zilongwang/ReadingBank huggingface dataset:
feature that stores data similar to a column-oriented DBMS. While not a true column oriented database, this technique allows for the creation of a memory optimized index that groups and stores data for each column then and joins them together to complete the index. For certain types of queries, like aggregations, the query processor can take advantage of the column-store index to significantly improve execution times. Column store indexes can be used with partitioned tables providing a new way to think about how to design and process large datasets. The column-store index can be very useful on large fact tables in a Star schema improving overall performance, however the cost model approach utilized may choose the column-store index for a table when a row based index would have been better. Using the IGNORE_NONCLUSTERED_COLUMNSTORE_INDEX query hint will work around this if it occurs. When data is stored with a column-store index, data can often be compressed more effectively over a row based index. This is accomplished as typically there is more redundancy within a column than within a row. Higher compression means less IO is required to retrieve data into memory which can significantly reduce response times. There are several restrictions and limitation in using a column-store index. For example, which data types are supported or not and that you can only create one column-store index on any table can be problematic. Become familiar with what it can do and where best to use it. Currently the column-store index is not supported on Microsoft Azure. Column-oriented databases provide significant advantages over traditional row oriented system applied correctly; In particular for data warehouse and business intelligence environments where aggregations prevail. It would not be fair however to ignore the disadvantages. Let’s look at these two: Column-Oriented Advantages Efficient storage and data compression Fast data loads Fast aggregation queries Simplified administration & configurations ‘Column-Oriented Disadvantages Transactions are to be avoided or just not supported Queries with joins can reduce high performance Record updates and deletes reduce storage efficiency
Bacterial cells and plants cells are less likely than animal cells to lyse in a hypotonic environment because: The cells have mechanisms which actively transport water outside the cell Bacteria and plant cells have plasma membranes less permeable to water than most animal cells cells increase their rates of photosynthesis in hypotonic environments Bacterial cells and plants cells are surrounded by cell walls which provide support to the cell membrane under high osmotic pressure An artificial cell consisting of an aqueous solution enclosed in a selectively permeable membrane is immersed a beaker containing a different solution. The membrane is permeable to water and the simple sugars, glucose and fructose. The membrane is impermeable to the disaccharide, sucrose. Which of these experimental treatments would increase the rate of glucose transport into the cell? Increasing extracellular glucose concentration Decreasing extracellular pH Increasing cytoplasmic pH Adding an inhibitor that blocks the regeneration of ATP Which of these experimental treatments would result in the most turgid cell? Increasing the temperature of the system Increasing the intracellular sucrose concentration Decreasing the extracellular simple sugar concentration Decreasing cytoplasmic pH Facilitated diffusion and active transport both rely on proteins embedded in the phospholipid bilayer of the cell. Which of the following statements provides the best explanation of the differences between active transport and facilitated diffusion?
Some of the Big Ideas in Lord of the Flies Order vs chaos Civilization vs savagery Leadership – to be feared or loved? Effect of fear Directions: Find examples (and quotes) that support the following BIG Ideas Order vs Chaos Civilization vs Savagery Leadership styles The effect of fear -“They let the fire out” pg 71 -“Rules,” said Ralph, “you are breaking the rules” pg99 -Roger aims to miss the Little’un with the nuts -“I got you meat” said Jack and he flung a piece of meat at Simon. -
88. What term is used to refer to an informal description of a sequence of steps for solving a problem? A) assembly language instructions B) pseudocode C) machine instructions for a specific CPU D) Java virtual machine instructions Ans: B Section Ref: Section 1.7 Problem Solving: Algorithm Design Title: What term is used to refer to an informal description of a sequence of steps for solving a problem? Difficulty: Easy 89. What term is used to refer to a sequence of steps for solving a problem that is unambiguous, executable, and terminating? A) documentation B) pseudoprogram C) algorithm D) comments Ans: C Section Ref: Section 1.7 Problem Solving: Algorithm Design Title: What term is used to refer to a sequence of steps for solving a problem that is unambiguous, executable, and terminating? Difficulty: Easy 90. Which of the following options is true about algorithms? A) Algorithms are described informally and can contain ambiguous steps. B) Algorithms are written in a programming language. C) Algorithms can replace the source code in programs. D) You must create an algorithm for a problem before you can create a program to solve the problem. Ans: D Section Ref: Section 1.7 Problem Solving: Algorithm Design Title: Which of the following options is true about algorithms? Difficulty: Easy 91. A step sequence is unambiguous when ___________________________ A) it will eventually come to an end. B) it is clearly documented. C) it can be carried out in practice. D) are precise instructions for what to do at each step and where to go next. Ans: D Section Ref: Section 1.7 Problem Solving: Algorithm Design
BIG MATHS Primary 6 CLIC CHALLENGE QUESTIONS Term 1 & 2 Assessment Term 3 Assessment Term 4 Assessment COUNTING CLIC 5 2 LEARN ITS IT’S NOTHING NEW CLIC 5 9 CLIC 4 2 CLIC 5 8 CALCULATION CLIC 4 6 7 10 CLIC 4 3 CLIC 5 10 CLIC 4 5 CLIC 5 6 7
BIG Primary 7 Session _____________________ Progress Drive / Step Term 1 & 2 Term 3 Term 4 COUNTING Say √ Read √ Count – Squiggle √ Order √ Count - Skills √ – Actual √ on √ Multiples √ Count 4ways Equivalent fractions along √ ITS Addition √ Multiplication √ IT’S NOTHING NEW PIM √ Add with PIM √ Doubling √ Halving √ Jigsaw numbers √ x 10 √ ÷ 10 √ multiplication √ Coin multiplication √ Where’s Mully I can find Mully using coin multiplication Pom’s Words √ Fact Family √ Addition steps √ Subtraction steps √ Multiplication steps √ Division Steps 30,31
Big Story Expression Due: _______________ For this project, your group will creatively express God’s Big Story. You will create a 5-10 minute expression that accurately and creatively communicates the prime features of this grand narrative. I. Creation and the Pre-Fallen World - Creation Ex Nihilo - Imago Dei - Edenic Covenant II. The Fall and Its Consequences - History of Sin - Definition of Sin - Sinful Condition of All Persons - Prevalence of Sin - Consequences of Sin III. Era of Promise and Preparation - Protoevangelium - Typology - Prophecy - Noahic Covenant - Abrahamic Covenant - Mosaic Covenant - Davidic Covenant IV. Jesus and the Kingdom of God - Incarnation - Proclamation of the Kingdom of God - Sacrificial Death of Jesus - Perfect Life of Jesus - Resurrection - Ascension and Exaltation V. The Present Mission of New Covenant Disciples - New Covenant - The Mission - Organization and Function of the Church VI. The Consummation - Return of Jesus - Judgement of Unbelievers - Relief for Believers - New Heavens and New Your presentation will either contain the content from sections I-III or from sections IV-VI. You may record your content in advance or present it live. The following performance formats are permissible: - Video - Puppet Show - Prezi/PowerPoint Presentation (at least 10 pictures) - Drama - Poster Boards - Children’s Book - Board Game If your has an idea that is not listed, you may seek pre-approval from Mr. O’Brien. Your project will be graded on the following: Quality of the Presentation – Grammar/Syntax/Spelling, Visual Helps, Organization of Material, etc. Content of the Presentation – Completeness, Accuracy, Cohesion, etc. Participation – Effort, attitude, follow-through, etc. GRADING: 1. Quality of the Presentation (Group) - Illustrative Helps - Quality of PP - Etc.
30% Contribution Few if any standards are met The information appears to be disorganized and irrelevant. It also includes spelling errors, etc. Some information appears to be disorganized or irrelevant. There are also a few spelling errors, etc. The information is essentially relevant to the topic and organized. There are only a few spelling errors, etc. The information is relevant to the topic and very organized; there are no spelling or grammatical errors. 2. Content of the Presentation (Group) 50% Group Contribution Few if any standards are met Message is unclear. Includes little essential information and one or two facts. Message is vaguely communicated. Includes some essential information with few facts Message is clearly communicated. Includes essential information. Covers completely, accurately and in depth. Includes comprehensive information. 3. Peer Assessment (Individual) 20% Group Assessment Few if any standards are met Cannot work with others. Cannot share decisions or responsibilities. Works with others, but has difficulty sharing decisions and responsibilities. Works well with others. Takes part in most decisions and contributes a fair share to the group. Works well with others. Assumes a clear role, motivates others, and offers pivotal contributions.
Match and Partnerships- Which organizations, agencies, or individuals, other than the Service and VDH, are bringing in significant financial value to the project (money, in-kind contributions etc.)? Will the proposed project include private, local, or State funds greater than the required minimum match? (10pts) Innovation- Will the proposed project include physical components, technology, or techniques that improve eligible-user access? Will the project include innovative physical components, technology, or techniques that improve the BIG-funded project? Has the project facility demonstrated commitment to environmental compliance, sustainability, and stewardship and been officially recognized by and agency or organization? (6 pts)
place fast and cut down on congestion from vehicles entering West Point. The system will also transport waste efficiently from West Point to help save on fuel from garbage trucks. 2.6 Scope and Bounds The scope and bound of the system is shown in Figure 1 below. Figure 1: Scope and Bounds of the System The scope of this problem is very complex, the system needed to be aesthetically pleasing, but still accomplish the deed to get people from place to place and help West Point accomplish its net zero goals. To do this, Big Ten formed figure 1 to help define the system boundary. Defining the system boundary helps us scope the problem. The creation of the boundary diagram helped us understand the components and feedback of the system. The internal feedback we needed to look at was the maintenance and the scheduling of the JPODs and how the team will create the effective alternatives to accomplish the stakeholder goals. The team also looked at the external feedback consisting of the amount of vehicles in the cadet area and feedback from the military personnel and the civilians that will use the system. The inputs, outputs, components and feedback of the JPOD system establishes the scope at an effective system will rapidly transport people and cut down on West Point’s energy usage. Another effective method of modeling this problem was using IDEF0, level 0 and level 1 diagrams to get a good grasp on the inputs and outputs of the system. These figures are listed in Appendix C and Appendix D respectively. 2.7 Underlying Need The true underlying need of the JPOD system is several-fold. The JPOD system will greatly improve West Point’s chances of reaching its goal of being a fully self sufficient post by 2020. The elimination of cars from the cadet area will also open up the Academy for more space to build new buildings to aid the Corps of Cadets and staff and faculty alike. Finally, the JPOD system will be more convenient for the Corps and staff. After conducting stakeholder analysis, the Big Ten developed a re-defined problem statement. We determined that we will implement a JPOD system at West Point that is aesthetically pleasing and supports the West Point net zero initiative while minimizing wait time at maximizing quality stops and increasing transport capacity. 3.0 Recommendation
Bibliography ASHMCCAL. “Army’s Net Zero Initiative.” Army – Live: The Official Blog of the United States Army 10 February. 2011. Accessed 14 September 2011. 2011.http://armylive.dodlive.mil/index.php/2011/02/ armys-net-zero-initiative/>. Geiger, Warren and Bill James. Interview with the author, West Point, NY. Lopez, C. Todd. “Army striving for ‘net-zero’ energy use.” WWW.ARMY.MIL – The Official Homepage of the United States Army 2 Nov. 2011.Accessed 12 September 2011 <http://www.army.mil/ article/ 47573/army-striving-for-net-zero-energy-use/>. PersonalRapidTransit.com. Accessed 9 September 2011. . Parnell, Gregory S., P_atrick J. Driscoll, and Dale L. Henderson. Decision Making in Systems Engineering and Managment. 2nd ed. Hoboken: Wiley, 2011. Pri Appendix A Figure 3: Functional Flow Diagram
07B and some other club families did this for 2017 Defenders Cup – very memorable & great way to expand value of our club beyond the typical. - BI Parks facilities annual meeting takeaways: no significant changes projected in 2018 • Dir of Volunteers (Pam) Amazing job! Kids had fun, parents seemed to / tolerate; send Pam email with thoughts on how Soccer Ball went - getting Cynthia Lair to come to BI to present "Feeding your Child Athlete" As a professor in nutrition sciences and a comedian for Bainbridge The Edge Improv, she brings a wonderful performance to the plate. - Island Cup – recruiting teams, volunteer sign up in May.(Ian & Pam) • Registrar (Liming) Motion approve all 4 uniform sponsors per contract; Craig made motion to approve, Pam seconded motion – motion passed unanimously Uniform Sponsors:   Carley Construction  PCS VI. Adjourn @ 9:39 pm
Met or Exceeded Objectives Met Objectives Did Not Meet Objectives Size and Scale Models are to scale. The 1:10:100 ratio for virus, bacterium and protozoan is accurate. Models are close to scale. The 1:10:100 for virus, bacterium and protozoan is close to accurate. Models are not to scale. The 1:10:100 for virus, bacterium and protozoan is inaccurate. Units of Measure used to measure models were appropriate. Scale comparison was accurate. Units used to measure models were close to appropriate. Scale comparison was close to accurate. Units used to measure models were inappropriate. Scale comparison was inaccurate. Structures All structures are present. Most structures are present. Few or no structures are present. Labels Structure labels are clear and appropriate. Structure labels are somewhat clear and close to appropriate. Structure labels are unclear and inappropriate or missing. Creativity Structures are shown very creatively. Structures are shown clearly but basically. Structures are not shown clearly or are missing. Samples of Student Work Photos by Vicki Climie.
If you have any questions, or would like to know more about the work of the commission, please get in touch with Rachel Casey on or 0344 515 2046 Call for evidence About your organisation/ about you Where are you based?/ live? (if applicable) Name of your service / organisation: (if applicable) Who is the main client group of your service / organisation? Review How would you define 'social housing'? Over recent years, there have been many key decisions made for social housing. From your perspective, which of these have been good or bad? What are the advantages and disadvantages of the current model of social housing? Does social housing need rebranding? In name, in concept, or both? What vision and role should social housing have in the future? Allocations What is the role of social housing? Who is it for? Who is currently receiving social housing? Is this the best use of stock? What are the challenges to the way in which social housing is allocated? What could be done to improve access to social housing? Affordability What groups of people are most in need of new affordable housing (to rent or buy)? From your service/organisation perspective, what groups of people experience barriers when accessing or sustaining social housing? What needs to be done to ensure social housing is affordable to people to rent or buy? of supply need How many genuinely affordable homes are needed? What range of agents and actors, such as private developers, should be contributing to the delivery of affordable homes? What measures be taken to boost investment to increase level of supply need? High land prices make it expensive to social housing. How can land costs be reduced and how can we increase the availability of land for social housing? Conditions and design Are conditions in social housing adequate? What progress has been made in improving conditions in recent years?
Speaker Bios: In his role as NCPA's Senior Director of Store Operations and Marketing, Gabe Trahan has worked with hundreds of community pharmacies of all sizes to help them improve their images and ultimately boost front-end profits. From conducting in-store and virtual consultations to presenting at educational workshops and writing extensively on retailing, Gabe has established himself as the leading expert in effective and innovative front-end design and merchandising. Before joining NCPA in 2011, Gabe gained retail and wholesale experience in the drug store industry, working for Burlington Drug Company, a regional wholesaler, as the Director of Retail Services, and before that for City Drug Stores, a 14-store, independently owned chain of pharmacies. During that time, Gabe also worked as an independent consultant. Gabe is a much speaker on merchandising and has presented at numerous workshops and seminars for NCPA and other pharmacy organizations and wholesalers. He has conducted hundreds of in-store consultations for community pharmacies as far away as Sitka, Alaska and Puerto Rico and many cities and towns in between, helping the store owners and staff to redesign floor plans, solve inventory issues, and improve merchandising and marketing with original techniques. Gabe has published many resources for pharmacy owners and front-end staff. He created the to help store owners methodically work through their stores from the outside to the back room, looking for ways to improve sales. He is the author of the Daily Pharmacy Planning Guide, now in its third edition. He has also been quoted in periodicals such as Drug Store News, Pharmacy Times, and Elements magazine. Gabe pens a monthly column in , contributes tips for NCPA’s bimonthly , posts daily tips from his Twitter account (), and publishes new content on the weekly.
Promoting positive school climates through the implementation of Positive Behavioral Interventions and Supports (PBIS). New York State Education Department. . Establishing guidance on evidence-based practices for addressing the social-emotional development of very young children (Early Childhood Advisory Council/Early Intervention Coordinating Council Joint Task Force on Social-Emotional Development). . Creating a formal mental health endorsement/credential for professionals working with infants. . Supporting the provision of evidence-based services for children experiencing social-emotional development and mental health issues through the redesign of New York’s Medicaid Program. New York State Pyramid Model Partnership: Leadership Team Agencies Capital District Child Care Coordinating Council (CD-CCCC) NYS Education Department (SED): Office of Early Learning Office of Special Education - Positive Behavioral Interventions and Supports (PBIS) Technical Assistance Center, Regional Special Education Technical Assistance and Support Centers (RSE-TASC), Special Education Parent Centers, Early Childhood Direction Centers Community Technical Assistance Center of NYS (CTAC) Docs for Tots NYS Head Start Collaboration Project Care & Learning Council (ECLC) NYS Department of Health (DOH): Division of Family Health Early Childhood Advisory Council (ECAC) NYS Association for Infant Mental Health Head Start Region II Technical Assistance Center NYS Office of Children and Family Services (OCFS): Child Care and Child Welfare NY Center for Development NYS Office of Mental Health (OMH) NYC Administration for Children Services (ACS): Division of Early Care and Education NYS Parenting Education Partnership (NYSPEP) NYC Department of Education (DOE): Division of Early Childhood Education NYS United Teachers (NYSUT) NYC Department of Health and Mental Hygiene (DHMH) Prevent Child Abuse – NY (PCANY) New York State Association for the Education of Young Children (NYSAEYC) Professional Development Institute, City University of New York (PDI CUNY) New York State Council on Children and Families (CCF) Professional Development Program, University at Albany (PDP) For Additional Information: New York State Pyramid Model Partnership: please contact Susan Perkins, New York State Council on Children and Families, at or (518) 474-9023. Pyramid Model training materials, videos and print resources: . (10/2/15)
concrete or pictorial graphs as a visual tool for the class likelihood of familiar life events concrete graphs using one-to-one correspondence likelihood of familiar life events using comparative language pictorial representation of concrete graphs using one-to-one correspondence likelihood of events using comparative language
Big Data Training for Translational Omics Research Computer commands Login to Thinlinc using Firefox. Browse to In a Terminal window on Thinlinc, type: ssh -Y rice to to a Rice front-end From a Rice front-end, type: startnode20 to start a session on an actual Rice node On a Rice node, type Terminal & to launch additional Terminal windows On a Rice node: Type ls to list files in the current directory Type ls -l to list files with more detail Type ll to list files with even more detail Type pwd to see full path to current directory Type cd dirname to change directories Type cd .. to go to the parent directory, or cd ../.. to go to the grandparent, etc. Type cd ~ to go to your home directory Type cd /depot/nihomics to go to the main workshop data directory /home/trainNN – Your home directory /depot/nihomics – Contains data files and scripts used in the workshop (O: drive) /home/trainNN/scratch – Scratch directory where you will be saving output files, scripts (R: drive) /scratch/rice/t/trainNN – SAME PLACE AS ABOVE! gedit filename – Edits filename mv oldname newname – Moves a file or directory, possibly to a new directory, possibly renaming the file or directory in the process cp oldname newname – Copies files cp –r olddir newdir – Copies olddir and all files and subdirectories within rm filename – removes filename mkdir dirname – creates dirname Rmdir dirname – removes dirname, but only if dirname is empty
Unit 5: Nature Watch * Wonders- Green Skill Based Practice readers/ blue boxes - The Sun – 4 levels * Wonders- Green Skill Based Practice readers/ blue boxes - Mr. Bell and the Telephone - Mr. Bell’s Telephone * Wonders- Green Skill Based Practice readers/ blue boxes - What will the Weather Be? – 3 levels - The Weather * Wonders- Green Skill Based Practice readers/ blue boxes - Trees Help – 3 levels - Trees * Wonders- Skill Based Practice readers/ blue boxes - What are Living Things? – 3 levels - Living Things Unit 6: Adventures * Wonders- Green Skill Based Practice readers/ blue boxes - A show we love - Let’s Put on a Show - The Show Must go On - The Show * Wonders- Green Skill Based Practice readers/ blue boxes - Swim like a Dolphin - Dawn Skates - The Not So Gigantic Bike - Dawn Can Skate * Wonders- Green Skill Based Practice readers/ blue boxes - Save Paper/ Save Trees – 3 levels - Paper and Trees * Wonders- Green Skill Based Practice readers/ blue boxes - A Bee Like Me - The Painted Lady Butterfly - are the Butterflies? - The Beautiful Butterfly * Wonders- Green Skill Based Practice readers/ blue boxes - Holiday Fun – 3 levels - Fun Days
8:45 – 9:45 AM Keynote: (Gymnasium) “Doc 10:15 – 11:00 AM Breakout Session A *High School – AHS Auditorium – Mini Keynote (required for High School) ** K-2 Early Schools – VH Labs – Mini Keynote (required for K-2) 11:15 – 12:00 PM Breakout Session B *Elementary – AHS Auditorium – Mini Keynote (required for Elementary 3-5 to attend in Session B or Session D; Optional for K-2) **K-2 Early Schools – VH Labs – Mini Keynote (continued from Session A) 12:00 – 1:00 PM Lunch K-2 in VH Cafeteria All Others – AHS Locations 1:15 – 2:00 PM Breakout Session C *Middle School – AHS Auditorium – Mini Keynote (required for Middle School) **K-2 Late Schools – VH Labs - Mini Keynote (required for K-2) 2:15 – 3:00 PM Breakout Session D *Elementary – AHS Auditorium – Mini Keynote (required for Elementary 3-5 to attend in Session B or Session D; Optional for K-2) **K-2 Late Schools – VH Labs – Mini Keynote (continued from Session C) *Mini–Keynote: Cultures of Thinking Presentation with Todd Bidlack in AHS Auditorium **Mini-Keynote: I Ready Training at VH Computer Labs - This is a double session! (Kdg. in Lab A; 1st Grade in Lab B; 2nd Grade in Lab C) Mini-Keynote Sessions I The District, as part of its comprehensive assessment program, will be implemented the I Ready diagnostic interim assessment program which is entirely web-based at the K-2 level. This easy to use and engaging program will give teachers valuable data and will help inform instruction in the area of mathematics and reading. The program is aligned to the Common Core State Standards. It will be administered three times throughout the year. Teachers will learn more about it at the training sessions. Please note, these are double sessions for K-2 teachers and will be held at the Van Hoosen Middle School Computer Labs (K in Lab A; 1st grade in Lab B; 2nd Grade in Lab C). We have divided the sessions as follows: early start schools will be in the morning; late start schools will be in the afternoon.
Disease and the difficulties of travel also plagued those who made difficult voyages. While all groups dealt with harsh negatives, Christians likely experienced the greatest benefits from the crusades. The crusades brought far reaching economic changes to Europe. The and Popes that desired to fight for Jerusalem needed a way to pay for supplies. Those with money started to make loans to those who needed access to it. Others saw the Crusades as a way to make money – investments were made in businesses that were expected to do well. For example, metalworking saw great spikes during the Crusades as the need for weapons and tools increased. The Crusades changed the feudal system that was in place before. As thousands of nobles and knights left home to fight for the Holy Land, Monarchs tightened their power on those who remained. This increasing power forced peasants to seek a way to leave the manor, which ultimately led to the end of feudalism. Finally, Crusaders found a new, interesting culture that greatly impacted their lives upon their return. While in the Middle East, Christians learned new ideas, such as algebra and chess. A new fabric started to impact clothing styles in Europe known as muslin. Foods like melons, apricots, rice and coffee became popular among the Europeans. Even spices like pepper started to be used regularly! However, the whole reason for fighting the crusades, to reclaim Jerusalem for the Christians, was never fully accomplished. Even though Crusaders refused to recognize other faiths, they understood that Jerusalem was valued by people other than the Christians. These cultures and religious still value Jerusalem. Even today we continue to see extreme fighting near the Holy Land – both sides, Christians and Muslims, still cannot reach common ground on who has the right to claim the city. The Christians and the Crusades 1. How did the Crusades change the economic system of Europe? 2. Explain how the Crusades contributed to the end of feudalism throughout Europe 3. How did knowledge of Muslim society transform Europe
Big FAOG Survey 2013 Q1 Greetings! Thank you for taking the time to complete the FAOG Survey for Large Community Foundations, administered by CF Insights on behalf of FAOG. This survey is an update of one conducted by Foundation For The Carolinas in 2010. Results from that survey generated a lot of great discussion at the 2011 FAOG meeting and was a helpful resource for participants. CF Insights will present findings from this year's survey at the 2014 FAOG meeting in Key West. This refreshed survey incorporates questions that many of you requested and will be supplemented with data from the FY 2012 Columbus Survey. Here are a few things to keep in mind: We have created the survey with the aim that it takes no more than 1 hour to complete You may need to pull in colleagues from other departments to answer some questions It is fine to estimate dollar amounts - we don't need exact figures down to the pennyIn the spirit of estimates and ease, feel free to use your last fiscal year end data unless you have more recent values / estimates readily available The purpose of this survey is to provide a very high level description of your foundation's policies, not to provide extensive details. Instead, think about what is "typical" at your foundation - you'll be forced to answer "yes" or "no" in many cases, though we realize your foundation's polices might be more nuanced Please complete your survey response by Friday, November 15. Feel free to reach out to Melissa Oomer, Consultant at FSG, at melissa.oomer@fsg.org. Thanks for participating! Q2 SECTION 1 - General Details Q3 What is the name of your community foundation (please enter complete name so we can identify your entry)? Q4 What is your name? Q5 What is your title at the community foundation? Q6 What is your email address (this will only be used if we have a specific question about your response). Q7 Are you willing to share your responses within this survey with other survey participants and FAOG meeting attendees? Yes (1) No (2) Q8 Section 2 - and Grants
Big Ideas Ratios & Rates (Unit 6) Standard Section Title Whole Group or Partner Individual Assignment 6.RP.1 5.1 Ratios Pages 190 - 193 Pages 194 - 195 Problems: 5 – 29 odd only 6.RP.1 6.RP.3a 5.2 Ratio Tables Pages 196 - 200 Pages 201 - 202 Problems: 3 – 23 odd only 6.RP.2 6.RP.3a 6.RP.3b 5.3 Rates Pages 204 - 207 Pages 208 – 209 Problems: 3 - 27 odd only 6.RP.2 6.RP.3a 5.4 Comparing & Graphing Ratios Pages 210 - 213 Pages 214 - 215 Problems: 3 – 21 odd only 6.RP.3a 5.5 Percents Pages 218 - 221 Pages 222 - 223 Problems: 5 – 39 odd only 6.RP.3c 5.6 Solving Percent Problems Pages 224 - 228 Pages 229 - 230 Problems: 3 – 41 odd only 6.RP.3d 5.7 Converting Measures Pages 232 - 235 236 - 237 Problems: 3 – 41 odd only Reminders Ten Marks (45 minutes each week) Vocabulary flashcards/Math Journal (practice
Darbhanga District, Bihar (12) Letter dated 09.04.2010 of Sh. Sagar Rayka, Secretary AICC. D.O. No. 1932/VIP/MRD/10 J-11060/39/2009 FTS-8790 Muzaffarpur distt. Bihar Forwarding a letter of Sh. Umesh Kumar Trivedi and others regarding irregularities in MGNREGS in Muzaffarpur. 2010 Forwarded to State Govt. on 19.05.2010, reminder on 03.01.2011. Reply awaited (13) Sh. Basudeb Acharia, MP (LS) FTS-51818/MRD/11 FTS-15310 Muzaffarpur distt. Bihar Irregularities in implementation and Embezzlement in MGNREGA follow up acton on the enquiry. 2011 Forwarded to SG on 26.09.2011. ATR received and Clarification sought as on 24/07/2012. Reply awaited (14) Sh. Kaushalendra Kumar. MP (LS). 1.4.2012 FTS15546 FTS-53828/MRD/11 Nalanda Bihar Regarding serious irregularities in MGNREGA in Nalanda District of Bihar. 2013 ATR received and further Clarification sought as on 12/04/2013. Reply awaited (18) 20 File No. I 2012 ATR received and 17.04.2014 . Reply awaited (19) 19.03.2012 2. 3. 2013 ATR received and Clarification sought as on 13.05.2013. Reply awaited
File No. FTS-19715 (20) File No. FTS-19712 2013 ATR received and Clarification sought as on 15.04.2013. Reply awaited (21) 25, File No. FTS-337525 Job Card 2014 Forwarded to State Govt. on 20.08.2014. Letter sent to State Government dated 01.01.2015 to depute a team for Verification. Reply awaited. 2015 13. (22) 190, – 110001 09013869474 - I 2015 Forwarded to Govt. on 08.01.2015. Reply awaited.
CLAUSE PAGE CORPORATE INFORMATION Head Office Botswana Insurance Holdings Limited (Registration Number CO 90/1818) Plot Fairgrounds Financial Centre Gaborone, Botswana P. O. Box 336, Gaborone Botswana Directors Mrs. Batsho Dambe-Groth Mr. Gaffar Hassam Mr. Chandra Chauhan Mr. Andre Roux Mr. John Hinchliffe
Mr. Mahube Chilisana Mpugwa Mr. Heinie Werth Mr. Gerrit van Heerde Lieutenant General Tebogo Masire Registered Office Pricewaterhouse Coopers Plot 50371 Fairground Office Park Gaborone, Botswana P. O. Box 294 Gaborone Botswana Sponsoring Broker Motswedi Securities Registration Number CO 97/2262 Plot 113, Unit 30, Kgale Mews Private Bag 00223, Gaborone, Botswana Advisors Armstrongs Attorneys 2nd Floor, Acacia House, Plot 54358 Cnr Crescent Ext PG Matante Road, New CBD P O Box 1368 Gaborone, Botswana Independent Expert Imara Botswana Ltd 2nd Floor, Morojwa Mews Unit 6, Plot Western Commercial Road, CBD Gaborone Registration number CO 90/1818 Share code: BIHL ISIN: BW 000 000 0033 Incorporated in the Republic of Botswana (“BIHL” or “the Company”) DEFINITIONS AND INTERPRETATION In this section unless otherwise stated or the context otherwise requires, the words in the first column have the meanings stated opposite them in the second column, words in the singular include the plural and vice versa, and words importing natural persons shall include juristic persons, whether corporate or incorporate, and vice versa: “Act” the Companies Act, 2003, Act No 32 of 2004 as amended; “Acquisition” the acquisition of 261,760,272 shares representing 25.1% issued share capital in NICO Holdings Limited;
Provide details of any awards the nominee has won or been shortlisted for in the last 12 months: Describe how the nominee has performed above and beyond the level expected of someone in their role (max 100 words): Please provide any further information to support the application of why this nominee should win the Birmingham Insurance Institute Young Achiever of the Year Award (max 100 words): Details of Nominator / Referee Are you nominating an applicant or acting as a referee?: Name: Company: Position: Relationship to the nominee (e.g. Line Manager, Head of Department): Email:
Big Data BIM Waste 1 Oyedele et al. [1] 2 Osmani et al. [2] 3 Ekanayake & Ofori [3] 4 Wu et al. [4] 5 Camann et al. [5] 6 Lu et al. [6] 7 Poon et al. [7] 8 Cheng & Ma [8] 9 Ajayi et al. [9] 10 Bilal et al. [10] 11 Akinade et al. [11] 12 Liu et al. [12] 13 Osmani [13] 14 Manyika et al. [14] 15 Diebold [15] 16 Siegel [16] 17 Kim et al. [17] 18 Radinger et al. [18] 19 Basu [19] 20 Ryza et al. [20] 21 Panos et al. [21] 22 Keys et al. [22] 23 Langdon et al. [23] 24 Ajayi et al. [24] 25 Fan et al. [25] 26 Jacobs et al. [26] 27 Thomas et al. [27] 28 et al. [28] 29 Stonebraker et al. [29] 30 et al. [30] 31 Ghemawat et al. [31] 32 Dean & Ghemawat [32] 33 Berkeley [33] 34 Apache Software Foundation [34] 35 Beetz et al. [35] 36 Robinson et al. [36] 37 Halevy et al. [37] 38 Garcia-Molina et al. [38] 39 Chaudhuri & Dayal [39] 40 Martínez et al. [40] 41 Shi & Xu [41] 42 Fatta et al. [42] 43 Solís-Guzmán et al. [43]
Collection of Clean Up Materials: Groups organising clean ups can collect bags, gloves and litter pickers from their nearest Council Office at Lifford, Carndonagh, Dungloe, Donegal Town and Letterkenny during office hours Monday – Friday. Skips: Skips will only be issued on approval from the Litter Warden from the main Council offices. Those Groups requiring a skip must give the Council at least 10 days notice to allow practical arrangements to be made. Multiple skips will not be provided unless the area being cleaned is deemed to be in very poor condition and have a large amount of bulky items deposited. A visit from the Litter Warden will be required to assess the site. Skips will not be left overnight. This is to prevent the deposition of household or commercial waste overnight. Social Media: The Council would like to share photos of and information of clean ups etc. on our social media sites including Facebook and Twitter. You can share your photos via the following sites: Twitter@DonegalCouncil Facebook @donegalcoco E-mail your photos and a short piece of information about the event to . All forms should be completed and returned to Fiona Kelly, Environment Section, Donegal County Council, Three Rivers Centre, Lifford, Co. Donegal or Email: or your nearest Council Office. For more information contact Fiona on (074) 91 53900
BIG FUN RUN 2018 REGISTRATION FORM Your Details Title First Name Surname Team Name if fundraising as part of a group Email Phone Address Postcode EVENT SELECTOR (tick to select chosen event) EVENT LOCATION (Select from dropdown list) REG FEE FUNDRAISING TARGET INDIVIDUAL FAMILY (2 adults / 2 children) FREE £50 £100 Why have you chosen to support The Youth Sport Trust? Have you taken part in a fundraising event previously? YES NO If YES, please give details of the event and amount raised below Running vest size (please circle) S M L XL Does your employer offer a match funding scheme? (please circle) YES NO How did you hear about us? (tick one) I already support YST Google or similar I received a letter / email from YST Twitter Newspaper/magazine Facebook Word of Mouth Other (please state) Twitter username Instagram username I pledge to raise or exceed the stated fundraising target SIGNED:
3. What did you learning about the planets from this activity? 4. What are you wondering now? Which two planets are closest in size? Which two planets have the closes length of day? Station # 3 – Explore the solar system Station # 4 – Celestial Bodies Directions: Reflection Questions: 1. How many planets are there in the solar system? 2. What number planet is Earth away from the sun? 3. How are planets such as Jupiter and Saturn different from Earth? ____________________________________________________ Directions: Read the descriptions. Match the appropriate letter next to the number. Match the pictures to the description. Write A,B,C,D,E,F on the line next to the matching number. Matching: 1. __________ 2. __________ 3. __________ 4. __________
4. What are the similarities between the inner planets and outer planets? 5. __________ 6. __________ Response Notebook Name ____________________________ Date _____________________________ Earth in space and time
Slide 25 Evaluate: Weather Map Match-Up Quiz Slide 26 Engage: log into Pearson Successnet Gr. 2 Earth Science Games: Seasons. Explain/ Evaluate: Time to Talk Read and discuss SF Gr. 2 Lessons 3 – 6. pp. 180 – 187. CORE: Math in Science SF Gr. 2 pp. 196-197 Charting Favorite Seasons Slide 27 Pacing Guide Topic XIII: Severe Weather Slide 28 Engage: SF Lesson 7 TE p. 188. Time to Talk Ask students comes first thunder or lightning. Then say let’s Sing the Thunder and Lightning song (sung to “Pop Goes the Weasel”) and see if we can find clues to learn which comes first. (lightning is first) Ask what they now know about thunder and lightning. 29 Explore and Explain: Ahead of click on the links and decide which ones you want to use with your students and how many days you want to use to cover the types of severe weather and how you will correlate the online links with the content from textbook pages. Explain: SF Lesson 7 pp. 188-193.
The Commission has scrutinized and accepted the above petition(s) and has directed the licensee to publish a public notice for inviting objections/comments from various stakeholders. Brief overview of the Business plan and Multi-year ARR filed by the erstwhile JSEB for its Distribution function for the MYT period from FY 2013-14 to FY 2015-16 (now undertaken by JBVNL) The salient features of the Business plan and Multi-Year aggregate revenue requirement for the Distribution Business for control period from FY 2013-14 to FY 2015-16 has been summarized below. SUMMARY OF CAPITAL EXPENDITURE PLAN The details of scheme-wise project cost and capital expenditure proposed by licensee for Distribution business as submitted in the petition for approval of Business plan for MYT control period for FY 2013-14 to FY 2015-16 has been summarized in the tables below: Table 1: Scheme-wise proposed capital expenditure plan (Rs. Cr) for MYT Period FY 2013-14 to FY 2015-16 Sl. No. Particulars Project Cost FY 2013-14 FY 2014-15 FY 2015-16 1 Construction of New P/S/S 36.5 32.95 26.5 2 Stay Extension of 33 kV line 13 19.5 13 3 Rehabilitation of 33 KV line 20 10 12.5 4 Augmentation of 33/11 KV P/S/S 15.3 20.65 14.15 5 Construction of 11 kV new line 8 8 8 6 Stay Extension of 11 kV line 8 12 11.2 7 Construction of LT line & Stay Extension of LT line 6 9 6 8 Installation of D/S/S 15.6 12 12 9 Augmentation of D/S/S 10.33 10.42 9.82 10 Service Connection 9.4 7.87 9.4 11 MRT Establishment of improvement (Equipment with & plants) 2.26 1.695 2.26 12 Establishment/improvement of transformer repair workshop (TRW) 2.71 1.36 1.36 13 System improvement (Provision of VCB, AB Switch, transformer oil filter machine, vehicle with hydraulic ladder, XLPE Cable with joining kit, meter (LTCT, 3 - phase & single phase). AB 13 12 15
D. Is the student’s reading comprehension age and grade appropriate in either their native or second language (or both)? Yes No E. Is the student’s math reasoning age and grade appropriate in either their native or second language (or both)? Yes No Area Evaluated Assessment Instrument Composite or Subtest* Below Average SS Average SS Above Average SS Reading Comprehension E: S: Composite Subtest E: S: E: S: E: S: Math Reasoning E: S: Composite Subtest E: S: E: S: E: S: Qualitative Data – Information from informal inventories, teacher(s), parent(s), and student. *If using subtest scores rather than a composite score, what additional data validates subtest scores? Secondary Consequences Assessment Instrument [If formal, what assessment instrument was utilized?] Composite or Subtest* Average SS Average SS Above Average SS Phonological Memory Formal Informal E: S: Composite Subtest E: S: E: S: E: S: Orthographic Processing Formal Informal E: S: Composite Subtest E: S: E: S: E: S: Verbal Working Memory Formal Informal E: S: Composite Subtest E: S: E: S: E: S: Processing Speed Formal Informal E: S: Composite Subtest E: S: E: S: E: S: Qualitative Data – Information from informal inventories, teacher(s), parents(s), and student: *If using subtest scores rather than a composite score, what additional data validates subtest scores?
Associated Academic Difficulties and Other (Co-Occurring) Conditions should be included in the summary and conclusions narrative following this section. (The Dyslexia Handbook – Revised 2014 – Procedures Concerning Dyslexia and Related Disorders, pg. 11.) Attention Describe: Handwriting Describe: Family History of Reading Difficulties Describe: Behavior Issues Describe: Motivation Describe: Speech Issues Describe: Other: Describe: Other: Describe: Summary and Conclusions Narrative – [attach additional page(s) if necessary]: Dyslexia Evaluation Completed By: _____________________________________________ Signature of Seguin ISD Dyslexia Evaluator
Cork Bike Week 9th - 17th June 2018 - Event Application Event Contact Details (For use on website & Marketing) Contact Person: Organisation/School/Club: Phone No: Email: Event Details Event Title: Aim of Event: Description: (Please outline proposed route, activities undertaken as part of the event etc) Event Date: Event Location: Event Start Time: Meeting Time & Location: Who can take part? (E.g. children, families, adults etc) How many participants do you expect? Funding request for event:
else C=1,15. Calculation methods for low-noise refrigerating appliances The Energy Efficiency Index EEI (expressed in %) is calculated as above, i.e.: EEI=AE/AEC. Basis for the assessment of the energy consumption of low noise refrigerating appliances is the steady state power consumption at a single ambient temperature of 25 °C Pss25 (in W), measured in accordance with Section A.5. The daily energy consumption Edaily25 at 25°C ambient temperature (in kWh/24h) is given by: Edaily25 = 0,001 ∙ 24 ∙ Pss25. The annual energy consumption AE (in kWh/a) is by: AE = 365 ∙ Edaily2. Low noise appliances are manual defrost (Ac=1), stand-alone (Bc=1), dedicated (C=1), single door (D=1) appliances with cellar (rc=0,6 ) or pantry (rc=0,35 ) compartment type as defined in Tables 3 and Table 4. The latter implies Nc=75 and Mc=0,12 and L=1. The Standard Annual Energy consumption SAE (in kWh/a) can thus be simplified as follows: for cellar types: SAE= 75 + V ∙ 0,6 ∙ 0,12 = 75 + 0,072V; for pantry types: SAE= 75 + V ∙ 0,35∙ 0,12 = 75 + 0,042V.
The Member State authorities shall only apply the verification tolerances that are set out in Table 5 and shall only use the procedure described in points 1to 7 for the requirements referred to in this Annex. No other tolerances, such as those set out in harmonised standards or in any other measurement method, shall be applied for parameters in Table 5. Table 5 Verification tolerances for measured parameters Volume The determined value shall not be less than the declared value by more than 3 % or 1 litre, whichever is the greater value. Where the volumes of the cellar and the fresh food storage are adjustable, relative to one another, by the user, the volume shall be tested when the cellar is adjusted to its minimum volume. Freezing capacity The determined shall not be less than the declared value by more than 10 %. Energy consumption The determined value shall not exceed the declared value of the annual energy AE by more than 10 %.
Lions Camp Nature and Culture Sweden 2018 101 GD Place: Avesta, (Pellbo), Gävle (Högbo) and Stockholm Theme: Swedish Nature and Culture Participants: Male and female, age 17 – 21 Host family stay: July 15 – July 21 Camp: July 21 – August 04 Activities: Outdoor adventures and cultural experiences/ surprises – excursions Language: English Arrival/ Dep July 15 / August 04 Airport: Stockholm Arlanda Int Airport (ARN) Other: No alcohol or drugs during the stay in Sweden. No camp fee Participants from outside Europe are offered one/two extra weeks in host family before or after the camp, after agreement with the camp Swedish Camps 2018 MD-101 Sverige
LMW1 ● LMW2 ● Upon Reduction HC (50732 Da) LC (23195 Da) 1/2Fc (26,767 Da) Fd (23,983 Da) Main ● ● LMW1 ● ● ● LMW2 ● ● Figure S5: nrCE-SDS electropherogram of neat IgG1 A (Top) and IgG1 B (Bottom) SEC Main, LMW1, and LMW2 fractions Figure S6: rCE-SDS electropherogram of isolated SEC Main, LMW1, and LMW2 fractions for IgG1 A (Top) and IgG1 B (Bottom) Figure S7: nrCE-SDS (Top) and rCE-SDS (bottom) of HMW species showed higher level of fragments compared to the Main species. . HMW fractions of Day 14 stressed samples showed 10 – 15 % total fragments. Figure S8: The corrected fragment levels (%Fragment - %Fragment from Day 0) by CE-SDS plotted against change in fragment (%) by SEC. Both nrCE-SDS and rCE-SDS linearly correlate with SEC with R2 > 0.99, respectively.
Figure 1S. Chemical structures of A) Methyl p-toluenesulfonate (MTS), B)Isopropyl p-toluenesulfonate (ITS) and C) Aprepitant Figure 2S. Normal probability and the residuals vs predicted for the studied CMAs. Response RS(1) RS(2) Rt Response NMTS NITS Figure 3S. Blank Aprepitant sample spiked with impurities 1-6, Toluene, MTS and ITS at the respective specification limit. The impurity 4 was not detected under the specific conditions due to its co-elution with Aprepitant peak.