inappropriate materials or messages Theme 3: Created to live in community (local, national and global) EYFS & KS1 KS2 Education in virtue In a Catholic school, pupils are growing to be: Just and fair in their treatment of other people, locally, nationally and globally People who serve others, locally, nationally and globally Active in their commitment to bring about change In a Catholic school, pupils are growing to be: Just, understanding the impact of their actions locally, nationally and globally Self-giving, able to put aside their own wants in order to serve others locally, nationally and globally Prophetic in their ability to identify injustice and speak out against it locally, nationally and globally
significant cancer burden, with approximately 10,000 new cancer diagnoses of each in the UK per year [8]. These factors combined make visible haematuria and the malignancies that underlie it, an ideal target for a mass media public health campaign. The primary objective of this paper was to assess the impact and longevity of the ‘Be clear on cancer: blood in pee’ campaign on cancer diagnosis and referral burden. Methods A retrospective cohort study design was used; for two distinct time periods, August 2012 to May 2013 and August 2013 to May 2014, all referrals deemed to be at risk of urological cancer by the referring primary health care physician to Imperial College NHS Healthcare Trust (ICHT) were screened. Data points collected were: age and sex of the patient, whether the referral was for visible haematuria, non-visible haematuria or another non-haematuria related suspected urological cancer. In addition to referral data, hospital episode data of all new renal cell, and upper and lower tract transitional cell carcinoma for the same time periods was obtained, this second dataset set comprised all diagnoses for the periods in question including those not identified through the ‘suspected cancer’ pathway. The 2012-13 time period was used as the comparator group to allow assessment of the impact of the ‘Be clear on cancer: blood in pee’ public health campaign that ran from October to November 2013. A comparison of the August to May time periods (2012-13 versus 2013-14) was used to gain an understanding of the longevity of effect. When undertaking comparisons to
Oct ’12 – Feb ‘13 Oct ’13 – Feb ‘14 % Increase p-value Haematuria 181 349 92 0.013 VH 104 211 102.9 0.038 NVH 77 138 79.2 0.001 Other 233 352 51 0.009 Table 1 – Number of suspected cancer referrals made by presenting complaint in the period during and immediately following the ‘Be clear on cancer: Blood in the pee’ campaign. VH = Visible haematuria, NVH= Non-visible haematuria, Other = Non-haematuria related suspected urological cancer referrals Oct ‘12 – Feb ‘13 Oct ‘13 – Feb ‘14 % Increase p-value Total 133 141 6.0 0.71 TCC 92 89 -3.3 0.84 RCC 41 52 26.8 0.56 Prostate 192 226 17.8 0.35 Testicular 16 13 -18.8 0.71 Table 2 – Number of new cancer diagnoses in the period during and immediately following the ‘Be clear on cancer: Blood in the pee’ campaign TCC – Transitional cell carcinoma, RCC = Renal cell carcinoma Oct ’12 – Feb ‘13 Oct ’13 – Feb ‘14 p-value Mean Age Haematuria 65.53 ± 14.28 63.83 ± 15.93 0.86 VH 64.84 ± 16.70 61.97 ± 17.17 0.20 NVH 66.88 ± 11.34 67.10 ± 11.69 0.88 % Male Haematuria 62.15 65.15 0.66 VH 70.32 77.66 0.18 NVH 55.70 42.60 0.08 Table 3 – Demographic differences between the periods during and immediately following the ‘Be clear on cancer blood in the pee’ campaign VH = Visible haematuria, NVH= Non-visible haematuria
Knowledge Knowledge of the child care system for children in and leaving care, relevant legislation and the operation of children’s services departments Essential Robust understanding of safety and safe-guarding issues when working with children and young people Essential Understanding and experience of financial and contract management, project planning and managing budgets. Essential IT Skills / Computer literacy Essential General Commitment to working and managing in line with Coram Voice’s values and the ability to apply this in the role Essential An awareness of and sensitivity to differences of race, culture, belief, class, gender, sexuality and ability and commitment to anti-discriminatory practice. Essential Flexibility to work evening and weekends by arrangement, and to travel (in UK) Essential