zilongwang/ReadingBank huggingface dataset:
Annex C Evaluation and review pipeline planning List of evaluations completed in the reporting period Name of initiative Aidworks number Type of evaluation Date evaluation report received Date evaluation report uploaded into Aidworks Date management response uploaded into Aidworks Published on website Vanuatu Australia Police Project INJ675 Independent progress report August 2012 March 2013 March 2013 No TVET Phase 2 ING012 Independent completion report September 2012 Not uploaded Not uploaded Yes Church Partnership Program INI307 Cluster review February 2012 March 2013 March 2013 No Kastom Governance Program INI311 Cluster review May 2012 May 2013 May 2013 No Vois Yumi INH074 Cluster review February 2012 December 2012 December 2012 No Village Health Worker Program INJ438 Independent evaluation report Was November 2012 but poor result so re-worked for May 2013 completion Not uploaded Not uploaded No Vanuatu Health Sector 2010-2014 INJ438 Mid-term review of the delivery strategy November 2012 Not uploaded Not uploaded No Wan Smol Bag tripartite agreement INI637 Independent progress report—partner-led (New Zealand) January 2013 Not uploaded Not uploaded No Vanuatu Land Program INI501 Independent progress report January 2013 March 2013 Not uploaded Yes List of evaluations planned in the next 12 months
Inclusive Education Policy and Strategic Plan 2010-2020 (2009) Vision: By 2020 all schools will have inclusive practices to meet the educational needs of all students. Eight strategies (e.g. early identification and early intervention; IE awareness campaign strategy). Sixteen principal and many more supporting activities identified for implementation of the eight strategies. Many activities have a target deadline for completion. Otherwise no baselines measured or performance targets set. PAA Action Plan 2011-2015: National Strategic Priority 6 - Education and Resource Development (2011) Increase equitable access to education and ensure gender and urban/rural balance Raise the quality and relevance of education Improve and strengthen management of the education system Nurture educational and sustainable livelihood opportunities for Sixteen strategies grouped under the four goals (e.g. improve equal access to all levels of education for children with special needs; improve the relevance and quality of teacher training) Some 35 performance indicators specified of which, for those not task related, baseline specified for eight and performance target specified for six. Vanuatu Technical Vocational Education and Training (TVET) Policy (March 2011) Competent, productive and employable citizens who contribute to an economically and socially developed Vanuatu An effective management structure with clear roles and responsibilities accountable to the National Parliament through MYDST Sustainable partnership between Government, private sector and civil society to resource the provision of TVET An accessible, quality assured and demand driven training system that provides skills training leading towards recognised qualifications Nineteen policy objectives (e.g. All TVET courses are competency-based and structured and accredited by the VNTC in response to priority demands of industry; fair and equitable access to TVET programs is available for all). Eighteen indicators (e.g. improved wellbeing of male and female trainees; increased number of trainees achieve competency standards). No baseline measured or performance target set for any of them. Vanuatu Minimum Quality Standards for Primary Schools (2011) Grouped minimum standards under the goals of access, quality and management of primary education. Set fifteen minimum standards (objectives) (e.g. all teachers must be certified and receive regular feedback on their performance from Zonal Curriculum Advisers and School Heads; all students have access to text books and stationery for all subjects). Criteria for assessing progress towards the standards by individual schools specified. No baseline measurement or performance targets set for primary schools in aggregate.
Monitoring and evaluation framework for GfG Phase 3 Level 3 Key evaluation questions Sources Are costs of major business inputs being kept down or stable? Is a predictable, transparent, rules based environment being created for business? Has foreign direct investment increased? To what extent are budget and expenditure decisions based on stated policy and informed by analysis from the public service? Has there been any change in the rate of flow of funds to front line services and in the overall composition of public expenditure? What opportunities have been created for men and women, especially outside the main urban centres, to earn incomes or run businesses? How has the ability of women to participate in the economy changed? Budget and expenditure documents Annual reports National Statistics Office and Reserve Bank Annual discussion with grant holders Annual GfG reflection Selective evaluations GfG research Level 2
Advise GfG on shaping research proposals so as to achieve useable and products Advise GfG and partners where appropriate on means for dissemination of findings Advise GfG on optimal use of the research budget Write, or help partners to write, terms of reference for each proposed piece of research Commission research from appropriate providers Manage research contracts, provide quality control of products and certify invoices for payment by GfG Maintain records of commitments against budget and expenditure forecasts as directed by GfG Monitoring and evaluation Advise GfG staff on formats and techniques for data collection Advise GfG staff as required on the evaluability of objectives set for individual activities Assist GfG staff to collate monitoring information Facilitate reflection sessions for Management Committee, GfG staff and other High Commission staff and record results Assist GfG in preparing for bi-annual discussions through the reflection cycle Draw up list of quantitative indicators, assist GfG staff in data collection and review annually Maintain contact with gender adviser on the integration of gender analysis into M&E activities Recommend occasional evaluative exercises such as case studies Assist with preparation and contracting for mid-term and end-term reviews The services are likely to require an inception visit followed by two visits a year of approximately two weeks covering both elements, with back-up from home base. Skills and experience required Entities invited to quote for these services will be asked to propose appropriate staffing and division of responsibilities between nominated staff according to individual skills. Between them the nominated staff should have the following skills and experience: Knowledge of the potential for research (as defined above) to support change in public policy and practice Experience of commissioning research related to GfG’s mandate in Australasia and the Pacific and demonstrated contacts with research providers Ability to assist potential commissioning agencies to specify their requirements Familiarity with M&E techniques appropriate for problem driven iterative adaptation approaches Familiarity with gender analysis in program M&E
assistance (TA) support is included in projects, only one of which (VIRIP) relates to rural roads. (The other two are PVUDP and the Vanuatu Aviation Investment Project - VAIP.) In addition, ADB is separately providing support to PWD HO for Procurement and Project Management specialists, a Road and Bridge Engineer, a Transport Policy Specialist (to assist MIPU in drafting a Vanuatu Transport Strategy) and a specialist to prepare a paper on a Road Maintenance Fund. Donor Funded Infrastructure Projects Donor Project Name Value Loan/ Grant GoV Project Support Separate Technical Assistance (million) (million) (million) Period (million) (million) ADB/DFAT Port Vila Urban Development Project (PVUDP) US$25.61 US$5.39 US$5M DFAT DFAT CFA ADB Loan US$3.1 2012 US$4.7* US$1.5* ADB Cyclone Pam Road Reconstruction US$9.81 US$ 3.80 US$ 2.68 ADB Grant ADB Loan GEF Grant US$2.21 US$2.71 None China Exim Bank Vanuatu Road Rehabilitation Project (Malekula and US$53M RMB350M Loan 2% Interest Vanuatu Port Luganville Main Wharf Rehabilitation and Extension US $60M RMB541.9M Loan 2% Interest 2014 E Gov Broadband Network US$30M /RMB 199M Loan 2% Interest JICA Port Vila Lapetasi International Multi-Purpose Wharf Phases I & II US$ 90 / JPY 9543M ODA Loan 2014- 2017 NZ Aid Port Vila Seafront NZ$20M ADB/NZ Aid Inter-Island Shipping US$29.3 US$17.25 ADB Loan NZ Aid Grant US$5.07 US$3.67M None World Bank Vanuatu Aviation US$59.50 IDA Credit Nil US$2.48M US$2.67M Trial
To become a network manager PWD will need to be able to undertake the shown in Table 10. As noted in column 2, PWD is only in the early stages of moving towards these capabilities. 10: Network manager tasks, current status and remaining activities Rural Road Network Manager Tasks Current Status What remains to be done IE Assessment Develop systems for collection and storage of road network data Basic Road Inventory system established Populate system with traffic data, road condition, bridge condition, review accuracy of road inventory data, input quarry information Populate system with drainage structures and bridges Management of High Mass Limit vehicles Develop systems for prioritisation of investments in road maintenance in accordance with Transport Policy Basic level Road Prioritisation tool developed in accordance with Rural Road Access Policy Upgrade Road prioritisation tool Develop Road Management Plans which optimise longer term road maintenance investments Rural Road Access policy in place Develop Transport Management Develop road transport documentation and specifications Road design standards developed Road contract documents developed Update Work Health and Safety specification Update Environmental Management Plan specification Develop period contract for Periodic Maintenance Road Safety Road safety standards not developed Develop Road safety policy Undertake road safety audit Success Factor PWD has accepted the concept of becoming a network manager and has made a on the program of activities required to transform itself into one, as shown in Table 10 above. Changes to make in designing a possible next round
2.1. How can you tell whether a child is ready for school? What do you expect a child to know when they begin school? 2.1. How has the program helped you prepare a child for class 1? 2.9. Do you have a child with a disability in your class? Are there any challenges associated with the child? How do you help the child? 2.6. What do champions do in your community? 3.2. 2.4. What do community coordinators do? How have they helped parents? How have they helped the community to see the importance of early childhood? After using the family conversations with parents, to what extent has it helped them?
2.3. TEACHER PRACTICE IN CLASS What techniques do you use to discipline children? 2.6. COMMITTEE How many people are on the kindy committee? How many men? Women? Are you on the kindy committee? What is your role? How often does the committee meet? How supportive are the committee and in what ways? Have they always been supportive? 2.2. TRAINING What were the most useful things you learned? Was there anything new you learned or were you doing something you knew already? What was good the training? To what extent were you able to actually use everything you learned in your work? If World Vision were doing more training what could they improve? 3.4. 3.5. ASSESSMENT TOOL How useful is the new curriculum? How relevant is it to children? Is anything which could make it more relevant? How easy is it to use? Is there anything which would make it easier to use?
E. World Vision Staff: Interview Questions # SECTION SPECIFIC Background information Date: Time: Location: Gender: What is your current position in World Vision? How long have you been with World Vision? Who was in the position before you? How long were they in that position? Why did they leave? 1.1. RELEVANCE The program has been supporting the Ministry in Vanuatu for the last three years. What is MoET’s vision for ECCE? Where is ECCE heading according to the MoET vision? Where do you think they would like to see ECCE in Vanuatu in five years’ time? 1.2. How well do you think the pilot program has helped MoET to achieve its vision? In what ways? 2 Effectiveness What have been the successes of the program? (3.3) What challenges has it faced? 2.1. / 2.10 (if not previously covered) What benefits has the program brought to children? 2.2. (if not previously covered) What benefits has it brought to teachers? 2.6. What have been the benefits and drawbacks of champions? 2.7. How well are school committees functioning? 3.1 Efficiency Do you think if the pilot program continued it would help the Ministry to achieve its vision? Would it be better to put the money into another area of ECCE? If so what? Do you think the method of getting an NGO to implement the program has worked well? What were the advantages? What were the disadvantages? Would you recommend using an implementing partner in the future? If not, what other implementation arrangements would you recommend? 3.2. To what extent have World Vision been able to support the Ministry in implementation? In what ways have they been able to help? 4. Sustainability
Table 1: All TVET Centre Skills Development Activities (2014) Sanma Malampa Torba Total Agriculture 2 0 3 5 Business 4 1 0 5 Fisheries 4 0 2 6 Forestry 1 0 0 1 IT 1 0 0 1 Livestock 1 1 0 2 Manufacturing 6 3 1 10 Others 4 0 0 4 Tourism 14 9 15 38 Trades & Services 0 5 0 5 Grand Total 37 19 21 77 Clearly, the greater the level of information sharing, cooperation and joint planning and implementation, the greater is the potential for tangible achievements. The pattern of utilising the variety of skills development activity continued to develop over 2014, with TVET Centres moving towards a more integrated approach rather than the previously more segregated conception of ‘accredited training’ and ‘business development services’. This is enabling Centres to consider the full range of options when seeking to respond to a request for skills development, in some cases building a package of support that blends formal training with coaching and mentoring and technical follow-up. This more integrated approach is becoming recognised as an important strength of the TVET Centre approach, and one has potential for wider application in Vanuatu as the TVET sector develops. The CEO of the Vanuatu Qualifications Authority has emphasised that the model demonstrated by the TVET Centres – providing skills training as well as coaching and mentoring that support individual business growth – is a good model for the sector. TVET Centre Participants The program collects baseline data from participants in all skills development activities, enabling analysis of access and participation rates as well as providing a basis for subsequent outcomes evaluation work. The tool and processes for baseline data collected continued to be refined over 2014, enabling improved data collection, management and analysis. Over the course of 2014, 1062 men and women participated in TVET Centre skills development activities. This compares to a total of 852 men and women in 2013 The suspension of accredited training for the half of 2014 appears to have had an impact on some aspects of participation. Because accredited training tends to support younger participants, and is provided much more in some sectors than others (in trades and services, for example, and not in tourism), there have been shifts in the age profile of participants and in the sectoral mix of activities. This is documented below.
represent 50% of the total resistivity. Rooting m 0.3 Measurements from field samples (Girardin and others 2013) Root biomass g m-3 7240 Measurements from field samples (Girardin and others 2013) Total root biomass g m-2 1448 Measurements from field samples (Girardin and others 2013) Organic Fraction 0.154 Field measurements (Zimmermann and others 2009) Sand Fraction 0.096 Field measurements (Zimmermann and others 2009) Clay fraction 0.149 Field measurements (Zimmermann and others 2009) Initial water fraction 0.22 Observations local weather station Initial soil temperature °K 275 Observations local weather station Root density g biomass m-3 root 0.51 Calculated from root biomass and root length measurements (Girardin and others 2013)
Document History Version Date Description/Changes Notes 0.1 7/27/17 Initial 0.2 10/5/17 Added location of Value Set Stakeholder List as footnote to Step 4 Added process revisions to Step 5 Added process revisions to Step 6 Added use of VSAC Collaboration Tool to Step 7 Added Appendix C on use of VSAC Collaboration Tool Revisions based on feedback from SDWG during process review at end of initial pilot period. 1.0 11/9/17 Confirmed revisions with SDWG and accepted changes
2-6-1 CODE ADOPTED BY REFERENCE. The City of Van Horne hereby adopts Chapter 68B, Code of Iowa, 2013 by reference. TITLE III COMMUNITY PROTECTION CHAPTER 1 OFFENSES 3-1-1 Violations of Chapter 3-1-2 Public Peace
Interpreting Graphs Homework The graph below shows the relationship between scores received in French class and scores received in German for the same student. What is the independent variable for this graph? What is the dependent variable for this graph? What can you assume about the relationship between number of French scores and German scores? Write the ordered pair for the data point on the far left and the data point on the far right. Calculate the slope between these two points. Use the slope to write the equation of the line passing through the two points in d). Use this equation to find the expected German score for a student who scored 50 in French. Does this expected German score make sense? Explain.
Exhibit 1. Data configurations Simulation Meas. Properties Magnitude of effect at each level Levels Size Variation Selection effect Covariates Time Lags Simple/baseline Constant Moderate (.2) 2 Low (m=20,v=16) None None 1 (prior effect=.8) Basic Asymmetric Moderate (.2) 3 Moderate (school: m=20, v=100; teacher m=20, v=80) Some (.0225 at each level) Some (2, both N(0,1); coef = .1,-.1) 1 (prior effect=.8) Two Lags Asymmetric Moderate (.2) 3 Moderate (school: m=20, v=100; teacher m=20, v=80) Some (.0225 at each level) (2, both N(0,1); coef = .1,-.1 2 (prior effect=.8) Small effects Asymmetric Small (.05) 3 Moderate (school: m=20, v=100; teacher m=20, v=80) Some Some 1 Quality of parameters Statistical indicators of model quality included indicators of: Bias Precision Quality of standard errors Bias of estimated teacher effects Quality of standard errors of estimated teacher effects Exhibit 2 describes the indicators of bias and precision for the parameters of the model. Each simulation should recover unbiased estimates of the parameters.
Observed Bias Parameter 3 0.013 0.012 0.011 Observed Bias Parameter 4 0.003 Sampling Error Parameter 1 0.009 0.003 0.004 0.003 Sampling Parameter 2 0.003 0.005 0.003 Sampling Error Parameter 3 0.005 0.011 0.006 Sampling Error Parameter 4 0.010 Combined Sampling Error and Bias Parameter 1 0.016 0.003 0.004 0.003 Combined Sampling Error and Bias Parameter 2 0.003 0.005 0.003 Combined Sampling Error and Bias Parameter 3 0.014 0.016 0.012 Combined Sampling Error and Bias Parameter 4 0.010 5. Standard Errors of the Fixed Effects Parameters Simple/Baseline Basic Two Lags Small Effects Observed Standard Parameter 1 0.009 0.003 0.004 0.003 Observed Standard Error Parameter 2 0.003 0.005 0.003 Observed Standard Error Parameter 3 0.005 0.011 0.006 Observed Standard Error Parameter 4 0.010 Estimated Standard Parameter 1 0.008 0.003 0.004 0.003 Estimated Standard Error Parameter 2 0.003 0.004 0.003 Estimated Standard Error Parameter 3 0.005 0.011 0.005 Estimated Standard Error Parameter 4 0.010 No bias appears in the teacher and school effects as the EiV model seems to always recover their true values. The coverage rates for the teacher and school effects are all very close to their nominal values.
politicians, who would have objected to the imbalance created by adding another free state, the Fugitive Slave Act was passed. 9. In the compromise, how was the of slavery solved in the territories of New Mexico, Nevada, Arizona, and Utah? 10. What happened to the issue of slavery in the District of Columbia.? 11. Why does it make sense that the Fugative Slave Act was passed? The Fugitive Slave Law of 1850 made any Federal marshal or other officers of the law repsonsible for arresting in runaway slaves. Those who did not arrest an alleged runaway slave liable to a fine of $1,000. Law-enforcement officials everywhere now had a duty to arrest anyone suspected of being a runaway slave on no more evidence than a slave owners sworn testimony that they owned the runaway. The suspected slave could not ask for a jury or testify on his or her own behalf. In addition, any person aiding a runaway slave by providing food or shelter was subject to six months' imprisonment and a $1,000 fine. Officers who captured a fugitive slave were entitled to a bonus for their work. Since any suspected slave was not eligible for a trial this led to many free blacks being sent into slavery as they had no rights in court and could not defend themselves against accusations. 12. What did the Fugitive Slave Act require officers of the law to do? 13. What does the poster above warn the colored people of Boston about? For slaves attempting to build lives in the North, the new law was disaster. Many left their homes and fled to Canada. During the next ten years, an estimated 20,000 blacks moved to the neighboring country. For Harriet Jacobs, a fugitive living in New York, passage of the law was "the beginning of a reign of terror to the colored population." She stayed put, even after learning that slave catchers
familiarity with the research at in the allegation(s), professional stature approximately equal to or greater than that of the respondent(s), and no unmanageable conflicts of interest with respect to the case. 6. If a committee was appointed to conduct the inquiry, the members did not have any unmanageable conflicts of interest with respect to the case. §16.d(3)(b) 7. The VA facility Director notified, in writing, the following individuals/entities of the opening of the inquiry. a. Respondent(s) date of notification) §16.d(5)(a) b. Informant(s) (enter date of notification) §16.d(5)(b) c. ORO Research Misconduct Officer (RMO) (enter date of notification) §16.d(5)(c) d. VISN Director (enter date of notification) §16.d(5)(c) e. Non-VA institution(s) with joint procedural jurisdiction over the allegation(s) (enter date of notification) §16.d(5)(c) 8. The RIO (or acting RIO) sequestered all relevant evidence to or at the time of respondent notification of the opening of an inquiry. §16.d(4) 9. The respondent(s) was interviewed. (enter date of interview) §16.d(6)(a)
17. The Inquiry Memorandum indicated the following: a. name and position of the respondent(s) §16.d(7)(a) b. detailed summary of the allegation(s) reviewed §16.d(7)(a) c. research funding involved §16.d(7)(a) d. basis for why each allegation fell within the scope of VHA Handbook 1058.02 §16.d(7)(a) e. recommendation to open or not open an investigation §16.d(7)(a) f. specification of which allegations, if any, were recommended to be referred to an investigation §16.d(7)(a) g. description of the evidence reviewed §16.d(7)(a) h. analysis of how the evidence supported the recommendation §16.d(7)(a) 18. The Inquiry Memorandum was sent to the respondent(s) within the allotted time for conducting the inquiry. (enter date sent) §16.d(7)(b) 19. The respondent(s) was afforded five (5) business days from receipt of the Inquiry Memorandum to provide written comments. §16.d(7)(b) 20. The respondent’s comments were attached to the Inquiry Memorandum. §16.d(7)(b)
_____________________ Hospital Transition to Value Balanced Scorecard Date: _______ Learning and Growth What skills, training and technology needs to be improved to support key processes? What training, resources and support do staff need to work effectively? What Action Plan How Who When Results Strategic Objective: What is the strategy to achieve? Initiative(s): What actions are needed to achieve objective? Measure: What indicator is required to track and monitor the objective? Target: For each indicator, what performance level is required to achieve the objective? Responsible: Team member to track and report measure. Frequency: How often to report measure? Qtr. 1 Qtr. 2 Qtr. 3 Qtr. 4 Annual Avg. Show to indicate change over time Exceed Target Meets Target Caution – Below Target Risk – Significantly Below Target
Internal Processes What do we need to do to meet the customers’ needs? What clinical and business processes are needed to exceed customer expectations? What Action Plan How Who When Results Strategic Objective: What is the strategy to achieve? Initiative(s): What actions are needed to achieve objective? Measure: What indicator is required to track and monitor the objective Target: For each indicator, what performance level is required to achieve the objective? Responsible: Team member to and report measure. Frequency: How often to report measure? Qtr. 1 Qtr. 2 Qtr. 3 Qtr. 4 Annual Avg. Trend: Show graph to indicate change over time Exceed Target Target Caution – Target Risk – Significantly Below Target Patients, Partners and Community What do patients, families and community want, need and expect from services? How can we enhance customer satisfaction and build patient loyalty?
What Action Plan How Who When Results Strategic Objective: What is the strategy to achieve? Initiative(s): What actions are needed to achieve objective? Measure: What indicator is required to track and monitor the objective Target: For each indicator, what performance is required to achieve the objective? Responsible: Team member to track and report measure. Frequency: How to report measure? Qtr. 1 Qtr. 2 Qtr. 3 Qtr. 4 Annual Avg. Show graph to indicate change over time Exceed Target Meets Target Caution – Below Target Risk – Significantly Target Financial How do we intend to meet the goals in our mission statement? What are the financial resources needed to fulfill our mission?
What Action Plan How Who When Results Strategic Objective: What is the strategy to achieve? Initiative(s): What actions are needed to achieve objective? Measure: What indicator is required to track and monitor the objective Target: For each indicator, what performance level is required to achieve the objective? Responsible: Team member to track and report measure. Frequency: How often to report measure? Qtr. 1 Qtr. 2 Qtr. 3 Qtr. 4 Annual Avg. Trend: Show graph to indicate change over time Exceed Target Meets Target Caution – Below Target Risk – Significantly Target
All of the meetings were audio recorded, and copies of those recordings are available from the CDE upon request. Arts Framework Focus Group Discussion Questions 2020 Revision of the Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (Arts Framework) The discussion questions were sent to all focus group members prior to the meetings and were posted on the CDE web page for public review. With a minimum amount of time available for discussion at each meeting (about two hours), the questions were crafted around major instructional and content shifts resulting from the pending adoption of new standards for the arts in 2019. 1. Conceptual Shifts: Major conceptual shifts in the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve (CAS) include a focus on process and student learning framed by enduring understandings and essential questions. What guidance should the revised framework provide to teachers to support standards-based instruction? 2. Supporting All Students: How should the Arts Framework support providing access to arts curriculum for all students, including students with disabilities, English language learners, gifted students, and other student groups? 3. Assessment: Assessment of student learning is essential for teaching and learning. What information would you include in the Arts Framework to support effective assessment of student learning in the arts within the classroom? 4. Developing Arts Programs: What type of guidance should the Arts Framework provide for a Local Education Agency that is developing arts programs including discrete and integrated programs, and regarding how to bridge instruction in the grades between K–5 and 9–12 to allow for general arts instruction and for specialization in an arts form? 5. Arts Integration: How should the Arts Framework support educators, especially multiple subject credentialed teachers, in designing and implementing instruction for arts integration while also ensuring sequential learning in the arts? 6. Arts: Media arts standards may be embedded in the instruction of other arts disciplines, and media arts are now considered a discrete arts form. What guidance should the Arts Framework provide to support the distinction between creating through the use of technology in other arts forms and addressing the media arts standards? 7. Additional Guidance: Finally, what other guidance, that does not fit in any of the questions above, would you suggest to ensure the Arts Framework will support
APPENDIX E.3 Priority Points and/or Reserved Funding Mid-Tier Value Chain Page 1 of 3 Applicants must refer to the instructions in to document eligibility for Priority Points and to document eligibility for Reserved Funds. Harvester operations may request Priority Points and/or Reserved Funds for a qualifying Mid-Tier Value Chain project. Applicants may only request Priority Points and/or Reserved Funds for a MTVC project if the application demonstrates the following eligibility: Mid-Tier Chain– Local and regional supply networks that link independent producers with businesses and cooperatives that market value-added agricultural products in a manner that: Targets and strengthens the profitability and competitiveness of small- and medium-sized farms and ranches that are structured as a Family Farm; and Obtains agreement from an eligible Agricultural Producer Group, Farmer or Rancher Cooperative, or Producer-Based Business that is engaged in the value-chain on a marketing strategy. Note: For Mid-Tier Value Chain projects only, applicant ownership of the raw agricultural commodity through the processing of the value-added product is not required, as long as the proposal demonstrates an increase in customer base and an increase in revenue returns to the applicant producers supplying the majority of the raw agricultural commodity for the project. However, applicants must currently own and produce more than 50 percent of the agricultural commodity to which value will be added. Applicant is requesting Priority Points for a Mid-Tier Value project. Applicant is requesting Reserved Funds for a Mid-Tier Value project. Applicant certifies that the project meets requirements for a Mid-Tier Value proposal, including development of a Local or Regional Supply Network, as defined in , and has attached the supporting documentation described below. Attach documentation for the elements below Describe how ownership of the agricultural commodity and/or value-added product will transfer through the value-chain to the ultimate benefit (increase in customer base and increase in revenue returns) of the participating Independent Producers. [Insert description] Demonstrate that the project proposes development of a Local or Regional Supply Network of interconnected business enterprises (see note 1) through which agricultural products move from production through consumption in a local or regional area of the USA, including a description of the network, its members, and its purpose.
Securitas supports the principles of the United Nations Universal Declaration of Human Rights, the International Labour Organization’s Declaration on Fundamental Principles and Rights at Work and OECD’s Guidelines for Multinational Enterprises, and we are committed to upholding these principles in our policies, procedures and day-to-day practices. 2 Our values Securitas’ operations are on three fundamental values: Integrity, Vigilance and Helpfulness Integrity Securitas insists on an honest approach to business. The success of any business is largely dependent upon the honesty and integrity of its employees. Securitas is uncompromising in its demands on integrity and truthfulness. Integrity also includes the right to openly express one’s opinion and report improprieties and other relevant information without risking reprisals. Vigilance Securitas insists on a professional approach to business. A Securitas employee must always strive to be attentive and able to observe, listen and evaluate in to do what is reasonable to protect the customers’ premises and property and the values and ethics that Securitas represents. Helpfulness Securitas strives to make people’s lives safer. A Securitas employee should always be ready to assist within the context of a particular assignment. We must be prepared to support our colleagues, customers and others who need assistance. Securitas’ management model, the Toolbox, is used to convey the company’s corporate culture and create a shared platform, and is primarily symbolized by a focus on Securitas’ three fundamental values. 3 Compliance with local laws and regulations All employees and business partners are expected to comply with the laws and regulations of the countries in which Securitas operates. The Code represents a minimum standard and is to be adhered to in Securitas’ operations, even if it stipulates a higher standard than local legislation. Securitas will comply with economic and trade sanctions issued by the United Nations, the European Union and the United States of America, where applicable.
Varsity Football Schedule … 2018 (as of 8/2/18) F August 24 jamboree 6:00 HOME vs. Glencoe & Gresham - - - - - - - - - - - Aug. 31 (F) 7:00 @ Lake Oswego vs. Lake Oswego Sept. 7 (F) 7:15 HOME vs. Bend Sept. 14 (F) 7:00 @ Marshall campus vs. Grant Sept. 21 (F) 7:15 HOME vs. Sheldon Sept. 28 (F) 7:00 @ Beaverton vs. Beaverton Oct. 5 (F) homecoming 7:15 HOME vs. South Salem Oct. 12 (F) 7:15 @ Mt. View vs. Mt. View Oct. 19 (F) senior night 7:15 HOME vs. McNary Oct. 26 (F) 7:15 @ Sprague vs. Sprague
You and your family are going to New York City to visit your relatives. You need US $2000 in spending money. Calculate how much that will cost you in Canadian dollars. You have just arrived in New York. In the past week, from the time that you traded your money until today, the Canadian dollar has decreased in value to US $0.9683. Was it better to trade when you did or would it have been better to trade today? Explain. Another week passes, and the Canadian dollar is now down to $0.9601. You want to go to the Six Flags Great Adventure Theme Park but you’ve already spent all your American money. You have CAD $120 in your pocket and the trip costs US $100, including park admission, transportation, and lunch. Do you have enough money to go? Show your work. Before you leave, your cousin Ben asks you to send him 50 bags of ketchup chips because they do not sell them in the United States. The Canadian dollar is now down to US $0.9444. Each bag of chips costs CAD $2.50. How much money will Ben have to exchange, in US$, to buy the chips? Is the decreasing value of the Canadian dollar over the past few weeks good for Ben’s purchase? Explain.
Name: DR. HOSSEIN VARAMINI FALL 2018 Phone: 717-361-1278 Email: varaminih@etown.edu MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:00 – 9:20 am 8:00 – 9:00 am 8:00 – 9:20 am 8:00 – 9:00 am 8:00 – 9:20 am 9:30 – 10:50 am 9:15 – 10:55 am 9:30 – 10:50 am 9:15 – 10:55 am 9:30 – 10:50 am FIN327A │ H213 FIN327A │ H213 11:00 – 12:20 pm 11:00 – 12:20 pm 11:00 – 12:20 pm 11:00 – 12:20 pm 11:00 – 12:20 pm ACTIVITY PERIOD 12:30 – 1:50 pm 12:15 – 1:45 pm 12:30 – 1:50 pm 12:15 – 1:45 pm 12:30 – 1:50 pm 2:00 – 3:30 pm 1:55 – 3:30 pm 2:00 – 3:30 pm 1:55 – 3:40 pm 2:00 – 3:30 pm Office Hours │ H223 FIN325A │ H214 Office Hours │ H223 FIN325A │ H214 Office Hours │ H223 3:20 – 4:00 pm 3:30 – 4:50 pm 3:30 – 5:00 pm 4:00 – 5:00 3:20 – 4:00 pm MEETING PERIOD BA473-474A │ H226 Office Hours │ H223 5:00 – 6:20 pm 5:00 – 6:20 pm 5:00 – 6:20 pm 4:00 – 5:20 pm 5:00 – 6:20 pm 6:30 – 9:15 pm 6:30 – 9:15 pm 6:30 – 9:15 pm 6:30 – 9:15 pm 6:30 – 9:15 pm Notes:
Arizona Public Service N/A 45.2% - residential PV, 18.4% tilt, 47.4% - commercial PV,10% tilt 70.2% - commercial PV, single axis tracking Average between 2003 and 2007. BC Hydro 24% N/A Applies to onshore wind, offshore wind, and solar power. Based on effective load carrying capability. Bonneville Power Administration 0% N/A 30% N/A Determined through the FEPMC model. PJM 13% for new projects, rolling three-year average capacity value for existing projects. 38% for new projects, rolling one-year average capacity value for existing projects. Based on average capacity factor from p.m. between June and August. Portland General Electric 5% 5% From 2009 Integrated Resource Plan.
New York ISO New onshore projects: 10% (summer); 30% (winter). New offshore projects: 38% for summer and winter. Existing projects: Capacity factor from 2-6 p.m. between June and August (summer credit) and from 4-8 p.m. between December and February (winter credit) of the prior year. 51%-90% at two percent solar penetration (using ELCC method). Solar capacity credits come from Energy and Capacity Valuation of Photovoltaic Power Generation in New York. ISO New England Five-year rolling average from 1-6 p.m. between June and August of the previous year (summer) or from 5-7 p.m. between October and May (winter). N/A The report New England Wind Integration Study suggested capacity values between 28% and 36%. MISO 12.9% for 2011 planning and 14.7% for 2012 planning N/A MISO reviews capacity credits annually Southwest Power Pool Typically around 10% N/A SPP uses a monthly method for 12 capacity values for wind plants, examining the highest 10% of load hours in the month. Minnesota Department of Commerce/Xcel 5% - 20% N/A Based on a study performed in 2006. Capacity values depend on penetration level of wind.
California PUC Set at the minimum output achieved historically in 70% or more of the hours for each month. Based on three years of historic data from 1-6 p.m. between April and October and from 4-9 p.m. between November and March. N/A This methodology was implemented in June 2009. State legislation requires the CPUC to revise wind and solar capacity values based on effective load carrying capability. Public Service of New Mexico 5% 55% From 2011 integrated resource plan. Tri-State Generation and Transmission Less than 2% 20% - 57% From 2010 integrated resource plan. Public Service Company of Colorado 12.5% 55% Wind capacity credit used in the 2007 IRP plan. Solar capacity credit used in the 2011 electric resource plan.
Energy Utilities Skills Council UEE07 Electrotechnology Training Package Version 3 Electronics and Communications Engineering UEE60207 8 0 Electronics and Communications Engineering UEE60210 9 0 Computer Systems Engineering UEE60407 12 0 Computer Systems Engineering UEE60410 12 0 Industrial Electronics and Control Engineering UEE60607 2 0 Industrial Electronics and Control Engineering UEE60610 1 0 Instrumentation and Control Engineering UEE61510 2 0 Refrigeration and Engineering UEE60707 5 0 Renewable Energy Engineering UEE60907 2 0 Renewable Energy Engineering UEE60910 1 0 UEE11 Electrotechnology Training Package Version 4 Electrical Engineering UEE62211 2 0 Electronics and Communications Engineering UEE60211 4 0 Computer Systems Engineering UEE60411 4 0 Industrial Electronics and Control Engineering UEE60611 0 0 Instrumentation and Control Engineering UEE61511 0 0 Refrigeration and Engineering UEE62511 0 0 Renewable Energy Engineering UEE60911 0 0 Innovations and Business Industry Skills Council ICT02 Telecommunications Training Package Telecommunication Engineering ICT60202 6 0 ICT10 Integrated Telecommunications Telecommunication Network Engineering ICT60210 11 0 Manufacturing Industry Skills Council MEM05 Metal and Engineering Training Package Engineering MEM60105 22 1 Engineering MEM60111 14 0 SkillsDMC National Industry Skills Council R1109 Resource and Infrastructure Industry Training Package Construction Design RII60509 2 0 Civil Construction RII60609 4 0 Source Adapted and updated from Dowling (2010b, p. 18), with numbers of RTOs approved to deliver sourced from <training.gov.au> on 9 October 2012 and numbers accredited as of 16 April 2012 sourced from Australian Engineering Accreditation Centre (2012). Table 35 summarises the number of accredited advanced diplomas that are offered but not part of existing training packages developed by industry skills councils. Again there are several offerings, only two of which have been accredited by Engineering Australia. Table 35 Engineering advanced diplomas not developed by industry skills councils
When you declare a variable or a named constant, Visual Basic reserves an area of memory and assigns it a name, called an identifier. You specify identifier names according to the rules of Basic as well as some recommended naming conventions. The declaration statements establish your project’s variables and constants, give them names, and specify the type of data they will hold. The statements are not considered executable; that is, they are not executed in the flow of instructions during program execution. Here are some sample declaration statements: Dim strName As String ‘Declare a string variable Dim intCounter As Integer ‘Declare an Integer variable Const curDiscountRate As Currency = .15 ‘Declare a named constant The next few paragraphs describe the data types, the rules for naming variables and constants, and the format of the declarations. Data Types The data type of a variable or constant indicates what type of information will be stored in the allocated memory space: perhaps a name, a dollar amount, a date, or a total. Note that the default data type is variant. If you do not specify a data type, your variables and constants will be variants. The advantage of using variant data type is that it’s easy, and the variables and constants change their appearance as needed for each situation. The disadvantage is that variants are less efficient that the other data types; that is, variants require more memory and operate less quickly that other data types. The best practice is to always specify the data type. Data Type Use For Boolean True or False values Byte A single character (code 0 to 255). Currency Decimal fractions, such as dollars and cents. Date An eight-character date. Double Double-precision floating-point numbers with 14 digits of accuracy. Integer Whole number in the range -32,768 to 32,767. Long Larger whole numbers. Single Single-precision numbers with six digits of accuracy. String Alphanumeric data: letters, digits, and other characters. Variant Converts from one type to another, as needed.
_____________________________________________ Constants (3) _____________________________________________________________
Polyatomic NH4+ Ammonium H3O+ Hydronium 1- CN- Cyanide C2H3O2- Acetate OH- Hydroxide NO3- Nitrate NO2- Nitrite MnO4- Permanganate ClO4- Perchlorate ClO3- Chlorate ClO2- Chlorite ClO- Hypochlorite BrO3- Bromate IO3- Iodate HCO3- Hydrogen Carbonate (Bicarbonate) HSO4- Hydrogen Sulfate (Bisulfate) HSO3- Hydrogen Sulfite (Bisulfite) H2PO4- Dihydrogen Phosphate SCN- Thiocyanate 2- CO32- Carbonate CrO42- Chromate Cr2O72- Dichromate C2O42- Oxalate O22- Peroxide SiO32- Silicate SO42- Sulfate SO32- Sulfite S2O32- Thiosulfate SeO42- Selenate HPO42- Hydrogen Phosphate C4H4O62- Tartrate 3- PO43- Phosphate PO33- Phosphite BO33- Borate ASO43- Arsenate Variable and Polyatomic Ions Single Transitional Elements 1+ Ag+ Silver 2+ Cd2+ Cadmium Zn2+ Zinc Variable Transitional Elements Name Symbol Charges Common Common Antimony Sb 3+/5+ Arsenic As 3+/5+ Bismuth Bi 3+/5+ Carbon C 2+/4+ Chromium Cr 2+/3+/6+ Chromous Cr2+ Chromic Cr3+ Cobalt Co 2+/3+ Copper Cu 1+/2+ Cuprous Cu1+ Cupric Cu2+ Gold Au 1+/3+ Iron Fe 2+/3+ Ferrous Fe2+ Ferric Fe3+ Lead Pb 2+/4+ Plumbous Pb2+ Plumbic Pb4+ Manganese Mn 2+/3+/4+/6+/7+ Mercury Hg 1+/2+ Mercurous Hg1+ Mercuric Hg2+ Nitrogen N 3+/5+/3- Nickel Ni 2+/3+ Phosphorus P 3+/5+/3- Sulfur S 4+/6+/2- Tin Sn 2+/4+ Stannous Sn2+ Stannic Sn4+
HT 7: To ensure that additional infrastructure and / or substation required to accommodate high voltage transmission power lines shall be detailed including consideration of alternatives. Mitigation measures shall be outlined to minimise the visual impact of the multiplicity /convergence of overhead lines including any associated tie-ins at substations. Where there is a multiplicity and or convergence of overhead lines that the undergrounding of existing and / or proposed lines shall be investigated by applicants. HT 8: To have regard to the potential impact of proposed overhead high voltage transmission power lines on the established equine industry in the County, such as the sporthorse and the thoroughbred bloodstock sectors, and to ensure that appropriate mitigation measures are provided to mitigate any adverse impact on this important industry. HT 9: To ensure that proposals for development which would be likely to have a significant effect on nature conservation sites and /or habitats or species of high conservation value will only be approved if it can be ascertained, by means of an Appropriate Assessment or other ecological assessment, that the integrity of these sites will not be adversely affected except where there are imperative reasons of overriding public interest (IROPI). HT 10: To seek compliance with any statutory government guidelines issued by the DECLG pursuant to Section 28 of the Planning and Development Acts This includes the review by the expert group on “Health Effects of Electromagnetic Fields", published in 2007 by the Department of Communications, Energy and Natural Resources”, and any further reviews.
Position: ……………………………………… Signature: ……………………………………… [Attach: Schedule 1 – Financial Contributions New Schedule 2 – the Project Plan New Schedule 8 – the Exploitation Strategy New Schedule 10– the Payment Plan]