zilongwang/ReadingBank huggingface dataset:
This document is a list of most of the new additions to Project Server 2007 and Project Professional 2007 (from 2003) with a brief explanation of each. Many “minor” areas have been modified or upgraded between versions with patches or Service Packs, (ie. Auto-Accept Rules, Project Guide) but those are not included in this list. These are presented in no particular order. Project Professional Visual Reports – Visio and Excel reports from Professional Custom Fields – an unlimited number, and multiple values allowed High Level Budget – cost tracking Cost Resources – define planned and actual costs Task Status – details, comments, history, team member information Background cell highlighting – ability to highlight cells in views Multiple Currency – ability to use multiple currencies in one instance Non-Working Time (Administrative Time) – vacations, using alternative work weeks Change Highlighting – shows all items changed by a single change Task Driver – shows drivers for a task Multiple Level Undo – ability to undo more than one change Project Server Proposals – initiate a project on the web, without using Professional Activities – a to-do list Proposals and Activities can be converted into real Projects Reporting Database – report friendly database Desktop OLAP Cube – use cube information exported into other database (like Access) Status Reports – better interface to using status reports Cube building – multiple built-in cubes Portfolio Server integration – ability to use Portfolio Server Assignment Owner – the person that owns a task Timesheet Manager – the person that approves a timesheet Timesheets – ability to enter time for a week, including non-scheduled time Import Task Updates from Timesheets – ability to take Timesheet information into tasks Outlook Integration – use Outlook for tasks and import/export to Project Outlook Dashboard – use Outlook to gain information from Project Active Caching – using Professional and Server more cleanly Task Update – update on Server directly Team Resources – assign task to team, not just one person Server side editing – modify resources, custom fields, etc online Viewing Tasks Resource tracking Personal Settings – reminders, etc. – how to use it
an X in the box that applies. 1-Year Scholarship Support (student will have completed at least 1 year of coursework in an Associate degree program before award period OR is a rising senior in Bachelor’s degree program 2-Year Scholarship Support (student will be a new entering student who plans to enroll in an Associate degree program OR is a rising junior in a Bachelor’s degree program). 3-Year Scholarship Support (student will have completed at least 1 year of coursework in a Bachelor’s degree program OR the first year in an Associate/Bachelor’s program). 4-Year Scholarship Support (student will be a new entering student who plans to enroll in a Bachelor’s degree program OR the first year in an Associate/Bachelor’s program). 1. Are you currently enrolled in or planning to enroll in an Associate’s Degree (2-Year) Program? Yes. If yes, please indicate field of study: No 2. Are you enrolled in or planning to enroll in a Bachelor’s Degree Program? Yes. If yes, please indicate of study: No. 3. Are you currently enrolled in or planning to enroll in an Associate’s Degree (2-Year) Program and plan with the intention of transferring to Bachelor’s Degree Program elsewhere (“2 + 2 Program”)? Yes No *If you answered NO to questions 1-3, you will need to apply to the school(s) you wish to attend. **SEE PAGE 1 FOR LIST OF 1994 LAND-GRANT INSTITUTIONS 4. If yes to questions 1-3, please indicate whether it is your or second year. 1st Year 2nd Year SECTION IX: EXTRACURRICULAR AND EMPLOYMENT ACTIVITIES Activity Dates of Offices Held Special Awards, honors, recognition
Mark Weaver Systems Accountant Nathan Wells Systems Accountant Shenedra White Systems Accountant Anderson Financial Management Specialist Tanya Sharratt Systems Accountant Vacant Systems Accountant (Fort Collins, CO) FMS Technical Team Hilda Ferguson (Acting) Assistant Director Jake Jacobson Information Technology Specialist Daniel Cha Information Technology Specialist Janyth Hotchkiss Information Technology Specialist (OJ) Kelly Information Technology Specialist Vacant Information Technology Specialist General Ledger Reconciliation Linda Stanton (Acting) Branch Albuquerque Service Center, Budget and Finance (ASC-B&F) 101B Sun Avenue, San Francisco Building , Albuquerque, NM 87109-4473 Phone: 877-372-7248 DONNA CARMICAL Director Vacant Deputy Director Nina Banagay Staff Assistant Brent Doutt Financial Statement Audit Liaison Claims, Payments, and Travel Michael Clonts Assistant Director Janet Skeen Branch Claims Sherrion Branch Chief, Grants and Agreements, Servicewide Payments Jeff Park Branch Chief, Incident Finance Dawn Heutte Branch Chief, IAS Payments Hueth Branch Chief, Miscellaneous Payments Pamela Scalco Branch Chief, Travel Budget Execution, Quality Assurance, and Program Support Thomas Shehan Assistant Director Vacant Branch Chief, Fund Control Mary Brown Branch Chief, Budget Operations Gunnar Sandine (Acting) Branch Chief, Program Support Jennifer McQuire Branch Chief, Internal Quality Assurance (A-123) Financial Reporting and Reconciliation Shannon Hensler Assistant Director Elizabeth M. Jones Branch Cash Reconciliation Vacant Branch Chief, Reporting Vacant Branch Performance Measures Vacant Branch Treasury Symbol Analysis Linda Stanton (Acting) Branch General Ledger Reconciliation
Region 2 Mountain Region Colorado, Kansas, Nebraska, Dakota, and Wyoming 740 Simms St., Golden, CO 80401-4720 Hours: 7:30 a.m. to 4:30 p.m. (MT) Phone 303-275-5350; Fax 303-275-5327, TDD 303-275-5367 E-mail: Mailroom R2@fs.fed.us RICK CABLES Regional Forester Lisa Street Executive Assistant Maribeth Gustafson Deputy Regional Forester, Operations Pat Thornberry Executive Assistant Fax: David Lucas Health and Safety Officer Marlette Administrative Officer Daniel McClusker Director, Acquisition Management Michael Holifield Director, Regional Budget Office Florence Navarro Director, Civil Rights Waida Director, Grants & Agreements Steve Sherwood Director, Recreation, Heritage & Wilderness Resources Tony Dixon Deputy Regional Forester, Resources Pat Thornberry Executive Assistant Fax: Terri Gates Director, External Affairs Mary Morgan Director, Engineering Randy Karstaedt Director, Physical Resources R. E. Vann Director, Renewable Resources Cindy Correll Director, Resource Information Mark Boche Director, State & Private Forestry Sharon Friedman Director, Strategic Planning Office of the General Counsel 740 Simms St., Golden, CO 80401-4720 Fax: Vacant Regional Attorney Vacant Deputy Regional Attorney Millicent Haupt Program Assistant Denise Rudd Adminstrative Officer Daniel Rosenbluth Senior Counsel Duane Ross Senior Counsel Lois Witte Senior Counsel Alicia Bennett Paralegal Specialist Randy Bramer Attorney, Advisor Connolly General Attorney Janeen Cornelius Paralegal Specialist Kenneth Capps Attorney, Advisor Holly Fliniau Coordinator, Hazardous Waste Materials Mgmt Group Michael Hope Attorney, Advisor Thomas Japhet Attorney, Advisor Helena Attorney, Advisor Marilyn Littleton Paralegal Specialist Kirk Minckler General Attorney Kenneth Pitt General Attorney Economic Recovery Operations Center, Intermountain Brad Bauer Intermountain Lead Fax: Bev Thompson Contract Specialist George Jackson Contract Specialist Paul Pierson Contract Specialist Stephanie Lawrence Contract Specialist Elane Guidice Contract Specialist
Shelly Pacheco Safety Manager Joe Garcia Public Affairs Officer Ranger Districts Smokey Bear 901 Mechem Drive Ruidoso, NM 88345-7049 Juan (Buck) Sanchez District Ranger Sacramento P.O. Box 288 Cloudcroft, NM 88317-0288 Donna L Owens District Ranger Guadalupe 114 South Halagueno St, Rm 159 Carlsbad, NM 88220-5738 Telles District Ranger Santa Fe Supervisor's Office 11 Forest Lane Santa Fe, NM 87508 505-438-5300 Fax: 505-438-7834 TTY: 505-438-7804 DANIEL JIRON Forest Supervisor Erin Connelly Deputy Forest Supervisor Barb Fuller Administrative Assistant Dolores Maese Public Affairs Officer Mike Frazier Recreation, Heritage, Wilderness, Lands, Engineering Jon T. Williams Ecosystem Staff Bill Armstong Fire, Aviation, Vacant Administrative Officer Ranger Districts Coyote Hwy 96, Private Dr, Bldg 20 HC 78, Box 1, Coyote, NM 87012-9701 Francisco Sanchez District Ranger
Vacant District Ranger Fax: Jessieville 8607 N. Highway 7, Jessieville, AR 71949 Ron Bush District Ranger Fax: Winona 1069 N. Fourche Avenue, Perryville, AR 72126 Ron Bush District Ranger Fax: Fourche P.O. Box 459, Highway 10 East, Danville, AR 72833 Ron Bush District Ranger Fax: Mena 1603 Highway 71 North, Mena, AR 71953 Jim Zornes District Ranger Fax: Oden P.O. Box 332, Oden, AR Jim Zornes District Ranger Fax: Poteau P.O. Box 2255, Waldron, AR 71958 Steve Cole District Ranger Fax: Cold Springs 2190 E. Main Street, P.O. Box 417, Booneville, AR, 72927 Steve Cole District Ranger Fax: Ranger Districts (Located in Oklahoma) Choctaw 52175 U.S. Highway 59, Hodgen, OK 74939 Vacant District Ranger Fax: Kiamichi P.O. Box 577, 52523 U.S. Highway 71, Talihina, OK 74571 Vacant District Ranger Fax: Tiak 201 N. Central, Room 116, Idabel, OK 74745 Vacant District Ranger Fax: Ozark-St. Francis 605 West Main Street, Russellville, AR 72801-3614 Phone: 479-964-7200; Fax: 479-964-7229
12319 U.S. Highway 84 West, Winnfield, LA 71483-7861 Yerby District Ranger Mississippi National Forests in Mississippi 100 W. Capitol Street, Suite 1141, Jackson, MS, 39269-1199 Phone: 601-965-1700; Fax: 601-965-1785 E-mail: Mailroom R8 Mississippi@fs.fed.us TONY Forest Supervisor R.E. Vann Deputy Forest Supervisor Diane Weber Staff Assistant Thomas Administrative Officer Don Neal Fire, Safety, Lands, Special Uses, Minerals Lynn Corbit Timber, Soil, Water, Air, NEPA Robert Piazza Recreation, Heritage, WL, Fisheries, Engineering, Lands, Special Uses Minerals Vertis Stovall Public Affairs Ranger Districts Bienville 3473 Highway, 35 Forest, MS, 39074-8811 David Carter District Ranger Chickasawhay 968 Highway, 165 South, Laurel, MS 39443-4720 Robert Lee District Ranger Delta Sharkey-AG Building, 402 Highway 61North, Rolling Fork, MS 39159-2963 Larry Moore District Ranger Desoto 654 W. Frontage Road, P.O. Box 248, Wiggins, MS 39577-8131 Ron Smith District Ranger Holly Springs 1000 Front Street, Oxford, MS 38655-4915 Joel Gardener District Ranger Homochitto Route 1, Box 1, Meadville, MS 39653-9280 Tim Reed District Ranger Tombigbee P.O. Box 912, Ackerman, MS 39735-0912 John Baswell District Ranger
b. Select File > Open and select your AD file. c. Turn on the 7900 and select Instrument > Plate Read and press the "Connect". d. If your is not in the 7900, press "Open/Close" and insert the plate. e. Select "Post Read". f. Press "Open/Close" and remove the plate. g. Turn OFF the 7900. 6. Analyze results. If your data have well separated homozygous and heterozygous groupings, then the 7900 can automatically score each sample. If the groups are not well separated, you must manually score the groups. See the Allelic Discrimination getting started guide for more information. a. Select File > Open and select your AD file. b. Select Analysis > Analyze. The data will be scored. c. Select the Results tab. d. If the data are automatically scored, proceed to the next step. If the data are not scored, use the mouse to select data points and from the "Call" box, manually assign the allele calls. e. Select File > Export and save your data report as a tab-delimited file for use with Excel. f. on the plot to save the plot as an image file. g. NOTE: when you save the AD document, the analysis results are NOT SAVED in the AD document. You must export the report.
www.foodbanksbc.org 4554 Hollister Ave. Santa Barbara, CA 93110 Tel: (805) 967-5741 FAX: 683-4951 490 W. Foster Road Santa Maria, CA 93455 Tel: (805) 937-3422 FAX: 937-8750 Monthly Report U.S.D.A. COMMODITY DISTRIBUTION (HHP) Number of Households Served: ________ Number of Individuals Served: _________ 1-3 4-6 7+ For the Month of: Agency: Reporter: Telephone No.: Fax No.: (1) (2) (3) (4) (5) (6) (7) (8) (9) COMMODITY: Case Weight (Lbs.) Units Per Case Beginning Inventory (Cases/Units) Received Per Invoice (Cases) Total (3) + (4) (Cases/Units) Distributed to Clients (Cases/Units) Ending (5) – (6) (Cases/Units) Physical Inventory (Cases/Units) DIFFERENCE (7) – (8) (Cases/Units)
Part 2: Agency compliance with the Writing Act – Supporting activities Criteria Notes Score Implementation Plan 30 Does the plan list objectives Establish an inter-agency working group to put the Act into practice, develop training to teach its requirements, and stay accountable for its results. identify critical review points that covered documents are subject to prior to publication and institute a plain language verification step. They also list types of covered documents and who needs to be trained in their implementation plan 8,6 Do they identify specific actions to implement objectives publish a departmental regulation on plain language. Not done yet, but still working on it. Develop on-line training (they did) 8,8 Do they identify time frames No, except to publish the annual report on time. 0 Compliance Report 30 Does agency list types of covered docs? Yes, 2011 report lists types of documents that “will be available” in plain language, and intended audiences. 10 Does plan discuss sustaining change? Yes. 2011 document 10 What docs are focus of pl work pl? 2012 Compliance report starting on page 3 has an extensive list, by agency. . We can’t ensure they all are, but we are confident that there has been a USDA sea-change on plain writing. For example, I have received several requests from our subcabinet for plain writing help on high level documents and regulations. Additionally, some of our agencies and offices have conducted extensive efforts to train their staff members and ensure that the documents they produce comply with the Act. 10 Tracking documents created in or revised into pl? 0 Measurements 8 Testing pl quality of documents They say they are instituting verification steps and creating a subcommittee of the pl working group to oversee compliance. Has this happened, is it working? Our plain writing working group executive committee is still serving that role as we work to implement the law without a Congressionally approved budget to do so. We triage. We work with the agency and office members of our working group to identify groups or classes of documents where plain writing can help us achieve USDA’s mission and the Secretary’s mandate to better serve the public who use our programs. Each
Key Assumptions and Implications Major assumptions underlying the projections and selected implications include: Economic Growth Global economic growth is assumed in the projections at a 3.3-percent average annual rate over the next decade. However, the assumptions reflect a dichotomy between relatively weak longrun economic growth in developed countries and stronger growth in developing countries. As a result, developing countries become a larger part of the world economy. Relatively high growth rates in China, India, and other areas of developing Asia, Africa, and Latin America underpin the anticipated macroeconomic gains for developing countries. Among developed countries, Japan’s economic growth continues to face constraints from long-term structural rigidities, a political process that makes economic reform difficult, and an aging population. Growth in the European Union (EU) will be limited by the ongoing financial instability and adjustments in the Eurozone. The U.S. economy is projected to grow at an average rate of about 2.6 percent over the next decade. With slower growth in the United States than in the world economy, the U.S. share of global gross domestic product (GDP) falls from about 26 percent currently to 24 percent at the end of the projection period. Steady global economic growth supports longer term gains in world food demand, global agricultural trade, and U.S. agricultural exports. Economic growth in developing countries is especially important because food consumption and feed use are particularly responsive to income growth in those countries, with movement away from traditional staple foods and increased diversification of diets. Population Stronger global economic growth over the next decade contributes to the continued slowing of population gains around the world as birth rates decline. Growth in global population is projected to average about 1.0 percent per year compared with an average annual rate of 1.2 percent in the last decade. Population growth rates in most developing countries remain above those in the rest of the world. As a consequence, the share of world population accounted for by developing countries increases to 82 percent by 2022, up from 80 percent in 2010. Population gains in developing countries, along with increased urbanization and expansion of the middle class, are particularly important for the projected growth in global food demand. Populations in developing countries, in contrast to those in more-developed countries, tend to be both younger and undergoing more rapid urbanization, factors that generally lead to the expansion and diversification of food consumption.
Teacher: Aaron Sweeney and Leon Week of: Aug 25-29 Subject: 9th grade World History 3, 5, 6, 7 OBJECTIVES STANDARDS ACTIVITIES HOMEWORK EVALUATION Students will describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology. ACT: A1b Common Core: RH.9-10.1 RH.9-10.4 WHST.9-10.1 Before: Bell Ringer During: (Standard) Chapter 5 Vocabulary (Honors) Chapter 5 ID’s After: (Standard) 5-1 Reading Essentials (Honors) Primary Source Analysis: “Becoming a Prince By Villainy” Students will describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology. ACT: A1b Common Core: RH.9-10.1 RH.9-10.4 WHST.9-10.1 Before: Bell Ringer During: Europe Map Quiz After: (Standard) 5-1 Notes (Honors) 5-1 Notes Europe map due Map Quiz & T H U R Students will describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology. ACT: A1b Common Core: RH.9-10.1 RH.9-10.4 WHST.9-10.1 Before: Bell Ringer During: (Standard) 5-2 Reading Essentials (Honors) Primary Source: “Quarrels Over The Sistine Chapel” After: 5-2 Notes F R I Students will describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology. ACT: A1b Common Core: RH.9-10.1 RH.9-10.4 WHST.9-10.1 Before: Bell Ringer During: (Standard) 5-3 Reading Essentials (Honors) Primary Source: “Luther’s Address to the German Nobility” 5-3 Notes
Consortium Agreement TEMPLATE This Agreement, which includes any referenced attachments, is made among the organizations listed below. , whose registered office is at ; and , whose registered office is at ; and , whose registered office is at . These organizations will be referred to individually as a “Member” and collectively as “Members” throughout this Agreement. Purpose. The purpose of this Agreement is to specify the responsibilities of the Consortium Members in carrying out the Project, to identify the rights and obligations of the Members, and to complete the Project, including producing deliverables, as described in Attachment A – Work Plan. Duration. This Agreement shall commence on the Effective Date and continue until the completion of the Project on [INSERT DATE]. The duration of this Agreement may be extended beyond the completion date, at any time prior to that date, by written agreement of the Members. Definitions. The following terms are defined for this Agreement. Confidential Information means all information that is marked as Confidential and is disclosed by one Member to the others for the purpose of completing the Project. It includes, but is not limited to, the following: ideas, financial information, marketing information, work plans, computer systems and software, products and services, records, reports, documents, papers, and any other materials that are generated through work on the Project. Consortium means the Members collectively. Effective Date the date when all members have signed this Agreement. Lead Institution the Member who is designated in Section IV of this Agreement. This Member is authorized as the Consortium’s agent to sign agreements in the Consortium’s name and on behalf of the Project in accordance with Section IV of this Agreement. Project means the work described in Attachment A – Work Plan. Project Manager means the person appointed by the Lead Institution to run the day-to-day operation of the Project and report directly to the Lead Institution. Personnel means any employee, director, agent, contractor, or other individual engaged by a Member.
U.S. Farm Income Net cash income and net farm income initially fall from recent record highs. Net cash income declines through 2019 before generally rising over the latter part of the projection period. Net farm income, which through 2015 fell more sharply from its peak, generally rises after 2016. Projected reductions in prices for most major crops and livestock result in declines in farm cash receipts in 2015-17. Crop cash receipts fall through 2016, while livestock cash receipts decline through 2018. Cash receipts then grow over the rest of the projection period as steady domestic and international economic growth support longer term demand for U.S. agricultural products. direct Government payments are projected to increase to more than $13 billion in 2016 and 2017, largely reflecting lower crop prices that push up payments under the Agriculture Risk Coverage (ARC) and Price Loss Coverage (PLC) programs of the Agricultural Act of 2014. Government payments then fall in 2018 and 2019 as commodity prices begin to rise. Government payments are projected to increase again in 2020 before falling over the remainder of the projection period. Total farm production expenses and cash expenses fell in 2015 as declines in feed costs and energyrelated input prices combined with reduced acreage to lower expenses for farmorigin and manufactured inputs. Farm production expenses are projected to increase after 2017 as crude oil prices and interest rates rise.
Table 31. Rice trade long-term projections 103 Table 32. Soybean trade long-term projections 104 Table 33. Soybean meal trade long-term projections 105 Table 34. Soybean oil trade long-term projections 106 Table 35. All cotton trade long-term projections 107 Table 36. Beef trade long-term projections 108 37. Pork trade long-term projections 109 38. Poultry trade long-term projections 110
Submission of False or Fraudulent Claims The submission of a false or fraudulent claim constitutes a serious deficiency for participating institutions. If an institution knowingly files a false or fraudulent claim for reimbursement, the State agency must declare the institution and RP/Is seriously deficient; for example, an institution filing a claim for meals that it did not serve, an institution that claims more than two meals and a snack per child, or reporting children as eligible for free meals on the claim without supporting income eligibility applications. Fraud is defined as a willful act commenced with the Specific Intent to deceive or cheat, in order to cause some financial detriment to another and to engender personal financial gain. A misrepresentation is fraudulent if the (a) knows or believes that the matter is not as he represents it to be, (b) does not have the confidence in the accuracy of his representation that he states or implies, or (c) knows that he does not have the basis for his representation that he states or implies. If the agency or sponsoring organization cannot prove these conditions without any doubt, FNS advises that a charge of knowingly filing a fraudulent claim not be used. As part of the adverse action, the State agency has the option to suspend the institution and RP/Is from Program participation, including Program payments, until the serious deficiency has been resolved [7 CFR 226.6(c)(5)(ii)]. Proposed Suspension When the State agency proposes to suspend an institution’s participation, including Program payments for the submission of a false or fraudulent claim, the State agency must issue a combined notice of serious deficiency and proposed suspension. The institution and RP/Is must be notified in writing that the State agency intends to suspend the institution’s participation (including all Program payments) unless the institution requests a review of the proposed suspension. The notice must state: The serious deficiencies found; That the State agency is proposing to suspend the institution’s and RP/Is’ Program participation, including the payment of claims; The effective date of the suspension (this cannot be earlier than 10 days after the institution receives the notice); That the institution can appeal the proposed suspension; The contact information for the suspension review official; That a suspension review must be requested within 10 days of receipt of the notice;
weight of oven-dry soil Example— (e - g) ÷ (g) (34 gr – 27 gr) = 0.259 gr of of soil 27 gr Dry weight of soil core based on water content of subsample (gr): Dry wt of soil core = [wt of moist soil + bag (gr) - wt of bag (gr)] [1 + soil water content (gr/gr)] Example— Dry wt of soil core = [(a - b) ÷ (1 + h)] = (490 gr - 5 gr) = 385 gr (1 + 0.259) Bulk density calculation (gr/cm3): Dry wt of soil core ÷ volume of soil core Example— 385 gr ÷ 321 cm3 = 1.20 gr/cm3 Soil water content and porosity calculations: 3.—Total soil water content Sample site Soil content (by weight) (grams/gram) (h in 2) Bulk density from table 2 (grams/cm3) Water content (grams/cm3)* Total inches of water/foot of soil depth** Example 0.259 1.2 0.3108 3.7 *Water content (gr/cm3) = soil water content (gr/gr) x bulk density (gr/cm3); 1 gram of water (by volume) = 1 cm3/cm3 **Total inches of water/foot of soil depth = water content x 12 inches (1 foot) Table 4.—Soil porosity
Sample site Bulk density from 2 (grams/cm3) Calculation: 1 - (soil bulk density ÷ 2.65)* Soil porosity (percent) Example 1.2 1 - (1.2 ÷ 2.65) 54.7 *The default value of 2.65 is used as a rule of thumb based on the average bulk density of rock. Table 5.—Water-filled pore space Sample site Water content from table 3 (grams/cm3) Soil porosity from table 4 Calculation: (water content ÷ soil porosity) x 100 *Percent of pore space filled with water Example 0.3108 0.547 (0.3108 gr/cm3 ÷ 0.547) x 100 56.8 Figure 9.—Soil porosity Figure 10.—Example soil core volume, by component (volume = 321 cm3). Figure 11.—Example soil core dimensions, volume, and weight, by component. Were results of bulk density and porosity expected? Why or why not?
Do total soil organic matter content, nutrients contained in soil organic matter, and mineralized annually appear to be too high or too low? Why or why not? Glossary Active organic matter.—Organic compounds used as food by and associated with high biological activity. Active soil organic matter breaks down faster than other components of soil organic matter and responds more quickly to changes in management. Fresh residue.—Plant residue, dead animals, and other organic substances that have recently been added to the soil and exhibit minimal decay. Humus (stable organic matter).—Complex organic compounds that remain after organisms have used and transformed the original organic material. Humus is not readily decomposed either because it is physically protected inside soil aggregates or it is chemically too complex to be used by most organisms. Humus is important in binding soil aggregates and improves the water and nutrient-holding capacity of soils. Mineralization.—Organic matter decomposition that releases nutrients in a form available for plants (e.g., phosphorus, nitrogen, and sulfur). Soil micro-organisms (small living organisms).—Bacteria, fungi, nematodes, protozoa, and arthropods, etc. Soil organic matter (SOM)–Organic component of soil, consisting of plant residue (fresh), living organisms, decomposing organic matter (active), and stable organic matter (humus).
USDE Study Guide Chapters 9 & 10 Water transportation versus road Advantages Success Erie Canal Steamboat Acquisition of Florida First factory Lowell-Waltham system Cotton gin Importance of cotton Changes in farming due to market revolution Westward movement and the South Immigration Who Responses Mormonism Gibbons v. Ogden McCullough v. Maryland Missouri Compromise Monroe Doctrine The Whigs The Nullification Crisis John C. Calhoun Jackson Factors Indian Removal Political judgement Supreme Court Election of 1824 Patronage
demonstrate an adequate knowledge of English as defined in the University Calendar’s , Appendix 2 and in the . Compliance with Section IV of the University Calendar: Aptitude for Research Programme: The programme is within the applicant's capabilities. The applicant is capable of sustaining research at doctoral level. The applicant is capable of completing a higher degree within the required length of candidature Evidence of motivation for and understanding of the proposed area of study. Preliminary knowledge of relevant research techniques; epidemiology/ physiological measurements/ imaging (acquisition or image analysis) / nutrition Application, Interview, References Application, Interview, References Application, Interview, References Application, Interview, References Application, Interview, References Problem Solving and Initiative: Ability to develop understanding of complex problems and apply in-depth knowledge to address them. Potential to develop expertise in new areas of the subject. Application, Interview, References Application, Interview, References Management and Teamwork: Ability to work effectively with others to achieve research goals (where relevant) Application, Interview, References
Compliance with Section IV of the University Calendar: Application. Aptitude for Research Programme: The programme is within the applicant's capabilities. The applicant is capable of sustaining research at doctoral level. The applicant is capable of completing a higher degree within the required length of candidature Evidence of motivation for and understanding of the proposed area of Preliminary knowledge of research techniques Application, Interview, References Application, Interview, References Application, Interview, References Application, Interview, References Application, Interview, References Problem Solving and Initiative: Ability to develop understanding of complex problems and apply in-depth knowledge to address them. Potential to develop expertise in new areas of the subject. Application, Interview, References Application, Interview, References Management and Teamwork: Ability to work effectively with others to achieve research goals (where relevant) Application, Interview, References Communicating and Influencing: Ability to communicate complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Experience of effective working or volunteering with members of the public in service provision, education and/or research Application, Interview, Reference Application, Interview, Reference
1 The learner will know how to select appropriate materials and/or products for a work task The learner must know: Assessment Requirements Evidence Location 1.a Materials and/or products to produce an artefact or complete an activity Learners should select materials and/or products to produce an artefact or complete an activity. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b Why the materials and/or products are suitable Learners should explain why the materials and/or products are suitable. 1.c Safety hazards associated with the material/s or product/s and their use, and the precautions that should be taken Learners should describe the safety hazards associated with the material/s or product/s and their use, and the precautions that should be taken. 2 The learner will be able to evaluate the result of the activity The learner must be able to: Assessment Requirements Evidence Location
USE OF TERMINOLOGY FOR FIRST NATIONS The Nation language terms will be used throughout the document (E.g., Nêhiyawak (Cree), Nahkawé (Saulteaux), Denesuline (Dene) and Oceti Sakowin - Dakota, Nakota, Lakota (Sioux). Saskatchewan First Nations Languages and Dialects First Nations Terms (Pronunciation) Nation Language Meaning in English English/French Terms Iyiniwak (ee yin ně wuk) – All First Nations People Nêhiyawak, (neh hee o wuk) (Y Dialect) nêhinawak (neh hee no wuk) (N Dialect) nêhithawak) (neh heath no wuk) (TH Dialect) The Nêhiyawak language nêhiyawaywin (neh hee ah way win) People of the Four Directions People of the Four Directions People of the Four Directions Cree Plains Cree Swampy Cree Woodland Cree Anishinabé (ah nish in nah bay) - All First Nations people Nahkawé (nuk ah way) The Nahkawé Language nahkawaywin (nuk ah way win) The People The First People that came down to be man Saulteaux (French term) Denesûliné – (den eh sue lee-neh) The Dene Language Saskatchewan’s Far North – K Dialect Saskatchewan’s Western – T Dialect The Real People Dene Ikce wicasa (ick chay) (wee cha shaw) – All Nations people (Common people) Oceti Sakowin (oh che tee) (sha go ween) The people of the Seven Council Fires Dakota (da kō da) Nakota (na kō da) Lakota (la kō da) those who consider themselves to be kindred those who consider themselves to be kindred those who consider themselves to be kindred Sioux - (French term) Assiniboine – (French term) Stoney (English Term) Note: Information given by the OTC Elders Advisory Council
University of Georgia 210 Field Street Athens, GA 30602 Grant Category: Student Discipline: Geography Specialization: Post-Socialist Urban Geography; Political Geography; Critical Romani Studies Affiliation in : Hungarian Academy of Sciences Center for Economic and Regional Research Institute for Regional Studies 1097 Budapest, Tóth Kálmán u. 4 Duration of Stay: September 2018-May 2019 Academic Background M.A., Central European University, 2011 B.A., Saint Edwards University, 2009 Professional Background: PhD Candidate, University of Georgia 2014- Foreign Languages: Hungarian Selected Publications: 2018 (Forthcoming). “The Class to Race Cascade: Interrogating Racial Neoliberalism in Romani Studies and Urban Policy in Budapest’s Eighth District.” Critical Romani Studies. Vol. 1.2. Mr. Alexander Fees Master of Science Department of Physiology
University of Tennessee, Knoxville 1520 Middle Drive, Knoxville, TN 37996-0001 Grant Category: Student Discipline: Psychology Specialization: Environmental Psychology; Energy Efficient Technology Adoption (i.e. Smart Meters, Demand Response); Frameworks for Energy Efficiency; Occupant Energy Behaviors; Cross-Cultural Comparison of Energy Behaviors; Energy Justice; Energy Poverty Affiliation in Hungary: Budapest University of Technology and Economics Department of Sociology and Communication H-1111 Budapest, Egry József u. 1 Duration of Stay: September 2018 - June 2019 Academic Background: B.A, University of Tennessee, Knoxville 2017 Professional Background: Research Assistant, Center for Ultra-Wide-Area Resilient Electric Energy Transition Networks (CURENT), 2016 - 2018 Foreign Languages: N/A Selected Publications: Social order, environmental impacts, and crisis communication: Mining tweets for analysis of hurricane disaster response, Annual Meeting of the American Sociological Association, 2018 An International Cultural Study of Office Occupant Behavior across Six Countries, (in process of data analysis) Energy Efficiency and Energy Justice for U.S. Low-Income Households: An Analysis of Multi-Faceted Challenges and Potential, (under review, assisted in preparation) Incentive versus intention: Analysis of social-psychological and demographic factors in demand response and energy behavior, Energy Research and Social Science, 2018, (assisted in preparation) Mr. Sloan Bradley Nietert Researcher/Student Mathematical Sciences, Computer Science
1 The learner will know how to use tools and equipment for a work task The learner must know: Assessment Requirements Evidence Location 1.a The work task Learners should outline the work task to be completed. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The tools and equipment needed for the work task Learners should state the purpose of the tools and equipment needed for the work task. 1.c The safety precautions associated with the tools and equipment used Learners should outline safety precautions associated with the tools and equipment used. 2 The learner will know how to care for work tools and equipment
3.a Perform the task using the tools and equipment as instructed The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 3.b Perform a maintenance or storage task of the tools and equipment following the instructions given 3.c and tidy the work area Final Tutor Feedback (Strengths and Areas for Improvement):
CONTENTS Acknowledgments Table of Statutes and Acts of Sederunt 1: Introduction 2: Research Methods 3: Research Findings Sheriffs Sheriff Clerks Solicitors Scottish Courts and Tribunals Service Case Management data 4: Concluding Comments Appendices Glossary
FINAL PROJECT RUBRIC Category Distinguished (100% credit) Proficient (85% credit) Emerging (70% credit) Incomplete (50% credit) Subject Knowledge 40 points Demonstrates full knowledge (more than required). Presentation of information is very detailed, accurate, and contains no inaccuracies. Shows clear evidence of research and thoughtful consideration. Demonstrates adequate knowledge (minimum required). Presentation of information is detailed, mostly accurate, and contains few inaccuracies. Shows evidence of research and thought. Demonstrates minimal knowledge (less than required). Presentation of information lack detail, and contains inaccuracies. Does not show much evidence of research and/or thought. Does not demonstrate knowledge (far less than required). Presentation lacks significant detail and/or contains significant inaccuracies. Shows no evidence of research or thought. Organization 10 points Project is in a logical, interesting sequence that is easy to follow. Project is in a logical sequence, is easy to follow. Project is not easy to follow and jumps around. There is no logical sequence and is difficult to follow. Graphics 20 points Contains extensive graphics that represent the information accurately AND are creatively used or go beyond simple images (Gifs or embedded videos for example) Contains graphics that relate to the information accurately. Graphics are primarily images and/or backgrounds. Contains some graphics and/or images do not represent the information accurately. Contains no graphics or images have no relevance to the information. Mechanics 10 points Contains NO spelling and/or grammatical errors. Contains minimal spelling and/or grammatical errors. Contains some spelling and/or grammatical errors. Contains extensive spelling and/or grammatical errors Historical Interpretation 20 points Project illustrates depth of historical thought and analysis. Contains interesting and new look at historical thought. Project shows some historical thought and analysis. Attempts to do something new and/or different with historical information. Project shows minimal attempt at displaying historical thought and analysis. Does not attempt to do something new and/or different with historical information. Project shows no attempt at displaying new historical thought and analysis.
Total for Curriculum/ Enrichment Resources and Learning Parental Involvement Home School Learning Packs All children from Nursery to Year Six to be provided with a home learning pack to support learning at home. The will include resources and information that help parents/carers to help their children learn at home. These include 100 number squares, pens, pencils, paper, alphabet cards, Phonic resources and much more! £4,000 ‘Nessy’ Scheme to Target GPS attainment. Online Spelling program that is beneficial for all children, especially children with Dyslexic tendencies. 600 (£8 per student) Buddy Scheme – Peer Mentoring for Ks1 and Year Three playground. Children from KS2 supporting on the Ks1 playground with structured play to benefit the Ks2 and Ks1 children. Also suggested by school council representatives to improve the playground. £1,250. Parenting Classes- Fit- tastic in Foundation Stage Fit-tastic- Involving parents and children, providing resources to support outdoor play. We facilitate different parent classes to help our parents support children’s learning at home. Our Assistant Head teacher organises these. £2,000 Resources & Learning Final Total 378.821
Environmental Protection Agency – Conserving Energy (Australia) Environmental Protection Agency – Conserving Water (Australia) Friends of the Earth Scotland – Green Travel Plan Greenhouse Gas Protocol – Corporate Standard Intergovernmental Panel on Climate Change (IPCC) International Emissions Trading Association (IETA) International Finance Corporation (IFC) Performance Standard 3 – Resource Efficiency and Pollution Prevention (2012) United Nations Framework Convention on Climate Change (UNFCCC) – The international response to climate change United States Environmental Protection Agency – WaterSense
Base flows and freshes Vegetation condition and reproduction Vegetation diversity Biodiversity Fish condition Fish larval abundance Fish reproduction Fish diversity Waterbird survival and condition Waterbird chicks Waterbird fledging Waterbird diversity vertebrate young Other vertebrate diversity Hydrological connectivity including end of system flows Connectivity Ecosystem function Individual survival and condition (individual refuges) Ecosystem resilience Resilience Dissolved oxygen Dissolved organic carbon Chemical Water quality Freshes Biotic dispersal and movement Sediment transport Connectivity Ecosystem function Nutrient and carbon cycling Process
Event Notification Services Event Owner Description Subscription Source System name) Organization that offers the event Short description of the event List of subscriptions (and owners) Name of the system which offers this event Application Services Application Description Source System (Application or DSS name) Organization that offers the Application Short description of the application, DSS or portal Name of the system which offers access to this resource Sensor resources Sensor Owner Description Frequency Source System (sensor name) Organization that owns/ manages sensor Short description of the sensor How often the sensor can observe event Name of the satellite or system which manages sensor
irrespective of importer compliance history. for importers with a demonstrated history of good compliance Inspection requirements All used machinery requires inspection by a biosecurity officer. Only identified high risk used machinery will be required to be inspected by a machinery-accredited biosecurity officer Option to treat onshore Used machinery that is found to be heavily contaminated on arrival may be directed for export, at the importer/owner’s expense. Option for heavily contaminated used machinery to be cleaned onshore but only in extenuating circumstances. Where no effort has been made to clean the machinery offshore, or the importer has a history of the goods will be directed for export.
In case of an emergency leak of used oil contact: Used Oil Sign – Off Sheet The employees of __________Company Name______________________________, listed below, have taken part in a training session on Used Oil. The session covered: The definition of used oil. What operations in the workplace create used oil. How used oil is handled and managed. An overview of emergency procedures relating to used oil. Employee Signature PRINT NAME
The following modifications were made to the trailer to comply with the ADRs before the Used Imported Trailer Vehicle Plate was fitted. ADR number Description of modifications (e.g., the lamp was replaced with a lamp with a CRN or the suspension system was replaced with a suspension system with a SARN or original components retained.): ADR1/00 ADR6/00 ADR13/00 ADR38/03 ADR42/04 ADR43/04 ADR44/02 ADR45/01 ADR47/00 ADR48/00 ADR49/00 ADR51/00 ADR61/02 ADR62/02 ADR63/00 ADR74/00 Section 4 – Applicant’s certification I certify that this trailer has been modified to comply with the applicable ADRs that apply when this trailer is to be first used in transport on public roads in Australia and that all evidence of compliance with the ADRs and supporting documentation are correct, retained and available for inspection by Departmental inspectors if requested. Applicant’s full name, address and phone number: Signature and date Section 5 - Engineer’s Endorsement I certify that I have inspected the trailer and confirm that the trailer conforms to the evidence of compliance with the ADRs, that this certificate has been signed by the applicant, and that all the information provided is correct. Engineer’s full name, address, phone number and Engineers Australia membership number and grade, or SAE (Aust) membership No. Signature and date Section 6 – ADR13/00 – Installation of lights and light signalling devices FEATURE (ADR13/00 clause number) CRN or E mark on lamp (if applicable) number Height (mm) Distance apart (mm) Distance from outer edge of trailer (mm) COMPLIANCE Reversing lamp (A6.4) Y N NA Direction indicator rear (A.6.5) Y N Direction indicator side (A.6.5) Y N Stop lamp (A6.7) Y N Rear registr. plate lamp (A6.8) Y N
Cold calibration angle (degrees re. satellite track) N/A 115.5º N/A 115.5º Cold calibration angle (degrees re. nadir direction) N/A 97.0º N/A 97.0º Sensor receiver parameters Sensor integration time 1.2 ms 2.5 ms N/A 2.5 ms Channel bandwidth 200 MHz centred at 18.7 GHz N/A 200 MHz centred at 18.7 GHz Measurement spatial resolution Horizontal resolution 9 km 16 km 40 km 3 km 13 km Vertical resolution 9 km 27 km 40 km 3 km 22 km Sensor type Orbit parameters Altitude Inclination Eccentricity Repeat period Sensor antenna parameters Number of beams Reflector diameter Maximum beam gain Polarization –3 dB beamwidth Instantaneous field of view Off-nadir pointing angle Beam dynamics Incidence angle at Earth Swath width
TABLE EESS (passive) sensor characteristics operating between 174.8 and 191.8 GHz Sensor Q1 Sensor Q2 Sensor Q3 Sensor Q4 Sensor Q5 Sensor Q6 Sensor Q7 Sensor type Conical scan Cross-track scan Limb sounder Mechanical nadir scan Conical scan Nadir scan Orbit parameters Altitude 828 km 705 km 824 km 835 km 867 km 822 km Inclination 98.7° 98.2° 98.7° 98.85° 20 98.7° Eccentricity 0 0.001 Repeat period 17 days 16 days 9 days N/A 7 days 29 days Sensor antenna parameters Number of beams 2 1 2 96 earth fields per scan period 6 1 (steerable in 90 earth fields per scan period) Reflector diameter 0.48 × 0.71 m 0.219 m 1.6 × 0.8 m 0.127 m 0.6 m 0.2 m 0.22 m Maximum beam gain 54 dBi 45 dBi 60 dBi 43.9 dBi dBi 49 dBi 44.8 dBi Polarization V Linear V QH V H QV −3 dB beamwidth 0.39° 1.1° 0.19° × 0.245 1.1° 0.° 0.66° 1.1° Instantaneous field of view 16 km × 12 km 14 km 4.5 km × 9 km Nadir FOV: 15.8 km Outer FOV: 68.4 × 30 km Outer FOV: × km At nadir 10 km × 10 km At swath limit 14 km × 22 km Nadir FOV: 16 km Outer FOV: 53 × 27 km Off-nadir pointing angle 46.8° ±48.95° N/A ±52.725° 5.° 42 49.4