zilongwang/ReadingBank huggingface dataset:
The Adventures of Tom Sawyer (Chapter 1) By: Mark Twain 1) How does the author show that Tom is really a very clever boy? A) Tom in the closet to eat jam. B) Tom plays hookey but gets home before supper. C) Tom outsmarts Aunt Polly and escapes punishment. D) Tom lies to Aunt Polly about eating jam in the closet. Explanation: Tom is very clever when he quickly diverts Aunt Polly’s attention to make his escape. 2) Which word would BEST describe Tom’s character as portrayed in this passage? A) mischievous B) patient C) respectful D) uncaring Explanation: He is definitely mischievous. Aunt Polly mentions that he played tricks on her. Tom is not respectful because he disobeys Aunt Polly. There is nothing to indicate that he is uncaring or patient. 3) What is Aunt Polly's conflict in the last section (after Tom scrambled up the high board-fence, and disappeared over it.)? A) an external conflict with her church over raising Tom by the Bible B) an internal conflict with her conscience over doing what is best for Tom C) a conflict dealing with her advancing age and her ability to physically punish Tom
valid and excellent way to help students improve their efforts and avoid being unable to focus upon the different tasks they need to do each day at school. is the BEST revision of this sentence? A) Against loud and vocal opposition from the student council and student body, the school board of Loachapoka High School voted to ban the use of all mp3 players, ipods, and cell phones in an attempt to help students concentrate more fully upon their
pronoun correctly completes the sentence? A) her B) his C) their D) they Explanation: The correct answer is their. Anna and Paul are the antecedents; therefore, a plural pronoun is required for agreement. 22) Choose the sentence in the underlined pronoun is correct. A) Some of the bread had mold on their bottom. B) One of the coaches left their clipboard on the bus. C) One of the girls brought her pictures from the trip. D) Most of the players placed his pads on top of the cart. Explanation: The pronoun must agree in number and gender with its antecedent. One of the girls brought her pictures from the trip. is correct. 23) Which sentence uses the pronoun correctly? A) Whom is your dentist? B) To who are you speaking? C) Who are you going to the prom with? D) Through whom did you arrange your vacation? Explanation:
Verb Tense Past Progressive Meaning And form(s) negative/affirmative Examples of time adverbs for the Past Prog tense and rule explaining where the adverb goes in the sentence Example sentences showing where adverbs of time come in the full sentence for Past. Prog. tense Examples of Time prepositional phrases and rule explaining where the time prepositional phrases go in the sentence Examples of time phrases in the Past Prog (write full sentences showing the rule) Complex sentence conjunctions/ give rule for Cx sentences in Past progressive and one sentence example (Don’t forget the comma rule: if the dependent clause is at the beginning of the sentence use a comma after it. Don’t use a comma when the D.C. is after the main clause.) Meaning: •To talk about something in progress at a particular time in the past •To talk about something in progress when another action (usually in the simple past) took place (use complex sentence: when) •Use only action verbs with the progressive tense. Forms: Affirmative: HV: Be (was/were) + MV verb-ing Negative: HV: be (was/were) + not + MV Verb-ing Yes/No questions HV (was/were) + S + •last night •tonight •last week •this morning Rule: Put at end of sentence or beginning of sentence. •We were still studying at nine o’clock last night. •Last week we were driving to Texas. •I was wondering if you wanted to go out tonight. Rule: Use be (was/were) + MV (wondering) + if + past form to make questions, offers and invitations more polite. •I got my driver’s license while •I was living there •I was reading a book while I was watching TV. Rule: Use past progressive with while in the dependent clause, but use simple past or present progressive in the main clause (depends on the verb tense meaning and action verbs). •I was walking down the street when I heard footsteps behind me. Rule: To talk something in progress when another action (usually in the simple past) took place (use complex sentence: when to indicate specific time
Steven A. Fink; Instructor ANSWERS; PHYSIOLOGY STUDY GUIDE 2 1. F 30. E 59. C 88. C 2. T 31. A 60. D 89. E 3. T 32. A 61. D 90. B 4. T 33. C 62. C 91. A 5. T 34. C 63. D 92. A 6. F 35. D 64. C 93. A 7. T 36. D 65. C 94. C 8. T 37. C 66. A 95. E 9. F 38. C 67. C 96. D 10. F 39. C 68. B 97. D 11. F 40. D 69. D 98. AE 12. F 41. D 70. D 99. CD 13. B 42. A 71. E 100. B 14. C 43. C 72. C 101. D 15. E 44. B 73. B 102. C 16. B 45. B 74. D 103. ABE 17. E 46. E 75. C 104. ACD 18. D 47. D 76. A 105. BCDE 19. A 48. B 77. D 106. 20. C 49. C 78. C 107. 21. B 50. B 79. D 108. 22. E 51. E 80. D 109. 23. E 52. B 81. D 110. 24. D 53. C 82. C 111. 25. C 54. E 83. C 112. 26. E 55. C 84. A 113. 27. B 56. A 85. E 114.
RATING C = 1 or 2 in transfers AND 1 in locomotion RATING C = 1 in transfers AND 2 in locomotion RATING D = 2 in transfers AND 2 in locomotion RATING D = 3 in transfers Note: Checklist must be completed against assessed care needs for ACFI 2. Evidence requirement For a rating of B, C or D in ACFI 2 supporting assessment must be completed and enclosed. Physical assistance is the requirement for individual physical assistance from another person or persons throughout the specified activity. The activities that are taken into account are defined for each question. ACFI 3 Personal Hygiene Personal Hygiene Checklist Checklist must be completed. Assistance level (Tick one per care need). 1 Dressing and undressing 0 (Independent/NA) 1 (Supervision) 2 (Physical assistance) 2 Washing and drying 0 (Independent/NA) 1 (Supervision) 2 (Physical assistance) 3 Grooming 0 (Independent/NA) 1 (Supervision) 2 (Physical assistance) Rating: ACFI 3 Rating key: RATING A = 0 in all care needs (dressing and washing and grooming) RATING B = 1 in any of the three care needs (dressing, washing, grooming) RATING C = 2 in any of the three care needs (dressing, washing, grooming)
6 Management of chronic wounds, including varicose and pressure ulcers, and diabetic foot ulcers. Diagnosis or ACCR AND Directive [registered nurse or medical practitioner or allied health professional] AND Wound assessment AND on request: record 10 6 Management of ongoing administration of intravenous fluids, hypodermoclysis, syringe drivers and dialysis. Directive/ prescription [authorised nurse practitioner or medical practitioner] 11 3 Management of oedema, deep vein thrombosis or arthritic joints or chronic skin conditions by the fitting and removal of compression garments, compression bandages, tubular elasticised support bandages, dry dressings and/ or protective bandaging. Diagnosis or ACCR AND Directive [registered nurse or medical practitioner or allied health professional] 12 3 Oxygen therapy not self-managed. Diagnosis or ACCR AND Directive [registered nurse or medical practitioner] 13 10 Palliative care program involving end of life care where ongoing care will involve very intensive clinical nursing and/ or complex pain management in the residential care setting. Directive by CNC/ CNS in pain or palliative care or medical practitioner AND Pain assessment 14 1 Management of ongoing stoma care. Excludes temporary stomas e.g. Excludes pubic catheters (SPCs) Diagnosis or ACCR AND Directive [registered nurse or medical practitioner] 15 6 Suctioning airways, tracheostomy care. Diagnosis or ACCR AND Directive [registered nurse or medical practitioner] 16
Because Japan isolated itself during the Edo Period, the popular culture that developed was uniquely Japanese. It wasn’t influenced by outside cultures. For example, unique forms of and banraku—became extremely popular. Geishas entertained in elaborate costume, showing the highest standards of social etiquette. Printing developed to extremely high standards, both in woodblock prints and books. Literature was important, not only to the newly educated samurai, but to common people as well. Poets travelled from city to city sharing their poetry with all in public performances. How Does Religion/Travel and Affect the Religion a strong basis for the worldview beliefs and values in many societies. In some, government systems and religious hierarchies are intertwined. In others, government institutions are kept separate from religion—though many citizens may still consider the country to be based on a specific faith. Social System of Edo Japan The feudal system of medieval Europe was a rigid political, economic, and social system. The same was true of Edo Japan. You’ve seen the rigid political hierarchy. Society was also divided into a rigid hierarchy of social classes. As you know, the rulers of the Edo era legalized the social hierarchy by passing laws defining it. A society’s social hierarchy is a good indication of what a society considers to be important. In other words, the social class system tells us about the values of the society. All classes of people in a society are necessary for that society to function, but the placement of any one class in the hierarchy tells us the value society placed on the role. National Seclusion Policy/Exclusion Laws With the information they had about Europeans, the leaders of Japan decided to close the country’s borders. In the 1630s, they introduced the National Seclusion Policy. The laws passed under this policy would ensure that the leaders maintained their strict control over the people of Japan. The Closed County Exclusion Laws were rule that showed a great deal about the Japanese worldview at the time. Rules Worldview Value or Belief
Geographical Aspect Effect on Society Effect on Worldview series of islands isolated from countries surrounded by ocean main islands latitude of 30°N to 46°N and longitude of 123°E to 146°E in the eastern hemisphere, close to China and Korea “ Ring of Fire” volcanoes and many severe earthquakes Mountainous divided islands into separate pockets little useful farmland developed into isolated domains; used to being isolated (regions separated by mountains) Most of the population on the coast society and had distrust of outsiders farmland precious and farmers held in high regard as food producers Off the east coast of Asia near to and Korea worldview related to other East Asian cultures; based on Confucianism and Buddhism coming from mainland Asia The geography of affected the Japanese worldview. In the second and third column indicate the effects the physical geography had on society and their beliefs/values (worldview).
Answer Key for Practice Test 6 First passage: A B E D C A C E D B D B E A Second passage: B C D C B E D B C B C D C B E Third passage: E D B D A C E C D B A C Fourth Passage C E D B C D A E B A D D C E
Q12. Consider the of the mid-Paleozoic. Based on the plot of atmospheric CO2, what environmental changes do you predict might explain the loss of the Silurian-Devonian reef ecosystems? Atmospheric CO2 levels dropped precipitously through the Devonian into the Carboniferous. This would have resulted in global cooling, the growth of ice sheets, and a drop in sea level. Q13. The table below lists time periods when reefs were widespread. For each time period, list the key reef building groups for that time interval (based on your answer to Q1), and then indicate whether atmospheric CO2 was relatively high or low based on the figure above. Key reef builders CO2 high or low? Calcite or aragonite? Cambrian Archaeocyatha High Calcite Silurian-Devonian Stromatoporoidea, Tabulata High Calcite Pennsylvanian-Permian Guadalupiidae (Permian only), Tabulata, Richthofenioidea Low Aragonite Jurassic-Cretaceous Stromatoporoidea, Scleractinia, Radiolitidina High Calcite Neogene Scleractinia Low Aragonite
22 Tungsten-184 ____[Xe]6s25d4______________________________________________________
• As much as possible the emphasis should be on the entire family eating healthy and not just Jordan • In addition, emphasis should be on increasing activity IMPLEMENTATION 9. What information does the dietitian need to know to help Jordan? a. Jordan’s lifestyle, including activity, and typical foods and meals 10. Who needs to be involved in the plan for it to be successful? a. All family members 11. What are the two big changes that need to occur to help Jordan stop gaining weight? a. Activity level increases b. Healthy snack options 12. What strategies could you suggest so Jordan would be successful but have fun in the process? a. Accompany her in exercising b. Have her choose her favorite type of exercise c. Vary the exercises 13. How can playing outdoors with friends be helpful? a. Take her mind off food and help her to get exercise 14. How can her family help? a. Exercise with her, eat nutritiously, and learn correct portions of food EVALUATION/OUTCOME CRITERIA 15. How often should Jordan be weighed? a. Monthly 16. What outcome is reasonable in 3 months? In 6 months? a. Since Jordan is in the age range of 2–7 years old and not suffering from any additional complications, the goal for 3 months is weight maintenance. It would be appropriate for her parents to be providing healthier foods for her to choose from. It would also be helpful if they would begin finding inexpensive ways for her to become more active. At 6 months, it would be reasonable for the healthier eating to become more routine as well as the activity. In addition, weight maintenance would still be a goal. Her weight for height may begin to see a decrease on the growth curve as she continues to grow, but her weight stays the same. THINKING FURTHER 17. Why is it important to intervene with Jordan’s weight now? What are the future consequences of a lifetime of being overweight? Why is this a community health issue in America now? a. Prevent obesity, health issues (along with teasing), and low self-esteem. The risk for many comorbidities increases significantly with obesity.
Film: “Goodbye Lenin” Week 8 /Oct. 15, 17: New and Old Elites, Subjects and Objects of Capitalism Ghodsee, K 2011. “Lost in Transition” pages 123-130 Nikolov J. 1997. “Crime and Corruption and Communism, Organized Crime in Bulgaria.” In: East European Constitutional Review 6. (Available on the web at: www.law.nyu.edu/eecr/vol6num4/feature/organizedcrime.html) Ries N, 2002. “Honest Bandits” and “warped people,” Russian narratives about money, corruption and moral decay”. In: Ethnography in Unstable Places. Greenhouse C, Mertz E, Warren K Eds. Duke University Press, Pp. 276-315 Further readings: Palska, Hanna. 2009. Casting off the coat of Konrad” In: Studies of East European Thought 61:249-269 Week 9 / Oct. 22, 24: Surviving Transition and the Market Kathryn Verdery, 1997. “Faith, Hope and Caritas in the Land of the Pyramids, Romania, 1990-194.” From: What Was Socialism and What Came Next? (Pp. 168-203). Olga Shevchenko. 2002. “In Case of Fire Emergency: Consumption, Security, and the Meaning of Durables in a Transforming society," Journal of Consumer Culture, 2:2, pp. 147-167 Dace Dzenovska, 2010. “Notes on Emptiness and the Importance of Maintaining Life” In Anthropology of East Europe Review Week 10 / Oct. 29, 31 – Nationalisms in the Wreckage (former Yugoslavia) Oct. 31 - paper due!!! Biehl, J and Locke, P 2010. “Deluze and the Anthropology of Becoming”. In: Current Anthropology. Vol 51. N3. (Read the second part of the article by Locke) Film: “Savior” Dir. Peter Antonijevic Further readings:
Reliability Testing Test Item Procedure Requirement Visual inspection and Dimension Check Applicable methods x5 magnification follow specification Rapid Changing of Temperature -40°C (30minutes) to 90°C (30minutes); 24 cycles 2 hours recovery: 1. no visible damage 2. Freq. Tol.: < ±5% Damp Heat 24 hours at 60°C; 90 ~ 95% RH~ After 2 hours recovery: 1.no visible damage 2. Freq. Tol. : < ±5% Endurance 24 at 90°C After 2 hours recovery: 1. no visible damage 2. Freq Tol.: < ±5% Testing Report
Apply Expert Advisor Using this option in Artificial Intelligence, user can apply various EA on the charts to generate Buy or Sell signals. There are 35 public Expert Advisors are available in ANT. User can also use Expert Advisor made by the user himself. User can also view the public expert advisor script: Edit Expert Advisor Using this option in Artificial Intelligence, user can also edit EA made by him. After selecting the EA, click on Edit Selected EA and user will be able to edit EA. Note: User will not be able to edit any of the public EAs. User can also delete the EA made by him. Consensus Reports Consensus Reports are simply groups of Expert Advisors that are processed simultaneously and the results are aggregated into one ranking value. User may access this feature by opening a chart then selecting Consensus Report in Artificial Intelligence menu. Simply select one or more Expert Advisors then click the Apply button. The Consensus Report will list the generated signals for each selected Expert Advisor, along with a ranking value represented inside a gauge.
Schedule for MAP-21 Rulemakings Rules Related to Performance Management Measures Federal Agency State DOT Lead Expected Release Date End of Comment Period Date of Final Rule State DOT Targets Due MPO Due Performance Management 1: Highway Safety Improvement Program (HSIP) and Safety Performance Measures FHWA Traffic Operations March 28, 2014 June 30, 2014 March 15, 2016 Effective Date April 14, 2016 August 31, 2017 February 2018 Performance Management 2: Assessing Pavement Condition for the National Highway Performance Program and Bridge Conditional for the National Highway Performance Program FHWA Asset Management January 1, 2015 April 6, 2015 January 9, 2017 Effective Date TBD --- --- Performance Management 3: Assessing Performance of the National Highway System (NHS), Freight Movement on the Interstate System, and Congestion Mitigation and Air Quality Improvement Program (CMAQ) FHWA Transportation Planning April 22, 2016 August 20, 2016 January 9, 2017 Effective Date TBD --- --- Statewide and Nonmetropolitan Transportation Planning; Metropolitan Transportation Planning FHWA and FTA Transportation Planning June 2, 2014 September 2, 2014 May 27, 2016 Effective Date June 27, 2016 N/A N/A Congestion Mitigation and Air Quality Improvement Program FHWA Programming August 4, 2014 October 3, 2014 --- N/A N/A Additional Authorities for Planning and Environmental Linkages FHWA and FTA Environmental Analysis September 10, 2014 November 10, 2014 --- N/A N/A Tribal Transportation Program BIA Transportation Planning December 19, 2015 20, 2015 --- N/A N/A Asset Management Plan FHWA Asset Management February 20, 2015 April 21, 2015 October 24, 2016 --- --- National Bridge Inspection Standards FHWA --- --- --- --- N/A N/A
Bank account £ £ Realisation: Premises 47,500 Opening balance 28,700 Realisation: Stock 41,100 Creditors 78,300 Realisation: Debtors 26,800 Payment to Mourne 5,400 ______ Payment to Noonan 3,000 115,400 115,400 Capital accounts Mourne Noonan Knight Mourne Noonan Knight £ £ £ £ £ £ Loss on realisation 3,800 3,800 3,800 Opening balance 8,000 6,000 2,000 Knight* 800 600 Current accounts 2,000 1,400 400 Bank 5,400 3,000 Mourne* 800 Noonan* 600 8,000 7,400 44,700 10,000 7,400 3,800 * Garner v. (1904) requires that losses are shared in the ratio of the partners’ capital accounts (not their profit-sharing ratios). A2. Costing for specific orders and continuous processes The following narrative answers are indicative of the main points in the chapter. Distinguish between normal loss and abnormal loss, and explain their costing treatments. The main points are as follows: Normal loss is ‘the loss arising from a manufacturing or chemical process through waste, seepage, shrinkage, or spoilage that can be expected, on the basis of historical studies, to be part of that process. It may be expressed as a weight or volume or in other units appropriate to the process. It is usually not valued but if it is, a notional scrap value is used’ (Law, 2010, p. 299). On the other hand, abnormal loss is ‘the loss arising from a manufacturing or chemical process through abnormal waste, seepage, shrinkage, or spoilage in excess of the normal loss. It may be expressed as a weight or volume or in other units appropriate to the process; it is usually valued on the same basis as the good output’ (Law, 2010, p. 1). Imprint Ltd Imprint Ltd Job 213 – Wedding invitations £ Materials 30 (£5 4 hours) 20 Production overheads (£2.50 4 hours) 10 Production 60 General overheads (20%) 12 72 Profit (25%) 18
Schedule for MAP-21 Rulemakings Rules Related to Performance Management Measures Federal Agency DOT Lead Expected Release Date End of Comment Period Date of Final Rule State DOT Targets Due MPO Due Performance Management 1: Highway Safety Improvement Program (HSIP) and Safety Performance Measures FHWA Traffic Operations March 28, 2014 June 30, 2014 March 15, 2016 Effective Date 14, 2016 August 31, 2017 February 2018 Performance Management 2: Assessing Pavement Condition for the National Highway Performance Program and Bridge Conditional for the National Highway Performance Program FHWA Asset Management January 1, 2015 April 6, 2015 January 18, 2017 Effective Date May 20, 2017 --- --- Performance Management 3: Assessing Performance of the National Highway System (NHS), Freight Movement on the Interstate System, and Congestion Mitigation and Air Quality Improvement Program (CMAQ) FHWA Transportation Planning April 22, 2016 August 20, 2016 January 18, 2017 Effective Date May 20, 2017 --- --- Statewide and Nonmetropolitan Transportation Planning; Metropolitan Transportation Planning FHWA and FTA Transportation Planning June 2, 2014 September 2, 2014 May 27, 2016 Effective Date June 27, 2016 N/A N/A Congestion Mitigation and Air Quality Improvement Program FHWA Programming August 4, 2014 October 3, 2014 --- N/A N/A Additional Authorities for Planning and Environmental Linkages FHWA and FTA Environmental Analysis September 10, 2014 November 10, 2014 --- N/A N/A Tribal Transportation Program BIA Transportation Planning December 19, 2015 March 20, 2015 --- N/A N/A Asset Management Plan FHWA Asset Management February 20, 2015 April 21, 2015 October 24, 2016 --- --- National Bridge Inspection Standards FHWA --- --- --- --- N/A N/A
Transit Management FTA Rail and Mass Transportation September 30, 2015 November 30, 2015 July 26, 2016 --- --- Public Transportation Safety Program FTA Rail and Mass Transportation August 14, 2015 October 13, 2015 August 11, 2016 Effective Date September 12, 2016 N/A N/A National Public Transportation Safety Plan FTA Rail and Mass Transportation February 5, 2016 April 5, 2016 --- N/A N/A Public Transportation Agency Safety Plan FTA Rail and Mass Transportation February 5, 2016 April 5, 2016 --- N/A N/A National Multimodal Freight Network US DOT Transportation Planning June 6, 2016 September 6, 2016 December 2016* N/A N/A Metropolitan Planning Organization Coordination and Planning Area Reform FHWA and FTA Transportation Planning June 27, 2016 August 26, 2016 December 15, 2016 N/A N/A Federal Motor Vehicle Safety Standards; V2V Communications NHTSA Research, Innovation & System Information January 12, 2017 12, 2017 --- --- --- N/A – Targets are not applicable or are not known to be applicable at this time.
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: “My Career Connections” worksheet. The worksheet has students investigate careers that those trained in anthropology pursue or in which anthropological knowledge is useful. They then discuss cultural issues they have already experienced at work or which they anticipate experiencing in their careers. They then analyze how their gained anthropological knowledge will aid them in addressing these issues at work or in a career they are pursuing. Evaluation Process: The rubric explained above (using 0-4 points for each of several criteria) will be used to evaluate the resulting essays for: fidelity to instructions, analysis, reflections on activity and thoughtfulness/imagination. The analysis criterion will be the one particularly attuned to evaluating how well students can apply their global learning from the course to problems they encounter or anticipate encountering in their jobs and careers. Minimum Criteria for Success: The average student’s score on this assignment will be 2.5 or higher Sample: All students will be assessed. To be entered after course is taught Course Learning Outcome Students will be able to explain at least three ways that culture affects how people view and solve problems and apply their learning to their own careers or career plans. Use of Results for Improving Student Learning To be entered after course is taught
ANT364H – Summer 2015 Environment and Globalization Dr. Dylan Clark Director of Contemporary Asian Studies University of Toronto “What we call land is an element of nature inextricably interwoven with man’s institutions. To isolate it and form a market out of it was perhaps the weirdest of all undertakings of our ancestors.” Karl Polanyi Offices: 003N Munk. Office hours: TBA and by appointment. “Virtual office hours” online at Blackboard: always glad to answer questions on our Blackboard discussion board. In this course we will ponder the cultural exchange between “humans” and “nature.” We ponder how different peoples see themselves vis a vis animals, plants, foods, and resources; how they articulate themselves as subjects, how the discern ethics, how they comprehend killing, usage, and ownership of nature. Our journey will explore classification, gender, and economic anthropology. Along the way, we’ll strive to understand cultural classification schema in terms of boundaries and boundedness; to think through how different peoples delineate human and how “nature” is objectified, how natural products are commodified, and how classification schemes bear on economies. Teaching Assistant: Columba Gonzalez. Office hrs: none. Ms. Gonzales only has paid for marking exams. Course grading: Midterm test: 25% Final exam: 45% Research paper: 30% Course reading: This course requires a good deal of reading. Please plan accordingly, and complete reading before class. Attendance: Attendance in all lectures is strongly recommended. Please arrive prepared to take extensive notes: the instructor seldom uses PowerPoint. Time and Place: TBA. Course texts: No texts to purchase. All texts provided through the University of Toronto Library system and Blackboard, per observation of Canadian copyright laws, in accordance with U of T guidelines. ________________________________________ human,
Dear Sir, Further to the site visit conducted and questions asked, we have received only One (1) question with regard to the subject solicitation as follows: Question: Could you please provide the dimensions of the drawings included in the solicitation for 19MU3018R0004 – PR7480872 MEA Oasis Club Toilet Renovation G8? Answer: The drawing provided by our Facilities Section is ‘attached’ and will also be posted in the solicitation advertisement as per the link below. Thank you and regards, S. Miñoza Procurement US Embassy – Muscat U.S. DEPARTMENT OF STATE Email: : +968 2464-3792 Office : +968 9922-6195 Cell Our workweek is from Sunday through Thursdays from 8:00 am to 4:30 pm
PRELAB QUESTIONS: Please do not give short (one or two word answers) to the questions. ALL Answers must be written by hand directly into your lab notebooks. 1. Complete and balance the following neutralization reaction, and identify the acid, the base, the conjugate acid and the conjugate base. Also identify which acids are strong and which are week a. CH3CO2H + NH3 b. + NaOH c. HCl + NH3 d. H2SO4 + NaOH 2. A 25.00 mL sample of an unknown monoprotic weak acid is titrated to the equivalence with 14.65 mL of 0.09861 M NaOH. Calculate the concentration of the unknown weak acid. 3. Why are we indicators for this experiment and not a pH meter? 4. What is the problem if you over titrate your reagents in this experiment?
Antebellum America Social Changes in the Young Republic B2b, B2d, B2e Key Changes: Revival of Religious Feeling B2B – Identify significant religious, philosophical and territorial changes resulting in westward expansion. Second Great Awakening – Dorthea Dix Education Reform – Temperance Movement – Key Changes: Women’s Rights Movement B2E – Analyze the rights and the suffrage movements and the impact of women on other reform movements in the antebellum period. Women’s Rights Movement – Seneca Falls Convention- Leaders of the Movement Impact Key Changes: Rise of Abolitionism B2D – Identify the major characteristics of the abolition movement in the antebellum period, its achievements, failures and opposition Abolition Abolitionist Success/Failure
Antebellum Society Guided Notes Antebellum - ____________________________________________________________. Two regions, two ways of life By ___________, the and the South had developed into two very different regions. Divergent ______________, _______________, and _________________ points of view, dating from colonial times, gradually drove the two sections farther and farther apart. Each tried to impose its point of view on the country as a whole. Although ________________ had kept the Union together for many years, in 1860 the situation was explosive. MO Compromise, Compromise of 1850… The election of _______________________ in ____________ as president was viewed by the South as a threat to slavery and ignited the war. Characteristics of the Antebellum South The Cotton Gin - Initially it was difficult to make a profit from cotton because _______________________ were removed by hand. It usually took one person an entire day to clean one pound of cotton. To speed up the process _________________________invented the ________________________ in 1793. It had a dramatic impact on cotton production. __________________________ began to earn a lot of money growing cotton. This caused farmers to increase their dependency on ________________________. Between the years 1820 and 1860 what happened to cotton production in America?
Public Benefit and Privacy Panel for Health and Social Care Amendment Request Form – to be completed for changes to PAC, CHIAG and National Caldicott applications Application Control - please complete all sections below Application Coordinator Application Number Approval date Applicant name Applicant email address Proposal name Amendment submission date Summary of amendment (including justification /explanation of changes e.g. The aims and objectives of the proposal have changed to include a look at prescribing patterns of cardiovascular drugs amongst the elderly in addition to cardiovascular admissions to cover both secondary and primary care. Supporting Documents (please ensure that the original approval letter is attached with all submissions) Approved application form Original Approval letter IG certificates (if applicable) Other (please detail)
Problem 69 A (positive, because NBA stars are likely to be taller than average) Problem 70 .0336 (tail table) Problem 71 .0559 – .0446 = .0113 Problem 72 .9778 (big table) Problem 73 .0202 (tail table) Problem 74 1 – .1515 – .0096 = .8389 Problem 75 .0548 – .0096 = .0452 Problem 76 .9633 (big Problem 77 1 – .1469 – .0013 = .8518 Problem 78 (35-55)/11 = -1.82 Problem 79 .0344 Problem 80 (40-55)/11 = -1.36 Problem 81 (70-55)/11 = 1.36 Problem 82 1 – .0869 – .0869 = .8262 Problem 83 Look up number closest to .1500 in tail table … closest is .1492 … z = 1.04 Problem 84 Look up number closest to .6700 in big … .6700 exactly is in table … z = 0.44
Table 32: Total diagnostic testing volumes for unscreened women by age, ethnicity and deprivation quintile, January 2012 to December 2016 2012 2013 2014 2015 2016 Age Under 20 years 15 13 10 16 12 20–24 years 32 33 29 19 17 25–29 years 43 35 39 53 36 30–34 years 62 56 66 70 60 35–39 years 55 50 54 54 56 40–44 years 41 39 34 35 28 45 and over 1 4 3 5 3 Ethnicity Māori 33 49 31 44 32 Pacific 17 14 20 21 11 Asian 39 31 29 33 36 160 136 155 154 133 NZ deprivation quintile Quintile 1 62 36 55 48 45 Quintile 2 45 47 39 48 46 Quintile 3 40 40 49 51 45 Quintile 4 58 59 46 52 42 Quintile 5 44 48 46 53 33 Unknown 1 Diagnostic results for unscreened women A breakdown of prenatal diagnostic testing results for unscreened women for the 2016 year is given in Table 33. Of the 212 diagnostic tests in 2016 for unscreened women, 57 (74%) had a normal karyotype. Table 33: Total diagnostic testing results for unscreened women, January 2016 to December 2016 Karyotype result Number Percentage Normal karyotype 157 74.1% Trisomy 21 17 8.0% Trisomy 18 6 2.8% Trisomy 13 4 1.9% Turner syndrome 5 2.4% Triploidy 2 0.9% Other chromosome abnormality 21 9.9% Total 212 100.0%
The aggregated detection rates by deprivation quintile ranged from 0.78 to 0.83 (see Table 53). There was no clear trend with increasing deprivation. Table 53: Detection rate for trisomy 21 by NZ deprivation quintile, aggregated 2011–2016 NZ deprivation quintile True positives False negatives Detection rate Positive diagnostic test/ infant diagnosis after increased risk screen Positive diagnostic test/ infant diagnosis after low risk screen Quintile 1 148 30 0.83 Quintile 2 123 32 0.79 Quintile 3 107 25 0.81 Quintile 4 106 26 0.80 Quintile 5 73 20 0.78
Q S R P ( Q v S ) ( ~ R · P ) ~ Q v S / ~ Q ( S v P ) F F F F T F T T T F F √ II. 1. Valid. Let B = Barbara goes to the party, J = Johnny goes to the party, and L = Lee Ann has to pick up Mary Lynn. B J L ( B v J ) ~ L ) ~ B L / ~ J F T T T F F T T F 2. Valid. Let B = you take a Breathalizer test, and A = you get arrested for DUI. B A B v A ~ B / A F F F T F Since the only way to get the conclusion false is for A to be false, and the only way to get the second premise true is for B to be false, it will be impossible to then get the first premise true. Thus, the argument is valid. 3. Invalid. Let P = animals feel pain, L = animals learn from experience, and C = animals are conscious. P L C ( P v L ) C ~ P ~ L / ~ C F F T F T T T F √ 4. Invalid. Let P = animals feel pain, L = animals from experience, and C = animals are conscious. P L C ( P v L ) C ~ P ~ L / C F F F F T T T F √ 5. Invalid. Let C = animals are conscious, P = animals do feel pain, and R = animals do have rights. C P R ( ~ C v ~ P ) ~ R ~ R ~ P / ~ C T F F F T T T T T T F √ 6. Invalid. Let C = animals are conscious, P = animals do feel pain, and R = animals do have rights. C P R ( ~ C v ~ P ) ~ R C P / R T T F F F F T T T T F √ 7. Let R = you are right, and W = you are wrong. R W R v W ~ R / W F F F T F Since the only way to get the conclusion false is for W to be false, and the only way to get the second premise true is to for R to be false, it will be impossible to then get the first premise true. Thus, the
F T T T F √ 16. Valid. Let E = Eddie can vote, and R = he (Eddie) is registered. E R E ≡ R R / E F T F T F Since the only way to get the conclusion false is for E to be false, and the only way to get the second premise true is for R to be true, it will be impossible to then get the first premise true. Thus, the argument is valid. 17. Valid. Let E = Eddie can vote, and R = he (Eddie) is registered. E R E ≡ R E / R T F F T F Since the only way to get the conclusion false is for R to be false, and the only way to get the second premise true is for E to be true, it will be impossible to then get the first premise true. Thus, the argument is valid. 18. Let E = Eddie can vote, and R = he (Eddie) is registered. E R E ≡ R ~ R / ~ E T F F T F 19. Let E = Eddie can vote, and R = he (Eddie) is registered. E R E ≡ R ~ E / ~ R F T F T F Since the only way to get the conclusion false is for R to be true, and the only way to get the second premise true is for E to be false, it will be impossible to then get the first premise true. Thus, the argument is valid. 20. Valid. Let L = Linda can think, and C = she (Linda) is conscious. L C L ≡ C C L F T F T F Since the only way to get the conclusion false is for L to be false, and the only way to get the second premise true is for C to be true, it will be impossible to then get the first premise true. Thus, the argument is valid.
In this sub-section we analyze the factors influencing market outlet choice among members and using a Tobit model. In order to identify factors affecting market outlet choices by both members and non-members we run four Tobit regressions. For the first regression we took the proportion of coffee sold to private traders as dependent variable, and only considered members in the analysis. For the second regression, the proportion of coffee sold to coops was taken as the dependent variable, and the analysis was conducted exclusively for non-members. For the third regression, we also considered the group of non-members but we have taken the proportion of coffee sold to private traders as the dependent variable. For the fourth regression we also considered the group of but we have taken the proportion of coffee sold to coops as the dependent variable. We focus however on the factors influencing (1) the proportion of coffee sales by members to private traders and (2) the proportion of sales by non-members to coops. Therefore, we present in Table 10 only the results of the first two models. The results of other two models (third and fourth regression) are summarized in text without table. 10 Factors determining market outlet choice decision of member and non member coffee farmers Group Members Non members Members Non members Members Dependent variable Proportion sold to traders Proportion sold to coops Proportion sold to traders Proportion sold to coops sold to traders Independent variables Coefficient Coefficient Std. Err. Std. Err. T value T Age, years .0014079 -.016332 .0020717 .0029978 0.68 Education, 0=illiterate, 1=literate, 2=elementary, 3=junior, 4 secondary, 5 high school 6=above high school .058392 -.0102432 .0220025 .0191752 2.65 Proportion of land allocated to coffee, Ha 2745086 .1360267 .1293235 .1238399 2.12 Proportion off farm income to total income, Birr -.2012341 -.2545235 .1191571 .0748646 -1.69 members,
_______ Transponder _______ Spare Transponder (if possible) _______ Correct USB cord for transponder (depends on transponder version, either DB9 to Type A USB or Type B USB to Type A USB) _______ Fully charged transponder battery (a 12 volt 2.9 amp hour SLA battery) _______ Spare charged transponder battery _______ GPS (capable of recording tracks with time stamps at least every 5-10 seconds and capable of range to target readout) _______ Spare GPS (if possible) _______ Sighting Compass _______ 4 and/or 8 Foot Whips for Transponder (see Crib sheet) (WALKING PATTERNS AND 25/42 MHz BOAT PATTERNS) _______ 4 Piece Green Antenna (5/13 MHz BOAT PATTERNS) _______ Green Antenna Base (5/13 MHz BOAT PATTERNS) _______ Green Antenna- Transponder Cable (5/13 BOAT PATTERNS) _______ Transponder Grounding Wire (5/13 MHz BOAT PATTERNS) _______ Communications Equipment (walkie talkies, charged VHF radios, or cell phones if coverage is good) _______ Batteries (e.g. for GPS,walkie-talkies,etc) _______ APM instructions including CODAR APM Crib sheet _______ Laptop with SeaSonde software (for programming transponder, highly recommended, simpler than using site computer and you never know when reprogramming may be necessary) Other Equipment _______ Portable Disk Drive _______ Site keys Appendix C: Antenna Mount Contributed by Mark Bushnell, CoastalObsTechServices
Since the electric field intensity at r is proportional to we can write . (1-4) If we recall that the signal is really a sinusoid at a frequency of , the carrier frequency, we can write the electric field (E-field) at as (1-5) where is the time the signal takes to propagate from the source to the area . For the next step we invoke the relations , , and where c is the speed of light and denotes wavelength. With this, we can write the electric field at as . (1-6) Let us now turn our attention to determining the E-field at some when we have the two radiators of Figure 1-2. We will use the geometry of Figure 1-3 as an aid in our derivation. We denote the upper radiator (point) of Figure 1-3 as radiator 1 and the lower radiator as radiator 2. The distances from the individual radiators to are and . We assume that the electric field intensity of each radiator is equal to . Where P is the total power delivered to the radiators. The factor of 2 is included to denote the fact that the power is split evenly between the radiators (uniform weighting). In the above, we have made the tacit assumption that the radiation resistance is 1 ohm. The other terms that we will need are shown on Figure 1-3. Figure 1-3 – Geometry for two element radiator problem We can write the E-fields from the two radiators as (1-7) and . (1-8) From Figure 1-3, we can write and as (1-9) and . (1-10) As indicated earlier, we will assume that . With this we can write (1-11) and . (1-12) Where we have made use of the relation
PG. 1 BLANK TEMPLATE – DO NOT FILL WITH PATIENT INFO Patient name: MRN: DOB: Gest age by L=week US on x/x/x Final EDD: x/x/x by US on date LMP: (sure/unsure) LMP EDD: Dating sono on date: GA xwxd, sono EDD x/x/x. Final EDD: x/x/x by xw US on date 1st BAPAC visit: Most recent visit: Next visit: Patient contact info: Primary care provider: Pharmacy: 1-415- phone 1-415- fax Peds follow-up: Age yo Gx Px Problem List: HIV: Date of dx, CD4, VL Confirmed ART history CD4 nadir HIV genotype HLAB5701 OI, hospitalization hx POBH: Social hx (partner, kids, living situation): Delivery Plan: Contraceptive Method: Research protocols: study number, eligible/ineligible, date enrolled, date next study visit Labs: Prenatal labs: TO DO: [ ] Give welcome packet [ ] Prenatal intake RN [ ] APR registry: fax registration and med form to enroll new patient [ ] ANTC at 32 weeks for HIV+ [ ] 36 week post-partum anticipatory guidance visit POSTPARTUM: Allergies: Doula Discussion: HPP referral: Meds: Italicize past meds Sonos: 00/00/17: Dating sono – EGA, whether c/w menstrual dating 00/00/17: Anatomy scan – EGA, placental location, presentation, EFW w/ percentile, any anomalies, other pertinent info Genetics: 1st trim screening – 11+2-14+2 weeks. NT result, serum results 2nd trim screening – 15+0-20+0 weeks. Serum results Amnio - Vaccines:
MECHANICS 2pts More than two grammar, spelling or mechanics errors. Two grammar, spelling or mechanics errors. One grammar, spelling or mechanics error. No grammar, spelling or mechanics errors. CONTENT 3pts Does not demonstrate understanding about Lesson concepts and facts. Demonstrates some confusion about Lesson concepts and facts. Demonstrates basic understanding of Lesson concepts and facts. Demonstrates advanced understanding of Lesson concepts and facts. CRITICAL THINKING 3pts Summarizes Lesson material only. Demonstrates one of the following: creative and innovative thinking, inquiry and analysis, and synthesis of information. Demonstrates two of the following: creative and innovative thinking, inquiry and analysis, and synthesis of information. Demonstrates all of the following: creative and innovative thinking, inquiry and analysis, and synthesis of information. You can expect to receive your essay's grade and feedback within one week after its due date. QUIZZES: (5pts each) You are required to take 11 short quizzes over the semester. Each quiz contains five questions. You will have 30 minutes to take the quiz. Quizzes will be due by 11:59pm Wednesday and Saturday nights. (90pts each) You will take two exams. The first – your Midterm Exam, is scheduled in Week 4 between 6/5– 6/8. The second – your Final Exam, is scheduled in Week 8 between 7/3-7/8. You will have access to the Exam Reviews at least one week before the exam is due. Note: the final exam is not “cumulative” per se, but will contain questions over basic anthropological principles which you learned throughout the semester. Once you begin a test, you have 90 minutes to complete it. However, if you choose to wait until the last minute, the test will automatically end at 11:59 PM and you will earn the grade you received for the answers you have completed up to that point.
3. Received Library Signature: Library Resource Costs: Date: 4. Approved Denied College Dean Signature: Date: 5. Received EPCC Support Staff, aadams@eou.edu Date: 6. Approved Denied Chair, EPCC Signature: Date: 7. Approved Denied Chair, Faculty Senate: Date: 8. Approved Denied Provost Date: 9. Received Registrar Date:
The British air force defeated the Germans. This was significant because Hitler cancelled his invasion plans for . THE AT THE BEGINNING OF WWII: Most Americans OPPOSED Hitler, but they didn’t want to fight a EUROPEAN war. In 1939, Congress approved the CASH AND CARRY system to let ALLIES buy war supplies. They had to pay CASH for the WEAPONS and carry them back to on their OWN ships. Franklin D. Roosevelt ran for a THIRD term of President in 1940. He easily won the election and was the first President to serve three terms. In March 1941 Congress passed the LEND-LEASE ACT which allowed the president to loan $7 BILLION worth of weapons and supplies to . In June of 1941, Hitler broke his pact and invaded THE SOVIET UNION. extended the LEND-LEASE act to the Soviets. Why did the U.S. Navy escort ships across the , and how did these effect relations? to protect the Allied ships. fired at a ship. FDR ordered US forces to “shoot on sight” any threatening submarines. THE U.S. GETS INVOLVED:
SYNOGOGUES (Jewish churches), and even MURDERED 96 Jews and injured thousands more. Cemeteries and schools were also DESTROYED. 30,000 Jews were arrested and sent to CONCENTRATION CAMPS (by this time more had been built). At this time, many Jews went into HIDING because they were afraid things would get worse…and they were right. 1939: Jews were now forced to follow CURFEWS, turn in all VALUABLES to the police and wear a yellow STAR OF DAVID on ALL clothing at ALL times. 1940-1944: All German-Jews were deported out of to . Jews were forced to live in GHETTOS. In these, the Jews were forced to build the FENCES around the ghettoes and work to help the Nazi cause in the GHETTO. In Jakob the Liar, what was life like in the ghettoes? At any the ghettoes could be LIQUIDATED, which meant that all Jews in the ghetto would be rounded up and put on a train heading to the CONCENTRATION CAMPS. There were two different types of concentration camps. LABOR camps were set up and the Jews would work in