zilongwang/ReadingBank huggingface dataset:
REFINEMENT CONTROL CHECKLIST [On-Demand Performance Measures Only] Content Area Course/Subject Area/GL Reviewer Date Part I: SCREENING No. Description Packet Comments 1.1 Pre-test operational form □ 1.2 Pre-test score key □ 1.3 Post-test operational form □ 1.4 Post-test score key □ 1.5 Administrative guide/scoring guide □ 1.6 Specifications and/or blueprints □ Part II: FORM/ITEM RIGOR No. Description Pre-Test P/F Comments Post-Test P/F Comments 2.1 Overall developmentally appropriate 2.2 Overall cognitive level 2.3 Items are assigned to a targeted content standard 2.4 Items are assigned the correct cognitive level 2.5 Items are developmentally appropriate for test-takers 2.6 Items have been screened for sensitivity 2.7 Items have been screened for bias 2.8 Items have been screened for fairness Part III: QUALITY No. Description Status P/F Comments 3.1 Specifications/blueprints reflect operational forms 3.2 Administrative guidelines are clear and standardized 3.3 Accommodation guidelines are provided/referenced 3.4 Scoring guidelines for SCR/ECR are standardized 3.5 Scoring rubrics provide detailed scoring information Note: The term “item” is used generically and encompasses any stimuli presented to the including reading passages, tasks, etc.
To the Angel: Refiner’s Fire Thank you for your arrival. We value and treasure your presence. We give you a place of honor in this house. We respect your authority and heavenly assignment. We submit to your blazing, fiery presence. We give permission to: Consume the worldly, soulish nature of our hearts Consume complacency, doubt, and insecurity Devour impurity, independence and pride
updated as appropriate. Opening stocks and closing stocks. The actual physical amount held in storage in the refinery at the beginning and end of the month. For reporting purposes, the opening stock of the current month should be identical to the closing stock of the previous month. Include stocks of products that will be used as refinery fuel. Total receipts. The total weight of each product that was delivered to the refinery during the month. Include any finished products delivered to the refinery for blending or commingling with product. If the product will be blended into multiple different
process inputs’ column in the ‘Refinery output’ tab. Any finished products delivered for blending or commingling should be reported under ‘Total receipts’ with the amount accounted for in either ‘Production’ or as an increase in month-end stocks. Production. The total weight of each finished product that was produced by the refinery for sale, export, or fuel used to power refinery processes. N.B. There is no ‘Production’ column in the “Refinery Input” tab. Any blendstocks that are manufactured in the refinery for blending, sale or export elsewhere should be included in the “Refinery
blendstocks separately as per the template. Do not include imports of finished products that are intended to be blended. If finished products are imported for blending, they should be reported in the “Total receipts” column of the “Refinery output” tab against the appropriate product.(Data on imported blendstocks is needed in order to avoid when calculating Australia’s energy balance, as blendstocks are often declared as finished products in customs declarations.) Hydrocarbon blendstocks - Domestic. Refined products produced in an Australian refinery and transferred to this refinery for blending,
Refining models and approaches in continuing education and training Stephen Billett Sarojni Choy Darryl Dymock Ray Smith Ann Kelly Mark Tyler Amanda Henderson Jason Lewis Fred Beven Griffith University Publisher’s note To find material of interest, search VOCEDplus (the UNESCO/NCVER international database <>) using the following keywords: continuing education; education and training needs; employability; employees; industry; managers; relevance of education and training; teaching and learning; training; workforce development. trial
Yacht Name Flag Class Port Builder Year Built Official No. LOA (m) Beam (m) (m) Displacement Delivery Date Contract Period Cancellation Date Redelivery Date Warranty Period (Months) Contractor Captain Telephone Email Contractor’s Yard Address Tel Fax Email Quotation/Technical Specification See Schedule I Special Conditions Owner’s Representative and contact details Applicable Law Dispute Resolution Number/rank of crew living aboard Contract Price and Currency See Quotation/Technical Specification Contractor's Maximum Liability Owner’s Maximum Liability Payment Deposit Balance Liquidated Damages for late Redelivery Rate Maximum Amount Period for Additional Works Interest Rate Handling Fee Further Confidentiality Period Force Majeure Maximum Period Signatures: Owner’s Representative Name: Owner’s Representative Initials: Date: Contractor’s Name: Contractor’s Initials: Date: Minimum SRL Insurance per vessel / per incident SRL Premium Contribution Zero rating or other tax concession
□ Owners Request □ Classification Society Request □ Contractors Request □ Other Regulatory Body Request □ Other Reason – please state below □ Subcontractor Request Schedule IV - Variation Certificate - Page 2 of 2 Variation Affecting the Redelivery Date: Yes / No (New Redelivery Date) Variation Affecting Contract Price: + / - / None (Amount in €) Variation Affecting: □ Specification Works □ Additional Works □ Emergent Works: □ Regulatory Changes Description of Affects:
Reference Form for Race Management Performance This form should be completed by National or higher level Race Officer. Please send the completed form to both the and the candidate. All forms will be treated confidentially and will be considered along with the candidate’s application. Candidate's Name: Province: Address: Tel: E-mail: How long have you known the candidate? List the important events where you have worked together, specifying your role and that of the candidate: Event Role of Candidate Your Role at Event * Please write Comments / Needs for improvement / Special strengths for each category below Not Yet Acceptable Acceptable Don't know 1. Rules Application * Not Yet Acceptable Acceptable Don't know 2. Course Management * Not Yet Acceptable Acceptable Don't know 3. Observation * Not Yet Acceptable Acceptable Don't know 4. Communication * Not Yet Acceptable Acceptable Don't know 5. Temperament & Behaviour * Not Yet Acceptable Acceptable Don't know 6. Physical Fitness * 7. Comments Not covered above Other special strengths: Other difficulties: Reviewer Name: Signature: Date:
Assignment Task for Unit: Reflecting on your own ability to perform effectively as a coach or mentor practicing at a senior level Centre Number: Centre Name: Learner Registration No: Learner Name: TASK This takes the form of a reflective review requiring you to complete in-depth and evidenced reflection and assessment of yourself in relation to the requirements and challenges of the coaching and mentoring role. Note: You should have one-to-one discussions with your coaching supervisor to assist in your performance reflection. You should also collect feedback from those observing your coaching or mentoring sessions. This could include feedback from your supervisor or peers. You should plan to spend approximately 28 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The suggested word count for this assignment is 2000 words. However individuals have different writing styles, and there is no penalty if the word-count range is exceeded. Check your assignment carefully prior to submission using the assessment criteria. Please use the sub-headings shown below when structuring your Assignment Assessment Criteria Reflective statement and self assessment You should start by considering your own communication, emotional intelligence, ethical and moral values, beliefs, attitudes and personal integrity and critically review how these are likely to affect how well you perform as a leadership mentor or executive coach. You should then use this self-evaluation to explain how you can use these personal qualities and abilities through coaching and mentoring in practice to support improved performance in others. Evidence of diagnostic tools, feedback, 360 questionnaires completed as well as SWOT analysis are often useful to evidence self assessment. Critically review your communication skills, emotional intelligence and ability to effective relationships in a diverse social and cultural environment (16 marks) Critically review own ethical and moral values, beliefs, attitudes and personal integrity and assess the impact they may have on influencing the coaching or mentoring relationship (16 marks) Critically review your own competence to support the growth of capability, development and improved performance in others (16 marks) Reflection of management on the coaching and mentoring relationship This section should discuss the complexities and challenges of managing the coaching and relationship. You should include reference to clients, stakeholders, and organisations. Critically analyse how client’s role, position, organisational context, and cultural attributes affects the coaching or mentoring relationship in practice (12 marks) Critically analyse clients’ personalities, characters, value systems, knowledge, skills and experience affect the coaching or mentoring relationship (12 marks)
What strategy do you use to analyze ideas? Can you give an example of…? Why do you think…? How do you solve….? Can you explain…? Can you elaborate on the reason…? Tell me a time you used multiple sources to get information? How did you decide if they were real/true/accurate? Analyzing: bring in thinking operation compare and contrast. How are the ideas similar or different? Process: The doing – how did you get your “idea”, “solution”? What did you see, hear, do to get Critique: How do you know you were successful? List three words and then describe/brainstorm all of the evidence behind the words. Evidence: Needs to be broken down for students. Connections… Reliability… Examples of… When/describe a time when you changed your mind and why? Describe a time when you used questions to better understand… What were you thinking and why? Describe a time when you used reasoning and new information to make a decision? Describe something that didn’t work and what you did differently? What do you think happened when…? How did you incorporate other people’s ideas/perspectives? Why was this activity so hard? How has your thinking changed? Why? What do you think and how do you know? What conclusion have you come to? How plausible is….? What evidence do you see….? How did you arrive at your conclusion and where else could you have gone w/it? To what degree..? What are you missing? What questions do you still have? How could this be improved? What didn’t work and why? What’s next? How is it going and where to next? Can you this in another context? What choices did you make? Creative Thinking Where do your new ideas come from? What do you do with your new ideas? Describe a time when you helped build upon the ideas of others. Describe the environment that works best for you when creating ideas. Describe a time when your ideas took a long time to develop.
incidence for total internal reflection. Figure 2. Refraction (and reflection) at the interface of two different media. The reflected ray obeys the Law of Reflection, and the refracted ray obeys Snell’s Law. Lenses By applying the laws of reflection and refraction to mirrors and lenses, respectively, one arrives at the following expression: (2) where p is the distance from the mirror/lens to the object (object distance) and q is the distance from the mirror/lens to the image (image distance); f means the focal length of the mirror/lens in use. The focal length is defined as the point at which all parallel rays of light meet after reflecting off of the mirror or passing through the lens. For diverging mirrors/lenses, it is the point from which the diverging rays appear to come. This is shown for lenses in Figure 3.When multiple lenses are used, one treats one lens at a time. Equation 2 is applied to the first lens using its focal length f1 to find the image distance q1, given a known object distance p1. This image then becomes the object for the second lens, where one needs to figure out the object distance p2 and then use it with the focal length of lens #2 (f2) to find the final image distance q2. This process repeats for as many lenses as are in the array. Figure 3. Parallel rays incident on a convex (converging) lens (top) and onto a concave (diverging) lens (bottom). The focal lengths are labelled f. Procedure Lenses Using the optical bench allow light from a distant light source (p → ∞) to fall on a converging lens. Move the lens until a clear image is formed on the screen. The screen should be on the opposite side of the lens from the light source. Record the distance from the lens to the screen – q. Repeat this for the two other converging lenses, and record the focal lengths for later use. Using a small light source (arrows), move the lens until the image of the light source is clearly focused on the screen. Record the distance from the light source to the lens (p) and the distance from the lens to the screen (q). Repeat this for three different object distances. Repeat the above step for the other two lenses from the first part.
written down. Some degree of discipline is required on the part of the student to not skip steps if self-explanation is done silently to oneself. Humans tend to ignore what they don’t understand so prior practice with developing questions is useful. Thus, a self-explanation will encourage reflection by identifying the phenomenon, establishing a context for the phenomenon, finding a means of predicting the phenomenon and, possibly, codifying the circumstances under which the means of prediction is valid. Mechanics application In this section, I present one instructor tool for use in a specific mechanics topic to reinforce a reflective learning environment. The instructor tool I present is small group collaboration. The specific mechanics topic, in which small group collaboration takes place, is graphing position versus clock reading, presented in a rectilinear kinematics unit. I include what prior knowledge I expect students to have, expected difficulties related to reflection, instructional strategies to overcome these difficulties, and also the relation of graphing position versus clock reading to NYS Core Curriculum. Small group collaboration is described on pages 10-11. In the context of graphing position versus clock reading, students are given the task to create graphs of position with respect to time and to explain the results as a group, to the class as a whole. Range finders and a clock are made available, or, alternatively, either tape measures and watches are made available, or a computerized range finder and some data collection and analysis program (e.g. Logger Pro©) is provided to each group. If a computerized range finder and some data collection and analysis program is provided to each group and white boards (2’ X 3’ size) are available, a kinesthetic approach is seen. One student holds the white board toward the range finder to provide a good signal and walks toward and away from it while another student is collecting data. The observed
Rubric Criteria / Level Beginning Developing Proficient Advanced Interpretation 1-4 pts. 5-8 pts. 9-12 pts. 13-16 pts. 17-20 pts. How closely the piece relates to the theme, based on the Work itself and the artist statement. The interpretation lacks clarity and does not communicate the student’s concept. The interpretation lacks clarity and does not fully communicate the student’s concept based on the theme. The interpretation communicates the student’s concept based on the theme. The interpretation clearly the student’s concept based on the theme but lacks meaning, purpose, and integrity. The interpretation clearly communicates the student's whole concept based on the theme with meaning, purpose and integrity. Creativity 1-2 pts. 3-4 pts. 5-6 pts. 7-8 pts. 9-10 pts. How creative and original the piece is in its conception of the theme and its presentation. Work is somewhat original and reflects the theme using very conventional ways. Work is somewhat original and reflects the theme using conventional ways. Work is original and reflects the theme using conventional ways. Work is primarily original and reflects the theme using imaginative ways. Work is highly original and reflects the theme using interesting, imaginative and new ways. Technique 1-2 pts. 3-4 pts. 5-6 pts. 7-8 pts. 9-10 pts. The level of skill demonstrated in the basic principles/ techniques of the arts area. Work demonstrates very limited skill of the arts area. Work demonstrates limited skill of the arts area. Work demonstrates capable skill of the arts area. Work demonstrates expertise of skill of the arts area. Work demonstrates mastery of skill and knowledge of the arts area. Score Card
Reflection based on Gibbs reflective cycle Gibbs, G. (1988) Learning by doing. A guide to teaching and learning methods. Oxford Polytechnic: Oxford. Description – what happened? Feelings – what were you thinking and feeling? Evaluation – what was good and bad about the experience? What went well and what went badly? Analysis – what sense can you make of the situation? Conclusion – what else could you have done? Action plan – if it arose again, what would you do? For filled in examples please click on the links below:
Do they extend their conversations? Observations of class discussion Do students offer different ideas? Do students evidence from the text to support their claims? Do students use discussion prompts to extend their thinking? Do students confirm one another’s thinking? What are the implications of your observations on future instruction? Add your notes here. Activity 2: Facilitation Practice for Team-reflection Observe Lessons with Colleagues Select at one of the facilitation techniques mentioned in this module to practice during your instruction. If possible, record yourself and your students as you teach the lesson. As you and your colleagues review the lesson and reflect, capture notes about how your students responded to the facilitation technique that you used. Consider the following as you reflect on the lesson facilitation: Ratio of teacher talk/student talk Use of wait-time Observations of partner conversations How do students decide who talks first? Do they share the time evenly? Do they extend their conversations? Observations of discussion Do students turn to look at the speaker? Do students connect to one another’s thinking? Do students offer different ideas? Do students offer evidence from the text to support their claims? Do students use discussion prompts to extend their thinking? Do students confirm one another’s thinking? Add your notes here.
Reflex Action Stimulus Receptor Effects Salivation Increased body temperature Pain receptors Lower leg kicks forwards due to sudden contraction of front thigh muscles. Pupil reflex Pain Olfactory and taste Increased frequency and force of cardiac muscle contractions, so blood pressure raised and more blood carried to lungs for CO2 removal. Accommodation Light intensity Thermoreceptors Increased sweat release to cool body surface down. Flexion reflex Raised blood Chemoreceptors Increased frequency and depth of breathing to remove extra CO2 Stretch reflex Decreased body temperature Rods and cones Limb muscles flex, drawing limb away from pain, (pin, hotplate). Knee jerk Stretching of muscles Thermoreceptors Skeletal muscles have continual spasms to generate metabolic heat. Sweating or taste of food Baroreceptors (for blood pressure) Chemoreceptors Iris muscles adjust pupil diameter, wide in dim light, narrow in bright light. Vasoconstriction Tapping patella tendon Rods and cones Dilation of skin arterioles so more heat loss from blood via skin. Vasodilation Lack of clarity of image Chemoreceptors Constriction of skin arterioles so less heat loss from blood via skin. Shivering Lowered pressure, raised HCO3- level Proprioceptors (muscle spindles) Secretion of saliva into buccal cavity. Coughing and sneezing Decreased body temperature Thermoreceptors Contraction of muscles to maintain constant tone, thus enabling balance, maintaining posture. Increased cardiac activity Irritant material on mucosa of airways Proprioceptors/ stretch receptors Ciliary muscles adjust lens curvature, more convex for near vision, less convex for distant vision.
Please List All Qualifications And Courses Relevant To This Application Training Courses (First Aid, Etc) Date Qualification Achieved Outdoor Qualifications Date Qualification Achieved Please List Your History of Employment since Leaving School You should state month and year for start and end dates. Or attach your CV which includes month and year for start and end dates. Employer Position Held Date End Date Reason for Leaving Contact Name Contact Number
Wednesday 6th September 2017: Supporting and Developing Learners REFLECTION FORM In order to achieve the 3 hours of CPD for day two you will need to watch all of the keynote and plenary sessions and then reflect on what you have learnt. Please complete this form and submit it along with your certificate as evidence for meeting the GMC’s educational CPD requirements for Trainer Recognition. Please consider: What did you learn from the recordings of the keynote/plenary sessions? What will you do more of as a result of the recordings of the keynote/plenary sessions? What will you do less of as a result of the keynote plenary sessions? How can you demonstrate you have implemented changes as a result of the keynote/plenary sessions?
INDEX 1.0 Background Information 2.0 Scope of Services 3.0 Timeline for RFP 4.0 Bidder’s Teleconference and Written Questions 5.0 Submission of Proposals 6.0 Proposal Contents 7.0 Period 8.0 Evaluation of Proposals 9.0 Confidential or Proprietary Information 10.0 Disabled Veteran Business Enterprise Incentive 11.0 Protests RFP ATTACHMENTS ATTACHMENT DESCRIPTION Attachment 1 Administrative Rules Governing RFPs (Non-IT Services) These rules govern this solicitation. Attachment 2 Master Agreement Standard Terms and Conditions If selected, the entity submitting the proposal (the “Proposer”) must sign an agreement containing terms and conditions (the “Terms and Conditions”). Attachment 3 Proposer’s Acceptance of Terms and Conditions On this form, the Proposer must indicate acceptance of the terms and conditions in Attachment 2 Master Agreement Terms and Conditions or identify exceptions to the Terms and Conditions. Attachment 4 Pricing Proposal Form Proposer must use this spreadsheet to provide the cost proposal. Substitute pricing forms are not allowed. Attachment 5 Darfur Contracting Act Certification Proposer must complete the Darfur Contracting Act Certification and submit the completed certification with its proposal. Attachment 6 General Certifications Form Proposer must complete the General Certifications Form and submit the completed certification with its proposal. Attachment 7 Data Record Form This form contains information the AOC requires in to process payments.
9.0 OFFER PERIOD A Proposer's proposal is an irrevocable offer for ninety (90) days following the proposal due date. In the event a final contract has not been awarded within this period, the JCC reserves the right to negotiate extensions to this period. 10.0 EVALUATION OF PROPOSALS At the time proposals are opened, each proposal will be checked for the presence or absence of the required proposal contents. The JCC will evaluate the proposals on a 100 scale using the criteria set forth in the table below. Award, if made, will be to the highest-scored proposal. If a contract will be awarded, the JCC will post an intent to award notice at . CRITERION maximum number of points Quality of work plan submitted 20 Credentials of to be assigned to the project 15 Experience on similar assignments 15 Cost 50 11.0 INTERVIEWS The JCC may conduct interviews with Proposers to clarify aspects set forth in their proposals or to assist in finalizing the ranking of top-ranked proposals. The interviews may be conducted in person or by phone. If conducted in person, interviews will likely be held at the JCC’s offices in Sacramento, or in downtown Placerville. The JCC will not reimburse Proposers for any costs incurred in traveling to or from the interview location. The JCC will notify eligible Proposers regarding interview arrangements. 12.0 CONFIDENTIAL OR PROPRIETARY INFORMATION Proposals are subject to disclosure pursuant to applicable provisions of the California Public Contract Code and rule 10.500 of the California Rules of Court. The JCC will not disclose (i) social security numbers, or (ii) balance sheets or income statements submitted by a Proposer that is not a publicly-traded corporation. All other
Utility Data EDI Integration Sub 1 Proposer will inform the JCC that the Proposer is ready to begin working with Utility Service Providers on the EDI interface to the JCC’s instance in the EMIS. Sub 2 JCC shall provide authorization to the Utility Service Providers to provide access to the JCC’s utility usage/cost data via their EDI interface and to work directly with the Proposer on configuring the interfaces between the two systems. Sub 3 Proposer shall work with Utility Service Providers to integrate the interface between the EMIS and the Utility Service Providers’ EDI interfaces. Sub 4 Proposer shall valid that all Utility Service Providers EDI interfaces are functioning, and inform the JCC that the data can be validated. Sub 5 JCC validate that data being provided by the Utility Service Providers EDI interfaces is being associated with the correct JCC facility/accounts. Acceptance criteria Deliverable 5 will be considered complete when the JCC provides the Proposer written confirmation that the data being provided by the Utility Service Providers EDI interfaces is being associated with the correct JCC facility/accounts. This Deliverable is Associated with Payment Deliverable Six: Import of Legacy Utility Data - EDI Integration (Optional) Task Item Sub Tasks Description Import of Legacy Utility Data -EDI Integration Sub 1 Proposer shall work with Utility Service Providers to integrate the interface between the EMIS and the Utility Service Providers’ EDI interfaces. Sub 2 Proposer will implement a structured methodology for importing the Utility Service
over-written the data imported from the Utility Service Providers. Acceptance criteria Deliverable 6 will be considered complete when the Proposer has completed all scheduled training sessions. This Deliverable is Associated with Payment Deliverable Seven: Training Task Item Sub Description Training Sub 1 The Proposer shall schedule Administrator/Super User/Executive training sessions with JCC staff. Sub 2 The Proposer shall conduct Administrator/Super User/Executive Training. Acceptance criteria Deliverable 6 will be considered complete when the Proposer has completed all scheduled training sessions. This Deliverable is Associated with Payment Deliverable Eight: System Cutover – Go Live Task Item Sub Tasks Description
attachment 1 – Revision 1 Judicial Council FTP Site Log-In Instructions Go to: The login box for the FTP site will appear. Type in the username and password: username = occmguest password = 123456 NOTE: Login is case-sensitive; use all lowercase for both username and password. **Refresh page if site or documents don’t appear AFTER LOGGING IN. Click on the folder: “JCC Energy Audits” Click on and review new folder under “JCC Energy Audits” entitled “2017 Lighting RFP Floorplans and RCP”. Select the document you want to save. Open the document and save/download it to your computer.
New York State Codes, Rules, and Regulations New York State Laws http://public.leginfo.state.ny.us/MENUGETF.cgi?COMMONQUERY=LAWS+ BOCES Homepage Information presented came from these sources:
Seat # Student Last Name Student First Name Student PEIMS # Test Booklet # Form # Time Minutes Clock Stopped **Breaks** did NOT stop Individual End Time Total Time to test Total Break time 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
RFK18 JL FLAT 17.250 13.750 438.150 342.900 16.438 14.125 417.525 358.775 RFK5X7 5.375 x 7.688 5.562 x 3.438 136.525 x 195.275 141.275 x 87.325 4.438 x 7.063 4.125 x 6.313 112.725 x 179.400 104.725 x 160.350 RFK6X9 ANGLE 6.313 x 8.938 7.063 x 4.375 160.350 x 227.025 179.400 x 111.125 5.688 x 8.313 4.562 x 7.313 144.475 x 211.150 115.874 x 185.750 RFK6X9 FLAT 6.250 x 8.938 7.125 x 4.375 158.750 x 227.025 180.975 x 111.125 5.813 x 8.438 4.875 x 7.562 123.825 x 192.074 123.825 x 214.325 RFK6X9 TOYOTA 7.063 x 9.750 5.790 x 7.250 179.400 x 247.650 184.150 x 147.066 5.938 x 8.688 4.938 x 7.688 150.825 x 220.675 125.425 x 195.275
Part 6 Calculating the carbon dioxide equivalent net abatement amount for a project in relation to a reporting period the Determination, abatement is calculated as the change in the amount of carbon stored in a project area through the growth of trees, natural decay, and disturbance events such as fire, pest, disease and storm, minus emissions resulting from fire and from fuel used to establish and maintain the project. Division 6.1 Preliminary 6.1 General Section 6.1 clarifies that all calculations are in respect of activities done or outcomes achieved during the reporting period for a project. 6.2 Greenhouse gas assessment boundary Section 6.2 describes the greenhouse gas sources and and relevant carbon pools that need to be assessed in order to determine the amount of carbon dioxide removed from the atmosphere when undertaking the project activity. The greenhouse gas assessment boundary includes the tree and debris carbon pools within the project area and the emission of greenhouse gases from establishing and managing the project. The carbon pools and emission sources that need to be taken into account when calculating abatement for the project are set out in Table 2, which also sets out the emissions and carbon pools that are specifically excluded from the project. 2 Source Greenhouse gas/carbon pools Included / excluded Justification for exclusion Baseline Source 1 CO2, CH4, N2O, emissions from land management activities. Excluded Exclusion is conservative. Source 2 CO2, CH4, N2O arising from fire events (prescribed burns and wild fires). Excluded Exclusion is conservative. Source 3 CH4, N2O arising from livestock grazing and fertiliser application. Excluded Exclusion is conservative.
Source 2 CO2, CH4, N2O arising from fires occurring within the project area. A single preplanting prescribed burn is not accounted for. For all other fires, CO2 included in all cases; CH4 and N2O are included only where the fire event affects >5% of a stratum area within a reporting period, or optionally, where the area is ≤ 5% of the stratum area. CO2 is accounted for through calculations of carbon stock changes within the project area, under Subdivision 6.2.2. CH4 and N2O are included for larger (>5% Stratum Area) fire events, on the that these are potentially large emissions sources, although project proponents have the option of including these emissions if they have created a stratum that is ≤ 5% of the stratum area. Source 3 N2O arising from fertiliser use. Excluded The fertiliser regime under the project should not exceed that of the baseline scenario. Sink 1 CO2, and below-ground live tree biomass (including fire affected). Included This is the major carbon pool that arises as a direct result of the project activity. This pool is expected to increase over time and achieve abatement well in excess of the baseline.
(Paragraphs 65 to 74) Compensation for loss of Office (by pastoral reorganisation) the existing provisions for compensation for loss of office as a result of pastoral reorganisation by: Replacing the existing compensation provisions calculated on future service and financial loss with compensation based on the length of past stipendiary ecclesiastical service in years. Providing a lump sum cash payment based on one month’s stipend for every year of service, capped at twenty one months’ stipend in total (but providing for a minimum cash payment of six months stipend regardless of length of service). Providing suitable housing for a period of six months. Compensating clergy for loss of pensionable service as part of the lump sum. Applying the compensation arrangements to all office holders regardless of when they took office including clergy on historic freehold. (Paragraphs 75 to 84) Measures / Areas Endowments and Glebe Measure 1976 Remove the requirement to consult incumbents and PCCs on glebe transactions. (Paragraphs 85 to 86) Patronage (Benefices) Measure 1986 In relation to the Patronage (Benefices) Measure 1986: Provide for the of presentation to lapse to the Diocesan Bishop rather than the Archbishop of the Province after nine months. Examine the for further streamlining of processes and paperwork. Other aspects of the Measure could also be simplified and brought up to date. Consider whether a more fundamental review of the Measure should be undertaken. (Paragraphs 87 to 88) National Clergy Payroll The Church Commissioners to provide clarification and improved guidance on when a post is an office and thus eligible to be paid through the clergy payroll (in addition to further planned discussions with HMRC on the tax implications of HLC and provided housing where clergy are not full time office holders). (Paragraphs 89 to 90) Availability of Guidance Encourage further consideration of how best to publicise the availability of guidance on legislation and encourage greater ease of access through the Church of England website. (Paragraphs 91 to 92) Extract from GS 1977 Developing Discipleship
and Deregulation that links passenger numbers with Budget appropriations. Refer section 6.5 of the report. 82 The Workload Growth Agreement should reflect a risk-return strategy for managing intervention rates and make appropriate allowances for productivity. The response to this recommendation is ongoing. The Department of Agriculture, Fisheries and Forestry is reviewing existing biosecurity funding arrangements to ensure that funding appropriately supports the reformed system and is aligned with government policies including cost recovery principles. Refer section 6.5 of the report. 83 In developing the detailed budget for biosecurity functions, the Government should recognise the need for a significant enhancement in senior management capacity in the National Biosecurity Authority. The Department of Agriculture, Fisheries and Forestry is reviewing existing biosecurity funding arrangements to ensure that funding appropriately supports the reformed system and is aligned with government policies including cost recovery principles. A capability assessment was conducted in 2011-12. Refer section 6.5 of the report. 84 The National Biosecurity Authority should review staff training and rotation practices to ensure that they provide an optimum balance between development of broadly skilled officers, the deepening of expertise through experience in a role and the avoidance of regulatory failure through officers developing inappropriately close relationships with the clients they are servicing. The Department of Agriculture, Fisheries and Forestry has introduced new rotation principles for its biosecurity inspectors. Staff movements will now, where possible, occur in order to develop and maintain employee's specific skills sets and expertise in plant, animal or quarantine operations disciplines. section 6.4 of the report.
The Appeal of Protestant types of people or groups were attracted to Luther’s ideas? Why were they attracted to his ideas? How did the printing help the Protestant Reformation? Who translated the New Testament into German? What position did Zwingli and Luther take on working with political authorities? The Radical Reformation and the German Peasants’ War Why did Protestant and Catholic authorities view religious radicals as a threat? What factors contributed to the peasant uprisings in Germany un 1523 and 1524 With whom did Luther side in the Peasant revolts: peasants or political authorities? Why? How did the revolts end? Marriage and Sexuality What were Luther and Zwingli’s ideas on celibacy, marriage, and women’s roles? Were women liberated in the Protestant mindset? How did Catholic and Protestant views on divorce differ? What impact did the Protestant Reformation have on monasteries and convents? In addition, what impact did this have on women and their pursuits? The Reformation and German Politics The Rise of the Habsburg Dynasty What role did marriage play in the Holy Roman Empire? What did Charles V’s empire consist of? Religious Wars in Switzerland and Germany 34. Was religious liberty espoused in most states during the Reformation? 35. Why were many German rulers attracted to Lutheranism? 36. Describe the religious situation in Switzerland in the 1520s. 37. What was the Augsburg Confession? 38. What did the of Augsburg establish? The Spread of Protestant Ideas Scandinavia 39. What impact did Lutheranism have on Denmark, Norway, Iceland, and Sweden?
B. may include advertisements and any other items you would find in a modern NEWSPAPER (just make sure you relate all information to the Reformation). C. should be neatly typed, without spelling or grammatical errors. D. should end with a separate Reference Page, citing each source used. E. should be colourful and have as many visuals (illustrations, photographs, etc.) as you would like. IV. FINALLY, each group will choose the best article in its NEWSPAPER and make a fiveminute oral presentation to the entire class. Each group member must contribute to the presentation either by speaking, creating a visual (e.g., a Power Point), or doing something else creative. Questions to Consider: To make sure your NEWSPAPER is as complete as possible, answer the following questions: 1. Why were people dissatisfied with the Catholic Church in the early 1500s? 2. Why was Martin Luther the central figure in the Protestant Reformation? 3. What were Luther’s criticisms of the Church? 4. How did Luther’s ideas spread? 5. Why did Luther want the Bible to be translated from Latin into German and other national languages? 6. How did the Church respond to Luther’s 95 Theses? 7. What were the roles of John Calvin, John Knox, and Henry VIII in the Reformation? 8. How was Europe affected by the events following Luther’s excommunication? (How did the map of Europe change as a result of the early stages of the Reformation?) Vocabulary At the end of this project, you should be familiar with all of the following vocabulary and historical personalities. Make sure that some of these appear in your NEWSPAPER. Corruption Indulgences Nepotism Martin Luther 95 Theses Protestant Reform Reformation John Calvin Predestination John Knox Henry VIII Thomas More Resources You should refer to at least three of the following sources: Websites (no wikipedia), your textbook and library books. A work cited/bibliography must be handed in with your project. All images from the Internet or photocopied from books must be cited. Any students caught plagiarizing will receive a mark of zero.
14. The Peasants' War of 1524-1525 a. was led by a radical ex-follower of Luther, Philip Melanchthon. b. furthered the spread of Lutheranism throughout all of Europe. c. as praised by Luther as it destroyed the Catholic princes of Germany. d. was strongly opposed by Luther who saw it as a social revolution from below against God's divine order. e. had no connection with any of Luther's ideas and beliefs. 15. Concerning the sacraments of the Catholic Church, Luther a. accepted all b. rejected all of them except baptism and communion, or the Lord's Supper. c. claimed marriage as the only true sacrament. d. eliminated extreme unction. e. eliminated only clerical celibacy. 16. At its outset, the Reformation in Germany was a. a phenomenon. b. largely an phenomenon. c. a movement with strong urban and rural backing. d. only a minor quarrel among monks. e. restricted to southern Germany 17. Though Luther was condemned at the Diet of Worms, he survived because he was protected by a. the Emperor Charles V. b. a seven-foot Viking bodyguard. c. his abiding in Christ. d. Ulrich Zwingli. e. the Elector of Saxony. 18. of the following was not a central belief of Lutheranism? a. Justification is by faith alone. b. Only two of the Catholic sacraments were accurate and keeping. c. God's word is found in scripture alone. d. The pope is a representative of Christ on earth. e. The sale of indulgences is a proper revenue source for a church. 19. Although Charles V had many adversaries, his chief concern during his reign was a. VIII of England. b. Ludwig II of Bavaria. c. Charles XII of Sweden. d. Francis I of France. e. Pope Clement VII. 20. In the eastern part of his empire, Charles V a threat to his power from
"after" organizational charts (show reporting lines all the way up to the Provost). It is proposed to transfer administrative responsibility from a Director operating from the Office of the Dean to the Chair of the Department of Microbiology. The BS in General Science major is a degree without a closely connected group of faculty. Administrative transfer to the Department of Microbiology is intended to enhance the student experience for students by connecting the degree to a group of faculty committed to the success and relevance of the program and its students. With a large emphasis on infectious diseases, the Department of Microbiology is the appropriate departmental home within the College of Science for a degree focused on preparation for careers in the human health professions. C. Objectives, functions (e.g., instruction, research, public service), and activities of the proposed unit. 1. Explain how the program or unit's current objectives, functions, and/or activities will be changed. Where applicable, address issues such as course offerings, program requirements, admission requirements, student learning outcomes and experiences, and advising structure and availability. How will the reorganized program be stronger than the existing program? No changes are proposed to the objectives of the major: the goal remains to educate students in general biology with an emphasis on human health as an appropriate pathway for students with a career interest in the health professions. The name change will more accurately represent these intentions. This proposal will result in no changes to course offerings, program requirements or admission requirements. Most of the courses taken by General Science students are offered through other majors, including Biology, Microbiology, Zoology, Biochemistry and Biophysics, Chemistry, Mathematics and Physics, etc. However, renaming the degree will necessitate renaming the following existing GS courses as BHS courses (via a subsequent expedited Category II proposal): GS 199 Special Studies is proposed to be renamed BHS 199 GS 401 Research is proposed to be renamed BHS 401 GS 403 Thesis is proposed to be renamed BHS 403 GS 405 Reading and Conference is proposed to be renamed BHS 405 GS 407 Seminar is proposed to be renamed BHS 407 GS 410 Science Internship is proposed to be renamed BHS 410 The proposed administrative change to align the degree with the Department of Microbiology will not change the delivery or the availability of advising. The current degree-specific College of Science advising structure, which has successfully
Facebook Grading Rubric: Not found Minimal info. Effort to complete but lacking in depth Completed with acceptable info Extra effort and beyond the requirement Appropriate & profile pic (2pts) Profile section: (5pts) Basics Philosophy Favorite quote Entertainment Activities & interests Friends with pics at least 6 (3pts) Wall posts: (16pts) 5 status updates 1 update 2 links posted 8 comments Total = _____ / 26pts
_____________________________________________________________________________________ Score U.S. Hist. & Gov’t.–Jan. ’08 [21] [OVER] Document 8
Appendix 1: Integrated continuum of care tiered model Health Promotion and Prevention is on prevention and early intervention to prevent uptake, and reduce the harms associated with AOD use Early Intervention and harm reduction in on the reduction of harms associated with AOD use Treatment Focus is on access to a range of clinical and inpatient specialist services Acute Treatment Focus is on a range of specialist services based on severity of distress and impairment and dependence Extended and continuing care (aftercare and relapse prevention) Focus is on ongoing aftercare and relapse prevention for up to 12 months Population and drug use General population General population with a focus on ‘at risk’ individuals and groups Problematic drug use Families or significant others Problematic or dependent drug use Families or significant others Special needs groups, e.g. young people, Aboriginal, CALD The same as for treatment but with a focus on high complex health and social needs Women and parents with children Coexisting issues, e.g. mental health, disability, pain management Criminal justice issues The same as for treatment and acute treatment Types of services/ Interventions (examples) Universal health promotion Brief Interventions – Information and education Community and information and education Telephone and online Needle and syringe programs (NSP) Extended Interventions Diversion programs, e.g. Illicit Drug Diversion Initiative Health promotion and prevention – community Care coordination Case Management Counselling Withdrawal Management Residential Rehabilitation Opioid Pharmacotherapy Program, (OPP) Assertive outreach The same as for treatment Care coordination Case Management Assertive outreach OPP Referral to other services
self-help programs Community programs, e.g. Good Sports Laws and regulations on the sale and supply of AODs development, information and education Places of Safety and Street Teams (for public intoxication) Service settings (examples) Healthcare services, e.g. GPs, Hospitals Community Health Centres including targeted services, e.g. Aboriginal health, youth health, mental health Neighborhood Houses Schools Community events Community Sporting Clubs The same as for Health Promotion Some specialist AOD providers, e.g. for NSPs, places of safety, street GPs Specialist government and non-government AOD services both inpatient and outpatient Hospitals Some GPs, e.g. OPP providers Specialist government and non-government AOD services both inpatient and outpatient The same as for treatment and acute treatment Workforce needs Appropriate knowledge of AOD-use issues Appropriate knowledge, training and qualifications to deliver information and The same as for Health Promotion Some specialist AOD knowledge and skills Specialist AOD knowledge, training and qualifications including range of disciplines, e.g. addiction medicine specialists, social workers, The same as for treatment The same as for treatment and acute treatment