zilongwang/ReadingBank huggingface dataset:
STENHOUSE, L. (1975) An Introduction to Curriculum Research and Development. London: Heinemann. SUPPE, F. (editor) (1954) The Structure of Scientific Theories. Chicago: University of Illinois Press. UEBEL, T. E. (1996) 'Conventions in the Aufbau', British Journal of History of Philosophy, vol.4, no.2, pp. 381 - 97. WEBER, M. (1949) The Methodology of the Social Sciences. New York: Free Press. WHITE, A. R. (1970) Truth. London: Macmillan. WOLCOTT, H. F. (1990) 'On Seeking - and Rejecting - Validity in Qualitative Research' in E. W. Eisner and A. Peshkin (editors) Qualitative Inquiry in Education: The Continuing Debate. New York: Teachers' College Press. WOOLGAR, S. & PAWLUCH, D. (1985) 'Ontological Gerrymandering: The Anatomy of Social Problems Explanations', Social Problems, vol. 32, no.3, pp. 214 - 27.
investigated experimentally (by H Rydberg atom photofragment translational spectroscopy) and/or theoretically (by ab initio electronic structure theory and 1- and 2-D tunneling calculations). Derived energetic and photophysical properties such as the O–H bond strengths, the S1–S0 excitation energies and the S1 predissociation probabilities (by tunneling through the barrier under the conical intersection between the S1(11ππ*) and S2(11πσ*) potential energy surfaces in the RO–H stretch coordinate) are considered within a framework. The Y-dependent O–H bond strengths and S1–S0 term values are found to correlate well with a simple descriptor of the electronic perturbation caused by the aromatic substituent Y (the Hammett constant, σp+). We also identify clear correlations between σp+ and the probability of a photochemical process (predissociation). Such a finding is unsurprising, given that Y substitution will perturb the entire potential energy landscape, but appears not to have been demonstrated hitherto. The predictive capabilities of this approach are explored by reference to existing energetic data for larger 4-substituted phenols like tyramine, L-tyrosine and tyrosine containing di- and tri-peptides. Introduction The Hammett equation (1) has long been used by physical organic chemists to rationalize, and to predict, the effect of a given substituent on reaction rates and reactivities., (1) The equation is a linear free energy expression that relates the logarithmic ratio of the equilibrium constant, K, or the rate constant, k, of a reaction involving a substituted derivative to that for the unsubstituted molecule (K0 or k0) in terms of just two parameters – a substituent (or Hammett) constant, σ, and a (reaction-type dependent) reaction constant, . The original σm and σp (i.e. m = meta and p = para) substituent constants were derived from the ionization constants of benzoic acids in aqueous solution, but numerous subsequent like
31395 58829 NO2 [30690] 73400 400 0.78 HOOCCH2CH2 3-(4-hydroxyphenyl) propionic acid 35368 59 H2NCH2CH2 tyramine 35466 60 28846 64370 ± 400 [0.61] L-tyrosine 35491 29649 68240 ± 800 62 0
STATISTICS AND INFORMATION REGARDING FIRES IN PURDUE UNIVERSITY NORTHWEST RESIDENTIAL HALLS 2017 RESIDENTIAL FACILITIES TOTAL FIRES IN EACH FIRE CAUSE OF FIRE NUMBER OF INJURIES THAT REQUIRED TREATMENT AT A MEDICAL FACILITY NUMBER OF DEATHS RELATED TO A FIRE VALUE OF PROPERTY DAMAGE CAUSED BY FIRE* FIRE Peregrine Hall 0 0 n/a 0 0 0 2 Griffin Hall 1 1 Ceiling fan 0 0 $1000 2 2016 RESIDENTIAL FACILITIES TOTAL FIRES IN EACH FIRE CAUSE OF FIRE NUMBER OF INJURIES THAT REQUIRED TREATMENT AT A MEDICAL FACILITY NUMBER OF DEATHS RELATED TO A FIRE VALUE OF PROPERTY DAMAGE CAUSED BY FIRE* FIRE Peregrine Hall 0 0 n/a 0 0 0 2 Griffin Hall 1 1 Burnt Food 0 0 0 2 2015 RESIDENTIAL FACILITIES TOTAL FIRES IN EACH FIRE CAUSE OF FIRE NUMBER OF INJURIES THAT REQUIRED TREATMENT AT A MEDICAL FACILITY NUMBER OF DEATHS RELATED TO A FIRE VALUE OF PROPERTY DAMAGE CAUSED BY FIRE* FIRE Peregrine Hall 0 0 n/a 0 0 0 2 Griffin Hall 0 0 n/a 0 0 0 2
PART 2 – PRODUCTS CP-2.2-1 Manufacturers A. Manufacturers: Subject to complaince with requirements, provide products by one of the following: 1. Proprietary Purchase- Parking Access and Revenue Control Equipment and Software: Hamilton USA, Inc. ONLY CP-2.2-2 Materials: If Applicable Per Manufacturer Specifications CP-2.2-5 Entry & Exit InLane Paystations: Per Manufacturers Specifications CP-2.2-6 Intentionally Blank CP-2.2-7 Intentionally Blank CP-2.2-10 Parking Facility Management Software: Hamilton (Brand) 1. System Performance: Capable of the following: a. Collect data for revenue and activity reporting. b. Track counts and supply statistics. c. Track tickets and supply statistics. d. Program parking control equipment, monitor, controls and supply statistics. e. Provide Real Time Graphical User Interface face to control parking components.
Bonding Agent’s Name Signature Date ____________________________________ Title:_______________________________ Agent’s Address ____________________________________ Business Address of Surety
Close Read What can we as historians learn about Babylonian society from the Code of Hammurabi? Document 1: The Code of Hammurabi—Economy Context: Babylonia was located in the Fertile Crescent between the Tigris and Euphrates Rivers. This land was excellent for agriculture. Society depended on these crops for trade and feeding the people. 1 2 3 4 5 6 7 8 9 53. If any one be too lazy to keep his dam in proper condition, and does not so keep it; if then the dam break and all the fields be flooded, then shall he in whose dam the break occurred be sold for money, and the money shall replace the corn which he has caused to be ruined. 54. If he be not able to replace the corn, then he and his possessions shall be divided among the farmers whose corn he has flooded. 59. If any man, without the knowledge of the owner of a garden, fell [cause to fall] a tree in a garden he shall pay half a mina in money. Source: “Code of Hammurabi.” Translated by L.W. King. The Eleventh Edition of the Encyclopaedia Britannica. 1915. Found on the Fordham University’s Ancient History Sourcebook: 1a. What were the occupation(s) [jobs] of the Babylonians mentioned in Document 1? 1b. Who was punished for the damage caused by flooding if a dam breaks? 1c. Based on Document 1, identify one consequence for damaging someone else’s property in Babylonia. 1d. Explain what this excerpt of Hammurabi’s Code suggest about the economy in Babylonia. Citation Document 2: The Code of Hammurabi—Social Classes
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 138. If a man wishes to separate from his wife who has borne him no children, he shall give her the amount of her purchase money and the dowry which she brought from her father's house, and let her go. 141. If a man's wife, who lives in his house, wishes to leave it, plunges into debt, tries to ruin her house, neglects her husband, and is judicially convicted: if her husband offer her release, she may go on her way, and he gives her nothing as a gift of release. If her husband does not wish to release her, and if he take another wife, she shall remain as servant in her husband's house. 143. If she is not innocent, but leaves her husband, and ruins her house, neglecting her husband, this woman shall be cast into the water. 148. If a man take a wife, and she be seized by disease, if he then desire to take a second wife he shall not put away his wife, who has been attacked by disease, but he shall keep her in the house which he has built and support her so long as she lives Source: “Code of Hammurabi.” Translated by L.W. King. The Eleventh Edition of the Encyclopaedia Britannica. 1915. Found on the Fordham University’s Ancient History Sourcebook: 3a. According to law 141, what happens if a woman wants to leave her marriage but her husband refuses to release her? 3b. According to law 138, what happens to a dowry if a man leaves his wife? 3c. How do the punishments differ for a man and a woman?
necessary to make arrangements for the poll and for the conveyance of ballot boxes and papers etc to and from the polling place: For Presiding rs, Poll s and Counting staff travelling expenses including collection of the ballot box and delivery to place of count: not available, sums actually } and necessarily incurred. For private } cars (to be shared wherever practicable) } the current AMAP (HM Revenue and Customs) rate } } For clerical and other assistance not specifically mentioned in this scale, including the employment of persons in connection with the preparation and issue of official poll cards, including charges for employers’ share of national insurance and superannuation contributions where payable £51.00 per electoral area plus, in contested elections, 34.40 for each 500 electors or part thereof. (NOTE: This is a maximum allowance and it is not an entitlement) For the remuneration of persons employed for the despatch and receipt of ballot papers of persons entitled to vote by post (in each electoral area) Actual and necessary cost Expenses in connection with the provision of security measures Actual and necessary cost Expenses in connection with the hire of mobile telephones Actual and necessary cost Polling Station Inspectors (suggested ratio – 1 Inspector per 15 stations) At the discretion of the Returning r, an appropriate payment may be made for a second team of polling stations inspectors, to assist with the collection of postal votes therefrom. The fee for a Presiding r For each Presiding r and Poll who attends a training session £40.40 PART 3 - COUNTY COUNCIL ELECTIONS In respect of Hampshire County Council Elections: The County Returning Officer shall not receive a fee. No fees for election duties are included in Hampshire County Council Chief Officer salaries, nor are any additional fees payable for such responsibilities. Deputy County Returning Officers (Local Returning Officers) shall receive the Returning Officer fee payable for District Elections set out in Part 1 of this Order net of superannuation Deputy County Returning Officers (Local Returning Officers) shall receive the amount payable for District Elections set out in Part 1 of this Order in respect of postal voting and training In respect of Disbursements(Part 2), the Deputy County Returning Officers (Local Returning Officers) shall receive the amounts set out in Part 2 of this Order payable for District Elections The terms of this order shall be construed accordingly eg ‘each electoral area’ shall be taken to mean each County Electoral Division (as opposed to Ward)
Shower 105 CMR 451.123 Maintenance: Shower head dirty 105 CMR 451.123 Maintenance: Ceiling vent dusty D Block Cells 105 CMR 451.103 Mattresses: Mattress damaged in cell # 10 Shower 105 CMR 451.123 Maintenance: Floor finish damaged E Block Cells No Violations Noted Shower 105 CMR 451.123 Maintenance: Soap scum on floor in shower 105 CMR 451.123 Maintenance: Soap scum on walls in shower Storage Closet No Violations Noted F Block Cells No Violations Noted Shower 105 CMR 451.123* Maintenance: Soap scum on floor in shower 105 CMR 451.123* Maintenance: Soap scum on walls in shower Janitor’s Closet 105 CMR 451.344 Illumination in Habitable Areas: Light not functioning properly, light out Weight Room 105 CMR 451.353 Interior Maintenance: Bench press padding damaged Storage Closet # 1 No Violations Noted Storage Closet # 2 Unable to Inspect – Locked Laundry No Violations Noted Regional Lockup Entrance Bathroom 105 CMR 451.110(A) Hygiene Supplies at Toilet and Handwash Sink: No soap at handwash sink Main Desk No Violations Noted
Rookwood School 330 Salesian College 607 Sherfield School 462 Sparsholt College Hampshire 0 St Michael's School 71 St Neot's School 334 St Nicholas' School 407 St Swithun's School 649 St Vincent College 1135 Stroud School, King Edward VI Preparatory School 310 Swanmore College of Technology 1277 Test Valley School 753 Testbourne Community School 777 Testwood Sports College 696 The Arnewood School Academy 1127
North Eastleigh & Winchester Sports Partnership Primary School Level 2 Competition Calendar 2014 - 2015 Football (Colin French) U11 boys 7 a side U11 girls 7 a side Hampshire Finals Boys 5&6 League Girls 5&6 School Games Qualification Toynbee Toynbee TBC Toynbee Toynbee 166h September 23rdh September 10th OCTOBER 4th 11th 18th 25th Nov 10th Feb Cross Country (Colin French) Years 3&4 & 5&6 Year 6 (selected only) Fleming Park Wyvern 9th Oct 16th Oct 23rd Oct 25th Nov - 2pm High Five Netball (Colin French) Years 5&6 Toynbee A team 10th Feb B team 24th Feb C team 3rd Mar Hockey – Quicksticks (Stuart Simpson) Years 5&6 Kings’ Week beginning 3rd Mar Tag Rugby (Stewart Magee) Years 5&6 Eastleigh RFC Training 10th 17th 24th March FESTIVAL 31st March Swimming - Aqua Splash (James Wharton) Years 3&4 Fleming Park 22nd Jan TBC Gymnastics Kwik Cricket (Stewart Magee) Years 5&6 Mixed Years 5&6 Girls Hursley 19th May Reserve 8th June 2nd June Reserve 9th June Tennis - Skills Festival (Stewart Magee) Years 3&4 Fleming Park 4th June Basketball (Colin French) Years 5&6 Toynbee 23rd April Tri Golf (Stewart Magee) Years 3&4 & 5&6 TBC Indoor Athletics Athletics – Quadkids (Colin French) Years 5&6 Winchester Bar End Track 4th June Table Tennis (Stewart Magee) Years 5&6 Team Years 5&6 Individual Wildern 15th October 20th January Cycling Baseball (Jo Cridland) Years 5&6 Toynbee 7th July Dance festival (Colin French) Years 3&4 Toynbee Leadership Academy: 24th Oct, 12th Feb, 21st May
Animal escape Earthquake, accidental release Regular monitoring of enclosure condition/security. Care with entry/exit of keepers/zoo personnel. Appropriate design of enclosure. All zoo staff particularly keepers Daily during feeding. Daily during general zoo staff movement about the zoo. During enclosure design. Zoo staff will implement ‘Animal Escape’ procedure. All visitors will follow directions of Zoo staff. Fire Deliberate, accidental, careless activity Care with use of tools and accelerants. Care with BBQ and gas bottles. Reporting suspicious behaviour. All supervisors of visiting groups All zoo staff and visiting contractors. As and when utilising tools, facilities and ignition systems around the zoo. As and when suspicious behaviour is reported. Zoo staff will implement ‘Fire Emergency’ procedure. All visitors will follow directions of Zoo staff. Earthquake Natural Process Unpreventable No designated responsibility Heeding predictions Zoo staff with implement ‘Earthquake’ procedure. All visitors to follow directions of Zoo staff. Special needs not catered for. Individual needs of visitors (e.g. intellectual, mobility, medical, behavioural) are not acknowledged and/or lack of awareness of these needs. Supervisors need to be informed of any students in their care that require and special requirements. All supervisors of visiting groups. Ensure supervisors have appropriate equipment and are trained to meet individual needs. Not an emergency situation. Burns Accidental spillage of hot drinks Students to be supervised by adults in the café area. All supervisors of visiting groups. Supervising adults will be instructed by group leader of their responsibilities. Supervisor notifies Zoo staff of person’s condition. This action must be taken. First aid administered by qualified zoo or school first-aider. Zoo ‘Medical Emergency’ procedure followed if injury is of concern. Incident report to be completed before supervisor leaves the zoo
Gertrude : The poor boy; he hasn't slept for a week! Look how pale those cheeks are! Why, when he was two, still a baby, I used to go around the neighborhood showing off his big fat rosy cheeks to all the local housewives! And look at my sad sonny-boy now! Gosh, Hamlet sweety , you're thin as a rail! Ophelia : And, honey, you just don't eat enough. You never go outside. All I ever see you doing these days is sitting around and reading those horrid philosophy books! Hamlet : Ah me! By what cursed fate did the heavenly powers see fit to create women to make monkeys of us?! Polonius : 'Tis not uncommon with the younger sort that, for a time, it should divert the o'ermastering energies of youth into the dusty study of ponderous tracts and tomes, ever to be seeking the divine cause of all, the origins, issuance, continuance and deterioration of all engendered things, and even the very essence of existence! I was much like him as a lad, and for a time suffered from recurrent migraine headaches through a too eager absorption into the writings of Kierkegaard, Hegel and Schopenhauer! Claudius : Well, no step-son of mine is going to become a bookworm! You don't want to turn into a runt, do you? My brother didn't bring you up that way.
“ Three!” “Four!” Hamlet BErnardo Marcellus Nice : You’ve got the ammunition. You can shoot your way out of here. I was in the underground during the war. Let me direct operations : Well, I need to think about that...... FIRE!!! (Osric and Francesco open up with their machine guns through the windows.)
Hamtramck Addendum 1 Phone System – Questions Answered. 1.1 Hand set Count by Building: Admin Building – 22 Community Center – 8 Dickinson East – 13 Dickinson West – 15 ECE – 6 High School – 36 Holbrook – 8 Horizon – 5 Kosciuszko – 10 Maintenance – 2 Misc. – 5 (plus or minus 5 to 10) 1.2 Analogue Circuits by Building (voice gateway locations): Building Main Address Phone no. Early Childhood Elementary 11680 McDougall 313.892.9977 313.368.0685 313.891.3200 313.366.0786 313.366.0783 313.893.4871 Hamtramck High School 11410 Charest 313.892.4980 313.892.4981 313.892.4982 Administration Building 3201 Roosevelt 313.872.7820 313.872.9270
INDIVIDUAL ASSISTANCE STREET SHEET Page ____ of ____ County Jurisdiction Name Date Assessor's Name/Phone Number Location (Street Address, Apt/Condo, Complex, MH Park) Type of Structure Status Area Depth of Water Insurance Local Preliminary Determination State Use Only D Maj Min A SF ____ MH ____ Apt ____ Condo ____ Business ___ Own ___ Rent ___ Basement __ ft __ in Flood ____ Homeowners ____ Renters ____ Sewer B/U Rider ____ First Floor __ ft __ in Crawl Space __ ft __ in Comments: SF ____ MH ____ Apt ____ Condo ____ Business ___ Own ___ Rent ___ Basement __ ft __ in Flood ____ Homeowners ____ Renters ____ Sewer B/U Rider ____ First Floor __ ft __ in Crawl Space __ ft __ in Comments: SF ____ MH ____ Apt ____ Condo ____ Business ___ Own ___ Rent ___ Basement __ ft __ in Flood ____ Homeowners ____ Renters ____ Sewer B/U Rider ____ First Floor __ ft __ in Crawl Space __ ft __ in Comments: SF ____ MH ____ Apt ____ Condo ____ Business ___ Own ___ Rent ___ Basement __ ft __ in Flood ____ Homeowners ____ Renters ____ Sewer B/U Rider ____ First Floor __ ft __ in Crawl Space __ ft __ in Comments: SF ____ MH ____ Apt ____ Condo ____ Business ___ Own ___ Rent ___ Basement __ ft __ in Flood ____ Homeowners ____ Renters ____ Sewer B/U Rider ____ First Floor __ ft __ in Crawl Space __ ft __ in Comments: Rev. 5/2015 Total for page:
Higher Education: Establishments attended Dates Qualification obtained and date of award Subjects From To Main Subsidiary 4. Present appointment LEA/Academy School/College Number on Roll Post Held (specify any additional allowances) (If part-time, please give details) Date appointed Subjects, age groups taught and other responsibilities Notice required and/or date available if appointed Salary (Actual) Salary (FTE) Hours worked Reason for leaving 5. Previous experience. If part-time appointment please state. A separate curriculum vitae should not be enclosed in substitution. A continuous employment history is required from when you left full time education. (a) Teaching (most recent employment first) Local Education Authority and School/College Type of School No. on Roll Age Range
DOCUMENTATION ISSUED: BOILER SPECIFICATION Ref: TS 001 Issue Date: 13.09.16 Equipment: BOILERS Supplier: HEVAC Ltd. General Description of Equipment offered for SPECIFICATION /Approval: BOILER SPECIFICATION Drawing: Dims. As per drawing below. Drawing Ref: N/A
interests, skills –identity and sense of self, social communication, understanding feelings and emotions and learning how to express these PSHE – what are the roles of other people in relation to me? What is it okay to do/not okay to do with these different people? Drama Workshops Canterbury Tales Project Great Expectations PSHE – Role play enabling exploration and expression of different emotions Initiative. Valuable meaningful experience in conjunction with earning money to enrich their school experiences. There are lots of opportunities to use switches PSHE – communication opportunities throughout marked wherever possible, involving as many as staff and students as we can. Learning about what is important to others, sharing and recognising when we have done well are all given importance PSHE – communication opportunities – what are the roles of others in relation to me? Pony Management Students can opt to visit the World Culture Activities on a different theme PSHE Students work on a wide range of Accreditation of learning Where appropriate, students gather
‘End of the Week’ Plenary On Friday afternoon at close of play, all students are brought together to think and talk, about one key question or idea – linked to beliefs and values. An opportunity to celebrate success and reflect on difficulties. In line with Rights Respecting Schools ethos and SMSC PSHE – building confidence, self communication opportunities Driving and Biking Practice Students either drive their own powered chairs using switches or drive their wheelchair on a platform base using a connecting switch – also regular bike riding for those who need and enjoy this PSHE – building confidence, body awareness – what can I do with my switches Therapies Therapy sessions conducted by specialists (Physio, SALT, OT) are woven into the daily timetable for each student Eye Gaze sessions Hydrotherapy Patchwork Farm All classes spend at least one learning session each week at the farm on-site – handling animals, feeding, weighing, caring for them, listening, looking PSHE – developing friendships and relationships
Subject Specific Learning Students, where and in line with subject-specific Next Steps, work on numeracy and literacy skills that are useful for their development –building on learning from earlier in their school journey Yoga Delivered by Physiotherapists and TA’s Seasonal Activities Harvest Festival Christmas Carol Service Celebration Day The Hanbury Summer Ball PSHE – awareness of growing into young women/young men and the positive experiences associated with this Music Optional weekly music sessions focus on team work, creativity, multi-sensory experiences and freedom of expression PSHE – building confidence
Healthy Aging NC Community Based Fall Prevention Programs Otago Exercise Program Best suited for individuals who: Have sustained falls in the past and may be considered frail Have difficulty with gait, balance, or leg strength Are willing and able to work with a physical therapist Are limited in activities because of concerns about falling The Otago Exercise Program (Otago) is an individualized balance and strength fall prevention program that is delivered by a physical therapist over the course of 52 weeks. A Matter of Balance Best suited for individuals who: Walk independently or with a cane or walker Are able to participate in a group discussion Have a desire to learn how to reduce their risk of falling Have a desire to improve balance, flexibility and strength A Matter of Balance is an 8- session structured group program that uses a variety of activities to address physical, social and cognitive factors affecting fear of falling and to teach fall prevention strategies. The activities include group discussion, problem-solving, skill building, assertiveness training, sharing practical solutions and exercise training. Tai Chi for Arthritis Best suited for individuals who: Want to decrease pain from arthritis, rheumatic diseases or related musculoskeletal conditions Are looking to improve movement, balance, strength, flexibility, and relaxation Have mild, moderate and severe joint involvement and back pain Tai Chi for Arthritis uses the Sun style to improve balance and relaxation. Higher stance movements are easier for older adults and those with arthritis. Modifications can be offered to address mobility issues and started in a seated position. A minimum of 16 hours of this style is shown effective for fall prevention benefit. YMCA: Moving for Better Balance Best suited for individuals who: Want to decrease pain from arthritis, rheumatic diseases or related musculoskeletal conditions Are looking to improve movement, balance, strength, flexibility, and relaxation Have mild, moderate and severe joint involvement and back pain The 12-week program protocol consists of a core 8-form routine and a subroutine of eight integrated therapeutic movements forms that have been derived from the traditional 24-form Yang-style of Tai Chi. A minimum of 50 hours of this style is shown effective for fall prevention benefit. Please visit for class listings, online registration, and more information. Any questions, please contact .
Have accepted the challenge and will by then be well on the path to a very different Tasmanian economy — one which by then will have abandoned coal entirely, almost completely abandoned gas and be well on the way to abandoning oil as a fuel; OR We will have done our part to having a planet with a climate that is out of control, and increasingly unpredictable and destructive; we will have realised that not only have we failed to use what little lead time we had to get off oil, but now chronic supply problems are reducing the capacity of what is left of our economy to make changes. We need leadership. The good ship Tasmania is steering straight at the fossil fuelled climate iceberg, and our elected representatives need to show leadership and turn the ship around. I admit that the idea of phasing out fossil fuels is scary. The alternative – to live on a planet with runaway climate change – is even more scary. We need to stop refusing to notice the climate change elephant and to look it in the face and to come to terms with what we must do. I am convinced Tasmania is up for this challenge. We can acquire and apply the skills needed; we can solve problems and develop affordable approaches; we can work together to do this. What we need is leadership, and that is the role of the Tasmanian Government. Section by Section Comments. Executive Summary. In the nine outcomes, the following questions arise: In outcome 4, does the objective include all sources of energy? If that is intended, what steps are planned to make Tasmania’s supply of petroleum products “safe, secure and reliable”? Firewood is currently a very significant source of energy for Tasmanian households, but is not mentioned anywhere in the Strategy. How will this outcome apply to firewood? In outcomes 5 and 6, there is a reference to “power prices” which I assume means “electricity prices”, and then a reference to “energy efficiency”. Is this reference to energy efficiency limited only to the efficiency of electricity usage? In outcome 7, assuming the “energy” in this outcome is all forms, and not just electricity, how does the Government intend to reduce the cost of firewood, given that firewood is not mentioned anywhere in the Strategy? 5 David Hamilton Submission in response to the Tasmanian Energy Strategy Issues Paper, September, 2014.
Passenger yield is a measure of average fare paid per passenger per Km flown, calculated by dividing Passenger Revenue by Revenue Passenger Kilometers. In 2013-14, Air India Express had the lowest passenger yield followed by Air India and SpiceJet. HUMAN RESOURCE TABLE 10: PERSONNEL STATISTICS OF SCHEDULED INDIAN OPERATORS FOR THE YEAR 2013-14. CATEGORY OF PERSONNEL AIR INDIA AIR INDIA EXPRESS ALLIANCE AIR JET AIRWAYS JETLITE INDIGO SPICEJET GO AIR AIR COSTA TOTAL Pilots&-Copilots 1494 215 68 1480 179 927 513 190 36 5102 Other Flight Crew - - 49 313 - 129 76 67 38 672 Cabin Crew 2564 419 458 2627 278 2090 1024 389 47 9896 Maintenance & Overhaul Personal Overhaul 6698 - 170 2194 336 740 619 279 111 11147 Ticketing & Sales Personnel 4907 - - 1109 - 76 129 277 128 6626 All Other Personnel 7381 - 171 5462 62 4206 3286 809 250 21627 Total 23044 634 916 13185 855 8168 5647 2011 610 55070 Of the total airline staff of 55070, 41.8% is employed by Air India Ltd followed by Jet Airways (24%), IndiGo (15%) and SpiceJet (10.3%). TABLE 11: PILOT LICENCES ISSUED BY DGCA OVER PAST 6 YEARS. Year CPL ATPL MALE FEMALE TOTAL MALE FEMALE TOTAL 2010 1100 192 1292 429 59 488 2011 717 141 858 360 57 417 2012 588 103 691 330 48 378
More than half of the passenger traffic to and from India is accounted for by the countries in the Africa & Middle East. FREIGHT TRAFFIC Air cargo carried by scheduled airline operators, both domestic and international witnessed a positive growth in 2015-16. TABLE 5: FREIGHT TRAFFIC AT A GLANCE FREIGHT TRAFFIC 2015-16 2014-15 DOMESTIC 6.24 Lakh MT (5.41) 5.91 Lakh MT (16.54) INTERNATIONAL 14.04 Lakh MT (2.63) 13.68 Lakh MT (8.57) Figures in parenthesis refer to percentage change over previous year; MT: Metric Tonne. The domestic cargo traffic registered a growth of 7.6% (CAGR) over the period from 2006-07 to 2015-16 while International cargo traffic grew at 4.7% (CAGR) during the same period. Dedicated cargo refers to the cargo carried by aircrafts solely meant for freight carriage. The proportion of the total domestic cargo carried as belly cargo has generally been declining over the years since 2005-06 with the exception of 2014-15. TABLE 6: PROPORTION OF INTERNATIONAL CARGO CARRIED BY INDIAN AND FOREIGN CARRIERS YEAR INDIAN CARRIERS (%) FOREIGN CARRIERS (%) 2004-05 13.6 86.4 2009-10 16.1 83.9 2010-11 20.3 79.7 2011-12 21.1 78.9 2012-13 17.7 82.3 2013-14 18.3 81.7 2014-15 17.8 82.2 2015-16 16.9 83.1
Know about current styles and/or trends in knitwear Identify a range of current styles in relation to: sleeve inserts necklines garment shapes Assessment information Specific Requirements for Assessment and delivery of this unit. Assessment AND DELIVERY information Centre devised assessment tasks should be approved by the internal verifier for the course before delivery takes place in order to ensure the assessment is fit for purpose and meets the standards required. Unit Summary This unit will enable learners to demonstrate different hand-knitting techniques, to be able to finish knitwear and identify current styles/trends in knitwear. Assessment Requirements/Recommendations Evidence of practical ability must be demonstrated. Indicative Content Learning Outcome 1 Garter stitch: to include variations. Knitted samples: a minimum of three different repeat patterns must be produced.
Introduction Maize is one of the most important cereal crops in the world and serves as a source of food and income for many communities around the globe. In the developing world, maize is a staple caloric source accounting for as much as 50% of that consumed in some African countries (FAO, 2011). Current annual global maize production is estimated to be about 883 million MT of which roughly 180 million MT (20 % of world production) is produced in Latin America and Africa (FAO, 2011). Ray et al. (2013) argued that the production level in developing nations where maize is so important, needs to be doubled in order to meet the rising population demand by 2050. However, the development of soil fertility and improved production techniques have fallen behind in many of these countries, resulting in average yields as low as 1.8 Mg ha-1 (FAO, 2011). Adoption of more efficient production practices are needed to overcome the low productivity commonplace in developing nations (Du Plessis, 2003). In some developing countries, an increased focus on higher yielding varieties has come at the expense of improved agronomic practices. Bekele et al. (2011) noted that using high yielding varieties will not necessarily increase maize yields, unless complemented with the agronomic practices that are also needed. In addition, Heisey and Mwangi (1996) noted that yield increases rather than area expansion will become progressively more important for increasing crop production as agricultural land is becoming scarce in Sub-Saharan Africa. In developed countries, maize is planted using mechanized planters that deliver single seeds at equal depths and spacing resulting in homogenous plant stands and increased yields. Alternatively, production practices currently used for maize planting in developing countries are
greenware delamination stamping molding Textured Tiles PA 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.H, 9.2.12.B, VA.CR.1, VA.CR.2, VA.CR.3, VA.PR.5, VA.RE.7, VA.RE.8, VA.CN.10, PACC Math CC.2.3.4, CC.2.4.2 coil slip scratch and slip stages of dryness texture stamping Sketchbook, Examples, Live demonstrations, Internet examples Formative Assessment (Self and Group Critiques), Grade sheet, Sketchbook
nonstarter WASHINGTON: Winning was easy, young man. Governing’s harder HAMILTON: They’re being intransigent WASHINGTON: You have to find a compromise HAMILTON: But they don’t have a plan, they just hate mine! WASHINGTON: Convince them otherwise HAMILTON: What happens if I don’t get congressional approval? WASHINGTON: I imagine they’ll call for your removal HAMILTON: Sir— WASHINGTON: Figure it out, Alexander. That’s an order from your commander
Training on the use of the web-based collection tool, given instruction on how to give feedback to caregivers (especially physicians), gently informing them they forgot to wash going in or out of the patient room Facilities checked gel dispensers volumes were at the beginning of shift and signage on dispensers had Facilities’ extension one them to report if refills were needed Distribution of a Hand Hygiene Observer newsletter kept the observers aware of their success, and Solution Session team aware of the projects progress • Physician-to-physician interaction valuable in promoting compliance Periodic reports compliance by job category Celebrate observers with highest observation rate Timeline Outpatient Pilot – R10 ATC November 2010 4 iPads purchased for observers to document observations 8 observers trained by Infection Control using PowerPoint presentation Observers shadowed by an ICP to validate observations December 2010 Baseline compliance data collected R10 ATC staff educated on proper hand hygiene Pilot began – Dec 22, 2010 March 2011 Pilot ended on March 22, 2011 What we learned: iPads are “triggers” for hand hygiene compliance observers prefer desktop link to institutional database over iPads Limited staff accessibility promotes teamwork and accountability Inpatient Pilot – ICU January 2011 8 observers trained by Infection Control using powerpoint presentation Observers shadowed by an ICP to validate observations February 2011
Assess the advantages and problems of hosting major sporting events. Advantages of hosting Problems of hosting ‘Countries should be ashamed, not proud, of their history.’ Discuss. Countries should be ashamed Countries should be proud As a group, you will analyze this single question from multiple lenses. Each team member will be responsible for researching the question from ONE of the five Hand Approach lenses listed in the box at the beginning of this handout. If there are only 4 students in the group, the unassigned lens will be the responsibility of all the group members to research in addition to their own, assigned lens. EXAMPLE GROUP: Team of 4 students GROUP PROMPT: Is it always best to tell the truth? TEAM MEMBER 1: Science and Tech TEAM MEMBER 2: Politics and Gov’t TEAM MEMBER 3: Environment TEAM MEMBER 4: Social/Cultural ALL MEMBERS: Leisure/Media During individual research, each team member will be required to locate evidence that BOTH supports AND refutes the essay prompt, and this evidence MUST relate exclusively to his/her own lens. EXAMPLE TEAM MEMBER 3: Must find evidence where telling the truth is the best policy when it comes to the environment, AND he/she must also find evidence where withholding the truth may serve the environment better. When locating research to serve as evidence in support and/or against the research question, each team member MUST pinpoint specific, concrete examples to prove or disprove/challenge it. EXAMPLE TEAM MEMBER 3: Evidence in favor of truth-telling = Al Gore’s Inconvenient Truth
SWOT Explained Opportunities External factors that may contribute to your organisation and can build up your strengths Threats Potential problems/risks caused by external factors that you or your organisation may face Strengths Areas you do well or advantages of your organisation How do you leverage your strengths to benefit from opportunities? How do you use your strengths to minimise the impact of the threat Weaknesses Areas to be improved How do you ensure your weaknesses will not stop you from opportunities? How will you fix weaknesses that can make threats have a real impact?
“Safety” Poster Copies of the Safety Rules, Expectations, Assignment Criteria, Assignment Schedule Related Documents Stage Combat Criteria Handout Stage Combat Assignment Sheet Stage Combat Expectations Stage Combat Safety Handout Lesson Directions Anticipatory Set/Hook Arrange the chairs in a semi-circle so students can easily watch the videos. Then, write the scrambled letters of the words, “Stage Combat,” on the white/chalk board: ATCEBSMOGA. Instruction Step 1—To discover the topic of today’s lesson, have students unscramble the letters into the two words, “Stage Combat,” and write it on the board. (If students cannot figure out the words and need some help, give them the number of letters in each word and/or write blanks on the board—example: [ __ __ __ __ __ / __ __ __ __ __ __ ]. If they still need help, give them one letter per word.) Step 2—Discuss what stage combat is. (movement, “fake fighting,” staged violence, choreographed movement that conveys physical fighting without hurting your partner) Step 3—Transition: Rather than tell you about the different kinds of stage combat, I thought you might like to watch different movie clips that show them: Show the “The Mask of Zorro” or “Princess Bride” video/DVD rapier fight scene. Ask: What kind of stage combat do we see in this scene? (Students will likely respond: sword fighting, fencing, etc.) Introduce the term: rapier Ask: What kind of plays do we see rapier fight scenes? (Shakespeare, period plays, etc.) Step 4—Watch this next this next clip—it demonstrates a different kind of stage combat: Show the “Rush Hour” video/DVD cue sticks fight scene in the pool/billiard hall early in the film. Ask: What kind of stage combat did we see at the end of this scene? (Students will likely respond: stick fighting) Introduce the term: quarter staff and staves Ask: What famous characters are known for their quarter staff fight scene? (Robin Hood and Little John) Step 5—Let’s look at one more movie clip. Show the John Wayne western hand-to-hand fight scene. Ask: What kind of stage combat was in this scene? (Students will likely respond: fist fighting) How is this fighting different than the other two? (no weapons)
Have students get with their partner and spread out so that they have plenty of room to work and warm up their fight scenes. If need be, split the class in half so that there is more room to spread out. Half of the class can talk through their fight and the lines/emotions they will be demonstrating when fighting while their other half physically goes through it. Have the students go through their fight at super-slow-motion speed. Then have them go through it at 50% or half-speed. Then have them go through it at 75% speed. Then have them go through it twice at full speed. Have each pair perform their hand-to-hand stage combat fight.
I-NOTE NO. NAME DELIVERY ADDRESS 26 Tehsildar Hamirpur NIC Computer Center,Collectorate Campus,Hamirpur Sadar,Dist-Hamirpur. 170 Modaha Tehsil Office , ModahaTehsil, Dist -Hamirpur. 171 Raath Tehsil Office , RaathTehsil, Dist -Hamirpur. 172 Sareela Tehsil Office , SareelaTehsil, Dist -Hamirpur. 383 Modaha Tehsil Office , ModahaTehsil, Dist -Hamirpur. 384 Raath Tehsil Office , RaathTehsil, Dist -Hamirpur. 385 Sareela Tehsil Office , SareelaTehsil, Dist -Hamirpur. 736 Kurara BDO ,Kurara Block, Hamirpur SadarTehsil, Dist -Hamirpur 737 Sumerpur BDO ,Sumerpur Block, Hamirpur SadarTehsil, Dist 738 Muskara BDO ,Muskara Block, ModahaTehsil, Dist -Hamirpur 739 Gohand BDO ,Gohand Block, RaathTehsil, Dist -Hamirpur 1008 Zila Viklang Kalyan Adhikari, Vikas Bhawan sri.Harish Kumar
I-NOTE NO. NAME DELIVERY ADDRESS 1104 District Employment officer,District Employment office,Near Bus Stand,Hamirpur Sri.Ram Khelawan 1153 Zila Parivecha Adhikari, Collectrate Parisar Rameshwar Pal 1258 Zila Samaj Kalyan Adhikari, Vikas Bhawan,Hamirpur Rachana Sharma 1292 District Informatics Officer, NIC District Centre, Collectorate Hamirpur,Hamirpur Mr. Ajay Kumar Tayal 1342 CMO, District Hospital Chief Medical Officer
Developing the estimate of Market Value Restricted may require that the appraiser draw upon a variety of data sources. Unlike other types of appraisal assignments in which the market data is more likely to "speak for itself", developing MVR will require considerable discussion and rationale to adequately relate the sale properties to the subject. PART V: FINAL ESTIMATE: The difference between market value and market value restricted of the land represents the value of the development easement (i.e. just compensation). This conclusion must be presented on a per acre basis and as a total dollar figure. Discussion of the rights represented by this value conclusion should be recapitulated as well as changes in highest and best use of the unrestricted versus the restricted property. In short, the major points of the report should be summarized leading the reader to the same conclusion as the appraiser. PART VI : ADDENDUM: This section of the report should include, but is not limited to, the following items: 1. Subject property and comparable sales location map 2. Subject tax map – Indicate the Subject 3. Soils/flood/topographic maps – Indicate the Subject on all maps. Indicate estimated area impacted by flood hazard areas A or B. 4. Study of hydrological limited areas 5. Subject property photos (color) 6. Reference materials, studies, articles, or other data considered important by the appraiser 7. Development easement deed restrictions 8. Appraiser's qualifications 9. Appraisal License 10. A Copy of the Appropriate Application for the sale of a development easement or Fee Simple acquisition 11. Copy of the signed appraisal order checklist PLEASE BE SURE THAT ALL MAPS AND DIAGRAMS ARE CLEARLY AND FULLY LABELED Use of Hypotheticals as ordered by contracting party Divisions – Occasionally a County or other contracting party may wish to have a property appraised as though a subdivision were already in place. The contracting party is required to provide the appraiser with clear mapping of the proposed subdivision. The appraiser should clearly label the appraisal as Hypothetical and contingent upon successful final municipal approval of the subdivision prior to the conveyance of the development easement as described in the appraisal report. This shall be prominent in the Letter of Transmittal, Scope of Work, Certification of Value and Assumptions and Limiting Conditions sections of the appraisal as extraordinary
APPENDIXC: PINELANDS ONSITE DEVELOPMENT GUIDE APPENDIX D Residential Opportunity Adjustment Guide 1 2 3 4 5 Subject Has Sale has RDSO Sale has Non Severable Exception Sale has Existing Residence Sale has Severable Exception Sale has No Residential Opportunity A. RDSO A1 Subject is Equal A2 Subject is Inferior or Equal A3 Subject is Inferior or Equal A4 Subject is Inferior or Equal A5 Subject is Superior B. Non-Severable Exception B1 Subject is Superior or Equal B2 Subject is Equal B3 Subject is Superior or Equal B4 Subject is Inferior of Equal B5 Subject is Superior C. Existing C1 Subject is Superior or C2 Subject is Equal or C3 Subject is Equal C4 Subject is Inferior or C5 Subject is Superior
Schedule of Classes Class Periods Period 1 (5:20 – 6:20) Period 2 (6:23 – 7:18) Period 3 (7:28 – 8:23) Period 4 (8:26 – 9:21) Lab Hours 4:30pm – 9:00pm Study Hall 5:00pm – 7:00pm Saturday Lab @ Largo H.S. 9:00am – 12:00PM
What Click here to enter text. Why Click here to enter text. Who Click here to enter text. When Click here to enter text. Where Click here to enter text. Please insert your Fishbone diagram or your process map here. Step 2: Areas for Improvement Review your process map or fishbone diagram.
Summarize the new knowledge gained from this cycle: (insert flowcharts, cause/effect diagrams, etc) What did you learn that can be applied to another area? Click here to enter text. Act What changes are to be made to the process? List other organizations/people that will be affected by the changes: What was accomplished in this cycle? (see checklist below) The cause of the system is sufficiently understood. An appropriate action or change has been developed or selected. The changes have been tested on a small scale. Change responsibilities for implementation and evaluation have been completed. Actions or changes will improve performance in the future. Completed an analysis of forces in the organization that will help/hinder the changes. Objective of next cycle: Collect data Develop a change (or modify from previous) Test a change Implement a change Description: Click here to enter text. Comments from faculty sponsor: Click here to enter text. Step 6: Tools for Quality Improvement The QI process if driven by data – whether it’s determining the most useful metrics to measure or ultimately trying to show that an intervention has facilitated change, the data will tell the story. Several tools are at your disposal to help you gather, organize, interpret and present data in a meaningful way: Tools for understanding a process or a problem (Recall from Step 1) Process Flow diagram (Process Map) Cause-and-Effect diagram (Ishikawa or Fishbone diagram)
R& S I, R&S II & R&S III Step 1,2, and CI Internship I Apprentice Teaching I Internship II Apprentice Teaching II Schedule Have a required number of hours determined by class syllabus. Student and Mentor work out a mutually agreed on plan. Generally, 4 mornings per week (M-TH) totaling 15-16 hours for entire semester. Should include 12 hours instructional time and 3-4 hours planning time. 5 seminars usually held on Friday mornings. 5 full days per week over 15 weeks, following same schedule and time obligations as mentor teachers. 5 seminars with advance notice given. Intern expected to attend parent-teacher conferences, faculty meetings, Open Houses, etc. Intern Experiences and responsibilities are outlined in the class syllabus. Observe and assist with individual and small group instruction. Engage in extensive co-planning and co-teaching with mentor teacher, then independent lesson and unit planning leading up to extended period of independent teaching time. Important to have time between teaching experiences for reflection. Brief period of observation with steady increase of responsibilities. Intern bears full load of mentor teacher responsibilities for approximately 10 weeks. Intern gains experience creating and grading assignments. Mentor continues to provide feedback and encourage reflections. Mentor Varies by Syllabus Models effective instructional practices, offers orientation to the classroom, engages in extensive co-planning and co-teaching, provides materials and advice for intern’s lesson plans, observes intern, and facilitates reflection on experience. Models effective instructional practices, offers orientation to the classroom, provides materials and advice for intern’s lesson plans, fosters intern’s independent teaching with minimal observes intern and facilitates reflection on experience. Number of Formal Observations See Syllabus 2 by Mentor 4 by CSU Supervisor 2 by Mentor 6 by CSU Supervisor Grade Receive letter grade, given by University Professor based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. Student receives a letter grade, given by University supervisor, based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. Students in practicum must receive a grade of B or higher to move on to student teaching. Student receives a grade of “Satisfactory” or “Unsatisfactory,” given by University supervisor, based on supervisor and mentor observations/evaluations, syllabus assignments, and portfolio. Must earn “Satisfactory” to pass.