zilongwang/ReadingBank huggingface dataset:
Insert a or provide a reference to where it is stored, that shows the different recommendations to address each of the capacity scenarios illustrated above. Describe how expected growth will be monitored and managed. Below is a basic example of a table that may be used to illustrate one approach for monitoring and managing future capacity. The approach used to illustrate these requirements may differ from project to project.> Area/Item Monitored Capacity Requirements % Increase Needed Per <time period> Capacity Threshold(s) Threshold Response Strategy (Action to Be Take Upon Reaching Threshold) <Hard Drive Storage> <Enter capacity requirements and measures.> <Enter projected increases over intervals of time.> <Enter acceptable capacity threshold(s).> response strategies to varying threshold limits. Threshold is defined as the level at which an event or change occurs.> <Number of Project Staff> of Quality Assurance Staff to Development Staff> Table 9.1 - Findings Summary Appendix A: References <Insert the name, version number, description, and physical location of any documents referenced in this document. Add rows to the table as necessary.> Table A.1 below summarizes the documents referenced in this document. Document Name Description Location <Document name and version number> <Document description> <URL to where document is located> A.1 - Appendix A: References
Acronyms ASB Indonesia Arbeiter-Samariter-Bund Germany, Indonesia Office DiDRR Disability Inclusive Disaster Risk Reduction DiDRRN Disability Inclusive Disaster Risk Reduction Network for Asia and the Pacific DPO Disabled People’s Organisation DRR Disaster Risk Reduction HFA Framework for Action 2005-2015 MOIDRR Mapping of Organisations in Indonesia in Disaster Risk Reduction Survey NGO Non-government Organisations REDCap Research Electronic Data Capture software SC-DRR Safer Communities through Disaster Risk Reduction UNDP United Nations Development Program UNISDR United Nations International Strategy for Disaster Reduction UNOCHA United Nations Office for the Coordination of Humanitarian Affairs List of Tables
The preparation of a household emergency plan and emergency kit are basic preparedness actions recommended by emergency managers globally (Levac et al., 2012). People with disabilities are more likely to stay at home during an emergency (Abbott and Porter, 2013). Easy access to water and electricity may allow them to action further preparedness measures such as storing water (e.g. in buckets) and recharging any electronic assistive devices or mobile phones. 8.5 House has internal water supply No - Yes 8.7 Respondent has emergency plan ready at the moment No or does not know - Yes F1 (Section 2 of the tool) Respondent participated in DRR educational activities No - Yes Targeted educational activities are likely to increase risk awareness, which is positively correlated with resilience (Boon et al., 2012) 9.2 Respondents owns a mobile phone No - Yes Being able to communicate or receive emergency messages allows people with disabilities to make informed decisions before, during and after a natural hazard emergency (Calgaro and Dominey-Howes, 2013) 9.5 & 9.6 Lived experiences of natural hazard emergencies in last ten years None or don’t remember One Two or more According to Knuth et al. (2014), lived experience of one specific natural hazard increases risk awareness of that hazard.
Location of Technology (Please provide all information) Room Number Teacher / Name Barcode Number* Equipment replacement - include barcode number of the equipment to be replaced. Software installation - include barcode number for the equipment software is to be installed. Explanation of needs for equipment/software: (comments from requestor) Additional notes or recommendations: (comments)
DATE / TIME GROUP TECH STUDENT Mon 23 feb p2,3 Canterbury tales Lilian Jasmine and Aleisha Dec Wed 25 feb p2,3 Rie and co. Amelia Ed Elana Thur 26 feb p3 Sara g Katie c Olivia B Fri 27 feb p1 Red cap Tori Fri 27 Feb 2:15pm – 3pm Red Cap (if not finished) Tori Fri 27 feb 2:10 – 3:10 Cam and moat Ben C Mon 2 p2,3 The Lucy's and smith Sammy Emily Meg and Abbie T Mon 2 March 3. 30 – 4:30 Tom Kurtys Abbie S Luke Tues 3 March 3.30- 4:30 Anita and Kathryn Millie Wed 4 march p2,3 Moody and Co. Jasmine and Tilly Ellis and Will Wed 4 March 3:30- 4:30 Girl of the wind Becca and Libby Thur 5 march p3 Emperors new clothes Willow Thurs 5 mar 3:30 – 5 Run through for 11.1 groups: Emperors new clothes, girl north wind, jasmine/tilly, anita/Kathryn, abi S, Sara G Willow, Millie, Olivia B Fri 6 March p1 Tacey, cam Morgan f and Corey Fri 6 March 2:15 – 4:15 Run through for 11.1 groups: moat and co, Kurtys, Tom M, Katie C, Amelia, Rie and co, Moody and co. Will, ed, elana, Ellis, luke Mon 9 march p2,3 Run all pieces for 11.2 Mon 9 march 3:30 – 5pm MOP UP Morgan, Tues 10 march Exam. 8:45am – 3:30pm All students. Wed 11 march Controlled conditions evaluation write up. All day Thurs 12 March Controlled conditions evaluation up. All day All stage managers MUST bring full script and an A4 ring binder. All lighting designers must bring list of lighting requirements and designs All sound designers must bring sound on CD or have Internet links prepared. 2 WEEKS TO GO….REHEARSE AFTER SCHOOL AND AT LUNCH……..
TED 356 CURRICULUM IN SECONDARY EDUCATION MODULE 4 Name: ____________________________________________________ Date: ____________________________________________________ Points: ____________________________________________________ Comments: OBJECTIVE: Explain the current official federal and state standards, including professional and accrediting groups specific to certain content areas, which govern secondary level curriculum (i.e., what is to be taught), including ’s Chapter 4, the Pennsylvania Assessment System. READING: In the Duplass textbook, read topic 3. Also, refer to Unit 8 (topics 42-45) as needed. ACTIVITIES: On the back of this module (or attach a sheet), briefly describe in an essay how standards came into being in American education. Explain how districts use standards (official and professional) to develop curricula in their specific areas of specialization. Professional educators have many responsibilities, one of which is caring about and caring for curriculum. List and describe the specialization-specific professional organization(s) that you have joined (or plan to join in the future). Refer to Unit 8 (Topics 42-45) in the textbook for more information. Explain what this organization(s) does relative to advocating for rigorous and curriculum.
Ask a professor in your content major what organization he/she suggests you join as a teaching professional in your content area. List his/her recommendation. Referring to Unit 8 (Topics 42-45) in the textbook, list the names of several professional journals you may wish to read to stay current in your field. Ask a professor in your content major what primary journals he/she suggests you read as a teaching professional in your content area. List his/her recommendations. What are the PSSA testing requirements in K-12 public schools? Per your specialization area, state whether there are any PSSAs that your students will have to complete (in grades 7-12). TED 356 CURRICULUM IN SECONDARY EDUCATION MODULE 4 INDEPENDENT PROJECT Name: ____________________________________________________ Date: ____________________________________________________ Points: ____________________________________________________ Comments: DIRECTIONS:
TEDct Christmas Card Order Form Card Title No. of Packs Required Cost (per pack of 10 cards) Bob Bob Bobbin’ Robin x £3.00 £ Christmas Eve Flight x £3.00 £ Subtotal £ Postage and Packing £ Donation to TEDct £ Total Payment Enclosed £ Please post your order and payment to: TEDct, P.O. Box 1928, Bristol, BS37 0AX Please allow 28 days for delivery of your order
Teddy Roosevelt Foreign Policy *Corollary to the Monroe Doctrine – US had to interfere in economic matters of nations in the Americas – international police power – big stick diplomacy *Fought for the building of the Panama Canal Military Hero *Led the Rough Riders in Spanish American War Domestic Policy *Offered Americans a “Square Deal” *Trustbuster (wanted to limit trusts’ power and allow for competition in business) *Conservationist (established 5 National Parks, added 150 million acres to the national forests) *Progressive (Pure Food and Drug Act, Meat Inspection Act) *Coined the term “muckraker” Misc. Facts *Youngest man (age 42) to become President *“Teddy Bear” named after him *First American to win Nobel Peace Prize (mediating the end of the Russo-Japanese War) *His face is on Mt. Rushmore
T= Topic sentence: general statement of one part of the claim made in your thesis. The point of this particular paragraph. E= Explain the topic sentence in more specific terms by defining unfamiliar terminology or explaining specifically how this idea applies to THIS particular story/piece D= DIRECT Text Evidence: either quoted lines or paraphrased. FIRST provide CONTEXT for the evidence, including details the reader of your paper may not know (such as what has been happening in the plot at this point.) ALWAYS include the page number AFTER the quote in parenthesis, followed by a period. E= Evidence Analysis: explain in terms of HOW it proves your main point. DISSECT your evidence by referring to specific words/ideas that specifically prove your point and explain what it is literally saying. D= Direct Evidence #2 E= Evidence Analysis #2 C= Conclude the paragraph by connecting your evidence to the claim made in your thesis. Synthesize the evidence you used to make your main point; Reinforce your argument; Transition into the next paragraph.
factor which makes it probable that a judgment sounding in money will be effective against the defendant, the courts of the state have no jurisdiction to entertain an action against him in which such a judgment is claimed. There are four factors, any one of which might be thought to be sufficient to make a judgment sounding in money effective against a defendant who is not physically present within the state at the time of the commencement of the action. These are: (a) the domicile of the defendant within the (b) the residence of the defendant within the state; (c) the fact that the defendant is a national of the state; and (d) the presence of property of the defendant within the state’ [24] In Case No: I 2181/2010 against the three acting foreign Justices, the summons was issued by the Registrar, but was never served before its withdrawal. According to the plaintiff the summons were never served due to the conspiratorial inaction of the defendants in the present, Case No: I 3304/2015. The latter (present case before me) relies on the unserved summons in Case No: I 2181/2010 for damages. The particulars of claim in Case No: I 2181/2010 fail to plead the jurisdiction of this Court properly and I find that the Namibian High Court could not assume jurisdiction in the case of the three foreign Acting Judges. Not one of the four factors in the preceding paragraph was properly pleaded. It was necessary for plaintiff to allege and disclose facts in his particulars against the three foreign Justices to show that the Namibian High Court would have had effective jurisdiction. In other words: the summons and particulars of claim against the three foreign Justices were bad in law. [25] The objection by the plaintiff that this court was not entitled to raise jurisdiction mero motu, is not sound. A court hearing a matter is precluded from raising jurisdiction after litis contestation. I am not precluded from considering jurisdiction as a definitive important question in the withdrawn action against the three acting foreign Justices. No relief sounding in money could be claimed with the summons and particulars of claim in Case No: I 2181/2010. [26] Despite plaintiff's initial stance in the current case against the two defendants, he has changed his position again during the latter part of the case, asserting that if
Teens’ Top Ten Galley Review (Note: Your comments go to the book’s publisher. The more lively and detailed your comments are, the more useful they are to the publisher. You might even be quoted! Please avoid generic statements such as “This was a good book.”) Reader: Age: Book Group: Title: Author: Publisher: Would you like to nominate this book for Teens’ Top Ten? Yes No If yes, please give a 2 or 3 sentence summary of the book that will make other teens want to read it: What did you like or not like about the cover? Did the cover reflect the contents? Describe the most compelling aspect of the book. Were you disappointed with the book for any reason? If so, what was disappointing? Did you finish the book? Yes No How would you rate this book? 5 Hard to imagine a better book 4 Better than most 3 Readable 2 Needs more work 1 How did it get published? Additional Comments (continue on next page if you wish):
Method demonstrations and illustrated talks presented. Name of Speech Name of Speech 1. 5. 2. 6. 3. 7. 4. 8. 4-H Competitive Events: Include county, district, state, regional, and national competitive events (O-Ramas, judging contests, 4-H contests at fairs, 4-H horse shows, etc.). 1. Name of Event No. of Years Participated 2. District Level Name of Event No. of Years Participated 3. Level Name of Event # of Years Participated 4. Regional or National Level Name of Event # of Years Participated 4-H Exhibits: Include exhibits at fairs, 4-H exhibit days, poster and photography contest.
Harvard Public Library Teen Volunteer Application Teacher Reference Form ____________________________ is applying to be a teen volunteer at the Harvard Public Library. Teachers: In order to ensure confidentiality between you and me, please make sure you personally mail this evaluation to this address: Abby Kingsbury, Harvard Public Library, . The student should provide you with a stamped, addressed envelope. Thank you for your assistance!! * Please evaluate this student in the areas listed below. Always Usually Seldom Never Regular class attendance On time – to class On time – with assignments Careful and thorough with work Attentive to detail Able to follow oral and written directions Dependable Pleasant and helpful attitude toward Pleasant and helpful attitude toward teachers Flexible and adaptable Eager to learn Able to take initiative on assignments Able to take constructive criticism Honest Neat, clean, and dressed appropriately Acts in consideration for younger students
and ultimately left both the program and school due to the challenges they faced (Silver 2008). Likewise, research into the Community of Caring program, a private organization that focuses on education for young mothers, had mixed findings about efficacy: although mothers enrolled in the program scored significantly higher on tests of parenting knowledge, they also reported lower levels of parenting contentment (Miller and Dyk 1991). Curiously, mothers who participated at low levels actually had lower parenting knowledge, birth control use, and educational plans than the control groups (Miller and Dyk 1991). Community-based resources with clear records of success seem to share one primary characteristic: comprehensiveness and continuity of services. Adolescent mothers may want or need the resources offered by a given organization, but if they do not have the tools and support to use them, those resources will go to waste; an organization with narrower goals is simply less likely to focus on the many facets that play into service access and utilization (Silver 2008). When given the opportunity to have a voice in determining which resources are most essential, adolescent mothers report that their needs are better met, that they learn more, and that they are better able to access outside resources, as well (Dickinson and Joe 2010). Theoretical Framework Georg Simmel’s concept of “the stranger” proposes that the stranger is an inevitable feature of society. She is “a member of the group itself,” and yet is distinctly different and separate from it (Calhoun, Gerteis, Moody, Pfaff and Virk 2007: 298). The
Question 9 – Resolving disputes at an early stage Do you agree that local authorities should be required to put in place disagreement resolution arrangements? Agree Disagree Neither agree nor disagree Supporting comments Do you agree that there should be a requirement to use the appropriate local complaints processes prior to appeal to tribunal? Disagree Neither agree nor disagree Supporting comments Question 10 – Extending the right of appeal Do you with our proposals in relation to extending rights of appeal to tribunal (see proposals 19, 20 and 21)? Agree Disagree Neither agree nor disagree Supporting comments Question 11 We have a number of specific questions. If you have any related issues which we have not specifically addressed, please use this space to report them. Introduction to Teenage Cancer Trust Teenage Cancer Trust is the only UK charity dedicated to improving the quality of life and outcomes for young people with cancer. We fund and build specialist units in NHS hospitals and provide dedicated staff, bringing young people together so they can be treated by teenage cancer experts in the best place for them.
ANNEX 1 Terms of Reference for Governance Bodies EUROPEAN PROGRAMME BOARD TERMS OF REFERENCE PURPOSE The European Programme Board will act as the operational arm of the NEP Board for all European related business. Its focus is to ensure that all aspects of the 2014-2020 European Structural and Investment Fund strategy is effectively delivered. It will provide strategic direction to, and performance management of, all ESIF related activity within Northamptonshire. ROLES AND RESPONSIBILITIES The European Programme Board will: Strategy Develop implementation plans to deliver the EUSIF strategy in line with all key deliverables and timelines. Complete periodic review of the ESIF Strategy to ensure that this remains fit for purpose, during the life of the Programme. Commission underpinning strategies, as and when necessary, to support the overall delivery of the ESIF Programme. Develop strategies to implement specific elements of the Programme (e.g. Community Led Local Development). Identify emerging European and national policy, best practice and thematic trends, and ensure that Northamptonshire actively responds to these. Investment Review all EUSIF related activity and expenditure and ensure that this is deployed in line with Programme eligibility requirements and addresses NEP priorities. Identify further European investment sources and develop proposals to access these. Delivery Develop project assessment criteria for ERDF and ESF funding, which projects can be assessed against. Develop commissioning frameworks/calls for ERDF and ESF bids and invite applications against these. Review and assess bids for EUSIF funding and rank these in line with assessment framework. Ensure that overall performance and financial targets are being met and that any underperformance is quickly identified and addressed. Work with all Strategy Boards to ensure that Opt-In performance is delivering in line with expectations.
21 Nkazimlo Prim 05.05.2014 06.08.2014 26.08.2014 22 Umnqophiso Primary 20.05.2014 07.08.2014 27.08.2014 23 Sivile Prim 21.05.2014 11.08.2014 28.08.2014 24 Vuselela Primary 12.02.2014 10.04.2014 22.05.2014 Should you require any additional information, kindly contact Rodney Nissen on Tel: 021-9007046 or Cell: 072 8236388. Kind regards Signed: Mr. B.O. Schereka – Head Curriculum MetropoleEast Education District 04 February 2014
Policies: If equipment is broken or damaged during rental the renting club, ASSP sponsored organization, or SPU department will be expected to pay for its repair or replacement. If equipment is lost during rental the renting club will be expected to pay for its replacement. If repair costs account for 90% or more of the replacement cost the renting party is expected to pay for replacement rather than repair. Exceptions may be made if the difference is $50 or greater. ASSP will inform the renting club, ASSP sponsored organization, or SPU department of costs accrued for repairs or replacements within two weeks of the event. If notification is not made within two weeks, ASSP will assume financial responsibility for the repairs. In the event that two parties request equipment for the same time and date: It will first be determined if sufficient equipment is available for both events to happen at the same time. If sufficient equipment is not available for each event groups will be asked to change the time and or date of one of their events to accommodate the usage of the same equipment for both events. If a compromise cannot be reached, the renting party whose request was made first will receive priority. In the event a compromise cannot be reached and it is not possible to determine which party submitted their request first, priority will be decided by coin toss. The group unable to rent the equipment will be granted permission to rent from an outside organization. ASSP will not facilitate this rental process. Payment by ASSP registered clubs, recognized student organizations, and other SPU departments and affiliated groups must be filed via interdepartmental charge with the ASSP VPF (Vice President of Finance) within 1 week of the event’s completion. A late fee of 50% of the rental price will be charged if the equipment is not returned or payment is not made on time. For multiple day rentals the equipment shall be returned to the ASSP storage closet each evening, unless the renting party has an alternate storage place approved by the ASSP Media Coordinator. For multiple day rentals a 50% discount will be given for all days after the first rental day. The ASSP Vice President of Campus Activities and Department of Student Programs reserves the right to deny media equipment rental requests on a case-by-case basis.
When we remember Jesus’ love for us, it awakens love in our heart for God (1 Jn. 4:19). 4We will remember Your love [affection] more than wine. Rightly do they love You. (Song 1:4) 19We love Him because He first loved us. (1 Jn. 4:19) The knows the way to maintain the fervency for Jesus that she received in “His chamber.” In His chamber we receive personal encouragement and assurances in God. It is not enough to know about God’s love. We are to remember, or regularly recall, His encouragement. We are to remember; it is not enough to know about God’s love. We have to remember it. We have to confess it, we have to recall it, and we have to resist the lies of the enemy. I give you just a couple of simple ways in the handout here on how to do that, really simple. It just has to be done. Amen. By faith we remember and realign our heart with what God’s Word says about His love. In difficult circumstances we rejoice in God and confess His loving leadership, knowing that all things will work together for good. 28We know that all things work together for good to those who love God. (Rom. 8:28) In temptation we rejoice in God and confess that His love and promises are better than the wine of this fallen 24By Moses…25choosing rather to suffer affliction…than to enjoy the passing pleasures of sin 26…for he looked to the reward. (Heb. 11:24-26) In failure we confess His love as we trust in His mercy and refuse both condemnation and the accusations of the enemy. In difficult circumstances, temptation, and failure, we declare that the Lord is good and His mercy endures forever (1 Chr. 16:34, 41; 2 Chr. 5:13; 7:3, 6; 20:21; Ezra 3:11; Ps. 52:1; 100:5; 106:1; 107:1; 117:2; 118:1-4, 29; 138; Jer. 33:11). 11They sang responsively…giving thanks to the Lord: “For He is good, for His endures forever toward Israel.” (Ezra 3:11)
Bangor Metropolitan Area Alton Amherst Argyle Township (unorganized) Aurora Bangor Bradford Bradley Brewer Carmel Charleston Clifton Corinth Dedham Dixmont Eddington Edinburg Enfield Etna Exeter Frankfort Garland Glenburn Grand Falls Plt. Greenbush Greenfield Hampden Hermon Holden Howland Hudson Kenduskeag Lagrange Levant Lowell Maxfield Milford Newburg Newport Old Town Orono Orrington Passadumkeag Penobscot Indian Island Reservation Plymouth Stetson Summit Unorganized Veazie Winterport Lewiston-Auburn Metropolitan Area Auburn Buckfield Greene Hartford Hebron Leeds Lewiston Lisbon Livermore Mechanic Falls Minot Poland Sabattus Sumner Turner Wales Portland-South Portland-Biddeford Metropolitan Area Alfred Arundel Baldwin Biddeford Buxton Cape Elizabeth Casco Cornish Cumberland Dayton Falmouth Freeport Frye Island Gorham Gray Hiram Hollis Kennebunk Kennebunkport Limerick Limington Portland-South Metropolitan Area (cont.) Long Island Naples New Gloucester North Yarmouth Old Orchard Beach Biddeford
Parsonsfield Porter Portland Pownal Raymond Saco Scarborough Sebago South Portland Standish Waterboro Westbrook Windham Yarmouth Portsmouth, NH-ME Eliot (ME) Kittery (ME) Greenland (NH) Hampton (NH) New Castle (NH) Hampton (NH) Portsmouth (NH) Rye (NH) Stratham (NH) Rochester-Dover, NH-ME Berwick (ME) Lebanon (ME) South Berwick (ME) Barrington (NH) (NH) Durham (NH) Farmington (NH) Lee (NH) Madbury (NH) Middleton (NH) Milton (NH) New Durham (NH) Newington(NH) Rochester (NH) Rollinsford (NH) Somersworth (NH) Strafford (NH) Wakefield (NH) Counties Androscoggin Aroostook Cumberland Franklin Hancock Kennebec Knox Lincoln Oxford Penobscot Piscataquis Sagadahoc Somerset Waldo Washington York Northeast Balance of State (B.O.S.) Aroostook County Hancock County Penobscot County (Except Bangor MSA) Piscataquis County Washington County Southwest Balance of State (B.O.S.) Androscoggin County (except Lewiston-Auburn MSA) Cumberland County (except Portland-S.Portland MSA) Franklin County Kennebec County Knox County Lincoln County Oxford County Sagadahoc County
POPC President’s Office Planning Commission PPA Power Purchase Agreement PPP Public Private Partnership PSMP System Master Plan R&D Research and Development REA Energy Agency REB Rural Energy Board REF Rural Energy Fund SADC Southern African Development Community SAPP South African Power Pool SEZ Special Economic Zone SME Small and Medium Enterprises SNC SNC-Lavalin International Inc. SPP Small Power Producer SVC Static Var Compensator TANESCO Tanzania Electric Supply Company Limited TANWAT Tanzania Wattle Company TEDAP Tanzania Energy Development and Access Project TPC Tanzania Plantation Company TPDC Tanzania Petroleum Development Corporation URT United Republic of Tanzania USD United States Dollar WVES Way Leave Village Electrification Study ZECO Zanzibar Electricity Corporation ZTK Zambia – Tanzania – Kenya Interconnector
2019 669 468 2342 2020 769 538 2692 2021 - 2025 784 549 2744 2026 - 2028 914 640 3199 2029 - 2030 958 671 3353 2031 1002 701 3507 Source: TPDC and TANESCO The SongoSongo gas field with estimated reserve of 880 TC is a primary source for natural gas for power generation in Dar es Salaam. The reserve would be equivalent to about 15,513 MW-years of generation at 70percent CF, and the upper value of about 1000 Tcf would be equivalent to about 17,000 MW-years. This in turn corresponds approximately to 500 MW of generation over 20 years (the assumed economic life of a gas turbine or combined cycle plant). For this plan the cost of natural gas is estimated to be as shown below: US$ 0.68/GJ for protected gas supply to Ubungo 3.18 US$/GJ for additional gas The availability of Songo Songo gas depends on the delivery infrastructure, which consists of the wells, the gas processing facilities on Songo Songo Island (SSI), and the pipeline to Ubungo. The current pipeline capacity is 105 mmscfd which has been related from initial capacity of 90mmscfd. The Mnazi Bay gas with estimated proven reserve of 262TCF primary source for natural gas for power generation in Dar es Salaam, equivalent to about 4506.4 MW-years of generation at 70percent CF. This in turn corresponds approximately to 365 MW of generation over 20 years (the assumed economic life of a gas turbine or combined cycle plant). For this plan the cost of natural gas is estimated to be at price of US$ 4.74/GJ. The assumed use of available gas resource for existing plants and future projects in the 2012 PSMP is shown in table 3-21 below. This table indicates an inadequate gas supply to meet the present gas plants until 2014 when the Mtwara to Dar es Salaam pipeline will be available. It is assumed that all the available gas resource is confined for use in power generation implying that industrial gas needs remains at current level. Table 3- 21: Use of Natural Gas (SS, M-Bay, Mkuranga, Deep Sea) Thermal
Internationally known is the ENT Clinic and the DHZ for the world's largest cochlear implant program. By 2008, more than 4,000 adults and children could be implanted. Approximately 500 patients are newly furnished with a CI per year.” Max-Planck-Institut, Göttingen “How do nerve cells communicate with one another? How can complex organisms develop from a single cell? What regulates our "internal clocks"? Scientists at the Max Planck Institute for Biophysical Chemistry are concerned with the molecular processes that drive and regulate the complex processes of life itself. These processes are not easily observed, however. They play out in the cellular nanocosmos and are invisible to the naked eye. Common microscopes allow us to track bacteria and observe individual cells, however they reveal very little about what happens deep in the interior of living cells.” Shipbuilding Hatecke GmbH, Drochtersen „Hatecke Service GmbH was founded in 2005 when it became clear that new maintenance and service requirements for lifesaving equipment would become mandatory. All after-sales and training activities were combined under one roof, independent of . On July 1, 2006, SOLAS III, 20.11 came into effect. This new regulation requires the periodic servicing of launching appliances and on-load release gear of lifeboats. The guidelines for this new regulation are laid down in Annex 1 to MSC.1/Circ.1206 dated May 26, 2006. Hatecke complies with these regulations through its own HATECKE SERVICE Company and a global network of service stations. Together we offer advice and support on an individual basis – flexible service and fast solutions.“ Fr. Fassmer GmbH & Co. KG, Berne “Fassmer is a dynamic family-owned shipyard in its fifth generation. The internationally successful company is active in six business areas: Shipbuilding, Lifeboats, Deck Equipment, Wind Power, Composite Technology and After-Sales Service. Our clients appreciate the close cooperation with research institutes, innovative in-house design and engineering, modern production facilities and a worldwide service network.
21st CENTURY SKILLS Check those that students will demonstrate in this standard/unit: LEARNING AND INNOVATION Creativity and Innovation X Creatively X Work Creatively with Others Implement Innovations Critical Thinking and Problem Solving X Reason Effectively Use Systems Thinking X Make Judgments and Decisions X Solve Problems Communication and Collaboration X Communicate Clearly X Collaborate with Others INFORMATION, MEDIA AND TECHNOLOGY SKILLS Information Literacy X Access and /evaluate Information Use and Manage Information Media Literacy Analyze Media X Create Media Products Information, Communications and Technology (ICT Literacy) X Apply Technology Effectively LIFE AND CAREER SKILLS Flexibility and Adaptability X Adapt to Change X Be Flexible Initiative and Self-Direction X Manage Goals and Time X Work Independently X Be Self-Directed Learners Social and X Interact Effectively with Others X Work Effectively in Diverse Teams Productivity and Accountability X Manage Projects X Produce Results Leadership and Responsibility X Guide and Lead Others X Be Responsible to Others
parties’ project deliverables and all other documents required by the Grant Agreement to the Funding Authority in time. 6.4.3 If the Coordinator fails in its coordination tasks, the General Assembly may propose to the Funding Authority to change the Coordinator. 6.4.4 The Coordinator shall not be entitled to act or to make legally binding declarations on behalf of any other Party or of the consortium, unless explicitly stated otherwise in the Grant Agreement or this Consortium Agreement. 6.4.5 The Coordinator shall not enlarge its role beyond the tasks specified in this Consortium Agreement and in the Grant Agreement. For example : - countersigning Annex 3 (accession form) of the Grant Agreement and Attachment 2 (accession document) of this Consortium Agreement with a new Party in response to a decision taken by the responsible Consortium Body under to Section 3.1 of this Consortium Agreement ; or - signing a Non-Disclosure Agreement with each member of the External Expert Advisory Board in accordance with Section 6.6 [Option: 6.5 Management Support Team (Optional, where foreseen in Grant Agreement or otherwise decided by the consortium) The Management Support Team shall be proposed by the Coordinator. It shall be appointed by the General Assembly and shall assist and facilitate the work of the General Assembly. The Management Support Team provide assistance to the Coordinator for executing the decisions of the General Assembly. It shall be responsible for the day-to-day management of the Project.] [Option: 6.6 External Expert Advisory Board (EEAB) (Optional, where foreseen in Grant Agreement or otherwise decided by the consortium) An External Expert Advisory Board (EEAB) will be appointed and steered by the Executive Board. The EEAB shall assist and facilitate the decisions made by the General Assembly. The Coordinator is authorised to execute with each member of the EEAB a non-disclosure agreement, which terms shall be not less stringent than those stipulated in this Consortium Agreement, no later than 30 days after their nomination or before any confidential information will be exchanged, whichever date is earlier. The Coordinator shall write the minutes of the EEAB meetings and prepare the implementation of the EEAB's suggestions. The EEAB members shall be allowed to participate in General Assembly meetings upon invitation but have not any voting rights.] [MODULE IPR SC] Specific Software provisions
similar access control methods. Some potential impacts include: • Human threats, such as an unauthorized user or a disgruntled workforce member who can compromise ePHI. Unauthorized disclosure, loss, or theft of ePHI can lead to identity theft. Examples of Safeguards: Some potential safeguards to use against possible threats/vulnerabilities. NOTE: The safeguards you may choose will depend on the degree of risk (likelihood) and the potential harm that the threat/vulnerability to you and the individuals who are the subjects of the ePHI. Establish policies and procedures to protect the facility and its equipment from unauthorized physical access, tampering, and theft. [45 CFR §164.310(a)(2)(ii)] Prepare an inventory of the keys, combinations, access cards, doors, locks, and the like and indicate the authorized users who possess them. Establish physical access control procedures to change combinations and keys at regular intervals and/or when keys are lost, combinations are compromised, or individuals are transferred or terminated. [NIST SP 800-53 PE-3] PH9 - §164.310(a)(2)(ii) Addressable Do you have policies and procedures governing when to re-key locks or change combinations when, for example, a key is lost, a combination is compromised, or a workforce member is transferred or terminated? Yes No If no, please select from the following: Cost Practice Size
animal species (Scientific and Common Name) Number to be studied (Year 1) Number to be studied (Year 2) Number to be studied (Year 3) * NON-TARGET ANIMALS (Scientific and Common Name) Potential Number Affected (Year 1) Potential Number Affected (Year 2) Potential Number Affected (Year 3)
Related Information: Things to Consider to Help Answer the Question: Consider that written policies and procedures that: Can drive the development of processes and adoption of standards and controls, which reduce risk to ePHI Can provide essential information for privacy and security awareness and role-based training. Possible Threats and Vulnerabilities: If your practice does not have policies regarding mechanisms (hardware and software) that can record and examine information system activity, then inappropriate use of information systems and access of ePHI can go undetected. Examples of Safeguards: Some potential safeguards to use against possible threats/vulnerabilities. NOTE: The safeguards you may choose will depend on the degree of risk (likelihood) and the potential harm that the threat/vulnerability poses to you and the individuals who are the subjects of the ePHI. Implement hardware, software, and/or procedural mechanisms that record and examine activity in information systems that contain or use ePHI. [45 CFR §164.312(b)] Develop, document, and disseminate to workforce members an audit and accountability policy that addresses purpose, scope, roles, responsibilities, management commitment, coordination among organizational entities, and compliance; procedures to facilitate the implementation of the audit and accountability policy and associated audit and accountability controls. [NIST SP 800-53 AU-1] Identify and periodically review and update key events (e.g., activities that create, store, and transmit ePHI) and those that are significant to the security of information systems and the environments in which they operate in order to support ongoing audit needs. [NIST SP 800-53 AU-2] T24 - §164.312(b) Standard Does your practice identify its activities that create, store, and transmit ePHI and the information systems that support these business processes? Yes No
your abuser is going through a criminal court process you _____________ get support the accused person pleads guilty there ___________ not be a the accused pleads not guilty there ___________ be a at a later date the accused was in jail before the first court date the judge ____________ let him out on bail until the starts the accused breaches (disobeys) the bail conditions or the no contact order ___________call the police Crown counsel does not ask you for a victim impact statement you _________ ask a victim services worker about it Lesson Plan: Family Violence (CLB 7-8) Find out More! Use a computer at school or at home to find out more family violence. There are many useful websites listed in your PLS booklet. What is VictimLink BC? What is the role of a victim service worker?
RESUME NAME DR. SUPRAVAT BAGLI DESIGNATION Assistant Professor of Economics ADDRESS FOR COMMUNICATION Email: Mobile No: Dr. Supravat Bagli. Assistant Professor of Economics, Sidho-Kanho-Birsha University Purulia Zilla Parisad, Old Administrative Building, Jubilee Compound, Purulia 723101, West Bengal, India. supravat.bagli@gmail.com 09474606211 PERMANENT ADDRESS Arovilpally, Sadhanpur, Burdwan 713101, West Bengal, India EDUCATIONAL QUALIFICATIONS: Ph.D. M. Phil., M.A. SPECIALIZATION: Statistics and Econometrics TEACHING EXPERIENCE: 26th April, 2005 to 13th August, 2012 as Assistant Professor in Economics at Deshabandhu Mahavidyalaya affiliated to the University of Burdwan and from 14th August, 2012 onwards as Assistant Professor of Economics at Sidho-Kanho-Birsha University, Purulia TEACHING AREA: Microeconomics, Mathematical Economics, Development Economics, Rural Economics and Econometrics at Postgraduate level, Statistics, and International Economics at undergraduate level.
“Practice of Financial Business through Self-Help Groups and Economic Condition of Rural Poor: An Empirical Study,” Journal of Practicing Managers, Vol. 01, No. 02, 2011. pp. 8-16 (Jointly with Maniklal Adhikary) “Self-Help Groups and Borrowing Cost: An Empirical Study Addressing Endogeneity Problems”, The microFINANCE REVIEW, Vol. IV No. 1, 2012 pp.69-85 (Jointly with Maniklal Adhikary) “A Study of Financial Inclusion in India” Radix International Journal of Economics and Business Management, Vol. 1 Issue 8 (Aug.2012) pp. 1-18 (Jointly with Papita Dutta) Articles in Edited Books “Rupnarayanpur Anchler Greesmakalin Jal Samasya – Sadharaner Ekti Dukkha” in ‘ Rastra, Unnayan O Pribesh – A Collection of Selected Essays Read in Samaj Bijnan Mahasammelan’, published by Samaj Bijnan Paricharcha O Gabeshana Samsad, Paschambanga, Pranga Prakashani, Kolkata, 2009. pp. 200-5 “SHGs and Access to Affordable Credit An Empirical Study in Bankura District” in Development and Rural Livelihood, edited by Soumyendra Kishore Dutta, published by Department of Economics, Burdwan University, Burdwan & Levant Books, Kolkata, 2011. pp. 170-191 (Jointly with Maniklal Adhikary). “Micro-Savings: A Safety Net for Livelihood Security A Study in the District of Bankura” in Experiencing Globalization edited by Chandrasekhar Hazra, ASHABARI, Purulia, 2012, pp. 126-149 (Jointly with Maniklal Adhikary) “Impact of SHGs on Probability of Crossing Poverty Line: A of Scheduled Castes Households in Bankura District” in ‘Challenges of Livelihood and Inclusive Rural Development in the Era of Globalisation’ Pranab
DCMS Open Data Forum Monday 14th April, 14:00-16:00, BBC Media Centre Time Agenda 1.50-2pm ARRIVALS Informal chat and introductions. Duration Lead 2pm INTRODUCTIONS, RECAP, EVENT FORMAT AND OBJECTIVES Follow-up from previous meeting Event format Objectives (10 minutes) Tom Knight (DCMS) 2.10pm BACKGROUND - DCMS/Government Update - Opportunities for sub-groups (10 minutes) Krisztina Katona (CabOff) 2.20pm Presentations BBC Open Data MoU (10 minutes) Bill Thompson (BBC) 2.30pm Q&A and Discussion – inspiration, opportunities or implications? (15 minutes) Tom Knight (DCMS) 2.45pm Update from participant – Science Museum (10 minutes) Daniel Evans 2.55pm Q&A and Discussion – inspiration, opportunities or implications? (15 minutes) Tom Knight (DCMS) 3.10pm Experiences of the GLAM user group, and using open data more widely (15 minutes) Katelyn Rogers (Open Knowledge Foundation) 3.25pm Q&A and Discussion – inspiration, opportunities or implications? (15 minutes) Tom Knight (DCMS) 3.40pm - General Discussion on Open Data; opportunities, ideas and to pick up on items raised in the event introduction. (20 minutes) Tom Knight (DCMS) with Krisztina Katona (CabOff) 4.00pm - AOB (ideas for future engagement/events) (5 minutes) Tom Knight (DCMS)
Links for underservice committee documents 1. Review of dual demonstration quality measures S. Zainulbhai, et. al., , Commonwealth Fund, March 2014 2. Lit review on impact of bundles– finds little research tracking stinting on care Hussey PS, Mulcahy AW, Schnyer C, Schneider EC. Bundled payment: Effects on health care spending and quality. Rockville, MD: Agency for Healthcare Research and Quality 2012. 3. Link to an analysis of avoidable ED visits , Truven Health Analytics, 2013 4. MA standard health quality metrics set
Look at the rules for pronunciation of ‘not’. Practice saying the sentences with the correct pronunciation. Pronunciation Rule: In a sentence, ‘not’ receives the stress; when contracted, the stress to the helping verb He is not an honest person He isn’t an honest person. Do not give out information over the phone. Don’t give out information over the phone. I cannot remember the password. I can’t remember the password. You should not throw your credit card statements in the garbage. You shouldn’t throw your credit card statements in the garbage. Tom did not believe the scam. Tom didn’t believe the phone scam. The store will not provide a refund. The won’t provide a refund. Practice! With a partner, take turns making up sentences using the following forms. should not shouldn’t not couldn’t not wouldn’t will not won’t cannot can’t do not don’t is not isn’t has not hasn’t Lesson Plan: Protecting Yourself and Your Money (CLB 4) Language
Look at the following rules for ‘not’ in English. Grammar Rule: Examples: Place ‘not’ after the first helping verb Exceptions: with simple present and simple past verb forms with no helper, use do/does/did when the ‘be’ verb is the main verb, no helper is needed I will not buy that product. They do not like telemarketers. She is not a newcomer to Canada. Practice! Change the following positive statements into negative ones. Read them and practice your pronunciation. You should give your credit card information to anyone who asks. It is good to send cash advances. Keep your personal information in a place where people can easily find it. Most phone calls that claim you have won something are real contests. It’s safe to provide personal information to people over the phone. Criminals care about elderly people and will try to protect them. You have to answer the phone if you don’t recognize the caller ID. Lesson Plan: Protecting Yourself and Your Money (CLB 4) Tips to Remember!
Go to work 15 school 16 Get married with permission of parent(s) 16 – 19 Get married 19 and over Get a driver’s licence with permission of parent(s) under 18 Get a driver’s license 16 Vote in an election 18 Drink alcohol 19 Leave home without permission of parents 18 Buy cigarettes 19 Other? Analyze Texts! ANSWER KEY Type of text audience purpose features/format business letter4 boss, co-worker, a company, etc. to request, to apply sentences, appropriate titles and closings, formal
You pay on most things you buy. You pay this if you own a condominium, a building, or land. You have to fill out a tax return for this type of tax. You don’t have to pay this kind of tax on your own things if you move to Canada. You pay this kind of tax on things you buy in another country and to Canada. a combination of federal and provincial tax carbon tax is one example 12% included in the price you pay for these specific items You have to report this tax to the CRA every year. If you are out of Canada for 7 days or more, you can bring back goods worth $800.00 without paying this tax. You pay this on tobacco, accommodations, and motor fuels. You pay less of this kind of tax if you are a senior. Your city or town government a letter every year to tell you how much you owe. Give Advice! In English, there are different ways to give advice. Some words and expressions are stronger and direct, more like commands, and others are suggestions that imply that there is a choice or option.
Income Tax Consumer Tax Duty Sales Tax Property Tax the biggest tax you pay You have to fill out a tax return for this type of tax. You have to report this tax to the CRA year. carbon tax is one example You pay this on tobacco, accommodations, and motor fuels. You pay this kind of tax on things you buy in another country and to Canada. You don’t have to pay this kind of tax on your own things if you move to Canada. If you are out of Canada for 7 days or more, you can bring back goods worth $800.00 without paying this tax. You pay on most things you buy. a combination of federal and provincial tax 12% included in the price you pay for these specific items You pay this if you own a house, condominium, a building, or land. You pay less of this kind of tax if you are a senior. Your city or town government sends a letter every year to tell you how much you owe.