zilongwang/ReadingBank huggingface dataset:
Physics: Warneck Week: S2W13 Objective Standards TEACH/ASSESS HW 4/22/Monday Summarize electromagnetic waves and relate this model to Activity 8. P4.6h Explain the relationship between the frequency of an electromagnetic wave and its technological uses. P4.6e Explain why antennas are needed for radio, television, and cell phone transmission and reception. P4.6f Explain how radio waves are modified to send information in radio and television programs, radio-control cars, cell phone conversations, and GPS systems. P4.6B Explain why radio waves can travel through space, but sound waves cannot. P4.6C Explain why there is a delay between the times we send a radio message to astronauts on the moon and when they receive it. Wireless Comm. Unit: Activity 9-10 Turn in completed composition book by Friday, April 26th. 4/23/Tuesday Summarize the transfer of electromagnetic charges in a coil antenna. Wireless Comm. Unit: Activity 11-12 4/24/Wednesday Calculate the area of coverage for wireless comm. Towers. Wireless Comm. Unit: Activity 13-14 4/25/Thursday Draft your 2nd body paragraph in your independent research paper. Independent Research Project: Body Paragraph #2 Research Project: Body Paragraph #2 Complete: Incomplete: Late: 4/26/Friday Draft your 3rd body paragraph in your independent research paper Independent Research Project: Body Paragraph #3 Research Project: Body Paragraph #3 Complete: Incomplete: Late: Completed composition book due today. Physics: Warneck Week: S2W14 Objective Standards TEACH/ASSESS HW 4/29/Monday Prepare for GA Post-test P4.6h Explain the relationship between the frequency of an electromagnetic wave and its technological uses. P4.6e Explain why antennas are needed for radio, television, and cell phone transmission and reception. P4.6f Explain how radio waves are modified to send information in radio and television programs, radio-control cars, cell phone conversations, and GPS systems. Review for Graphical Analysis Post Test Review for Graphical Analysis Post Test 4/30/Tuesday Prepare for GA Post-test Review for Graphical Analysis Post Test Review for Graphical Analysis Post Test 5/1/Wednesday Graphical Analysis Post Test 5/2/Thursday Complete Rough Draft of the Research Paper Independent Research Project Completed Independent Research Project Due: 5/7/Tuesday
TOPIC XII: Waves and Sound Pacing Date(s) Traditional 15 days 04-11-16 to 04-29-16 Block 7.5 days ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Describe Vibrations and Waves Vibrations Wave Represent the types of waves Transverse wave Longitudinal wave Discuss Interference Constructive Destructive Standing waves Describe Sound Origin Transmission through media Speed Loudness Frequency Resonance Doppler effect Describe the measurable properties of waves and explain the relationships among them Explain how the properties of waves change when wave moves from one medium to another. Describe the measurable properties of waves (velocity, frequency, wavelength, amplitude, period, reflection and refraction) and explain the relationships among them. Describe the motion of a wave and Distinguish between transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves). Describe interference. Explain how sound waves interfere with one another. Compare and contrast transmission of sound through air with that through solids, liquids, and a vacuum. Describe factors that affect the speed of sound. Describe loudness and sound intensity. Describe resonance. Explain the apparent change and shift in frequency of waves due to the motion of a source or a receiver. Core Text Book: Ch. 25 and Ch. 26 Vocabulary: Period, vibration, crest, trough, amplitude, wavelength, frequency, hertz, transverse wave, constructive and destructive interference, Doppler effect, node, antinode, compression, rarefaction, resonance. Technology: Progressive Science Initiative (PSI) The Physics Source: Teachers Domain: Lab Manuals from Pasco: Lab Manuals from Vernier: SC.912.P.10.20 SC.912.P.10.21 Longitudinal wave Phased array Hearing Frequency and Volume Sound Beats and Sine waves Doppler Shift Doppler Shift Advance SC.912.P.10.20 SC.912.P.10.21
Energy-saving windows for the most demanding of requirements In order to guarantee a high degree of light penetration into the apartments in the most energy-efficient way possible, the architect rounded off the holistic energy concept with Schüco window systems. Architect Stephan Brings explained the particular requirements as follows: “The building envelope has been designed throughout with building materials and components which have the highest level of energy efficiency. This naturally also applies to the window systems. They not only had to offer an outstanding U value and improved security features; for design reasons, we also wanted the most slimline profile face widths possible and attractive colour coating options for the profiles.” PVC-U window units and window doors with triple insulating glazing from the Schüco Corona SI 82 system range were used. They have three drainage levels for maximum protection against wind, rain and noise. With a top Uw value of 0.91 W/(m² K), the combination of the 6-chamber profile system and the triple insulating glazing allows excellent thermal insulation properties to be achieved. At the same time, the increased profile basic depth of 82 mm improves burglar resistance. For the colour selection of the system profiles, advantage was taken of the option to design the inside and outside of the units in different colours. The window profiles, which are white for the inside area, were coated with a smooth anthracite grey foil on the outside. This created a degree of correspondence across all of the materials with the colour of the aluminium mullion/transom construction in the stairwell façades. As the window doors of the Schüco Corona SI 82 system have the same construction type, profile face widths and profile basic depths as the windows, these form a unified appearance and also feature an easy-access combination threshold in accordance with DIN 18025. Project details
(a) If any of your income is derived, or has been derived in the past, from overseas work, please state your gross fees for each of the last six financial years: Last Complete Year Current Year Estimate Forthcoming Year Estimate Year End / / / / / / / / / / / / USA/Canada £ £ £ £ £ £ Other £ £ £ £ £ £ (b) Do you work other than from your UK offices? YES NO (c) Have you at any time accepted liability other than under the jurisdiction of the UK courts? YES NO If YES, Please give brief details, including countries and jurisdictions: Most insurers automatically exclude liability arising from claims involving pollution. It may be possible to obtain limited cover for such claims. Please state: (a) Do you knowingly undertake any work which involves contaminated or polluted land or property, or provide advice as to whether or not land or property might be contaminated or polluted? YES NO (b) If available, do you require a quotation to include coverage for claims involving pollution? YES NO If YES, please ask for a Pollution Questionnaire. (a) Is any work put out to sub-contractors? YES NO If YES, please state:
fluorescence fluorescent light in classroom chemiluminescence light stick bioluminescence firefly triboluminescence biting a wintergreen candy …also label incident ray and reflected ray S-same size A-upright, laterally inverted L-behind the mirror T-virtual
Is my contract an Interagency Agreement? Is your contract with another state agency? If yes, this is the process you would follow. Is the contracting entity the University of Minnesota, the Metropolitan Council or a local unit of government? If yes, then you must process a Joint Powers Agreement NOT an Interagency Agreement. Step # Process Instructions Document(s) needed for Contract File CS will scan Copy CS on E-mail E-mail Scanned Documents 1 Contract Number To obtain a MnDOT Contract Number visit: . The following information will be requested: Once you hit submit, CAATS will generate a pop-up box that will identify your assigned contract number. CAATS will also follow up with an email to the Requestor. 2 CPS Complete the Contract Process Start Form (CPS). Obtain the signature of Consultant Coordinator or person in charge of the funds. Scan the signed document. Send the completed CPS form to Consultant Services, Mail Stop 680 for Contract initiation. CPS Form X 3 Draft Scope of Work Work with the MnDOT Project Manager to develop a draft scope of work. The scope of work should include the tasks, schedule, deliverables/due dates, and key personnel. 4 Agency Selection Contact the selected state agency to see if they are available and interested in performing the services. 5 Budget Details / Negotiations Request a cost proposal from the state agency. Conduct negotiations with the state agency. If utilizing a Lump Sum format, make sure to determine how that Lump Sum(s) will be paid (amount per deliverable, paid at completion of all work, etc.). If utilizing a Unit Rate format, make sure to provide a complete breakdown for labor (i.e. personnel/hours/rates, per task), expenses (units/rate, and be sure to follow current travel regulations for travel expenses) and subcontractor costs, (with labor and expenses broken down similarly to the State agency’s). 6 Project Number If you do not already have a Project ID (job number) to use, complete the Project Authorization Form – TC08 and e-mail it to appropriate District PPMS Coordinator for issuance of a Project ID. Forward the email received from the PPMS Coordinator to Dalia Jorge to save to the Contract File. Write or type the Project ID on the Encumbrance Form. Project Authorization Form – TC08 X
systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system. (P-PS4-2AR, P-PS4-3AR, P4-ETS1-4) ----------------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (P4-ETS1-4) ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (P4-ETS1-4) (P-PS4-1AR, P-PS4-3AR) Energy cannot be created or only moves between one place and another place, between objects and/or fields, or between systems. (P-PS4-1AR, P-PS4-3AR) Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (P-PS4-2AR) ----------------------------- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). (P4-ETS1-4) Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. (P4-ETS1-4)
Qu No. Extra Information Marks 7.1 (for both fibres) increasing the wavelength of light decreases and then increases the percentage / amount of light transmitted (for both fibres) the minimum transmission happens at 5 (x 10-7 metres) the shorter fibre transmits a greater percentage of light (at the same wavelength) 1 1 1 7.2 f = c / λ = 6 x 1014 Hz 1 1 7.3 Light refracts at boundary between cladding and core Light changes speed/ slows down in cladding Do not allow speeds up 1 1 Qu No. Extra Information Marks 8.1 A and C or B and D Only one (independent) variable or different shapes but the same colour 1 1 8.2 B radiates faster / B is a better emitter (of heat) But B has a smaller (surface) area / B has a smaller (surface) area: volume ratio 1 1
In order to reach the aims of sciences, students should be able to: i. explain the ways in which science is applied and used to address a specific problem or issue ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used. Pacing and Sequence 1st Semester Unit Chapters Topic Assessments to Measure Students’ Learning Length (weeks) 1 Various sources Kinematics Project Report Unit 1 Test 5 – 6 2 Various sources Forces and Motion Project Report Unit 2 Test 5 – 6 3 Various sources Electricity and Simple Circuits Project Report Unit 3 Test 5 – 6 1 – 3 1 – 10 Exam with Review Exam 1 2nd Semester Unit Chapters Topic Assessments to Measure Students’ Learning Length (weeks) 4 Various sources Electrical Forces: Magnets Static electricity explanation Explanation for repelling and attracting due to charges Unit 4 Test 4 – 5 5 Various sources Energy: Wind Turbine Project Unit 5 Test 6 – 8 6 Various sources Light Ray diagram Milk sunset explanation Unit 6 Test 4 – 5 Exam 1 Technology and Other Resources Textbook: Physics That Works Prentice Hall Conceptual Physics (CD-ROM) Calculator: Ti-84 Lab Equipment: Photo-gates, Lab Pros Laptop carts and computer labs Online PHET physics simulations
Grading System Categories for Science Category for Gradebook Description % for Category Overall % Common Assessments Unit Tests/Chapter Tests/Projects 40 Performance Formative Assessments Quizzes and specific assessments for each activity as per the Teacher Guide (What Have You Learned?) 30 Lab reports Lab report and techniques that correlate with Content Expectations 15 Process Participation Notebook or journal, classwork/homework, warm-ups, group interaction, and class interaction 15 Grading Scale 93 –100 A Outstanding level of performance 90 – 92 A- 87 – 89 B+ High level of performance 83 – 86 B 80 – 82 B- 77 – 79 C+ Acceptable level of performance 73 – 76 C 70 – 72 C- 67 – 69 D+ Minimal level of performance 63 – 66 D 60 – 62 D- 0 – 59 E Unacceptable level of performance Literacy Strategies Double entry notes or Cornell notes Graphic organizers Set a purpose for reading and writing KWL Reading Guides TBD by instructor per students’ needs Using rubrics Summarizing Classroom Rules and Procedures: VII. Classroom Rules and Procedures
Parent/Guardian’s telephone number: _____________________________________________________________
How far apart are they 1 minute before they pass each other? (A) 60 miles (B) 30 miles (C) 6 miles (D) 3 miles (E) 2 miles (F) 1 mile 10. And The Winner Is... Two marbles roll along two horizontal tracks. One track has a dip, and the other has a bump of the same shape. Which marble wins? 11. Time of Flight of Three Projectiles. Three projectiles are launched from the same point over a level ground with speeds VA, VB, and VC. They all attain the same maximum height. Which of the following is true about their times of flight? (A) tA = tB = tC (B) tA > tB > tC (C) tA < tB < tC (D) None of these 12. Initial Speeds of Three Projectiles. Three projectiles are launched from the same point over a level ground with speeds VA, VB, and VC. They all attain the same maximum height. Which of the following is true about their initial speeds? (A) VA = VB = VC (B) VA > VB > VC (C) VA < VB < VC (D) None of these 13. Speed of a Projectile and the Angle of Launch. A ball is launched from the same height repeatedly with the same speed Vo but in different directions A, B, and C as shown below. It reaches the ground with speeds VA, VB, and VC respectively. Which of the following is true about these speeds?
the costs of voluntary foster care maintenance payments. 1356.21(h) 475(5)(C) b. The permanency hearing takes place within 12 months of the date the child is considered to have entered foster care (as defined within the meaning of 475(5)(F)) and not less frequently than every 12 months thereafter during the continuation of foster care. 1356.21(h)(2) 471(a)(15)(E)(i) c. When a court determines that reasonable efforts to return the child home are not required, a permanency hearing is held within 30 days of that determination, unless the requirements of the permanency hearing are fulfilled at the hearing in which the court determines that reasonable efforts to reunify the child and family are not required. 1356.21(b)(3) 475(5)(C) 471(a)(15)(E)(i) d. For the purposes of this requirement, a permanency hearing shall determine: the permanency plan for the child that includes whether, and if applicable when, the child will be returned to the parent, or placed for adoption and the State/Tribe will file a petition for termination of parental rights, or referred to legal guardianship, or only in the case of a child who has attained 16 years of age (in cases where the State/Tribal For Tribal IV-E agencies, the APPLA provisions that apply to 16 year olds are not required until September 29, 2017.
Attachment C –Revised 4.14.2016 CERTIFICATION OF TRIBAL POPULATION UNDER AGE 21 The (tribal name and state) finds that the Census Bureau’s 2010 data on the population of children and youth under age 21 for tribes (published as Attachment B to Program Instruction , issued on December 11, 2015) do not accurately reflect the actual number of children eligible for services under our tribe’s title IV-B program. The correct number of tribal children under age 21 eligible for services under our tribe’s title IV-B plan is This information includes: (check all that apply) Children under age 21 living on or near the tribe’s reservation or the title IV-B service area: who are enrolled members of the tribe, eligible for enrollment, or recognized as children for which the tribe is responsible, as determined by the tribe; Other American Indian or Alaska Native children under age 21 provided that these children will be eligible for services under the tribe’s title IV-B program; Children under age 21 not living on or near the tribe’s reservation or the title IV-B service area: who are enrolled members of the tribe, eligible for enrollment, or recognized as children for which the tribe is responsible, as determined by the tribe, provided the tribe describes how the children would participate in the tribe’s title IV-B program. In the space below, please provide a brief description of how children who are not residing on or near the reservation or tribal lands will be served under the tribe’s title IV-B plan. (Attach additional sheets if necessary.) If the tribe’s reservation, including trust lands, are located in more than one state, please list below each state in which the tribe’s lands are located and the number of children included in the population count who reside in each if those states.
service area and out-of-State/Tribal service area placement options; in the case of a child placed out of the State/Tribal service area in which the home of the parent(s) of the child is located, the hearing shall determine whether the out-of-State/Tribal service area placement continues to be appropriate and in the best interests of the child; in the case of a child who has attained age 14, the services needed to assist the child to make the transition from foster care to successful adulthood; in any permanency hearing held with respect to the child, including any hearing regarding the transition of the child from foster care to successful adulthood, procedural safeguards shall be applied to assure the court or administrative body conducting the hearing consults, in an manner, with the child regarding the proposed permanency or transition plan for the child; and if a child has attained 14 years of age, the permanency plan developed for the child, and any revision or addition to the plan, shall be developed in consultation with the child and, at the option of the child, with not more than 2 members of the permanency planning team who are selected by the child and who are not a foster parent of, or services under section 474(a)(6) of the Act
i. removed from his or her home pursuant to a voluntary placement agreement or as a result of a judicial determination to the effect that continuation in the home would be contrary to the welfare of the child; and ii. eligible for foster care maintenance payments under section 472 while residing for at least 6 consecutive months in the home of the prospective relative guardian; b. being returned home or adopted are not appropriate permanency options for the child; c. the child demonstrates a strong attachment to the prospective relative guardian and the relative guardian has a strong commitment to caring permanently for the child; and d. with respect to a child who has attained 14 years of age, the child has been consulted regarding the kinship guardianship arrangement; or 2. The child has been placed with a successor guardian named in the guardianship agreement in accordance with 473(d)(3)(C). 473(d)(3)(B) 3. Siblings. a. The child and any sibling of the eligible child may be placed in the same kinship guardianship arrangement, in
Technical Specifications No. of PoE PSE Ports 1 ports FE Auto-MDIX in , 1 port PoE out Pass Through Data Rates 10/100Mbps Pin Assignment and Polarity 1/2, 3/6, 4/5(+),7/8(-) Output Power Voltage 48 VDC Maximal User Port Power 60 Watts Maximal Input Power Voltage 24 VDC Dimensions 120 x 90 x 28 mm Weight 350g Indicators System Indicator: AC Power (Green) Connectors RJ-45
Applicant declarations (tick boxes) Self Partner 1 I understand that my home is at risk if I fail to either keep up repayments during the term of the mortgage or repay the capital amount of the loan at the end. 2 I confirm that my plan to repay the uncovered interest-only debt is accurately described in this questionnaire 3 I understand it is my responsibility to put that plan into effect 4 The adviser has explained the risk factors that are most relevant in my case (i.e. the risks numbered against my selected “Plan for Repaying uncovered interest-only loan”). 5 I understand that my adviser recommends capital and repayment as the most suitable arrangement for me. However, I wanted part / all of my mortgage on an uncovered interest-only basis and understand that this may be less suitable. Name (1st Applicant) Signature Date Name (2nd Applicant) Signature Date Additional notes box (e.g, to explain adviser’s recommendation to use interest-only)
What controls are in place to protect the data from unauthorized access, modification or use? Please refer to your organization’s implementation of DOE Cyber Security Directives and Senior DOE Management Program Cyber Security Plans (PCSP). For example: "The System Owner has implemented and tested all baseline security controls appropriate to its FIPS categorization in accordance with the Senior DOE Management PCSP and DOE Directives. The system was certified and accredited (provide date(s)) and found to have mitigated risk to an acceptable level." Who will have access to PII data? List Roles Only of individuals who will have access to the PII data. Point to current access control list(s) (with version), but Please Do Not List Names Here. How is access to PII data determined? For example, will users have access to all data on the information system or will the user’s access be restricted? Do other information systems share data or have access to the data in the system? If yes, explain. Many information systems interconnect and share data. Please identify all systems that connect to and access information on this system. For connecting information systems, is there an Interconnection Security Agreement (ISA) or other agreement between System Owners to ensure the privacy of individuals is protected? Interconnection Security Agreements (ISA) outline the responsibilities and expectations associated with system interconnection. ISAs specify security requirements and controls necessary for interconnection and compliance. Who is responsible for ensuring the authorized use of personal information? List Roles Only of individuals who are responsible for ensuring the authorized use of personal information. Point to current access control list(s) (with version), but Please Do Not List Names Here. END OF MODULE II SIGNATURE PAGE
Signature Date System Owner __________________________________ (Print Name) __________________________________ (Signature) _______________ Local Privacy Act Officer __________________________________ (Print Name) __________________________________ (Signature) ________________ Jerry Hanley Chief Privacy Officer __________________________________ (Print Name) __________________________________ (Signature) ________________
Reviewer Form –Initial Provincial Application (PIA) CTO Study ID # Reviewers may choose to: complete and upload this form under the Review Documents section at the bottom of the Documents tab in the PIA workspace; or use this form as a guideline/reference, documenting that each of the elements have been considered. Reviewer Conflict of Interest (COI): may include financial, professional, academic or other competing interests related to the study or to the study sponsor. If there are COI, do not proceed with the review. Discuss with the Chair or OCREB Research Ethics Officer. If there are no COI, complete the declaration below or log a similar note in a Form comment. Reviewer Declaration: I do not have a conflict relevant to this review: Summary: (optional) Review Criteria (refer to application, protocol and other submitted documents) If “No” is selected for any of the items, log a panel comment in the relevant section of the application. PIA Section 1.0 – General Information No issues have been noted in previous scientific or REB reviews: Yes No PIA Section 2.0 – Study Description The purpose/rationale for the research is acceptable: Yes No Social and scientific value is acceptable: Yes No Pediatric studies: the criteria for approving more than minimal risk research have been met and the research presents the prospect of direct benefit to the individual participants Yes No N/A The study design/methodology is acceptable: Yes No The justification for the sample size is appropriate: Yes No The selection of participants is equitable: Yes No The eligibility (inclusion/exclusion) criteria are acceptable Yes No The statistical/data analysis plans are acceptable: Yes No The stopping rules are appropriate: Yes No N/A (none) The collection, use and retention of biological samples is acceptable: Yes No N/A (none) The plan for the return of genetic testing results is acceptable: Yes No N/A (none) The use of the proposed surveys, questionnaires, interviews or focus groups is appropriate acceptable: Yes No N/A (none) PIA Section 3.0 – Clinical Trial Information (refer also to the protocol and relevant appended documents)
3 PART 1: Collection, use, and disclosure The following tables will ask a series of questions to assist organizations in determining if it is in compliance with the legislation. These following tables will deal with the: Collection, Use, Disclosure. Collection occurs when a public body gathers, acquires, receives or obtains PI/PHI. Use indicates the internal utilization of PI/PHI by a public body and includes sharing of the PI/PHI in such a way that it remains under the control of that public body. Disclosure is the sharing of PI/PHI with a separate entity, not a division or branch of the public body in possession or control of the PI/PHI. The tables will also ask about safeguards that organizations can put into place to protect PI/PHI. Examples of administrative safeguards include policies, procedures, agreements, contracts, training resources.
Define the Law of Conservation of Momentum. USE THE DIAGRAMS ON THIS PAGE TO ANSWER THE FOLLOWING QUESTIONS ON THE NEXT PAGE: Using the diagram in problem I, what would be the result of the collision between car A and car B? (riders feel) (cars move) A B Using the diagram in problem II, what would be the result of the collision between car A and B? (riders feel) (cars move) A B Using the diagram in problem III, what would be the result of the collision between car A and B? (riders feel) (cars move) A B Using the diagram in problem IV, what would be the result of the collision between cars A and B crashing into car C? (riders feel) (cars move) A
VOODOO DROP Have you ever wondered what it feels like to be in free fall? The Tower of Doom lets you have the experience (without the unpleasant crash at the bottom!) OBJECTIVE: To analyze how forces acting on you change during a free fall ride by using the concepts of kinematics and the impulse-momentum theorem. MEASUREMENTS Section of Ride Measured Times (seconds) Average Time (seconds) Going Up Free fall Section Stopping Section WHILE WATCHING Time several drops and record the average time here. Section of Ride Accelerometer Reading Going Up Waiting at Top Free Fall Section Stopping Section READINGS ON RIDE Use the Accelerometer on the ride and record your data here OBSERVATIONS Section of Ride Sensation compared to normal weight (normal, larger, smaller, none) Going Up Waiting at Top Free Fall Section Stopping Section For each portion of the ride, describe the FORCES THE RIDER actually FEELS. When did the accelerometer read closest to zero? Why does this make sense? When did the accelerometer read closest to 1.0? What was your motion at this location? When did you experience the greatest force?
PIAC has concluded extensive research regarding paper billing fees, which disproportionately impact seniors and low-income persons. PIAC found that Canadians strongly opposed charging consumers extra to receive a paper bill, with 83% of respondents indicating that they believe the cost of a paper bill is part of a company’s cost of doing business. PIAC’s survey found 33% of consumers were not conformable receiving bills online. There were a variety of reasons customers were uncomfortable with paper bills: Survey participants cited a number of reasons for this discomfort, including security concerns (33%), just preferring paper (16%), having no internet access or not using computers at all (15%), not feeling comfortable enough using computers (12%), and finding it easier to read paper bills (4%). The Commission conducted its own research focused solely on survey existing market practices. It found that practices regarding billing for receiving a paper bill varied. As a more informal investigation, CBC Marketplace asked Canadians what they think is Canada’s dumbest charge. Paper bill and statement fees took second place with 26.6% of the vote, second only to Bell’s touch-tone fee. On 22 October 2013, PIAC brought an application regarding the charge imposed on customers for paper bills on 22 October 2013. NPF-PIAC hereby incorporates the record of that proceeding by reference, particularly as it relates to the importance of paper billing to vulnerable consumers. The Commission closed that application without ruling on its merits through a letter dated 23 July 2014 in which the Commission acknowledged that “the approach taken by the communications industry in the transition from paper to electronic bills may not have taken into account the specific circumstances of some Canadian consumers and that not all Canadians have a reasonable choice when it comes to paper bill fees.” This application seeks to have the Commission affirm the responsibility it assumed, through that letter, with respect to ensuring that paper billing is available without additional charge. The Commission hosted a private closed-door negotiation with industry which resulted in
Document Control Version number Change description Date published V2.0 Initial release: Application Form: Part B – Method Details and Evidence Package removed from the Method Guide to be separate documents. 9 February 2015 V2.1 Included statement on submitting a partial response to Application Form: Part B. 6 May 2015 V3.0 Update following amendments to the Energy Savings Scheme Rule of 2009 May 2016
Qualification and Identification Audit Name: Applicant Number: Course: Date of Interview: Applicants Please print this form and bring this with you to interview, completing only the relevant sections as per your interview guide. Please list your relevant qualifications in the boxes below (if required to do so), bringing with you the relevant original educational certificates and a photocopy. Please also bring original official photo identity, if you do not have this a birth certificate is acceptable. If you have had a change of name we also need to see official documentation, eg marriage certificate. Subject Qualification e.g. GCSE, Key Skills etc. Grade e.g. A* Original Certificate Inspected and Photocopy Received Please tick English Maths Science (if applicable) GCSE 4 (if applicable) GCSE 5 (if applicable) Please list any other completed qualifications that are relevant minimum entry criteria for the course and to cover recent academic study if required. If you are studying towards the entry requirements you do not need to complete this section. Subject Qualification e.g. ‘A’ Levels, Access Course etc Grade e.g. A* Original Certificate Inspected and Photocopy Received Please tick All certificates indicated above have been seen and verified by: Name: Signature:
Please turn over page Applicants If you are bringing your passport or driving licence to interview as proof of identity, please write the passport number/driving licence number in the space provided below Interview Panel Please indicate below which documentation you inspected by signing and dating the appropriate box. To be verified Passport Authenticity checked YES / NO Sign: …………………. Passport Number ----------------------------- Academic Staff Member Signature Date ……………… Driving Licence Authenticity checked YES / NO Sign: …………………. Driving Licence Number ------------------------------ Academic Staff Member Signature Date ……………… Birth Certificate Inspected YES / NO Sign: …………………. N/A Academic Staff Member Signature Date ……………… Marriage Certificate Inspected YES / NO Sign: …………………. N/A Academic Staff Member Signature Date ……………… Please contact the Admissions Office on 01642 384110 if you have any doubts about what information is required or acceptable as failure to provide the correct documentation may result in you being refused an interview.
If you are 16 or over and have a registered GP in Southampton or Portsmouth City you are able to refer to the MSK Physiotherapy Service for a range of muscle and joint problems including back/neck pain, joint pain, strains and sprains. Important information below, please read before you start to complete this Self Referral form. You can now self refer online via Patient Demographics: Forename: Gender: Surname: Date of Birth: Patients Address: Email Address: Postcode: Contact Tel N°: NHS N° GP Practice Name: GP Surgery Address: Are you pregnant? If yes, please state how many weeks pregnant Weeks Do you have any special requirements? (i.e. Interpreter/BSL) If yes to special requirements, please supply further information: Please continue with questions on page 2
Vladimir Horowitz, in a Chaliapin memorial concert at Hunter College, New York, about thirty-four years later. Chapter Seven It was the Revolution. Everything was disrupted in a mighty gust of wind that changed direction chaotically and spread like wildfire. It was a hunt—a hunt for Whites and Reds, for the ghosts and for the living. The wounded with their insides out charged forward, and none believed himself dead. The cries for vengeance or freedom made calls for mercy too feeble to hear. The mice of yesterday were the tigers of today, and rabbits laughed like hyenas. Oh, what a hunting ground, what deafening noises! Cries, barking, shots filled the streets of Moscow, still wet with tears from the time of Rurik. Princes were smoked out of palaces. Grandmothers, sons, daughters, and grandchildren crawled from under Louis XIV beds like poisoned vermin. Pianos were dropped from windows and diamonds exchanged for a loaf of bread. The generals bombarded a factory of workers. All were on the run, foam dripping from their mouths. They were mad dogs—but there were no Pasteur, no laboratories, no hospitals in sight. It was a frenzied convulsion. All was blood. A gigantic volcano had come to life, and Russia trembled. The serfdom, pogroms, and uprisings of the past were just a small show. The fury in France and its guillotines were fit only for nursery games. Now it was different. It was a great spectacle, a monster show within a show, and all were characters in it, free to unfold their genius in deadly improvisations. It was the time of awakened anger, and many had waited long for it. I was fourteen, and I wanted to participate and be swept up in the torrent, but I held on and just listened—to the guns firing, and to the trumpeting voices proclaiming that the gods, demigods, and the centuries-old rule of the House of Romanoff had fallen. The great uprising of the masses was terrifying, yet astonishingly many went about their daily lives. I had a room, but I could not think of study, and I had to work. My landlady was a modiste who employed three workers. Very friendly, she often invited me for a meal and asked me not to worry about the rent. She was married and had a child whose father visited them regularly. She said that he knew many musicians.
2.4.1 Participate in an active physical education class to maintain the intensity and duration for improved physical fitness. Example: Participate in skill development activities/games and physical fitness activities for 20 minutes or more to maintain or improve cardiorespiratory endurance, muscle strength and endurance, and flexibility (e.g., skill and fitness activities stations: eye-hand coordination skill development practice stations, rope jump station, flexibility station, muscle strength and endurance stations). 2.4.2 Describe what can happen to the body of a person who does not exercise and who consumes too much food. Example: Verbally describe how body composition is affected by sedentary activity and food consumption (e.g., class discussion of too much screen time, video games, over-eating and how these affect a healthy level of body fat and muscle). 2.4.3 Develop and describe the components of health-related physical fitness. Example: Participate in a circuit training activity and follow with discussion to identify the components of health-related physical fitness (e.g., strong muscles, basic heart and lung function, flexibility, and body fat). 2.4.4 Perform and recognize the difference between high, medium, and low intensity activities for developing cardiorespiratory endurance. Example: Identify walking as a low intensity activity, jogging as a medium intensity activity, and running as a high intensity activity for developing cardiorespiratory endurance (e.g., students feel their heart beats and observe their breathing rate after trying each of these levels of activity). Standard 5 Responsible Personal and Social Behavior: Students exhibit responsible personal and social behavior that respects self and others in physical activity settings. Students develop respect for individual similarities and differences through positive interaction among participants in physical activity. Variations exist in motor performance, mental and physical abilities, physical characteristics, race, and socioeconomic status. Cooperation and teamwork promote personal and group success in activity settings. Students continue to learn and apply safety practices in an active class.
ORDER IN COUNCIL The Governor in Council under section 16A of the Environment Protection Act 1970 and on the recommendation of the Environment Protection Authority, declares the Waste Management Policy (Combustible Recyclable and Waste Material). This Order comes into effect on 29 August 2018. Dated: Responsible Minister: Lily D’Ambrosio Minister for Energy, Environment and Climate Change Clerk of the Executive Council ENVIRONMENT PROTECTION ACT 1970 Waste Management Policy (COMBUSTIBLE RECYCLABLE AND WASTE MATERIAL) 1. Objective The objective of this Policy is to ensure that combustible recyclable and waste material is managed and stored in a manner that minimises risks to human health and environment from fire. 2. Commencement This Policy will come into operation on 29 August 2018. 3. Revocation The Waste Management Policy (Resource Recovery Facilities), as published in Government Gazette No. S289 on 29 August 2017, is revoked. 4. Definitions In this Policy- combustible recyclable and waste material includes paper, cardboard, wood, plastic, rubber, textile, organic material, refuse derived fuel, specified electronic waste, metals, and any other combustible material which is waste; licensed waste tyre storage site means premises of a type numbered A09 (waste tyre storage) in Column 1 of the Table in Schedule 1 to the Environment Protection
3.b. How does the use of this technology affect individuals’ privacy? Is the data more vulnerable to inadvertent or unintentional display? Does it improve the protection of the privacy data? N/A 4.a. Will this system provide the capability to identify, locate, and monitor individuals? If yes, explain. Describe the rationale and processes for identifying, locating, and monitoring individuals. This can include street address, e-mail, cell phone, as well as GPS data. Yes, through the information on business location and place of performance, if the person is the business or the person(s) owning the business are known from other sources. 4.b. Will this system provide the capability to identify, locate, and monitor groups of people? If yes, explain. Describe the rationale and processes for identifying, locating, and monitoring groups of individuals. This can include street address, email, cell phone, as well as GPS data. No 4.c. What controls will be used to prevent unauthorized monitoring? Describe managerial, technical, and operational controls used to manage monitoring activities. The major means used by Global Computer Enterprises to manage monitoring activities are described in the FPDS-NG System Security Plan, which is part of the C&A. These means include firewalls, virtual private networks and security audit software that checks for attacks on the system. 5.a. Under which Privacy Act System of Records notice (SOR) does the system operate? Provide number and name. List the Privacy Act Systems of Records Notice name and number here. Contact the GSA Privacy Act Officer for guidance. GSA/OAP-3 (Federal Procurement Data System – Next Generation) 5.b. If the system is being modified, will the SOR require amendment or revision? Explain. If any of the information in the SOR is altered, such as acquisition of new privacy information, new implementations, etc., explain how or why the SOR should be amended. Coordinate preparation of a revised SOR with the GSA Privacy Act Officer.
District Counties Name Organization Email 1 Atlantic Cape May Cumberland Cindy Herdman Ivins Alan Oberman Greg Speed Family Service Association John Brooks Recovery Center Cape Counseling Services 3 Cumberland Gloucester Salem Anthony DiFabio Robins' Nest, Inc. 8 Atlantic Burlington Camden Marge Conner-Levin Archway Programs 9 Atlantic Burlington Ocean Jim Cooney Cindy Herdman Ivins Ocean Mental Health Services Family Service Association 10 Ocean Jim Cooney Ocean Mental Health Services 12 Burlington Middlesex Monmouth Ocean James Marhold Declarations, Inc. 15 Hunterdon Mercer Joyce Campbell Catholic Charities Diocese of Trenton 16 Hunterdon Mercer Middlesex Somerset David Harkness Hunterdon Medical Center/Behavioral Health harkness.david@hunterdonhealthcare.org 17 Middlesex Somerset Carolann Cavaiola Suzanne Siverio Kreie New Brunswick Counseling Center Coordinated Family Care 20 Union Marlyse Benson Trinitas Regional Medical Center 23 Hunterdon Somerset Warren Richard McDonnell Family Guidance Center of Warren County 24 Morris, Sussex Warren Philip Horowitz Sunrise House Foundation, Inc. 25 Morris Somerset Jim Curtin Louis A. Schwarcz Daytop New Jersey, Inc. Mental Health Assoc. - Morris Cty 26 Essex, Morris Passaic Bob Parker NewBridge Services, Inc. 30 Monmouth Ocean Jim Cooney Ocean Mental Health Services 31 Hudson Joseph Kadian Bayonne Community Mental Health Center 34 Essex Passaic Robert Davison Joanne Green Mental Health Assoc. - Essex Cty Mental Health Assoc. - Passaic Cty 37 Bergen Vicki Sidrow Vantage Health System 38 Bergen, Passaic Joe Masciandaro CarePlus NJ, Inc. 39 Bergen, Passaic Vicki Sidrow Vantage Health System 40 Bergen, Essex Morris, Passaic Karen Acker West Bergen Mental Healthcare Partners in Advocacy
Marketing Communication Internship – Summer 2017 Title: Marketing Communication Intern (2 available positions) Location: Warrendale, PA (Northern Suburbs of Pittsburgh) Basic Function: The Marketing and Communications Intern will be responsible for assisting Printing Industries of America in the execution of its marketing and public relations plans. This will be a hands-on approach with he or she regularly contributing writing, editing, and marketing ideas. The internship will begin on May 22 and run for approximately 10-12 weeks. A stipend up to $500 will be awarded upon completion and at the discretion of the Marketing Manager. Responsibilities: Assist in creation of marketing plans for the organization Assist with blog, press release, and email marketing creation Assist with the creation and coordination of PIA’s social media channels including Facebook, Twitter, LinkedIn and Google+ Assist with conference and awards administration. Assist with other duties as assigned Minimum Qualifications: Currently enrolled as an undergraduate student, junior or senior level preferred, pursuing a degree in marketing, communications, or a related field Excellent organizational skills, attention to detail, and the ability to prioritize in a changing environment Comfortable working in team oriented and environment and independently at times. Proficiency in Microsoft Word, Excel, Internet, and Outlook required To apply: Please send your resume to Jenn Strang, Senior Marketing Manager, at jstrang@printing.org. Selected applicants will be contacted for an initial phone interview. Final candidates must be able to travel to our offices for an in-person interview. No phone calls.
5.b. If the system is being modified, will the SOR require amendment or revision? Explain. If any of the information in the SOR is altered, such as acquisition of new privacy information, new implementations, etc., explain how or why the SOR should be amended. Coordinate preparation of a revised SOR with the GSA Privacy Act Officer.