zilongwang/ReadingBank huggingface dataset:
3 Education 4 Minor surgery with recovery 4 Research: or animal biology 5 physiological challenge 5 Research: Human or animal health & welfare 6 Major surgery with recovery 6 Research: Animal management or production 7 Major physiological challenge 7 Research: Environmental 8 Death as an end point 8 Product testing 9 Production of genetically modified animals Species Category Species Category Laboratory mammals 01 Mouse Native mammals 50 Macropod 02 Rat 51 Possums and gliders 03 Guinea Pig 52 Native rats and mice 04 Rabbit 53 Dasyurid 06 Ferret 54 Wombat 07 Other laboratory mammal (not primates) 55 Dingo Domestic* mammals 10 56 Echidna 11 Cow 57 Bandicoot 12 Pig 58 Bilby 13 59 Bat 14 Goat 60 Other native mammal 15 Deer Non - endemic pest mammals 70 Goat 16 Cat 71 Camel 17 Dog 72 Cat 18 domestic mammal 73 Rat Birds 20 Poultry* 74 Mouse 21 Exotic Captive 75 Pig 22 Exotic* Wild 76 Rabbit 23 Native* Captive 77 Wild Dog (not dingo) 24 Native Non-endemic* 78 Cow 25 Native endemic* 79 Aquatic animals 30 Fish (reporting not mandatory) 80 Fox 31 Cephalopod (reporting not mandatory) 81 Other non-endemic pest mammal 32 Whale and dolphin Amphibians 90 Native amphibian 33 Dugong 91 Exotic amphibian 34 Seal Zoo animals 100 Zoo animal Reptiles 40 Lizard Primates 110 Marmoset 41 Snake 111 Macaque 42 Turtle/Tortoise - Freshwater 112 Baboon 43 Turtle/Tortoise - Marine 113 Other primate 44 Crocodile 45 Other reptile Appendix 3: Privacy Notice The information provided by the licensed scientific establishment is collected for the purpose of reporting on animal use and supply and AEC activity the Animal Welfare Act 2002. It will be used by the Department of Agriculture and Food WA for administration of the Act and publication of general information (licensed scientific establishment and individuals will not be identified). The information will be stored securely within the Scientific Licensing Unit of the Department of Agriculture and Food WA. Access to this information is limited to scientific inspectors and those approved and under the direction of a scientific inspector or as required by law.
K. ENDPOINT For those experiments without a defined endpoint, list criteria to be used to remove an animal from the protocol and how these conditions will be monitored. For example: Breeders will be euthanized if a.) the litter size drops below X, b.) there is an infection that does not respond to treatment, c.) stops eating, or d.) the animal shows other objective signs of pain or distress. If these conditions are observed the investigator and attending veterinarian will be notified and they will determine if the animal should be removed from the protocol. L. OTHER DRUGS & TISSUE COLLECTION: 1. Blood/body fluid collection: SPECIES FLUID AMOUNT FREQUENCY SITE/METHOD 2. Tissue Collection: a. Tissue to be harvested: b. Is this a post-mortem harvest? YES NO (If No, complete c. below) c. Minor or non-surgical procedures (e.g., biopsies, endoscopies) to obtain tissue or fluid from live animals: 3. Tissue/Fluid/Drug Administration Describe agents to be administered not listed above: SPECIES ROUTE DOSE (mg/kg) AMOUNT POSSIBLE COMPLICATIONS
Animal and Food Science Undergraduate TA Program Name _______________________________________ __________________________ If selected, I will be a (please circle 1) Freshman Sophomore Junior Senior when I TA. Major ____________________ Student ID: __________________________ *A GPA of 2.75 (3.0 in major) is required * Current overall GPA ______________ Current GPA for courses in your __________________ Need Help? Go to – look at Example 2, only enter courses for your major What course are you applying to be a TA for? _______________________ Have you taken the course already? _____________________________ What was your grade in the course? _____________________________ Are you applying to receive credit through ANFS 399? Yes ______ No _______ If yes, how many credit hours? _____ 1 cr hr _____2 cr hr Have you served as an undergraduate TA before? Yes ________ No________ If yes: Course Semester ANFS 399 Credit Received? If yes, 1 or 2 cr hrs Were you paid? Why would you like to be a teaching assistant? Please list any specific strengths or experiences here.
Final Exam Th, 1 May 3-5 p.m. in MCCB G086 100 ~30% FINAL GRADE 325 100 GRADE SCALE: A 100 – 95% A- 90 – 94% B+ 87 – 89% B 83 – 86% B- 80 – 82% C+ 77 – 79% C 73 – 76% C- 70 – 72% D+ 67 – 69% D 63 – 66% D- 60 - 62% E < 60% Final grades will be determined by the instructor after consideration of the class’s overall average. Grade adjustment will ONLY be upwards; an assigned grade will never be lower than your raw point score.
XII. Lecture Schedule for Spring 2014 (**subject to revision**) Check E-learning at the beginning of each week for homework assignments Week Date Chapter Topic (Readings) Lecture Topic 1 6 January Mon Studying Behavior (Text Ch. 2) (Observing & describing behavior) (Study of behavior – optional) Introduction to Animal Behavior 8 January Wed Studying behavior 10 January Fri Assumptions 2 13 January Mon Evolutionary Approaches to Behavior (Text Ch. 4) Evolution of behavior 15 January Wed Phylogeny 17 January Fri Case studies in evolution 3 20 January Mon No 22 January Wed Proximate & Ultimate causes of behavior (Text Ch. 1) Proximate and ultimate explanations 24 January Fri Alternative hypothesis testing 4 27 January Mon Development & Genetics of behavior (Text Ch. 3 & 5) Innate versus learned behavior 29 January Wed Social learning 31 January Fri Teaching in animals 5 3 February Mon Neural Mechanisms of behavior & Umwelt (Text Ch. 6) Neural mechanisms of behavior 5 February Wed Instinct theory; Pattern generators 7 February Fri Comparative neuroethology 6 10 February Mon Organization of behavior: Hormones (Text Ch. 7) Bee behavior 12 February Wed Motivation & 14 February Fri Hormonal control of behavior 7 17 February Mon No
18 February Tues MID-TERM EXAM Time & Place TBA 19 February Wed Studying Behavioral Adaptations Constraints on adaptation 21 February Fri Studying behavioral adaptations 8 24 February Mon Optimality Modeling and Trade-offs: Foraging behavior (Text Ch. 12) Optimal foraging 26 February Wed Modeling behavior 28 February Fri Modeling behavior continued 9 3, 5, 7 Spring Break 10 10 March Mon Migration, Aggression, and Choosing where to live (Text Ch. 11) Migration 12 March Wed Habitat selection 14 March Fri Aggression 11 17 March Mon Communication (Text Ch. 16) Communication 19 March Wed Evolution of signals 21 Fri Case studies in communication 12 24 March Mon Reproductive behavior & Sexual Selection (Text Ch. 14) Differential mating success 26 March Wed Processes of sexual selection 28 March Fri Mate choice 13 31 March Mon Mating Systems (Text Ch. 15) Sex contract video (print sheet for class!) 2 April Wed Mating system patterns 4 April Fri Leks 14 7 Mon Parental Care (Text Ch. 15) Parental behavior 9 April Wed Conflicts over parental investment
11 Fri Case studies in parental care 15 14 April Mon Social Behavior I (Text Ch. 18) Introduction to social behavior 16 April Wed Evolution of social behavior: felids 18 Fri Communal breeding 16 21 April Mon Social Behavior II (Text Ch. 19) Eusociality 23 April Sociobiology 1 May Thursday FINAL EXAM 3-5 p.m. in MCCB G086
Weeks Eight, Nine, Ten, and Eleven: Animals Used in Research Garrett: “The Ethics of Animal Research: An Overview of the Debate” From The Case for Animal Rights “Defending Animal Rights Research: An International Perspective” Galanes, “Detailed Discussion of Animal Testing in Commercial Products” Favre, “Some Thoughts on Animal Experimentation” Leung, “Detailed Discussion of Medical Research & Animals” Kahn: “What’s Ethics Got to do With It? The Roles of Government Regulation in Research Animal Protection” Film: Hole in the Sky Weeks Twelve and Thirteen: Theories of Animal Ethics and Policy Kant: “Duties in Regard to Animals” Singer: from Practical Ethics Regan: from The Case for Animal Rights Favre: “Animal Rights – The Jurisprudence” Francione: “Animals—Property or Persons?” Suggested Special Topics for Research Papers (not exhaustive!) Police shootings of animal companions Dog- and Domesticated birds (chickens, ducks, and turkeys) Exotic (wild animal) pets Primates and the Great Apes Project Use of wild animals for clothing / fur EU vs. U.S. farmed animal policies (comparative studies) EU vs. U.S. animal research policies (comparative studies) Hunting on public USDA Wildlife Management Regulation of zoos and aquariums Marine mammal protections International whaling regulations
Works Cited Garner, Robert. “Animal Experimentation Is Unethical.” Animal Experimentation. Ed. Cothran. San Diego: Greenhaven Press, 2002. Opposing Viewpoints. Rpt. from “Animal Rights and Wrongs.” Chemistry and Industry (4 Jan. 1999). Gale Opposing Viewpoints In Context. Web. 29 Oct. 2012. Miller, Sarah Rose A. “Animal Experimentation Is Unnecessary.” Animal Rights. Ed. Shasta Gaughen. San Diego: Greenhaven Press, 2005. Contemporary Issues Companion. Rpt. from “Animal Research.” Humanist (Sept. 2001): 15. Gale Opposing Viewpoints In Context. Web. 31 Oct. 2012. “Using Animals for Medical Testing Is Unethical and Unnecessary.” The Ethics of Medical Testing. Ed. Tamara Thompson. Detroit: Greenhaven Press, 2012. At Issue. Rpt. from “Animal Experiments: Overview.” People for the Ethical Treatment of Animals [PETA]. 2011. Gale Opposing Viewpoints In Context. Web. 26 Oct. 2012.
A word used to identify any of a class of people, places or thing. A word to describe an action or mental state. A comparison between two things using the words ‘like’ or ‘as’ A question that does not require an answer Using the same letter at the start of two or more words. Saying the same thing more than once for effect. A word used to describe how an action is completed An instruction or a command. Words like ‘we’, ‘you’ and ‘us’ A word that sounds like the noise it is making. describing word. Three phrases or describing words used to emphasise a point adverb rhetorical question cluster of three personal pronouns simile metaphor onomatopoeia repetition imperatives personification verb alliteration adjective noun 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Extract 6 taken from Chapter 8 As his last act upon earth, Comrade Napoleon had pronounced a solemn decree: the drinking of alcohol was to be punished by death.
D MANAGEMENT / SUPERVISION Please state the full name of the person who will have overall responsibility for the day to day welfare of the animals kept in accordance with any issued licence: Please provide information on this person’s animal welfare experience and/or relevant qualifications: E LICENSABLE ACTIVITIES – Please tick which activity or activities are you applying for Breeding Dogs – Please complete Section F & Schedule 1 Hiring out Horses – Please complete Section G & Schedule 2 Selling Animals as Pets – Please complete Section H & Schedule 3 Providing Boarding for Cats – Please complete Section I Providing Boarding in Kennels for Dogs – Please complete Section J Providing Home Boarding for Dogs – Please complete Section K Providing Day Care for Dogs – Please complete Section L Keeping or Training Animals for Exhibition – Please complete Section M & Schedule 4 F BREEDING DOGS - Details of Dogs kept USE ADDITIONAL SHEETS IF NECESSARY BREED NAME Number of Breeding Bitches Kept Number kept NOT for breeding Schedule 1 – Breeding of Dogs List of dogs kept for breeding (include ALL dogs KEPT) USE ADDITIONAL SHEETS IF NECESSARY Name Gender Age Microchip Number G HIRING OUT HORSES How many horses/ponies are kept under the terms of the Act at the present time? How many horses/ponies are intended to be kept the terms of the Act during the year?
15. Describe any aspect that could be improved upon if the investigation was conducted again, or, if you think no improvements are needed, explain why not. Description Marks Identifies any difficulties/issues in the investigation/indicates that there were no issues with the investigation 1–2 Suggests possible improvements to the investigation/explains why none are needed 1–2 Total /4 Sample assessment task Animal Production Systems – General Year 11 Task 11 — Unit 1 and Unit 2 Assessment type: Test Conditions Time for the task: 60 minutes Task weighting 15% of the school mark for this pair of __________________________________________________________________________________ Year 11 General Animal Production Systems TEST Time allowed for this paper Reading time before commencing work: 5 minutes Working time for 60 minutes Section Suggested working time Number of questions Marks ONE Multiple choice 15 minutes 15 15 TWO answer 45 minutes 3 60 75
Description Marks Appropriate source of information cited to allow it to be found 1 summarised 1–2 Total /3 Answer include, but is not limited to: Aspects that may be in a summary of include: weight usually increases up to adulthood and then decreases whether the sheep was single or twin birth, which will affect fleece weight nutrition will affect fleece weight. Identify the following variables for the investigation: (a) Independent variable – what is being changed? Description Age of sheep 1 Total /1 (b) Dependent variable – what is measured? Description Fleece weight 1 /1 Sheep frame size or bodyweight could possibly influence fleece weight, creating a degree of experimental error. In this investigation, this error will be minimised by averaging the fleece weights for each age group. (a) Describe another method that could be used to minimise errors due to differences in sheep frame size or bodyweight. Description Marks Suitable method described 1–2 Total /2 Answer include, but is not limited to: include only of similar frame size or bodyweight in the study express fleece weight as fleece weight per kg of bodyweight. (b) Identify two factors, other than age and frame size, that could affect fleece weight. Description Two factors identified 1–2 /2 Answer could include, but is not limited to: Possible factors may include: whether the was single or multiple birth feed conditions environmental conditions conditioning age of first shearing
dislike Moses because he distracts the animals from their current situation by promising a better situation later, regardless of how hard they work. The Communists disliked Christianity and all other religions for precisely the same purpose. Mollie represents the elite during this time and how they did not want to give up their privileges. She is used to being well treated, with ribbons in her mane and fed sugar. She does not understand nor like Animalism, similar to the upper-class during the communist revolution. The rest of the animals in this section most closely compare to the Russian population as a whole. The work-horses in particular were described as dumb, yet loyal to whichever cause that might be preached to them. This subtle remark is supposed to be about the uneducated Russian peasants who blindly followed the Communists when they promised a better life. Immediately before the animal rebellion, the animals were underfed and ignored by Mr. Jones and his workers so they finally revolted although they took injury in the process. Russian peasants during the Bolshevik revolution did the same; starving and agitated by Czar Nicholas II's utter lack of rule, they finally used violence to uproot him, although they were often fired on and killed by the Czar's soldiers. The names of all of the characters appear to have signifiance to their allegorical roles. This is definitely good information to understand while reading Animal Farm.
Card 1 Napoleon Bonaparte Why might Orwell call his main pig by this name? Card 2 Karl Marx Old Major is said to represent this great thinker. Card 3 Joseph Stalin Napoleon is said to represent the dictator. Card 4 Leon Trotsky Snowball is supposed to represent this philosopher.
Card 5 Communism Animalism is the farm’s version of communism. Card 6 The Secret Police Napoleon’s dogs are the farm’s version of the Soviet secret police. Card 7 The Russian Revolution The Animals Revolt Card 8 The World War of the Cowshed
Fish All Information for Principals Parent/Guardian notification required (use letter provided) Students are not allowed to clean aquariums or handle animal waste (unless Part of the CTE Agricultural Education program) Hand washing with liquid soap and is required after contact with animals ,their products or their environments Animal Must be handled humanely Must be humanely and properly housed in aquariums Procedures Food for animals must be stored in an airtight container Aquariums and surrounding areas must be meticulously maintained and completely cleaned at least weekly Staff must make provisions for the care and maintenance of the animal(s) during the periods of time school is not in session (weekends, vacations, evenings) Staff must use disposable gloves when cleaning aquariums Do not dispose of aquarium water in sinks used for food preparation or for obtaining drinking water Areas where animals have been present must be cleaned and disinfected Spills or “accidents” must be immediately handled Livestock Cows Goats Horses Pigs Poultry Sheep Information for Principals Parent/Guardian notification required (use letter provided) Must be clean and free of disease or parasites or on a treatment program for disease or parasites (including fleas, ticks, mites) Proof of health signed by a licensed veterinarian is required All sheep and goats must have an official scrapies ear tag Visiting animals should be restricted to an area designated by the principal or administrator Must be supervised by responsible adult or properly contained at all times Hand washing with liquid soap and water is required after contact with animals ,their products, or their environments
ADA and Section 504 of the Rehabilitation Act – basic requirements Who is Protected? – Definition of disability Reasonable Accommodations – what is required with respect to modifying policies, practices and procedures that might be affected by prohibition of animals generally What are the current issues and why? Although housing presents the most challenges, there are other areas of uncertainty. Who might be seeking allowance of animal on campus and where? Students Campus – classrooms, libraries, food service Events – performance and sports events Housing Fraternities and sororities Employment (work study, etc.) Off campus trips Programs abroad? Faculty and Staff In workplace On campus Visitors to campus Clinics Sports and performance events Graduation Clinics What Purpose for Animals? Service animals Emotional support animals (ESAs) (some labels include companion, comfort, therapy, psychiatric) What Kinds of Animals? Dogs Miniature horses Cats Potbellied pigs Birds (including turkeys?) Ferrets, rabbits, gerbils, sugar gliders Snakes Principles and Framework for Planning Holistic approach – include housing, alumni and events, food services, and student affairs
(a) already were in the public domain before they were made available to the Recipient or that entered the public domain afterwards – other than through breach of this Agreement by the Recipient; (b) were known to the Recipient prior to the provision of the Material; (c) were received by the Recipient from a Third Party which itself obtained the relevant piece(s) of information in a lawful manner without any breach of this Agreement; (d) were independently developed by the Recipient’s staff without access to the information or the Material. The Recipient shall be responsible for providing the corresponding proof. 7.2. Publications within the meaning of Item 6. do not constitute a violation of this obligation to maintain confidentiality. 7.3. Information related to the Material shall be disclosed only to such internal (employee) or external (consultant) persons who have a need to know for the Purpose and who are bound by similar obligations of confidentiality and restrictions on use as contained in this Agreement to have access to the Material. 7.4. The Parties acknowledge the fundamental task on the part of a research institute and its to regularly publish information on the nature, object and results of its research activities. Notwithstanding the confidentiality provisions above, the Parties shall have the right to independently publish on the Results in the form of academic publications subject to the following provisions. The relevant Party shall notify the other in writing of the planned publication. If the other Party fails to comment, within a period of ____(e.g. 2 (two)) weeks from receipt of the notification on the planned publication in writing [e-mail shall be deemed sufficient], consent to the relevant publication shall be
Students greet each other in Language Farewell: Farewell the students in Language Students return the teacher’s farewell Students farewell any guests in Language Students farewell each other in Language This farewell routine should be used day. Revision Game –teacher calls out old and new instructional word, e.g. eat, sleep, stand, and children mime. Language learning card game in Language starting with a human baby and learning about animal babies. Pictures - colour in animal and join in dots to name the animal in Language. Collect animal pictures in student folders. a photocopied animal, students colour in, cut out the animal to make a class poster Students create a simple about a cheeky baby animal, each child adding an element to the story. Repeat regularly. Make up a song about an animal. Dingo pup: Emu chick: Kangaroo joey: Eat: Jump: Sleep: The word for ‘baby’ can be used for both humans and animals. Use the species native to your area Read or tell a local Aboriginal story and talk about the animal words in the story Invite an Elder to tell the story Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 2: Kookaburras, Koalas and Kangaroos Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greeting routine See Topic 1. Farewell routine See Topic 1. Revision Ask students to mime known instructional words Oral revision of previous animals with cards. Introduction of new animal words Learn new animals orally with mime and pictures. Kookaburra: Koala: Kangaroo: (use kangaroo Where two names are given for an animal, they may
Animals and their People, Nonfiction To order any of these titles, contact the library by email, phone, mail, in person, or order through our . Select titles can be The Gift of Jazzy By Cindy Heller Adams Read by Carol Dines Reading time 6 hours, 6 minutes New York Post columnist Cindy Adams recalls the loneliness she felt after the death of her husband, comedian Joey Adams, in 1999--until a friend sent her a Yorkshire terrier. Adams recounts her first year with Jazzy and describes the ways the puppy helped her love and laugh again. 2003. Also available on digital cartridge DB067835 Also available in braille BR014819 The Elephant Whisperer My Life with the Herd in the African Wild By Lawrence Anthony Read by Jon Huffman Reading time 13 9 minutes Conservationist relates his experiences caring for a rogue herd of elephants on his South African game reserve. Describes his misgivings in accepting them, challenges faced with both the herd and local communities, lessons learned from individual elephants, and the joys and sorrows he encountered. 2009. Also available on digital cartridge DB085906 Encounters with Rikki from Hurricane Katrina Rescue to Exceptional Therapy Dog By Julie S. Bettinger Read by Kerry Dukin Reading time 4 hours, 56 minutes After Hurricane Katrina, Chuck and Patty Mitchell rescued golden-retriever puppy Rikki. They soon realized she was incredibly attuned to human emotions and would make a great therapy dog. Discusses their experience training Rikki and how she has helped those dealing with trauma. 2016. Also available on digital cartridge DB087817
RABBIT 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall ZEBRA 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall MONKEY 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall GOAT 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall PANDA 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall RHINO 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall COBRA 1) Cute 2) Mean 3) Heavy 4) Fast 5) 6) Tall HIPPOPOTAMUS 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall TURTLE 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall BEAVER 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall DROMEDARY 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall Le but est de comparer les animaux les uns aux autres en faisant des phrases en anglais. Si votre animal est plus fort et que vous avez fait une phrase correcte, vous gagnez la carte. Pour la supériorité : (+ que) cuter than Pour l'infériorité (moins que) less heavy than Pour l'égalité : as fast as HEDGEHOG 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall ANT 1) Cute 2) Mean 3) 4) Fast 5) Noisy 6) Tall BUTTERFLY 1) Cute 2) Mean 3) Heavy 4) Fast 5) Noisy 6) Tall
Name: _______________________________________ Criteria Possible Points Points Earned Your book is complete with cover and 5 adaptation pages. 5 All pages have required elements. 5 Your book is neat, colorful, and attractive. 5 Your writing is neat with no spelling or grammatical mistakes. 5 All information in your book is correct. Research has been rewritten into your own words. 5 Total 25 Comments:
Phylum PORIFERA CNIDARIA PLATYHELMINTHES NEMATODA Groups sponges ANTHOZOA - corals, sea anemone HYDRAZOA – hydras and corals CUBAZOA – box jelly, sea wasp SCYPHOZOA – jellyfish, sea nettles “flatworms” TURBELLARIA – free-living flat worms TREMATODA – parasitic flukes CESTODA – parasitic tapeworms “round worms” Symmetry Organization Germ Layers Coelom Development Segmentation Respiration Circulation Skeletal Nervous Digestive Excretory Reproduction (sexual or asexual) Locomotion Lifestyle marine and freshwater marine mostly 80% parasitic aquatic and terrestrial Free-living & Parasitic , decomposers Etc. 6000 sp 600MYA 10,000 sp 580MYA 15,000 sp 550MYA 25,000 sp 540MYA Misc can reform after blender polyp and medusa forms ability to regenerate Phylum ANNELIDA ARTHROPODA MOLLUSKA Groups “Segmented worms” POLYCHAETES – segmented bristle worms OLIGOCHAETES - earthworms HIRUDINEA - leeches “Exoskeletons” insects, spiders, crustaceans. “with shells” GASTROPODS – snails slugs BIVALVES – clams, scallops… CEPHALOPODS – octopus POLYPLACOPHORA - chitons Symmetry
Development Segmentation Respiration Circulation Skeletal Nervous Digestive Excretory Reproduction (sexual or asexual) Locomotion Lifestyle All aquatic!!! Herbivores Carnivores, detritus and filter feeders all and all Etc. 7,000 sp 600MYA 45,000 sp 530MYA Misc ability to regenerate water vascular system All have - a , -a hollow , -, Plus an, and a post-anal for at least some period of their life cycles.
3. How is the windmill destroyed? Why does Napoleon blame Snowball? Why do you think Napoleon ordered the animals to stop singing “Beasts of England?” CHAPTERS VIII AND IX What purpose is served by the figures Squealer to the animals? How is Napoleon becoming more like a dictator? How is the battle against Frederick’s men different from the Battle of the Cowshed? Why are the animals so easily fooled, even when they find Squealer with a ladder and white paint beside the barn at night? Why do you think Napoleon allows Moses to return and to tell his stories about Sugarcandy Mountain? What happens to Boxer? CHAPTER X What changes have the years brought to the farm? What drastic actions do the pigs use that shocks the animals?
Purchaser’s Detail *IACUC-approved Protocol Number *Source of fund *Full name of Principal Investigator * Contact of Principal Investigator Office No. / Hp No.: *Email: *Department *Name of requestor *Contact of requestor Office No. / Hp No.: *Email: *Billing party & address (If different from PI’s department) Delivery (subject to availability) Detail *Delivery date *Place of delivery Animal Order Species / Strain Quantity Age / Weight Gender (please circle) Male Female Either Pain category (please circle) B C D E Feed & Bedding Order Feed Bedding Quantity Specification Other special requests Note: Field marked with (*) are mandatory and your order will not be processed if any of these fields are left empty. All orders must reach us by Thursday (12 noon) for delivery in the following week (Tuesday & Thursday delivery for rodents, Wednesday delivery for guinea pigs & rabbits). Feed & bedding delivery is on the 2nd & 4th Monday of the month. Comparative Medicine reserves the right to reject late/urgent order. _______________________________ Principal Investigator’s Signature / Date
Works Cited “Census.gov.” Untied States Census Bureau , . Harrison, Roy M. and R. E. Hester. Alternatives to Animal Testing. Royal Society of Chemistry, 2006. Issues in Environmental Science and Technology. EBSCOhost, "Stop Animal Testing." Share Guide, no. 99, Sep/Oct2008, pp. 27-72. EBSCOhost, “Top Five Shocking Animal Experimentation PETA, “What Is Animal Testing .” Cruelty Free International, .
Duck Height 50cm Length 40cm Weight 4kg Age 10 Special Fact 7 Most males ducks are silent. Elephant Height 370cm Length 550cm Weight 5000kg Age 60 Special Fact 8 They are the largest land animals world. Frog Height 4cm Length 7cm Weight 0.2kg Age 5 Special Fact 7 There are 4700 species of frog in the world. Fox Height 40cm Length 70cm Weight 6kg Age 3 Special Fact 6 They can retract claws, like cats.
Caterpillar Height 1cm Length 5cm Weight 0.0005kg Age 3 weeks Special Fact 10 They have up to 4,000 muscles in their bodies. Lion Height Length Weight Age 12 Special Fact 6 They are the only cats that called Great White Shark Height 100cm Length 500cm
Panda Height 105cm Length 140cm Weight 120kg Age 20 Special Fact 7 They eat bamboo for up to 12 hours every day. Snake Height 6cm Length 90cm Weight 5kg Age 15 Special Fact 8 Some are poisonous, some are harmless. Dolphin Height 60cm Length 250cm Weight 250kg Age 40 Special Fact 9 Only half their brains go to sleep, the other half stays awake. Height Length Weight Age Special Fact Their stripes are as 20
Hyena Height 85cm Length 150cm Weight 70kg Age 20 Special Fact 8 They live in groups of up to 80 Height 85cm Length 190cm Weight 130kg Age 10 Special Fact 7 They have 4 stomachs to help digest food. Ostrich Height 250cm Length Weight 115kg
Poetry Rubric CATEGORY 4 3 2 1 Title, Author, Author’s Photo Title, Author, and Photo are all represented. Two elements are represented. One is represented None are represented. 3 Elements of Figurative Language 3 elements of figurative language are included. 2 elements of figurative language are included. 1 element of figurative language is included. No elements of figurative are included. Explanation of Figurative Language All 3 explanations clearly convey the meaning of figurative language in the poem. 2 explanations convey the meaning of figurative language in the poem. 1 explanation clearly conveys the meaning of figurative language in the poem. No explanations of figurative language. One sentence summary One sentence summary conveys clear understanding of the poem. One sentence summary adequately conveys an understanding of the poem. One sentence summary does not convey a clear understanding of the poem. One sentence summary is not represented. My Connection (1 to 2 Sentences) Response to poem is clear and conveys a personal connection. Response to poem is somewhat clear and attempts to make a personal connection. Response to poem is vague and shows very little personal connection. No connection to the poem is represented. Attractiveness excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Soundtrack Music stirs a rich emotional response that matches the poem well. Music stirs a rich emotional response that somewhat matches the poem. Music is ok, but it does not add much to the poem. Music is distracting and detracts from the poem.
A. Courses Framed and Taught Course Number & Title UG Level / PG Level Year taught Industrial Sociology (Institute Elective) UG 2006- Continuing Behavioural Science (Core course, B.Tech. 1st year) Designed with Psychology UG 2007- 2012 Science Technology and Society (Institute Elective) UG 2010- Continuing Sociology for B.Tech. IInd year UG 2014- Society, Culture and Built Environment for IInd yr. Architecture UG 2015- Sociology of Science, Sociological Theories & Indian Society PG 2013- Continuing B. Industrial and Research Experience Period Organisation Description of Work and Responsibilties Pragya Research, Project building, Project Implementation, Study C. Administrative Responsibilities Held Period Organisation Designation 2006-11, 2012-15 IIT Roorkee Member Secretary, Department Faculty Board 2008-11 2012- 2015 IIT Roorkee Member, Library Advisory Committee and O.C. Department Library 2006-10 IIT Roorkee Officer-in-charge, Maintenance 2006-08, 2012- IIT Roorkee Officer-in-charge, Exam Invigilation Schedule 2006-08, 2013 IIT Roorkee Compiler, Department Annual Report 2008- IIT Roorkee Co-organiser, Alumni Day Sports Meet IIT Roorkee Staff Advisor, Cinematics Section, Cultural Council 2010- 2016 IIT Roorkee Advisor, Photography Section, Hobbies Club 2012-14 IIT Roorkee Staff Advisor, Volleyball 2014 - 15 IIT Roorkee Warden, Rajiv Bhawan
As a Co-Convenor, organized QIP Sponsored One-Day Workshop on “Honing Skills for Performance Management” along with Dr. Smita Jha of HSS Deptt. IIT Roorkee on 29th Sept 2008 at Continuing Education Centre, IIT Roorkee. As a course coordinator, organized QIP Sponsored Short Term Course on “Interrogating Culture and Practicing Communication” along with Dr. Nagendra Kumar and Dr Smita Jha of HSS Deptt. IIT Roorkee from 22nd to 26th June 2009 at Continuing Education Centre, IIT Roorkee. As a course coordinator, organized QIP Sponsored Short Term Course on “Macro Human Culture and Social Environment” along with Dr Smita Jha of HSS Deptt. IIT Roorkee from 7th June 2010 to 11th June 2010 at Continuing Education Centre, IIT Roorkee. As a Convenor, organized QIP Sponsored One-Day Workshop on “Qualitative Research Methods in Social Sciences and Humanities” along with Dr. Smita Jha of HSS Deptt. IIT Roorkee on 12th October 12, 2013 at Quality Improvement Centre, IIT Roorkee. Academic Experience (a)Teaching Experience Duration Organisation Area(s) 10/02/2006 - Continuing IIT Roorkee Industrial Sociology, Behavioural Science, Science Technology and Society, Sociology of Science (b) Courses Taught Course Number & Title UG Level / PG Level Year taught Industrial Sociology (Institute Elective) UG 2006- Continuing Behavioural Science (Core course, B.Tech. 1st year) UG 2007- 2012 Science Technology and Society (Institute Elective) UG 2010- Continuing Sociology for B.Tech. IInd year UG 2014- Society, Culture and Built Environment for IInd yr. Architecture UG 2015- Sociology of Science PG 2013- Continuing
E-mail Organisation 2 Country Name of organisation Address Telephone/fax E-mail Website Contact person Name Position Telephone/fax E-mail Organisation 3 (remove table if not necessary) Country Name of organisation Address Telephone/fax E-mail Website Contact person Name Position Telephone/fax E-mail Organisation 4 (remove table if not necessary)
Name, role Name, role Place, date Place, date Organisation / country (remove if not necessary) Organisation / country (remove if not necessary) Name, role Name, role Place, date date Organisation / country (remove if not necessary) Organisation / country (remove if not necessary)
3. Selected Results 3.1. Literature Survey In total, 283 publications were included in the systematic structuring and analysis. The publications can be differentiated using the criteria “research topic” on the one hand and “publication type” on the other hand – resulting in a matrix with 15 categories (see figure 1). figure 1: literature classification Additionally, the systematic structuring of the publications used the following categories: studies about personnel/human resources (7 publications) studies about hospitals (9 publications) websites (8 publications) Consequently, the literature is systematized using 18 categories as a structural basis for later analysis. As figure 1 shows, publications are focussed on primary statistics and theoretical works on employer attractiveness in general so far. 3.2. Employer Attractiveness in general The first relevant publication in this context was the primary statistical research work „The Employer Brand“ by Tim Ambler and Simon Barrow released in the year 1996. However, it was only as of 2008 that interest in this topic grew and the number of publications increased sharply. The publications show a wide range of contents, though the following focus areas can be identified: factors that influence an organisation’s attractiveness, reputation and image theoretical basis and implementation (process) of employer branding to establish an employer brand and increase employer attractiveness factors and means to influence employer attractiveness, application intentions and employer brands, e.g. family friendliness of companies requirements for an attractive employer, employer competition und employer rankings requirements inventory for the implementation and application of employer branding and employer attractiveness in practice
Harmonised application form (1) 1 Date of application: Visa application number: Application lodged at Embassy/consulate CAC Service provider Commercial intermediary Border Name: Other File handled by: Supporting documents: Travel document Means of subsistence Invitation Means of transport TMI Other: Visa decision: Refused Issued: A C LTV Valid From 2 3 4 5 7 6 8 9 10 11 12 Дипломатический паспорт Другой проездной документ (указать, какой именно): 13 14 15 16 17 18 *19 *20 Until 21 Number of entries: 1 2 Number of days: Multiple (1) No logo is required for Norway, Iceland and Switzerland.
Projectmatig Wetenschappelijk Onderzoek (PWO) + Kabinet voor Gelijke Kansen September 2014 – Februari 2016 Ontwikkeling van een risicotaxatie instrument om de geweldsspiraal bij partnergeweld te doorbreken Projectmatig Wetenschappelijk Onderzoek (PWO) September 2014 – Februari 2016 Ontwikkeling van een risicotaxatie instrument ter inschatting van eergerelateerd geweld Instituut voor Gelijkheid van Vrouwen en Mannen, Steunpunt Algemeen Welzijnswerk en vzw Zijn September 2014 – Augustus 2015 Form a chain to safeguard children (FACTSC) Europese Commissie ISEC Programma (Prevention of and Fights against Crime) Juni 2013 - Juni 2015 PLAI (Digitale spelen en Appreciative Inquiry) European Social Fund (ESF) Maart 2014 – Augustus 2014 Ontwikkeling van een instrument ter inschatting van de veiligheid van de situatie voor de Meldpunten ‘geweld, misbruik en kindermishandeling’ Steunpunt Algemeen Welzijnswerk 2014 Vaardig samenwerken met vrijwilligers Provincie Antwerpen April 2014 Strengthening resilience against violent radicalization (STRESAVIORA) Europese Commissie ISEC Programma (Prevention of and Fights against Crime) Juni 2013 – December 2013 Mapping the legislation and assessing the impact of protection orders in the European member states (POEMS) Europese Commissie Daphne Programma (Prevention and Combating of Violence against Children, Young People and Women) Juni 2013 – Augustus 2013 Study to map the current situation and trends of female genital mutilation in 27 EU member states and Croatia European Institute for Gender Equality (EIGE) Januari 2012 – September 2012 Wetenschappelijk fenomeenonderzoek naar eergerelateerd geweld in België FOD Binnenlandse zaken en het Instituut voor Gelijkheid van Vrouwen en Mannen November 2010 – November 2011
RESUME Chaturvedi Permanent Address:- Badi brahampuri, Vpo- Bhatund, Teh.-Bali, Dist.-Pali, Rajasthan, 306707 Contact No. 7891826768 E-mail : Career Objective To obtain a position of responsibilities that utilizes my skills & experience and keen to work in an Environment where I can enrich my knowledge. Qualifications DEGREE YEAR SCHOOL/COLLEGE PERCENTAGE Std. 10th 2008 Govt. Sr. Sec. School, Bhatund(Rajasthan) Rbse , ajmer 73.83 Std. 12th 2010 Shree ganesh vidhya mandir pali (Rajasthan) Rbse , ajmer 70.62 B.Sc 2013 Lachoo memorial college of science and techonolgy jodhapur JNVU. JODHAPUR 55.90 B.ed 2014 Uk singh devel college Bhinmal JNVU. JODHAPUR 72.80 Experience 3 Months teaching experience at english mediun school 4 year’s teaching experience at coaching center as maths teacher Basic knowledge of computer Personal Information Name : Ankit chaturvedi Father's Name : Naina ram DOB : 11/08/1993 Language Known : Hindi, English, Marwari I hereby declare that the details given above are true. (Ankit chaturvedi)
ground. The graph below shows the height, y, of the ball from the ground after x seconds. For which interval is the ball's height always decreasing? 1) 0 ≤ x ≤ 2.5 2) 0 < x < 5.5 3) 2.5 < x < 5.5 4) x ≥ 2 A daisy is 4 inches tall at week 0 and grows 3 inches each week. Which function(s) shown below can be used to determine the height, f(n), of the sunflower in n weeks? I. f(n) = 3n + 4 II. f(n) = 3n + 4(n − 1) III. f(n) = f(n − 1) + 3 where f(0) = 4 1) I and II 2) II, only 3) III, only 4) I and III
If A = 2x^2 + 5x − 6 and B = −2x^2 − 6x + 7, then A − B equals 1) −4x^2 − 11x + 13 2) 4x^2 + 11x − 13 3) −4x^2 − x + 1 4) 4x^2 − x + 1 The expression 9a^2 − 64b^2 is equivalent to 1) (9a − 8b)(a + 8b) 2) (9a − 8b)(a − 8b) 3) (3a − 8b)(3a + 8b) 4) (3a − 8b)(3a − 8b) The formula for the volume of a pyramid is V = Bh/3. What is h expressed in terms of B and V? 1) h = 1/3VB 2) h = V/3B 3) h = 3V/B 4) h = 3VB What is the solution of 2/(x + 1) = (x + 1)/2 ? 1) −1 and −3 2) −1 and 3 3) 1 and −3 4) 1 and 3 What is the solution of the system of equations shown in the graph below? 1) (1, 0) and (−3, 0) 2) (0, −3) and (0, −1) 3) (−1, −2) 4) (−2, −1)
Great Toe extension ROM: R L Other Tests: Distal Fibular mobility: Hypo/Hyper Proximal Fibular head mobility: Hypo/Hyper Talocrural joint mobility: Hypo/Hyper Talocalcaneal joint mobility: Hypo/Hyper Talonavicular joint mobility: Forefoot mobility: Leg Length Discrepancy: HS MLT: Tibial IR/ER (prox/distal): Glute med strength R L Glute max strength R L Supination strength R L Pronation strength R L (figure 8) R L Balance Testing: SL Balance R L EO/EC Tandem Balance EO/EC Y Balance test R L Berg Balance or Test: Hop Tests: Gait: Supination Twist Pronation Twist Other: Diagnosis and Plan: Plantar fasciitis: manual therapy, stretching, taping, night splint, orthotics, weight loss, ionto with ketoprofen Fat Pad atrophy: taping, heel lift (if leg length disc), heel cup, progressive loading, weight loss Ankle Sprain: acute motion protection, taping, edema management, manual therapy, early WB, ice, progressive loading, balance, prophylactic bracing, return to sport/work
Electrical Safety Field Observation Guide Safety Observer Date Job/Task Observed This Observation Guide is to help direct the activities of the Observer, NOT to direct the work itself. Sections 10, 13, 15, and 17 are mandatory observations. All other sections of this “Observation Guider” are at the discretion of the observer. Electrical Safety Touchpoints Safety Observer Notes PART 1: DAILY PPE INSPECTION Voltage Glove Inspection Properly stored upon arrival Voltage (max usage and max test) and type Inspection date and serial number Visual inspection inside and out Glove inflation test Leather glove inspection Cotton liner inspection Rubber stored with cuffs down in bag Class (00) 500vac-750vdc, (0) 1kvac-1.5kvdc, (1) (2) 17kvac-25.5kvdc, (3) 26.5kac-39,75kvdc, (4) 36kvac-54kvdc 6-month period of use; retest after 6 months Reference Electrical Safety Manual (ESM) Chapter 7 & 17 Voltage & Tools Inspection Category rating Inspection of leads Inspection of meter Test meter fuses Perform live test of meter Understand meter indications Verify rating of insulated tools Check physical condition of insulated tools Look for NRTL and double-insulating symbols. Verify Category Rating III or IV. Visually inspect the leads for damaged insulation, and the case for cracks and damage. Certain meters have the capability to check the internal fuse when reading amps. Check fuse condition by following: Set meter to Ω. Plug lead into the V port and insert in the A port. Reading should be near 0. If is an mA port, insert the lead. Reading should be near 10k. An OL reading in either case indicates a blown fuse. Arc PPE Inspection ATPV or Ebt Rating Condition of clothing Condition of faceshield/hood Condition/Rating of hard hat Safety Glasses Boots Hearing Protection Inspect arc flash PPE before each use. Look for damage such as rips, cuts, abrasion, scratches, cracks, and perforations. Verify rating of hard hat E rated 20kv. G rated is general use 2.2kv rated. Canal insert for hearing protection. Electrical Safety Touchpoints Safety Observer Notes
Appendix 6: Model of module manual [number /abbreviated designation] [Engl. Module designation] [Name of the module] Compulsory module/optional compulsory module […] CP (total) = […] h[…] […] SWS Contact studies (…) SWS / (…) h Private (…) h Contents Study results / competency goals Admission requirements for the module or individual courses of the module Recommended prerequisites Assignment of the module (degree programme / faculty) Applicability of the module for other courses Frequency of the offer Duration of the module Module supervisor Study records / possibly as pre-examination performances Attendance records Performance records Mode of teaching / studying Language of instruction / examination language Module examination /period / if necessary contents Concluding module examination consisting of: cumulative module examination consisting of: Forming the module for cumulative module examinations LV form SWS CP Semester 1 2 3 4 5 6 Name of [Abbr.] … … X Name of event [Abbr.] … … X Module examination … Total … …
Superconducting Undulator (SCU) R&D for Free-Electron Laser (FEL) Systems (Argonne) Highlights – October 1-31 and November 1-30, 2015 Measured the gap and correlate the measured to the physical gap. Began measuring using the LNBL pulsed-wire system. SCU Magnet and Test Cryostat Fabrication: The SCU system was warmed up, and the cryostat end covers were removed in order to measure the magnet gap, shown schematically in Figure 1, using the Capacitec Gapman Gen3 Portable Electronic Feeler Gauge shown in Figure 2. Results of the gap measurement are shown in Table 1 in µm. Values in the table are the sum of the gap between each core and the vacuum chamber at each torque. The center clamp was torqued to 60 in-lbs for all measurements. A thin layer of epoxy on the poles affects the absolute values of the gap measurement. Figure 1: A schematic representation of the two cores viewed from the side. For clarity, the vacuum chamber is not shown. The upstream (US) and downstream (DS) ends are shown, as are the 6 measurement points referenced in Table 1. Figure 2: Photo of the Capacitec device used to make these measurements. Specifications and performance information can be found at: Table 1: Measured gap at each point shown in Figure 1. The end covers were then reinstalled and the SCU system was cooled down for magnetic measurement. Figure 3 shows measured peak fields and gaps along the device, and phase errors are shown in Figure 4. Figure 3: Peak fields measured along the device are shown in the upper plot, and can be compared to the measured gap deviations shown in the lower plot. Figure 4: Phase errors as a function of current. a) b) c)
Assignment: Re-read the chapter “The school (p. 178 – 188) and summarize its content in an if-story. Use as many conditional clauses of all types (I – III) as possible in order to sum up Sayle’s past, Alex’s present situation, Sayle’s revenge and thus Alex’s duty. Start like this: If Herod Sayle hadn’t saved the lives of the English couple in Cairo…__________
Application for the Seminar „Identity Economics“ Name: Matr.- no.: e-mail: Topic (3 preferences) 1. 2. 3. Application deadline: April 22, 2016 Application at my office (Room no. 00.005a – Mrs Huhn) or mail to