zilongwang/ReadingBank huggingface dataset:
Faculty of Economics, Thammasat University Course Outline EE460 Thai Economy Semester 1/2013 (June 5 – September 20, 2013) Number of credits: 3 credits Lecture Time: Wednesday and Friday: 3:00 – 4:30 p.m. Lecture Venue: Room 231Y, Faculty of Economics, Rangsit Campus Instructor: Bhanupong Nidhiprabha, Faculty of Economics Office: Office of the Dean, Third floor, Faculty of Economics email: bhanupong.460@gmail.com Office hours: Wednesday and Friday: 1:00-3:00 p.m. or by appointment Course Description: Thailand’s economic structure has changedsince the 1960s in terms of economic development and growth. The intricate relationships between poverty, income distribution, and globalization are discussed. The process of economic policies formulation, implementation of monetary, exchange rate, and fiscal policies are reviewed.The course analytically reviews strategic policies reinforcing economic and social development, especially development of industrial and agricultural sectors, as well as the complex relationship between the Thai economy and the World economy. Prerequisites: EE 311 and EE 312 Course Objectives The objective of this course is to provide students deep understanding of the Thai economy through utilizing economic theories, based on lessons learned from the past. Market mechanism and government intervention will be examined to highlight policy issues relating to efficiency and socio-economic impacts. It is expected that students would be able to analyze controversial issues relating to the Thai economy. Course Evaluation Grading is based on homework and class participation (10%), midterm exam (30%), and final exam (60%). Class attendance will count at the margin to help those who are on the border of two grades. Plagiarism and dishonesty will not be tolerated. Midterm exam: August 2, 2:30-4:00pm exam: October 8, 9:00-12:00am
Welcome to Troop 700! Calling All Adults! 700 needs adults for: 1) Campouts – Go on campouts as coordinators, grub masters, extra eyes and ears 2) Leadership – Serve as Scoutmaster or an Assistant Scoutmaster 3) Rank Advancement – Serve on Troop Boards of Review (allows scout rank advancement) 4) Committees – Serve on Adult Committees (at the Troop, District, and/or Council level)…required by the program! You MUST be a registered adult (with current Youth Protection Training) to do any of the above activities. BSA requires that ONLY registered adults be allowed to complete these functions (i.e., you cannot camp with the troop unless you are a registered member). Troop 700 strongly recommends AT LEAST one adult registration per family because of the requirements noted above. If you're an adult and are not currently a registered member of Troop 700, please consider visiting with our Membership Chair about becoming a member. You'll be glad you did! Adult Application: Application: Required Training Youth Protection Training is required for all registered adult members and is valid for 2 years. This is a 20 minute course and proof of completion must be given to our Membership Chair. YPT on-line course: Medical Forms All scouts and adults that will be camping are required to complete BSA Medical Forms Parts A and B. Link: NOTE: Medical form Part C is required for summer camp and high adventure camps. Along with the forms, you must provide 2 other items: Complete shot records written on the forms OR copies of them from the doctor’s office. Copy of your medical insurance card. Summer Camp – IMMEDIATE ACTION REQUIRED! Each year, summer camp enrollment begins in February. So, for our new members, if you like your scout(s) to attend one of the summer or high adventure camps, please contact a scout leader for immediate action! We don’t want anyone to miss out on this fun opportunity! In our experience, scouts who attend 1st year’s summer camp continue with scouting versus dropping out in 2nd or 3rd years. We hope you can join us!
5th Grade Declaration of Independence Inquiry Why Do Countries Declare Independence? Second Continental Congress, The Declaration of Independence, 1776. © istock / © lawcain. Supporting Questions What are the two big philosophical ideas in the Declaration of Independence? What grievances did the colonists have with King George III? How does the Declaration of Independence make an argument for independence? How do declarations of independence from places in the Western Hemisphere compare with the United States Declaration of Independence? 5th Declaration of Independence Inquiry Why Do Countries Declare Independence? New York State Social Studies Framework Key Ideas & Practices 5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place. Gathering, Using, and Interpreting Evidence Comparison and Contextualization Staging the Question Part 1: Teacher facilitates a breakup letter activity and discussion to introduce the structure of the Declaration of Independence. Part 2: Students complete pre-read predictions in a think-pair-share activity. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 What are the two big philosophical ideas in the Declaration of Independence? What grievances did the colonists have with King George III? How does the Declaration of Independence make an argument for independence? How do declarations of independence from countries in the Western Hemisphere compare with the United States Declaration of Independence? Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Summarize the two big philosophical ideas of Rank the grievances that colonists described in part 2 Rewrite the argument made by the colonists in the trial Trial trial
national sovereignty and natural rights as described in part 1 of the Declaration of Independence. of the Declaration of Independence. Declaration of Independence. countries in the Western Hemisphere to declare independence with the approach used in the United States Declaration of Independence. Understand Assess List the grievances of an independence movement happening in the world today. Make a T-chart with reasons for and against independence in a place seeking independence today. Featured Sources Featured Sources Featured Sources Featured Sources Source A: Part 1 of the Declaration of Independence: Preamble Source A: Part 2 of the Declaration of Independence: Grievances Source A: Part 3 of the Declaration of Independence: Conclusion Source A: Table of independence declarations in Latin America Source B: Source packets: Declarations of independence material for Haiti, Venezuela, and Mexico Summative Performance Task ARGUMENT Why do countries declare independence? Construct an argument (e.g., detailed outline, poster, or essay) that addresses the compelling question using specific claims and relevant evidence from historical sources. EXTENSION Create a comic strip that adapts the argument for why countries declare independence. Taking Informed Action ACT Hold an open forum focused on a present-day independence movement.
Have Other Questions? page 6 School Schedule Calendar A copy of the school calendar can be found on the main Watertown Public School webpage: The last day of school is not fixed at the start of the year. State law requires 180 days of instruction, and also requires that any snow days be made-up before June 30th. The yearly school calendar includes 5 snow days (185 days). The exact last day of school is determined by how many snow days are used during the year to reach 180 days. Snow Closings and Delayed Openings Snow days and delayed openings are listed on the website, . They are also broadcast on all major Boston local news outlets. You can sign up to receive free text or email alerts from any one of these news stations: WBZ- Boston (CBS) WCVB – Boston (ABC) WHDH – Boston (NBC) FOX – Boston On delayed opening days (usually 2 hour delay) lunch is served at the usual times and dismissal is at the standard 2:30pm. Spring Kindergarten Screening Each spring the next year’s class of incoming kindergarten students undergoes “screening days”. This is usually a two-day event in May. On these days, there is no pre-k or kindergarten class since teachers are meeting the next year’s students. This event is town wide, not just a Cunniff School event. The exact date of these days is usually determined in late spring by the town administration. Warning: there is generally only about 1 month of notice of which exact days that there will be no pre-k or kindergarten classes. School Arrival and Dismissal Procedures
Please provide information on the experience of the organisation within the field of humanitarian aid as required in the call. (Please add rows if necessary) Type of activities Dates (from dd/mm/yyyy to dd/mm/yyyy) Location of the action/activity Cost of the action/activity (EUR) Funding sources Objectives and main results of the implemented actions mentioned above (limit 3000 characters)
Date Patient Registration New Add Change Personal Information Patient Name (Last, First, MI) Address Social Security# City, State Zip Code Date of Sex M F Home Phone Work Marital Status Single Married Other Cell Phone/Beeper Primary Language E-Mail Address Primary Care Physician Name Last Name Referred Name Last Name Employment Information Employment Status (Circle One) Full Time Part Time Self Employment Not Employed Retired (Date) Student Name of Employer/Union/Guild Occupation Employer Address , State, ZIP Additional Information Driver’s License Mother’s Maiden Name Place of & State Pharmacy Driver License ID#/ID# Patient’s Maiden Name Pharmacy Phone & Fax# Emergency Contact Name Relationship Home Phone Work Phone
Jeff Bauer, DDS Last Name: First Name: MI: Address: City: State: Zip Code: Sex: Male Female Marital Status: Social Security Number: DOB: Home Phone: Cell Phone: Email: Employer/School: Occupation/Grade: Employer/ School Phone: Other family members who are patients here: Who can we thank for referring you to our office? / Last Name: First Name: MI: Social Security Number: Phone Number: Employer: Employer Phone: Occupation: Last Name: First Name: Relationship: Phone Number: Insurance Coverage: Yes No Insurance Company Name: Insurance Company Address: Insurance Company Phone: Subscriber’s Name: Subscriber’s DOB: Subscriber’s SS Number: Patient’s Relationship to Subscriber: Subscriber’s Employer: Subscriber’s Employer Address: Subscriber’s Employer Phone Number: medical history Yes No Yes No Yes No Condition Heart Murmur Artificial Heart Valve Rheumatic Fever High/Low Pressure Problems associated with a Stroke Gland, Goiter, or Thyroid Diabetes Type: Asthma, Hay fever, Allergies Tuberculosis Tobacco, Snuff, Alcohol, Drug Habits Stomach or Intestinal Troubles Scarlet Fever or Pneumonia Hepatitis Type: Liver Trouble, Gall Bladder or Stones Kidney Disease Nervous or Mental Conditions Epilepsy or Convulsions Bleeding Disorders Arthritis Eye, Ear, Nose or Throat problems Tumors, Growths, Cysts or Cancers (now or ever) Are you pregnant or trying? Due Date: Are you taking birth control?
Do you exercise? □ No regular exercise □ 1-2 times a week □ 3-4 times a week □ 5-7 times a week □ Cardiovascular □ Stretching □ Weight Machine □ Free Weights □ Sports (type) What is your present stress level? □ No stress □ Minimal stress □ Moderate stress □ Greatly stressed Is your problem affecting your ability to work or do other routine daily activities? □ No effect □ Have some limited physical restrictions, but can function □ Cannot work □ Need some assistance with daily activities □ Cannot function without assitance □ Disabled Do you have or have you ever had any of the following disease or conditions? □ Heart Problems □ Seizures/ epilepsy □ Arthritis □ High/Low Blood Pressure □ Diabetes □ Artificial Bones □ Breathing or Problems □ Kidney problems □ Artificial joints □ Asthma □ Glaucoma □ Immune Diseases □ Stroke □ Ulcers/ Colitis □ Shingles □ Severe Headaches □ Anemia □ HIV/AIDS □ Fainting □ Cancer ( Type:________ ) □ Alcohol/Drug □ Psychiatric problems Are you currently taking any medications ? □ Heart meds □ Pain Killers (including Aspirin) □ Muscle relaxers □ Anti-depressants □ Blood thinners □ Insulin □ Vitamins □ Others Are you allergic to any medications? Y or N If yes, please list: Please list any surgical procedures you have had with approximate dates: Tobacco use: □ Past □ Present □ Occasional □ Moderate □ Heavy Alcohol use: □ Past □ Present □ Occasional □ Moderate □ Heavy Caffeine Use: (Coffee, tea, soft drinks) □ Past □ Present □ Occasional □ Moderate □ Heavy For Women only, are you: □ Pregnant (if yes, how far along are you?) □ Nursing Please shade in the figures below where you have pain, or other symptoms:
Health & PERSONAL CARE HISTORY All questions contained in this questionnaire are optional and will be kept strictly confidential. Exercise Sedentary (No exercise) Mild exercise (i.e., climb stairs, walk 3 blocks, golf) Occasional vigorous exercise (i.e., work or recreation, less than 4x/week for 30 min.) Regular vigorous exercise (i.e., work or recreation 4x/week for 30 minutes) Caffeine None Coffee Tea Soda # of cups/cans per day? Alcohol Do you drink alcohol? Yes No If yes, what kind? How many drinks per week? Tobacco Do you use tobacco? Yes No Cigarettes – pks./day Chew - #/day Pipe - #/day Cigars - #/day # of years Or year quit Drugs Do you currently use recreational or street drugs? Yes No Have you ever given yourself street drugs with a needle? Yes No Sex Are you sexually active? Yes No Method of contraceptive or barrier method used: What is your sexual preference? Personal Safety Do you live alone? Yes No Do you have guns in the home? Yes No Do you have vision or hearing loss? Yes No Do you have an Advance Directive or Living Will? Yes No Do you wear a proper restraint in vehicle? Yes No family history (Please specify maternal or paternal) Condition Y/N Relationship to you Condition Y/N Relationship to you Anemia High Cholesterol Arthritis Kidney Stones Asthma Liver Disease Breast cancer Mitral Valve Prolapse Colon Cancer Osteoporosis Depression Rheumatic Fever Diabetes Thyroid Problems GERD/Acid Reflux Tuberculosis Gout (high uric Acid) Other Cancer Heart Disease Other Condition High Blood Pressure Other Condition
Patient initials Checklist: Review of Systems Acct #: ______________________ (Acct # to be filled by staff) Date of Service: ______________ DOB: ___________________ Date of Injury: ___________________ Patient Name: __________________________________________________________________________________ General- □ Weight loss or gain □ Dry □ Sore throat □Yellow eyes or skin Urinary- □ Fatigue □ Hoarseness □ Frequency □ Fever or chills □ Thrush □ Urgency □ Weakness □ Non-healing sores □ Burning or pain □ Trouble sleeping Neck- □ Blood in urine Skin- □ Lumps □ Incontinence □ Rashes □ Swollen glands □ Change in urinary □ Lumps □ Pain strength □ Itching □ Stiffness Vascular- □ Dryness Breasts- □ Calf pain with walking □ Color changes □ Lumps □ Leg cramping □ Hair and nail changes □ Pain Musculoskeletal- Head- □ Discharge □ Muscle or joint pain □ Headache □ Self-exams □ Stiffness □ Head injury □ Breast-feeding □ Back pain □ Neck Pain Respiratory- □ Redness of joints Ears- □ Cough □ Swelling of joints □ Decreased hearing □ Sputum □ Trauma □ Ringing in ears □ Coughing up blood Neurologic- □ Earache □ Shortness of breath □ Dizziness □ Drainage □ Wheezing □ Fainting
as the Chinese and Romans must have felt with only partial knowledge about how to get from one place to another and how they might be received by the other culture. Students might then think about going places they only know vaguely, such as the high school, a new neighborhood, or a new community. Supporting Question 1 The first supporting question—“Where were the Roman and Chinese Empires located?”—initiates this inquiry by encouraging students to think about the relative location of each empire. The formative performance task asks students to write a description of the relative locations and geographic features of the Roman and Chinese Empires. The two featured sources provide maps outlining the general locations of the two empires along with some of the geographic features of each place. These geographic features would largely shape how interaction between the two groups emerged over time. Supporting Question 2 The second supporting question—“What did the Chinese know the West?”—continues the inquiry by encouraging students to think about the earliest efforts by the Chinese to explore their western frontier. The tumultuous time in Chinese history known as the Warring States came to an end in 221 BCE with the establishment of the important but short-lived Qin dynasty. Afterwards, the Chinese consolidated under the four-century-long Han Dynasty. It was under Han rule that the Chinese began to expand and explore to the west. The formative performance task requires students to complete the first portion of a T-chart that compares what the Chinese and Romans knew about one another. The featured sources for this inquiry include three accounts of these explorations from Chinese historians Sima Qian, Fan Ye, and Yu Huan and a map bank. Supporting Question 3 The third supporting question—“What did the Romans know about the East?”—extends the inquiry by redirecting students’ attention to early exploratory efforts by the Romans. Like the Chinese, the Romans were interested in expanding their influence. The Romans were able to build on the success of the Greeks who had previous interactions with far-Eastern cultures. Students complete the T-chart they began in the second formative performance task that compares the efforts of the Chinese and Romans to learn more about one another. The featured sources include writings from two Roman scholars—Pliny the Elder and Ptolemy— as well as map created by Ptolemy that places China with remarkable accuracy on a map of the world. Supporting Question 4
A horizontal line represents an object at ______________. A diagonal line with a gradual represents an object moving ___________. A diagonal line with a steep slope represents an object moving ______________. A diagonal line with a negative slope means the object is moving ___________ the point of reference. (i) (ii) (iii) (iv) Non-Uniform motion: In a few days we will be talking about non-uniform motion. Any thoughts about what the difference might be between uniform and non-uniform motion? Uniform Motion Worksheet Sketch d-t graphs for the following situations: An elevator moving at a constant velocity traveling to the top floor. A car waiting for the light to change green. A boy on a bike was at the following positions at the following times. Graph this data on a position-time graph. Time (s) Position (m) 0 5 1 9 2 13 3 17 ______________________________________________________________
Time (seconds) 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 Displacement (cm) Now that we have recorded our data we are going to cut up the ticker tape. Cut the tape every second line you drew (at every tenth point). Remember to label each segment. For instance the first piece represents the 1st second; label it 1. The second piece represents the 2nd second; label it 2. What do you notice about the length of the pieces? ____________________________________ Finishing our handout: Pull out your handout from the first ticker tape lab. Draw and label the axis on the back side. This will be a second position time graph. Arrange your tape segments accordingly. Compare these two position time graphs. What is different? _____________________________ Why are they different? __________________________________________________________ Creating a 2nd Distance – Time Graph Plot the data points from your data table on the following graph paper. Remember the x axis is for time and the y axis is for position (displacement). You should have 10 data points. Draw a curved line of best fit for your graph. Why is this distance-time graph not straight? _________________________________________ ____________
Project Profile (Add additional rows if required) Company(or Project) Name Legal Address(if any) Company(or Project) History e.g. date of incorporation, bidding announcement date, transactional milestones Project description e.g. construction, own and operation of 50MW run-of-the river type hydro-electric power plant Project location Concession Agreement (if any) Concession Grantor/ Procuring Authority e.g. Ministry of Industry and of the Socialist Republic of Vietnam, Energy Commission of Malaysia Type of Concession e.g. BOT(25 years), BOO(20 years) Shareholder(or Sponsor/Developer) Name of Shareholder Nationality % of Share Construction Contract Type of Contract e.g. Fixed-price EPC turn-key, Cost-plus contract, etc Main Contactor Name of Contractor, nationality, experience, credit rating, etc. Major T&Cs (if available) e.g. Construction period, Guaranteed performance, Liquidated damages, Performance securities, Warranty period, etc. Technology Employed e.g. Ultra-super critical coal-fired, Solar PV Main Equipment Supplier e.g. Boiler(XX company), Turbine(XX company) O&M Contract Contractor Name of Contractor, nationality, experience, credit rating, etc. Major T&Cs (if available) e.g. O&M fee, Guaranteed performance, Liquidated damages, Performance securities, etc. Offtake Contract Off-taker Name of off-taker, nationality, credit rating, etc. Major T&Cs (if available) e.g. Contract term, Offtake price, Minimum guaranteed volume, Event of Default, Termination clauses, Guaranteed performance, Liquidated damages, etc. Feedstock Supplier Name of off-taker, nationality, credit rating, etc. Major T&Cs (if available) e.g. Contract term, Supply Minimum guaranteed volume, Event of Default, Termination clauses, Liquidated damages, etc. Government Support (if any) e.g. Government guarantee on payment obligation of under PPA, preferential tax treatment, etc.
Anticipated Hours Year 1: 144 Years 2&3: 180 Actual Hours: (Nb. hours entered must tally with hours recorded on placement timesheet) Confirmations: Half-way assessment The half-way assessment report was completed by the clinical educator and the student as appropriate. Relevant sections were discussed with the student and the student had an opportunity to comment. Clinical Educator: Date: Student: Date: Assessment This assessment report was completed by the clinical educator and the student as appropriate. Relevant sections were discussed with the student and the student had an opportunity to comment. Clinical Educator: Date: Student: Date: Placement Documentation Checklist
Featured Sources Featured Sources Featured Sources Featured Sources Source A: Map bank: Establishment and growth of the Islamic Empire and caliphate of Córdoba Source B: Letter proclaiming Abd al-Rahman III caliph, 929 CE Source A: Source bank: Descriptions of Córdoba as a center of learning Source B: Abu surgical instruments Source C: Drawing of Abbas ibn Firnas flying Source A: Image bank: The Great Mosque Source A: Image of Abd III receiving the ambassador Source B: Excerpted letter from Hasdai ibn Shaprut, 10th century Summative Performance Task ARGUMENT Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. EXTENSION Present the argument in an interfaith dialogue about the history of the caliphate of Córdoba. Taking Informed Action UNDERSTAND Determine the extent to which Muslims, Jews, and Christians are represented in a nearby community. ASSESS Identify ways that Muslims, Jews, and Christians coexist in a nearby community today. ACT Invite a knowledgeable representative from each of the religions to clarify and explain cultural traditions. Rahman
Create a table that highlights how major world religions are similar and how are they different. a description of religious tolerance/ freedom, and then rewrite it after considering the definitions in the sources. Create a timeline of relevant events in the history of religious freedom. Write a claim with supporting evidence about the current status of religious freedom. Featured Source Featured Source Featured Source Featured Source Source A: Graph illustrating religious affiliation around the world Source B: “Major World Religions Overview Chart” Source C: Animated map of the history of religion Source D: “World of Religions” infographic Source A: Definitions of religious tolerance Source B: Source bank: Definitions of religious freedom Source A: Excerpt on rights from the Cyrus Cylinder Source B: Excerpt from the Magna Carta Source C: Amendment text and “First Amendment and Religion” Source D: Article 18 of the Universal Declaration of Human Rights and background Source A: “Freedom and the World 2015” map Source B: “Social Progress 2015” Source C: Charts from “Latest Trends in Religious Restrictions and Hostilities” Summative Performance Task ARGUMENT Does religious freedom exist? Construct an argument (e.g., detailed outline, poster, essay) that discusses whether religious freedom exists using specific claims and relevant evidence from historical sources while acknowledging competing views. Taking Informed Action UNDERSTAND Find current examples where people of different faiths coexist or are in conflict. ASSESS Determine what factors support this instance of faiths coexisting. ACT Conduct an interfaith gallery walk or create a display of religions that informs and celebrates the perspectives of these religions and addresses the concept of religious freedom.
Assemble the circuit according to the foregoing topographic diagram. Do not forget that the current transformer may not be operated in open circuit on its secondary side! The resistive load, located in the primary circuit, is star connected and set to resistance value R6 for every phase. Connect the three-phase current transformer so that the resulting current transformation ratio is 1:1. Starting from 0 V, increase the value of the supply voltage to obtain 1 A on the primary circuit. Measure the three primary current alternately and read off the secondary currents with the neutral conductor N connected or disconnected. N connected N disconnected N connected N discounted IL1 (A) I1 (A) 1 …………… 1 …………… IL2 (A) I2 (A) 1 …………… 1 …………… IL3 (A) I3 (A) 1 …………… 1 …………… The three measured currents must be approximately equal in both cases; slight deviations may be explained by the components tolerances. Asymmetrical can also be measured with this circuit. Change only the resistive loads of the phases L2 and L3 to the value R5. Increase the supply voltage to obtain a primary current ILI = 1 A. Measure the three secondary currents, once with and once without the neutral conductor N connected.
From measurement results of experiment 4 load) with inductive load L5 = 0.9 H and resistive load R3 = 435 Ω we know that a cosφ2 value of about 0.5 occurs for this load case. Set the inductive load Ls and resistive load R3. In order to determine the required capacitance for improving the power factor to about 0.9 change in steps the capacitance load values until power factor meter reads about 0.9. At this moment measure voltage U1, current I1, active Pi and reactive Q1 powers at the beginning of the line and voltage U2, current I2 and cosφ2 at the line end. Compensation capacitance: ………… μF U1 = …………… V I1 = …………… A P1 = …………… W Q1 = …………… Var U2 = …………… V I2 = …………… A cosφ2 = …………… Comparing these measurement results with those obtained under same ohmic-inductive load in the experiment 4, here, too, we see a significant improvement in the voltage at consumer, coupled with a reduction current. Moreover the desired power factor value can be achieved precisely.
Transfer and Articulation Identify any special articulation agreements for the proposed program. Provide the articulation agreement or Memorandum of Agreement/Understanding. Employment Opportunities Occupation National Data Type and Source Expected Number of Jobs Employment Projection Expected Number of Jobs Employment Projection Supporting Evidence of Anticipated Employment Opportunities Provide supporting evidence of anticipated employment opportunities for graduates. Description of the Program Projected Enrollment Year Fall Headcount Spring Headcount Summer Headcount Explain how the enrollment projections were calculated. Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program? If yes, explain. Yes
XIII LIBRARY : Librariers at Sriperumbudur & Utkottai Centres are being effectively used by the SEED Children. They are encouraged to spent some time in the Library and read the books to improve their knowledge which includes participation in the Inter – School Quiz Competition by acquiring knowledge with the help of the General Knowledge Books available in our Library. XIV. IMPORTANT MILESTONES IN THE ACHIEVEMENTS OF ORGANIZATION DURING THIS HALF YEAR: As a first time in the history of SEED, M. Mahadevi, whose guardian was a Life Prisoner in Madurai Central Prison, got admission in M.Sc.(Nursing) Course on merit in Sri Ramachandra Medical University, one of the leading institutions in India in imparting medical education. As first time in the history of SEED, four children of SEED ( two girls and two boy ) are studying higher secondary course, after successfully completing their school final year from SEED, in a renowned and leading educational institution in Tamilnadu State which pave the way for their entry in professional courses. One child joined in Mechanical Engineering, another child joined in Automobile Engineering and two children joined in Electronics Communication Engineering courses in the leading Polytechnic Colleges in Tamilnadu State. All of them have secured good marks in their school final year examination . SEED has been recognized selected as the member in the Governing Body of the Advanced Training Institute for Teacher Education, an autonomous institution of the Government of Tamilnadu, providing higher education in teacher training. In Government Girls’ Higher Secondary School at Sriperumbudur where our girl children are studying, there are four sections in X Standard. In all the four sections, our children are the top scorers. One of our children, A. Kousalya,
167 Texaco North Dakota with original box 188 Big Bang metal cannon 168 Texaco North Dakota 189 Big Bang metal cannon 169 Texaco North Dakota 190 Marx cannon 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 55340 - 2 cars/ one yellow and one green Lumar Special 777 Hot Rod Marx Tin Wind up Plane Marx jumpin jeep 22C Popeye #1 wind up boat Wind up popeye Marx popeye the pilot Marx horse and buggy Marx earth hauler with box Marx friction hopper dump truck with box Mighty tonka dozen Mighty tonka dozer L co mobile artiller unit Marx motor market truck Marx truck Tonka Minute Maid box truck Structo flat bed truck Nylint twister 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 cannon Marx US Army Marx US Army truck missing canopy Tonka Army jeep Wyandotte dump with plow Grader power shovel Tonka crater crawler Warner brother greneral lee car Hubert cast iron Cast iron Avery cast iron train Mamod steam tractor MAmod steam tractor Mamod log train cart NRA truck Girard truck Allied van lines tin semi Red and black flatbed truck
Article 31 – Statistics and data collection The Australian Bureau of Statistics Personal Safety Survey does not disaggregate by disability, and is not administered in institutional residential settings. The experiences of individuals living in these settings, as well as those requiring communication support, are thus excluded by this survey. The Disability, Ageing and Carers survey relies on carers and support workers to answer on behalf of people with disability The Australian Bureau of Statistics should modify its research methodology, sampling techniques and research design to ensure that people with disability are comprehensively included in the collection of data. Administrative data collected by services, institutional settings and the police should disaggregate by disability to help form a baseline of information about violence levels against older people with disability.
pilots are currently underway. The TOU working group then worked on the design of default TOU rate pilots to begin in 2018. The purposes of these pilots include an opportunity to assess the IOUs’ operational capacity to default customers to a new rate, as well as a further opportunity to review customer impacts and refine plans for default TOU rat design and roll-out. The InvestorOwed Utilities (IOUs) will propose actual 2019 default TOU rate structures in separate rate design window (RDW) applications due in 2018. On October 15, 2015, the assigned Commissioner issued a new scoping memo and ruling to address 3 issues (Phase 3 Scoping Memo), including Section 745. The Phase 3 Scoping Memo set forth the next steps to meet the Section 745 requirements. In order to reduce the number of issues in dispute, the Phase 3 Scoping Memo directed the parties to develop consensus Section 745 definitions/interpretations through the TOU working group that was already tasked with designing the opt-in pilots. In fall 2015, the TOU working group, assisted by consultant Dr. Stephen George of Nexant, developed a design for the opt-in pilots and issued a TOU working group report on opt-in pilot design (TOU Working Group Report) in December 2015. In accordance with D.15-07-001 the IOUs then filed individual advice letters seeking approval of their respective opt-in pilots.
[12UY0115-3/B3] Computerized Cutting Procedures Date of Publication: 26/12/2012 Rev. No: 00 ANNEXES ANNEX 1: Information on Recommended Training for the Computerized Cutting Procedures Qualification Unit. Content of Training: Work organization, work schedule and planning Knowledge of Ergonomics Identification of the main and intermediate colors Numerical Attention Visual Attention Analytical thinking and comparison Kinds and properties of leather and fur Basic quality knowledge Material surface check (optical) Identification and efficient use of cutting tools Appropriate cutting methods and techniques ANNEX 2 Chart for Performance Criteria Assessed with the Assessment Tools Indicated in the Computerized Cutting Procedures Qualification Unit COMPETENCE NOS SC NQ SC A-SKILLS To successfully complete the qualification, the candidate must provide evidence that s/he does the following: B.1.1 1.1 A1 the production plan from the unit manager. * B.2.1 1.2 Determines the leathercraft model information according to the cutting instructions. * B.2.2 1.3 Determines the vamp material to cut such as leather, imitation, textile according to the cutting instructions. B.2.3 1.4 Determines the leather amount according to the cutting information. * B.2.4 1.5 Determines the surface area information for the leather to be cut according to the cutting information. * B.3.1 1.6 Cleans and organizes the workplace appropriately. * B.3.2 1.7 Takes the necessary precautions for the protection of the materials and the products. C.1.1 2.1 A2 2.1: Studies the leathercraft model in order to gain information on the product to be cut. C.1.2 2.2 Studies the parts, places and numbers on the model in order to gain detailed information on the model to be cut. * C.1.3 2.3 Views the critiques about the model of the product to be cut. C.2.1 2.4 Compares the model draft to the model. * C.2.2 2.5 Informs the unit manager about the differences found. * C.3.1 2.6 Compares the template parts to the leathercraft model. * C.3.2 2.7 Studies the compatibility of the model templates such as front, back, handle and shoulder strap. * C.3.3 2.8 Studies the inscriptions and symbols according to the model draft. * ©Vocational Qualifications Authority, 2012 23
Johanna or Santiago substations, and with a commercial operation date on or before December 31, 2017. SCE later changed the commercial operation date deadline to March 31, 2018. Although SCE initially required a minimum project size of 500 KWs, it represents that the minimum project size was reduced in response to feedback from developers about barriers to finding installation sites. In order to increase participation, SCE also states that it reduced its requirement for projects to have a Fast Track interconnection approval to only require a completed interconnection application. SCE hosted two Bidders’ Conferences with more than 90 participants and posted answers to bidders’ questions online. Ultimately, SCE received seven offers in response to the PRP DG RFO. Three of these offers did not qualify as ERRs and therefore did not conform to the RFO requirements. The remaining four offers were for in-front-of-the-meter solar PV projects, each mounted on a combination of existing building rooftops and carports to be constructed adjacent to existing buildings. SCE evaluated the eligible offers using Least-Cost Best-Fit (LCBF) methodology criteria set forth by the Commission, and ultimately selected and executed contracts for two projects with Sun Edison (the PPA projects). The projects, Bell Tustin and Red Hill, are 1,131 KWs and 1,036 KWs in size respectively, and will consist of a combination of rooftop and carport installations. Both projects interconnect to circuits that connect to the Johanna substation. 1.2. SCE’s Supplemental Testimony As part of the Scoping Memo issued March 4, 2016, the Commission required SCE to answer nine questions in supplemental testimony. The purpose
ALJ/MLC/ge1 Date of Issuance 9/20/2016 Decision 16-09-029 September 15, 2016 BEFORE THE PUBLIC UTILITIES COMMISSION OF THE STATE OF CALIFORNIA Application of San Diego Gas & Electric Company (U902E) for Authority to Implement Optional Pilot Program to Increase Customer Access to Solar Generated Electricity. Application 12-01-008 (Filed January 17, 2012) And Related Matters. Application 12-04-020 Application 14-01-007 DECISION GRANTING INTERVENOR COMPENSATION TO CALIFORNIA ENVIRONMENTAL JUSTICE ALLIANCE FOR SUBSTANTIAL CONTRIBUTION TO DECISION 16-05-006 Intervenor: California Environmental Justice Alliance For contribution to Decision (D.) 16-05-006 Claimed: $ 32,860.00 Awarded: $34,566.00 Assigned Commissioner: Michael Picker Assigned ALJs: Michelle Cooke PART I: PROCEDURAL ISSUES A. Brief description of Decision: D.16-05-006 continued implementation of Senate Bill (SB) 43 (Stats. 2013, ch 413 (Wolk)), which requires that the three large electrical utilities implement the Green Tariff Shared Renewables (GTSR) Program. D.16-05-006 addresses Tracks A and B of Phase IV of the proceeding, setting forth the steps for PG&E, SDG&E, and SCE to address participation of Enhanced Community Renewables (ECR) components of the GTSR Program, and other refinements as detailed below. Intervenor must satisfy intervenor compensation requirements set forth in Pub. Util. Code §§ 1801-1812: Intervenor CPUC Verified Timely filing of notice of intent to claim compensation (NOI) (§ 1804(a)): 1. Date of Prehearing Conference (PHC): 10/2/2013 September 25, 2013 2. Other specified date for NOI: Motion to late-file granted 12/18/2014 Verified.
crossings have been authorized most often in situations where the applicant agrees to close an existing at-grade crossing. At-grade crossings have also been approved in situations where it is expected there will be fewer than 10 trains per week and/or trains will be traveling at slow speeds. In 2003, the Commission held that a separated grade crossing was impracticable for a heavy and light rail crossing that was part of a redevelopment project in San Diego. In that case, the community was divided, with some supporting an at-grade crossing and others opposing the redevelopment project as a whole. Ongoing development in the downtown area proximal to the crossing presented anticipated increased traffic concerns. Separated grade crossings would have cost $30,000,000 more than an at-grade crossing. The Commission found that the separated grade would divide the downtown and interfere with many buildings’ views of San Diego Bay. In 2015, the Commission found that a two-track light rail crossing for trains not exceeding 35 mph did not warrant a $250,000,000 expenditure on a grade-separated crossing. In that case, several community groups opposed the at-grade crossings. When weighing the factors, the Commission emphasized that safety requirements had been met and that the high cost of the separated grade crossing was not justifiable. The Commission has also denied crossing proposals in part because of lack of support from local emergency authorities. In this case, representatives from both the fire and police departments have submitted comments regarding the impracticability of a separated grade alternative. Local authorities have also
ALJ/MLC/ek4 Date of Issuance 9/20/2016 Decision 16-09-004 September 15, 2016 BEFORE THE PUBLIC UTILITIES COMMISSION OF THE STATE OF CALIFORNIA Application of Southern California Edison Company (U338E) for Approval of Contracts Resulting From Its 2014 Energy Storage Request for Offers (ES RFO). Application 15-12-003 (Filed December 1, 2015) And Related Matter. Application 15-12-004 DECISION APPROVING ENERGY STORAGE AGREEMENTS AND PROVIDING GUIDANCE ON CALCULATING ABOVE-MARKET COSTS FOR STORAGE
Incorporating system level or reliability benefits that support the grid as a whole, and do not uniquely accrue to bundled customers, into the PCIA methodology, would result in double counting of this benefit. Storage assets may be able to generate additional value in the near future as greater clarity and guidance on market rules are developed. Including the charging for energy storage in the Indifference Amount may result in double counting of this cost if the charging power costs have already been reflected in the utility portfolio. PG&E’s agreements include a term that the Seller has no stake in (i.e., cost recovery), but which results in PG&E’s ability to terminate the agreement based solely on Commission adoption of an alternative cost recovery methodology. PG&E and SCE have addressed potential safety concerns in a proactive and responsible manner and there are no obvious safety concerns that remain to be addressed. Green Power Institute, Golden Hills Energy Storage, LLC, Energy Nuevo Storage Farm, LLC did not actively participate in these proceedings. Conclusions of Law SCE’s proposed Energy Storage Agreements should be approved. PG&E’s proposed Energy Storage Agreements should be approved. PG&E’s proposed purchase and sale agreements should not be approved. Because we do not approve the PG&E purchase and sale agreements, the issue whether a CEQA review is required for PG&E’s purchase and sale agreements need not be decided.
SOLICITATION AND CONDITIONS ALL CHECKED BOXES ARE APPLICABLE SOLICITATION: NNM15560838Q FIRM FIXED PRICE (FFP) CONTRACT ADMINISTRATOR: Ivey/ARCS RAYNE.L.IVEY@NASA.GOV I. DELIVERY AND PERFORMANCE REQUIREMENTS. ADDITIONAL ITEM DESCRIPTION, MEMORANDUM OF AGREEMENT: Attachment A, Statement of Work Titled: “Layup and Cure Tooling Package for Payload Attach Fitting (PAF)”, Page(s) 1-11 CONFIRMATION OF VERBAL/E-MAIL/FAXED ORDER – DO NOT DUPLICATE THIS ORDER IS A RATED ORDER UNDER DPAS (15 CFR 700). THE RATING FOR THIS IS DO-C9 DELIVERY DATE: 16 Weeks ARO PERIOD OF PERFORMANCE: TBD NO PARTIAL PAYMENT/ DELIVERY ALLOWED. DO NOT SUBMIT INVOICE UNTIL COMPLETION OF ORDER. ALL ITEMS TO BE SHIPPED AT THE SAME TIME PARTIAL DELIVERY/PAYMENT ACCEPTABLE. II. INVOICING AND PAYMENT INFORMATION. Invoices shall be submitted to: NASA Shared Services Center (NSSC) Financial Management Division (FMD) – Accounts Payable Bldg 1111, C. Road Stennis Space Center, MS 39529 Email: NSSC-AccountsPayable@nasa.gov Fax: 866-209-5415 Fed Tax Exempt #: 63-0422638 III. APPLICABLE COMMERCIAL ITEM SOLICITATION CLAUSES: This order is for a commercial item subject to the terms and conditions of FAR 52.212-4, Contract Terms and Conditions – Commercial Items (Dec 2014), incorporated by reference; FAR 52.212-5, Contract Terms and Conditions Required to Implement Statutes and Executive Orders, Commercial Items (Mar 2015) attached to this order; and any additional terms and conditions checked below or included as a Center specific requirements as addenda to 52.212-4. 52.252-2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998).
Hardware Development Lab 5 1 1 2 2 Hardware Development Lab 6 2 1 1 1 1 1 Hardware Development Lab 7 1 Hardware Development Lab 8 2 1 1 1 4 Hardware Development Lab 9 1 1 2 2 Hardware Development Lab 10 1 1 Hardware Development Lab 11 1 1 1 1 4 Hardware Development Lab 12 1 1 1 5 Hardware Development Lab 13 1 1 1 6 Hardware Development Lab 14 1 1 1 3 Hardware Development Lab 15 3 Type of Lab Air Lines GN2 Lines Sink Vent Hood Flammable Storage Chemical Storage Radiation Safe Flow Bench Electronic Optical Bench Hardware Development Lab 16 1 1 2 1 Electronics Lab 1 1 1 1 1 1 4 Electronics Lab 2 3 2 1 1 1 2 2 2 Electronics Lab 3 2 2 1 6
interest, the combined company would have to: Annually report their supplier diversity spending for all California operations to the California Public Utilities Commission as set forth in the Commission’s General Order 156 (Reply Testimony of Stephanie Chen at pp. New Charter will voluntarily report supplier diversity numbers in accordance with GO 156 (NDC MOU at 9); Ensure that supplier diversity is a business priority and achieve 30% MBE contracting across all industrial categories (Reply Testimony of Stephanie Chen at pp. 12-13); Within 5 years of merger close, “New Charter’s aspirational goals shall be consistent with other similarly situated cable operators’ supplier diversity spend in the state” (NDC MOU at 9); Have supplier diversity that report directly to executive leadership and are fully integrated in the sourcing and procurement processes for all company lines of business (Reply Testimony of Stephanie Chen at pp. 12-13);; “New Charter will create the position of Chief Diversity Officer to lead the company’s diversity and inclusion initiatives and efforts….The Chief Diversity Officer will be empowered with decision-making authority to ensure that diversity is integrated into all aspects of the organization ” (NDC MOU at 3); Executive leadership should regularly emphasize the importance of supplier diversity to local managers and purchasing teams (Reply Testimony of Stephanie Chen at pp. 12-13); Executive and senior leader performance evaluations will be based, in part, on New Charter’s success in implementing supplier diversity initiatives (NDC MOU at 6); Providers should proactively establish relationships with leaders of multiple diverse organizations as part of their efforts to build the sourcing and hiring pipeline. Reply Testimony of Stephanie Chen at pp. 12-13 New Charter will create an External Diversity Council composed of representatives of diverse groups to provide feedback on New Charter’s diversity efforts (NDC MOU at 4). 3(b). Greenlining filed extensive testimony specifically on the issue of corporate diversity. Greenlining noted that for the proposed transaction to be in the New Charter will increase the diversity of its board of directors (NDC MOU at 3), and implement a workforce diversity and inclusion awareness program, including efforts to increase recruitment of diverse Verified.