zilongwang/ReadingBank huggingface dataset:
Figure 37: Average electricity consumption per principal heating source other than electricity (kWh/year, dwelling) per dwelling per region and for Belgium (survey results) Avoiding a biased picture, Figure 37 only includes the average consumptions for which the number of the survey results is sufficient. Eurostat uses reference consumers for gas and electricity prices that are presented at national level for EU Member States. Reference consumers for gas and electricity are characterised by the following annual consumption bands: Electricity households: Da (Very small): annual consumption below 1 000 kWh Db (Small): annual consumption between 1 000 and 2 500 kWh Dc (Medium): annual consumption between 2 500 and 5 000 kWh Dd (Large): annual consumption between 5 000 and 15 000 kWh De (Very large): annual consumption above 15000 kWh Natural gas households: D1 (Small): annual consumption below 20 GJ (or 5556 kWh) D2 (Medium): annual consumption between 20 and 200 GJ D3 (Large): annual consumption above 200 GJ (or 55556 kWh) We can use those references to characterize the households in our survey. This information is not published by Eurostat and so couldn’t be compared. Figure 38: Electricity consumption divided in reference consumers for regions and Belgium, 2010 Figure 39: Electricity consumption distribution for regions and Belgium, 2010 Figure 40: Gas consumption divided in reference consumers for regions and Belgium, 2010 Figure 41: gas consumption distribution for regions and Belgium, 2010
Document Service Data Type of Document Deliverable Reference: 2-4 - Exhaustive and detailed typology of validation rules_v01306.doc Version: 0.1306 Status: Draft Created by: Angel SIMÓN Date: 23.04.2013 Distribution: European Commission – Eurostat/B1, Eurostat/E1, Eurostat/E6 For Internal Use Only Reviewed by: Angel SIMÓN Approved by: Remark: Pending further analysis and improvements Document Change Record Version Date Change 0.1304 23.04.2013 Initial release based on deliverable from contractor AGILIS 0.1305 30.05.2013 Content reorganization and improvement 0.1306 17.06.2013 Content improvement following suggestions from Mr P. Diaz 0.1309 11.09.2013 Content improvements from suggestions proposed in the Workshop on ESS.VIP Validation on 10.09.2013 Contact Information EUROSTAT Ángel SIMÓN Unit E-6: Transport statistics BECH B4/334 Tel.: +352 4301 36285 Email: Angel.SIMON@ec.europa.eu Table of contents Page
Interpolated Screen Rate: If no Screen Rate is available for EURIBOR for the Interest Period of a Loan, the applicable EURIBOR shall be the Interpolated Screen Rate for a period equal in length to the Interest Period of that Loan. [Reference Bank Rate:]/[Cost of funds:] If no Screen Rate is available for EURIBOR for: euro; or the Interest Period of a Loan and it is not possible to calculate the Interpolated Screen Rate, [the applicable EURIBOR shall be the Reference Bank Rate as of the Specified Time and for a period equal in length to the Interest Period of that Loan] / [there shall be no EURIBOR for that Loan and Clause (Cost of funds) shall apply to that Loan for that Interest Period.] [Cost of funds: If paragraph (b) above applies but no Reference Bank Rate is available for euro or the relevant Interest Period there shall be no EURIBOR for that Loan and Clause (Cost of funds) shall apply to that Loan for that Interest Period.]] [Calculation of Reference Bank Rate Subject to paragraph , if EURIBOR is to be determined on the basis of a Reference Bank Rate but a Reference Bank does not supply a quotation by the Specified Time, the Reference Bank Rate shall be calculated on the basis of the quotations of the remaining Reference Banks. If at or about [noon] on the Quotation Day, none or only one of the Reference Banks supplies a quotation, there shall be no Reference Bank Rate for the relevant Interest Period.] Market disruption If before close of business in London on the Quotation Day for the relevant Interest Period the Agent receives notifications from a Lender or Lenders (whose participations in a Loan exceed [ ] per cent. of that Loan) that the cost to it of funding its participation in that Loan [from whatever source it may reasonably select]/[from the wholesale market for euro] would be in excess of EURIBOR then Clause (Cost of funds) shall apply to that Loan for the relevant Interest Period. Cost of funds If this Clause applies, the rate of interest on [each Lender's share of] the relevant Loan for the relevant Interest Period shall be the percentage rate per annum which is the sum of: the Margin; [and]
Week Five: Urban Space, Capitalism and Discipline Tuesday September 19: Michel Foucault, “Spectacle of the Scaffold,” pp. 47-57 in Discipline and Punish; Michel Foucault, “Docile Bodies,” pp. 135-169 in Discipline and Punish Thursday September 21: Sayyad, "Orwellian Modernity" Week Six: City Imaginations II: The Urbanization of Consciousness Tuesday September 26: Michele Hannoosh, “Painters and Modern Life: Baudelaire and the Impressionists,” pp. 168-188, in Visions of the Modern City Thursday September 28: Walter Benjamin, Susan Buck-Mors, excerpts Week Seven: City Imaginations III: The Modern City and Order/Disorder: Acting and Detecting, Reading the City and Policing the City Tuesday October 3: Philip Fisher, “City Matter, City Minds”; Peter Brooks, “The City as Text” Thursday October 5: Peter Stallybrass and Allon White, “The City: The Sewer, The Gaze and The Contaminating Touch,” pp. 125-148, in The Politics and Poetics of Transgression Week Eight: The gendered City: Women and Modern Urban Space Tuesday October 10: Elizabeth Wilson, “The City of the Floating World,” pp. 47-64, in The Sphinx in the City Thursday October 12: Rachel Bowlby: “Starring: Dreiser’s Sister Carrie,” pp, 52-65, in Just Looking Week Nine: Modernism and the Urban Imaginations : The City, Destruction and War Tuesday October 17: Anthony Vidler, “Framing Infinity: Le Corbusier”; Marshall Berman, “Robert Moses,” in All that Is Solid Melts into Air; “How Baltimore became Baltimore” Thursday October 19: “Form Follows Function: Modernism and Ruins in East and West”; Guardian, "Pruitt-Igoe" DUE DATE MID-TERM EXAM Week Ten: Cities, the Suburb and Consumerism Tuesday October 24:
2014 Cairns Languages Speaking Competition 1st August 2014 9 – 10 am 10 – 11 am 11-11:15am 11:15-11:45am 11.45 – 12.45 pm 12.45- 1.45 pm 1.45 2.00pm L Block Main room ITALIAN Year 7 ITALIAN Year 5 Trophy presentation All Gather in the quadrangle next to L Block LUNCH ITALIAN Year 4 Pack up Multi-Purpose Centre ITALIAN Year 8Beginners Year 8Continuers ITALIAN Year 10 ITALIAN Year 6 Group 1 ITALIAN Year 6 Group 2 9 – 10am 10-11 am 11-11:15am 11.45 – 12.30 pm 12.30- 1.45 pm 1.45 2.00pm General Learning Area ITALIAN Year 11 ITALIAN Year 12 Trophy presentation All Gather in the quadrangle next to L Block LUNCH ITALIAN Year 9 Group 1 ITALIAN Year 9 Group 2 Pack up 9.00am – 10am 10.00am – 11.am 11.00- 11.15 11.15 – 11.45am 11.45 – 12.45 pm 12.45 - 1.45 pm 1.45– 2.00pm COMPUTER LAB FRENCH Year 10 Year 11/12 FRENCH Year 9Beginners Year 9Continuers Trophy presentation All Gather in the quadrangle next to L Block LUNCH French Year 8Beginners Year8 Continuers French Year 6 Year 5BG Year 7 Pack up
Une horretan pertsona ezberdinak egiten dabiltzanaren ingurukoak galdetu eta erantzutea. Hitz egiteko unean gertatzen ari direnen ingurukoak galdetu eta erantzutea. Janariari dagozkion gustuen ingurukoak galdetu eta erantzutea. Gustuak eta une horretan egiten ari direna adieraztea. 4. Sintaxi-diskurtso edukiak Greetings and personal data Hello, I’m (Stella), Goodbye. What’s your name? How old are you? I’m (seven). Who’s that? He’s (Alex). She’s Meera. Who’s he/she? How old is he/she? He/She is (six). How are you? I’m thank you. What’s your favourite toy? My favourite toy is (a train). Object descriptions What colour’s (the pencil)? It’s (red). What’s (blue) and (red)? (Purple.) Possession Have they got (long legs)? How many (teeth) have they got? He’s/She’s got (red trousers). He/She hasn’t got (a jacket). Location Where’s (your bag)? Is (your bag) under (your chair)? Prepositions of place (in, next to, on, under) Personal descriptions I/you/he/she/they (be + adjective) I/you/he/she/they (have got) (adjective + part of the body) Can (for abilities) I/You/He/She can (sing). I/You/He/She can’t (drive a car). What can you do? Can you Present continuous What are you doing? I’m What’s he/she doing? He’s/She’s (listening to music). What are they doing? They’re (sitting on the sofa). Is he/she (reading)? Yes, he/she is. No, he/she isn’t.
Can you Present continuous What are you doing? I’m What’s he/she doing? He’s/She’s (listening to music). What are they doing? They’re (sitting on the sofa). Is he/she (reading)? Yes, he/she is. No, he/she isn’t. Verb + -ing spellings Like/don’t like I like (cake). I don’t like (chocolate). Do you like (snakes)? Yes, I do. No, I don’t. 5. Maiztasun handiko idatzizko lexikoa (jabekuntza) Lehen mailako eta bigarren mailako koloreak Zenbakiak Ikasgelako ekintzak. Ikasgelako objektuak. Jostailuak Familiako kideak. Etxeko animaliak. Zentzumenak Aurpegi- eta gorputz-atalak. Animalia basatiak eta haien habitatak Janzkiak. Kirolak eta aisialdiko jarduerak. Garraiobideak Atrakzio-parke bateko ekintzak. Etxeko gelak Elikagaiak Gabonak San Balendin eguna. 6. Eredu grafikoak eta konbentzio ortografikoak s grafiarekin lotutako hasierako /s/ p grafiarekin lotutako hasierako /p/ b grafiarekin lotutako hasierako /b/ t grafiarekin lotutako hasierako /t/ d grafiarekin lotutako hasierako /d/ a grafiarekin lotutako /æ/ e grafiarekin lotutako /e/ Hasierako kontsonante-multzoak /gr/, /br/ eta /fr/ i grafiarekin lotutako /i/ o grafiarekin lotutako /o/
Can I have some …, please? Here you are. It isn’t mine. There isn’t … What’s he/she eating? What are they doing? Ahoskera eta ortografia: “ch” grafiarekin lotutako /tʃ/ hotsaren ahoskera egokia antzematea. Ikasgelako lengoaia: Can you find the hidden star? What’s Suzy’s favourite drink? What’s for dinner/lunch/breakfast? It’s breakfast time. I’m having … What meal is it? Can I have some eggs, please? This is a story about Alex. Can you say that again? Sorry? Which one is different? What’s May doing? Is there any chocolate cake? Whose is the orange juice? What’s Trevor doing? What are they doing? What does Monty ask? Let’s read the sentences together. Ikaskuntza estrategiak: Unitateko hiztegia ikasi eta erabiltzea. Eredu bat jarraituta hitz eta esaldi laburrak ulertu eta ekoiztea. Informazio eta komunikazio teknologiak erabiltzea. Lankidetzarekiko zaletasuna. Atzerriko hizkuntza ikasteko norbere gaitasunarekiko konfiantza. Atzerriko hizkuntza ikastearen onurak aintzak hartzea. Kideei entzutean errespetua agertzea eta euren hitz egiteko txanda errespetatzea. Beste kideekiko errespetua eta begirunea agertuta eskolaren garapenean parte hartzea. Alderdi soziokultural eta soziolinguistikoak: Ingelesa hitz egiten den herrialdeetan umeek egunean zehar jaten dituzten elikagai ezberdinekin ohitzea. Janariari dagokionez besteen zaletasunei buruzkoak ikastearekiko interesa. 2 Konpetentziak Deskriptoreak Jarduerak Komunikazio linguistikoa
Listen and check. Ask and answer. Can you spell … ? How do you spell … ? Read and complete the sentences. Now draw and write about you. Listen and write. I can see something and it’s ... and it begins with … Who’s this? That’s … What’s he doing? Tell me about … Say ‘yes or ‘no’. Sing the song. Say it with Stella. Correct the sentences. Look at the picture … Is that right? Ikaskuntza estrategiak: Unitateko hiztegia ikasi eta erabiltzea. Galdera ezberdinen erantzun bezala zenbait esaldi ulertu eta ekoiztea. Unitatean azaldutako gramatika puntuak barneratu eta lantzea. Klasean zehar errespetua eta tolerantzia agertzea. Hizkuntza segmentu askeagoak ekoizteko konfiantza lortzeko egituren errepikapen estrategiak erabiltzea. Ikasitakoa sendotu eta zabaltzeko informazio eta komunikazio teknologiak erabiltzea. Lankidetzarekiko zaletasuna. Atzerriko hizkuntza ikasteko norbere gaitasunarekiko konfiantza. Emandako jarraibide bati erantzuteko norbere gaitasuna balioestea. Ikasgelan aktiboki parte hartuta interesa agertzea, datu pertsonalak emanda edo gustuko dutena eta ez dutenaren inguruan hitz eginda. Kideekin harremanak ingelesez izatea. Alderdi soziokultural eta soziolinguistikoak: Norbere buruaren eta besteen aurkezpena lantzea. Eskolak dirauen artean irakaslea eta kideekin ingelesez komunikatzea. Gelako errutinekin lotura duten jarraipenak antzeman eta betetzea. 2 Konpetentziak Deskriptoreak Jarduerak Komunikazio linguistikoa
Play the game. You’re going to play a game. Go up. Go down. Move … squares. Spell the words. What’s wrong with these pictures? Write carefully. Are you writing slowly? Read the text and choose the best answer. Now let’s read and remember Circle the odd one out. Count and write the letters. Now complete the crossword. Write the message. Do you remember … ? Ikaskuntza estrategiak: 1. eta 2. unitateetako hiztegia buruz ikasi eta erabiltzea. Hiztegia berrikusteko eta zenbat dakiten egiaztatzeko jolas batean parte hartzea. Informazio eta komunikazio teknologiak erabiltzea. Lankidetzarekiko zaletasuna. Atzerriko hizkuntza ikasteko norbere gaitasunarekiko konfiantza. Emandako jarraibide bati erantzuteko norbere gaitasuna balioestea. Ikasgelan aktiboki parte hartuta interesa agertzea. Jolas batean edo ikasgelatik kanpoko egoera sozialetan aurretiaz adostutako arau eta txandak errespetatzearen garrantziaz jakitun egotea. Alderdi soziokultural eta soziolinguistikoak: Besteekin ingelesez erlazionatzen ikasteko gaitasuna. Jolas batean parte hartzean arauak eta txandak errespetatzearen garrantzia aintzat hartzea. 2 Konpetentziak Deskriptoreak Jarduerak Komunikazio linguistikoa ENTZUMENA Ahozko mezu eta jarraibide errazak ulertu eta hitz eta hizkuntza egitura ezagunak antzematen ditu. Errepasatzeko jolasaren arauei buruzko ahozko mezu errazak entzutea. HITZ EGIN ETA ELKARRIZKETAN ARITZEA Ohiko elkartrukeetan moldatu egiten da. Irakasleak egindako galderak ondo erantzutea.
Iraganeko esperientzia pertsonalak, gertakari jazo berriak eta orain aldian garrantzia duten ekintza osoak azaltzea. Ekintzak iradoki eta proposatzea. 4. Sintaxi-diskurtso edukiak Like / love + ing / nouns ’d like + Present simple aldiko galderak eta erantzun laburrak What time is it? It’s quarter past one going to (plan, asmo eta aurreikuspenak) Norabide adierazpideak Leku-preposizioak Past simple Past continuous made of / made from / come from. (feel, taste, smell, look, sound) + like should eta shouldn’t Present perfect Modu-aditzak: can, must eta should 5. Maiztasun handiko ahozko lexikoa (ekoizpena) Eskolako ikasgaiak eta ikastetxea Telebista Lanbideak Hiriko lekuak eta jarraibideak Hondamendi naturalak eta horien inguruko aditzak Material motak. Sukaldea Ingurumena Kirolak Urtaroak 6. Hots, azentu, erritmo eta intonazio ereduak j eta ch grafiekin lotutako /dʒ/ eta /tʃ/ hotsak /juː/ –er eta –or grafiekin lotutako schwa /ə/ hotsa /ŋ/, /m/ eta /n/ ‘ie’ eta ‘ei’ dituzten hitzak zenbait grafiarekin lotutako /s/ eta /ʃ/ hotsak Silaba ahul eta indartsuak /Ʌ/ eta /æ/ ‘l’ bikoizdun hitzak Errimadun hitzak c eta s grafiekin lotutako /z/ eta /s/ –ght bukaeradun lehen aldiko aditzak Hitzen azentua: and-en forma ahula Perpausen erritmoa infinitive
Like / love + ing / nouns ’d like + Present simple aldiko galderak eta erantzun laburrak What time is it? It’s quarter past one going to (plan, asmo eta aurreikuspenak) norabide adierazpideak Leku-preposizioak Past simple Past continuous made of / made from / come from. (feel, taste, smell, look, sound) + like should eta shouldn’t Present perfect Modu-aditzak: can, must eta should 5. Maiztasun handiko idatzizko lexikoa (ekoizpena) Eskolako ikasgaiak eta ikastetxea Telebista Lanbideak Hiriko lekuak eta jarraibideak Hondamendi naturalak eta horien inguruko aditzak Material motak. Sukaldea Ingurumena Kirolak Urtaroak 6. Eredu grafikoak eta konbentzio ortografikoak j eta ch grafiekin lotutako /dʒ/ eta /tʃ/ hotsak /juː/ –er eta –or grafiekin lotutako schwa /ə/ hotsa /ŋ/, /m/ eta /n/ ‘ie’ eta ‘ei’ dituzten hitzak zenbait grafiarekin lotutako /s/ eta /ʃ/ hotsak Silaba ahul eta indartsuak /Ʌ/ eta /æ/ ‘l’ bikoizdun hitzak Errimadun hitzak c eta s grafiekin lotutako /z/ eta /s/ –ght bukaeradun lehen aldiko aditzak Hitzen azentua: and-en forma ahula Perpausen erritmoa –gh amaieradun hitzak 4.1 Gutxieneko edukiak Ebaluatzeko orduan, funtsezkoa da gutxieneko edukiak ezartzea. Eduki horiek irakasle eta ikaslearentzat erreferentzia puntu bezala jokatu behar dute ikaskuntza prozesuan egindako garapena balioesteko eta ebaluazio mota ezberdinetarako oinarri bezala
Kid’s Box 6 english for spanish speakers Updated 2nd Edition Caroline Nixon & Michael Tomlinson Lehen Hezkuntza Programazio didaktikoa EDUKIEN AURKIBIDEA 1 Metodologia didaktikoa 1.1 Oinarri teorikoa 1.2 Kid’s Boxek ematen duena 1.3 Ikastaroaren osagaiak 2 Helburuak 3 Konpetentziak 3.1 Sarrera 3.2 Kid's Boxen ekarpena konpetentzien jabekuntzan 3.3 Kid's Boxen konpetentziak 3.4. Adimen anitzak
The 5th International Conference on Emerging Ubiquitous Systems and Pervasive Networks (EUSPN-2014) Modeling Context Aware Features for Pervasive Computing Hamid Mcheick a aProfessor, 555 Boul De l'Universite, Chiucoutimi, G7H-2B1, Canada Abstract For more than two decades, research in the development of context-aware applications has gained significant attention, in which the context aware should be taken into account to adapt them to the requirements of the environment and users. However, advances in application models to support the development of these systems have not kept up. Researchers have been building and deploying context-aware applications with their behaviors often tailored to specific problem domains, by designing the anticipated context and the desired application behavior. Motivated by the raised facts, this paper presents a context aware model with ability to interact and to adapt smartly and dynamically to environment and needs of users. We are revisiting the context life cycle, especially the representation and the modeling of context features, regarding the relations within these features and the systems functionalities. Different kinds of components adaptation are described and scenarios are presented to illustrate these adaptations. As a proof of concept, we have simulated the context model in health care systems and show the results. © 2014 The Authors. Published by Elsevier B.V. Peer-review under responsibility of the Program Chairs of EUSPN-2014. Keywords: Pervasive and Ubiquitous Computing; Context aware Applications; Software adaptation; Introduction Computer is evolved in many steps starting from microprocessor and personal computer, to networks and communication to World Wide Web, to mobile-internet and so the social networking. Today, the computer is everywhere, connected to everything and embedded in every object. The advance in sensing technologies and the development of data extraction and management capabilities are providing more and more accurate information about the user and application runtime environments. These information provide a detailed view of the system and user context. In addition, market research has shown significant growth in the deployment of sophisticated sensors, generally embedded in faster, smaller and globally connected devices.
Mailing Address (or where you may be reached) Street Zip/Postal Code Town/City Country Telephone No/GSM No. Fax No. Email Address Do you posses a valid driving licence? If Yes , what category No B –EDUCATION AND PROFESSIONAL TRAINING University Education or Equivalent Give full details in chronological order starting from the most recent degree/diploma achieved. Include courses and post-graduate studies if applicable. Name Institution / University, place and country Degrees/Qualifications (Title of qualification awarded) Main Course/Field of Study Attended (mm/yy) From: To: Schools or other formal vocational training Name Institution / University, place and country Degrees/Qualifications (Title of qualification awarded) Main Course/Field of Study Attended (mm/yy) From: To: C – PROFESSIONAL EXPERIENCE General Information Specific field of Years Give the number of personnel that you have managed at the levels: No. Total years of experience: Strategic Management: Strategic Management: Upper/Middle Upper/Middle Management: Operational Operational Management:
specifically told Mr Eustice not to leave the purse at the desk. She was unable to explain why she did that (T18). As they entered the shopping centre, Mr Eustice turned left towards the Information Desk and Mrs Eustice turned right. She intended to do some shopping at a bakery and then at Woolworths. She expected her husband to find her there after he had been to Big W to pick up a developed film, and then to Bunnings. Ms Isabel Lipka was one of the staff at the Information Desk. She said that a man approached the desk and the following conversation took place: 'I said: ‘Hello. How can I help you?’ He said: ‘I’ve found a child’s wallet. I will give you my phone number and if anyone comes looking for it they can ring me.’ I said: ‘I can’t do that. We take lost property here and find the ID and contact the owner if possible through the desk.’ He said: ‘I don’t want to do that.’ I said: ‘Well that is not the way we do it here. We take the lost property. We don’t get people to contact the person who finds it.’ He said: ‘Okay, thank-you.' (Exhibit C22, p2) Detective Bee examined the surveillance videotape provided by Westfield. It shows that Mr Eustice was at the Information Desk for only 24 seconds (Exhibit C8e, p2). Ms Lipka said that the man seemed a little frustrated that she had declined to take his name and number, but he was not unduly agitated or upset. She said that she exchanged a ‘puzzled look’ with Mark, a security guard standing near the desk. Mark, who was Mark Smith, walked off after Mr Eustice (T126). The surveillance videotape shows that Mr Smith followed Mr Eustice 18 seconds after he left the Information Desk (Exhibit C8e, p2). In an interview with Detective Alison Bee at 5pm that evening (Exhibit C32a), Mr Smith’s version of the conversation with Ms Lipka was slightly different, in that he alleged that Mr Eustice said that the purse had ‘a lot of money in it’ (Exhibit C32a, A12).
Southeastern States Pupil Transportation Conference (SEPTC) Two $1000 scholarships are available o any senior whose parents/guardian are employed by the public school transportation in the past 5 years. Financial need is considered. DEADLINE April Anne Massy General Scholarship One $750 scholarship for any senior who plans to attend a 2 or 4 year college, has at least a 3.0 GPA, shows financial need and writes a one page essay. DEADLINE: April Leesburg Alumnae Chapter of Delta Sigma Theta Sorority Any minority senior, with at least a 2.0 GPA can apply. A letter of recommendation is needed from also. DEADLINE April Lake County Association of Education Office Professionals (LCPEOP) Three $1000 scholarships are available to any senior who plans to attend a college/university/community college/technical school, has a 3.0 GPA, two letters of recommendation and a one page essay. DEADLINE April Lake County School Nutrition Association Two $500 scholarships for seniors with at least a 2.5 GPA and demonstrate financial need. DEADLINE April Business and Professional Women/North Lake Various scholarships are available for seniors interested in a business degree. Financial information is required. DEADLINE April
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11, 16, 35, 39 AIRBUFO 5 Novartis AG ASCORBIX C 5 38, 42 Knoche Holding GmbH 9 29, 30, 32, 33, 42 WOJCIECH OLCZAK aferry 16, 35, 36, 38, 39 The Travel Gateway Ltd. 35, 43 VINI ITALIANI LIMITED RIKOKO 3 Renee Cascarina Sergon 36, 37, 42 Cunningham Lindsey IP Holdings and Services Limited STRATUMN 9, 35, 38, 42, 45 STRATUMN 30, 32 DEUTSCHE EXTRAKT KAFFEE GMBH 29, 30, 32, 35, 43 COCHEROS S.A.S. 5, 29, 30, 32 ppm.Ingredients KG scribility 16, 28 Georg Piller 14, 20, 24, 25, 35 Florence Frenay THOMAS CONCRETE GROUP - THE 19, 37, 40 Thomas Concrete Group AB
assess the overall approach to the target audiences 50%) contract objectives and results Methodology This criteria will enable to assess concrete steps proposed by the tenderer in order to implement requested services as described under point 6. Tenderers is expected to develop in detail the methods and steps they offer for each activity. 25 points (minimum threshold 50%) Description of concrete actions for implementation of each type of activities and indicators to assess the quality and results. Organisation of the services This criterion will enable to assess the organisation of the services offered by the tender, including all the members of a joint tender and resort to subcontractors if applicable. Organisation shall assess the global allocation of time and human resources to the contract and to each service and whether this allocation is adequate for the performance of the services. The tender shall provide details on the allocation of time and resources and the rationale behind the choice of this allocation. The tender shall provide details on concrete steps for implementation of each type of activity with qualitative and quantitative characteristics of them. The tenderer shall propose monitoring and follow-up instruments. 25 points (minimum threshold 50%) How the roles of the proposed team (in case of joint tenders, including subcontractors if applicable) are distributed for each task described under point 6. What instruments are proposed to monitor and follow up the activities of the project. Timetable of activities. This criterion will enable to assess the capacity to 15 points – minimum threshold 50% Tentative schedule of the activities in contract's implementation
Once logged on, click Administration at the top > and then click “User profiles”. Click button “Create user…” and fill out the form, allocating the new user with a ‘Security role’ of either “Company administrator” or “Company user” access. Note: Only users with ‘Company Administrator’ access can add additional users to their company. See also question re the difference between these roles. Please also DELETE users if they are no longer required. 4.6 I think our Company account might be showing an old email address. How can I check and update contact details and email addresses? There are TWO places within the account where a NAME and email address is stored and you need to check /edit BOTH of these places because the Name and/or Email address may be different in the two places. The first place is:- click “Administration” on the top blue row Click “User profiles” Click your name (person’s name) Click EDIT button and then edit the Name and/or Email address and Save. The second place is:- click “Administration” on the top blue row Click “Company administration” at the end of the upper section, click Edit button Under contact name and/or ‘Email address to contact person’, check this and if required, EDIT it and save. Please follow these steps to check and correct the registered Name and Email addresses for your supplier account. 5. Search for New Tender Opportunity or be Notified of New Opportunities 5.1 How do I Search for New Tender Opportunities? New advertised tender opportunities can be found by going to then select "New Tender Opportunities" from the ‘Supplier Area’ on the left. This is BEFORE you log on. Then you can either just select “search“ to see all current opportunities advertised by any of the police and fire services using the EU Supply portal OR enter your search criteria (e.g. select the buying organisation from the drop down box, or enter a keyword in the "Contains" box), then click on Search.
AND FAXED OR MAILED BY YOU TO BE RECEIVED BY THE VENDOR. eVA WILL NOT FAX OR MAIL THESE PURCHASE ORDERS. Creating Requisition Copies For any routine purchase orders to the same vendor, you are able to create a copy of the original requisition and update as needed to expedite the creation process. Go to the eVA My Home page and click on “search” beneath the “My Home” tab. Scroll down the choices and click on “requisition”. Find the requisition – 2 ways to do it: 1) If you added a label to your requisition (RECOMMENDED), search in “My Labels” on the left side of the screen for your requisition and click on the PR number. OR 2) If no label, set a search filter by clicking on “search options” on the right side of the screen). - If any options are checked other than “ID”, click on “hide all” to clear them. - Again, click on “search options” and click on “ID”. - Enter the PR number in the ID field and click on the “Search” button. When the search results appear, click on the PR number then click on the “copy” button. The new copied requisition will appear in the checkout summary screen with a new PR number. The title will say “copy of PR…” which you can change if desired. Since this requisition is in the summary, you can edit it. Make sure to review the fiscal year, price and delivery date. Make changes as needed and then submit it. Creating eVA Change Orders There are times when a change to the original PO may be necessary, expected amount was less/greater than actual amount, pricing variance, etc. Change orders are to be used when: Pricing change Quantity change
APPENDIX E REQUEST FOR eVA USER PROFILE Name of individual submitting this form ________________________________ Phone number ___________________ Email Address _______________________ Agency Number and Abbreviation Required First Name Required Last Name Required E-Mail Address Required eVA Applications required *Only DGS may grant these applications Check all that are required eMall/Shop Now (Ariba) Logi Reporting Quick Quote VBO Buyer Catalog Administration* Data Management* eProcurement/AdvancedVBO (Full ADVANTAGE)* User Management (Administration)* VSS Administration* eMall/Shop Now (Ariba) Complete needed fields Buysense Org Name Required Catalog controller Required (eVA_eMall, unless otherwise specified) Delegated Purchase Authority Amt (Not normally utilized - requires additional setup in Buysense Org approvals) Optional $ amount $ Phone Number Required - format xxx-xxx-xxxx Deliver to name Required - Person or location Employee Number Optional May be required for some Users Expenditure Limit Amt Optional $ amount $ Expenditure Limit Type Required if Exp Limit Amt is indicated Role or User Expenditure Limit Approver Required if Exp Limit Amt is indicated Name and eVA User ID or Agency Approval Role
Block 9 Evacuation Routes for Public (Exiting area) 1. 2. 3. 4. 5. 6. Block 10 Travel Routes for Emergency Responders (Entering Area) 1. 2. 3. 4. 5. 6. Routes shall be coordinated with IC, Ops & Logs Sec. Chiefs. Routes for Evacuation Order areas should be determined first. Display evacuation routes on incident maps and ensure EOC(s) are informed if activated. Consider transportation and barricade needs early. Block 11 Public Shelters or Safe Points Name, Address, and Contact Information 1. 2. 3. 4. 5. ICP (or EOC as applicable) should identify approximate number of evacuees, anticipated duration of incident, and direction emergency may head, to assist Red Cross in choosing a safe shelter location. Public shelters should be staffed with Incident Information Officers. Display public shelters on incident maps with a red cross.
Section 3 Fire safety features Fire protection systems 3.1 Automatic sprinklers Does the building have an automatic sprinkler system? yes (go to next question) no (go to question 3.5) 3.2 Sprinkler standard Is the sprinkler system installed in accordance with one of the standards specified in regulation 24 of the Fire and Emergency New Zealand (Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018? yes (go to next question) no (go to question 3.4) 3.3 Sprinkler standard, cont. The standard the sprinkler has been installed to is: NZS 4541:2007 — Automatic fire sprinkler systems NZS 4541:2013 — Automatic fire sprinkler systems NZS 4515:2003 — Fire sprinkler systems for residential occupancies NZS 4515:2009 — Fire sprinkler systems for life safety in sleeping occupancies (up to 2000 square metres) (go to question 3.5) 3.4 Sprinkler standard, cont. The building's sprinkler system is installed in accordance with: another standard (please specify) no standard 3.5 Fire alarm system Does the building have a fire alarm system? yes (go to next question) no (go to question 3.9) 3.6 Fire alarm system trigger How is the alarm system triggered (check all that apply)? smoke detectors heat detectors manual call points 3.7 Fire alarm system standard Does the system meet the requirements of NZS 4512:2010? yes no 3.8 Fire alarm system monitoring Is the alarm system monitored? yes no 3.9 Other fire protection systems Provide details of any other fire protection systems: Places of safety
Immediate Response (0 – 2 hours) Section Branch/Unit Time Action Initials Operations Section Chief Implement the type of evacuation, as determined in cooperation with the Incident Commander: Shelter-in-place versus evacuation Immediate versus delayed evacuation Partial versus complete evacuation If shelter-in-place is required: Establish shelter locations in cooperation with Incident Commander and Safety Officer Monitor that all patients, staff, and visitors are safely in shelter areas Secure and seal shelter areas If evacuation is required: Prioritize areas for evacuation based on Safety Officer’s evaluation of threat to life Identify evacuation priorities and transfer requirements Medical Care Branch Director For partial evacuation: Prepare and ensure transfer of patient records, medications, and valuables to transfer location Provide patient information as appropriate If evacuation is from a fire or explosion, evacuation must be to a fire compartment at least two fire compartments away (horizontally or vertically) from the fire or explosion Reassign personnel to ensure adequate staffing in area receiving patients For complete evacuation: Prepare and ensure the transfer of patient records, medications, and valuables to holding and assembly area Confirm the transfer and timeline with the accepting hospital, providing patient information as appropriate Establish safe holding and assembly area to place patients, staff, and belongings until transfer Reassign staff to accompany patients moved to alternate facilities; ensure adequate staffing for patient care Implement manual documentation procedures for patient care and incident management documentation, as required.
Figure 703.3.1 Braille Measurement 703.3.2 Position. Braille shall be positioned below the corresponding text. If text is multi-lined, braille shall be placed below the entire text. Braille shall be separated 3/8 inch (9.5 mm) minimum from any other tactile characters and 3/8 inch (9.5 mm) minimum from raised borders and decorative elements. EXCEPTION: Braille provided on elevator car controls shall be separated 3/16 inch (4.8 mm) minimum and shall be located either directly below or adjacent to the corresponding raised characters or symbols. Figure 703.3.2 Position of Braille 703.4 Installation Height and Location. Signs with tactile characters shall comply with 703.4. 703.4.1 Height Above Finish Floor or Ground. Tactile characters on signs shall be located 48 inches (1220 mm) minimum above the finish floor or ground surface, measured from the baseline of the lowest tactile character and 60 inches (1525 mm) maximum above the finish floor or ground surface, measured from the baseline of the highest tactile character. EXCEPTION: Tactile characters for elevator car controls shall not be required to comply with 703.4.1. Figure 703.4.1 Height of Tactile Characters Above Finish Floor or Ground
Advisory 703.6.2 Finish and Contrast. Signs are more legible for persons with low vision when characters contrast as much as possible with their background. Additional factors affecting the ease with which the text can be distinguished from its background include shadows cast by lighting sources, surface glare, and the uniformity of the text and background colors and textures. 703.6.3 Text Descriptors. Pictograms shall have text descriptors located directly below the pictogram field. Text descriptors shall comply with 703.2, 703.3 and 703.4. 703.7 Symbols of Accessibility. Symbols of accessibility shall comply with 703.7. 703.7.1 Finish and Contrast. Symbols of accessibility and their background shall have a non-glare finish. Symbols of accessibility shall contrast with their background with either a light symbol on a dark background or a dark symbol on a light background. Advisory 703.7.1 Finish and Contrast. Signs are more legible for persons with low vision when characters contrast as much as possible with their background. Additional factors affecting the ease with which the text can be distinguished from its background include shadows cast by lighting sources, surface glare, and the uniformity of the text and background colors and textures. 703.7.2 Symbols. 703.7.2.1 International Symbol of Accessibility. The International Symbol of Accessibility shall comply with Figure 703.7.2.1. Figure 703.7.2.1 International Symbol of Accessibility 703.7.2.2 International Symbol of TTY. The International Symbol of TTY shall comply with Figure 703.7.2.2. Figure 703.7.2.2 International Symbol of TTY 703.7.2.3 Volume Control Telephones. Telephones with a volume control shall be identified by a pictogram of a telephone handset with radiating sound waves on a square field such as shown in Figure 703.7.2.3. Figure 703.7.2.3 Volume Control Telephone
OFFICERS President: Pete took a two day leadership course and an one day command course. Vice President: Letters will be sent to those members not in good standing. - Insurance beneficiary forms will be handed out for updates. Training: Munson Mass FD will be our guest speaker for April Secretary: Reviewed corrections from last month Treasurer: Account balances read. Scheduler: Open shift reminders, and we need the crews to communicate to one another. Supply: Waiting on prescription renewal from JMH Maintenance: -Building leaks repaired - Vehicles will have tires changes in the next week or so. Public Relations: Nothing to Report GENERAL BUSINESS Memorial Day Brunch Plans discussed. Meeting was adjourned at 9:00 p.m. Respectfully Submitted, Peter Hany for Jean-Marie Currier
In equation (1), the term Y denotes a final demand vector, Z denotes a gross output vector, and A denotes a matrix of intermediate use coefficients. Equation (1) therefore defines final output with respect to intermediate input requirements. With some manipulation we arrive the Leontief inverse matrix, also known as the multiplier matrix M. Z=(I—A)−1 Y=MY (2) The multiplier matrix M measures the inputs contained in a unit of final output. In particular, if we assign the sector indexes i, j to the A and M matrices, then a representative element of the M matrix gives the direct and indirect inputs (and thus the sector i receipts) linked to each unit (for example each dollar) of sector j receipts in the data. This implies real production activities measured by value of output. For our purposes, it provides a means to trace, through these income flows, the flow of gross activity and value added from intermediate to final goods and services, ostensibly across borders as well as sectors. Because linkages will vary by industry, each industry will be characterized by different multipliers. To focus on value added, we note first that in terms of gross output values Z, some share of this involves value added within each sector. We define as the diagonal matrix indexed over i,j with diagonal elements equal to the value added shares of output Z. We then use M to provide a breakdown of the flow of value added across activities in the form of the matrix V. V= M (3) Similar to the Leontief inverse matrix itself, the V matrix identifies the inputs of value added in each sector related to a unit of final demand. If we multiply V by the diagonal matrix whose non-zero elements are the vector of final outputs, the matrix yields a breakdown of economy-wide value added (the primary component of Gross National Product on a source basis). Similarly, if we multiply V by the diagonal matrix whose non-zero elements are the national export vector, we can recover the value added content of exports X (both direct and indirect). G=V (4) H=V (5) The G matrix and the H matrix give us the set of linkages, both direct and indirect, between value added across sectors.
The committee assists management in evaluating and improving the workplace safety and health program. The committee’s quarterly inspection team follows a standard procedure for identifying safety and health hazards during its inspections. The inspection team includes employer and employee representatives. The inspection team documents the location and identity of workplace hazards. The inspection team – or other persons designated by the committee – inspects satellite locations quarterly. The committee has a procedure for reviewing the team’s quarterly inspection reports. The committee recommends to management ways to control hazards and unsafe work practices. The committee makes recommendations to ensure all employees are accountable for following safe work practices. The committee has a procedure for investigating workplace accidents, illnesses, and deaths. Representatives understand the purpose of their safety committee and know how it functions. Representatives have access to applicable Oregon occupational safety and health rules. Representatives have received safety training for identifying workplace hazards and investigating accidents.
Which test to use? Z-test for single score Z-test for means of sample T-test for means of sample T-test for dependent means Info given in the problem: Cutoff value(s): Computed sample score (show formula(s) used, show all intermediate steps): Is your sample score more extreme than cutoff? Yes / No Do you reject H0? Yes / No interpretation:
Often information is available from document sources at the system and component level only. The dedication plan will contain sufficient explanation to provide the basis for conclusions reached and understanding of how the safety functions were determined. Often facts states are qualitative, so the resulting decisions will be sufficiently conservative to allow for some amount of unknown. State the references used to determine the application and functional information associated with safety functions. Failure modes and effects analysis (FMEA) in the technical evaluation may be the basis for documenting that the performance or failure of commercial grade items have no adverse impact on the safety function(s) of equipment, or information supporting the grading or rigor to be applied to the acceptance process. A formalized FMEA process is not required; however, credible failure of the safety function(s) shall be considered and documented in the technical evaluation considering functional classification, design margin, and to form the basis for selection of critical characteristics and acceptance methods. Guidance for conduct of a FMEA as applied to performance of a technical evaluation for CGD can be found in Appendix A. Acceptance Plan The PE selects the CC’s considering the following: Select sufficient characteristics to establish an appropriate level of confidence in the ability of the item to perform its safety function commensurate with its safety significance Select characteristics that indicate acceptability and are verifiable, giving preference to those that are cost effective Some characteristics, such as pressure retention, provide direct and indirect assurance of acceptability. Pressure retention directly indicates component assembly integrity but also indirectly indicates material properties such as strength. For commodity items such as fasteners in broad applications, generally verification of compliance with governing industry standards is appropriate The overall level of assurance obtained is the cumulative effect of the characteristics selected, the method of verification, the sample selected, and tolerances selected Seismically sensitive or environmentally qualified items may drive selection of specific characteristics The PE determines how each critical characteristic will be verified, provides the acceptance criteria, and documents the selected critical characteristics on the CGD plan. The PE may provide a rationale for a characteristic which is not included as part of the critical characteristics for acceptance of the CGI/CGS. Complete the CGD plan by documenting the critical characteristic and value for acceptance. Adapt the format of the CGD plan section as necessary to enter information such that it can be directly applied by groups performing acceptance activities. Attach tables or sketches as necessary for clarification. Explain the basis for selection when necessary to relate the critical characteristics to the safety function.
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Administrators 1200 Superintendent of Schools/Charter School Leader/Collaborative Director 1215 Supervisor/Director/Coordinator of Curriculum 1224 Supervisor/Director/Coordinator: Technology - OPTIONAL 1201 Assistant/Associate/ Vice Superintendents 1216 Supervisor/Director/Coordinator: English Language Learner 1225 Supervisor/Director/Coordinator of Professional Development 1202 School Business Official 1217 Supervisor/Director/Coordinator: English 1226 School Nurse Leader (SNL) 1205 Other District Wide Administrators-OPTIONAL 1218 Supervisor/Director/Coordinator: Foreign Language 1305 Principal/headmaster/headmistress/head of school 1210 Supervisor/Director of Guidance 1219 Supervisor/Director/Coordinator: History/Social Studies 1310 Deputy/associate/vice-/assistance principal 1211 Supervisor/Director of Pupil Personnel 1220 Supervisor/Director/Coordinator: Library/Media 1312 School Special Education Administrator 1212 Special Education Administrator 1221 Supervisor/Director/Coordinator: Mathematics 1320 Other School Administrator/ Coordinator- OPTIONAL 1213 Supervisor/Director/Coordinator: Arts 1222 Supervisor/Director/Coordinator: Reading 1208 Human Resources Director - OPTIONAL 1214 Supervisor/Director/Coordinator of Assessment 1223 Supervisor/Director/Coordinator: Science
Educator: Evaluator: Evaluator Record of Evidence Form Date (Record date of collection, duration if applicable) Source of Evidence* (e.g., parent conference, observation) Standard(s)/ Indicator(s) Note Standard(s) and Indicator(s) to which evidence is tied Analysis of Evidence Record notes "based on observations and artifacts of professional practice, including unannounced observations of practice of any duration” or other forms of evidence to support determining ratings on Standards as per Feedback Provided Briefly record feedback given to educator (e.g., strengths recognized, suggestions for improvement) EX: 11/8/11 EX: unit plans, benchmark data EX: I-B EX: unit plans were appropriately modified after analysis of benchmark data to better reflect student performance at mid-point of semester EX: recognized strong adjustment to practice, suggested teacher collaborate with team on backward curriculum mapping *Note if classroom observations are announced or unannounced.