...DepEd chief: Moving start of classes to September will only benefit some areas KIMBERLY JANE TAN, GMA NewsAugust 14, 2012 3:30pm 61 4 2 1307 Tags: Department of Education Moving the opening of classes to September will only benefit some areas and not the entire country, Department of Education Secretary Armin Luistro said Tuesday. "When I looked at the data it looks like there is very little additional advantage, benefit for schools if you look at things nationwide," Luistro said at a Senate hearing on the K to 12 basic education program. Luistro said that proposals to move the opening of classes from June to September will probably just benefit the National Capital Region (NCR). "Obviously we cannot have a different start of the school year recognizing that the country may have different ways of experiencing the weather," he said. "I think the benefit of moving it to September may be confined to maybe NCR and a few other regions, but that may not necessarily translate to additional safety realities for the other regions," he added. Two climate types PAGASA acting deputy administrator for research and development Flaviana Hilario explained that the country has two climate types: Western areas of the country such as the NCR and Central Luzon fall under type 1 climate, which experiences rain from May to September. Eastern areas such as Aurora and the Bicol region experience type 2 climate, with their rainy season lasting from October to January...
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...Vuntut Gwich’in The vuntut Gwich’in live in and around the old crow area which is located in Yukon. The vuntut Gwich’in don’t live in one place they follow a herd of caribou. They do this because the caribou supply all of the resources that they will need, they use the meat for food. The skin for clothing and various crafts. When the caribou move the vuntut Gwich'in will follow. There are around 300 people living in the tribe,this means that they will not have to kill a lot of the caribou to be able to survive because they take what they need.This means that they are living sustainably and they will be able to rely on the caribou herd to provide them with resources. The caribou are vital to the survival this is why the Vuntut Gwich’in must make sure that they only take what they need, because there is such a large number of caribou about 150,000 of them. This might make the vuntut Gwich'in want too take too many, but they try and live sustainably. The 1002 lands are very important to both the caribou and the vuntut Gwich'in because, this is where the caribou breed and if they cannot breed than there will not be enough food. In modern day the vuntut Gwich'in face lots of problems, this is because they move over different grounds which have different levels of protection. This means that the important 1002 lands have become under threat to miners. This is because lots of oil, gas and coal deposits are found in the area so this will put the herd under threat. A pipe line was...
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...Christian Reasons to Oppose the Death Penalty Mainstream and Conservative Christian Theology Strongly Opposes the Death Penalty Presentation to the Olympia Fellowship of Reconciliation’s Committee for Alternatives to the Death Penalty Glen Anderson (360) 491-9093 glen@olywa.net ------------------------------------------------- 1. Jesus’ two experiences with the death penalty: (A) The woman being stoned. (B) His own execution under the law ------------------------------------------------- 2. Other biblical insights into murder and the death penalty ------------------------------------------------- 3. The basic Christian principles of forgiveness and grace ------------------------------------------------- 4. Quotations ------------------------------------------------- 5. Resources 1. Jesus’ two direct experiences with the death penalty Jesus confronted the death penalty directly and explicitly twice in his life, and both times he rejected it. (A) The woman being stoned John 8:1-11 says: Jesus went to the Mount of Olives. Early in the morning he came to the temple, and all the people came to him. He sat down and taught them. The scribes and Pharisees brought him a woman who had been caught committing adultery. They set her in the midst and said to him, Master, this woman was taken in adultery, in the very act. Now Moses in the law commanded us that she should be stoned, but what do you say? They said this to tempt him so they might be...
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...Essential Facts for Physical Science Scientific Investigation, Reasoning, and Logic 1. SI (metric) measures, recognized around the world, are a standard way to make measurements. 2. Bar graphs, line graphs, and circle graphs are powerful tools for displaying and interpreting data. 3. To communicate the plan of an experiment accurately, the independent variable, dependent variable, and constants must be explicitly defined. 4. The number of repeated trials needs to be considered in the context of the investigation. 5. Controls are used to establish a standard for comparing the results of manipulating the independent variable. 6. Controls receive no experimental treatment. 7. The analysis of data from a systematic investigation may provide the researcher with a basis to reach a reasonable conclusion. 8. Scientific methodology almost always begins with a question, is based on observation and evidence, and requires logic and reasoning. 9. Not all systematic investigations are experimental. 10. It is important to communicate systematically the design and results of an investigation so that questions, procedures, tools, results, and conclusions can be understood. Matter 11. Matter is anything that has mass and occupies space. 12. Matter is made up of small particles called atoms. 13. Matter can exist as a solid, liquid, or gas. 14. Matter can be classified as elements, compounds, and mixtures...
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...dfdreed hhhhhhh hhhh hhhhhh hhhhh hhhhh hhhh hhhhhhhhhjk ease read the case study attached before you come to the seminar and prepare the answer notes. Use theories from chapter 1 of Rees and Porter (2008) Skills of Management to answer the questions. Bring the case study text, your notes with the answers and the textbook to the seminar.ease read the case study attached before you come to the seminar and prepare the answer notes. Use theories from chapter 1 of Rees and Porter (2008) Skills of Management to answer the questions. Bring the case study text, your notes with the answers and the textbook to the seminar.ease read the case study attached before you come to the seminar and prepare the answer notes. Use theories from chapter 1 of Rees and Porter (2008) Skills of Management to answer the questions. Bring the case study text, your notes with the answers and the textbook to the seminar.ease read the case study attached before you come to the seminar and prepare the answer notes. Use theories from chapter 1 of Rees and Porter (2008) Skills of Management to answer the questions. Bring the case study text, your notes with the answers and the textbook to the seminar.ease read the case study attached before you come to the seminar and prepare the answer notes. Use theories from chapter 1 of Rees and Porter (2008) Skills of Management to answer the questions. Bring the case study text, your notes with the answers and the textbook to the seminar.ease read the case study attached...
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...Mssss jaak khhjdn snjn hjbhbhbhb bbbbbbbbbbbbbbbbb bbbbbbbbbbbbb bbbbbbbb bbbbbbbbbbbbbbbbbbbbbbbb bbbbbbbbbbbbbbbbbbbbb bbbbbbbbbbbbbyyyyy yyyyyyyyyyyyyyyyyyy yyyy yy yy yy yyy y yy yy y yyy yy yyy yy yyyyyyyy yyyyyyyy yyyy yyy yyyyy yyyyyy yyyyyy yyyy yy yy yy yyyyyyywwwww wwwwwww wwwwwwwwwwwwww wwwwwwwwwww wwwwwwwwww whhhhh hh hh h h hhh hhh h hh h hhhh hh hh hhh hhh hh hh hhhhhhhh hhhhhh yy y y y yyy yyy yy yy yyy yyyy yyy yyyyy yyy yy y yy yyy y yyy yy yyyyy yy yyy yy yyyy yy yyy yyy yy yy y yy jxjxdnnx xjxj xjjc iksn asuys sujsha ssjujsdbnb jhnjknas jbsjs djbjd jhdbndbs cjdbjdnb jdbd jdndjdh jdhdmdn jdhjdmj jdndhdmd djdbdmd djdjdd djddjd djddd dlkgmfgfktnfhd djdmhdbnd jkfhjdd fkfjf,d djdn d d fkfndc mndn kdkmndjb dkmd dsunfbs fjksjhjd dhjhd mjksdd jnjs djkdjd mnjkd njnd jjndnhjkd kdnjnkf dkjjmdbjd jndbnd dmjkndmn dnjdkmfdjks ijkndkmnm jasjiej asije jieeujhj dkjmdjimd djkdfjnfkmm kfmkjmkkfkgm vfdkmdkn kimdkmkgdfm kgfdkjgdkfmgkdf gnkg omgkdf gkdk dfkmgkdmkg gklmg flffog ggmkgmf fkfjnf kdnkf kjmfmdndf kjmfgd jnmfnkf nikf jf jjf njnfnfnd fjmfnf jkjf jmf fdjd jkn jhnd jnd kndm jnd nkjd jknf dkjf jkf kf kjd jkfjkd skfd mndf fd jd fdkf djfd fkfr f dfjfdmf fnfmdf bf f jff jnf jf dnmfdnmg fm kggnmgjng nkg ikgm gmkg kg km kg kmn n m nk m km kj kn j h n hjnb h hjbnbnhb jb hjb h jkm hggfgh hgfh hgfgb gghbb hbv ybhb hb hb hb g hnju jbhj bn j jbn bjn jnjhjb bjjb bhb sjs sjsns fjd ndjd ndjhd djd djd fjf fkgtt fjdf djffkjf fjf jf fkfnjf fkfn,f fkfjf fjfmjfd djdhddm dkfnfjf...
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...The NMEA 0183 Protocol Table of Contents 1. 2. 3. 4. 5. 6. 7. 8. What is the NMEA 0183 Standard? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 1 Electrical Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 General Sentence Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Talker Identifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Sentence Identifiers and Sentence Formats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Some Proprietary Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Manufacturer Codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 The material presented in this document has been compiled from various inofficial sources. It is neither a complete nor error-free description of the NMEA 0183 standard. In particular, it does not cover the new sentences and the high-speed interface defined in version...
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...The concept of ‘cut-offs’ almost exclusively been dealt with as a form of repair (Jaspersen 1998, Schegloff 1977) where we find ‘a compression or foreshortening of words (or syllables) in ongoing talk’ in order to attend to a trouble source (Local &; Walker. 2004. 1394). What the literature lacks, however, is an observation of such forms that do not attempt to’ repair’ any notion of linguistic trouble. Such instances of these ‘cut-offs’ are evident in the language, and also appear to share common contextual and sequential properties. When we claim that something is an instance of repair we mean that speakers are adhering to ‘problems in speaking, hearing and understanding’ within the conversation (Schegloff, Jefferson & Sacks: 1977: 362). Importantly, however, it must be acknowledged that repair can appear without an overtly observable ‘error’. (Schegloff, Jefferson & Sacks: 1977: 362). Laasko and Sorjonen claim that ‘cutting off’ is a form of self-repair that features within an ongoing turn-constructional unit and as a result ‘the utterance is heard as prosodically discontinuous and incomplete’(2010). In most cases speakers cut off a word in progress, although alternatively the speaker may cut off after the completion of a word. One of the ways we find non-repair cut offs are those that acknowledge ‘topic-external factors’. These include disjunctional observations or subjects that are disconnected from the topic and most often linked to contextual issues or...
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...General Objective: To know and understand the addressing mode and programming. Specific Objectives: At the end of the unit you should be able to: 4.1 classify and describe the addressing modes 4.2 explain the concept of programming 4.3 discuss the implementation structure of programming 0. INTRODUCTION Programming is a process of composing several instructions to perform certain tasks. The product of the programming is called a program which contains several instructions. The skill of programming is to know the best or optimum composition of selective instructions to performs the required tasks. In other words, we may classify these skills into uniform concepts as structure of programming implementation. These structure shall bear the emphasis to: • what instructions (selectable from a complete list of instructions as a tools list) essential and best to perform a certain task; • how these instructions are organized into a sub program which can be reused or recalled as many times as possible to perform the identical task with different set of data; • to preserve the minimum lines of instruction but performs the maximum tasks. The less instruction lines require less operating times, thus expetite the implementation speed. The main proccess of program (instructions) implementation is nothing else just the manipulation of data. We need to know how to identify the source of data, procedure to fetch these...
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...NATIONAL INSTITUTE OF TECHNOLOGY SILCHAR Bachelor of Technology Programmes amï´>r¶ JH$s g§ñWmZ, m¡Úmo{ à VO o pñ Vw dZ m dY r V ‘ ñ Syllabi and Regulations for Undergraduate PROGRAMME OF STUDY (wef 2012 entry batch) Ma {gb Course Structure for B.Tech (4years, 8 Semester Course) Civil Engineering ( to be applicable from 2012 entry batch onwards) Course No CH-1101 /PH-1101 EE-1101 MA-1101 CE-1101 HS-1101 CH-1111 /PH-1111 ME-1111 Course Name Semester-1 Chemistry/Physics Basic Electrical Engineering Mathematics-I Engineering Graphics Communication Skills Chemistry/Physics Laboratory Workshop Physical Training-I NCC/NSO/NSS L 3 3 3 1 3 0 0 0 0 13 T 1 0 1 0 0 0 0 0 0 2 1 1 1 1 0 0 0 0 4 1 1 0 0 0 0 0 0 2 0 0 0 0 P 0 0 0 3 0 2 3 2 2 8 0 0 0 0 0 2 2 2 2 0 0 0 0 0 2 2 2 6 0 0 8 2 C 8 6 8 5 6 2 3 0 0 38 8 8 8 8 6 2 0 0 40 8 8 6 6 6 2 2 2 40 6 6 8 2 Course No EC-1101 CS-1101 MA-1102 ME-1101 PH-1101/ CH-1101 CS-1111 EE-1111 PH-1111/ CH-1111 Course Name Semester-2 Basic Electronics Introduction to Computing Mathematics-II Engineering Mechanics Physics/Chemistry Computing Laboratory Electrical Science Laboratory Physics/Chemistry Laboratory Physical Training –II NCC/NSO/NSS Semester-4 Structural Analysis-I Hydraulics Environmental Engg-I Structural Design-I Managerial Economics Engg. Geology Laboratory Hydraulics Laboratory Physical Training-IV NCC/NSO/NSS Semester-6 Structural Design-II Structural Analysis-III Foundation Engineering Transportation Engineering-II Hydrology &Flood...
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