zilongwang/ReadingBank huggingface dataset:
Name: __________________ Environmental Issues in the Middle East “Show what you know” choice board After we complete the notes and the required readings on the Middle Eastern environmental issues, choose one of the performance tasks to display your knowledge and understanding. NEWSPAPER ARTICLE Write a newspaper article both water pollution in the Middle East and the Unequal water distribution. It must contain 2 detailed paragraphs. Be sure to address: WHO-WHAT- WHEN- WHERE- Be sure to include your own solution, also. BUMPER STICKER Bumper sticker illustration - Must include a catchy slogan and colorful illustration(s) on one of the issues 2 paragraphs BOTH ISSUES Identify & explain the causes & effects- Also include 2 solutions. COMIC STRIP/VISUAL TIMELINE Create a storyboard with 6 scenes that address ONE out of the two issues. Come up with your own characters - However, the setting, causes, and effects must reflect what you have learned from the reading. SONG/RAP/POEM This must be a musical performance or monologue you’ll perform in front of some of your peers on both issues. Lyrics/lines must include the causes, effects, and your own solution(s). GRADING CHECKLIST 20 pts – Causes 20 pts – Effects 10 pts – Presentation (visual, title, headline, neatness) GRADING CHECKLIST 15 pts – Bumper Sticker (slogan, neatness, illustration 35 pts – Detailed paragraphs highlighting causes and effects for each issue. GRADING CHECKLIST 35 points – illustrating causes and effects in your scenes 15 points – colorful illustrations, organized storyline GRADING CHECKLIST 35 points – addressing causes, effects, and solutions 15 points – creativity – does it “flow?”
partners continue to work towards comprehensive MWEE offerings for all 4th grade students through Chesapeake Bay Program approved best management practices, including rain gardens, tree plantings, rain barrel & cistern installation, and public education & outreach campaigns by students. Identified gaps for the effort: Staffing levels and interagency coordination to drive MWEE implementation at departments of education and natural resource agencies vary across states. Where these resources do not exist, implementation is inconsistent. States and many local school districts do not have a funding strategy for student MWEEs. Much of the work is supported by individual grants without a strong plan for sustainability beyond grant period. With the exception of DC, Maryland, and Virginia, the ELIT survey for the 2016-2017 school year did not have an adequate response rate to provide reliable statewide findings. Many teachers do not have the confidence and support they need to implement learning, especially outdoors. Given competing priorities (principals and teachers need to be responsive to testing, new standards, 21st century skills, etc.), student MWEEs are often seen as an additional task that is hard to resource, versus a means to achieve requirements in multiple areas. Management Approaches The Chesapeake Bay Program will work together to carry out the following actions and strategies to achieve the Environmental Literacy Goal and Outcomes. These approaches seek to address the factors affecting our ability to meet the goal and the gaps identified above. Work will be coordinated through the Education Workgroup of the Chesapeake Bay Program, which provides a forum for cross- jurisdictional coordination and support on all aspects of environmental education. These groups will work towards shared priorities as follows: Management Approach 1: Increase professional development opportunities for educators teachers, and non-formal) to support the development and implementation of MWEEs Management Approach 2: Increase the visibility and adoption of MWEEs as an educational best practice that supports and contributes to Environmental Literacy programs at the state and local levels Cross Outcome Collaboration and Multiple Benefits An engaged and informed citizenry is the key to accomplishing and maintaining most of the Bay program goals for all topics. The environmental literacy outcomes seek to leverage the mutual goals of the Bay Program and formal education systems, and use the extensive reach of school systems to build a knowledgeable population. Future work for this management strategy will include coordination with all related goals and outcomes, including Water Quality, Public Access, Citizen Stewardship, and the Employment and Professional Engagement Workgroup under the Diversity Action Team. The resulting work will be captured in action plans.
Unit: F – Energy Problem Area: 1 – Energy Sources Lesson: NRES F1-1 – Nonrenewable Energy Sources Lesson: NRES F1-2 – Renewable Energy Sources Lesson: NRES F1-3 – Energy from Biomass Lesson: NRES F1-4 – Bioenergy Production Processes 30 Unit: G – Waste Management Problem Area: 1 – Waste Treatment Lesson: NRES G1-1 – Reduce, Reuse, Recycle Lesson: NRES G1-2 – Solid Waste Treatment Lesson: NRES G1-3 – Wastewater Treatment Lesson: NRES G1-4 – Hazardous Waste Treatment Lesson: NRES G1-5 – Bioremediation Lesson: NRES G1-6 – Bioremediation Lesson: NRES G1-7 – Industrial Chemical Waste Treatment 30 TOTAL 180 * This is a suggested outline of instruction. Teachers should use it as a guide in developing a course outline for their local situation. It is advised that a minimum of 60-70% of the lessons found in this outline appear in the outline developed for the local situation.
Driving Questions: How is matter and energy linked in Ecosystems? Crosscutting Concepts: Energy and Matter Science and Engineering Practices: Using mathematical representations to support claims. Iowa Core Science Standards: Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Use mathematical representation(s) to support claims that include the idea that energy flows from one trophic level to another as well as through the environment. () Analyze and use mathematical representation(s) to account for the energy not transferred to higher trophic levels but which is instead used for growth, maintenance, or repair, and/or transferred to the environment, and the inefficiencies in transfer of matter and energy. (HS-LS2-4) Students will: 1. Identify and describe the relative quantities of organisms, matter, and energy, in a food web and an ecosystem. 2. Use the mathematical representation(10% rule) of the food web to describe the transfer of matter (as atoms and molecules) and flow of energy upward between organisms and their environment; 1. Identify the relative proportion of organisms at each trophic level by correctly identifying producers as the lowest trophic level having the greatest biomass and energy and consumers decreasing in numbers at higher trophic levels. 2. Describe where energy goes when it is not transferred to a higher trophic level. Recognize or recall specific vocabulary such as: biotic, abiotic, foodweb/chain, trophic level, autotroph, heterotroph, producer, primary consumer, secondary consumer, tertiary consumer, decomposer performance reflects insufficient progress towards foundational skills and knowledge. Topic: Ecosystems: Cycles of Matter
“Ancient woodland should be treated with particular care. HS2 will damage some woodlands, and where that happens, compensation measures should be much higher than the level indicated in the calculation that HS2 Ltd will use. That metric needs to be looked at again.” Parliamentary scrutiny The HS2 Hybrid Bill will be given its second reading on 28 April, after which it will be referred to a dedicated select committee to examine ‘petitions’ against it. The Committee criticise the procedure’s fail to fully address the requirements of EU and national directives on environmental assessments, which it wants to be at least partly rectified in the forthcoming Parliamentary proceedings. Joan Walley MP said: “So far the consultation process on HS2 has not fully addressed the many environmental concerns we have. It is imperative that Parliament itself now takes on that role. Our report will inform the second reading debate on 28th April. But looking beyond that, we will make sure that the committee examining petitions against HS2’s environmental damage get properly scrutinised.” Ancient woodland Because of its biodiversity value, loss of ancient woodland has permanent adverse effect on the natural environment. While compensation measures are necessary, and should be increased further than is currently planned, compensatory measures for ancient woodland should not count in the calculation of overall ‘no net biodiversity loss’. Damage to ancient woodland, an irreplaceable resource, also raises the questions of proper application of the environmental ‘mitigation hierarchy’: compensation measures should only be implemented as a last resort, if adverse effects cannot be avoided or mitigated. The Committee calls upon Parliament to ensure that the mitigation hierarchy will be followed fully. ‘Reasonable’ and ‘practicable’ measures The HS2 Environmental Statement, and its associated documents and plans, do provide a degree of environmental protection by adopting minimum requirements and standards. But these commitments are weakened by clauses stating that any adjustments made by HS2 have to be ‘reasonable’ and ‘practicable’. Lack of a ring-fenced budget for environmental protection fuels fears of cutting corners if the overall budget needs to be brought down. Background info HS2 is a £50 billion project to build a Y-shaped high speed railway link from London to Manchester and Leeds via Birmingham. Phase One of the scheme (to open in 2026)
Geothermal energy, the heat within the Earth, can be used to generate electricity. Chapter 12 Air Key Terms air pollution primary pollutant secondary pollutant smog temperature inversion Summaries Primary pollutants are pollutants put directly in the air by human activity. Secondary pollutants are formed when a primary pollutant comes into contact with other primary pollutants or with naturally occurring substances and a chemical reaction takes place. Most air pollution comes from vehicles and industry. Air pollution that hangs over cities and reduces visibility is called smog. Be able to Name five primary air pollutants, and give sources for each. Name the two major sources of air pollution in urban areas. Describe the way in which smog forms. Explain the way in which a thermal inversion traps air pollution. 12.3 Acid Precipitation Key Term acid precipitation Summaries Acid precipitation is precipitation such as rain, sleet, or snow that contains a high concentration of acids. Acid shock occurs when a sudden influx of acidic water enters a lake or stream and causes a rapid change in pH that harms aquatic life. Pollutants released in one geographical area may fall to the ground hundreds of kilometers away as acid precipitation—sometimes in another country Be able to Explain the causes of acid precipitation.
System Equipment Frequency Standard Fire Detection and Alarm Systems Supervisory signal devices listed on the inventory, except valve tamper switches. Note: Supervisory signals include control valves, pressure supervisory, pressure tank, pressure supervisory for a dry pipe (both high and low conditions), steam pressure, water level supervisory signal initiating device, water temperature supervisory, and room temperature supervisory. Quarterly NFPA 72 Vane-type and pressure-type water flow devices and valve tamper switches Semi-annually NFPA 72 NFPA 25 Duct detectors, heat detectors, manual fire alarm boxes, and smoke detectors Annually NFPA 72 Visual and audible fire alarms, including speakers and door-releasing devices Annually NFPA 72 Off-premises emergency forces notification and transmission equipment Annually NFPA 72 Water-based Automatic Fire Extinguishing Systems Motor-driven fire pumps Monthly NFPA 25 Diesel engine-driven fire pumps, conditions Weekly NFPA 25 Water storage tanks high and low water level alarms Semi-annually NFPA 25 Water storage tanks temperature alarms Monthly during cold weather NFPA 25 Main drains at system low point or at all system risers Annually NFPA 25 Fire department water supply connections Quarterly NFPA 25 Fire pumps under flow Annually NFPA 25
Hydrostatic tests and water-flow tests on standpipe systems Every 5 years NFPA 25 Hydrostatic tests on standpipe occupant hoses 5 years after installation and 3 years thereafter NFPA 1962 NFPA 25 Dry Chemical Suppression Systems Kitchen automatic fire extinguishing systems Semiannually NFPA 96 Carbon dioxide and other gaseous automatic fire extinguishing systems Annually NFPA 13 NFPA 12A Portable Fire Extinguishers Portable fire extinguishers Inspected monthly Maintained annually NFPA 10 Smoke and Fire Management Systems Smoke and fire dampers Operated for full closure, 1 year after installation and every 6 years thereafter NFPA 90A NFPA 80 NFPA 105 Automatic smoke detection shutdown devices for air handling equipment Annually NFPA 90A Sliding and rolling fire doors. Smoke barrier sliding or rolling doors, and corridor walls and partitions for proper operation and full closure Annually NFPA 80 NFPA 105 Elevators Elevators with fire fighters’ emergency operations Monthly NFPA 101
• Human activities leave traces in the ground that may or may not have artifacts associated with them • “Unusual” accumulations of rock (especially fire-cracked rock) • “Unusual” shaped accumulations of rock (e.g., similar to a fire ring) • Charcoal or charcoal-stained soils • Oxidized or burnt-looking • Accumulations of shell • Accumulations of bone or artifacts • Look for the “unusual” or out of place (e.g., rock piles or accumulations in areas with few rock) soil
Students should always use the latest edition available. If there is a conflict between the instructions in this booklet and the style manual chosen, the former should be followed. 1.2.2 Spelling Canadian, British or American spelling is acceptable, but one style must be used consistently throughout the document. 1.2.3 Format Double space all text material; footnotes and long quotations may be single spaced. The entire thesis/practicum must be in the same text font, style, and size. Font size should be no less than 12 pt Times Roman. Full justification of the text is not required. 1.2.4 Margins It is imperative that the specified margins be observed throughout the thesis/practicum. Leave at least a one inch (1.0”) margin from the top, bottom, left, and right hand edges of the paper. These margins apply to all material, including appendices, diagrams, maps, photographs, charts, tables, etc. 1.2.5 Page Numbers Each page in the thesis/practicum must be numbered consecutively. Illustrative pages and appendices must also be numbered. Roman numerals should be used for the prefatory pages. The remaining pages of the thesis/practicum, beginning with the introduction (Chapter One) should be numbered consecutively in Arabic numerals. 1.3 Footnotes, References and Appendices Instructions in the style manual recommended by the department/unit should be followed. Regardless of which style manual is used, format selected must be consistent. 1.4 Figures, Illustrations, Photographs and Design Drawings 1.4.1 Illustrative Material All illustrative material must be consistent throughout the thesis/practicum. All figures, illustrations, photographs and drawings must be numbered consecutively in Arabic numerals and accompanied with a title. The material should appear as soon as possible after as it is mentioned in the text. All original materials should be of high quality, with sharp and clear images.
Table 1 — Environmental checklist for testing standards Document number (if available): Title of standard: TC/SC/WG number: Work item number (if available): Version of the environmental checklist: Date of last modification of the environmental checklist: Environmental aspect Stages of testing Sampling Preparing the test Test Reuse, recycling, recover or disposal of sample, testing agents and consumables Product sample Sample from the environment (e.g. soil, water) Physical preparation of the sample Preparation of testing agents and materials Application of testing agents/material Item under test Use/cleaning of testing equipment Use of testing agents Use of consumables Reuse Recycling/ Recovery Disposal Inputs Materials Water Energy Land use outputs Emissions to air Discharges to water Discharges to soil Waste Reusable or recovered materials Noise, vibration, radiation, heat Other relevant aspects Risk to the environment from accidents or unintended use Comments:
Existing centres, networks and communities at UCL which interact with the Environment Domain include, but are not limited to, the following: Departments and Schools Bartlett School of Environment, Energy and Resources Department of Chemical Engineering Department of Chemistry Department of Civil, Environmental and Geomatic Engineering Department of Earth Sciences Department of Genetics, Evolution and Environment Department of Geography Department of Science & Technology Studies Department of Science, Technology, Engineering and Public Policy Department of Statistical Science Faculty of Laws The Bartlett School of Architecture The Bartlett School of Construction and Project Management The Bartlett School of Graduate Studies The Bartlett School of Planning UCL Australia Institutes and Centres Institute of Global Governance Institute for Risk and Disaster Reduction Institute for Global Health Institute for Sustainable Resources Energy Institute Centre for Advanced Spatial Analysis Centre for Biodiversity & Environment Research Centre for Law and the Environment Centre for Polar Observation and Modelling Centre for Research and Analysis of Migration Centre for Resource Efficiency and the Environment Centre for Sustainable Heritage Centre for Transport Studies Centre for Urban Sustainability and Resilience Centre for Lifelong Health & Wellbeing EPSRC "Frontier Engineering" Centre for Nature Inspired Engineering Hazard Research Centre OMEGA Centre for Mega Projects in Transport & Development The Centre for CO2 Technology Research Groups Water Management Research Group Urbanisation and Resilience Urban Transformations Thermofluids Research Group Tectonics and Lithospheric Group Systems Biology Sustainability, Environment and Development Statistical Science Spatial Planning SpaceTimeLab Rock and Ice Physics Laboratory Group Recent Environmental Change and Biodiversity Research Group Planning - Sustainable Development Past Climates Research Group Mobility, Identity and Security Research Group Migration Research Unit Micropalaeontology Group Materials & Society Managing Archaeology in the New Urban Context Maghreb Petroleum Research Group Imaging Hydrogeology Research Group Human Ecology Research Group Healthy Infrastructure Research Group Geographic Information Science Group Geochemistry Group Fluid Mechanics Research Group Extreme Citizen Science Group Environmental Modelling and Observation Environmental Justice Environmental Fluid Mechanics Group Environmental Change Research Centre Environment, Landscape and Society Earthquake and People Interaction Centre Development Planning Unit Deep Water Research Group Crystallography & Mineral Physics Res. Group Conservation and Development Network Coastal Engineering Research Group Coastal and Estuarine Research Unit Climate Extremes Group Cities and Urbanisation Research Group Carbon Capture Legal Programme
Welding sparks can cause fire or explosion Containers which have held combustibles Flammable materials Do not weld on containers, which have held combustible materials unless procedures are followed. Check before welding. Remove flammable materials from welding area or shield from sparks, heat. Keep a fire watch in area during and after welding. Keep a fire extinguisher in the welding area. fire retardant clothing and hat. Use earplugs when welding overhead. Arc rays can burn eyes and skin Process: gas-shielded arc most severe Select a filter lens, which is comfortable for you while welding. Always use helmet when welding. Provide non-flammable shielding to protect others. Wear clothing, which protects skin while welding. Confined space Metal enclosure Wetness Restricted entry Heavier than air gas Welder inside or on workpiece Evaluate adequacy of ventilation especially where electrode requires special ventilation or where gas may displace breathing air. If basic electric shock precautions cannot be followed to insulate welder from work and electrode, use semiautomatic, constant-voltage equipment with cold electrode or stick welder with voltage reducing device. Provide welder helper and method of welder retrieval from outside enclosure. General work area hazards Cluttered area Keep cables, materials, tools neatly organized. Indirect work (welding ground) connection Connect work cable as close as possible to area where welding is being performed. Do not allow alternate circuits through scaffold cables, hoist chains, or ground leads. Electrical equipment Use only double insulated or properly grounded equipment. Always disconnect power to equipment before servicing. Engine-driven equipment Only use in open, well ventilated areas. Keep enclosure complete and guards in place Turn off engine before refueling. Gas cylinders Never touch cylinder with the electrode. Never lift a machine with cylinder attached. Keep cylinder upright and chained to support. Electric shock The physiological effects of electric current If electric current passes through the body, it can cause various injuries such as: - Burns - Cramp - Auricular fibrillation - Damage to the central nervous system.
Class activity: Class agrees on a question for investigation related to one of air, water or soil pollution. Group activity: Teacher facilitates brainstorming activity to generate questions of interest from the two categories of air pollution that were not investigated in the class activity. Individual student activity: Students investigate a question of interest that relates to the pollution category that they did not explore in the class or group activity. Role of the teacher: Teachers must ensure that student questions of interest can be investigated within allocated timeframes and using available resources. As the degree of student independence increases, the role of the teacher becomes more of a facilitator so that students are mentored through the investigation and reporting process. 10 Group activity: Students work in small groups to investigate questions of interest using a ‘jigsaw’ approach to explore different aspects of the questions, for example, background information about the pollution issues associated with the question being investigated; significance of the issue; nature of the pollutants; and interviews with stakeholders involved with, or who may be affected by, the issue. Students work together to explore and evaluate different management options. Response to the question is presented to the rest of the class. 11 12 13 Individual student activity: Students register an investigable question of interest with the teacher. Response is presented in a format that is appropriate for a specified audience. 14 15 Case study Case study of local interest (selection of a local case study involving management of a pollutant of local interest; clarification of purpose for investigating selected case study and identification of target audience and purpose of communication; characteristics of effective science communication; primary and/or secondary sources of information including surveys, interviews; generation and evaluation of possible solutions to issues related to management of pollution; development of effective communication; evaluation of communication to target audience) 16 17 18 Unit revision 19
Table 8A Spill Response Procedures, Including Actions to be Taken and Equipment to be Used Hazardous Material and Location Spill Response Task Assess the Spill Secure the Area Contain and Eliminate the Spill Source Clean Up Spilled Material Decontaminate Equipment Dispose of Spilled & Contaminated Material1 (e.g., identify each fuel, petroleum product and hazardous material listed in Section 4, stormwater that has come into contact with hazardous material, contamination or contaminant sources, and unknown pre-existing contamination or contaminant sources. Exception: complete Table 8B for spills occurring during work below the Ordinary High Water Line) (e.g., include in this or other columns a description of the internal, emergency assistance, WSDOT, and agency notifications that will be made as part of the response procedures, referencing and adding to Table 2.1 as appropriate) (e.g. identify which area will be secured and how the area will be secured) (e.g. identify how the spill source will be contained and eliminated during spill response) (e.g., Identify how the spill will be cleaned up whether in soil or water, including stormwater that has contacted petroleum product, fuel or a hazardous material). Explain how the spilled material and all cleanup supplies will be disposed of; describe documentation substantiating such disposal that will be provided to the WSDOT PE and when it will be provided. Notes: 1 Spilled fuel, petroleum product and hazardous materials, contaminated stormwater, contaminated soil and water, and all cleanup supplies shall be transported off site for disposal at a facility approved by the Department of Ecology. No potentially hazardous materials, contaminated soil or water, or cleanup supplies may be discharged to any sanitary sewer without approval of the local sewer authority. Contaminated stormwater will not be discharged to any sanitary sewer without approval of the local sewer authority. Petroleum products, fuel, and hazardous material spills shall be addressed and shall be prevented from reaching storm drains or other discharge points. It is acceptable to combine materials covered by the same response procedures, as long each material is clearly identified.
Very limited use of environmental science terminology, representations, conventions and scientific data. Some appropriate use of environmental science terminology, representations, conventions and scientific data. Satisfactory use of most environmental science terminology, representations, conventions and scientific data. Effective and appropriate use of environmental science terminology, representations, conventions and scientific data. Proficient, complete and appropriate use of environmental science terminology, representations, conventions and scientific data. KEY to marking scale based on the outcome contributing 30 marks Very Low 1–6 Low 7–12 Medium 13–18 High 19–24 Very High 25–30
VCE Environmental Science: Performance descriptors ENVIRONMENTAL SCIENCE SCHOOL-ASSESSED COURSEWORK Performance descriptors Unit 4 Outcome 2 Explain the causes and effects of changes to Earth’s climate, compare methods of measuring and monitoring atmospheric changes, and explain the impacts of atmospheric changes on living things and the environment. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Limited identification of the causes and effects of changes to Earth’s climate. Limited explanation of the causes and effects of changes to Earth’s climate. Satisfactory explanation of the causes and effects of changes to Earth’s climate. Well-developed explanation of the causes and effects of changes to Earth’s climate. Comprehensive explanation and discussion of the causes and effects of changes to Earth’s climate. Very limited comparison of the methods of measuring and monitoring atmospheric changes. Limited comparison of the methods of measuring and monitoring atmospheric changes. Sound comparison of the methods of measuring and monitoring atmospheric changes. Accurate comparison of the methods of measuring and monitoring atmospheric changes. Thorough comparison of the methods of measuring and monitoring atmospheric changes. Very limited identification of the impacts of atmospheric changes on living things and the environment. Some understanding of the impacts of atmospheric changes on living things and the environment. Relevant explanation of the impacts of atmospheric changes on living things and the environment. Well-developed explanation of the impacts of atmospheric changes on living things and the environment. Integrated and insightful explanation of the impacts of atmospheric changes on living things and the environment. Very limited collection of relevant data and very limited use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Limited collection of relevant data and some use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Appropriate collection of relevant data and sound use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Purposeful collection of relevant data and accurate use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations. Highly proficient collection of relevant data and insightful use of data from experiments, texts, tables, graphs and diagrams to answer questions, to draw conclusions and to recognise experimental errors and limitations.
Strand 3: Embedded Academics Strand 3: Embedded Academics, a critical piece of a Vocational Technical Education Framework, are presented as Crosswalks between the Massachusetts Vocational Technical Education Frameworks and the Massachusetts Curriculum Frameworks. These Crosswalks are located in the Appendix of this Framework. Academic Crosswalks Appendix A: English Language Arts Appendix C: Science and Technology/Engineering Earth and Space Science Life Science (Biology) Physical Science (Chemistry and Physics) Technology/Engineering
Lessons Learned 12/30/18 after warranty period Closeout Budget Description FY18 & Prior FY19 Staff - Internal PM, CPB staff, NMED DBA Consulting Services Implementation of new system $170,000 $30,000 Consulting Services IV&V services $16,125 $8,600 Hosting 1 VM at DoIT for web, application and database $5831 $4998 Software MS Server OS, SQL Server, MS Office (perpetual licenses) $5214 Total $197,170 $43,598
WORK PLAN Below is a table that represents the work plan for the project. The major deliverables are identified as well as the corresponding budget, due date and project phase. Major Deliverable Schedule Major Project Deliverable and Performance Measure Budget Due Date Project Phase Project Charter -Draft 10/27/17 Initiation Vendor Contract development 10/27/17 Initiation IV & V Contract development 10/27/17 Initiation Project Management Plan -version 0.7 10/27/17 Planning Project Charter - Final 11/7/17 Planning Project Management Plan – version 1.0 11/7/17 Implementation Vendor and IV&V contracts awarded 12/1/17 Implementation Kick off, scope and schedule $ 5,000 12/15/17 Implementation Request and Provision DoIT virtual servers $833.00 /month 11/30/17 Implementation Confirm functional requirements 12/29/17 Implementation Configure, Customize and Unit Test LGTS Web $130,000 6/30/18 Implementation Data and Documents Conversion for LGTS Web $ 25,000 Ongoing through 6/30/18 Implementation User Acceptance Testing $ 15,000 6/30/18 Implementation IT and End User Training $ 15,000 9/30/18 Implementation Production Roll-out and Transition to Operations $ 10,000 9/30/18 Implementation Lessons Learned 12/30/18 after warranty period Closeout Table 4: Project Work Plan RISKS Below is a table that identifies common risks to an IT Project. This project is a low risk project since the main objective is to port the existing application to a new technical platform. There are no new features, the same set of users will be using the application and the application is available only to a small set on internal users. The project has the buy-in from upper management, the cost has been allocated, and the bureau staff are familiar with the vendor and the existing functionality of the application. The users have been using the current application since 2008 and the vendor that provides support for the current
specified for the scenario for each goal using simple weighted averaging. Each dimension in goal space is defined by an evaluative model whose Decision Use flag is 2 or 3 (indicating it is used in altruistic decision-making.) Policy Preference Reflects global, goal-specific, and scenario-specific policy scores, defined for each policy in the policy’s “scoring” settings. Compute a policy preference score based on global policy preferences, and modify that score based on modification defined in the policy. Utility Reflects the concept that available policies provide some level of “utility”, in the economic sense, to an actor. This utility is determined by an application-specific autonomous process. Assumes an external process populates a field in the IDU coverage called “UTILITYID” with the policyID of the policy that provides the maximum utility to the actor. Social Network Reflects the influence of an actor’s social network on an actor’s decision choice. Requires the definition of social network – see section below See section below on social networks. The decision-making process for each IDU at each time step then becomes: site-
-Includes additional messaging on the SAFE strategy Community Members Radio and TV 6 days before the MDA campaign Twice Annually for OV MDA and once for trachoma % of audience who recall seeing and hearing messaging during assessments Community Members Brochures Will be handed out during integrated MDA trainings so that HEWs can then disseminate to communities Twice Annually for OV MDA and once for trachoma % of audience who received the brochures, or received messaging due to the during assessments RTI MDA Participation -MDA will take place at x location on x day -The drugs provided are free and safe -Includes additional on the SAFE strategy Community members Posters Put in office buildings one weeks before MDA Twice Annually for OV MDA and once for trachoma % of audience who recall seeing and hearing messaging during assessments Community Members Radio 6 days before the MDA campaign Twice Annually for OV MDA and once for trachoma % of audience who recall hearing messaging during post-coverage assessments Community Members Flipcharts Integrated MDA trainings for HEWs Once Annually % of community members that received health education via the flipcharts from HEWs and who recall the messaging
283 Tigray Mekele Hawelti 284 Tigray Mekele Kuha 285 Tigray Mekele Semen 286 Tigray North West Tigray Asgede Tsimbla 287 Tigray North West Tigray Laelay Adyabo 288 Tigray North West Tigray Medebay Zana 289 Tigray North West Tigray Tahtay adiabo
Directorate of Environment & Climate Change Department, Haryana S.C.O. No.1, 2, 3, Second Floor, Sector-17 D, Chandigarh-160017 Applications are invited to fill up the following posts on contract basis for one year (may be extended further) in the Environmental Information System Hub (ENVIS) established at Haryana State Pollution Control Board, Panchkula. Sr. No. Name of the Post Essential Qualification and Experience Age Limit (Maximum) Emoluments Rs./Month 1. Programme Officer M.Sc. (Natural Sciences/ Environmental Science) / MCA / B. Tech. / BE, well versed in computer applications/ Web Development with at least 3 years’ experience 45 Years 35,079/- 2. Information Officer Graduate in science or equivalent; good knowledge of computers; PG Diploma in Remote Sensing/ GIS; two year’s working experience in relevant areas 35 Years 29,299/- 3. IT Officer/ GIS Expert PG Diploma in Remote Sensing/ GIS with at least 1 years’ experience/ Graduate, good knowledge of computer technology (website development, designing, internet, publication etc.); two years’ experience in relevant fields 30 Years 23,696/- 4. Data Entry Operator/ Para Taxonomist Graduate, good knowledge of computer technology(website development, designing, internet, publication etc.), one years’ experience/ XII Passed with good knowledge of computer technology with two year experience/ certified Para-Taxonomist 30 Years 11,000/- The last date of receiving the application is 30.09.2018. The application format is available on website i.e. Director, Environment & Climate Change Department, Haryana
Through the development of the business case an accurate number properties at risk and their current standard of protection will be calculated. This will be achieved through the creation of a hydraulic model based on topographic information. Objectives The main objectives of the Loxwood FRMS project are described in Table 2. Table : Loxwood FRMS – Main Objectives No Critical Success Factor Measurement Criteria Importance (1-5)* 1 Determination of the number of properties at risk from flooding through hydraulic modelling of the River Lox and the surface water drainage system. Accurate calculation of the benefits. 1 2 Determination if a suitable cost-effective option can be implemented to better protect the local community from of flooding. Accurate calculation of short list option costs. Low cost measures, as benefits may be limited. 4 3 Assess if a suitable FRMS can also deliver environmental benefits. Assessment during long list optioneering to be taken forward to short list if OM4a environmental benefits are also achievable. 5 4 Engage pro-actively with the local community. This is especially important as if the appraisal process cannot find a suitably economically justifiable solution the Environment Agency Area PSO Team will need to continue to work with the residents to manage flood risk. Awareness of the community that any works undertaken will provide some benefits to future flood resilience even if a full FRM scheme is not economically justifiable. 2 5 Engage pro-actively with West Sussex County Council, Chichester District Council and Southern Water to find a cost effective solution that can be delivered. As the scheme develops external contributors are aware of their likely required contribution, so these are secured prior to construction. Reduction in possible surface water improvement costs via integration with Southern Water’s maintenance regime. 3 6 To ensure scheme delivery by obtaining funding from external contributions so that the Partnership Funding Score is greater than 100% and by maximising the Flood and Coastal Erosion Risk Management Grant in Aid (FCERM GiA) contribution, achieved through efficiencies and optimised scheme design. Continued communication with delivery partners regarding likely external contributions required. Accurate assessment of construction costs. Identification of, and commitment from, other external contributors. 1 1 = High importance Figure : National Flood Risk Assessment (NaFRA) Flood Map for Loxwood Figure : Risk of Flooding from Surface Water for Loxwood
issues Wilderness and the Am. Mind, Chapter 10 Week 2 Wilderness issues Windshield Wilderness; The Trouble with Wilderness; Wilderness; Public Viewpoint of Wilderness Discussion due Week 3 Recreation use and users: The human dimension Manning, Chapter 2; Estimating Visitor Use in Yosemite Week 4 The recreation demand hierarchy The Nature of Values; A Behavior Model Discussion due Visit a Protected Area Week 5 Recreation psychometrics: The satisfaction model Manning, Chapter 5 Research Question Week 6 Norms Eagly & Chaiken, 1993; Manning, 2003; Stewart & Cole, 2001 Discussion due Week 7 Carrying capacity issues Becker et al., 1984; Cole et al. 2005; Haas, 2004; Haas, Wells, 2007 Week 8 Recreation management frameworks Cole, McCool, 1998; Laven et al., 2005; Lessard, 1998; Nilsen, Taylor, 1997; Wang et al., 2000 Discussion due Introduction Week 9 User-conflicts Manning, CH 9; Andereck et al., 2001; Morgan et al., 2007 (3/9 – 3/13) SPRING BREAK (No Quiz) Week 10 Survey research Schaeffer, Presser, 2003 Discussion due Survey Assignment Week 11 Behavior change strategies Cialdini, 1990, 1991; Fishbein, Manfredo, 1992 Methods Week 12 Litigation Merced River Plan Discussion due Week 13 Environmental justice / Local community impacts Allen, 2007; Evans & Kantrowitz, 2002 Rough Draft Week 14 Decision making: Science and policy Haas, 2003; Poutat et al., 2010 Review of Rough Draft Week 15 Diffusion of ideas To be determined Final Draft; Discussion due Summary of Points Assignment Due Date (11:59PM) Points Quizzes Every Sunday 10 x 15 = 150
Discussions Sundays: 1-18, 2-1, 2-15, 3-1, 3-22, 4-5, and Monday, 4-27 5 x 5 x 15 = 375 Visit a Protected Area Sunday, 2-1 100 Research Question Sunday, 2-8 25 Introduction Sunday, 3-1 75 Survey Assignment Sunday, 3-22 50 Methods Sunday, 3-29 50 Draft Sunday, 4-12 75 Review of Draft Sunday, 4-19 25 Final Draft Friday, 5-1 75 Total Points 1,000 Grades Grade Percent Points A 89.5 – 100% 8,950 – 1,000 B 79.5 – 89.49% 7,950 – 8,949 C 69.5 – 79.49% 6,950 – 7,949 D - F < 69.49% Let’s chat…
Environmental Group Site (EGS) Details The ‘Environmental Group Site’ details section is intended to capture and display information specific to the mine site (Environmental Group Site) for which a Mining Proposal is being lodged. The information is required to be submitted using the table below. SITE DETAILS EGS Name EGS Code Code is derived from the EARS2 system. (Leave blank if new project) Description of Operation Mine Status Commodity mined Project commencement date Estimated completion date of the project Tenement Details Tenement Tenement Holder PROPONENT DETAILS Company or Individual Name ACN/ABN Address Postal Address
(Leave blank if new project) Mine Activities approval is being sought for (Note: information made publicly available) Only include Mine Activities which are being proposed or amended within the below table. Previously approved Mine Activities are to be displayed in the Environmental Group Site Details Section of a Mining Proposal. Tenement Activity Category Mine Activity Reference Current Area of Activity (Ha) TOTAL Current Approved Area (Ha) Proposed Change (Ha) New Total Approved Area (Ha) Key Mine Activities Tailings or residue storage facility (class 1) Waste dump or overburden stockpile (class 1) Heap or vat leach facility Evaporation pond Dam – saline water or process liquor Tailings or residue storage facility (class 2) Waste dump or overburden stockpile (class 2) Low-grade ore stockpile (class 1) Plant site Mining void (depth greater than 5m – below ground water) Mining void (depth greater than 5m – above groundwater) Run-of-mine pad Miscellaneous Mine Activities Footprints not required for each miscellaneous activity type – see section 3.5.1 of the 2016 Guideline for Mining Proposals.
Area Area per tenement Design Material Characteristics Fibrous minerals - Yes - No Details Radioactive material - Yes - No Details Materials capable of generating acid and/or metalliferous drainage, including neutral drainage and saline drainage - Yes - No Details Highly erodible material that is capable of compromising the structure of the waste dump. - Yes - No Details Heap or vat leach facility Mine Activity Reference Area Area per tenement Design Process Characteristics Material Characteristics Fibrous minerals - Yes - No Details Radioactive material - Yes - No Details Materials capable of generating acid and/or metalliferous drainage, including neutral drainage and saline drainage - Yes - No Details Highly erodible material that is capable of compromising the structure of the heap/vat leach. - Yes - No Details Evaporation Pond Mine Activity Reference Area Area per tenement
Stakeholder engagement The purpose of this section is to outline what stakeholder engagement has been undertaken, what further engagement is proposed and how this has affected the proposal. Stakeholder Engagement Register Date Description of Engagement Stakeholders Stakeholder comments/issue Proponent Response and/or resolution Stakeholder Response Stakeholder engagement to date indicates the post-mining land use will be: Environmental Legislative Framework The purpose of this section is to outline what other environmental approvals (or other relevant approvals) have been granted or will be applicable and what aspects of the proposal they will regulate. Relevant legislation Environmental factor regulated/affected Relevant approval/requirement Attachment 1 – Regional location Attachment 2 – Proposed site plan Attachment 3 – Proposed disturbance envelope Attachment 4 – Processing flow diagram
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STAGE 2 Environmental Science / MEnv Agriculture and Environmental Science / MEnv Clean Technology / MEnv Ecosystem Management / MEnv Environmental Geochemistry Induction Week Timetable - Monday 24th – Friday 28th September 2018 (All activities this week are compulsory unless marked otherwise) Day Time Activity Venue Monday 24th September No scheduled School activities Tuesday 25th September No scheduled School activities Wednesday 26th September No scheduled School activities Thursday 27th September 10:00 – 11:30 Welcome back to Stage 2 Dr Simon Peacock Room 3.05 Agriculture Building 11:30 – 15:00 Make an appointment to see your tutor Friday 28th September No scheduled School activities. Degree Programme Director: Dr Simon Peacock Email: Simon.Peacock@ncl.ac.uk Location: Agriculture Building