zilongwang/ReadingBank huggingface dataset:
The calculations or drawings associated with all complex lifts and included in the Advanced Lift Plan, may require approval from a a qualified structural or mechanical Engineer. Submit and Obtain sign-off of the Advanced Lift Plan from the Lifting Coordinator (and Lifting Supervisor or competent person where appointed). Any issues raised shall be raised and addressed; any minor alterations drawn or written on the plan shall be clearly signed. Apply Control Measures Select and Procure Mobile Crane Accountability: Contractor Director / Manager Before selecting a crane for a particular application, all relevant information must be obtained and all relevant operational and risk criteria must be determined. Select and procure fit for purpose crane All cranes and mobile plant used for lifting must comply with the ACOP Cranes & PECPR Regulations. The specifications of the crane must be matched to the anticipated lifts, taking into consideration such things as: Safe Working Load (SWL) - must have the capacity to lift the heaviest load at the maximum required radius within the SWL. traffic movement controls height and reach requirements the position from where the load is to be lifted the position where the load is to be placed combined weight of crane, load and any other equipment (dead weight) ground conditions workplace restrictions and working environment access to and egress from the work location set-up area required crane limitations, for example, movement limitations multiple crane lifting the nature of the rigging or slinging to be used Contractor Director / Manager
Provide quarterly maintenance for 1 year following substantial completion of the project. PROJECT CONDITIONS Maintain environmental conditions (temperature, humidity, and ventilation) within limits recommended by manufacturer for optimum results. Do not install products under environmental conditions outside manufacturer’s absolute limits. WARRANTY Manufacturer’s Standard Warranty: Access Control System Warranty: 1 year limited warranty. PRODUCTS MANUFACTURERS Acceptable Manufacturer: LiftMaster; 845 Larch Avenue; Elmhurst, IL 60126-1196. 800.282.6225; Email: specs@LiftMaster.com; Web: LiftMaster.com. Substitutions: Not permitted. Requests for substitutions will be considered in accordance with provisions of Section 01600. ACCESS CONTROL SYSTEMS Stand-Alone Proximity Access Control Device: LiftMaster PPLX Passport Stand-Alone Proximity Card Reader. Dimensions: Surface mount, 4-1/2 inches H x 3-1/5 inches W (115 mm H x 82 mm W). Power: 5 to 14V DC, 50 mA idle, 150 mA maximum. Enclosure: Surface-mount, vandal-resistant plastic faceplate and single-gang weatherproof outlet box. Operating Temperature Environment Access Control Unit and Cards: Ambient temp. degrees F (-40 degrees C) to 158 degrees F (70 degrees C). Operating Humidity: 0 to 95% non-condensing. System Components: Stand-Alone Proximity Reader (LiftMaster Model PPLX). Proximity Radio Programmer (LiftMaster Model PPRP). Power supply 12V DC 2.0A (LiftMaster Model PS12D2A). 34-Bit Passport Proximity Card (clamshell) (shipped in sleeves of 50) (LiftMaster Model PPCSC). Standard Features: 6-inch (152 mm) card reader range. Capacity: 50,000 users. Programmable Output Relay: (NO/NC). SPST solid-state relay, 1A max. at 60V AC or DC. “Latch Mode” to hold a door or gate open. Timed anti-passback logic. EXECUTION EXAMINATION AND PREPARATION
deviations from manufacturer’s recommended installation tolerances and conditions. INSTALLATION Install in accordance with manufacturer’s instructions and in proper relationship with adjacent construction. Test for proper operation and adjust until satisfactory results are obtained. PROTECTION Protect installed products until completion of project. Touch up, repair or replace damaged products before Substantial Completion. END OF SECTION
Installation instructions. Authorized dealer certificate and certified training certificates of installers who will be working on this project. Block diagrams. Equipment list. Shop Drawings: Submit the following: Access system layout and locations, including size requirements. Detailed wiring diagrams of access equipment. Load calculations of all equipment for proper sizing of electrical provided by the customer and standby emergency generator circuits. As-Built Drawings: Update shop drawings to create final as-built drawings. Submit 3 copies and digitally in AutoCAD 14 or later format on a CD (3 copies). Operation Data: Include 3 copies of the software administrator and operator manuals. Maintenance Data: Include maintenance and repair procedures. Submittals: Product Data: Equipment list, system description, electrical wiring diagrams for installation, and manufacturer’s data sheets on each product to be used, including: Preparation instructions and recommendations. Storage and handling requirements and recommendations. Installation methods. Shop Drawings: Submit shop drawings showing layout, profiles, and product components, including anchorage, edge conditions, and accessories. Operation, installation, and maintenance manuals including wiring diagrams. Risers, layouts, and special wiring diagrams showing any changes to standard drawings. DELIVERY, STORAGE, AND HANDLING Store products in manufacturer’s unopened packaging with labels intact until ready for installation. Schedule delivery of parking control equipment so that spaces are sufficiently complete that operators can be installed upon delivery. Owner will provide, on-site, a secure, dry, locked storage area for all equipment delivered under this scope of work. QUALITY ASSURANCE Quality Assurance: Manufacturer: The access control system shall be from a single-source manufacturer that specializes in telephone entry control systems with a minimum of 5 years of experience. Installer: Company specializing in access control systems with a minimum of 3 years of experience on systems of similar size and scope. Technicians working on project must have been certified on the hardware and software used for this project. Assurance: Perform installation by factory authorized contractor specifically trained in gate operation systems of the type found within this section. Provide documentation of maintenance and repair service availability for emergency conditions. Provide quarterly maintenance for 1 year following substantial completion of the project.
SECTION 02829 ELECTRIC GATE OPERATORS Display hidden notes to specifier by using “Tools”/“Options”/“Display”/“Hidden Text”. Copyright 2006-2014 ARCAT, Inc. - All rights reserved. GENERAL SECTION INCLUDES Electric Gate Operators: Variable speed industrial slide gate operators (LiftMaster Model VSL595). Monitored Retro-Reflective Photo Eye (LiftMaster Model CPS-RPEN4GM). RELATED SECTIONS Section 02820 - Fences and Gates: Adjoining fences and gates. Section 03300 - Cast-in-Place Concrete: Concrete mounting pads. Section 11150 - Parking control equipment. Division 16 - Requirements for electrical connections. REFERENCES National Electrical Manufacturers Association (NEMA): NEMA ICS 6 - Industrial Control and Systems: Enclosures. International Organization for Standardization: ISO 9001 - Quality Management Systems. SUBMITTALS Submit under provisions of Section 01300. Product Data: Equipment list, system description, electrical wiring diagrams for installation, and manufacturer’s data sheets on each product to be used, including: Preparation instructions and recommendations. Storage and handling requirements and recommendations. Installation methods. Shop Drawings: Submit shop drawings showing layout, profiles, and product components, including anchorage, edge conditions, and accessories. Operation, installation, and maintenance manuals including wiring diagrams. Risers, layouts, and special wiring diagrams showing any changes to standard drawings. DELIVERY, STORAGE, AND HANDLING
Do not proceed with installation until substrates have been prepared using the methods recommended by the manufacturer and deviations from manufacturer’s recommended tolerances are corrected. Commencement of installation constitutes acceptance of conditions. If preparation is the responsibility of another installer, notify Architect in writing of deviations from manufacturer’s recommended installation tolerances and conditions. INSTALLATION Install in accordance with manufacturer’s instructions. Test for proper operation and adjust until satisfactory results are obtained. PROTECTION Protect installed products until completion of project. Touch-up, repair or replace damaged products before Substantial Completion. END OF SECTION
LIFTON WD_35_15_13 WD_35_13_13 WD_35_17_13 WD_35_05_08/13 WD_35_16_13 Scale 1:7000 © Crown copyright and database rights 2014 Ordnance Survey 100023302 SHLAA Site Conservation Area Flood Zone 2 Flood Zone 3 Listed Building Listed Park or Garden Public Right of Way Tree Preservation Order Wildlife Site - AWI
BECKER-Antriebe GmbH The international company was founded in Sinn, Germany, in 1921. Today, the company specialises in drives and control units for roller shutters and sun protection systems. With more than 300 employees and various subsidiaries and agencies, the family-run business has become an international success story. BAHR Modultechnik GmbH Since 1990, Bahr Modultechnik GmbH has been developing, producing and marketing its modular positioning systems consisting of self-supporting, wear-free aluminium profiles. In addition to standard solutions, Bahr implements solutions unique to an individual client’s needs. The company based in Luhden/Germany offers bespoke support and product training as well as an extensive maintenance and repair service. Its many customers include individual users and OEM clients from a range of industries, e.g. tool, packaging and special machine manufacturers, food and pharmaceutical system manufacturers and medical technology specialists. www.bahr-modultechnik.de Press image 1: “Lift system” © Bahr Modultechnik GmbH
provided with sufficient storage (or broken locks are never repaired), they may question the management’s commitment to security. Likewise, staff ID passes should be worn at all times and a culture of enforcement established. A security culture is about more than facilities and procedures – it is also about creating an environment that is focused and proactive about identifying and reducing risk, for everyone’s benefit. Personnel security Personnel security is a system of policies and procedures that seek to manage the risk of an 'insider threat'. This is the threat from individuals working somewhere within the industry and abusing their access for malicious purposes. Personnel security measures offer some protection against the use of insiders by terrorists, criminals or the media. Good personnel security ranges from proportionate but thorough screening to the provision of ongoing care (once the job applicant is employed). The latter is to protect against existing employees who may foster a grudge against their employer, develop terrorist sympathies, or who may have been coerced out of loyalty to a family member or friend to do harm to their organisation. Although many organisations regard personnel security as an issue resolved during the recruitment process, it is a discipline that needs to be maintained throughout a member of staff’s time in employment: through appraisal procedures, communication programmes, incentive schemes and even management attitudes and relationships. It should include a formal process for managing staff leaving the business. When consistently applied, personnel security measures not only reduce operational vulnerabilities – they can also help build a hugely beneficial security culture at every level of an organisation. Further guidance on personnel security can be found on the CPNI and NaCTSO websites. Security training We recommend that any staff (e.g. drivers, cleaners, security staff, CCTV operators, customer service / information desk staff and other front lijne staff) whose duties or tasks include the following, be briefed regularly (and if possible be given appropriate training) to ensure that they are aware of their security responsibilities and how to respond appropriately: Searching or checking rolling stock; Passenger luggage reconciliation; Searching or patrolling a station or other public area; Controlling access into a non-public area;
Date of Referral : OASIS Reference Number : (Office Use Only) Referrer: Email : Position: Telephone No: Primary Victim Details Forename(s): Surname: Date of Birth : Age: Telephone : Mobile : Email: Address: Post Code: Safe Contact Methods NOT Safe ☐ Call Safe ☐ Other: Address Safe ☐ Text Safe ☐ Phone Safe ☐ Email Safe ☐ Emergency Contact Name: Emergency contact Number: Gender: Sexual Orientation: Transgender: First Language: Religion: Ethnicity: Relationship status: Employment status: Access to public funds: Disabilities Vulnerabilities / Complex Needs (In the past year has the client had any problems with any of the following?) Long Term Illness or Condition ☐ Physical ☐ Alcohol ☐ Drugs ☐ Mental Health ☐ Self Harm ☐ Hearing ☐ Learning ☐ Victim or Risk of FGM ☐ Forced Marriage ☐ Homelessness ☐ Criminal Offences ☐ Visual ☐ None ☐ Sexual Exploitation ☐ Rape or Sexual Assault ☐ Struggle with Social Skills ☐ Schedule 1 ☐Offender (At any time)
Contents The Context …………………………………………………………………………….. 3 The Brief ………………………………………………………………………………… 4 Schedule for the day …………………………………………………………………… 5 Shop resource sheet ………………………………………………………………. 6 Assessment information and criteria …………………………………………………. 8
8. Assessment matrix Host name: ………………………………………………………. Date: ……………………………. Assessment Criteria Team 1 Team 2 Team 3 Team 4 Team 5 Team 6 Team 7 Planning 15 Development 25 Accounting 15 Quality and performance of prototype 30 Teamwork 15 Total score 100 Faradays spent
1 The learner will understand the lighting requirements for the performance The learner must know: Assessment Requirements Evidence Location 1.a Health and safety regulations relating to working with electrical lighting equipment Learners should describe the health and safety regulations relating to working with electrical lighting equipment The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 1.b The correct equipment needed for the production Learners should identify the correct equipment needed for the production 1.c How to prepare simple plot sheets and cue lists Learners should prepare simple plot sheets and cue lists
RESOURCE LINKS Building Science Concepts Book 29 – Solar Energy: Sun Power on Earth Book 54 – Windmills and Waterwheels: Harnessing the Energy of Wind and Water Connected “After the Spill”. Connected 4, 2013 Wind Power. Connected 3, 2010 ESchoolToday “Non-renewable Energy” “Renewable Energy Sources” Science Learning Hub “Future Fuels” “Solar Cells” (video) Other sources “Find a field trip” from LEARNZ. “Government tries to hide massive deforestation in latest climate report” from the Green Party. “Hybrid Photovoltaic/Coconut based Power Systems in Tokelau – Consultancy for the Feasibility, Environmental Impact Assessment, System Design and Specifications of Major Components and Financing Strategy – Report on Feasibility, Environmental Impact Assessment, Overall System Design and Specifications and Financing Strategy” from the Government of Tokelau. “New Zealand’s Greenhouse Gas Inventory 1990–2013” from the Ministry for the Environment. “New Zealand’s Wind Farms” from the New Zealand Wind “Our renewable energy resources” from the Energy Efficiency and Conservation Authority. “Pacific Climate Change Portal.” “Renewable energy” from Science Daily. “Solar Electricity Changing the Way People Live” from PowerSmart Solar Electricity. (video) “Stop Climate Change” from Greenpeace. “Switching to Solar at Clyde Quay School” from New Zealand Science Teacher. “Tokelau becomes the first 100 percent solar-powered nation” from Wired. (article and game) “Tokelau Renewable Energy Project” from PowerSmart Solar Electricity. “Welcome to the Teacher Section” from Schoolgen. “Wind energy student fact sheet” from the New Zealand Wind Energy Association.
Figure 6. Nomogram for Typical Lamp Life in Years. Lamp usage cost comparison A comparison of lamp cost (operating and replacement) between technology types is shown in Figure 7. CFLs are currently the most cost-effective technology available, primarily due to the high purchase cost of good quality LED lamps. Halogens have a higher power usage and also require more frequent replacement due to their shorter lifetime, and are only marginally more cost effective than the phased-out tungsten filament incandescent. The time scale in Figure 7 is based on lamp use of 5 hours per day, which is typical for commonly used areas such as kitchens and lounge rooms (see ). In other rooms where the hours of use are less, the cost shown on the graph will decrease by the same proportion (e.g. halving the hours of use per day will halve the cost at each point in time on the graph). Figure 7. Comparison of tungsten filament incandescent, halogen, LED and compact fluorescent lamp operating and replacement costs, assuming 5 hours use per day. Comparison is based on lifetimes of 25,000 hours for LED, 8000 hours for CFL, 2000 hours for halogen and 1000 hours for tungsten filament incandescent lamps; an LED price of $50, CFL price of $6, halogen price of $4 and tungsten filament incandescent price of $1; and electricity rate of 25.378¢ per kWh (Tariff 11, Origin Energy, July 2012). Lamp labelling Lamp characteristics may be displayed on the packaging. It is mandatory for tungsten filament incandescent and halogen lamps to have the light output in lumens, wattage and lamp lifetime marked on the packaging. CFLs must have the same information on their packaging, along with the mercury content in milligrams. Other typical performance information that may be included on lamp packaging is the efficacy and CCT (an example is given in Figure 8). Some LED lighting may have additional information regarding the promoted by Lighting Council Australia (www.lightingcouncil.com.au/site/ssl/overview.php). These labels provide a wider range of information about product performance but are not an endorsement of the product meeting a minimum level of product quality. Figure 8. An example of how lamp performance (e.g. colour correlated temperature) information could be displayed on packaging.
1. What should the new VEET target be? No response Other (please specify a target and length): [Required if 'Other' selected] * 1a. Please outline why you prefer the target you identified, or why you selected "No response": Lighting Council Australia supports a longer term than 5 years to provide some level of certainty to the VEET scheme 2. Comments are invited on the modelling approach used to determine the costs and benefits of the VEET scheme. Is there any additional data or information that should be considered? No Comment. Not a core business activity of Lighting Council Australia. Unable to recommend value. 3. Which greenhouse gas coefficient should be used to quantify the reduction in greenhouse gas emissions achieved by the VEET scheme? No response 3a. Please outline why you believe this option is preferred, or why you selected "No response": Not a core business activity of Lighting Council Australia 4. The Department has valued greenhouse gas emissions reductions attributed to the VEET scheme by adopting a carbon valuation series that was produced by the Federal Climate Change Authority as part of its 2014 Targets and Progress Review.Please outline whether you think this approach is appropriate for valuing greenhouse gas emissions reductions over the period 2016 to 2050? No comment. Not a core business activity of Lighting Council Australia 5. Is there a case to exclude any business sector(s) from participation in the VEET scheme? No response 5a. Please outline why this is your preferred option, and comment on how this should be implemented: 5b. Please outline why this is your preferred option: 6. Should the VEET scheme be amended to better ensure support for low income households? No
5. Other Responsibilities • Perform other duties relevant to the job as requested 6. Job Requirements and Qualifications Education: Minimum Post - High School Degree in any related discipline. Experience: Minimum 2 years professional experience in related work Skills: • Highly proficient with electrical systems, light fixtures, control devices, stage equipment, cables, extension lugs and other lighting tools that are used to control the effects during filming and production. • Good technical skills • Good colour vision • Minimum computer skills to control and adjust lighting to match the mood or style of a staged scene. Knowledge • Technical equipment and handling Abilities: • Able to work under pressure • Able to understand production teams needs in order to deliver the excellent pictures. • Patience and sensitivity to the needs of actors and other professionals on set; • Physical fitness and ability to work in heights. Core Competencies: 1- beIN Sports ethics and code of conduct. 2- beIN Sports spirit. 3- Diversity. 4- Integrity. Work Environment: Studio and lighting gallery plus field work where necessary Job Demands: Physical characteristics: Other characteristics: 7. Performance Measures • Doing wiring and connections safely • Ensuring the rigging system is secured. • Fast technical troubleshooting 8. Tools and Equipment • Gripping tools • Lighting projectors and consoles • Lighting and rigging accessories.
Table 1: Relevant Studies by Category of Information Savings Calculation Market Characterization Data Collection Publisher Source Name (as referenced in memo) Year Hours of Use Savings Fractions Market Size Code Current Practice Evaluation Methods Sampling Design BPA, PG&E and SCE Exterior Occupancy Controls Assessment 2014 X* X* CPUC Database of Energy Efficiency Resources 2014 X CPUC Database of Energy Efficiency Resources 2016 X DNV GL Lighting Retrofit Control Measures 2014 X X X LBNL Meta Analysis of Energy Savings from Lighting Controls 2011 X X Navigant Research Intelligent Lighting Controls for Commercial Buildings 2013 X Navigant Research Intelligent Lighting Controls for Commercial Buildings 2015 X NBI Lighting Control Systems Research Methodology 2012 X X NEEA Commercial Building Stock Assessment 2014 X* NREL Lighting Controls Evaluation Protocol 2013 X X NW Council The Sixth Plan: Commercial Master Workbook 2009 X NW Council The Sixth Plan: Interior Lighting Controls Workbook 2009 X NW Council The Sixth Plan: Side Daylighting Workbook 2009 X RTF RTF Guidelines 2014 X X RTF RTF Research Plan 2014 X RTF RTF Statistics Review 2012 X RTF RTF Priority Input Sheet 2012 X RTF RTF Reference Data 2012 X Source: Research team analysis, 2015
Appendix B: Tables Table 5: RTF Lighting Calculator Controls Questions Category Response Options Installed Location Fixture, ceiling, wall Occupancy Sensor Control Strategy Occupancy, vacancy Occupancy Sensor Time Delay Setting Open-ended Bi-Level Switching or Dimming Control Strategy Manual, occupancy, photocell, scheduling Daylight Sensor Switching Stepped (if so, number of stepped levels), continuous Window Orientation North, south, east, west Source: RTF Lighting Protocols Interview Guide Table 6: RTF Lighting Calculator Savings by Control, Building and Space Types Lighting Control Type Impact Control Savings Fraction (CSF) Applicable Building Types Applicable SUTs Manual Light Switch Hours of Use 0% All All Daylight Controls – Continuous Dimming Fixture Wattage 30% Office, School K-12 Open Office, Classroom Daylight Controls – Multi-Step Dimming Fixture Wattage 20% Occupancy Sensor Hours of Use 30% College/University, Area Lighting, Parking Garage, School K-12, Warehouse Classroom, Parking Garage/Exterior, Classroom, Aisle Lighting Occupancy Sensor w/ Daylight Sensor – Continuous Dimming Hours of Use, Fixture Wattage 40% Occupancy Sensor w/ Daylight Sensor – Multi-step Dimming Hours of Use, Fixture Wattage 35% Occupancy Sensor w/ Daylight Sensor – On/Off Operation Hours of Use 35% Bi-Level Lighting Fixture Wattage 35% College/University, Office, School K-12 Classroom, Stairway Source: RTF Lighting Calculator
ATTACHMENT E: Phase out of inefficient lamps Scope Table 29 below provides information on the proposed phase out for different lamp technologies/type. E3 will finalise phase out details in consultation with stakeholders as part of drafting the determination. Energy Ministers will approve final detail in considering the replacement incandescent and halogen determination. Note: Class refers to the product classes referenced in the GEMS Incandescent Determination. Table 29: Proposed phase out of halogen and incandescent lamps Technology and/or type Proposal Incandescent and halogen Pilot lamps Phase out greater or equal to 10w pilot lamps Incandescent and halogen lamps 25W and below (candle, fancy round decorative) (Class 3,4,5) Caps: E14, E26, E27, B15 or B22d Phase out greater or equal to 10w Mains voltage Incandescent and halogen non-reflector (class 6) Caps: E14, E26, E27, B15 or B22d Phase out all non-directional lamps Mains voltage halogen capsules Caps: G9 bi-pin Proposed for phase out. As part of drafting determination, review availability of LED replacements for halogen G9 in higher lumen ranges. Mains voltage reflector incandescent lamps (includes halogen) Caps: E14, E26, E27, B15, B22d, GU10 Currently unregulated. As part of drafting determination review price gap between halogen and LED (R and PAR) to confirm feasibility of phase out. Review consumer impacts of phasing out GU10 halogen downlights without MEPS on LED recessed luminaires (replacement for GU10 in addition to LED downlight).
Senior Lecturer, Faculty of Education 2001–2004 Pennsylvania State University, University Park, PA Lecturer, Department of English 1998–2000 Inwood Intermediate School 52, New York City Board of Education Teacher, Science and Mathematics PUBLICATIONS Refereed Manuscripts Ardasheva, Y., Newcomer, S. N., Ernst-Slavit, G., Morrison, S. J., Morrison, J. A., Carbonneau, K. J., & Lightner, L. K. (in press). Decision-making practices of experienced teachers during small group instruction to support English learners. The Elementary School Journal. Morrison, J., & Lightner, L. (2017). Putting paraeducators on the path to teacher certification. Phi Delta Kappan, 98(8), 43-47. Manuscripts in Submission Firestone, J. B., Lightner, L. K., Ardasheva, Y., & Crider, H. F. (under review). Scaffolding science-specific and general academic vocabulary for adolescent ELs in integrated general education science classrooms. Newcomer, S. N., Ardasheva, Y., Morrison, J. A., Ernst-Slavit, G., Morrison, S., Carbonneau, K. J., & Lightner, L. K. (under review). “Whoa… Welcome to America!”: Working with refugee students and families. Reports Neuilly, M.-A., Cooper, C. M., & Lightner, L. K. (2017). President’s Commission on the Status of Women 2017 Annual Report. Pullman, WA: Washington State University Office of the President. Lightner, L. K., Bartlett, D., Campbell, H., Griffin, J., Neuilly, M.-A., Nicol, E. A., & Potwora, J. (2015). President’s Commission on the Status of Women 2015 Annual Report. Pullman, WA: Washington State University Office of the President. REFEREED PRESENTATIONS Lightner, L. K. & Morrison, J. A. (2019, August). Science teaching self-efficacy in newly qualified primary teachers with extant school-based work experiences. Poster to be presented at the European Science Education Research Association Conference, Bologna, Italy. elementary
Actions Link AIP goals to Leadership personell's key responsibilities (ie. Prin- Goals 2& 4, LT Goal 3, AP Goal 1) or reset as determined by skills of Leadership Team Base resource allocation to priories set in the AIP Evidence of impact Staffing and budget sub-programs are clearly aligned to AIP Roles and Resonsibilities clearly aligned to AIP Activities and Milestones Who Is this a Professional Learning Priority When Budget Set and use cash and credit Equity funding according to priorities Principal No from: Term 1 to: Term 4 $750,000.00 Equity funding will be used Professional Learning and Development Plan - 2018 Lightning Reef Primary School (5541) Professional Learning Priority Who When Key Professional Learning Strategies Organisational Structure Expertise Accessed Where Enrol Vertical Leadership Team in Leading Literacy 12 month PD held in Bendigo Challenging maths tasks Research Project P-2 Improved NAPLAN data both in Y5 growth Teaching and Learning Coordinator from: Term 1 to: Term 4 Planning Preparation Design of formative assessments Moderated assessment of student learning Whole School Student Free Day Professional Practice Day Formal School Meeting / Internal Professional Learning Sessions Timetabled Planning Day SEIL VCAA Curriculum Specialist Primary Mathematics and Science specialists Literacy expertise PLC Initiative Teaching partners On-site Off-site Bendigo NW Region Monash University
Literacy Leaders Maths/Sci Specialist External consultants Berry St Institute Golden Square PS Lead school in RR Teachers revisit training in SWPBS with an external coach (3 yr process) Wellbeing Team from: Term 1 to: Term 4 Planning Preparation Design of formative assessments Moderated assessment of student learning Collaborative Inquiry/Action Research team Curriculum development Peer observation including feedback and reflection Formalised PLC/PLTs Individualised Reflection Whole School Student Free Day Professional Practice Day Formal School Meeting / Internal Professional Learning Sessions Timetabled Planning Day Network Professional Learning Communities of Practice PLC/PLT Meeting SEIL VCAA Curriculum Specialist Primary Mathematics and Science specialists Literacy expertise PLC Initiative Teaching partners Leadership partners School improvement partnerships Internal staff Subject association Bastow program/course Learning Specialist Literacy Leaders Maths/Sci Specialist External consultants On-site Off-site Melborne TBC
National Weather Service. (2013, February 08). The positive and negative side of lightning. Retrieved from NASA. (2013, February 10). A lightning primer. Retrieved from http://thunder.msfc.nasa.gov/primer/index.html Key compare and contrast words: most, all, both, similar, types I would use this graphic organizer to point out to the students the differences and similarities between the three main types of lightning.
Is the literature sensitive to your low socioeconomic students? X X This book is neutral. Is the minority or low socioeconomic student presented negatively? X No negativity is represented toward minorities or lower socioeconomic students. Does the literature leave students ready to participate in the science lesson? X Both science knowledge through experimentation and also the historical data collected about different science experiments is encouraged. This book could also encourage a student to find answers to their questions and create better things through invention. Book Title: Lightning Author: Seymour Simon Questions about the literature Science Topic: Lightning Yes No Comments Is the literature age appropriate? X Great informational book for upper elementary grades and beyond with full page photographs throughout. What is the publication date? Is the book outdated? 2006 This book is full of current information that I was able back up through other sources such as NASA and NOAA. Is the Science material presented accurately? X All the information in this book seems to be accurate; I was able to find the same information through other sources. Is the Science material presented clearly? X The information contained in this book is presented in large print next to full page photographic examples. There is a lot of new vocabulary opportunities and information about phenomena that is not presented in most of the books about lightning. Does the literature add to the understanding of Science? X This book would help understand the many aspects of different types of lightning. Will this literature promote interest in Science? X Interest in weather science is promoted through original, spectacular pictures and descriptive information about each picture, leaving the reading with a desire to watch for and identify specific types of lightning.
Character Matching: Match the following characters and their descriptions: ____1. Annabeth ____2. Ares ____3. Athena ____4. Cerberus ____5. Chiron ____6. Charon ____7. Clarisse ____8. Gabe ____9. Grover ____10. Hades ____11. Medusa ____12. Minotaur ____13. Mrs. Dodds ____14. Oracle ____15. Percy ____16. Poseidon ____17. Sally Jackson ____18. Zeus A. Daughter of Ares B. Percy’s smelly step dad C. Percy’s mother D. the main character, a demi-god E. the main female character F. a satyr G. a centaur H. the one whose master bolt was missing I. Lord of the Underworld J. Percy’s “Real” Dad K. god of War L. the security guard for the Underworld M. a half-man, half-bull monster N. A fury O. Annabeths mother P. one that can see into the future Q. a three-headed dog R. a snake-headed monster Sequencing: Put the following events in order using the numbers 1-5 _____Percy battles Medusa and cuts off her head. _____Percy defeats a Minotaur, but loses his mom. _____Percy defeats Ares in a violent battle. _____Percy discovers Camp Half-Blood. _____Percy destroys his math teacher, Mrs. Dodds. TRUE/FALSE: Write whether the answer is TRUE or FALSE on the line ______ Hades put the lighting bolt in Percy’s backpack. ______Percy’s mom petrifies Gabe. ______ Luke had expected Percy to die. ______Zeus now trusts Percy since he proved he was not the thief. ______ The Prophecy the Oracle gave came true. Multiple Choice Questions: Write the letter of your answer on the line ____1. What gift does Luke give to Percy for his quest? A. a Yankees cap B. Riptide C. flying shoes D. a balanced sword
Training Requirements: Candidates for emergency vehicle operator certification shall pass an initial Emergency Vehicle Operator training program (CEVO 3). Emergency vehicle operators shall pass a recertification training at least every three years to maintain their certification. Emergency vehicle operator initial training programs shall be guided by the standards described in CEVO 3 as applicable to Forest Service wildland fire operations. Emergency vehicle operator initial and recertification training programs must include a proficiency test that demonstrates the operator can competently perform all the requisite skills contained in CEVO 3. The initial and the recertification proficiency testing must be in the same class of vehicle for which the employee will be certified to operate. Candidates may obtain the initial and the recertification training at a regional engine academy, a municipal fire department, an EMS training institute or other similar facility meeting the above standards. Recertification training may also be accomplished by completing the online CEVO2 fire course and a “ride-along” with another employee knowledgeable and skilled in emergency vehicle operations CEVO 3. Recertification and recertification proficiency training must occur not less than every 3 years. Certification of Emergency Vehicle Operators: Wildland fire Emergency Vehicle Operators shall be certified by their home unit. The certifying official shall be the unit’s Fire Program Manager and shall be with the concurrence of the unit’s licensing examiner. The certification; “Red Lights and Sirens” shall appear on the individual’s OF-346 and shall be restricted for the weight class of vehicle authorized. Certifying officials must have a strong working knowledge of the local and this national policy to ensure all requirements of these standards are met prior to certification. The signed OF-346 is proof of the employee’s Emergency Vehicle Operator certification. Screening of Emergency Vehicle Operators Potential operators will be screened based on years of driving experience, a history of license suspensions or traffic violations, and other risk factors.
Tripod $500 per hour Computer 2,500 per hour Professional Development $250 per 10 mins FINES Cancellation fee – equipment not needed $200 per item Equipment not returned on time $1000 Work not signed off or completed in time $1000 Misuse of Equipment Fine $1000 per item Tax Department Fine $500 BONUSES Work signed off on time $500 Other bonuses at Teachers discretion $ BUSINESS PLAN Member’s names and roles: Overall idea for film:
Using the Oil-immersion lens In order to get a good look at most bacterial cells, you will need to use the oil- immersion lens. First center the specimen and focus with the high-dry objective (43x) then follow the procedure below. Rotate the nosepiece so that the specimen is between the high-dry and oil-immersion lenses. Place a SINGLE drop of immersion oil on the slide directly over the specimen. Watching from the side, rotate the nosepiece to bring the oil- immersion lens into position. Focus with the fine focus adjustment knob ONLY. Note: If the image is too dark you might want to open the iris diaphragm a little. (only about four times more powerful than Leeuwenhoek's microscope which was constructed over 300 years ago!) The ocular lens magnification of your microscope is 10x. Examine the smallest objective and locate the magnifying power. (you should see a number on the side of the objective) Enter this number in Table 2 below. Now find and record the magnifications of each of the other objectives. Table 2: Magnifying Power of Objectives. Magnification refers to the apparent increase in size of an object when viewed through a microscope. Leeuwenhoek's simple microscopes had a magnifying power of about 270 times the diameter of the specimen. The modern compound microscope combines the magnifying power of the ocular lens and the objective lens and provides a magnifying power of about 1,000 x The Total Magnification is found by multiplying the magnifying power of the ocular lens by the magnifying power of the objective lens that you are using. Q: Calculate the total magnification when the high-dry objective is used.
ANNEXURE – VII * To be submitted in a Separate Sealed Envelope superscribed as “FINANCIAL BID” RATES FOR HIRING OF VEHICLES A: DAILY BASIS Make/ Model Charges for Local Journey (within Guwahat) Charges for outstation journey (outside Guwahati but inside Assam) Charges for outstation journey ( outside Assam, eg : Arunachal, Meghalaya, Nagaland etc) Night halting charges (including Driver’s fooding & lodging) Airport Pickup/ Dropping (Including fuel) A/c Non A/c Hiring charge (per day) Milage (Fuel per Km) Hiring charge (per day) Milage (Fuel per Km) Hiring charge (per day) Milage (Fuel per Km) 1 2 3 4 5 6 7 Indica Bolero Scorpio Tata Sumo Wagon R/SANTRO Maruti ECCO Swift Dzire Indigo Innova Any Other Indica Bolero Scorpio Tata Sumo WagonR/ SANTRO Maruti ECCO Swift Dzire Maruti ECCO Indigo AC
funding cannot be justified by patronage projections; further other transport initiatives of higher priority will precede the implementation of Doncaster Heavy Rail. DRS proposed that Heavy Rail starts at the Park and Ride, not Shopping Town. DRS states that this due to the design standards established by the DOT for Heavy Rail set a maximum gradient of 2% precluding that service from climbing the average 4% gradient to Shopping Town. To terminate at Shopping Town, like LRT, therefore requires construction of a tunnel and 50 metres deep station; estimated at $1 billion by DRS. Congestion of Metro Rail services at Clifton Hill impedes the frequency of services from Doncaster. The Clifton Hill to City section is already heavily used with 16 peak hour Hurstbridge/South Morang line services planned to increase to 22 by 2021. Expected increase in patronage from existing routes precludes pathways for even between 2 and 4 services per hour from Doncaster. To reduce congestion investment in the order of another $5-6 billion is needed including either the decoupling the South Morang/Mernda Line by constructing a separate tunnel between Clifton Hill and the CBD, and/or installation of “moving block” high capacity signalling. Alternative heavy rail proposals that connect Doncaster to the proposed Metro Station at Parkville and by pass congestion on the line at Clifton Hill are valid, but the cost of tunnelling from around the end of the Eastern Freeway, plus the cost of intermediate stations makes it prohibitive, for the expected patronage. DRS modelling indicated patronage of 56,000 passengers per typical week day, around 7,000 per hour. This would require 12 trains per hour each carrying 600 passengers. LRT vehicles can accommodate up to 9000 passengers per hour as shown above. VTAG supports the premise that potential patronage is substantially higher than that expected by DRS, and that it would increase with fast reliable services however, increased patronage cannot be accommodated by Heavy Rail.
Address Email Phone Number Other Information DECLARATION I wish to apply for the above premises to be considered an Approved Inspection Station. I give my consent for the Department of State Growth to conduct a probity check into myself or any of my business details and to my premises being checked for suitability prior to contracting to undertake vehicle/structural inspections. Signature Name Date Personal Information Protection Statement: Personal information we collect from you for assessing your suitability to become an Authorised Inspection Station will be used by the Department for that purpose only. Your personal information may be disclosed to contractors and agents of the Department, courts and other public sector bodies or organisations authorised to collect it. This information will be managed in accordance with the Personal Information Protection Act 2004 and may be accessed by you on request to this Department. You may be charged a fee for this service. Failure to provide this information may result in your application not being processed. This page has been intentionally left blank Application to Become a Vehicle Examiner/Motor Body Examiner To be completed by applicant wishing to become a vehicle examiner Full Name Address Date of Birth Licence No and Expiry Phone No Email Qualifications: Experience:
LIGO Laboratory / LIGO Scientific Collaboration LIGO-M1000066-v25 LIGO Laboratory June 2017 LIGO Data Management Plan, June 2017 http://dcc.ligo.org/LIGO-M1000066/public/ Stuart Anderson, Roy Williams . California Institute of Technology LIGO Laboratory – MS 100-36 1200 E. California Blvd. Pasadena, CA 91125 Phone 626-395-2129 Email: info@ligo.caltech.edu Massachusetts Institute of Technology LIGO Laboratory – NW22-295 185 Albany St Cambridge, MA 02139 Phone 617-253-4824 Email: info@ligo.mit.edu LIGO Hanford Observatory P.O. Box 159 Richland WA 99352 Phone 509-372-8106 LIGO Livingston Observatory P.O. Box 940 Livingston, LA 70754 Phone 225-686-3100 1 Introduction 3 1.1 The LIGO Scientific Collaboration 4 1.2 Open Data and 5 1.2.1 Phase 1: Detection or Discovery Phase 5 1.2.2 Phase 2: Observational Phase 5
Tax Id # Contact Person (name, title) Address City, State, Zip Phone Fax Email Nonprofit Participant Organization Tax Id # Non-Profit Status Contact Person (name, title) Address City, State, Zip Phone Fax Email Consultant/Packager Tax Id # Contact Person (name, title) Address City, State, Zip Phone Fax Email Attorney Contact Person (name, title) Phone Email Architect Contact Person (name, title) Phone Email Accountant/Tax Professional Contact Person (name, title) Phone Email IV. APPLICABLE FRACTION DETERMINATION Total Site / Acreage Number of Units Amount of Square Footage A Commercial Use -not common XXXXXXXXXXXXXXXX B Employee or Owner-Occupied Residential Units
CUSTOMER INFORMATION Date Submitted: Company Name: Contact Name: Street Address: Title: Product Design Team City: Phone: State: CA Zip: Country: USA Email: PRODUCT INFORMATION Type of Device: X New Product Next generation of existing product Replace existing product Other Customer Product/Project Name: Estimated Product Launch Date: Comments: Estimated Annual Usage: Target Price: not yet indicated/will not divulge Estimated Commercial Lifetime of Product: NDA Signed : Yes Scope of Work Request Needed : Battery Schedule Dates Quantity Turnkey Design Cell Spec Required Date : First Prototypes: QTY: x Electrical Design x Pack Spec Required Date : Qual Samples: QTY: Mechanical Design Quote Required Date : Pre-Production: QTY: Customer provides electrical design Competitive Info: Full Production QTY: x Customer provides mechanical design TECHNICAL REQUIREMENTS ELECTRICAL MECHANICAL Value Units Battery nominal operating voltage Volts Battery weight target Grams Battery cutoff voltage Volts Pack enclosure type: Plastic Metal Shrink-wrap Other: Battery capacity target Ah Ah or Wh Material type Product maximum discharge rate mAh/Amps/Watts Chemical resistance Duration of maximum discharge rate Sec/min Vibration / Shock / Drop Nominal load mAh/Amps/Watts Flammability requirement Desired charge rate mAh/ Amps Connector type Cycle life required or expected Cycles Water ingress (IP rating) Min/Max operating temperature Deg C Cyclic or backup Application Sterilization procedures (Sterrad, Autoclave, etc) Service life expectation after put in use yrs Comments:
In the end, the headmaster asked, “Now come out with your opinion.” “Can’t I give it tomorrow, sir?’ Sekhar asked tentatively. “No, I want it immediately – your frank opinion. Was it good?” “No, sir…” Sekhar replied. “Oh!... Is there any use continuing my lessons?” “Absolutely none, sir…” Sekar said with his voice trembling. He felt very unhappy that he could not speak more soothingly. Truth, he reflected, required as much strength to give as to receive. All the way home he felt worried. He felt that his official life was not going to be smooth sailing hereafter. Everything depends on the headmaster’s will. Did not Harischandra lose his throne, wife, child, because he would speak nothing less than the absolute Truth whatever happened? At home his wife served him a sullen face. He knew she was still angry with him for his remark of the morning. Two casualties for today, Sekhar said to himself. If I practice it for a week, I don’t think I shall have a single friend left. He received a call from the headmaster in his classroom next day. He went up apprehensively. “Your suggestion was useful. Thank you. By the way, what about those test papers?’ “You gave me ten days, for correcting them.” “Oh, I’ve reconsidered it. I must positively have them here tomorrow…” A hundred papers in a day! That meant all night’s sitting up! “Give me a couple of days, sir…” “No, I must have them tomorrow morning. And remember, every paper must be thoroughly scrutinized.” “Yes, sir,” Sekhar said, feeling that sitting up all night with a hundred test papers was a small price to pay for the luxury of practicing truth.
Torts Subject Book Test Pages Book Test Pages Book Test Pages Book Test Pages Intentional Torts to People & Property & Defenses Defamation Invasion of Right to Privacy Misrepresentations; Wrongful Institution of Legal Proceedings Products Liability Negligence: Elements,Duty & Breach Negligence: Causation, Damages & Defenses Strict liability Nuisance; Interference with Business Relations Overall: Torts Contracts Subject Book Test Pages Book Test Pages Book Test Pages Book Test Pages Offer & Acceptance Consideration Defenses Third Parties, Assignment, Delegation Conditions, Performance, Breach Remedies (including UCC) Overall: Contracts Crimes Subject Book Test Pages Book Test Pages Book Test Pages Book Test Pages Jurisdiction, General Matters, Essential Elements, Judicial Procedure offenses Accomplice Liability, Responsibility, Criminal Capacity, Exculpation Inchoate Offenses Offenses against the Person Property and Habitation Offenses Overall: Crimes Last 2 months of study: All FYLS exams posted on State Bar Website TIMED