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Hydroponics – Sustainable ... WHY HYDROPONICS: DO YOU KNOW. WHERE ... 1,400,000. 1,600,000. 1,800,000. 2,000,000. 1991. 2001. Cucumber. Tomato. Hydroponics – Sustainable st Century Agriculture for the 21 Richard Tyson University of Florida / Orange County Extension WHY HYDROPONICS: DO YOU KNOW WHERE YOUR FOOD COMES FROM ? LOCAL FOODS Food security Economic security Food safety Socially responsible Environmentally responsible The local foods movement - Lovavores Sourcing locally grown food is now just as important as sourcing organically grown foods – FreshPointe Regional Sales Manager, Orlando Homegrown Coop - Local Food Cooperative Local Harvest website http://www.localharvest.org/ Hydroponics : Definition • Growing plants without soil in a liquid or soilless media with a mineral nutrient solution
To Riggins Hill and Fort Defiance “Battle of Shiloh” Courtesy Library of Congress CLARKSVILLE MURFREESBORO S N. Scroll flask and .36 caliber Navy Colt bullet mold found at Camp Trousdale site in Sumner County. Courtesy Pat Meguiar . ST ING PR 41 Stones River National Battlefield and Cemetery Oaklands Mansion 41 T. EGE S COLL Recapture of Clarksville KNOXVILLE 441 Evergreen Cemetery 231 40 Clarksville in the Civil War Surrender of Clarksville 275 CE S MER COM Rutherford County Courthouse T. 41 96 Old Gray Cemetery Mabry-Hazen House 40 231 Bleak House 24 68 Crew repairing railroad track near Murfreesboro after Battle of Stones River, 1863 – Courtesy Library of Congress 68 231 79 ALT 70 M I SSISS 104 Tennessee City (Camp Gillem/ Irish Shanty) New Johnsonville Clarksburg Fighting on the Tennessee River (Birdsong Marina) 70 Parker’s Crossroads (Multiple Sites) 48 McNairy’s Attack Dickson (Clement RR 96 Museum) 40 100 40 Centerville (Hickman Co. Courthouse) 87 412 19 Salem Cemetery Battlefield 61 Brownsville 59 Casey Jones Village 223 Covington Denmark (Presbyterian Church) Forts Randolph and Wright 178 13 100 Henderson 138 51 Doe Creek School 18 128 64 64 64 40 Collierville (Battle of Collierville and Chalmers’s Raid) LaGrange Battle of Moscow Grand Junction 57 Shiloh NMP Fallen Timbers Johnston’s Last Bivouac Davis Bridge Battlefield State Park Savannah (Cherry Mansion and Tennessee River Museum) Lawrenceburg Collinwood ALT 41 55 Five Points Lairdland Farm House Colt revolving rifle, used Nov. 3, 1863, by 2nd Iowa Cav. at Collierville, Shelby Co. Courtesy Norm Flayderman 240 64 Elkton Bridge Harlinsdale Farm Confederate Park 231 Sherman’s Crossing Suck Creek Lotz House FRANKLIN 280 Robbinsville (Civil War in Graham County) 19 Allison-Deaver House Franklin (Dixie Hall) Thomas’s Legion Macon Co. Historical Museum Cashiers (Zachary-Tolbert House) 19 CHATTANOOGA To Suck Creek E ANE CARNTON L Union Lt. Charles R. Ellet approaches Memphis to demand surrender, Harper’s Weekly, June 28, 1862 H R EW IS L To Winstead Hill Bleak House, Knoxville, circa 1874 Courtesy Knoxville Chapter 89, United Daughters of the Confederacy 129 R I V P E 31 Tellico Plains Waynesville (Multiple Sites) “Execution of Jacob Harmon and His Son Henry, Unionist bridge-burners,” from Parson Brownlow’s Book (1862) BU RG IV AV E E Kurz and Allison, “Battle of Franklin” Courtesy Williamson County Historical Society R Confederate Eastern Flank Carnton Plantation Confederate Cemetery National Landmark Occupied Chattanooga Ross’s Landing EESB ORO R D. Collins Farm McGavock’s Grove 64 Old Fort (Swannanoa Gap) 221 74 Coker Creek 40 76 Steamboats tied up at Ross’s Landing in Chattanooga, with Cameron Hill looming in the background Courtesy Library of Congress R Carson House 70 75 R URF R Vance Birthplace 70 28 Madisonville (Monroe County Courthouse) Niota Depot 27 T 55 Marshall (Col. Allen House) 321 Capt. Edwin Rocky Ford Engagement Mars Hill College 411 51 78 Hot Springs 25 (Warm Springs Hotel) Maggie Valley (Kirk’s Raid) Cleveland (Museum Center) (See Inset) Chattanooga Creek 19E (Multiple Sites)
Institution Information Name of Institution Providence College Address 1 Cunningham Square Providence, Rhode Island 02918 http://www.providence.edu/academics/departments/professional-studies/Pages/default.aspx (401) 865-2247 Dr. Brian McCadden, Dean of the School of Professional Studies email@example.com Webpage Telephone Education Program Contact E-Mail Address Program Information Program Type Undergraduate Degree Graduate Degree Non-degree Certification BA, BS MAT, MAT: Providence Alliance for Catholic Teachers (PACT),MED, CAGS Teacher Certification Program Approved Program Certification Areas Program Level Date of Approval Program Type Initial Teacher Certification Areas All Grades Music Education Elementary Education Middle Grades English Middle Grades Mathematics Middle Grades Science Middle Grades Social Studies Secondary Grades Biology Secondary Grades Chemistry Secondary Grades English Secondary Grades French PK-12 1-6 5-8 5-8 5-8 5-8 7-12 7-12 7-12 7-12 Current Expiration Undergraduate 2001 1989 2000 2000 2000 2000 1979 1979 1979 1979 2010 2010 2010 2010 2010 2010 2010 2010 2010 2010 2014 2014 2014 2014 2014 2014 2014 2014 2014 2014 X X X X X X X X X X Graduate X X X X X X X X NonDegree X X X X X Secondary Grades History Secondary Grades Italian Secondary Grades Mathematics Secondary Grades Physics Secondary Grades Spanish Special Education: Elementary/Middle Special Education: Middle/Secondary 7-12 7-12 7-12 7-12 7-12 K-8 7-12 1979 1979 1979 2006 1979 1979 1979 2010 2010 2010 2010 2010 2010 2010 2014 2014 2014 2014 2014 2014 2014 X X X X X X X X X X X X X X Administrator Certification Areas Building Principal PK-12 1986 2010 2014 X Support Professional Certification Area Reading Specialist/ Consultant School Counselor PK-12 PK-12 2006 1989 2010 2010 2014 2014 X X X X X X X
Grinding Machines Module Outcome Summary Information Instructional Area Machine Tool Instructional Level Apprentice Organization WTCS-Wisconsin Technical College System, State Machine Tool Apprenticeship Advisory Committee Development Date 11/07/2001 Course Description This module focuses on the terminology, construction and operations of grinding machines in the metalworking industry. Be aware that in-depth information regarding cutting tools, hardware and hand tools will be addressed in their own modules. Efforts shoud be made to reference information found in other modules in order to assist the apprentice in the application and assimilation of information. Competencies 1. Advocate safe grinding machine practices Conditions and Criteria Competence will be demonstrated: • by defending a friend and fellow machinist who was injured by NOT following safety precautions Criteria - Performance will be satisfactory when: • learner lists at least 10 safety precautions related to grinding machines • learner can cite at least 5 potential hazards related to grinding machines • learner explains the importance of good shop keeping procedures Learning objectives What you will learn as you master the competency: a. List and explain precautions for protection of : eye, ears, hands, fingers, feet b. Identify specific safety violations c. Explain the ways in which clothing can be a source of hazard near a grinding machine d. Describe how you would respond to a potentially unsafe situation or condition e. Explain the possible effects of NOT completing specific shop keeping practices f. Describe shopkeeping practices outlined in the text g. Relate a safety "war" story 2. Analyze machine tool capabilities by type and construction Conditions and Criteria Competence will be demonstrated: • justify the choice of grinding machine for a given operation Criteria - Performance will be satisfactory when: • justification addresses multiple machine components (wheel size, size and style of work area, spindle location etc.) • justification follows a logical sequence • justification incorporates safe work practices Learning objectives What you will learn as you master the competency: a. Identify the major components of a grinding machine b. Identify the major types of grinding machines (internal, surface, cylindrical, tool and cutter, etc) c. Identify various machining operations performed on a grinding machine (slots, profile, taper, etc.) d. Review the safety concerns related to grinding machines e. Recognize the need for following recommended lubrication and maintenance schedules 3. Distinguish properties of abrasives Conditions and Criteria You will demonstrate your competence: • justify the selection of an abrasive for a given operation Your performance will be successful when: • justification incorporates safe grinding practices • justification recognizes efficiency in application • justification recognizes the properties of the abrasive Learning objectives What you will learn as you master the competency: a. Identify natural abrasives b. Identify synthetic abrasives c. Compare the general applications of natural and synthetic abrasives d. Characterize the importance of grain properties in grinding applications 4. Select the grinding wheel Conditions and Criteria You will demonstrate your competence: • justify the selection of a grinding wheel for a given piece part and/or operation Your performance will be successful when: • justification incorporates safe grinding practices • justification recognizes efficiency of application • justification recognizes factors involved in selection (piece part material and hardness, finish requirement, etc.) o justification incorporates information regarding the selection of wheel components Learning objectives What you will learn as you master the competency: a. Review safety concerns specific to grinding wheels b. Review types and styles of grinding wheels c. Recognize factors affecting wheel selection d. Identify the components of a grinding wheel (grit size, bond, grade, structure) e. Explain the purpose of the standard wheel symbol and marking system used in industry f. Review speed and feed applications to a variety of grinding machine applications g. Explain the process of balancing a grinding wheel h. Explain the process of truing a grinding wheel i. Differentiate between truing and dressing a grinding wheel
Name Address Phone Email RESEARCH INTERESTS Distribute Systems Control Robust Decentralization Control Mechantronics and Artificial Intelligence Optimization and Robust Control Robotics and Control Precision Engineering Intelligent Control Metrology Automation Applied Nonlinear Control System Identification Vibration Analysis and Control TEACHING INTERESTS Kinematics and Dynamics Feedback Control Mechatronics Nonlinear Control Introduction to Robotics Vibration Analysis and Control Optimization and System Identification Robust Control EDUCATION Ph.D. in Mechanical Engineering, University of Delaware, 2003 Dissertation Title: Modeling and Control of a Flexible Cable System Overall GPA: 3.43/4.0. Major GPA: 3.52 M.S. in Precision Instrument Engineering, Tianjin University, 2000 Thesis Title: A Novel Design of Highway Retroreflector Measurement Devise. Overall GPA: 82.35/100. Major GPA: 87.1/100 B.S. in Precision Instrument Engineering, Tianjin University, 1994 Thesis Title: Research on the Microcomputer Controlled Pressure Measuring System. B.A. minor in Humanities and Social Sciences, Tianjin University, 1994 Thesis Title: The Position of Futurology in the History of Western Philosophy. RESEARCH EXPERIENCE Research Assistant, University of Delaware, 2002-2003 • Developed the model for compliant cable systems with varying cable lengths. • Designed a Lyapunov controller to suppress the vibration of cables. The controller guaranteed the stability of the system and assured the goal of the slider. • Designed a robust controller on the experimentally identified model using H control and LQG/miniMax methodology. • Conducted experiments on flexible six order-of-freedom cable suspended robots using dSPACE 1103 systems with real-time workshop, where the differential flatness theory was applied to calculate the positive tension inputs. • Designed an EKG measurement device for laboratory instruments class. Intern Researcher, Australia Defense Force Academy, 2002 • Designed and successfully implemented robust controller for a flexible cable transporter system, and dramatically reduced the residual vibration. • Derived the model of flexible cable systems using subspace identification t theory. NAME Page 2 of 6 Research Assistant, Tianjin University 1997-2000 • Designed an automatic retroreflector measuring device including mechanical design, electrical circuit design, and optical system for highway applications. • Directed two undergraduate students’ research and supervised their thesis. • Composed the funding proposals which amounted to $50,000. • Taught undergraduate class, supervised experiments and graded assignments. TEACHING EXPERIENCE Graduate Assistant, Mechanical Engineering, University of Delaware, 2001-2001. • Maintained the homepage for the department, using HTML/mSQL languages. • Led group discussions, prepared the experiment instrumentation, graded their assignments, and video recording presentations for the senior design 2000 class. Assistant Lecturer for introductory electronics experiment, Tianjin University • Preparation of the experimental procedure, setup of the experimental apparatus, providing the introduction of the experiment, responding to their questions they encountered in the experiment, and grading their reports. • Students rated my lecture 4.5 out of 5 point scale. INDUSTRIAL EXPERIENCE Intern Software Engineer, Zhongxing Communication Inc, Shanghai, 2000. • Developed one module of switchboard software for fee-charging purpose. Project Leader, Daewoo Company, Seoul, 1996-1997. • Directed and administrated the training process of a fifteen-member group. • Exhibited leadership while enhancing teamwork to achieve stated goals. Mechanical Design Engineer, Qingdao Brown-Sharpe Inc., 1994-1996. • Conceptualized and designed prototype of Coordinate Measuring Machine. • Conducted FEM/FEA of the frame and the outer cover of the CMMs. • Enhanced the frame rigidity and the measurement accuracy dramatically by proposing novel ideas and improving previous design. COMPUTER SKILLS Operating Systems: Computer Languages: Scientific Applications: Technical Drawing: Office Applications: Internet Development: Database: ...
There are just a few weeks to go until the FIFA U-17 World Cup kicks off in Mexico. This 14th edition of the tournament will not only be a showcase for the football stars of tomorrow, but will also mark a milestone in the history of the FIFA Quality Concept for Football Turf, which since 2001 has set reliable quality standards for football turf pitches worldwide. Apart from being some of the most admired football stars in the world today, Alessandro Del Piero, Francesco Totti, Iker Casillas, Ronaldinho, Nwankwo Kanu, Xavi and Cesc Fabregas have something else in common, too: they all made their international debuts at the finals of a FIFA U-17 World Cup. And it will be no different this year, when the 24 best U-17 teams come together in Mexico from 18 June to 10 July 2011 to compete for the title of world champions. Once again, the focus will be on up-and-coming young players, who will use the tournament as a springboard for their international careers. The players will have come a long way from their first tentative kick-abouts to playing in the biggest, most famous stadiums in the world. FIFA RECOMMENDED football turf ensures equal conditions – wherever, whenever In comparison to their footballing heroes, many of today’s young players often already have experience playing on high-quality football turf from an early age. Football turf is being used increasingly around the world, particularly in areas where the consistent maintenance and care of natural grass is not possible because of climatic conditions or is simply not feasible from a financial point of view. As well as providing the operators of pitches for community or professional use with a series of advantages, high-quality football turf particularly benefits the players. Not least, it means that they can train continuously in the same conditions wherever they are in the world. That all players are given the same chances also benefits youth development. Football turf has been a feature of the FIFA U-17 World Cup for some time now. As far back as 2005, at the U-17 World Cup in Peru, all 32 matches were played on modern, FIFA-certified football turf pitches. As part of its commitment to quality assurance for football turf, FIFA paid particular attention to that tournament in Peru, and it was used as the benchmark for other matches on natural turf. In addition to the players’ opinions on the playability of the pitches, which were resoundingly positive, even among those players with no previous experience of playing on artifical turf, a number of other factors were taken into account. For example, the FIFA Medical Assessment and Research Centre (F-MARC) compared all the matches in Peru with previous U-17 World Cups. The results are testament to the advances made in the area of football turf, with both the number and type of injuries almost exactly the same as those incurred on natural grass. The findings of further medical studies have also yet to reveal any significant differences between the two types of playing surface....
Artificial turf has been around now for several decades. It can be argued that artificial turf was originally developed to address the limitations of natural grass. However, the earliest versions were not designed for football and changed the game dramatically. Therefore, football never thoroughly embraced the idea of high-level competition matches on artificial surfaces. The breakthrough came when manufacturers started to develop surfaces specifically designed for football. Manufacturers have now developed a turf that mirrors real grass. In order to get away from the short, tightly packed matting of the earlier generation, nowadays, the concept is to produce longer and more thinly spaced tufts and most of the systems are infilled with sand for support and rubber granules to give bounce. This newest generation of artificial turf has proven to be the most favourable for football to date. FIFA realised that, as the game’s global popularity increases, so the climate plays a greater part in limiting its development. Players in countries at the extreme ends of the temperature range will not necessarily benefit from the predominanace of natural grass turf. With the deployment of football turf, FIFA has recognised the enormous benefits artificial pitches would bring to the global development of football, not only because artificial turf can be used in more extreme climates, but because where a pitch is used intensively it can be used almost 24 hours a day and seven days a week. Due to the numerous manufacturers and installers involved worldwide, all using slightly different systems, the performance of artificial pitches could be extremely variable. Therefore FIFA, as the world governing body of football, wants to ensure that there is a recognised international standard for football turf pitches and in 2001 introduced, the FIFA Quality Concept for Football Turf. This quality testing scheme uses real turf as its benchmark and awards the FIFA RECOMMENDED Marks to those pitches that meet the very stringent quality criteria. FIFA now feels it is appropriate to use “Football Turf“ as the designation for products installed as part of the FIFA Quality Concept. The main reasons for this are because it emphasizes the high-quality pitches that are certified as part of the programme and because the playing characteristics on “Football Turf“ mirror the quality of natural grass pitches, which is required to play the game on a very high level.
Ford EFI Engine Lift Plate Safety Guidelines The installation begins with common sense! It is highly recommended that you support the vehicle with four heavy duty jack stands. ALWAYS use an engine hoist specifically designed for this procedure. The vehicle should be positioned on a hard, flat and level surface (asphalt in the summer can be very dangerous). NEVER use a bumper or scissor jack for the support of your vehicle! ALWAYS use safety glasses. Allow the engine and transmission to cool before disassembly. Instructions 1. If you are unfamiliar with the vehicle wiring, fuel connections, coolant or vacuum hose routing, it is always advisable to mark each connection before removal. 2. Always make sure the engine is cold and relieve fuel pressure to minimize the possibility of personal injury or vehicle damage. Use caution in removing electrical connections due to the sensitive nature of most locking style connectors. 3. Remove the coolant hoses, fuel lines, inlet ducting, throttle cable/linkage, vacuum hoses and wiring from the alternator, battery, distributor, gauge sending units, injectors, starter and throttle body. 4. Remove the 6 or 8 (varies by intake design) upper to lower intake manifold bolts. 5. Carefully remove the upper intake from the lower. In some cases the upper may be heavy and may require some maneuvering. 6. With the alignment tab facing the front of the engine, attach the lift plate using the hardware included and tighten the bolts to 12-18 lb ft. 7. Attach the engine hoist lift using one of three holes in the plate to achieve the proper lifting point and tilt angle to the engine assembly for removal making sure that all hooks, bolts, pins etc. are secure before placing tension on the chain assembly. 8. Remove the driveshaft and insert a plug or extra yoke on the output shaft of the transmission to prevent fluid leakage. Secure to prevent the unit from becoming disengaged during the removal process. 9. Remove the remainder of the bolts from the exhaust, motor mounts, driveshaft and transmission crossmember. 10. Always utilize a helper when attempting engine removal for your own personal safety and ease of removal. 1-800-345-4545 jegs.com
4. NEVER EXCEED THE JACK’S RATED CAPACITY. REMEDY (1) Lower the lifting arm, close the release valve and remove oil filler plug. (2) Place one foot on a front wheel and pull up the lifting arm to its full height by hand. (3) Open the release valve to lower the lifting arm. (4) Worn seals. (1) Open the release valve and remove oil filler plug. (2) Pump handle a couple of full strokes and close the release valve. Jack will not lift load. Jack will not lift to its full height. Air block. Jack pump feels unsteady under load. Jack will not lower completely. 5. WORKING UNDER THE VEHICLE: It is extremely important, when working under the vehicle, to ensure axle stands are always used. Check the oil level. Remove the filler plug. Top up oil to correct level. Jack will not lift to its full height. Jack pump feels unsteady under load. The reservoir could be overfilled. Low hydraulic oil level. Jack pump feels unsteady under load. The pump cup seal could be worn out. s STOCK No.59341 s PART No.TJ2B • INSTRUCTIONS • Replace the cup seal with a new one. Air block. 2 TONNE TROLLEY JACK Release air by removing filler plug. Oil external moving parts. IMPORTANT: PLEASE READ THESE INSTRUCTIONS CAREFULLY TO ENSURE THE SAFE AND EFFECTIVE USE OF THIS TOOL. OPTIONAL ACCESSORIES Jack will not lower completely. Unit needs lubrication. FOLDING AXLE STANDS - STOCK No.36524, PART No.FAS18. DRAPER TOOLS LIMITED, DECLARATION OF CONFORMITY We Draper Tools Ltd. Hursley Road, Chandler’s Ford, Eastleigh, Hampshire. SO53 1YF. England. Declare under our sole responsibility that the product: Stock Number:- 59341 Part Number:- TJ2B Description:- Trolley jack 2 tonne light duty To which this declaration relates is in conformity with the following directive(s) 98/37/EEC With reference to: EN292-1:, EN292-2:1991 (A1:1995), PREN1494:1994 & DIN76024:01.84 JOHN DRAPER Managing Director
Established in 2001, Technology Learning Center provides continuing education to individuals that wish to develop a new skill set or enhance an existing one. Both our business and trade school offers flexible class schedules that are designed to work around our students busy schedules. Over the past decade we have continued to grow, due to the success of our highly motivated students and by working with instructors that bring their unique teaching styles and valuable expertise to the classroom.