zilongwang/ReadingBank huggingface dataset:
Northern Territory Can be undertaken by landowners. Queensland Trapping can be undertaken. South Australia Trapping is permitted. Tasmania n/a Victoria Trapping can be carried out with traps allowed under the Prevention of Cruelty to Animals Act 1986 and associated regulations. Western Australia Trapping is extensively used and there are numerous effective trap designs available. Trapping subject to animal ethics requirements. Traps should be built using designs approved by the Department of Agriculture and Food. Methods of Control—Exclusion fencing Australian Capital Territory Fencing is permitted. New South Wales Rarely used but may appear in heavily populated areas on the New South Wales north coast. Northern Territory Can be undertaken by landowners. Queensland Can be used. Electric fencing is recommended, but even this may not be effective if the feral pigs are habituated to the food source. South Australia Fencing is permitted. Tasmania n/a Victoria Exclusion fencing is allowed. Western Australia Fencing is used to protect Reedia spathacea in the south-west of WA, but is expensive and requires maintenance. Methods of Control—Other methods Australian Capital Territory Shooting is permitted. New South Wales Shooting. A Judas pigs are used by the Office of Environment and Heritage. Northern Territory Can be used if they meet the [Northern Territory] Animal Welfare Act 2000. Queensland Shooting, both ground and aerial is permitted. South Australia Shooting, both ground and aerial is permitted. Tasmania n/a Victoria Shooting, both ground and aerial is permitted. Western Australia Some ground shooting operations in the Walpole Wilderness area, south-west WA. Australian Government Standard Operating Procedures for Judas pigs. Methods of Control—Animal welfare considerations
the proposal, make any changes and create a legislative pronouncement in the statutes. Any time changes were needed a legislative vote would be required. By proposing a court rule—the Supreme Judicial Court is empowered to make rules that govern the operation of the courts. (The SJC has limited authority with regard to the 16 separate probate courts, but the SJC can promulgate rules of procedure). The SJC has established advisory committees to provide counsel and input before enacting rules. By proposing an Administrative Order—the Chief Justice of the Supreme Judicial court is authorized to issue administrative orders that govern how the courts are run. Administrative Orders are most often issued after consultation with others, but they can be issued without a lot of process. (Justice Mead provided a view of the current Administrative Order Index.) TAP will need to discuss the type of vehicle that would be most helpful to effectuating the policy. Justice Mead provided information examples of two different policies from Illinois and Florida that provide different approaches to record access. Illinois has a broad policy statement and Florida has a very detailed Security matrix. BRIEF SUMMARY OF GROUP DISCUSSION The group engaged in a lively discussion, including the idea that a new case management system and integrated e-filing system will bring efficiency and cost controls. The group recognized that online access could be a benefit for the parties, justice partners, and the clerks, yet would require a careful balancing of the appropriate privacy interests. A general discussion was held about how we conceptualize the and privacy. It is key to the integrity of the court system that we give the public access to information that allows the public to see how its government works. In addition, we must be sensitive to privacy concerns. The Legislature created the right to know law; everything is a public record unless it is not a public record. We will need to use something like that checklist for balancing the public rights v the private rights. Committee Members also discussed the possibility of retaining, in some form, the concept of practical obscurity. Just because a record is public does not necessarily mean that it needs to be put online, making things subject to long-term public broadcast. Just because information is public does not mean we have to set it on the curb.
Canberra, ACT/NSW Central Murray, NSW/VIC Stanthorpe Plateau NSW and QLD Bouldercombe, QLD – Capricorn Pest Management Group maps and monitors pest infestations to determine high priority areas. Bowling Green Bay, QLD Eastern Darling Downs, QLD Fitzroy River Mouth, QLD Morton Basin, QLD Toowoomba, QLD Upper Fitzroy River, QLD Upstart Bay, QLD Wet Tropics of Queensland, QLD Melbourne, VIC Port Phillip Bay, VIC Western District Lakes, VIC Shark Bay, WA The Coorong, SA High priority offshore islands with goats from the report “Prioritisation of high conservation status offshore islands” by Ecosure Dirk Hartog Island, WA French Island, Vic. Inglis Island and the English Company Island Group, NT – on Truant Island Kangaroo Island, SA Long Island, QLD Moreton Island, QLD Nooramunga Islands, Vic. – on Sunday Island Sir Edward Pelew Group, NT – on West Island and Vanderlin Island Prince of Wales/Muralug Island, Torres Strait, QLD Swan Island, Tas.
(12.00) OTHER OPER EXPENSES 3,430,750 TOTAL AUX SERVICES 4,253,487 (12.00) III. EMPLOYEE BENEFITS C. STATE EMPLOYER CONTRIBUTIONS EMPLOYER CONTRIB 10,896,801 1,832,294 TOTAL FRINGE BENEFITS 10,896,801 1,832,294 TOT EMPLOYEE BENEFITS 10,896,801 1,832,294 USC - UPSTATE TOTAL FUNDS AVAILABLE 92,398,969 9,271,989 TOT AUTH FTE POSITIONS (506.00) (184.82) SECTION 20D H36-U S C - BEAUFORT CAMPUS TOTAL FUNDS GENERAL FUNDS I. EDUCATION AND GENERAL A. UNRESTRICTED PERSONAL SERVICE CLASSIFIED POSITIONS 2,995,703 212,574 (81.99) (3.74) UNCLASSIFIED POSITIONS 6,850,175 2,133,146 (72.60) (17.75) OTHER PERSONAL SRVCS 1,415,027 TOTAL PERSONAL SRVC 11,260,905 2,345,720 (154.59) (21.49) OTHER OPER EXPENSES 4,410,361 121,176
OTHER OPER EXPENSES 14,662,256 16,377 PUBLIC ASSISTANCE: CASE SERVICES 65,471,307 7,017,437 TOT CASE SRVC/PUB ASST 65,471,307 7,017,437 AID TO SUBDIV: ALLOC-PRIVATE SECTOR 450,000 TOTAL DIST SUBDIV 450,000 TOTAL CHILD CARE 87,488,145 7,033,814 (131.99) TOT PROGRAMS & SRVCS 456,418,161 93,387,669 (2,751.20) (774.51) III. EMPLOYEE BENEFITS A. STATE EMP CONTRIB EMPLOYER CONTRIB 43,043,004 15,706,322 TOTAL FRINGE BENEFITS 43,043,004 15,706,322 TOT EMPLOYEE BENEFITS 43,043,004 15,706,322 DEPT OF SOCIAL SERVICES TOTAL FUNDS AVAILABLE 658,061,997 122,660,657 TOT AUTH FTE POSITIONS (3,501.99) (1,017.67) SECTION 39 L24-COMMISSION FOR THE BLIND TOTAL FUNDS GENERAL FUNDS I. ADMINISTRATION PERSONAL SERVICE COMMISSIONER/S 86,806 86,806 (1.00) (1.00)
RESEARCH & EDUCATION 200,000 TOTAL SPECIAL ITEMS 200,000 TOTAL PROFESSIONAL & OCCUP LICENSING 15,233,069 (169.90) G. LABOR SERVICES PERSONAL SERVICE OTHER OPER EXPENSES 85,000 TOT LABOR SERVICES 85,000 H. BUILDING CODES PERSONAL SERVICE CLASSIFIED POSITIONS 430,000 (12.56) TOTAL PERSONAL SRVC 430,000 (12.56) OTHER OPER EXPENSES 350,000 TOTAL BUILDING CODES 780,000 (12.56) TOT PROG AND SRVCS 30,065,348 1,088,521 (329.88) (31.82) III. EMPLOYEE BENEFITS C. STATE EMP CONTRIB EMPLOYER CONTRIB 5,958,211 222,959 TOTAL FRINGE BENEFITS 5,958,211 222,959 TOT EMPLOYEE BENEFITS 5,958,211 222,959 DEPT OF LABOR, LICENSING
1. GENERAL DATA AND INFORMATION: Panel No. AVC-1 Designation Relay Type TAPCON®260 Serial No. Rated Voltage 120 V Nominal Current 5 A Aux. Voltage 125 VDC 2. GENERAL INSPECTION CHECKS: Relay Case connected to local earth bar. Set Date and Time LED checked. T/C in Remote T/C Auto T/C Manual Raise Lower Over voltage U> Under voltage U< Over Current I> NORM SET Relay energized 3. CT & VT SETTING: PRIMARY VLOTAGE 13.8 kV PRIMARY CURRENT 2510 A Desired Voltage Level (REF. VOLT) 120 V 4. INPUTS AND OUTPUTS TESTS: Measured Value Test: Test Set Up Test Procedure : Observe the reading on the relay display in secondary values and in primary values. Inject Current in Terminal: and Apply Voltage in Terminal: Voltage Measurements: Applied Measured Values In AVR (AVC Panel)
at VT (V) Bandwidth (%) Expected Measured Expected Measured 120 ±4.0 115.2 124.8 90 86.4 93.6 60 57.4 62.4 Band width adjustment with voltage setting at 120 V: Set bandwidth (%) Voltage To Raise (V) Voltage to lower (V) Expected bandwidth (%) Measured bandwidth (%) Expected Measured Expected Measured Raise Lower Raise Lower ±3.0 116.4 123.6 3 3 ±2.0 117.6 122.4 2 2 Under Voltage Blocking (T1 Linear and set to 10 Sec) : Setting Value(V) Voltage for pickup(V) Voltage for drop off(V) Timing test(sec) Expected Measured Measured Setting Measured 70% 84.0 6 80% 96.0 10 Over Voltage Detection (AVR lowering fast when over voltage detected) Setting Value (%) Voltage for Activation (V) Voltage for deactivation (V) Expected Measured Measured 110% 132.0 120% 144.0
Set bandwidth (%) Time-delay T1 (Sec) Time – delay T2 (Sec) Operating time measured T1 Operating time measured T2 2.5. Over Current Blocking: Setting (%) In Pick up Drop off Expected (A) Measured (A) Measured (A) Test Equipment’s : FREJA300 Serial No. : Multi-meter (FLUKE) Serial No. :
Taking Action From Patient Feedback Group Sign-up Form Name Date of Birth Address (Type of accommodation i.e. Independent, residential, supported living) Telephone Number Emergency Contact details Travel Needs (How you will get to the group?) Self Staff member Group leaders/Taxi Mobility Needs?
TAPIO STATION FRIDAY 8th JUNE 2018 $1000.00 WALCO SEED CLEANING CLASSIC BARREL RACE AND EXHIBITIONS/DIVISIONAL Entries Close Friday 1st of June online @ for the Classic only, Entries will be accepted on the day for Exhibitions and both Open/Jnr Divisional’s. Pre and Post Exhibitions E/F = $5.00 Open Divisional E/F = $30 ($25.00 Add Back) Junior Divisional E/F = $20 ($16 Add Back) WALCO SEED CLEANING CLASSIC E/F = $80.00 ($65.00 Add Back) Classic horses to be checked one hour before competition please send copies of registration papers and or ABHA vet age certificate to by Friday the 1st of June Start Time approx. 1pm Arena = Camp Draft Arena Tapio Station Via Arumpo Road Buronga NSW (Mildura) Contact Suz Dicks ph 0413682484 email suzz1976@hotmail.com
Single articulated vehicles (prime mover coupled to a single semi-trailer) Coding GVM / GCM (tonnes) Potentially a modular combination 3-axle semi, single drive, single axle A111 24.5 NA 4-axle semi, single drive, tandem axle A112 32.0 NA 5-axle semi, single drive, tri-axle A113 35.5 NA 5-axle semi, tandem drive, tandem axle A122 39.5 NA 6-axle semi, tandem drive, A123 43.0 NA 7-axle semi, tandem drive, quad-axle A124 43.0*^ (50.0 @) NA 7-axle semi, tri-drive, tri-axle A133 46.5 (43.0)*^ NA B-Doubles (Prime mover coupled to 2 semi-trailers, connected via a B coupling) Trailers are sometimes described as an A or lead trailer with a following B or semi-trailer. Coding GVM / GCM (tonnes) Potentially a modular combination B-double, tandem drive, tandem axle B1222 56.0 (50.5)* M B-double, tandem drive, tandem-tri axle B1223 59.5 M B-double, tandem drive, axle B1232 59.5 M B-double, tandem drive, B1233 63.0 M B-double, tandem drive, B1243 63.0 (70.0 @) M B-double, tandem drive, B1244 63.0 (77.0 @) - B-Triples (Prime mover coupled to 3 semi-trailers, connected via a B coupling) The trailers are 2 A or lead trailers with a following B or semi-trailer) Coding GVM / GCM (tonnes) Potentially a modular combination B-triple, tandem drive, 3 tandem axle groups B12222 72.5 M
B-triple, tandem drive, axle B12332 79.5 M B-triple, tandem drive, tri-axle B12333 83.0 M Conventional double road train, type I road train or A double. (prime mover coupled firstly to a semi-trailer and then a dog trailer connected via an A coupling and comprising of a converter dolly and semi-trailer) Coding GVM / GCM (tonnes) Potentially a modular combination Double road-train, tandem drive, tri-axle, tandem dolly A123T23 79.5 M Double road-train, tandem drive, tri-axle, tri-dolly A123T33 83.0 M Conventional triple road train, type II road train or A triple. (prime mover coupled firstly to a semi-trailer and then 2 dog trailers connected via an A coupling, and both comprising of a converter dolly and semi-trailer) Coding GVM / GCM (tonnes) Potentially a modular combination Triple road-train, tandem drive, tri-axle, tandem dolly A123T23T23 116.0 M Triple road-train, tandem drive, tri-axle, tri-dolly A123T33T33 123.0 -
Modern road trains, a variation of the tradition type I and II road trains. They are modular and include both A and B type coupling(s) of the semi-trailer elements. Coding GVM / GCM (tonnes) Potentially a modular combination AB-triple, tandem drive, tandem dolly A123T2B33 99.5 M AB-triple, tandem drive, tri-axle dolly A123T3B33 103.0 - AB-triple, tandem drive, tri-axle dolly A124T3B43 103.0 (117.0 @) - AB-triple, tri-drive, tri-axle, tandem dolly A133T2B33 103.0 - AB-triple, tri-drive, tri-quad-tri, tri-axle dolly A133T3B43 106.5 (113.5 @) - BAB-quad, tandem drive, tandem dolly B1233T2B33 119.5 M BAB-quad, tandem drive, tri-dolly B1233T3B33 123.0 - BAB-quad, tandem drive, quad-tri, tri-dolly B1243T3B43 131.0 - BAB-quad, tri-drive, tri-axle, tandem-dolly B1333T2B33 143.0 M
Longer stroke brake chambers identification Over recent years longer stroke brake chambers have become standard on a range of truck models. These chambers are not always easily identifiable and they don’t all have the same stroke. A mismatch of chambers may lead to brake imbalance issue across an axle, particularly during a Roller Brake Testing. Refer to the applicable TAP for the detailed roller brake testing procedure. Component suppliers always recommend fitting matching chambers and other componentry. Warning Ensure components are identical across an axle and, optimally, within an axle group. Identify long stroke brake chambers by two of the following methods (Refer to SAE J1817 for details): Trapezoidal shaped tag with the stroke information detailed (figure 3) Square boss around the chamber’s air supply port or ports (figure 4) Embossed or cast-in service instruction advising chamber details (figure 5) Figure 3: Reference tag Figure 4: Boss shape Figure 5: Body marking Source: Haldex Haldex BPW Transpec Chamber stroke / readjustment lengths Long stroke brake chambers are available in 3 classes or bands, based on their increase in stroke from the standard rated brake chamber stroke. Class I Class II Class III An actuator having a stroke of 6.4 to 12.4 mm 12.7 to 18.8 mm 19 mm greater than standard rated stroke 0.25 to 0.49” 0.50 to 0.74” 0.75” Table 1: Long stroke actuator classes. Refer to SAE J1817 for details. Table 2 lists the SAE recommendation for both the stroke length and maximum adjustment limit for brake chambers. Chamber Type or size Standard stroke brake chambers Long stroke brake chambers Class I Std. + 0.25" (6.4 mm)* Class II Std. + 0.50" (12.7 mm)* Class III Std. + 0.75" (19.0 mm)*
Year 6 Transition Document To facilitate the efficient use of this form, copies will be shared electronically either by secure email or via secure platforms such as Google Drive. Pupil Name D.o.B Today’s Date Primary School Pupil Premium Yes No SATS result/ Teacher Assessments Reading Writing GAPS Mathematics Science / / / / / SEN Yes No Please complete additional page. Concessions for SAT Extra Time Reader Scribe Other (please name) EHCP Yes No Monitored for Potential SEN? Yes No Attendance % Comment Young Carer Yes No Comment: Gifted and Talented Yes No Comment: Child Protection Concerns Yes No Further Information to follow (confidential) Yes No Comment (Please include details of outside agencies): Support from Home Consistent Intermittent Rare Comment: What are the challenges for them? Attitudes to Learning Behaviour & Social Skills Intervention in place (past and present) Social Issues How does this pupil shine?
Additional SEND Information Area of Need Previous effective support Communication and Interaction Cognition and Learning Social Emotional and Mental Health Difficulties Sensory and/or Physical Needs Has the student met with an Educational Psychologist Y N Date of assessment: Date of report: Comment: Please suggest a target for the pupil’s first IEP: TA Support in Year 6? Y N (If Y) TA hours: Other agencies involved: (please list) Parent or Carer declaration: ‘I agree or the information contained within this form to be shared with relevant professionals, including any safeguarding concerns, in order to enable appropriate support for my child at points of transition and beyond’. Parent or Carer signature: Date:
MEDICAL PLAN Incident Name Date Prepared Time Prepared Operational Period 5. Incident Medical Aid Station Medical Aid Stations Location Paramedics Yes No 6. Transportation A. Ambulance Services Name Address Phone Paramedics Yes No B. Incident Ambulances Name Location Paramedics Yes No South Metro Fire Rescue 7. Hospitals Name Address Travel Time Air Ground Phone Helipad Yes No Burn Center Yes No 8. Medical Emergency Procedures Prepared by (Medical Unit Leader) 10. Reviewed by (Safety Officer)
1. Training Name Training Title Here 2. Operational Period to be covered by IAP (Date/Time) From: __/__/__ To: __/__/__ Supplies Needed ICS 215-TAP 3. Type Type ___ – ___ Training 4. Division/Group/Staging Facility and Supply Needs 5. Operations Personnel Name Affiliation Contact # (s) Conference Incident Commander: 6. Facility and Supply Needs “X” indicates 204a attachment with additional instructions Items Needed In Stock Date Ordered Responsibility Location Needed Special Notes: 10. Prepared by Date/Time 11. Reviewed by Lead Date/Time 12. Reviewed by Date/Time
INCIDENT ACTION PLAN SAFETY ANALYSIS 1. Incident Name TIC/live fire 2. Date October 1-3 (Volunteer Conference) 3. Time 07:00-17:00 Division or Group Potential Hazards Mitigations (e.g. PPE, buddy system, escape routes) Type of Hazard: Thermal Injuries Type of Hazard: Slip and Falls Type of Hazard: Heat exposure Type of Hazard: Dehydration Type of Hazard: Type of Hazard: Type of Hazard: Type of Hazard Prepared by (Name and Position)
Total per hour (up to 1,672 hours) $88.38 Note that this is not a prescribed or recommended rate. Owner drivers are strongly recommended to consider their own circumstances and obtain advice. This model assumes that the owner driver will recover annual costs over 1,672 driving hours a year. Many owner drivers work longer than these hours, either extra days each week or longer hours each day. Total per hour – for hours in excess of 7.6 hours per day / 1,672 hours a year This table calculates an hourly rate for those extra hours, using variable and labour costs only, and using overtime rates of pay. Totals Totals per driving hour Typical costs Your figures Notes Variable Costs $18.48 Assuming 26.32 km travelled per hour. Labour (overtime rates) $41.66 - $54.68 This worked example is based on overtime penalty labour rates of between 150% and 200% See discussion on rates for labour in Part 3. Total per hour (up to 1,672 hours) $60.14 - $73.16 Note that this is not a prescribed or recommended rate. Owner drivers are strongly recommended to consider their own circumstances and obtain advice. In addition to the above, owner drivers should where relevant include any amount that they seek as a return on their capital investment. This issue is dealt with in section 11 of the Owner Drivers and Forestry Contractors Code of Practice, available from business.vic.gov.au/ownerdrivershirers Note that this is not a prescribed or recommended rate. It is strongly recommended that owner drivers obtain advice on their own individual circumstances and discuss all issues with their hirer or potential hirer to ensure that there is no misunderstanding concerning payment structures.
Insurance Personal Sickness and Accident/Income Basic policy, based on 80% of income for 52 weeks, 30 day waiting period. Assumes driver is travelling intrastate only. Assumes driver has no pre-existing conditions. Maximum age limit of 60 years. These fixed costs have been calculated at 100%. $559 The cost of personal income and accident insurance (also called income protection insurance) will vary depending on the individual’s health history, the amount of income insured, the period of time after an accident before benefits are payable and the maximum period over which benefits are paid. Insurance Public Liability Assumes policy for public liability claims up to $10 million. These costs have been calculated at 100%. $474 Insurance Workers’ Compensation Assumed at the rate of 4.5% for the assumed labour rate of the business owner of $54,417. Assumes vehicle is primarily travelling intrastate. $2,449 The rate is current as at 2018-2019 and is subject to change. The rate charged for workers’ compensation insurance may vary depending on whether the vehicle is travelling short or long distances and whether the vehicle is travelling interstate. The rate may also vary depending on the driver’s claims history. Yard and Parking $2,460 The rate is based on $205 per month. GPS and Mapping System $256 The rate is based on a monthly rate of $21.33 Business Administration Costs Includes maintenance of records, preparation of tax returns, mobile phone charges, consumer price index and sundry business expenses. These fixed costs have been calculated at 100% $2,838 Accounting/bookkeeping fees may be lower if the business prepares its own BAS and accounts. Mobile phone charges will vary depending on level of use. Other costs: Professional association fees, accommodation costs, parking fees, bank charges, and other costs should be allowed
Select E-Check hyperlink Enter payment source (bank) details if it is your first time making a payment on TAP. You can save the payment source for future use by clicking the Yes button and future payments, the bank account will be available in the dropdown window. Click Submit and then enter password in the pop-up window to confirm and authorize payment. The payment confirmation will display. You may choose to Print Confirmation Page or click ok to exit the confirmation page. Single Original E-Check Bulk XML January8 From TAP Homepage, click Upload Bulk File (XML) Read instructions and hit next Add Attachment button to upload the file and name it in the Description Field The contents of the a payment would look like: Single Original Fedwire/ACH credit 1. From the TAP Homepage, click on the Account Hyperlink
Date of delivery: 13 May 2012 Date Description Author Modified chapters 06/03/2012 0.1 Initialisation J.C. Montigny D. Margottin 08/03/2012 0.2 Changes during the TAP TSI Architecture meeting on 8mar12 Architecture Group Context and Scope 1.4 TAP TSI Retail Architecture context 20/03/2012 1.0 Version to be discussed and enriched with all architects for the 27mar12 meeting J.C. Montigny R. Santoro D. Margottin 21/03/2012 1.1 Final version presented to meeting J.C. Montigny D. Margottin 03/04/2012 1.2 Inclusion of all contributions and remarks from architects J.C. Montigny on behalf of Group According to new document structure 05/04/2012 1.3 Tidying and sorting of Non functional Requirements Rephrasing Use Cases Minor changes to Glossary J.C. Montigny Minor §1; §4.2 Major §6 use cases; Major §7 06/04/2012 1.3 Security and service requirements updated M. Haynes Changes in red done independently between the 2 v1.3 09/04/2012 2.0 4.2 Actor’s Landscape: Replacement with last Anant’s drawing 4.3 Interaction Overview: Replacement with last Anant’s drawing 6.4.2 Flow View: Replacement of last Dominique’s Drawings D. Margottin Reference Document for the Architecture meeting on 11 Apr 11/04/2012 2.1 Validation of the document until chapter 4.4.1 List of Resources Architecture Group 14/04/2012 2.2 Inputs from Mick on Registry security are moved to an appropriate chapter M. Haynes 6.1 19/04/2012 3.0 Validation of the document until chapter 6.1.2 “Use Cases” Architecture Group 4.1.1, 5.1 and 6.1.1 20/04/2012 4.0 Validation of the document until the end Architecture Group Consistency work between terms is needed; Chapter 4.4.2 and 4.4.3 need to be
Achievements and Performance SORP reference Summary of the main achievements of the charity, identifying the difference the charity’s work has made to the circumstances of its beneficiaries and any wider benefits to society as a whole. Para 1.20 Additional information (optional) You may choose to include further statements where relevant about: Achievements against objectives set Para 1.41 Performance of fundraising activities against objectives set Para 1.41 Investment performance against objectives Para 1.41 Other Financial Review Review of the charity’s financial position at the end of the period Para 1.21 Statement explaining the Para 1.22
Acknowledgements The Technology Assisted Review (TAR) Guidelines is the work product of more than 50 experienced practitioners and experts, who devoted substantial time and effort to improve the law. Three of them assumed greater responsibility as team leaders, including: Team Leaders Mike Quartararo Stroock & Stroock & Lavan Matt Poplawski Winston & Strawn Adam Strayer Paul, Weiss, Rifkind, Wharton & Garrison The following practitioners and ediscovery experts helped draft particular sections of the text: Contributors Kelly Atherton NightOwl Discovery Doug Austin CloudNine Martin Barna AlixPartners Ben Barnett Dechert Lilith Bat-Leah BlueStar Chris Bojar Barack Ferrazzano Michelle Briggs Goodwin Procter Jennifer Miranda Clamme Keesal Young & Logan David Cohen Reed Smith Matthew Cohen AlixPartners Xavier Diokno Consilio Tara Emory Driven Inc. Brian Flatley Ellis & Winters Paul Gettmann Ayfie, Inc. David Greetham RICOH USA, Inc. Robert Keeling Sidley Austin Deborah Ketchmark Consilio Jonathan Kiang Epiq John Koss Mintz Levin Jon Lavinder Epiq Brandon Mack Epiq Rachi Messing Microsoft Michael Minnick Brooks Pierce Connie Morales Capital Digital and Califorensics Lynne Trial Assets Tom O’Conner Gulf Coast Legal Technology Center Tim Opsitnick TCDI Constantine Pappas Relativity Chris Paskach The Claro Group Donald Ramsey Stinson Leonard Street Niloy Ray Littler Mendelson Philip Richards DiscoverReady Bob Rohlf Exterro Herbert Roitblat Mimecast John Rosenthal Winston & Strawn Justin Scranton Consilio
premiums have been paid. 14.2 Default If the Contractor fails to effect or keep in force any of the insurances referred to in the previous Sub-Clause, or fails to provide satisfactory evidence, policies or receipts, the Employer may, without prejudice to any other right or remedy, effect insurance for the cover relevant to such as a default and pay the premiums due and recover the same plus a sum in percentage given in Contractor Data from any other amounts due to the Contractor. 15. RESOLUTION OF DISPUTES 15.1 Engineer’s Decision If a dispute of any kind whatsoever arises between the Employer and the Contractor in connection with the Works, the matter in dispute shall, in the first place, be referred in writing to the Engineer, with a copy to the other party. Such reference shall state that it is made pursuant to this Clause. No later than the twenty eight (28) days after the day on which he received such reference, the Engineer shall give notice of his decision to the Employer and the Contractor. Unless the Contract has already been repudiated or terminated, the Contractor shall,in every case, continue to proceed with the Work with all due diligence, and the Contractor and the Employer shall give effect forthwith to every such decision of the Engineer unless and until the same shall be revised, as hereinafter provided in an arbitral award. 15.2 Notice of Dissatisfaction If a Party is dissatisfied with the decision of the Engineer or if no decision is given within the time set out in Sub-Clause 15.1 here above, the Party may give notice of dissatisfaction referring to this Sub-Clause within fourteen (14) days of receipt of the decision or the expiry of the time for the decision. If no notice of dissatisfaction is given within the specified time, the decision shall be final and binding on the Parties. If notice of dissatisfaction is given within the specified time, the decision shall be binding on the Parties who shall give effect to it without delay unless and until the decision of the Engineer is revised by an arbitrator. 15.3 Arbitration A dispute which has been the subject of a notice of dissatisfaction shall be finally settled as per provisions of Arbitration Act 1940 (Act No. X of 1940) and Rules made there under and any statutory modifications thereto. Any hearing shall be held at the place specified in the Contract Data and in the language referred to in Sub-Clause 1.5.
S.No. DESCRIPTION MAKE QTY LOCATION STATUS 01 1MVA,11KV (H.T),3 Phase, 50 Hz, DG Sets KTA-50 G1,Dawson Keith, England 01 Installed at M.D.S Working Condition 02 1MVA,11KV (H.T),3 Phase, 50 Hz, DG Sets MGS-1200HV Mitsubishi, Heavy industrial Ltd: japan 01 Installed at M.D.S Working Condition 03 250KVA ,3 Phase, 50 Hz, Mobile DG Sets GPD-250 Power Master 01 MDS Working Condition 04 125KVA(L.T), 3 Phase, 50 Hz, DG Set CPC-125 Dawson Keith England 02 M.D.S & KDLB building Working Condition 05 65KVA(L.T), 3 Phase, 50 Hz, DG Set A-4135D China 01 Installed at Telephone Exchange Working Condition SCOPE OF WORK.
Learning How to Learn To identify one’s own possibilities and shortcomings in music and communicating in the English language and develop autonomous strategies to improve them. Autonomy and Personal Initiative To develop a positive attitude towards hard work, responsibility and perseverance. Evaluation Criteria -Reads and extracts specific information from a text in English. -Appreciates the importance of live concerts. -Develops an interest in opera. -Identifies and defines the signs that lengthen notes. -Identifies and classifies different types of human voices. -Identifies and defines the accidentals. -Reviews and defines the characteristics of string instruments correctly and coherently. -Plays a Christmas carol correctly on the recorder. -Listens to a passage from ‘’The Four Seasons’’ and acts it out creatively. -Explains the origin of Christmas carols correctly and coherently. -Learns a choreography and dances correctly. -Reviews and explains the concepts presented in units 1 & 2 correctly in his/her own words.
TARC (placing 8th in the nation in 2010) and we have done the follow-on NASA Student Launch Initiative for two years. Our contact information: Email: Skype: rkoepke01 House Phone: (714) 288-0321 Cell Phones – Bob: (949) 331-4160 Jann: (714) 602-0726 Please feel free to contact us with any questions you might have – we’ll do our best to help. There are several parts in this set of documents meant to help you get started with your design: Part 1: Is this introductory section Part 2: Provides an overview of designing a rocket together with some sources for parts Part 3: Provides more details for designing your rocket Patt 4: Provides a picture, weight, and source for some of the components you may use in your rocket Part 5: Are general rules of thumb for model rocket design. These are NOT absolutes – merely starting points (edited list from the Info Central Web Site) Part 6: Is a list of the tools and components we suggest you have in a toolbox/field box that you will need during the building and launching of your rocket. The AIAA OC Section loans this toolbox to the teams sponsored by AIAA. Other teams might want to use this list as a guideline for what they might need for design and in their field box Part 7: Is the flight record. You should record the conditions and details of each flight you make during this contest. The design process is iterative – that is, use Rocksim to design and simulate your rocket – fine tuning it until the flight matches the challenge. But simulation and real life often do not match 1 for 1. So test fly your rocket, record the results, then go back to Rocksim and make changes so your simulations and real life more closely align. Then repeat the process until the simulation matches real life, and real life matches the challenge. Then you are ready for a qualification flight. The TARC documentation says that successful teams have 10 or more test flights. Historically, AIAA OC Section teams have had 20 to 30 test flights. Our schedule will provide many opportunities for launch – it is up to you to be ready for them.
Tardive Dyskinesia What is tardive dyskinesia? Tardive dyskinesia (TD) is a set of symptoms caused by the long-term use of certain medicines. These medicines, called antipsychotics, may be prescribed to treat: hallucinations (hearing and seeing things that are not there) delusions (false beliefs) mood swings paranoid thoughts (thinking that people are out to get you) agitation (getting overly excited, anxious, or angry for no reason) severe obsessive compulsive disorder (OCD) What is the cause? Certain medicines may cause TD by changing the balance of certain neurotransmitters in the brain. Newer antipsychotic medicines may be less likely to cause TD. You are most at risk of developing TD if you take antipsychotic medicine and you: have taken it for a long time are taking high doses (particularly if you are an older adult) have recently stopped taking the medicine What are the symptoms? TD most commonly involves repetitive, involuntary movements such as: tongue thrusting lip smacking lip pursing grimacing and chewing movements rocking of the trunk pelvic thrusting rotating the ankles or legs marching in place irregular breathing frequent humming or grunting Symptoms may start a few months to several years after you begin taking these medicines. The movements may be barely noticeable or quite obvious. How is it diagnosed? Your healthcare provider will ask about your medical history and examine you. Lab tests may be done to rule out other conditions. You might be given the Abnormal Involuntary Movement Scale (AIMS) test, or the Dyskinesia Identification System Condensed User Scale (DISCUS) test. These tests take just a few minutes and can be done every 6 months while you are using medicines that may cause TD. How is it treated? Your healthcare provider may reduce your dosage or replace the medicine you have been taking. The medicine may be replaced with newer antipsychotic medicines. Other medicines may be prescribed to help with TD symptoms.
Circuito Cálculo teórico Experimento Medida real Comparativa teórico frente a real RT = 1K + 1K = 2 K V alimentación = 5 V V1= 2,5 V V2= 2,5 V I= 2,5 mA V1t=2,5 V V1r=2,490 V V1t – V1r = 0,010 V 0,4% error V2t=2,5 V V2r=2,502 V2t - V2r= 0,002 V 0,08% de error It=2,5 mA Ir=2,523 mA It – Ir = 0,023 mA 0,92% de error Circuito Cálculo teórico Experimento Medida real Comparativa teórico frente a real
with Psychopathy is not significant (p = 0.36, one-tailed). Combining Machiavellianism and narcissism leads to a strong interactive effect with Discretion on Target (p = 0.01), suggesting that our findings are driven by individuals that are high in Machiavellianism and narcissism. We also test H4b, that a superior’s Dark Triad level will moderate the relationship between Discretion and the effort that superiors are willing to exert in the target-setting process. We run a general linear model with the three measures of effort (ThinkCarefully, MoreEffort, or TargetTime) as the dependent variable and Discretion and DarkTriad as the independent variables. We do not find a significant relationship with ThinkCarefully or TargetTime and the findings using MoreEffort are not in the expected direction. This surprising result with MoreEffort could be driven by high Dark Triad individuals’ focus on impression management, such that they could be trying to improve impressions of their target-setting abilities by that they are exerting more effort. Overall, the results suggest that the Dark Triad traits do not influence the level of effort that superiors exert in the target-setting process as expected. Supplemental Analysis – Effects of Additional Personality Characteristics We included several personality scales in the follow-up characteristic survey to prevent hypothesis guessing, including procedural fairness and tolerance for ambiguity, and we evaluate the potential effects that these traits have on superiors’ target setting (untabulated). We first note that superiors with a high concern for procedural fairness set less aggressive targets for their subordinates (6.57) compared to those with low procedural fairness concerns (6.93), regardless of whether or not they have ex post compensation discretion. A general linear model with Target as the dependent variable and ProcFairness and Discretion as independent variables, however, shows that this difference only approaches significance (p = 0.12, two-tailed), and the interaction is not significant (p = 0.76, two-tailed). For TolAmbiguity, using a general linear model with
Organisation contacts Name Email Phone Organisation Office Ph Sat Phone Duty Manager Names of people who will need to know about an emergency (who are not next of kin) On Call Phone Legal Insurance Participant details/register: All participants including leaders, assistants, parents, helpers By: Date: Participant Name Role Emergency Contact (next of kin, guardian, spouse etc) Address Phone Critical Personal information e.g. participant, leader, parents/guardians, Allergies, disabilities, medical conditions, medications carried etc
The Job Coach Program for students in individual worksites. The Work Crew Program for 4-5 students at the same work experience site. Programs are delivered external to the school and are developed and monitored by school personnel. In addition this program supports: The Community Program for social skills and The Exit Program for school leavers linked to an identified post school options provider. The program should be related to goals identified in planning for student needs. Students undertaking workplace learning programs should be participating in the school’s overall School to Work Program. Teachers should consult the Workplace Learning Policy and associated documents where students engage in community learning. This program does not support HSC VET students. Education ‘s Disability Action Plan - the actions undertaken and the outcomes achieved. School Services report on schools which have been supported through this program. Learning and Wellbeing Targeted Funding Programs 2017 PROGRAM EVALUATION Please use new form for each program for which you have received funds School name: School code: Contact person: Position: Phone: Program Please tick. Commonwealth Strategic Assistance Program Yearly allocation: $
PROGRAM TARGET GROUP PROGRAM DESCRIPTION ACCOUNTABILITY Strategic Assistance Program Students with disabilities enrolled in special schools and support classes Provides teacher or school learning support officer assistance for inclusion programs involving regular classes and community settings. This program supports: * Learning outcomes within regular educational and community settings, and * Students in the last term of their transition to a new setting School Services are required to report annually against the Department of Education’s Disability Action Plan - the actions undertaken and the outcomes achieved. School Services report on schools which have been supported through this program. Learning and Wellbeing Targeted Funding Programs 2017 PROGRAM EVALUATION Please use a new form for each program for which you have received funds School name: School code:
2018 HSC VET Disability Support Program (SVET) Learning and Wellbeing Targeted Programs HSC VET SUPPORT STUDENT INFORMATION (Years 11-12) PROGRAM TARGET GROUP DESCRIPTION ACCOUNTABILITY HSC Vocational Education and Training (VET) Disability Support (SVET) Students with disabilities in regular classes, support classes and special schools undertaking an accredited HSC VET course in years 11 and 12. Provides teacher or school learning support officer assistance to individual students or groups of students undertaking HSC VET courses that are delivered in their own or a host school and includes the mandatory work placement component. Schools should consult the Workplace Learning Policy and associated documents. School Services are required to report annually against the Department of Education’s Disability Action Plan - the actions undertaken and the outcomes achieved. School Services report on schools which have been supported through this program.ITY 2017 Targeted Programs EVALUATION Please use new form for each program for which you have received funds School name: School code: Contact person: Position: Phone: Program Please tick. Commonwealth Strategic Assistance Program HSC VET Disability Support Program Secondary Schools Link Support Program - Yearly allocation: $
HSC VET Disability Support Program Secondary Schools Link Support Program - Job coach Work Crew Community Exit Program Remaining funds as per school’s financial system report 30/12/2017 (Attach copy): $ Program Outcomes How have the funds been used? Comments Principal’s name Principal’s signature ______________________________________ Date Learning and Wellbeing Targeted Programs LINK SUPPORT STUDENT INFORMATION (Years 9-12) School: Code: Student Name Year in 2018 SSP SC R Disability code(s) Program (Please tick as appropriate) J E WC CP
PROGRAM TARGET GROUP PROGRAM DESCRIPTION ACCOUNTABILITY Strategic Assistance Program Students with disabilities enrolled in special schools and support classes Provides teacher or school learning support officer assistance for inclusion programs involving regular classes and community settings. This program supports: * Learning outcomes within regular educational and community settings, and * Students in the last term of their transition to a new setting School Services are required to report annually against the Department of Education’s Disability Action Plan - the actions undertaken and the outcomes achieved. School Services report on schools which have been supported through this program. Learning and Wellbeing Targeted Funding Programs 2017 PROGRAM EVALUATION Please use a new form for each program for which you have received funds School name: School code:
Appendix 1 The details of appendix 1 have been removed, as individuals are identifiable from the data. Appendix 2 – outcomes upon completion of expression of interest and competency-based assessment stages Appendix 3 – voluntary exit Appendix 4 – voluntary redundancy Appendix 5 – combined outcomes of earlier processes
Name: Date: Period: Final Exam Review Packet A5a – I can convert between standard and factored form I’m ready for the final I need more practice Factor. Expand (write each product as a sum). A5b – I can quadratic equations I’m ready for the final I need more practice Solve using square roots. Solve using the Zero Product Property. using the Quadratic Formula.
one another, aggressive in their need for self-protection. Other languages also enter the conversation. Trieste, for example, is a city of three languages, its Slovene population at times as numerous as that in Ljubljana itself. Movement across languages is marked by the special intensity that comes from shared references and a shared history and indeed translation becomes the very condition of civic Cultures of mediation, in dual or multilingual cities, are immersed in the social and political forces that regulate the relations among languages. Translation can be seen to express two kinds of social interaction: distancing (translation as the expression of the gulfs which separate languages and cultures, with its most extreme form being over-writing or the effacement of one language), and furthering (translation as the vehicle of esthetic interactions and blendings). Distancing is what happens when translations serve to underscore the differences that prevail among cultures and languages, even when the gap may be the small distances of urban space. Distancing occurs when authors are treated as representatives of their origins, of their national or religious traditions, when translation is undertaken for ideological reasons, either in a mood of antagonism, of generosity or simply of politeness. Furthering, by contrast, involves what Grossman calls the “revivyfing and expansive effect” of translation, one language infusing another ‘with influences, alterations and combinations that would not have been possible without the presence of translated foreign literary styles and perceptions, the material significance and heft of literature that lies outside the territory of the purely monolingual.’ (Grossman 2010: 16) Cities of Central Europe In this essay, I would like to expand and broaden the notion of the dual city—and the conflictual forces of translation-- by focusing on the cities of Central Europe as a particular historical and geographical configuration of the city in translation. In the spirit of the theme of
Astrid. 2007. ‘Multiculturalisme et multilinguisme à Czernowitz. L’exemple d’Itzik Manger’. Etudes germaniques 62, 1: 121-132. Stenberg, 1991. Journey to Oblivion. The End of the East European Yiddish and German Worlds in the Mirror of Literature. Toronto: University of Toronto Press. Straw, W. and Boutros, A. 2010. Circulation and the City: Essays on Urban Culture, Montreal: McGill-Queen's University Press. Tymoczko, M. 2007. Enlarging Translation, Empowering Translators, Manchester, UK; Kinderhook, NY: St. Jerome. Tymoczko, ‘Enlarging Western Translation Theory: Integrating Non-Western Thought about Translation’. http://eslking.com/library2/collections/language/translation/tymoczko_translation_theory.pdf Van Duin, Pieter. 2009. Central European Crossroads. Social Democracy and National Revolution in Bratislava (Pressburg) 1867-1921. New York- Oxford: Berhahn Von Rezzori. 2007. Memoirs of an Anti-Semite. Trans. Joachim Neugroschel. New York: Random House.
Targeted Coaching Look Fors* Look Fors identify best practices teams and staff use to facilitate meetings, learning exercises, and coaching sessions. Items are recorded as observed or not observed and include an example of the behavior or permanent product observed. Observation data are used to guide feedback and support in order to improve facilitation of various implementation activities. General Coaching Look Fors collect data on global coaching behaviors. These Targeted Coaching Looks Fors attend to specific skills of , and . Targeted Coaching Look Fors* Observer: Date: Coaching Provided by: Recipient of Coaching: Organization: Focus of Coaching: Describe Coaching Session: Directions: Insert an “x” or “” in the box to indicate that the behavior was observed and/or notes are included. Below each item is a section to include behaviors observed or permanent products that serve as examples of the item. As a reminder, Look Fors do not produce scores but instead guide delivery of coaching supports. Prompting Prompts are delivered as planned to elicit targeted skills or set up in the environment so that they are easily viewed (sticky note, checklist, etc.). Behaviors or Permanent Products Observed: Prompt is delivered at an appropriate time to elicit the desired behavior. Behaviors or Permanent Products Observed: Prompts are delivered discreetly. Behaviors or Permanent Products Observed: Data are collected and used to identify when prompts should be faded. Behaviors or Permanent Products Observed: Comments/Notes/Recommendations for Prompting: Scaffolding Use If modeling was used, coach uses examples and/or non-examples and think alouds to demonstrate use of practice or skills. Behaviors or Permanent Products Observed: If modeling was used, recipient has pre-determined behaviors or content to observe or review that may include a fidelity checklist or data collection tool to structure observation of use of practice. Behaviors or Permanent Products Observed:
Please provide the following information on the individuals and of proposed training Job Title of Individual(s) Receiving Training (Use 1 line for multiple people with the same job title) Avg. Rate of Pay Est. Rate of Pay Type of Training Training Estimated Start Date Training Estimated End Date Issued/Recognized By: Classroom/ Training Hours Actual Cost of Training/textbooks per Individual Example: Project Managers (3) 20.00 23.00 Project Management Professional 9/1/13 10/31/13 St. Petersburg College/ Project Management Institute (PMI) 35 hours $ 850.00
Job Title of Individual(s) Avg Rate of Pay Estimated Rate of Type of Training Training Training Certificate Cost of Training/textbooks per Individual Receiving Training (Use 1 line for multiple people with the same job title) Pay Start Date End Date Issued/Recognized By: : ex. Computer Support Tech (15) 15.00 18.00 CISCO 2/15/12 4/15/12 St.Pete College/Industry Recognized $ 850.00