zilongwang/ReadingBank huggingface dataset:
Revision History Summary of changes Issue number & date Changed by New Issue Version 1 October 2015 Plan distribution list Name/ Role Organisation Phone number/email address Issued on Emergency Planning Officer borough/ district/unitary council DD/MM/YY Flood Resilience Team Environment Agency Mr/Mrs Smith Local Flood Warden Name Emergency Name Parish/ Community Organisation
Hazards & Actions to take within our Community The following table has been completed with suggestions for risks and relevant actions that could be taken. If there are any risks or actions in your community that are not listed or relevant, additional detail can be added or deleted as applicable. What might Happen Impact on community What can the Community Emergency Response Team do before an incident? What can the Community Emergency Response Team do during an incident? What can the Community Emergency Response Team do after an incident Flooding Flooding of local streets Blocked access to town hall Damage to property Travel disruption Flooded properties Understand your risk of flooding Register to receive flood warning Write Flood Plan Attend Flood Warden training Report river blockages to the Environment Agency. Monitor local water levels Communicate the risk of flooding to the community Act as a point of contact between the community and authorities Report river blockages to the Environment Agency Deploy community level defences and sandbags Look at providing temporary shelter if required. Assist people in recovering from the emergency Assist in clear up Collect data Review flood plan. Fire Damage to Property Damage to Local Infrastructure Residents evacuated. Encourage Residents to check their smoke alarms Look at providing temporary shelter if required. Assist people in recovering from the emergency. High Winds Damage to Property Damage to Local Infrastructure Loss of power Vulnerable people at risk Travel disruption. Encourage Residents to secure or store loose objects that could blow into windows Encourage Residents to Close and fasten doors and windows securely Encourage Residents to park vehicles in a garage or well away from trees, buildings, walls and fences. The Community Emergency Response Team should during an incident stay indoors as much as possible; don’t go outside to repair damage during a storm. Assist people in recovering from the emergency.
RUE «Krichev Rubber Foot-Wear factory » The higher organization: the Belarusian State Concern Producing Oil and Chemical Goods. The main kinds of produced goods: rubber and polymeric footwear, goods. Production capacities: the production of rubber-technical goods – 500 tons a year. The production of glued footwear (overshoes) – 1,2 million pairs a year. The production of shaped boots – 1,0 million pairs a year. The production of sports footwear – 300 thousand pairs a year. The production of PVC boots – 545 thousand pairs a year. The total production capacity of rubber footwear – 3,0 million pairs. Investment potential: at present the factory is carrying out searching for investors to realize projects on development of rubber footwear production and the organization of rubber-technical goods production. ISS «KRASNOBYDSKY WINERY» RUE «KLIMOVICHSKY PLANT» The higher organization: RUE «Klimovichsky liquor-vodka plant» The main kinds of produced goods: fruit wines. Production capacity: 200 thousand dkl in a year. Investment potential: at present the project on production and pouring of bread kvass and drinkable water is being worked out. JSC «KRICHEV FREINFORCED CONCRETE PRODUCTS FACTORY». The higher organization: Committee on architecture and constructions Mogilev Regional Executive Committee, OOO KASI. s.r.o. The main kinds of produced goods: modular rein forced concrete designs and goods, wall blocks, marketable concrete. technical
Tender conditions for Kriegers Flak Offshore Wind Farm Draft for final tender conditions - June 2016 Revised 8 July 2016 [Political negotiations regarding financing of the Danish RE-support (PSO) including Kriegers Flak are currently in progress. Therefore, as a consequence of potential political decisions, changes to the tender material might occur] Table of contents 1. The contracting authority 2. The contract notice 3. Contents of the concession 4. Grid connection and market framework 5. Pre-investigations and EIA process 6. Procedure, licences and decommissioning 7. Reservations regarding the Concession Agreement 8. Penalty for defective performance and incentive for completion 9. Working conditions and establishment of apprenticeships/work placements 10. Award criterion 11. Tenders 12. Tender deadline and formal requirements
Communication and SCADA installations for processing signals from the wind farm, the 33 kV installation and the farm regulator Distribution boards to distribute 230 V AC and 220 V DC for the 33 kV installation and SCADA/communication equipment Splice boxes for terminating optical fibres from the wind turbines The interface between Energinet.dk and the Concessionaire is the 33 kV side of the 220/33 kV primary transformer, see figures 3 and 4. The Concessionaire owns up to and including the cable termination on the 33 kV side of the 220/33 kV primary transformers, including the 33 kV bays for the 220/33 kV primary transformers. 33 kV installations Connection to transformers Specifications for the 33 kV cable terminations on the transformers will be provided by Energinet.dk. Each 33 kV winding on the three 220/33 kV primary transformers will be fitted with eight outlets per phase, where one outlet is for an excess-voltage conductor, and one is to be connected to an own-consumption transformer. Thus it is possible to have up to six parallel 33 kV cables from the primary transformer to the busbars on the 33 kV connection installation (three from each of the two parallel-connected bus couplers). The Concessionaire himself must protect his own installations from overvoltage surge. 3.2 Maximum output on 33 kV windings 3.2.1 Distribution on the primary transformers The requirements for distribution of the turbine production are dictated by the load options of the three primary transformers. There is one 200 MW transformer on the KFA platform and two 200 MW transformers on the KFB. The transformers have the same structure and they each have a 33 kV winding and a 220 kV winding. In the fully built scenario, with a total turbine production of 600 MW, the output from the turbines is to be distributed with 200 MW ± 8 MW between the three transformers, when all three primary transformers are in operation. 3.2.2. Maximum number of connected wind turbines The facilities for transmission of power to shore (platform and export cables) are designed for a maximum rated power of 600 MW (from a 600 MW wind farm). No more than 600 MW must be
thousand, initiates” before Rajneesh abandoned it in favor of creating a commune in Oregon, USA in 1981 (Lindholm 2002:363; Palmer 1992:S74). The “Rajneeshpuram” commune in Oregon was founded “on the utopian ideals of sharing, equality, meditative consciousness, ecological harmony, and sexual communism” and expanded quickly due to the dedication of devotees (Palmer 1992:S74). The movements’ practices of engagement in therapy and meditation took place in the commune where Rajneesh also focused on the deconstruction of gender roles as well as enhancing material comfort as a “precondition for enlightenment” (Carter 1990:20; Goldman 1999:27-28). The levels of these therapy and meditation practices varied, resulting in certain “Short courses” that could take less than one day to three days and “Longer courses” which lasted anywhere from 2 weeks to 3 months (Carter 1990:25). These workshops served as practices that reinforced the central Rajneesh belief that humans must “transcend the ‘need’ for the world but…remain in contact with the world” (Carter 1987:152). The most significant symbol within the movement is Bhagwan Rajneesh himself as a representation of “the ultimate idividual…what all his disciples have in common: a new vision of themselves” (Palmer 1992:S82). The devotees’ understanding of this symbol’s power is shown by the extent to which followers, known as sannyasin, attempted to achieve Rajneesh’s enlightened state. Further, symbols reflecting the sanyassin’s advancement were used extensively within the organization of the movement. Inside Rajneeshpuram, residents wore different “sunrise colors” and “status badges” that represented their “relationship to the commune” (Carter 1990:21). The position as a sannyasin was key within the movement in order to be considered a “full participant,” and once initiates were recognized by the organization they received new
179. Rochford Jr., E. Burke. 2007. Hare Krishna Transformed. New York: New York University Press. Rudra, Sw Anand. 2011. “Sannyas.” Sannyas Wiki. (http://www.sannyas.org).
INT. STUDIO, LONDON - DAY The underwater darkness is interrupted by quick strobe- like flashes illuminating a stylized fashion shoot in a darkened studio. A girl in her early twenties, KIRSTEN, stands in the middle of a chequered background, draped in deep blue neon strips that fan like a peacock’s tail. While a photographer snaps at her with his condescending assistant next to him. PHOTOGRAPHER Turn to your left a little, thats it… chin up, a little more… a little less… No no no… can you just be more seductive, do what you’re supposed to do, show me something, make me want to buy this dress. [Pause] KIRSTEN When do you think we'll wrap? PHOTOGRAPHER Busy are we? KIRSTEN I have some work I need to do this evening. PHOTOGRAPHER This is work, darling. PHOTOGRAPHER (CONT’D) What’s more important than this then? [pause] KIRSTEN I’ve got a deadline for something. I’m a writer. Well I’m illustrating something actually. PHOTOGRAPHER Mmmm hmmm… OK turn to your left again… drop your arm. (Beat) What are you doing, exactly? KIRSTEN I’m a comic book artist; I’m putting together my own book, series of books actually. [long pause] PHOTOGRAPHER Yeah sure, now will you stop talking so I can get a
worse by the day. We had seen a slight improvement but unfortunately have hit a downward spiral. The local executive is very committed to continuing filing grievances and fighting hard for our members. I’m so grateful for the hard work they show on a continual basis. spirale à la baisse impossible à arrêter. Les membres de l’Exécutif de la section locale sont déterminés à poursuivre le dépôt de griefs et à lutter sans relâche pour nos membres. Je suis très reconnaissante devant leur travail acharné qui ne connaît pas de relâche. In Solidarity / En toute solidarité, Kristin Beauchamp Regional Vice-President / Vice-présidente régionale Deer Lodge Centre / Centre Deer Lodge
California wants to lead America to a greener future. (2013, March 16). The Economist. Retrieved from Castillo, G. Investing in locally controlled forestry. (2009). The Forests Dialogue. Retrieved from Corporate social responsibility (CSR). (2003). In Capstone Encyclopaedia of Business. Retrieved from Doing business in Panama 2012. (2012, April 26). Global Trade. Retrieved from European Commission, Joint Research Centre (JRC)/PBL Netherlands Environmental Assessment Agency. (2012). Emission Database for Global Atmospheric Research (EDGAR), release version 4.2. Retrieved from http://edgar.jrc.ec.europe.eu Guide to greener electronics 18. (2012 November). Greenpeace Magazine. 18th ed. Retrieved from Hernandez Virviescas, Marco Tulio.(n.d.) The general environmental law of the Republic of Panama. Retrieved from http://www.inece.org/5thvol2/virviescas2.pdf International Monetary Fund (2011). World Economic Outlook Database (Edition: Oct 2012). Retrieved from http://www.imf.org/external/pubs/ft/weo/2012/02/weodata/weoselgr.aspx Industry Trends and Developments. (2012, April). USA Petrochemicals Report. (2):47-53. Retrieved from Leach, Peter T., (2011, March). Post Panamax Logistics. Journal of Commerce. Retrieved from McGarity, Thomas O., (2004, January 1). Boston College. The goals of environmental legislation. Retrieved from http://www.bc.edu/dam/files/schools/law/lawreviews/journals/bcealr/31_3/02_TXT.htm
Title: Performed By: Date: (created or last updated) Owner: Revised By: Revision #: Takt Time: Purpose: Major Steps Details (if applicable) Time Diagram, Work Flow, Picture, Time Grid Page ___ of ___
Spring 2015 LD ARCH 602 Individual Study (IND) Student Evaluations Term Course Number Enroll # of Evals Instructor Effectiveness Dept Average - Instructor Course Effectiveness Spring 2015 ENV DES 4C 71 59 6.15 5.91 5.93 Spring 2015 LD ARCH 237 10 10 5.9 5.99 5.4 Fall 2014 Term Course Number Course Title Fall 2014 LD ARCH 200A Landscape Design (LEC) Fall 2014 LD ARCH 254 Topics In Laep (SEM) Fall 2014 LD ARCH 254 Topics In Laep (SEM) Fall 2014 LD ARCH 255 Doc Sem In Ep (SEM) Fall 2014 LD ARCH 297 Supervised Fld Stud (FLD) Fall 2014 LD ARCH 299 Individual Research (IND)
01/2017 - 05/2017 Tomas McKay UCB Professional Report Committee Chair LAEP / MLA Master of Landscape Architecture 01/2017 - 05/2017 Rebecca Correa UCB Professional Report Committee Chair LAEP / MLA Master of Landscape Architecture 05/2016 - 05/2016 Xiuxian ZHAN UCB Masters Thesis Inside Member Landscape Architecture Master of Landscape Architecture 10/2015 - 10/2015 Daniella Hirschfeld UCB Qualifying Exam Inside Member Landscape Architecture & Environmental Planning Doctor of Philosophy 07/2015 - 08/2015 Alexis Schaffler UCB Qualifying Exam Inside Member Landscape Architecture & Environmental Planning Doctor of Philosophy 04/2015 - 05/2015 Marcus A. Owens UCB Qualifying Exam Chair Landscape Architecture & Environmental Planning Doctor of Philosophy 03/2015 - 05/2015 Yang Ju UCB Masters Thesis Inside Member Landscape Architecture Master of Landscape Architecture 01/2015 - 05/2015 Diana Edwards UCB Professional Report Committee Chair LAEP / MLA Master of Landscape Architecture 11/2014 - 11/2014 Kanokwalee Suteethorn UCB Qualifying Exam Chair Landscape Architecture & Environmental Planning Doctor of Philosophy
In Progress Dates Name Role Department/Degree Program 03/2017 - present Justyn K. Huckleberry UCB Masters Thesis Chair Landscape Architecture 03/2017 - present Ian K. McRae UCB Masters Thesis Co-Chair Landscape Architecture 12/2015 - present Daniella Hirschfeld UCB PhD Dissertation Chair Landscape Architecture & Environmental Planning 08/2015 - present Alexis Schaffler UCB PhD Dissertation Chair Landscape Architecture & Environmental Planning 05/2015 - present Kanokwalee Suteethorn UCB PhD Dissertation Inside Member Landscape Architecture & Environmental Planning 08/2014 - present Ju Yang UCB Masters Thesis Inside Member LAEP Env Planning 08/2014 - present Janet Torres UCB Advisory Committee Chair LAEP Env Planning 03/2014 - present Wei-Chen HSU UCB Masters Thesis Inside Member Landscape Architecture 08/2013 - present Daniella Hirschfeld UCB Advisory Committee Chair LAEP Env Planning
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Kronowitz, UNIT 7: Assessing and Communicating Student Progress Chapter 30: How (Teacher) Assesses Student Performance Norm-referenced (standardized) measure student scores in relation to those of other students (ITBS, ITED, ACT, SAT, etc.) Half of students will always fall below 50th percentile Useful for: comparing classes, schools, districts in relation to one another Not Useful for teachers because doesn’t provide precise information about individual students performance 2. Criterion-referenced (standardized) Measure the students against set criteria Defy bell curve; assume all students can pass/meet standard 3. Performance-Based/Authentic Students must perform real-world tasks to demonstrate their mastery of objectives Rubric=rating system 4. Teacher-Made Tests
Contents: Questions and opportunities at the Kidman Springs Field Day 1 Potassium nitrate for mango flowering manipulation 5 What impact has grazing had on soil carbon? 6 Remote sensing in water management 7 Important cattle diseases affecting productivity in the NT: Vibriosis 9 Notifiable diseases of livestock 10 Chasing outstanding waybills 11 Second round of Farm Finance Concessional Loans Scheme 11 Bushfires NT Update 12 Awards and scholarships available 12 Round the region 13 Pastoral market update 14 Events calendar 16 Questions and opportunities at the Kidman Springs Field Day Trisha Cowley, Beef Extension Officer, Katherine Are you asking the right questions about your business? Are you collecting the right data to ask the right questions? These were some of the questions asked at Kidman Springs Field day on the 13th of August. Despite the issues that challenge the NT pastoral industry, there was an overwhelming message that considerable gains can be made in productivity through fine tuning of key management strategies. The day was attended by 73 people, which included 27 producers representing 23 properties with a combined total of around 285,000 head. One of the key messages was the significant opportunity to lift herd productivity and profitability in the northern beef industry. Steve Petty, director of Northern Development Company, said that the recently published Northern Beef Situation Analysis highlighted some big opportunities. Generally it is accepted that producers are running pretty tight businesses in terms of expenditure, so there isn’t much room to cut costs, but Dr Petty pointed out there was significant opportunity to improve cost of production through improving herd productivity. He used the example of Heytesbury Beef during the 1990s, who moved weaning rates from around 50% to 80% over ten years. This was largely due to fine tuning of herd management strategies and strategic development of under-utilised, higher productivity land. Getting the stocking rate right, weaning twice a year down to kg, strategic supplementation, culling for fertility and age, focussed heifer management, and low stress mustering were some of the strategies leading to improved productivity. Dr Petty also advised considering increasing carrying capacity through water point development of under-utilised pastures, but counselled producers to look at a range of options and compare the returns for each.
Dr.KR SANTHA Professor and Head Department of Electrical and Electronics Engineering Email: ; Phone: 91 44 27152000 Ext. 250 Qualification School / University Specialization Year of Passing PhD Madras Institute of Technology, AnnaUniversity, Chennai Digital Signal Processing & VLSI Design 2008 M.E OsmaniaUniversity, Hyderabad Systems and Control 1993 B.E AnnamalaiUniversity, Chidambaram Electronics & Instrumentation 1985 Total Experience: 23 Years and 9 Months Research Interests DSP Applications in Power Electronics Adaptive Signal Processing Parallel Processing Embedded Systems and Control VLSI Architectures and Asynchronous Circuits
References: FDA Approves Procysbi. (2013, April 30). Retrieved October 6, 2013, from Drugs.com: Bouazza, N., Tre'luyer, J., Ottolenghi, C., Urien, S., Deshenes, G., Ricquier, D., & B. (2011). Population pharmacokinetics and pharmacodynamics of cysteamine in nephropathic cystinosis patients. Orphanet Journal of Rare Diseases, 6(86), 1-8. Retrieved from http://www.ojrd.com/content/6/1/86 Cystinosis Research Network [CRN]. (2011). Living With Cystinosis: Survey Results. Survey, CRN. Retrieved October 14, 2013 Cystinosis Research Network [CRN]. (2012, October). Cystinosis Parent Handbook. Retrieved September 20, 2013, from Cystinosis Research Network: https://cystinosis.org/images/research/article-library/overview/CRN_Parent.pdf Elenberg, E. (2013, May 13). Cystinosis. (C. B. Langman, Ed.) Retrieved October 6, 2013, from Medscape: http://emedicine.medscape.com/article/981650-overview Fathallah-Shaykh, S. (2013, April 16). Fanconi Syndrome. (C. B. Langman, Editor) Retrieved October 8, 2013, from Medscape:
Public Representative would strongly recommend the Postal Service provide the Commission with more solid evidence in support of the assumption that “All Other Standard Mail” is less elastic than Standard Flats. As the Public Representative concludes, it is likely that both Flats and All Other Standard Mail would have the same or nearly the same price elasticities in each year during the 8-year period analyzed. Also, based on the observed elasticities for Standard Mail from the FY 2010, FY2011 and FY2012 demand models, the Standard Mail products might become more elastic in the near future. Based on the conclusions described above, the Public Representative has changed the models’ assumptions regarding own-price elasticities for both Standard Mail Flats and All Other Standard Mail. Table 1 in Attachment 1 provides the comparison between cumulative contribution over 8 years in Scenario 1 and Scenario 2 for “V2a” and “V2b” models. It is easy to see that under the changed assumptions regarding own price elasticities, while maintaining all other assumptions over the 8-year period, the cumulative contribution in nominal prices in Scenario 2 is higher than in Scenario 1. (The difference is $28 or $19 million in models “V2a” and “V2b,” respectively). Also, Scenario 2 shows that full cost coverage is achievable in year 7 with the “V2a” model, or almost achievable at 95 percent with the “V2b” model at the end of the 8-year time frame. Assuming Standard Mail Flats volumes decline, above-cap price increases for Flats should be considered for a longer time period than under the assumption of no volume change. Christensen Associates notes Scenario 2 of the “V2” models attempts to explore the suggestion of the Public Representative offered in Response to the Postal Service’s price adjustment Notice of October 11, 2012. In accordance with the Public Representative’s proposal, in order to achieve full cost coverage for Standard Flats in a 3-year-period, the price increase should include an additional 5.373 percent above CPI during this time. Scenario 2 of the “V2” models assumes the suggested additional price increase for Standard Flats for the first three
personal information to third parties unless you give permission, or if the iCanConnect program is required by law to do so. iCanConnect is committed to ensuring that personal information is secure. In order to prevent unauthorized access or disclosure, suitable physical, electronic and managerial procedures are in place to safeguard and secure the information iCanConnect collects. Non-Discrimination Statement The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414, 711 TTY. Privacy Statement The Federal Communications Commission (FCC) collects personal information about individuals through the National Deaf-Blind Equipment Distribution Program (NDBEDP), a program also known as iCanConnect. The FCC will use this information to administer and manage the NDBEDP. Personal information is provided voluntarily by individuals who request equipment (NDBEDP applicants) and individuals who attest to the disability of NDBEDP applicants. This information is needed to determine whether an applicant is eligible to participate in the NDBEDP. In addition, personal information is
Resource: Lesson 2 Possible and Impossible Learning Targets: I can describe if sometime is possible or impossible. Materials: “That’s a Possibility! A Book About What Might Happen” by Bruce Goldstone, possible and impossible cards, anchor chart, glue stick Launch: Read “That’s a Possibility! A Book About What Might Happen” to the class. Explore: Read each impossible or possible card aloud and have students discuss whether it belongs on the possible or not possible side of the anchor chart. Share: Have a few students share ideas they have for more possible or impossible ideas. As an extension, they could draw pictures of possible or impossible situations. Summarize: Add possible and impossible to the word wall. Ask students how these words are the same and different from yesterday’s words. Resource:
Describe and compare measurable attributes. K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. I can distinguish between what is possible and what isn’t I know I have it when I can put my picture in the right place on the floor/chart Vocabulary: possible, impossible Supplies: Nursery rhymes Crayons Paper Nursery rhymes on sentence strips or download and cut apart sentences Chart labeled “possible” and “impossible” Launch: Are Minions real? Trolls? Can Dorry really talk whale? Why or why not? Is is possible/impossible for (character) to (talk)? Talk about things people do in real life or the weather and how it is possible to do these things or see these things happen. Have some students give examples of possible and impossible. Now look at some of our nursery rhymes. On my chart I have it labeled possible and impossible. We are going to read our nursery rhymes sentence by sentence and decide if it is a possible or impossible sentence. Explore/Share: Read the rhyme aloud. Take cut out strips and call on students to come up and place them on the chart. Reread the sentence as you hand it to the child. Go through all of your sentence strips, placing them under category headings. Does everybody agree with the placement of each sentence?
11.1 Certificate on Civil Liability for Bunker Oil Pollution Damage (CLB Certificate) shall be on board. Applies to all ships, including new buildings, with a gross tonnage of 1000 and upwards). 12 Other 12.1 Emergency ladders and pilot ladder shall be in place and inspected. 12.2 Public address and intercom system shall be in place and tested. 12.3 Safety and personal protective equipment shall be on board. 12.4 Escape routes, corridors, exits and emergency exits shall be free of obstructions and marked with the appropriate signs. 12.5 First Aid equipment shall be in place.
8. TANK CONTENTS FOR DEDUCTION Tank no. Contents Volume m3 Sp. grav. t/m3 Mass t Vertical centre of gravity m Vertical moment tm Longitudinal centre of gravity m moment tm moment of inertia, i m4 i tm Correction for free surface:=…………..m Note! If the amount of (sea)water ballast / fuel oil exceeds approximately 20% of , the specific gravity shall be verified (all tanks).
13. CALCULATION OF LIGHT SHIP Item Weight (tonnes) C.G. above B.L. (m) Vertical moment (tm) C.G. from LBP/2 (m) moment (tm) Ship as inclined: Weights to be taken on board: SUB TOTAL: + Weights to be taken ashore: Tanks from table 8 SUB TOTAL -
8. TANK CONTENTS FOR DEDUCTION Tank no. Contents Volume m3 Sp. grav. t/m3 Mass t Vertical centre of gravity m Vertical moment tm Longitudinal centre of gravity m moment tm moment of inertia, i m4 i tm Correction for free surface:=…………..m Note! If the amount of (sea)water ballast / fuel oil exceeds approximately 20% of , the specific gravity shall be verified (all tanks).
11. MEASURED METASENTRIC HEIGHT FOR THE SHIP AS INCLINED Displacement during the test =………….(tonnes) Pendulum 1, Length L1 =…………(mm) Pendulum 2, Length L2 =…………..(mm) (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) Mov. nr. Mass (t) Transv. distance +/- (m) Single moment =(2)*(3) (tm) Accumulated moment =(4) (tm) Single pendulum deflection +/- (mm) Accum. pendulum deflection =(6) (mm) Accum. Tan =(7)/L1 Single GMT (m) Single pendulum deflection +/- (mm) Accum. pendulum deflection =(9) (mm) Accum. Tan = Single GMT (m) Use positive sign for (3), (6) and (9) when moving weights towards SB. Negative sign when moving towards PS. Accumulated Tan shall be plotted continuously during the test, as a function of accumulated moment.
6.1.5 All elected officers shall have no term limit SECTION 6.2 MANNER OF ELECTION 6.2.1 Officers in this Chapter shall be elected by secret ballot, from nominations submitted by the Nominating Committee or from nominations made from the floor, in accordance with the Bylaws Article VI. 6.2.2 Any Candidate for office who is without opposition may be elected by acclamation. 6.2.3 Voting shall take place during the last scheduled business session at the Fall Conference. SECTION 6.3 DATE FOR TAKING OFFICE 6.3.1 Officers elected at the Fall Conference shall take office on the first day of the following January. 6.3.2 Officers appointed to fill vacant positions shall take office immediately. SECTION 6.4 VACANCIES 6.4.1 Vacancies in the offices of President or First Vice-President shall be filled by advancement in rank, to complete the vacated term and shall have no effect upon their normal terms of office or eligibility thereto. 6.4.2 Vacancies in the office of Second Vice President, Secretary, Treasurer, Chapter Member/Liaison, or Executive Council Representative shall be appointed by the President & confirmed by the executive committee. The appointee shall fulfill the vacated term in its entirety. The President or Secretary shall notify APCO accordingly ARTICLE VII OFFICERS, CHAPTER MEMBER/VENDOR LIASION AND EXECUTIVE COUNCIL REPRESENTATIVE SECTION 7.1 AUTHORITY 7.1.1 The necessary authority for the performance of duty by all officers of this Chapter is established herewith. SECTION 7.2 PRESIDENT 7.2.1 As soon as practical after taking office, the President shall call a meeting of the Executive Committee. The President shall announce appointments to standing and ad hoc committees. If necessary he/she shall also chair a discussion on any proposed resolutions to be presented to the Chapter Conference Quorum. 7.2.2 The President shall be the Chairperson of the Chapter Executive Committee. He or She shall be an ex officio member of all committees of this Chapter and preside at all Chapter Conferences.
3. Appendices Appendix A – Transmittal Form Signature Sheet Appendix B – Fiscal/Administrative Responsibility Certification Appendix C – Contractual Provisions Attachment Appendix D – Certification Regarding Debarment/Suspension Appendix E – Certification Regarding Lobbying Introduction This RFP was prepared upon the Workforce Innovation and Opportunity Act of 2014 and associated U.S. Department of Labor’s Regulations and guidance. This Federal law was implemented to consolidate, of
APPENDIX E - Page 1 of 4 CERTIFICATION REGARDING LOBBYING CERTIFICATION FOR CONTRACTS, GRANTS, LOANS AND COOPERATIVE AGREEMENTS The undersigned certifies, to the best of his or her knowledge and belief, that: No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, or a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, "Disclosure Form to Report Lobbying", in accordance with its instructions. The undersigned shall require that the language of this certification to be included in the award documents for all* sub awards at all tiers (including subcontracts, sub grants and contracts under grants, loans, and cooperative agreements) and that all* sub recipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, Title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure. Grantee/Contractor Organization Program/Title Name of Certifying Official Signature Date *Note: In these instances, "All", in the Final Rule is expected to be clarified to show that it applies to covered contract/grant transactions over $100,000 (per OMB).
Table of Contents Introduction 3 Section 1: General Information about MRSA 4 Methicillin-Resistant Staphylococcus aureus (MRSA) Fact sheet 5 Section 2: Communications to and for Schools 6 Policy Recommendations for Schools 7 Beginning-of-School-Year Letter from Health Officer to County School Administrators, Athletic Directors, Coaches and Trainers 8 Prevention of MRSA Infections in Athletic Facilities 9 Cleaning & Disinfecting Athletic Facilities for MRSA Prevention 10 Information and Advice about MRSA for Coaches & Athletic Directors 11 Sample Letter to Parents Regarding an MRSA Outbreak 14 Section 3: Communications to Student Athletes 15 MRSA Prevention Information and Advice for Athletes 16 Beginning-of-Athletics-Season Letter to Athletes and Parents on Prevention 18 Section 4: Communications for Local Health Departments 19 Managing MRSA Outbreaks 20
KS1 Team Building Woodlands Make and Do Description A exciting day exploring our recently restored natural woodland through play and imagination. A wide range of activities from bush craft to woodland art will help the little learners explore the natural world. A challenging day of games, problem solving activities and forest skills to develop understanding, building new friendships and promoting team work. Perfect for: Welcome to nursery/reception, G&T, Pupils Premium and many more. A magical day of imagination and discovery. Pupils will explore a wide range of techniques to help them create anything from weird and wonderful woodland creatures to the useful skills and campfire cooking. Suggested Activities Den Building - Team building, Communication Camouflage – Wide games Small dens for little people/animals/dinosaurs - Small world, Senses: smelly cocktails, blindfold games, sound maps, textures Cooking: bread, marshmallows, honey, wraps, drop scones, wild garlic bread, stuffed apples - where does food come from Bug Hunting: Pond, Grass, Woodland, Tree shaking Den Building - Team building, Communication Camouflage - Wide games, Senses: smelly cocktails, blindfold games, sound maps, textures Camouflage - Wide games, Den Building - Team building, Communication Small dens for little people/animals/dinosaurs - Small world, Woodworking: sawing, drilling, hammering Clay, natural dyes, charcoal, chalk paints Campfire Cooking: learning about fire, safety, food preparation, different forms of cooking equipment, Kelly Kettles - team working, coordination, communication Curriculum Links / Outcomes D&T, Art & Design, Science, PSHE Confidence, Social skills, Communication, Motivation, Physical skills, Knowledge and understanding PE, PSHE, Pastoral Confidence, Social skills, Communication, Motivation, Physical skills, Knowledge and understanding D&T - select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Cooking and Nutrition - use the basic principles of a healthy and varied diet to prepare dishes, understand where food comes from Art & Design - to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space KS1 - Woodland Activity Days
KS1 and KS2 assessment – headlines from the Standards & Testing Agency briefing – 5.2.16 THE ASSESSMENT AND MODERATION OF WRITING N.B. writing exemplification to be published on Monday 8th February. Principles behind the new curriculum Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression through a learning curriculum – mastery is not a separate standard Deeper learning and enrichment rather than extension and acceleration (in the interim assessment framework, it states that after ‘expected’, it is greater depth WITHIN the expected standard – again, mastery is not a separate standard) ‘Best-fit’ judgements are replaced by a mastery model so that children SECURE key learning Handwriting To clarify – children do not have to secure the handwriting elements of ‘expected’ in the interim assessment framework in order to be working at ‘expected’ but they do need them for ‘greater depth’ (for KS1, that is the last 3 bullet points and for KS2, the last bullet point). A child could be working at ‘greater depth’ in everything, but if he/she hasn’t secured the handwriting elements needed for ‘expected’, he must still be assessed as working within ‘expected. Handwriting must be consistent across the whole body of evidence. Using the interim assessment frameworks to assess children’s writing The PROGRAMMES OF STUDY in the NATIONAL CURRICULUM and the associated appendices, particularly Appendix 2 – vocabulary, grammar and punctuation - should be referred to alongside the interim assessment framework when assessing children’s writing. To re-iterate, the PROGRAMMES OF STUDY
References Nacos, Brigitte. 2003. “The Terrorist Calculus behind 9/11: A Model for Future Terroism?” Studies in Conflict & Terrorism. Jenkins, Brian. 1974. International Terrorism: A New kind of War. Rand Corporation. Jenkins, Brian. 2008. Will Terrorists Go Nuclear. Prometheus. Jenkins, John. Definitions of Terrorism. History.com. Allman, T.P. 2003. “Drinking Water Distribution System Modeling for Predicting the Impact and Detection of Intentional Contamination. Masters Thesis. Dept. of Civil Engineering. Colorado State University. Fort Collins, Colorado. Kroll, Dan. 2004. “Mass Casulties on a Budget. Cost Effective Wtarer Terrorism” Briefing paper prepared at request of US Army Corp of Engineers. “The 9/11 Comisssion Report” 2004. W.W. Norton Company, NY, NY. Cameron, Carl. 2002. “Feds arrest al Qaeda suspects with plans to poison water” Fox News. July 30th. Kalil JM, Berns D. “Drinking supply: terrorists had eyes on water”. Las Vegas August 12, 2004. Water Spiked With Weed Killer. Strychnine Found in Danish Reservoir. United Press International. October 7th, 2006. One Dead After Mass Food Poisoning in China’s Habrin. Xinhua April 12th, 2007. Man Accused of Threatening Water Supply. WSAZ News. October 8th, 2008 Pedersen, Daniel. Poison Found in Refugee Camp Water Supply. Acosta, Rene. Rogue MILF Rebels Poison Water Source of Soldiers, Local Residents. Business Mirror June 9th, 2009. Times of India. Nov. 10th 2010. “Maosists poison pond close to CRPF camp.” BBC News. May 14th 2010. “County Durham terror plot fater and son are jailed.” Roman, Thomas. ABC News. May 7th, 2011. “Terrorism experts talks about bin Laden evidence.” Silva, Daniel. AFP. August 20th, 2011. “Qaeda suspect plotted to poison water.” Hoffman, Bill. September 22nd. 2011. “Poison put in tanks” Sunshine Coast News. Faiez, R. and Vogt, H. June 6th 2012. “Taliban poisoned school girls, say Afghanistan officials.” Associated Press. Kroll, Dan. 2006. Securing Our Water Supply. Protecting a Vulnerable Resource. Pennwell Publishers. Tulsa, OK. Journal
KS1 Assessment Cluster Moderation Meetings 4.00pm – 5.30pm School: Name(s) of Teacher (s) wishing to attend: Please tick the appropriate box to reserve a place at the meeting indicated. Bishop’s Cleeve Primary – Wednesday 7th June Cirencester Primary - Wednesday 14th June Grange Primary – Tuesday 13th June King’s Stanley Primary – Tuesday 13th June Norton C of E Primary – Tuesday 8th June Stow- on- the- Wold Primary – Wednesday 14th June St White’s Primary – Wednesday 7th June Warden Hill Primary - Thursday 8th June Please return to EP and I, Shire Hall, Block 4, 3rd Floor, Westgate Street, Gloucester, GL1 2TG or email as soon as possible.
DC Government Background Check Services Information Technology Staff Augmentation Version: 1.0 Revision Number: 0.1 Document Status: Final Date: 02/08/2009 Prepared For: CBE Community Background Check Services Revision History VERSION REVISION DATE * A M D TITLE OR BRIEF DESCRIPTION 1.0 02/08/2009 A Document created * Legend: A – Added, M – Modified, D – Deleted
********School KS1 Guided Reading Date: Class/Teacher Text: (Fiction/Non-fiction) Reading Objective: Key Questions (Linked to Content Domain and Reading Objectives) Names of children Response notes – including follow-up work 1a: Draw on knowledge of vocabulary to understand texts 1b: Identify and explain key aspects of fiction and text, such as characters, events, titles and information. 1c: Identify and explain the sequence of events in texts. 1d: Make inferences from the text. 1e: Predict what might happen on the basis of what has been read so far.
Term Year 1 Year 2 Autumn one 7 weeks Yr1 Ourselves Yr 2 Leeds (2 Weeks) Non- fiction- sentences about Ourselves What I like about me. (3 weeks) Fiction - Descriptive writing Julia Donaldson books. (3 weeks ) Fiction -Stories with predictable phases. Room on the broom Gruffalo (3 weeks) Non-fiction -Persuasive writing MeerKat Mail Framer duck (2 weeks) Poetry - The morning rush (1 week) Poetry A giants tale Autumn two 7 weeks Yr 1 celebrations Yr 2 The great fire of London (2 weeks ) Non-fiction –Invitations Celebrations (Non fiction) (3 weeks) Non Fiction- Recounts Samuel Pepys diaries Princess diaries (2 weeks) Non-fiction –Recount A class party (1 week) Non-fiction Report Newspapers (1 week) Poetry Reciting rhymes and poems. Remember Remember the 5th November and witches spell (2weeks) Non- fiction Instructions Andrew's bath. (1 week) Non-fiction Letter writing Thank you letters (1 week) Poetry Pink is Spring one 6 weeks Yr 1 winter Yr2 Traditional tales ( 2 weeks) Non-fiction -Instructions The Snowman (3weeks) Fiction- Story writing Traditional tales (2 weeks) Fiction -Story writing The snowman (2 weeks) Non-fiction- Report Traditional tales (2 weeks) Non-fiction –recount (1 week)
The snowman Non-fiction - Letter writing Tradition Tales Spring two 6 weeks Yr 1 Superheroes Yr 2 Themed stories (2 weeks) Fiction -Story writing Charlies superhero underpants (3 weeks ) Fiction- Story writing Anthony Brown stories (2weeks) Non-fiction -recount Charlies superhero underpants (3 weeks) Non- Fiction -Reports Storm unicorn – Pie Corbett (2 Weeks) Poetry Song of the train Summer one 6 weeks Yr 1 Knights and castles Yr2 Creative writing -SATs (3 weeks) Fiction -Story writing The kiss that missed (3 weeks) Fiction- story writing Tunnel By Anthony Browne (1 week) Non- fiction- Instructions The kiss that missed (1 week ) Poetry Trains ( 2 weeks) Non- Fiction-Letter writing The kiss that missed (1 week) Non-Fiction Persuasive writing Hawk Ridge Farm Summer two 6 weeks Yr 1 Pirates Yr 2 Planting/ seeds ( 3 weeks) Non-fiction -Report The Queen's knickers (1 week) Non-fiction – instructions Planting seed packets etc (1 week ) Non-fiction –Recount Whole school trip. (1 week ) Non-fiction – Recount Whole school trip (1 week) Non-fiction -Letter writing Pirates love underpants. ( 2 weeks) Non- fiction- Letter writing The day the crayons quit. ( 1 week) Poetry Cats sleep anywhere (1 week) Poetry
Set 3 Sounds ea: cup of tea oi: spoil the boy a-e: make a cake i-e: nice smile o-e: phone home u-e: huge brute aw: yawn at dawn are: share and care : purse for a nurse er: a better letter ow: brown cow ai: snail in the rain oa: goat in a boat ew: chew the stew ire: fire fire! ear: hear with your ear ure: sure it’s pure? tion: (celebration) tious / cious: (scrumptious / delicious) e: he me we she be Set 3 Speed Sounds for spelling Your child will learn how to spell these sounds from Year 2. Reading Books Your child will continue to take home a Read Write Inc. Phonics reading book until they can confidently
Because Kwanzaa is a ‘first fruit’ or harvest festival, mazao (the crops) are an important part of the celebration. Baked goods with flour as well as foods with corn and other grain can be made. Apple Spiced Muffins Ingredients 1 cup milk 2 eggs, beaten 6 tbsp. sugar 1/2 cup butter, melted 2-1/2 cups all-purpose flour 1 tbsp. baking powder 1/2 tsp. salt 1 tsp. ground cinnamon 4 sm. apples, peeled, cored and chopped Topping: 1 tsp. ground cinnamon 6 tbsp. brown sugar Method Preheat oven to 400F. Line 12 muffin pans with paper or grease. Mix together egg, sugar, milk and cooled butter in large bowl. Sift in flour, baking powder, salt and cinnamon. Add chopped apples; combine. Spoon mixture into muffin tins. Mix topping ingredients together. Sprinkle over top of uncooked muffins. Bake for 30-45 minutes, until and golden brown. Sweetcorn pudding (Serves 3-4) Ingredients 275 ml milk 25g butter 125g bread (crusts removed) 330g can sweetcorn kernels, drained 1 egg 1T chopped fresh parsley ½ tsp paprika salt, freshly ground black pepper a little grated cheese Method Set the oven to 190 C (gas mark 5). Heat milk and butter gently in a saucepan until the butter has melted. Remove from the heat and crumble bread into the milk, allowing it to soften. Leave for a few minutes until the bread is soft. Stir in the sweetcorn, egg, parsley, paprika, salt and pepper. Spoon into a greased baking dish and sprinkle with cheese. Bake 35-40 minutes until golden brown.
List and briefly describe any work experience. Most recent employment First. Employer: Position: Supervisor: Date of employment: Beginning Date: End Date: Brief description of your work responsibilities: Reason for leaving: Employer: Position: Supervisor: Date of employment: Beginning Date: End Date: Brief description of your work responsibilities: Reason for leaving: Employer: Position: Supervisor: Date of employment: Beginning Date: End Date: Brief description of your work responsibilities Reason for leaving:
END OF KEY STAGE 2 RESULTS 2012 Percentage of children achieving Level 4 and above in English and mathematics 75% Percentage of children achieving Level 5 in English 39% Percentage of children achieving Level 5 in mathematics 41% Percentage of children making expected progress in reading 100% Percentage of children making expected progress in writing 100% Percentage of children making expected progress in mathematics 88%