zilongwang/ReadingBank huggingface dataset:
understand the basics of query processing and optimization, concurrency controls and database recovery. gain work experience in a lab project as a team member or leader. Textbook Fundamentals of Database Systems, by Ramez Elmasri and Shamkant Navathe, Addison Wesley, 5th Edition, 2007. Course Outline (Tentative) Main Topic Sub-Topic Chapter # Of Lectures Introduction Databases and Database Users [1] 2 Database Systems Concepts and Architecture [2] 3 5 Data Models Entity-Relationship Model [3] 3 Enhanced Entity-Relationship Model [4] 2 The Relational Data Model [5] 2 ER and EER Mapping [7] 2 9 Relational Database Languages Relational Algebra [6.1 – 6.5] 4 Relational Calculus [6.6 – 6.7] 2 SQL [8] 6 12 Database Design Functional Dependencies and Normalization [10] 3 Practical Database Design [12.1,12.2] 1 File Organization [13.3 – 13.7] 3 [14.1 – 14.3] Physical Database Design and Tuning [16] 1 8 System Implementation Techniques Query Processing & Optimization [15.1, 15.7] 2 Transaction Processing [17.1 – 17.3] 1.5 Concurrency Control [18.1, 18.2] 1.5 Database Recovery [19.1] 1 6 Total Number of Lectures 40
G. Elastomeric Waterproofing Membrane and Bond Coat: 1. TCNA F122-14 (on ground concrete) and TCNA F112A-14 (above ground concrete). 2. ANSI A118.10. 3. One component polyurethane, liquid applied material having the following additional physical properties: a. Hardness: Shore "A" between 4060. b. Elongation: Between 300600 percent. c. Tensile strength: Between .27 - .41 Newton per square millimeter (4060 pounds per square inch gauge). //d. No volatile compounds (VOC). // 4. Coal tar modified urethanes are not acceptable. H. Waterproofing Isolation Membrane: 1. Sheet System TCNA F122-14 (on-ground concrete) and TCNA F122A-14 (above-ground concrete). 2. Composite sheet consisting of ASTM D5109, Type II, Grade I Chlorinated Polyethylene (CM) sheet reinforced on both sides with a non-woven polyester fiber. 3. Designed for use in wet areas as an isolation and positive waterproofing membranes for thin-set bonding of sheet to substrate and thin-set bonding of ceramic and porcelain tile or marble to sheet. Suited for both horizontal and vertical applications. 4. Conform to the following additional physical properties: Property Units Results Test Method Hardness Shore A Points 70-80 ASTM D2240 (10 Second Reading) Shrinkage Percent 5 maximum ASTM Brittleness No crack remains flexible at temperature -37 degrees C (-35 degrees F) ASTM D2497 13 mm (1/2-inch) Mandrel Bend Retention of Properties after Heat Aging Percent of original 80 Tensile 80 Breaking 80 Elongation ASTM D3045, 90 degrees C (194 degrees F) for 168 hours
UNITED STATES DEPARTMENT OF EDUCATION OFFICE FOR RIGHTS . Old Federal Buildin.g 50 United Na tions Plaza, Room 239 San Francisco, California 94102 WW}V. ed.gov FEB 2 8 2006 \1_01tf-, r.r: Robert J. Henry School and College Legal Services of California 5350 Skylane Boulevard Santa Rosa, California 95403 (In reply, please refer to case number 09-06-2011.) Dear Mr. Henry: The U.S. Department of Education, Office for Civil Rights (OCR), has completed its investigation of the above-referenced complaint filed by a Student1 against Napa Valley College alleging discrimination based on disability. The Student alleged that the College's Disabled Students Programs and Services (DSPS) department failed to provide her with the lumbar support chairs she requested due to a back injury. She further alleged that, when she either located chairs herself or was provided chairs through DSPS, chairs were either unavailable when she needed them or inappropriate for her use. She alleged that the nursing program faculty did not cooperate with the implementation of this accommodation. Additionally, the Student alleged that the Nursing program faculty prohibited her from completing the program's clinical component because they considered the physical limitations presented by her disability to create a liability. She has also alleged that she was forced out of the program because she was drawing attention to herself through her requests for a special chair. OCR investigated these issues under the authority of Section 504 of the Rehabilitation Act of 1973 and its implementing regulation, which prohibits discrimination on the basis of disability in federally assisted programs and activities. OCR also has jurisdiction as a designated agency under Title II of the Americans with Disabilities Act of 1990 and its implementing regulation over complaints alleging discrimination on the basis of disability against certain public entities. The College receives Department funds, is a public education system, and is subject to the requirements of Section 504 and Title II. OCR gathered evidence through interviews with the Student and relevant College faculty members and administrators. OCR also reviewed numerous documents submitted by the Student and the College. OCR concluded that the College's actions 1 OCR notified the College of the identity of the complainant in letters dated October 24 and November 14, 2005. We are withholding her name from this letter to protect her privacy. Our mi ssion is t o ensure equal access t o education and to promote ed uational excellence throu g hout the Na tion.
This document supports a preliminary release of a software product that may be changed substantially prior to final commercial release. This document is provided for informational purposes only and Microsoft makes no warranties, either express or implied, in this document. Information in this document, including URL and other Internet Web site references, is subject to change without notice. The entire risk of the use or the results from the use of this document remains with the user. Unless otherwise noted, the companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted in examples herein are fictitious. No association with any real company, organization, product, domain name, e-mail address, logo, person, place, or event is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation. Microsoft may have patents, patent applications, trademarks, copyrights, or intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property. © 2010 Microsoft Corporation. All rights reserved. Microsoft, BitLocker, BranchCache, Internet Explorer, SharePoint, Windows, Windows Media, Windows Server, and Windows Vista are trademarks of Microsoft Corporation in the United States and/or other countries. All other trademarks are property of their respective owners.
Identify consistent funding sources to support maintenance and growth of library collections and services (fall 2009- spring 2014). Hire necessary to meet program goals: part-time adjunct librarians, full-time classified staff, librarian to assist in libraries (fall 2010 (adjunct librarians/full-time classified)- spring 2012 librarian). Expand information literary instruction program reference venues, classroom instruction, workshops, for credit course, distance education (spring 2009-spring 2014). Identify and develop formal Skills collaboration with faculty, courses, and collections (fall 2013). Foster strong collaborations with faculty, staff, and students through an effective Library Liaison committee (fall 2009-spring 2014). Develop on site library events and outreach efforts in the community that foster library use and support, including ongoing celebrations in our libraries, creation of Friends groups, and alliances with teacher librarians in the high schools (fall 2010- spring 2014). Acquire new equipment & technologies; HD monitor and surround systems for libraries, color copier & receipt printer for Madera Center (spring 2011-fall 2013) Sustain the system for upgrading and replacing library student and staff computers (fall 2009- spring 2014). Assume selection and purchasing responsibility for subscription databases and e-books (upon achieving college status, 2012). Enhance and expand Library Web pages with content, accessibility, and interactive features (spring 2010- spring 2012).
Bibliography Academic Senate for California Community Colleges (1998). Information Competency in the California community colleges. Retrieved May 12, from Association of College & Research Libraries. (1994) Standards for Community, Junior, and Technical College Learning Resource Programs Retrieved May 14, 2009, from http://www.nacc.cc.al.us/sacs/ACRLstandards.pdf Association of College & Research Libraries. (2004). Standards for distance learning library services. Retrieved May 14, 2009, from Skills Initiative and Community College Libraries. Retrieved May 20, 2009, from Bowker annual 2007: Library and book trade almanac. Medford, NJ: Information Today. California code of regulations, title 5. Retrieved 13, May 2009, from Hamrick, F. A., Schuh, J. H., & Shelley, M. C. (2004, May 4). Predicting higher education graduation rates from institutional characteristics and resource allocation. Education Policy Analysis Archives, 12, 19. Retrieved [08/25/2009] from http://epaa.asu.edu/epaa/v12n19/. Osequera, L. (2007). How college students use their time. In Hardesty (Ed.), The role of the library in the first college year (pp.29-47). Columbia, S.C: University of South Carolina.
potential consequences of those risks, were often muddled and contradictory. Respondents were often quick to judge what they perceived as risky driving behaviour of others, but were able to rationalise their own driving behaviour so that it seemed more acceptable (both to them and to others). A summary of this rationalisation and minimisation process is outlined in Table 6.1. Table .1 Risk – rationalising behaviour and minimising consequences Risky driving behaviour Rationale Minimising likelihood and consequences Speeding (< 30k limit) Know the well Running late Everyone does it To see if get caught! Subconscious – speed creeps up Safe to drive faster Stick to no more than 25-30 over Thinking about potential damage to car (and repair costs) Payment plan Drive old slow car Skilled driver Speed (30k+ above limit) For fun High performance car Only where no-one else around/in the middle of nowhere Stick to known roads Drive alone Drink-driving No other way home Subconscious/unplanned A good driver/in control Only every now and then alone Drug-driving Nominated driver Stay after late night/work Don’t drink Stick to ‘uppers’ Using mobile Only time to make calls when busy On roads where no police presence Driving while licence suspended Need to get to and from work/school etc. Public transport not available at the times/locations needed Almost time to get licence back Stay on familiar roads Don’t drink, speed etc. – be fully compliant Stick to short familiar routes Drive someone else’s car No seatbelt Not habitual Uncomfortable (women) Prompted by passengers Wear it under arm
Do you think that anything can be done to moderate risky driving behaviour, the kinds of things that we have been talking about? Thank you and close That brings us to the end of the discussion questions. Thank you very much for your time and for sharing your opinions. Do any of you have any questions about the study? Or anything else you would like to add? Checklist Driving and road safety in general Risky driving –what is it, what causes it Risk and consequences – influences on risky behaviour, likelihood of getting ‘caught’ Moderating behaviour, risk reduction and deterrents – what changes behaviour Scenario testing Talk the Toll Down Suggestions
possible consequences related to accidents or crashing, these tended to be triggered by an event such a ‘near-miss’ or hearing about someone else who had had an accident. A summary of this rationalization and minimisation process is outlined in 3.1. 3.1 Risk – rationalising behaviour and minimising consequences driving behaviour Rationale Minimising likelihood and consequences Speeding (< 30k limit) Know the well Running late Everyone does it To see if get caught! Subconscious – speed creeps up Safe to faster Stick to no more than over Thinking about potential damage to car (and repair costs) Payment plan Drive old slow car Skilled driver Speed (30k+ above limit) For fun High performance car Only where no-one else around/in the middle of nowhere Stick to known roads Drive alone Drink-driving No other way home Subconscious/unplanned A good driver/in control Only every now and then alone Drug-driving Nominated driver Stay after late night/work Don’t Stick to ‘uppers’ mobile Only time to make calls when busy On roads where no police presence Driving licence suspended Need to get to and from work/school etc Public transport not available at the times/locations needed Stay on familiar roads Don’t drink, speed etc. – be fully compliant Stick to short familiar routes 30
additional requirements, unless justification for non-use exists. D. Acoustical Ceiling Tile - Bio-based Content: Minimum // ___ // percent biobased materials. SPEC WRITER NOTES: 1. Manufacturers offer different methods for anti-microbial treatments treatment and panel-based treatment. 2. Coating-based consists of modifying the paint coating; panel-based incorporates treatment in the panel formula. The coating based method is more common. 3. Verify availability of treatment methods with manufacturer. 4. Some mineral base products do not require antimicrobials in order to pass standard industry tests like ASTM C1338 and UL181. E. Provide acoustical ceiling tile with anti-microbial treatment to inhibit growth of mold and mildew. 1. Coating-Based Antimicrobial Treatment: Provide acoustical panels with face and back surfaces coated with antimicrobial treatment; and showing no mold or mildew growth when tested in accordance with ASTM D3273. 2. Panel-Based Antimicrobial Treatment: Provide acoustical panels manufactured with antimicrobial treatment in the panels. F. Steel Suspension System - Recycled Content: Recycled Content: Minimum // 5 // 10 // ___ // percent post-consumer recycled content, or minimum // 20 // 40 // ___ // percent pre-consumer recycled content at contractor’s option. G. VOC Emissions: Provide low VOC products that comply with the testing and product requirements of the California Department of Health Services' "Standard Practice for the Testing of Volatile Organic Emissions from Various Sources Using Small-Scale Environmental Chambers." 1.4 SUSTAINABILITY REQUIREMENTS A. Materials in this section may contribute towards contract compliance with sustainability requirements. See Section 01 81 11, SUSTAINABLE DESIGN REQUIRMENTS, for project // materials, // materials, // recycled content, // certified wood // _____// requirements. B. Biobased Material: For products designated by the USDA’s BioPreferred® program, provide products that meet or exceed USDA recommendations for
F925-13 Test Method for Resistance to Chemicals of Resilient Flooring F1344-12(R2013) Rubber Floor Tile Solid Vinyl Floor Tile Test Method for Measuring Moisture Vapor Emission Rate of Concrete Subfloor Using Anhydrous Calcium Chloride Test Method for Determining Relative Humidity in Concrete Floor Slabs Using in Situ Probes F2195-13 Linoleum Floor Tile C. Code of Federal Regulation (CFR): 40 CFR 59 Determination of Volatile Matter Content, Content, Density Volume Solids, and Weight Solids of Surface Coating D. International Standards and Training Alliance (INSTALL): PART 2 - PRODUCTS 2.1 PERFORMANCE REQUIREMENTS: A. Provide adhesives, underlayment, primers, and polish recommended by resilient floor material manufacturer. B. Critical Radiant Flux: 0.45 watts per sq. cm or more, Class I, per ASTM E648. C. Density: Less than 450 per ASTM E662. D. Slip Resistance – Not less than 0.5 when tested with ASTM D2047. SPEC WRITER NOTES: Solid color tiles are tiles with uniform color throughout. These are recommended for use as an accent only in small quantities and not as the floor field color. These tiles do not hide soiling well and show scratches easily. Through pattern tiles are tiles with patterning distributed through the entire thickness. Specify special slip resistant tile adjacent to wet areas such as Hydro Physical Therapy, scrub areas, and shower rooms. Slip resistant ceramic tile is required in wet areas. 2.2 RUBBER TILE: A. Tile Standard: ASTM F1344, // Class I-A, homogeneous rubber tile, solid color // // Class I-B, homogeneous rubber tile, through mottled //
1) Thickness of coats: Verify thickness as systems vary by manufacturer; approximate range from 5 to 6 mils (0.13 to 0.15 mm) to 150 to 250 square feet per gallon (52.76 to 87.93 square meters per liter). 2. Body Coat: a. Resin: Epoxy or Urethane. b. Formulation Description: 100 percent solids. c. Application Method: Varies by manufacturer; hand or power troweled. 1) Trowel application: a) Thickness of coat: Verify thickness as systems vary by manufacturer; approximate from 3/16 inch or 1/4 inch or 3/8 inch (4.76 to either 6.35 mm or 9.5 mm). b) Number of coats: One. d. Aggregates: Verify amount per thickness as systems vary by manufacturer: 1) Marble (#1 size maximum), glass, or granite chips or, colored resilient aggregates, acrylic, or other approved materials. 3. Grout Coat: a. Resin: Epoxy. b. Formulation Description: 100 percent solids. c. Application Method: Varies by manufacturer. by red rubber squeegee or spring-steel trowel. 1) Apply to rough ground mortar coat to completely fill all voids. 2) Thickness of coat: Verify thickness as systems vary by manufacturer; approximate range from a minimum of 8 to 10 mils (0.2 to 0.25 mm) to a maximum of 400 to 500 square feet per gallon (140.65 to 175.81 square meters per liter). 4. Seal Coat/Top Coat: a. Resin: Single- or multi-component Urethane. b. Formulation Description: 100% solids. It shall have a pH factor between 7 and 10 and shall be a penetrating type specially prepared for use on terrazzo. It shall not discolor or amber the terrazzo and shall produce a slip resistant surface. Flash point of sealer shall be a minimum of 80 degrees F (26 degrees C) when tested in accordance with ASTM D 56.
8 Outlet Power Strip with Surge Protection 3 4 6 9 Rain Gauge 1 1 1 1 Business telephone system for lines with ten handsets, intercom capability, and one speaker phone for conference table. - - - 1 Mini refrigerator - 3.2 c.f. min. 1 1 1 1 Hot and cold water dispensing unit. Disposable cups and bottled water shall be supplied by the Contractor for the duration of the project. 1 1 1 1 Microwave, 1.2 c.f. , 1000W min. 1 1 1 1 Fire extinguishers - provide and install type and *number to meet applicable State and local codes for size of office indicated, including a fire extinguisher suitable for use on a computer terminal fire. * * * * Electric pencil sharpeners. 1 2 2 2 Electronic office type printing calculators capable of addition, subtraction, multiplication and division with memory and a supply of printing paper. 1 1 2 4 Small Multi-Function Laser Printer/Copier/Scanner/Fax combination unit, network capable, as specified below under Computer Related Hardware and Software. 1 1 Large Multi-Function Laser Printer/Copier/Scanner/Fax combination unit, network capable, as specified below under Computer Related Hardware and Software. 1 1 Field Office Wi-Fi Connection as specified below under Computer Related Hardware and Software 1 1 1 1 Wi-Fi Printer as specified below under Computer Related Hardware and Software. 1 1 1 1 Digital Camera as specified below under Computer Related Hardware and Software. 1 1 3 3 Projector as specified below under Computer Related Hardware and Software. - - - 1 Board as specified below under Computer Related Hardware and Software. - - - 1 Infrared Thermometer, including annual third party certified calibration, case, and cleaning wipes. 1 1 1 2 Concrete Curing Box as specified below under Concrete Testing Equipment. 1 1 1 1 Concrete Air Meter and accessories as specified below under Concrete Testing Equipment as specified below. Contractor shall provide third party calibration on a quarterly basis. 1 1 1 1 Concrete Slump Cone and accessories as specified below under Concrete Testing Equipment. 1 1 1 1
3.3 How is the system maintained and/or updated? 3.4 Is there a turnaround time on updates? 3.5 is your solution hosted (i.e. on premises or cloud)? 3.6 What security does your solution offer around data transmission? 3.7 How does your solution prevent external access? 3.8 How frequent is the data transferred? 3.9 Is your solution capable of interfacing a web service to transmit data to the BMV STARS system? 3.10 How customizable is your software? 3.11 What is the format of the software? Native application or web based? Section 4: Functionality 4.1 Does your solution provide GSP or other added functions? 4.2 Does your solution provide reporting? 4.3 Is there a way to track which devices received an update? 4.4 Does your solution require cellular data? 4.5 What is the range for the device?
(1) Illumination of the mining operation be limited. (2) Vegetative or architectural screens be established. Q. Protection of Wildlife and Fisheries. The Department may not issue a mining permit for a proposed mining operation that has not made adequate provisions for the protection of wildlife and fisheries. (1) of Review. In determining whether the developer has made adequate provision for the protection of wildlife and fisheries, the Department shall consider all relevant evidence to that effect, such as evidence that: (a) A buffer of sufficient area will be established to provide wildlife with travel lanes between areas of available habitat. (b) Proposed alterations and activities will not adversely affect wildlife and fisheries lifecycles. (c) There will be no unreasonable disturbance to: (i) High and moderate value deer wintering areas: (ii) Habitat of any species declared threatened or endangered by the Commissioner, Maine Department of Inland Fisheries and Wildlife or the Director of the United States Fish and Wildlife Service: nesting islands; (iv) Significant vernal pools; (v) High and moderate waterfowl and wading bird habitat; and (vi) Shorebird nesting, feeding, and staging areas. (2) Submissions. Applications for approval of a proposed mining operation shall include evidence that affirmatively demonstrates that the Applicant has made adequate provision for the protection of wildlife and fisheries, including information such as the following, when appropriate: (a) The location of natural buffer strips and adequate provision for maintenance; and (b) to mitigate adverse effects on wildlife and fisheries through means that at a minimum include, but are not limited to, design considerations, pollution-abatement practices, the timing of construction activities, and on-site or off-site habitat improvements or preservation. (3) Terms and Conditions. The Department may, as a term or condition of approval, establish any reasonable requirement to ensure that an applicant has made adequate provision for the protection of wildlife and fisheries.
State of Maine Department of Environmental Protection Lead & Asbestos Hazard Prevention Program 17 State House Station, Augusta, ME 04333 TEL (207) 287-2651 FAX (207) 287-6220 Environmental Lead Inspection Summary Form Revised 2015 Property Information: Physical Address: Apt #: City: Maine Zip: Property Owner: Owner Mailing Address: City: Zip: Telephone #: Housing Type: Private Rental Child Building Age: Number of Rooms: If Rental, Number of Units in Building: Any Renovations Within Past 6 Months: Yes No Lead Inspector Information: Lead Inspector Name: ME Certification #: Company Name: Company Mailing Address: City: State: Zip: Telephone #: XRF Make & Serial Number: ME Radioactive Materials License #: Lead Inspection Information: Lead Inspection Date: Was lead-based paint detected: Yes No If yes, was lead-based paint on: Interior Exterior Common Areas Other If yes, were lead hazards identified: Yes No Interior Exterior Common Areas Other Additional samples collected: Paint Chip Dust Water Soil Sample results: Was a “Lead-Safe Certificate: issued: Yes No If yes, what is the expiration date: Lead Abatement Information: Does the owner of the building plan abatement of lead-based substances: Yes No N/A If yes, will abatement be performed by: Owner Lead Abatement Contractor Undecided Comments:
streams where violations of water quality classification standards have been documented for which urban stormwater has been identified as a significant cause. Urban impaired streams are considered “degraded, sensitive or threatened regions or watersheds” as described in 38 M.R.S. §420-D(4). APPENDIX A Most at Risk from New Development (x) = Severely Blooming LAKE TOWN ABRAMS LAKE EASTBROOKE ADAMS POND BOOTHBAY POND NEWFIELD ADAMS POND BRIDGTON POND GREENE ANASAGUNTICOOK LAKE CANTON ANDERSON POND AUGUSTA ANDROSCOGGIN LAKE ANNABESSACOOK LAKE (X) WINTHROP BARTLETT POND WATERBORO BAUNEG BEG POND SANFORD BAY OF NAPLES NAPLES BEAVER POND BRIDGTON BERRY POND WINTHROP BERRY POND GREENE BIRCH HARBOR POND WINTER HARBOR BLACK POND SWEDEN EAGLE LAKE BUXTON BOULTER POND YORK BOYD POND LIMINGTON BRANCH LAKE ELLSWORTH BRANCH POND CHINA BRETTUNS POND LIVERMORE BUKER POND LITCHFIELD BUNGANUT POND LYMAN BURNTLAND POND STONINGTON CARLTON POND WINTHROP CHAFFIN POND WINDHAM CHASES POND YORK CHICKAWAUKIE POND ROCKPORT CHINA LAKE CHINA CITY POND SANDY RIVER PLANTATION COBBOSSECONTEE LAKE WINTHROP COCHNEWAGON LAKE MONMOUTH COFFEE POND CASCO COLD RAIN POND NAPLES CRAWFORD POND WARREN CRESCENT POND RAYMOND CRYSTAL LAKE GRAY CRYSTAL POND TURNER DAM POND AUGUSTA DAMARISCOTTA LAKE, MIDDLE AND SOUTH BASINS NOBLEBORO POND HOLDEN DEER POND HOLLIS DEERING POND SANFORD DESERT POND MOUNT VERNON DEXTER POND WINTHROP DODGE POND RANGELEY DUCKPUDDLE POND WALDOBORO DUMPLING POND CASCO DUTTON POND CHINA ALBION LAKE BAR HARBOR EAST POND SMITHFIELD ECHO LAKE PRESQUE ISLE ELL POND SANFORD ESTES LAKE SANFORD ETNA POND STETSON FAIRBANKS POND MANCHESTER FLOODS POND OTIS FOLLY POND VINALHAVEN FOREST LAKE WINDHAM FRESH POND NORTH HAVEN GARDINER POND WISCASSET GARLAND POND GEORGES POND GARLAND FRANKLIN GRANGER POND DENMARK GRANNY KENT POND SHAPLEIGH GRASSY POND ROCKPORT GREAT MOOSE LAKE HARTLAND GREAT POND BELGRADE & ROME GREAT POND CAPE ELIZABETH GREELEY POND AUGUSTA GREEN POND OXFORD HALEY POND RANGELEY HALF MOON POND PROSPECT HALL POND PARIS HANCOCK POND EMBDEN HATCASE POND DEDHAM HERMON POND HERMON HIGHLAND LAKE BRIDGTON HIGHLAND LAKE WINDHAM HOBBS (LT PENNESSE.) NORWAY HOGAN POND OXFORD HOLBROOK POND HOLDEN HOLLAND POND LIMERICK HORNE POND LIMINGTON HOSMER POND CAMDEN HUTCHINSON POND MANCHESTER INGALLS POND BRIDGTON INGHAM POND MOUNT VERNON
or "treatment" as used in the Department's rules shall not include the routine servicing of equipment where PCB or PCBs are contained in a totally enclosed manner. (3) Hazardous Wastes from specific sources. A waste is a hazardous waste if it is listed in the table below: Industry and EPA Hazardous No. Hazardous Waste Hazardous Code Wood Preservation: K001 Bottom sediment sludge from the treatment of waste waters from wood preserving processes that use creosote and/or pentachlorophenol. (T) Inorganic pigments: K002 Wastewater treatment sludge from the production of chrome yellow and orange pigments. (T) K003 Wastewater treatment sludge from the production of molybdate orange pigments. (T) K004 Wastewater treatment sludge from the production of zinc yellow pigments. (T) K005 Wastewater treatment sludge from the production of chrome pigments. (T) K006 Wastewater treatment sludge from the production of chrome oxide green pigments (anhydrous and hydrated). (T) K007 Wastewater treatment sludge from the production of iron blue pigments. (T) K008 Oven residue from the production of chrome oxide green pigments. (T) Organic chemicals: K009 Distillation bottoms from the production of acetaldehyde from ethylene. (T) K010 Distillation side cuts from the production of acetaldehyde from ethylene. (T) K011 Bottom stream from the wastewater stripper in the production of acrylonitrile. (R,T) K013 Bottom stream from the acetonitrile column in the production of acrylonitrile. (R,T) K014 Bottoms from the acetonitrile purification column in the production of acrylonitrile. (T) K015 Still bottoms from the distillation of benzyl chloride. (T) K016 Heavy ends or distillation residues from the production of carbon tetrachloride. (T) K017 Heavy ends (still bottoms) from the purification column in the production of epichlorohydrin. (T)
Generators that accumulate more than 4,000 motor vehicle mercury switches or 200 other items of universal wastes at any one time or in any given month must notify the Maine Department of Environmental Protection of the handling of universal wastes and must receive an EPA Identification Number, unless the generator has previously notified and the site has been assigned an EPA Identification Number. Alternatively generators that handle less than 40 tons of cathode ray tubes or 5,000 kg of other universal wastes are required to notify but may notify the Department on a state waste notification form provided by the Department in lieu of notifying EPA using the EPA form. This notification shall include the specific type of universal wastes handled by the generator. The requirement of an EPA Identification Number for those that generate or accumulate only universal waste is intended as a registration provision and does not make other sections of the hazardous waste rules applicable unless other hazardous wastes are generated or accumulated. NOTE: A generator may obtain an EPA identification number by applying to the Department of Environmental Protection, Bureau of Remediation and Waste Management, State House Station #17, Augusta, Maine 04333-0017 using EPA form 8700-12. NOTE: A generator or central accumulation facility that meets the threshold in paragraph P but is not required to obtain an EPA identification number is required to notify the Department of its activities by submitting either a Notification of State Universal Waste Activities form or an EPA 8700-12 form to the Department of Environmental Protection at the above address. Reduced requirements for small universal waste generators A universal waste generator may log information at the Central Accumulation facility or instate Consolidation facility in accordance with Section 13(A) of Chapter 857; In lieu of 7(J) above, a small universal waste generator must keep track of the number of universal waste items onsite (i.e.: number of lamps, thermostats); NOTE: The Department recommends that the universal waste area is inspected when placing wastes in the area to ensure that the area is in compliance with the rules and to minimize exposures to toxic releases. A small universal waste generator is not required to notify the Department of this activity, as provided in 7(P);
STATUTORY AUTHORITY: 38 M.R.S. §1319-O(1) and § 2144 EFFECTIVE DATE: March 11, 2015 – filing 2015-031 NON-SUBSTANTIVE CORRECTIONS: April 28, 2017 – formatting and numbering AMENDED: June 11, 2018 – filing 2018-101
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 3/5/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Describe the anatomy and functions of the five special senses. Daily Learning Goal Identify of strength and weakness of knowledge for unit test Earn and 80% or better on unit test – Special Senses Properly identify the different parts of an eye during dissection. Explain the function of the cardiovascular system List the different parts of the cardiovascular system Activities: Review Jeopardy Unit Test – Special Senses Eye Dissection Bell work, independent reading with review questions Bell work, independent reading along with review questions Classwork / Homework/ Bell Work Prepare for Jeopardy Review/prepare for test Prepare for dissection lab What was your favorite part of the eye dissection? What is the function of the cardiovascular system? Standards or Frameworks: SC.912.L.14.49 SC.912.L.12.50, SC.912.14.51, SC.912.L.14.52 SC.912.L.14.49 SC.912.L.12.50, SC.912.14.51, SC.912.L.14.52 SC.912.L.14.21 SC.912.L.14.21 SC.912.L.14.21
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 4/30/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Explain the general anatomy and function of the endocrine, lymphatic and reproductive systems Daily Learning Goal Explain how the endocrine system and distinguish between endocrine and exocrine glands. Discuss the function of the endocrine system. Discuss the function of the lymphatic system Discuss the function of the reproductive system. Identify missing work/assignments. Activities: Independent reading with review questions. Endocrine system video with review quiz Lymphatic system video along with a review quiz. Reproductive system along with a quiz Make up workday. All missing assignments must be turned in. Classwork / Homework/ Bell Work None None None None None Standards or Frameworks: SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36 SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36 SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36 SC.912.14.44 SC.912.14.44
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 4/9/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Identify the components of blood Daily Learning Goal Describe the function of blood Describe the components of blood Explain: erythrocytes, leukocytes and platelets Describe the clotting process Explain Blood typing. Activities: Bell work Power point presentation with guided notes Bell work Power point presentation with guided notes Bell work Power point presentation with guided notes Bell work Power point presentation with guided notes Bell work Power point presentation with guided notes Classwork / Homework/ Bell Work In your own what is the function of blood. Vocab: Erythrocyte RBC Leukocyte WBC WBC: Neutrophils, Lymphocytes, Monocytes, Eosinocytes, basophils. Never let monkeys eat bananas. Explain the three phases of blood clotting What are the three blood types and which is the universal donor/recipient. Standards or Frameworks: SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36 SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36 SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36 SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36 SC.912.L.14.34 SC.912.L.14.35 SC.912.L.14.36
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 8/14/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand the characteristics of life and organization of the human body Daily Learning Goal Explain what science is. Define anatomy & physiology List biological levels of organization and characteristics of each List and describe the major characteristics of life. Define metabolism and provide 3 examples. Explain homeostasis and provide one example within the human body Activities: Bell work, Independent reading and review questions Bell work, Independent reading and review questions Bell Work, Power Point presentation with guided notes. Bell Work, Power Point presentation with guided notes. Bell Work, Power Point presentation with guided notes. Classwork / Homework/ Bell Work In 2 – 4 sentences explain what this class is about. What is the one thing you wish to get out of this class? What was te most interesting segment of the “How to build a beating heart” and WHY? Anatomy – Study of structure of body parts. Physiology – Study of FUNCTION Append – to hang, Cardi – Heart, Cran – skull, Dorsal- back Explain one similarity and 2 differences between Anatomy & physiology. Use a Venn Diagram. Write a short story, 4 or more complete sentences using at least 4 of Wednesday’s bell work words. Standards or Frameworks: SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1
Teacher: Course: Anatomy Period(s): 2,4,5 Week of: 8/21/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand the characteristics of life and organization of the human body Daily Learning Goal Explain homeostasis and provide at least two examples in the body Differentiated between characteristics of life and life needs. Explain the three body at 5 different directional terms List the three major body cavities Activities: Bell Work, Power Point presentation with guided notes. Bell Work, Power Point presentation with guided notes. Bell Work, Power Point presentation with guided notes. Bell Work, Power Point presentation with guided notes. Bell Work, Power Point presentation with guided notes. Classwork / Homework/ Bell Work Explain the different organizational levels of the human organism Explain the sensory or homeostatic loop. List 6 life functions and 5 life needs Anterior/Posterior Medial/Lateral Superior/Inferior Proximal/Distal Deep/Superficial Standards or Frameworks: SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 8/28/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Understand the characteristics of life and organization of the human body Daily Learning Goal Identify at least 10 landmarks on the posterior aspect of the body Identify the various body cavities and list at least one organ within each. Describe and identify the four abdominopelvic quadrants Identify the 9 different abdominopelvic regions. No school Activities: Bell Work, landmark review and workbook assignment Bell Work, landmark review and workbook assignment Bell Work, Q&A review and independent test review sheet. Bell Work, Q&A review and independent test review sheet. Classwork / Homework/ Bell Work Describe the location of the following landmarks: Umbilical, Inguinal, patellar, Crural, Fibular, Tarsal, Axillary, Antebrachial, Carpal, Acromial Describe the location of the following posterior landmarks: Occipital, Scapular, Plantar, Sural, Antebrachial, Calcaneal, Gluteal, Lumbar, Popliteal, Cervical List two organs in the following cavities: Dorsal, Thoracic, Abdominal and Pelvic Draw and label the 9 abdominopelvic regions Standards or Frameworks: SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1 SC.912.N.1.1
Teacher: Russo Course: Anatomy Period(s): 2,3,4 Week of: 9/10/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Explain how the chemical basis of life relates the function of the human body. Daily Learning Goal Explain the makeup of an atom Explain the charges of proton, neutrons and electrons Identify what four elements make up 96% of the human body. Explain the difference between a molecule and a compound Identify the valance shell Activities: Bell Work, Independent reading assignment along with recall questions Bell Work, Independent reading assignment along with recall questions Bell Work, point presentation with guided notes. Bell Work, power point presentation with guided notes. Bell Work, power point presentation with guided notes. Classwork / Homework/ Bell Work Describe the techniques used to prepare for the unit test. Did they work? If not what would you di different? Elements – fundamental unit of matter Atoms – smallest complete unit of an element Chemical Bonds – attraction between atoms Nucleus – central portion of an atom Electron – neg. charge particle Neutron – no charge Proton – positive charged particle Atomic number - # of protons in atom Atomic Weight – Protons and neutrons sin nucleus. Ions – that gain or lose electrons Ionic Bond – give off an electron Ionic Bond – Bond between two atoms that transfer an electron. Anion – Negative charge, Cations – positive Covalent Bond – Shared electron Hydrogen Bond – Bond between hydrogen atoms. Standards or Frameworks: SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 9//25/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Explain how the chemical of life relates the function of the human body. Daily Learning Goal Describe the difference between organic and inorganic compounds Explain the function of enzymes Explain the function of DNA compound Identify strength and weakness areas for unit test Achieve an 80% or better on the unit test Activities: Bell Work, power point with guided notes & workbook assignment Bell Work, power point with guided notes & workbook assignment Bell Work, power point with guided notes & workbook assignment Bell work, review jeopardy Unit test Classwork / Homework/ Bell Work List the 4 vital properties of water Draw and label the pH scale Draw and label three types of carbohydrates Draw the following: ATP, DNA, Fibrous protein globular protein Review for unit test Standards or Frameworks: SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18
Teacher: Course: Anatomy Period(s): 2,4,5 Week of: 9//4/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Explain how the chemical basis of life relates the function of the human body. Daily Learning Goal No School Explain the makeup of an atom Explain the charges of proton, neutrons and electrons Identify what four elements make up 96% of the body. Explain the difference between a molecule and a compound Activities: Bell Work, Independent reading assignment along with recall questions Bell Work, Independent reading assignment along with recall questions Bell Work, power point presentation with guided notes. Bell Work, power point presentation with guided notes. Classwork / Homework/ Bell Work Elements – fundamental unit of matter Atoms – smallest complete unit of an element Chemical Bonds – attraction between atoms Nucleus – central portion of an atom Electron – neg. charge particle Neutron – no charge Proton – positive charged particle Atomic number - # of protons in atom Atomic Weight – Protons and neutrons sin nucleus. Ions – atoms that gain or lose electrons Ionic Bond – give off an electron Ionic Bond – Bond between two atoms that transfer an electron. Anion – Negative charge, Cations – positive Covalent Bond – Shared electron Hydrogen Bond – Bond between hydrogen atoms. Standards or Frameworks: SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18 SC.912.N.1.1 SC.912.L.14 SC.912.L.18
Parent/Guardian______________________________________________________ Date:____________________________
Problem 68. If 2 spot (S) is dominant to 4 spot (s), give the genotypes for the parents in the following crosses: (a) 2 spot  2 spot yields 2 spot and 4 spot (b) 2 spot  4 spot yields only 2 spot (c) 2 spot  4 spot yields 2 spot and 4 spot (d) 2 spot  2 spot yields only 2 spot (e) 4 spot  4 spot yields only 4 spot 69. The allele for albinism (c) is recessive to the allele for normal pigmentation (C). A normally pigmented woman whose father is an albino marries an albino man whose parents are normal. They have three children, two normal and one albino. Give the genotypes for each person listed. 70. Crosses between a yellow rat with a yellow rat always produce yellow. Crosses between a white rat with a white rat always produce white. The alleles affect the same aspect of coat color. The crosses of a white with a yellow produce a cream. What happens if you cross two creams? 71. are three alleles controlling the ABO blood types. IA and IB are codominant genes so that the combination IAIB produces the AB blood type. The third allele, IO, is recessive to the other two alleles. Indicate which of these parents could produce the given child: Parents Child Yes or No (a) A  AB B (b) A  O A (c) A  B O (d) A  AB O (e) A  AB B (f) B  B O (g) AB  AB A 72. If a father and a son are both color blind and the mother is normal, is it likely that the son inherited color blindness from his father? 73. Hemophilia is caused by an X-linked recessive gene. A normal woman whose father had hemophilia marries a normal man. What are the chances of hemophilia in their children.
To end cell division, cyclin must be degraded in order to turn off MPF (to remove cyclin from CDK). Density dependent inhibition and anchorage dependence Cancer – abnormal growth, no checkpoints Benign vs. malignant tumor Cell communication Types Direct Local (paracrine) Long distance Hormones Pheromones Signal transduction pathway 1. Reception Ligand binds to receptor (1 ligand goes to 1 type of receptor) Causes conformational shape change in receptor Types of Receptors. G-Protein Linked Receptor (most common) Ligand attaches to G-Protein linked receptor which changes shape Shape change causes phosphorylation of GDP to GTP on G-protein (similar to ADP to ATP) which activates Activated G-protein travels and turns on the appropriate enzyme or protein Tyrosine-Kinase receptor (remember that kinase = enzyme that phosphorylates something) Works in growth and emergency repair because it phosphorylates 6 things at once (so works faster) Ligand binds to two separate tyrosine kinase receptors. They join to form a dimer. This timer is phosphorylated by 6 different ATP. This receptor acts directly as an enzyme is different than a G-protein linked receptor which simply turned on the G-protein) Ion Channels / receptors
Additional Information from the Formula Sheet 35. An experiment determined that when a protein unfolds to its denatured (D) state from the original folded (F) state, the change in Enthalpy is ΔH = H(D) – H(F) = 46,000 joules/mol. Also the change in Entropy is ΔS = S(D) – S(F) = 178 joules/mol. At a temperature of 20⁰C, calculate the change in Free Energy ΔG, in j/mol, when the protein unfolds from its folded state.
Suggested Rubric: The students will be evaluated for each unit according to the following rubric: Above Mastery (A) Mastery (B) In Progress (P) Multiple Choice Unit Exam (s) 93% or better 86% - 92.9% 85.9% or lower Free Response Question 8 or better on the unique rubric written for each question 5 – 7 on the unique rubric written for each question 4 or below on the unique rubric written for each question Laboratory Experiment (s) Laboratory experiments were performed, data collected and analyzed, and written in a concise, clear, and accurate manner with graphics/diagrams neat and complete and appropriate terminology according to teacher’s instructions. If formal lab is requested – use Lab Report Rubric Laboratory experiments were performed, data collected and analyzed, and written in a concise, clear, and accurate manner with graphics/diagrams relatively neat and complete and generally appropriate terminology according to teacher’s instructions. If formal lab is requested – use Lab Report Rubric Laboratory experiments were performed and written in a concise, clear, and accurate manner with graphics/diagrams lacking in neatness and completeness and some appropriate terminology according to teacher’s instructions. If formal lab is requested – use Lab Report Rubric. Guide, Worksheets, Homework, and Notebook Study Guides, Worksheets, and Notebooks are consistently up to date, neat, and accurate. Information can be easily accessed. Study Guides, Worksheets, and Notebooks are relatively up to date, neat, and accurate Information can be somewhat easily accessed. Study Guides, Worksheets, and Notebooks are not up to date, neat, and accurate. It is difficult to access information.