zilongwang/ReadingBank huggingface dataset:
DEENBANDHU CHHOTU RAM UNIVERSITY OF SCEINCE & TECHNOLOGY, MURTHAL SONEPAT SCHEME OF STUDIES & EXAMINATIONS M.Tech in CIVIL ENGINEERING (Structural Engineering) Ist Semester Choice based Credit Scheme 2018-19 SN Course Code Course Title Teaching Schedule Sessional Marks Examination Marks Total Credit Duration of Examination L P Theory Practical 1. CES501C Advanced Structural Analysis 3 - 25 75 - 100 3 3 2. CES503C Structural Dynamics and Earthquake Resistant Design 3 - 25 75 - 100 3 3 3. Program Elective-I 3 - 25 75 - 100 3 3 4. Program Elective-II 3 - 25 75 - 100 3 3 5. CES581C CAD in Structural Engineering - 4 25 - 75 100 2 3 6. CES583C Concrete Technology Lab - 4 25 - 75 100 2 3 7. MLC Research Methodology 2 - 25 75 - 100 2 3 8. Audit Course-1 2 - - - - - 0 - Total 16 8 175 375 150 700 18 Note: Students will be allowed to use Non-Programmable Scientific Calculator. However, sharing of calculator will not be permitted in the examination. Elective - I Elective - II CES521C Theory of Thin Plates and Shells CES527C Design of High Rise Structures CES523C Advanced Concrete Technology CES529C Rehabilitation of Structures CES525C Construction Management CES531C Advanced Structural Design and Detailing Audit Course I and II AUD531C English for Research Paper Writing AUD533C Disaster Management AUD535C Sanskrit for Technical Knowledge AUD537C Value Education AUD539C Constitution of India AUD541C Pedagogy Studies AUD543C Stress Management by Yoga AUD545C Personality Development through Life Enlightenment Skills
Goal Objective: 1.2 Pre-algebra & Algebra 1 Grade Level Service Activity Description Details 7-12 Academic Assessment Testing NAEP, ISIP, MAP Students participate in NAEP, ISIP, MAP testing Goal Objective: 1.3 Advanced Placement (AP) and Dual Enrollment Grade Level Service Activity Description Details 12 Academic Assessment Testing Advanced Placement/Compass Testing Students participate in Advanced Placement or Compass testing or college academic assessment testing Goal Objective: 1.4 Science, Technology, Engineering, and Mathematics (STEM) Grade Level Service Activity Description Details 7-12 Advance/Rigorous Coursework Robotics Course Students participate in a course, aligned to common core, programming and building Goal Objective: 1.5 ACT’s College & Career Readiness System Grade Level Service Activity Description Details 7-12 Advanced/ Rigorous Coursework Registered for Advanced/Rigorous Coursework MUS Rigorous Core Requirements: 4 yrs of English, 4 yrs of math, 3 yrs of lab science, 3 yrs of social studies, 3 yrs of college prep electives 7, 8, & 10 Academic Assessment Testing CRT/Smarter Balanced Students participate in CRT/Smarter Balanced testing 8 Academic Assessment Testing EXPLORE/ASPIRE Students participate in EXPLORE/ASPIRE testing 10 Academic Assessment Testing PLAN/ASPIRE Students participate in PLAN/ASPIRE testing 11-12 Academic Assessment Testing ACT Students participate in ACT
E3 Progress towards outcomes – please reference outcomes agreed at last AR Support provided Next steps/changes to support Suggested outcomes for the coming year Was this outcome agreed at the meeting in discussion with the child and Parents/Carers? Yes No E4 Progress towards outcomes – please reference outcomes agreed at last AR Support provided Next steps/changes to support Suggested outcomes for the coming year Was this outcome agreed at the meeting in discussion with the child and Parents/Carers? Yes No 7 Academic Achievements Area of Learning & Development Aspect Stage on entry Current stage Date Date Prime Area Personal, Social & Emotional Development Making Relationships Self-confidence & Managing Feelings & behaviour Physical Development Moving & Handling Health & self-care Communication & Language Listening & attention Understanding Speaking Specific Areas Literacy Reading Writing Mathematics Numbers Shape, space & measure
Implementation of the EU-Moldova Association Agreement This Report was prepared within the IPRE Project „Monitoring the implementation of the EU-Moldova Association Agreement”, implemented with the kind support of the Konrad Adenauer Foundation. The views expressed in the Report are the views of the authors alone.
Afternoon: Thursday 19 June Morning: Afternoon: Team Sessions Team Sessions Friday 20 June Morning: Afternoon: Field visit to: Harnaschpolder, wastewater treatment plant on PPS financing Reflection & preparation of the final presentations Plenary Session on "Lessons learned and Knowledge Sharing" Farewell Dinner See next pages for the detailed program Detailed Program
Satellite Exhibition 1 “Artists for FOOD-3” with works of Assoc. Prof. Dr. Valentin Savtchev, Prof. Dr. Spiro Radulovic, MD, Maria Diankova, MA and Tsvetomir Krumov – 23 and 24 March – Lobby in front of AULA Satellite Exhibition 2 “Food and nutrition - current studies” – Library, 1st floor The exhibition presents selected books and papers in the field of healthy food and nutrition. 19:30 Welcome Reception BW Premier Collection City Hotel’s Restaurant 6 "Stara Planina" Str., Sofia, near A. Doundukov Blvd. Friday, 24 March 2017 Coffee: 10:15-10:30 Session III: MICROBIOLOGICAL CONTROL OF FOOD (MCF) - AULA Chairs: Hristo Najdenski/Vaso Taleski PL11 10:30-10:50 FOODBORNE ZOONOSES – HAZARD AND RISK TO PUBLIC HEALH Najdenski H., Department of Infectious Microbiology, The Stephan Angeloff Institute of Microbiology, Bulgarian Academy of Sciences, Sofia, Bulgaria PL12 10:50-11:10 Brucellosis - re-emerging zoonotic and food borne disease Taleski V., Milka Zdravkovska, Liljana Simjanovska University „Goce Delchev”, Faculty of Medical Sciences, Sthip, Republic of Macedonia PL13 11:10-11:30 Fungal and Mycotoxins contamination of foods Koraqi A. University Hospital Center “Mother Theresa” Tirana, Albania OR8 11:30-11:40 MICROBIOLOGY OF SOIL IN PROTECTIVE BELT OF GRUŽA RESERVOIR LAKE (SERBIA) Milinkovic M., Raicevic V., Lalevic B., Kljujev I., Paunovic M.S. Karaklajic Stajic Z., and Tomic J. Fruit Research Institute Cacak, Kralja Petra I/9, Serbia; University of Belgrade, Faculty of agriculture, Serbia
DEMOGRAPHICS Name of respondent Contact No Position in Organisation Name of organisation PROVINCIAL LOCATION Gauteng Kwa-Zulu Natal Western Cape Eastern Cape Free State Mpumalanga Limpopo North West Northern Cape Gauteng North Gauteng South TYPE OF ORGANISATION Small Medium Large LEVY STATUS Paying (levy number) Non-paying Exempted
Question one: Scarce Skills for 2013- 2014 Indicate the type of scarcity in the relevant block below Vacancy trends Salary per annum Occupation Is this qualification aligned to the NQF? NQF level of the qualification Total no. of the occupation required in your organisation for 2013/14? Absolute scarcity Relative scarcity How long does it take to fill the position? How much do you pay such position per annum e.g. Store Manager Yes 5 6 X <3 Months 3-6 Months 6-12 months >12 months R 360.000
Short description: This module allows students to undertake supervised economic research in an area of interest to them using quantitative or qualitative research methods. Module Leader: Paul Bishop Module Name: International Economics Module Code: ECN3017 Core/Elective: C Credits: 20 Semester: 1 Assessment Weighting: C/W: 50% Exam: 50% Short description: This module explores the economic implications of globalisation by investigating current trends in international trade and capital markets. Module Leader: Neil Smith Module Name: Games and Strategy Module Code: ECN3019 Core/Elective: C Credits: 20 Semester: 2 Assessment Weighting: C/W: 100% Short description: This module develops and explores ideas in game theory, and applies them to the analysis of a range of contemporary economic, business, political and social problems. Module Leader: Paul Bishop Elective Modules Module Name: Practical Economic Modelling Module Code: ECN3015 Core/Elective: E Credits: 20 Semester: 1 Assessment Weighting: C/W: 100% Exam: Short description: This module introduces and applies a range of empirical modelling methods used in economics, including econometric and simulation methods. Module Leader: Steven Brand Module Name: Environmental and Resource Economics Module Code: ECN3016 Core/Elective: E Credits: 20 Semester: 1 Assessment Weighting: C/W: 50% Exam: 50% Short description: Modern economies heavily depend on natural resources and substantially affect the natural environment. This module develops and applies economic theories and concepts relevant to the analysis of environmental and resource issues. It explores environmental and resource policies at the national and international stage. Module Leader: Alex Haupt Module Name: Enterprise Creation Module Code: ENT300 Core/Elective: E Credits: 20 Semester: 1 Assessment Weighting: C/W: 100% Exam: Short description: The module offers the opportunity to develop the skills and understanding necessary to write a professional business plan and bid for venture capital funding. Module Leader: Naveed Yasin
Acquiring and Using Knowledge and Skills: Child’s skills are like that of a much younger child. Child shows very early skills. . Child’s skills are like that of much younger child. Child is beginning to show some of the early skills that are necessary for development of more advanced skills. Child’s skills are like that of a younger child. Child uses many of the early skills that are necessary for development of skills that are expected at this age. Child shows occasional use of some age expected skills. Child still shows more skills like those of a younger child. Child shows many age expected skills. Child continues to show some skills that would be described like that of a slightly younger child. Child has the skills that we would expect of his age; however there are some concerns on quality or frequency in using them. Child has all of the skills we would expect of a child his age. Upon Exit from tiny-k services: Based on progress made on IFSP outcomes and ongoing developmental assessment did child make progress? Yes No Describe progress in Acquiring and Using Knowledge and Skills: Taking Action to Meet Needs: Child’s skills are like that of a much younger child. Child shows very early skills. . Child’s skills are like that of much younger child. Child is beginning to show some of the early skills that are necessary for development of more advanced skills. Child’s skills are like that of a younger child. Child uses many of the early skills that are necessary for development of skills that are expected at this age. Child shows occasional use of some age expected skills. Child still shows more skills like those of a younger child. Child shows many age expected skills. Child continues to show some skills that would be described like that of a slightly younger child. Child has the skills that we would expect of his age; however there are some concerns on quality or frequency in using them. Child has all of the skills we would expect of a child his age. Upon Exit from tiny-k services: Based on progress made on IFSP outcomes and ongoing developmental assessment did child make progress? Yes No Describe progress in Taking Action to Meet Needs:
This section makes it clear that all trade and transactions must be in accordance with the Act Colours of The Association ® The colours of the Association are [insert Colours] Transitional Provisions This section provides for continuity of the Association, its officers, membership and regulations on implementing a new constitution Continuing Membership Each Affiliate Member that is a Member of the Association on the day on which this Constitution is adopted will automatically be admitted to membership as an Affiliate Member. Each other person who is a Member on the day on which this Constitution is adopted, will automatically be admitted to membership in the category that, in the reasonable opinion of the Board, is the category most appropriate for that Member. Directors For the purpose of determining when the term ends for each Director in office on the day on which this Constitution is adopted, time served in the Director's current term will be counted as if this Constitution had been in place at the commencement of that term. Regulations deemed applicable All rules, by-laws, policies and Regulations of the Association in force at the date of the adoption of this Constitution are to be deemed to be Regulations and continue to apply unless they are inconsistent with, or have been replaced by this Constitution. Status and Compliance of Association This section entrenches and strengthens the relationship between the Association and the NSO. Recognition of Association The Association is a member of the NSO and is recognised by the NSO as the entity responsible for the delivery of the Sport in South Australia. Subject to compliance with this Constitution and the NSO’s constitutions, the Association shall continue to be so recognised and it shall administer the Sport in South Australia in accordance with the Objects. Constitution of the Association This Constitution will clearly reflect the objects of the NSO and will conform to the NSO’s constitution, subject always to the Act. Operation of NSO’s Constitution The Association will take all reasonable steps to ensure this Constitution conforms to the NSO’s constitution, subject always to the Act; and The Association shall provide a copy of this Constitution and all amendments to this Constitution to the NSO. The Association acknowledges and agrees that the NSO has power to veto any provision
The Director of Student Services will inform all parties involved of final decisions taken by the CAGC. Students who are dissatisfied with decisions taken by the CAGC may request a review of the Committee’s response to the Complaint or the way in which it was handled. Requests must be made within 10 days of receiving the final report. In those cases, the Principal, or his designated representative, will review the request made, the decisions taken, the evidence collected and, on the basis of findings, determine actions to be taken. Table 2: Procedures and Time Lines Procedure Essential Steps Activities Undertaken Responsibilities Informal Complaint Option Individuals Identify concerns and seek advice from the Director of Student Services, Heads of Schools/Departments and/or the Student Officer. Issues are reviewed and advice is provided. Discussions are aimed at resolution. Activities can be undertaken at any time. Students with issues have primary responsibilities for requesting assistance. Heads of Schools/Departments have primary responsibilities for issue resolution. Formal Complaints Option, step 1. Students obtain a form from Student Services Staff or download one from stponline. The Complaints Form is completed. All of the information requested is provided. Parties lodging the formal complaint Formal Complaint recorded on the System, step 2. Students submits the completed form to the Student Service Team within four weeks of the incident that has given rise to the complaint Student Services staff record details, and the Complaint is assigned a Case Number. Student Services team member, under supervision of the Director. CAGC meets to review Complaints Forms, step 3. CAGC discusses complaints and then distributes them to appropriate parties. Notes/minutes are taken of meeting discussions. Decisions are made in respect of allocations. Designated note or minute taker. (May be a CAGC member). Individuals named in the complaint are given opportunities to respond, step 4. Student Services staff notify individuals and inform them that responses are due within seven working days after notification. Individuals are notified by email or letter. If contact is made by telephone, then written notes of the conversation are to be provided. Director of Student Support, or designated representative drawn from the Student Services Team.
From your point of view, what would be the desired outcome of your complaint? What prevented the complaint from being resolved informally? Who else have you discussed this complaint with (e.g. Head of Student Services)? Has advice been given and have you acted on this advice? Can you suggest any action which will prevent this situation from recurring? 3. Declaration I declare that the information given in this formal complaint form is a true statement of the acts and that I would be willing, if required, to answer further questions related to it. I also agree (in accordance with the Data Protection Act) to this form being held on file by the Head of Student Services. Signed: Date: Completed forms should be handed in to the Academic Administration Office, for which you will be given a receipt
Water Penny Psephenidae (1) Mayfly Ephemeridae (1) Mayfly Ephemeridae (1) Case Building Caddisfly Hydropsychidae (1) Stonefly Perlidae (1) Non-Case Building Caddisfly Limnephilidae (2) Case Building Caddisfly Hydropsychidae (1) Scud Amphipoda (2) Scud Amphipoda (2) Dragonfly Anisoperta (2) Cranefly Tipulidae (2) Sow Bug Isopoda (2) Crayfish Decapoda (2) Crayfish Decapoda (2) Sowbug Isopoda (2) Damselfly nymph Coengrionidae (2) Beetle Larva Elimidae (2) Midge larva Chironomes (3) Non-Case Building Caddisfly Limnephilidae (2) Waterscorpion Nepidae (3) Freshwater Clam Chiondae (2) Bivalve Bivalvia (3) Midge Larva Chironomes (3) Watersnipe Arthericidae (3) Leech Hinurdinea (3) Table 2. Mean and standard deviation of the total number of macroinvertebrate individuals at recorded pollution tolerance levels sampled from an urban and rural stream in western Mi in October 2012. Little Rio Grande in Buck Creek in Grandville,
Table 4. Mean and Standard Deviation of the quantitative physical measurements taken from an urban and rural stream in western MI in October 2012. Buck Creek (Urban) Little Rio Grande (Rural) Temperature (⁰C) 7.842±0.051 13.088±0.031 Dissolved Oxygen (mg/l) 10.856±1.210 9.338±0.201 pH 7.700±0.758 7.813±0.035 Width (m) 5.464±2.297 5.838±2.638 Depth (m) 0.324±0.168 0.378±0.221 Velocity (m/s) 0.638±0.165 0.827±0.183 Discharge (m3/s) 5.904±8.627 3.610±1.836 E-Coli (CFU/100mL) >2420 57 Table 5. Environmental composition taken from an urban and rural stream in western Michigan in October 2012.
ATODA works collaboratively to provide expertise and leadership in the areas of social policy, sector and workforce development, research, coordination, partnerships, communication, information and resources. ATODA is an evidence informed organisation that is committed to the principles of public health, human rights and social justice. ATODA coordinates the Minimum Qualification Strategy for the ACT AOD sector. For further information about the sector-wide policy and its implementation please see: South Australian Network of Drug and Alcohol Services (SANDAS) Formed in 2004, SANDAS is the peak body representing the state’s NGO Alcohol and Other Drugs (AOD) sector. SANDAS works with its members and stakeholders to reduce the harmful impact of alcohol and other drugs through independent representation at national and state levels, providing opportunities for networking, and collective action through information sharing, advocacy, training and policy review. Victorian Alcohol & Drug Association (VAADA) VAADA is the peak body representing Alcohol and Other Drug (AOD) services in Victoria; and provides leadership, representation, advocacy and information to both AOD and non AOD related sectors. VAADA’s purpose is to ensure that the issues for people experiencing the harms associated with alcohol and other drug use and the organisations that support them are well represented in policy and program development and public discussion. Network of Alcohol and other Drug Agencies (NADA) NADA is the peak organisation for the non-government drug and alcohol sector in NSW, and is primarily funded through NSW Health. NADA has approximately 100 members providing drug and alcohol health promotion, early intervention, treatment, and after-care programs. These organisations are diverse in their philosophy and approach to drug and alcohol service delivery and structure. NADA’s goal is ‘to support non-government drug and alcohol agencies in NSW to reduce the alcohol and drug related harm to individuals, families and the community’.
For provider, employer and supplier names, report in full with one blank between words and any initials that occur in the name. However, care must be taken with some non-individual names to differentiate between initials and actual words. For example: and (a partnership) would be reported as WbRbANDbJbBbSMITH, but ABC Superannuation Fund would be reported as ABCbSUPERANNUATIONbFUND. The character b is used to indicate blanks. 6.1 Record length – must be set to 996. 6.2 Record identifier – must be set to IDENTREGISTER1. 6.3 Supplier ABN – the ABN of the data supplier and must be a valid ABN. Refer to section for information on ABN validation. 6.4 Run type – identifies the information as test or production data. This field must be set to either T for test data or P for production data. Files lodged via the ECI application must have a Run Type of P. 6.5 File creation date – the date the file is created. The date must not be in the future. 6.6 Data type – identifies the type of information. For super reports the field must be set to L. 6.7 Type of report – identifies the type of data being lodged. This field must be set to D. 6.8 Type of return media – indicates the medium to be used by the ATO for the return of information to the supplier. This field must be set to N (internet). 6.9 Report specification version number – must be set to the version number of the specification that the report corresponds to. For reports produced using this specification this field must be set to FMAFV004.0. 6.10 Filler – this field is for use by the ATO only. It must be blank filled. 6.11 Record identifier – must be set to IDENTREGISTER2. 6.12 Supplier name – the name of the organisation sending the data (the supplier).
Table 1. Macroinvertebrate species (indicator #) sampled from an urban and rural stream in western MI in October 2011 and November 2011. Little Rio Grande in Muskegon, MI (rural) Buck Creek in Grandville, MI (urban) Water Penny Psephenidae (1) Mayfly Ephemeridae (1) Mayfly Ephemeridae (1) Case Building Caddisfly Hydropsychidae (1) Stonefly Perlidae (1) Non-Case Building Caddisfly Limnephilidae (2) Case Building Caddisfly Hydropsychidae (1) Scud Amphipoda (2) Scud Amphipoda (2) Cranefly Tipulidae (2) Cranefly Tipulidae (2) Freshwater Clam Chionidae (2) Crayfish Decapoda (2) Dugesia Dugesia tigrina (?) Sowbug Isopoda (2) Dragonfly Anisoperta (2) Beetle Larva Elimidae (2) Sow Bug Isopoda (2) Non-Case Building Caddisfly Limnephilidae (2) Midgefly Larva Chironomidae (2) Damselfly Nymph Coenagrionidae (2) Freshwater Clam Chiondae (2) Bloodworm Glycera dibranchiata Watersnipe Arthericidae Leech Hinurdinea Dugesia Dugesia tigrina
answered. If information is missing, proposal acknowledges need for more info. many minor questions open. unaddressed. Soundness of concept _____ of 10 Concept makes sense, given its context. Concept seems questionable in context. Concept inappropriate to context. Fiscal issues _____ of 20 Addresses major concerns regarding financing and cost/benefit ratios. Leaves some fiscal concerns unaddressed. Does not address fiscal issues. Environmental issues _____ of 20 Addresses questions of environmental impact. Leaves some questions of environmental impact unaddressed. Does not address environmental issues. Cultural Issues _____ of 20 Addresses questions of cultural transfer or human component adequately. Cultural transfer questions problematic. Does not address culture. Punctuality _____ of 10 Handed in on or before the due date. Handed in after the due date, but with instructor approval. Handed in after the due date without contacting the instructor.
punctuation, spelling and spacing contains completely accurate grammar, punctuation, and spelling. is well edited with only the occasional grammatical, punctuation or spelling error. contains grammatical, punctuation, and spelling errors, however they do not interfere with the overall presentation. contains serious grammatical, punctuation, and spelling errors which interfere with the delivery of the material. full of grammatical, punctuation and spelling errors and understanding of the material is not possible. 5 4 3.5 2.5 0
Character position Field length Field format Field type Field name Reference number 1-3 3 N M Record length (=500) 7.1 4-16 13 A M Record identifier (=IDENTREGISTER) 7.3 17-26 10 AN M ATO file reference number 7.4 27-34 8 DT M File creation date (=DDMMCCYY) 7.5 35-44 10 AN M Report specification version number (=FTRNV001.) 7.6 45-120 76 AN M Recipient name 7.7 121-158 38 AN O Recipient contact name 7.8 159-173 15 AN O Recipient contact phone number 7.9 174-188 15 AN O Recipient contact fax number 7.10 189-226 38 AN O Recipient address line 1 7.11 227-264 38 AN O Recipient address line 2 265-291 27 AN O Recipient suburb, town or locality 7.12 292-294 3 A O Recipient state or territory 7.13 295-298 4 N O Recipient postcode 7.14 299-318 20 AN O Recipient country 7.15 319-394 76 AN M ATO product (=TEMPORARY RESIDENT NOTIFICATION) 7.16 395-409 15 AN M ATO contact phone number 7.17 410-500 91 A S Filler 7.2 Character position Field length Field format Field type Field name Reference number 1-3 3 N M Record length (=500) 4-11 8 A M Record identifier (=IDENTITY) 7.18 12-87 76 AN M Provider name 7.19 88-98 11 N M Provider tax file number (TFN) 7.20 99-109 11 N O Provider Australian business number (ABN) 7.21 110-147 38 AN O Provider contact name 7.22 148-162 15 AN O Provider contact phone number 7.23 163-177 15 AN O Provider contact fax number 7.24 178-215 38 AN O Provider address line 1 7.25 216-253 38 AN O Provider address line 2 254-280 27 AN O Provider suburb, town or locality 7.26 281-283 3 A O Provider state or territory 7.27
Discovery Park Enterprise Zone Magellan Suite, Innovation House, Discovery Park, CT13 9FF 8/2/2017 10:00-17:00 Acol Village Hall The Street, Acol, CT7 0JA 20/2/2017 15:00-20:00 Minster-in-Thanet Library 4A Monkton Road, Minster, Ramsgate, CT12 4EA 23/2/2017 14:00-17:30 Ramsgate Railway Station Ticket Hall, Ramsgate, CT11 7RE 28/2/2017 15:00-19:30
The need for Community-Based Authentication In some cultures, people used multi-factors to identify individual based on community. For example, Inheritance court in Saudi Arabia, a person is identified by a group of people beside of his social security number. Of course, the group people should identify themselves as well. In previous example, we can see how the community can help to identify individual. Early in the wars, a military was used a group of people to identify the members of the military to detect intruders. Today, we can use this principle in many applications such as online courses or interview. Since we live in groups, there is a least one group who can help to identify your self. In fact, my wife and me are a group; my brothers and me are a group; my friends and me are a group; my classmate and me are group …etc. There are many of group in our community can be created. We need to take this advantage to enhance the authentication in applications. We need to take this benefit over multi-factor authentication. We need a community members participate to identify, and detect intruders over applications. We call this Community-based Authentication Factor (CAF).
the approximate location of the baselines used to establish the system; the location of stable outlets for the system Specifications shall be recorded using approved implementation requirement document. OPERATION AND MAINTENANCE Perform all tillage and planting operations parallel to contour baselines or terraces, diversions, or contour buffer strip boundaries where these practices are used, provided the applicable row grade criteria are met. Where terraces, diversions, or contour buffer strips are not present, maintain contour markers on grades that, when followed during establishment of each crop, will maintain crop rows at designed grades. Contour markers may be field boundaries, a crop row left untilled near or on an original contour baseline or other readily identifiable, continuous, lasting marker. All tillage and planting operations shall be parallel to the established marker. If a marker is lost, re-establish a contour baseline within the applicable criteria set forth by this standard prior to seedbed preparation for the next crop. Farming operations should begin on the contour baselines and proceed both up and down the slope in a parallel pattern until patterns meet. Where field operations begin to converge between two non-parallel contour baselines, establish a correction area that is permanently in sod or established to an annual close-grown crop. Where contour row curvature becomes too sharp to keep machinery aligned with rows during field operations, establish sod turn strips on sharp ridge points or other odd areas as needed. Foster, G.R. Revised Universal Soil Loss Equation, Version 2 (RUSLE2) Science Documentation (In Draft). USDA-ARS, Washington, DC. 2005. Renard, K.G., G.R. Foster, G.A. Weesies, D.K. McCool, and D.C. Yoder, coordinators. 1997. Predicting soil erosion by water: A guide to conservation planning with the Revised Universal Soil Loss Equation (RUSLE).U.S. Department of Agriculture, Agriculture Handbook 703.
threats and hazards to your local area and their impacts. You should also use local knowledge to try and identify other risks in your local area that may not be included on your Community Risk Register. For example, is there a local road that regularly floods, or a footpath that could become unusable in severe weather? Other aspects to consider when assessing the impact of incidents on your local area could include: Social risks - Are there are any known vulnerable people/groups in the area? (Page 10 of the template plan) Examples may include: people who have recently had an operation; people without access to transport: people with limited mobility; groups that might find it difficult to understand emergency information; and transient groups such as holiday makers or travelling communities Environmental risks - Are there any particular areas that flood regularly? Are there any sites of environmental or historic importance, such as Sites of Special Scientific Interest, which may be affected? Do you have links in with RSPB/Natural England? Infrastructure risks Is there a major transport hub in the area? Are there any bridges or main roads? Are there any large industrial sites in the area? ACTION: Using page 8 of the Community Emergency Plan template, you can identify: potential risks and hazards and their impact on your community; and what you can do to reduce the impacts of these risks. You will need to discuss this assessment with local emergency responders in your area to make sure you understand how you can complement their work in an emergency. Assessing community skills and resources Community emergency groups and co-ordinators (page 3 of the template plan) The people in your community who want to take part could form a Community Emergency Group to champion the emergency preparedness efforts in your community. They will also play a role in your community recovery. This could be a new group or build on an existing community group. Some villages, wards and parishes also have a Community Emergency Co-ordinator and you may wish to consider choosing one for your community. The co-ordinator takes a lead role in organising and taking forward the work of the Community Emergency Group, and helping to sustain motivation and interest in their community.
After carrying out the Study, the Contractor will produce a Report covering the specific tasks mentioned above in section 2.4, including the consultation with stakeholders during the assignment and on the results of the Study. The Report should include at least the following chapters: Analysis of legal and institutional frameworks underpinning roaming policies in the EaPP. Analysis of existing market data in the EaPP. Recommendations on tools and measures for roaming regulation in the EaPP. Cost-benefit analysis of possible intervention schemes in roaming regulation in the EaPP. Recommendations for the RRA. Consultations on the scope and results of the Study with key line ministries, regulators and operators in the EaPP. 3. EXPERTS PROFILE OR EXPERTISE 3.1 Requested experts per category and person-days per category 3.1.1 Senior experts (up to 65 person-days total) This is the team steering the work of the national/local experts and leading the analysis and synthesis tasks based on findings at national level. Senior Expert no. 1 and no. 2. One of the two being the Study Team Leader (STL) the STL coordinates the work of the whole team of experts (2 senior and 6 local ones), ensures the overall quality of the Study deliverables and adherence to the agreed Study project time-plan; the STL acts as main contact between the Contracting Authority and the team of experts; the STL coordinates all tasks and reporting for the Study. At the beginning of the study, the two senior experts will assign tasks and responsibilities among themselves. During the Study, the tasks might be reassigned, after consultation with the Project Team Leader and after prior approval by the Contracting Authority (EC). 3.1.2 National/Local experts (up to 120 person-days = 6 experts x 20 person days each) National experts will perform data collection and reporting on findings, based on questionnaires, reporting sheets and explanatory information common to all EaPP countries that will be provided by the senior experts. Data collection includes information in the public domain, as well as interviews with partners' governmental and private sector representatives, as well as relevant regulatory authorities. National/local experts can be junior or senior experts. 3.2 Profile or expertise required The table below describes the ideal profile for senior and local experts. These requirements will be adapted during the recruitment process of experts on a case by case basis. The STL should additionally, have experience in delivering on study projects in a leadership capacity.
All materials must be cleaned at the end of every class Results, Data analysis, and conclusions 2 days Outcomes Results At least one graph with results At least one data table with results Data Analysis 250 words (2-3 paragraphs) Critical analysis of the data What data did you get? Why did you get it? Did you expect it? Conclusion 250 words (2-3 paragraphs) Summary of findings A statement of the outcome of your work Presentation Tri-fold board All written sections of the experiment typed Data represented (tables/graphs) – may be hand drawn or computer generated 3-5 minutes (Practice with a timer!) All students must participate Paper Your paper will be very similar to your presentation You will have different guidelines and a different rubric Timeline 4. Planning- Report to Rm 258- Science Classroom- Contract Due 5. Planning- Report to Rm 316- Computer Lab 6. Planning- Report to Rm 316- Computer Lab 7. Project Design is Due. Report to 316 Write intro/hyp./ exp. Design and methods draft 8. Intro- Report to Rm 316- Computer Lab 11. Intro- Report to Rm 258- Science Classroom 12. Adventure Science Center Field Trip 13. Experiment- Report to Rm 258- Science Classroom 14. Experiment- Report to Rm 258- Science Classroom 15. Experiment - Report to Rm 258- Science Classroom 18. Results- Report to Rm 258- Science Classroom 19. Results- Report to Rm 316- Computer Lab 20. Presentations PAPER DUE 21. Presentations PAPER DUE 22. Field Trip- Kentucky Kingdom 25. No School- Memorial Day 26. Field Day/Talent Show-Make up Presentations PAPER DUE 27. ½ Day of School
Title of book: John Philip Duck Author’s name: Patricia Polacco Copyright year: 2004 Genre: Historical fiction Number of pages: 48 Synopsis of story: This story is about a little boy named Edward who found a tiny duck and decided to take care of it. He snuck his tiny duck into the hotel where he was working with his father. Many people in the hotel knew about Edwards duck and kept his secret safe. One day the hotel manager found John Philip Duck in the fountain of the hotel and became very upset. So Edward decided to show Mr. Schutt what great things his duck could do. So he explained to the manager that if they had ducks in the fountain all the time that he could show them how to do the tricks also. Mr. Schutt decided to let the ducks stay at the hotel and march. Activity: (Original Source): After reading the book to the class I will ask students if they have ever found any pets before. We will then go on to discuss ducks and the habitats they live in, what they eat and many other different things about them. I will bring a baby duck into the classroom and we will raise it. The students will learn how to feed it and that the duck must stay warm to survive. Every day they will record progress of the ducks development and changes that they notice. Indiana Academic Standard: English/ Language Arts, Science Writing: Applications 1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details. Life Science 2.3.1 Observe closely over a period of time and then record in pictures and words the changes in plants and animals throughout their life cycles-including details of their body plan, structure and timing of growth, reproduction and death.
Did the applicant accurately calculate the total for Schedule A and B? 1 point max 6 POINTS MAX TOTAL 7: CRITERIA POINT VALUE SCORE Section 7-1: Did the applicant fill out the Bio-Sketches for existing personnel? .5 point max Section 7-2: Did the applicant fill out the Job Descriptions for proposed positions? .5 points max Section 7-3: Did the applicant complete the Planning, Implementation, and Evaluation Timeline? 1 point max 2 POINTS MAX TOTAL 8: CRITERIA POINT VALUE SCORE Section 8-2: Did the applicant include their organizational chart and a program-specific organizational chart? 1 point max Section 8-3: Did the applicant include either letters of support, letters of agreement, or memoranda of understandings with identified partners? 1 points max 2 POINTS MAX TOTAL CRITERIA POINT VALUE SCORE Does the applicant propose to provide services in an identified high-risk county or counties? 2 points max BONUS
being developed. A professional paper was submitted, accepted and presented to the Western Social Science Association. (Assignment continues.) 4: Client: University of Nevada NSF-EPSCoR group. Location of Project: State of Nevada Nature of Project: The development proposal for NSF-EPSCoR Solar Nexus Project has been accepted and research has been initiated. Action: The proposal was accepted and third year of a five year project is underway. A master’s thesis estimating the economic impact of restricted solar development due to Sage Hen habitat designation was completed. (Assignment continues.) 5: Client: Food and Agricultural Policy Research Institute Location of Project: U.S., Western U.S., and State of Nevada Nature of Project: Extending the FAPRI U.S. and international outlooks to the State of Nevada. The Nevada agricultural outlook has been completed and a technical report written and put on the UCED website. Annual model updating and maintenance is underway. Action: Updating FAPRI international crops model with recent data on supply/utilization, trade, prices, and policies. The new is being used to re-estimate the model. Price linkages have been re-estimated to reflect recent prices. Individual country models are in the process of being revamped. This will continue throughout the summer. We are also updating the Nevada state enterprise budgets that are utilized in creating input/output cost matrices and production functions that better reflect the Silver State’s true agricultural economy. These have been updated with cost data through 2014 and will be utilized in water analysis this summer. We are creating county-level cost data based off the 2012 ag census data and updated with more recent costs/prices. These will be utilized to bring ag enterprise analysis to the county level and to create a web interface for local producers to use in comparing their budgets and making decisions. Helmar, Michael D. 2016 Nevada Agricultural Outlook, Technical Report UCED 2015/16 April 2016. University Center for Economic Development, University of Nevada, Reno. 6: Client: United Nations Food and Agricultural Organization (UN FAO) Location of Project: Kazakhstan Nature of Project: Work with UN FAO in developing models of the agricultural sectors in Kazakhstan. 18
Bartholet, Richard, and Frederick Steinmann. “A Summary of Funding and Administrative Issues Pertaining to the 2016 One Truckee River Management Plan”. UCED 2015/16-20, May 2016. University of Nevada, Reno Cooperative Extension Fact Sheet for Fiscal Year 2015/16: Harris, Thomas R. “The Economic Impacts of Sierra Nevada Hospital on the Nevada County Economy” UCED 2015/16-14, January 2016 Harris, Thomas R. “The Projected Economic Impacts of Construction and Operation Activities of the Kings Valley Lithium Project in Humboldt County” UCED 2015/16-14, January 201 Borden, Buddy “Assessment and Economic Impacts of Sports Tournaments on Colorado River Regional Economy” UCED 2015/16-13, January 2016 Helmar, Michael D. “2016 Nevada Agricultural Outlook”, Technical Report UCED 2015/16-18. University Center for Economic Development, University of Nevada, Reno. April 2016.
Unit Timeline Lesson Whole Class Components Differentiated Components Lesson #1 Introduction: Identify and Locate Pre-Assessment of students’ knowledge. Introduction to world religions. The World A History Expansion Maps pgs 294 - 295 Students will locate the center of each religion on their own map. Lesson #2 Beliefs (five days) Day 1 Judaism Civilization Past & Present pgs. 142-145 Jewish Faith in America pgs. 12, 12-13, 15, 16-17 Five selected readings. Share in groups of five. Create layered book containing notes from all five reading selections. Day 2 – Hinduism and Buddhism Introduction Explore the following websites: Hinduism: Buddhism: Students create a foldable using the information gathered from the websites. Then they will pair and share with their classmates. Day 3 – Confucianism Selected Readings:
Resources Group Member Hinduism Buddhism Student 1 Student 2 Student 3 Student 4 Assessment Each group will have three minutes to share the information they gathered with the class. All students will share at least one Hindu belief and one Buddhist belief during the presentation. Students will be shown the rubric prior to presenting their information. Lesson #2 Hinduism and Buddhism Assignment After researching information about Hinduism and Buddhism, students will present their information in groups of four. Each student must contribute to the presentation using the information on their foldable. Assessment Rubric 5 points 3 points 0 points Foldable Three facts from each website are written on each Buddhism and Hinduism (24 total). Information is missing from some of the websites, but there are still 24 facts total on the Hindu and Buddhist religions. Less than 24 facts are written within the foldable, and very few websites were used. Foldable At least six similarities are written. Only two – five similarities are written. There are two or less similarities. Information on Hinduism Two or three accurate and factual One accurate and factual belief is No information is given about
accurate explanation of “rites and music.” “rites and music.” 4 The answer explains why the student agrees or disagrees with living by the golden rule. States agreement or disagreement, but doesn’t explain why. There is no answer provided. Name_______________________________ Confucius After reading the two segments on Confucius’ life, answer the following questions. What did Confucius do for a living? What was Confucius’ philosophy? Why is it important? What are “rites and music”? Do you agree that “Do not to others what you do not want done to yourself” is good standard to live by? Why or why not. Lesson #2
Verna Haas Executive Director 925.609.7900 Stephanie Hayes Board Member 925.926.1200 Delta Learning Center 275 W. Tregallas Rd Antioch, CA 94509 Website: Org description: The Delta Learning Center has provided individualized, one-on-one tutoring to thousands of students in Contra Costa County since 1976. DLC is dedicated to eating the educational needs of all students in the community. We ensure the highest quality individual academic support by employing only fully-credentialed teachers. DLC will always provide the best possible tutoring service for the lowest possible cost to students of all ages. Tara McKnight Executive Director 925.216.9725 Martha Goralka Office Assistance 925.522.1065
If you are in agreement with the foregoing, please sign the form of agreement on a counterpart of this Agreement and return it to the Company, whereupon this Agreement shall become a binding agreement between you and the Company. Very truly yours, [Name of Company] By [Title] This Agreement is hereby accepted and agreed to as of the date hereof. [Add Purchaser Signature Blocks]
Vaccine and Medication Fridges: Baseline Audit If there has been a cold chain breach please follow local site policy for management. ** Alarm wired to central monitor to facilities management and to shift manager’s page phone. Location Access Fridge Details Security Monitoring Content Essential power Facilities information Comments Ward/clinic or Department Hours of Availability (e.g. 24/7, M-F 9-5) Room (e.g. Clean utility room, Drug room, Resus room) (e.g. Swipe, Key, Open area) Type (e.g. Domestic, Bar) Model (e.g. Arcus, ICS Pacific, Thermoline, Haeir, Kelvinator, Westinghouse) Serial Number Lock on fridge Y / N Locked at time of audit Y / N External temperature monitoring device (Required where no inbuilt digital temp display) Y / N /NA Monitoring book by the fridge Y / N Monitoring book completed without gaps - Medication fridge once daily - Vaccine fridges twice daily Y / N Vaccines storage Y / N Content identified on front of fridge Y / N Fridge seals 1 Intact 2 Not intact (brittle or torn) Fridge on Essential power (Red socket) Y / N Fridge alarm on central monitoring** Example 1 Out patient clinic M-F 9-5 Clean utility room Key Purpose built Thermoline SN12345 Y Y NA Y N Y N 2 Y Y Food found in fridge & removed Facilities notified of poor door seal (no recordings outside of appropriate range Large gaps between monitoring recordings Example 2 Medical ward 24/7 Clean utility room Swipe Purpose built ICS pacific SN34567 Y N NA Y Y N Y 1 N N Vaccines stored in refrigerators must comply with the National Vaccine Storage Guidelines – Strive for Five 2nd edition. Australian Government, Department of Health and Ageing and Vaccine Cold Chain Guidelines – Operational Directive OD 0355/11 Acknowledgement to FHHS, SMHS, and RPH Refrigerator Audit tools which assisted in the development of this tool.
JOB PROSPECTS AND EMPLOYMENT OUTLOOK Go to: Select Jobs and Careers menu then select Explore Careers Search for your career choice Read and learn about the (09) Employment Outlook and the (10) Insights from Industry for this type of career Go back into Career Cruising Open MY PLAN, Select My Journal from the list on the left side of screen Add a new entry with the title: “Job Prospects – Future Demand” In 2-3 sentences, summarize the future job prospects for this career based on the information you read on WorkBC.ca JOB APPLICATION TOOLS: Resume, Cover Letter and Interview Preparation Job-Specific Resume: Prepare and print a job-specific resume for one job posting that you printed from the job search. The resume must include an objective that describes the position you are applying for and must also list your relevant skills. In Career Cruising, Open MY PLAN, scroll to the bottom right of the screen Upload and save your resume to MY FILES OR If you need help, you can get tips from the Orientation Booklet (available from Career Programs) and/or use Career Cruising: In Career Cruising, select the “Employment” tab across the bar at the top Select “Build my Resume” Job-Specific Cover Letter: Prepare and print a job-specific cover letter that supports your resume for the job printed in Part 3. Upload and Save the finished cover letter to MY FILES section in Career Cruising: OR If you need help, you can get tips from the Orientation Booklet and/or use Career Cruising. In Career Cruising, select the “Employment” tab across the bar at the top Select “Letter Writing” on the left side and explore Interview Preparation: