zilongwang/ReadingBank huggingface dataset:
Name: Role Assigned: Car Crash WebQuest Go to . Select “Educators” Select “Webquests” Complete the Car WebQuest. You will need to work in teams of 3. Each person will be assigned a role. Auto Expert, Collision Expert, or Investigator The teams are: Jorge, Adrianna, and Vanessa Annalee, Alexis, and Alyssa Caleb, Dominick, and Regan Abby, Kendal, Dane, and Shila (Dane and Shila can work together on one role) Your first job is to assign roles to each group member. Then read the Introduction and Task. Each member then needs to click on their role under “Process” and begin their research. The final product will be graded using the attached rubric. Under “Process” a detailed description of what you need to do can be found. Rubric Beginning 1 Developing 2 Very Good 3 Exemplary 4 Score Auto Expert's Report Given information correctly identified, kinematic equation chosen appropriately. Kinematic equation applied effectively, correct velocities identified. Correct velocities identified, report explains work performed. Correct velocities identified, comprehensive professional report including equations and diagrams. Collision Expert's Report Given information correctly identified, conservation of momentum utilized. Conservation of momentum applied effectively, correct velocities identified. Correct velocities identified, report explains work performed. Correct velocities identified, comprehensive professional report including equations and diagrams.
How quickly can you guarantee a response time to quotation requests? What are your standard working hours and what after-hours services do you provide in the event of an emergency? Detail any benefits or additional services your organisation can offer Save the Children as part of the contract: Details of Geographic coverage in Country / outside What quality standards does your organisation adhere to e.g. ISO? Please provide details of at 2 client references which Save the Children may contact (preferably NGOs): Client Organisation Contact no. E-mail address Details of contract COMMERCIAL CRITERIA Section 3: Commercial proposal (Pricing)
RAPID IMPACT ASSESSMENT SCREENING FORM Name of procedural document Car Parking Policy Directorate and Service Area Facilities Operations Division Car Parking Department Name, job title and contact details of person completing the assessment Alison Knowlton Car Parking Manager 01392 406926 Date: November 2012 EXECUTIVE SUMMARY This section summarises: the impacts identified for action mitigating action the likely severity of the impact as a result of that action (“result”). Impact Action Result Carers could be discriminated against, if the car parking policy did not recognise their needs The policy recognises that carers may need access to on-site parking Risk minimised Staff with disabilities may need a parking permit as a reasonable adjustment; failure to provide such an adjustment could be discriminatory The policy has a process for issuing permits as a reasonable adjustment Risk minimised Blue badge holders have significant mobility difficulties and failure to provide appropriate concessions could be discriminatory Policy allows blue badge holders to park in any space, free of charge. They can also park anywhere else, so long as no hazard is caused Risk minimised Patients who require treatment in certain departments could have disabilities and may suffer disadvantage from having to pay parking charges on every visit Concessions are made to patients attending certain clinics; a disability may be involved in attendance at these clinics Risk minimised (If you need to progress to a full impact assessment, please include this as an action, above.) 1. What is the main purpose of this policy / plan / service? To address limited parking spaces, and traffic management issues across the Trust. 2. Who does it affect? Please tick as appropriate. Carers Patients Other (please specify)Visitors What impact is it likely to have on different sections of the community / workforce, considering the “protected characteristics”
LAST SATURDAY OF EVERY MONTH ! 31 March 28 April 26 May 30 June 28 July 25 August 29 September 27 October 24 Nov Dec - closed Open 11AM – 2PM Buyers – Free Entry Venue: Brixham College Higher Ranscombe Road, Brixham, TQ5 9HF Enquiries: PTA@brixhamcollege.co.uk
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Car Cover Ideas from Club Members I have a cover for my MG TC which should fit. I got it from Moss - Part No MTR377101. I paid £12.50 for it but that might have been a special offer (David Hughes) Car covers, I reckon, have limited value. My Seven is now in this new Carcoon made to special order to be tall enough. Google Carcoon and ring them for more info. It costs less than £10 a year to run it. It’s easy to take the car out for a quick trip (Tony Dron) A quick look for 'car cover' in Google quickly led me to this Fairly cheap & cheerful in my view, but it may be a start. I believe that if you use such things it is a good idea to use something as a spacer between the cover and the car because if condensation forms it will stay there unless you have air circulation. I am aware that there are makers who will provide a cover specific to a car, but I am sure they would be a lot more expensive (Robert Leigh). Noticed a for sale on Austin Seven Friends These are purpose made, but more expensive than some of the cheaper ones. My car was bought from a company called Cover Systems and their phone number is 01933 410 851 and their web address is: I have just checked online and they do have covers for the whole Austin 7 range but I didn't notice prices. I bought mine many years ago and it packs away in a small bag attached to the cover when not in use. They do dust-covers for garage use (which is what mine is) and at the time I bought mine, waterproof covers for outdoors, so I suppose that's still the case (Ray Palmer).
Reporting Form – Central Bank (Supervision and Enforcement) Act 2013 (Section 48(1)) (Investment Firms) Regulations 2017 (SI 604 of 2017) Part 6 – Client Asset Requirements (the “CAR”) / Part 7 – Investor Money Requirements (the “IMR”) Part 1: Overview 1.1 Firm Name. 1.2 Provide the contact details of the person making the submission. Name: Contact number: E-mail address: Other relevant information: 1.3 Who is making the submission? Head of Client Asset Oversight (PCF-45); Head of Investor Money Oversight (PCF-46); Other – provide details. 1.4 Does the reportable matter relate to the CAR or the IMR? 1.5 Provide a description of the reportable matter. 1.6 Has the reportable matter been brought to the attention of the Board and/or Risk/Compliance Committee? (Yes/No) 1.7 State the CAR/IMR Regulation relating to the breach/Incident or other reporting obligation. 1.8 Is the firm aware of the reportable matter occurring previously? If so, provide details. 1.9 Possible future breach (Yes/No) Part 2: Timeline (Provide dates in the following format: DD/MM/YYYY) 2.1 Date reportable matter occurred 2.2 Date reportable matter identified 2.3 Date reportable matter rectified (if applicable) 2.4 Date report submitted to the Central Bank Part 3: Impact 3.1 Value Currency: Nominal (Yes/No): 3.2 Recurrent (Yes/No)
Type Front wheel drive Transmission Type 6-spd Automatic Country of Origin Country of Assembly MPG City/Highway 24/33 Type of Fuel Regular unleaded Safety Rating 4 Star Number of Airbags 10 Insurance $2,203 Cost to Drive 25 Miles $3.01 Fuel to Drive 25 Miles 0.9 gallons
Car Park Management 2015/2016 Parking conditions apply in University car parks and details of conditions can be found on signage throughout the campus parking areas. Parking permits are required in all University car parks at Stoke-on-Trent and Stafford Campuses. If for any reason permits are suspended, notices are put up at the entrances to the car parks. This could be to support special events such as Open Days or Enrolment. Permits are available to students and staff who live more than 2 miles from University campus and students living on campus in halls. Permits for students in halls will be restricted to residences car parks only. There are 4 types of annual permit valid from 1st September 2015 until 31st August 2016: Staff £50 Student £35* Off-peak £20 Valid between 5pm and 10am Blue badge holder £FOC *Health Sciences students with an academic year March to March will have permits valid for this period once validated. Students and Staff Parking Students and staff need to display a University parking permit to park on campus. In addition, parking in accessible spaces requires the driver to display a valid blue badge or a University temporary accessible permit as well as a valid University parking permit. To apply for a permit To apply for a permit takes approximately 10 minutes, by visiting the link below. Permits are posted to the applicant’s address, once payment has been confirmed. Payment may be made by credit or debit card online, or by cheque or bank transfer (please note that paying by cheque or bank transfer will delay the confirmation and production of your permit). The annual fees are as above. There is no reduction if you apply part way through the year - the fee covers the production of the permit and administration costs with any surpluses being invested in car parking, shuttle services and other sustainable transport initiatives. The fee for a permit is not refundable. To you will need to use the link below:
FOI 1915 Query Does your Hospital Trust receive the income generated from your hospital car parking charges or does the income go to a third party / private company? If the income goes to a third party / private company please provide their details. Response Rotherham Doncaster and South Humber NHS Foundation Trust do not charge for car parking.
First Annual Report March 2016–March 2017 Published by the Australian Commission on Safety and Quality in Health Care Level 5, 255 Elizabeth Street, Sydney NSW 2000 (02) 9126 3600 Fax: (02) 9126 3613 Email: mail@safetyandquality.gov.au Website: www.safetyandquality.gov.au ISBN: 978-1-925224-93-1 © Australian Commission on Safety and Quality in Health Care 2017 All material and work produced by the Australian Commission on Safety and Quality in Health Care is protected by copyright. The Commission reserves the right to set out the terms and conditions for the use of such material. As far as practicable, material for which the copyright is owned by a third party will be clearly labelled. The Australian Commission on Safety and Quality in Health Care has made all reasonable efforts to ensure that this material has been reproduced in this publication with the full consent of the copyright owners. With the exception of any material protected by a trademark, any content provided by third parties, and where otherwise noted, all material presented in this publication is licensed under a . Enquiries regarding the licence and any use of this publication are welcome and can be sent to . The Commission’s preference is that you attribute this publication (and any material sourced from it) using the following citation: Australian Commission on Safety and Quality in Health Care. CARAlert First Annual Report March 2016–March 2017. Sydney: ACSQHC; 2017
Kanani, S.J., et al. (2010), A new form of Saturn’s magnetopause using a dynamic pressure balance model, based on in situ, multi-instrument Cassini measurements, J. Geophys. Res., 115, A06207, doi:10.1029/2009JA014262. Khurana, K.K., et al. (2006), A model of Saturn’s magnetospheric field based on latest Cassini observations, AGU Spring Meeting 2006, Abstracts A1. Kurth, W.S., T.F. Averkamp, and L.J. Granroth (2004), CASSINI V/E/J/S/SS RPWS Summary Key Parameter 60S V1.0, CO-V/E/J/S/SS-RPWS-4-SUMM-KEY60S-V1.0, NASA Planetary Data System (ppi.pds.nasa.gov). Lamy, L., P. Zarka, B. Cecconi, R. Prangé, W.S Kurth, and D.A. Gurnett (2008), Saturn kilometric radiation: Average and statistical properties, J. Geophys. Res., 113, A07201, doi:10.1029/2007JA012900. Lamy, L. (2011), Variability of southern and northern SKR periodicities, in Planetary Radio Emissions VII, ed. H.O. Rucker, W.S. Kurth, and G. Discher, pp. 39-50, Austrian Academy of Sciences, Vienna, Austria. Mitchell, D.G., et al. (2009), Ion conics and electron associated with auroral processes on Saturn, J. Geophys. Res., 114, A02212, doi:10.1029/2008JA013621.
Reactions/Pathway: HMP shunt pathway has two phases. Glucose-6-P NADP + Glucose-6-P dehydrogenase NADPH + H+ 6-phophogluconolactone H2O Hydrolase 6-phosphogluconate NADP+ 6-phosphogluconate dehydrogenase CO2 NADPH + H+ Oxidative Phase Ribulose-5-P Non-oxidative Phase 3-Epimerase Isomerase Xylulose-5-P Ribose-5-P → Nucleotide → Nucleic acid Transketolase TPP, Mg2+ Sedoheptulose-7-P Glyceraldehyde-3-P → Glycolysis Transaldolase Erythrose-4-P Fructose-6-P → Glycolysis Transketolase TPP, Mg2+ Glyceraldehyde-3-P Fructose-6-P → Glycolysis ↓ Glycolysis
[Insert name of activity here] Notes: Where a exists for the activity and the minimum requirements outlined cannot be met the activity must be modified or alternative controls implemented to ensure an equivalent level of safety for staff, students and others involved. Where a CARA activity guideline does not exist, and when considering any other risks relevant to an activity, the is to be used. Activity Description: Teachers/Leaders: Class groups: Number of students: Start date: End date: Use this risk assessment matrix as a to assess the . Refer to the for further details. Likelihood Consequence 1 - Insignificant 2 - Minor 3 - Moderate 4 - Major 5 - Critical 5 - Almost Certain Medium Medium High Extreme Extreme 4 - Likely Low Medium High High Extreme 3 - Possible Low Medium High High High 2 - Unlikely Low Low Medium Medium High 1 - Rare Low Low Low Low Medium Indicate the assessed risk level and undertake the actions required for that level of risk. Inherent risk level Action required Low Little chance of incident or injury Manage risk through regular planning processes. Medium Some chance of an incident and injury requiring first aid Document risks and controls in regular planning documents. Manage risk through regular planning processes OR complete this Curriculum Activity Risk Assessment. High Likely chance of a significant incident and injury requiring medical treatment A Curriculum Activity Risk Assessment is required to be completed. Principal or head of program (i.e. DP, HOD, HOSES) approval is required prior to conducting this activity. Parent/carer consent is recommended. Once approved, activity details are to be entered into the . Extreme High chance of a serious incident resulting in highly debilitating injury Consider conducting an alternative activity or modifications to the activity that could achieve comparable learning outcomes. A Curriculum Activity Risk Assessment must be completed. Principal approval is required prior to conducting this activity. consent must be obtained for student participation. Once approved, activity details are to be entered into the . NOTE: If the activity is to be held off-site, parent/carer consent is required irrespective of the inherent risk level. Refer to the procedure for the Excursion planner template.
Books for Carbohydrates and Proteins No. Author Title Publisher 1. Keith Wilson &Jhon Walker Principles & Techniques of Biochemistry & Molecular Biology 2. Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh&Matsudaira Molecular Cell Biology 3. Kashi, A Textbook Of Industrial Pharmacognosy Univ.Press 4. Siddiqui, A Natural Products Chemistry Practice Manual ( For Science And Pharmacy Courses) CBS PUB 5. Tanveer, S Biochemical Engineering : Principles And Concepts 3rd Ed PHI 6. Bailey, J Biochemical Engineering Fundamentals 2nd Ed McGraw Hill 7. Beale, J Wilson And Gisvold's Textbook Of Organic Medicinal And Pharmaceutical Chemistry Wolters Kluwer 8. Emsley, J Nature's Building Blocks Oxford 9. Schmidtchen, F Bioorganic Chemistry : Models And Application Springer 10. Watson, D Pharmaceutical Chemistry Churchill 11. Pine, S Organic Chemistry 5th Ed. TMH 12. Ahluwali , V Terpenoids AneBoks 13. M Organic Chemistry Of Natural Products Vol - II Himalaya 14. Dutta , R Fundamentals Of Biochemical Engineering ANE 15. Fry, M Chemistry For The Life An Medical Sciences Viva 16. Pietra, F Biodiversity And Natural Product Diversity Pergamon 17. Gareth Thomas Fundamentals of Medicinal Chemistry Wiley Interscience 18. R. T. Morrison and R. N. Boyd Organic Chemistry Prentice Hall of India Pvt. Ltd 19. David L. Nelson and Michael M. Cox Lehninger, Principles of Biochemistry W. H. Freeman 20. Peter Corning Nature’s Magic Cambridge University Press 21. D. Voet, J. G. Voetand C. W. Pratt Fundamentals of Biochemistry Wiley 22. G. Thomas Medicinal Chemistry, an Introduction Wiley
2. Which of the following would be classified as a CARBOHYDRATE? A) C11H22O2 C) CO2 B) H2O D) C5H10O5 (Has C1H2O1 ratio) E) None of the above can be a Carbohydrate 3. The molecule shown below is … A) LACTOSE B) AMINO ACID C) SUCROSE D) MALTOSE E) GLUCOSE (Hexagon with oxygen in ring = Glucose in Bi 12) 4. To form the molecule below, dehydration synthesis had to occur between each monomer. During this synthesis process, how many waters were produced? A) 7 (each bond represents where an H and an OH came out) C) 14 B) 8 D) 16 E)None
Avoidance of doubt – Notice For avoidance of nothing in this deed obligates the Continuing Party to give the notice referred to in clause 4.1 if the Declaration Variation has not occurred. Avoidance of doubt – Decision For avoidance of doubt, nothing in this deed obligates the Clean Energy Regulator to make the Declaration Variation. Warranties Authority and capacity Each of the Outgoing Party and the New Party severally warrant to the Continuing Party as at the date of execution of this deed and as at the time immediately before the Effective Date that: if it is a company or a body corporate, it is a company or body corporate properly incorporated and validly existing under the laws of [Australia]/[the country or jurisdiction of its incorporation]; it has the legal right and full [corporate] power and capacity to: execute and deliver this deed; and perform its obligations under this deed, and has obtained all necessary authorisations and consents and taken all other actions necessary to enable it to do so; it is entering into this deed as principal (and not as agent or in any other capacity); (in the case of the New Party only) it has entered into this deed after a full review of its terms and conditions and the terms and conditions of the Contract, has a full understanding of those terms and conditions and of their risks, and is capable of assuming those risks; this deed constitutes (or will when executed constitute) valid legal and binding obligations of that party in accordance with its terms; the execution, delivery and performance of this deed by that party does not and will not result in a breach of or constitute a default under: any agreement to which it is party; any provision of its constitution, if any; or any law or regulation or any order or judgment of any court or Regulatory Authority to which it is a party or by which it is bound. Reliance The parties acknowledge that in entering into this deed they have each relied on the warranties in clause 5.1.
Signing pages Continuing Party EXECUTED for and on behalf of the Commonwealth of Australia by a delegate of the accountable authority of the Clean Energy Regulator by authority of section 23(1) of the Public Governance Performance and Accountability Act 2013 (Cth) read with section 110 of that Act, on:__________________________ (insert date of execution) in the presence of: Signature of witness Name of witness (block letters) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Signature of delegate of accountable authority Name of delegate (block letters) Outgoing Party [insert appropriate execution block for the Outgoing Party] New Party [insert appropriate execution block for the New Party]
Signing pages DATED:______________________________ BUYER EXECUTED for and on behalf of the Commonwealth of Australia by a delegate of the accountable authority of the Clean Energy Regulator by authority of section 23(1) of the Public Governance Performance and Accountability Act 2013 (Cth) read with section 110 of that Act, in the presence of: Signature of witness Name of witness (block letters) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Signature of delegate of accountable authority Name of delegate (block letters) SELLER EXECUTED by [insert name of Seller] in accordance with section 127(1) of the Corporations Act 2001 (Cth) by authority of its directors: Signature of director Name of director letters) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Signature of director/company secretary* *delete whichever is not applicable Name of director/company secretary* (block letters) *delete whichever is not applicable
Chemistry 513 Carbon Cycle and Global Warming Research Project In what compounds/ions do we find most of the carbon in the nonliving environment? List two ways in which carbon in the nonliving environment enters the biotic world (organisms). In what ways and is carbon returned from the living (biotic) to the nonliving environment? Make a rough sketch of the carbon cycle. Your sketch must include pathway arrows to show the exchange of carbon between the biotic and abiotic environment and identify the processes by which these exchanges occur. (note: you can cut a paste a diagram from one of your references). Is the uptake and return of carbon dioxide in balance? Explain. Look up data showing how the concentration of carbon dioxide (in parts per million or ppm) at the summit of Mauna Loa in Hawaii has changed from 1958 through the present. Copy and paste the most recent graph. Based on the above graph, what causes seasonal fluctuations of the carbon dioxide levels? What is the main reason that can account for the rapid change in carbon dioxide levels and when and what started this relatively recent change? The change in carbon dioxide levels in our atmosphere is said to be “anthropogenic”. What does this mean? What are ice cores and what does the composition of air trapped in bubbles in the ice reveal about atmospheric conditions? List some ways that carbon dioxide is removed from our atmosphere (i.e. identify the “CO2 sinks”) In what way(s) may the “CO2 sinks” be decreasing? What is the Greenhouse Effect? What are the Greenhouse gases other than carbon dioxide?
Chronic Effects/ Precautionary Safety Measures: No chronic effects. Occupational Exposure Response and First Aid Measures Skin: Immediately warm frostbite area with warm water not to exceed 105° F (41° C). Seek immediate medical attention. Eyes: Flush eyes for at least 15 minutes while holding eyelids open. Remove contacts if they do not flush out. Seek immediate medical treatment. Inhalation: Remove victim from the exposure area and take to fresh air immediately. Seek immediate medical treatment. Do not perform resuscitation. Ingestion: Do not induce vomiting. Seek immediate medical treatment. Emergency Procedure for Chemical Spills and Accidental Releases Small and Large Spills: Evacuate all personnel from the space, shut the door and if possible turn off the power to the room. Dry Ice will evaporate at room temperature. This Standard Operating Procedure must be placed in the Chemical Hygiene Plan and the SDS must be accessible. Also, all laboratory personnel must be familiar with safe handling practices (i.e., training with documentation of training) when working with these chemicals. This must be incorporated into the comprehensive chemical hygiene plan of the laboratory. If you have any questions regarding a comprehensive mandatory laboratory chemical hygiene plan please contact your Representative at Environmental Health and Safety (292-1284).For any other questions or concerns, please contact: PI contact information Name: Primary Contact Number: Emergency Contact Number: P.I. Signature ___________________________________________________________
Lumo Energy 8.70% 8.20% Momentum Energy $0 or 1.6225c/kwh or 2.1844c/kWh* $0 or 1.6225c/kwh or 2.1844c/kWh* Origin Energy 8% 7% Pooled Energy 6.01% n/a n/a Powerdirect 8.40% 9.10% Qenergy 9.11%* 9.11%* Red Energy $179 or 2.383c/kWh $353 or 2.383c/kWh Sanctuary Energy 1.5c/kWh* 1.5c/kWh* Simply Energy 10% 9% WINenergy n/a n/a $1,658 9.5% VIC AGL Energy 8.90% 9.70% Alinta Energy 2.29c/kWh* 2.29c/kWh* BlueNRG n/a n/a $158.15* Click Energy 10.20% 11.20% Commander Power & Gas $130* $360* Diamond Energy $0* n/a n/a Dodo Power & Gas $130* $360* Energy Australia $132 7.20% $411 7.40% ERM Retail n/a n/a 9.1%* GoEnergy n/a n/a $1,457 Lumo Energy 8.20% 10.70% Momentum Energy $0 or 1.6225c/kwh or 2.1844c/kWh* $0 or 1.6225c/kwh or 2.1844c/kWh* Neighbourhood Energy 2.29c/kWh* 2.29c/kWh* Origin Energy 7% 7.50% Pacific Hydro n/a n/a 0.41% People Energy 2.881c/kWh 2.881c/kWh
Powerdirect 12.40% 12.70% Powershop $146 $146 QEnergy 9.11%* 9.11%* Red Energy $145 or 2.401 c/kWh $232 or 2.401 c/kWh Simply Energy 8% 10% WINenergy n/a n/a $2,123 11.5% QLD AGL Energy 8.20% 8.70% Energy 8.80% 9% Diamond Energy $0* n/a Dodo & Gas $170 n/a EnergyAustralia $174 8.30% $514 9.1% Ergon Energy 9.41% 10.06% GoEnergy n/a n/a $1,457* Lumo Energy 8.60% 8.90% Metered Energy 8% 8.00% Origin Energy 8% 8.50% Powerdirect 9.20% 10.30% QEnergy 11.14% or 9.11%* 11.14% or 9.11%* Simply Energy 9% n/a n/a SA AGL Energy 5.20% 5.20% Alinta Energy 2.29c/kWh* 2.29c/kWh* Commander Power & Gas n/a n/a $360 Diamond Energy $0* n/a n/a EnergyAustralia $136 6.30% $425 6.30% ERM Retail n/a 9.1%* GoEnergy n/a $1,457* Lumo Energy 7.30% 7.20% Momentum Energy $0 or 1.6225c/kwh or 2.1844c/kWh* $0 or 1.6225c/kwh or 2.1844c/kWh*
State / Retailer Residential SME / Business $ % $ % NSW ActewAGL $27 - $93 $329 - $722 Lumo 3.6% N/A AGL 4.5% 7.4% EnergyAustralia $35 4.4% $944 7.8% Origin 5% 7.5% 5% 7.5% VIC AGL 7.2% 10.3% EnergyAustralia $82 6.6% $480 9.4% Alinta $1.61 per GJ $1.61 per GJ Lumo 6.4% 9.5% Dodo $75 N/A N/A Origin 7.5% 10.5% Red Energy $105 $1049 Simply Energy 8% 10% QLD AGL 3.2% 6.2% Origin 4% 4.5% SA AGL 4.6% 7.1% Alinta $1.92 per GJ $1.92 per GJ EnergyAustralia $37 3.6% $460 5.0% Origin 4.5% 5.5% Simply Energy 5% 9% TAS
pass through all carbon tax costs, a small number pass through partial costs, and a small number absorb costs. Not all entities incurred direct carbon tax costs in the first year of the carbon tax. associated waste management charges will generally reduce, or will not rise by as much as they otherwise would have (the exception being the fees and charges of the small number of entities that did not pass through carbon tax costs). The ACCC expects local councils that have collected monies for future carbon tax liabilities that will no longer eventuate to use the money for the benefit of rate payers, and private companies to refund customers where possible or to reflect gains in lower future prices. ongoing impact of the carbon tax and intentions post repeal. Seek confirmation of pricing changes from the small number that advised carbon tax costs component will be removed from 1 July 2014. Paper, glass and plastic Exposed to international trade and substitutability of products. Some entities pass through full costs, some pass through partial costs and some absorb costs. When the carbon tax is repealed, entities in the paper, glass and plastic manufacturing industry that currently pass through carbon tax costs will pass through cost savings by removing the carbon charge per tonne or reducing prices. Seek further information to better understand the ongoing impact of the carbon tax and the impact of the carbon tax repeal transition period. and ingredients Less perishable products are exposed to international trade. Some entities in this industry do not incur direct carbon tax costs. Some entities pass through partial costs for perishable products such as milk. Because entities in the and ingredient manufacturing industry were able to achieve some pass through of carbon tax costs, when the carbon tax is repealed any carbon tax cost component of prices will be removed. Seek further information to better understand the ongoing impact of the carbon tax and the impact of the carbon tax repeal transition period. Explosives High volume of gas required as an input. Exposed to international trade. Only partial pass through, if at all. Explosive manufacturers will remove any carbon tax cost component from prices. Seek further information to better understand the ongoing impact of the carbon tax and the impact of the carbon tax repeal transition period. Construction materials Some construction materials are trade exposed, others are not. Some pass through costs, some absorb costs. A pass through of carbon tax cost savings for some construction material once the carbon tax is repealed. Seek further information to better understand the ongoing impact of the carbon tax and the impact of the carbon tax repeal transition
students, let’s some time thinking about how you may implement this E-Unit in your classroom or educational setting. Intent: To give participants time to plan for how they will use what they’ve learned and the back in their classrooms. Time: 45 min Who: Supplies: Lesson Planning Time Introduction: To help you feel confident integrating environmental education into your classroom, please take the next 30 minutes to reflect on the of your students and how this E-Unit might be incorporated into your lessons. You may wish to use the entire E-Unit, or portions of it. Doing the Activity: Distribute planning worksheets to participants Walk around the room, answer questions, and provide support to participants Invite participants to share their lesson plans with others Debrief: In what ways might the E-Unit change what you are already doing? What do you need to do with your students before introducing the E-Unit or activities? Do you foresee any challenges in integrating the entire E-Unit into your curriculum over the course of a year? What might you do to overcome these challenges? Transition: Planning is an ongoing process. We hope you continue to explore PLT’s Carbon & Climate E-Unit and ideas with your colleagues. Intent: To invite any final questions or concerns, and to collect participant feedback Time: 15 minutes Who: Supplies: Wrap-Up and Workshop Evaluation Let’s take a few minutes to review our intended outcomes and your goals for today. How well did we address them? Now let’s look at the parking lot for any remaining questions or comments. Are there any others?
The CarbonNet Project (CarbonNet) is preparing to drill an offshore appraisal well (OAW) in Bass Strait. The OAW will provide CarbonNet with information about the properties of the rock layers below the seabed, and confirm the site is suitable for carbon storage CarbonNet plans to drill an offshore appraisal well (OAW) in Commonwealth waters in Bass Strait in late 2019/early 2020. An Environment Plan (EP) for this activity is being prepared for regulatory approval. What does the drilling involve? Drilling the OAW will involve the use of a jack-up drill rig. Drilling operations are expected to take between 45 and 60 days to complete. While the rig is on location there will be a 500m exclusion zone in place for marine safety purposes. This area will be gazetted and a map showing the exact location will be communicated to stakeholders prior to rig mobilisation. OAW drilling will be managed by AGR (Australia) Pty Ltd (AGR) as the Drilling Management Contractor for CarbonNet. AGR has drilled over 40 wells in Australia and 530 globally. Why is drilling necessary? The OAW will enable the collection of rock core samples from the proposed carbon storage reservoir. Core samples will provide further insights into the properties and formations of the rock layers below the seabed and confirm its suitability to store carbon dioxide. Approach and equipment Jack-up drill rigs are typically used to drill wells in water depths less than 100 m. They consist of a buoyant hull fitted with three movable legs. To position the jack-up drilling rig: The rig will be towed into location by support vessels; The legs will be lowered to the seabed; Once the legs have been lowered, the hull will be elevated out of the water allowing drilling operations to commence; and At the end of drilling operations, the legs are raised, allowing the rig to be towed away. CarbonNet is currently evaluating the availability of drill rigs for this activity. Further information on the contracted drilling rig will be made available when known, as part of ongoing consultation. Drilling results in the generation of cuttings (ground up rock) and muds. These cuttings and muds will disperse during drilling. Drill cuttings and muds dispersion and deposition modelling will be undertaken to inform the environmental impact assessment in the EP.
Dissolving gaseous carbon dioxide into where it takes the form of carbonic acid Coming out of solution of carbonic acid to become carbon dioxide in the air (same process that occurs when you open a soda ) Death and Decomposition - breakdown or decay of organic matter The Activity: Tell students that they are going to be carbon atoms moving through the carbon cycle. Categorize the places carbon can be found into these stations: Atmosphere, Plants, Animals, Soil, Ocean, Deep Ocean, and Fossil Fuels. Point out the areas of the room that are labeled with each station and contain the directions for movement from that station. Assign students to each station randomly and evenly. Have students identify the different places carbon go from that given station. Discuss the processes that allow for the transfer of carbon between stations. Students should make a line and roll the die individually to follow the directions for movement from (or retention at) each station. Remind them that they are representing atoms of carbon moving through the carbon cycle and that they should record their movements on the data sheet. Students will realize the routine movements (or non-movements) in the carbon Once the carbon atoms (students) have had a chance to roll the die ten times, have each student create a bar graph using the data they collected. The bar graph should represent the number of times the carbon atom (student) was at each station. Using graph paper, create a large bar graph recording the number of carbon atoms (students) at each station. Wrap-Up and Action Plan: Ask a few students to tell the story of how their carbon atom moved through the cycle. Discuss the results – using the bar graph have the students explain where the most/least amount of carbon was in the cycle? Assessment: Rate students’ understanding on responses from class or group discussions. Assign a follow-up activity: Role-play the motion of carbon throughout the carbon Write a story about your carbon atom as it moved through the carbon cycle. The Carbon Cycle DATA RECORD SHEET
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production. Carbon regulation may well mean the emergence of entirely new industries. Carbon capture and sequestration (CCS) is one such industry. CCS is a potential of assuring the position of coal 1 as a major energy source while reducing its climate change effects. 2 CCS allows coal Katzer 7 – PhD in Chemical Engineering, member of the National Academy of Engineering, Professor @ MIT James, “The Future of Coal,” http://web.mit.edu/coal/The_Future_of_Coal.pdf A central conclusion to be drawn from our examination of alternative futures for coal is that if carbon capture and sequestration is successfully adopted, utilization of coal likely will expand even with stabilization of CO2 emissions. Though not shown here, extension of these emissions control scenarios further into the future shows continuing growth in coal use provided CCS is available. Also to be emphasized is that market adoption of CCS requires the incentive of a significant and widely applied charge for CO2 emissions.
This is a rubric to help you prepare an informative and persuasive Op-Ed. When you are writing and reviewing your response against this rubric, be aware that a statement or series of statements can fulfill multiple objectives listed under the Required Content. Required Content Above Average Average Below Average Utilize observations and/or model output from class or other credible sources to accurately describe the scientific consensus on climate change. Includes accurate references to credible climate data and model output that you found yourself. Particularly useful is data/output at the local or regional scale. Persuasively describes scientific consensus. Includes specific and appropriate references to data and output used in class. Accurately describes scientific consensus. Includes vague or non-specific references to climate trends. Includes incorrect or incomplete information. Include some relevant natural and economic impacts of climate change to your local environment and target audience. Links locally-appropriate natural, social, and economic impacts from climate change. Includes natural and economic impacts that are more general. Tries to connect the two. Includes only natural or economic impacts. Unclear or inaccurate descriptions. Demonstrate systems thinking by explaining the links between carbon emissions, damages, and regulation. (Hint: see Module System Diagram) Appropriately uses systems thinking terminology (forcing, feedback, equilibrium, input, output) to describe the links between the climate, economy, law that led to creation of CPP or other policy to reduce emissions. Accurately describes the system but lacks references to specific policies or other details. Omits or mischaracterizes the system. Fails to use systems terminology. Make a persuasive argument for policy to regulate carbon emissions. Presents a well-reasoned, interdisciplinary argument for a specific kind of policy (i.e., carbon taxes, cap and trade) to reduce carbon emissions with economic efficiency. Includes a critique of the CPP or otherwise references CBDR. Presents a sound argument that lacks details or interdisciplinarity. Argument is inaccurate or lacks persuasive elements and/or interdisciplinary perspective.
Role Audience Format 1 Secretary of Department of Defense U.S. public and political leaders Op-Ed in the Washington Post 2 Secretary of US Environmental Protection Agency U.S. public and political leaders Op-Ed in the Washington Post 3 Secretary of Department of Energy U.S. public and political leaders Op-Ed in the Washington Post 4 Policy Director of the International Red Cross U.S. public and political leaders Op-Ed in the Washington Post 5 Climate scientist from the Ohio State University people and political leaders of Ohio Op-Ed in The Columbus Dispatch 6 Leader of indigenous community dependent upon sea ice people and political leaders of Alaska Op-Ed in the Alaska Dispatch News 7 Economist from Tulane University people and political leaders of Louisiana Op-Ed in the New Orleans Advocate 8 Policy Director of WV Coal Association people and political leaders of WV Op-Ed in The Charleston Gazette 9 Policy Director of the Friends of the Everglades people and political leaders of FL Op-Ed in the Tallahassee Democrat 10 Climate scientist or economist from Your Institution. people and political leaders of Your State Op-Ed in your paper 11 Community/NGO leader from your community people and political leaders of your State Op-Ed in your paper 12 Student students at your school Op-Ed in the school paper The following table provides examples of Roles, Audiences and Formats (target newspapers) that students can be given for the Op-Ed writing assignment and summative assessment. Some roles are aimed at a national audience while others are focused on the local/state level. These are examples of potentially interesting roles from several different states that could easily be adapted to your state/community.
used again by plants or animals. Think about what might happen to carbon atoms and to energy in a forest. Decide whether each of the following pathways is possible or not: Explain your thinking. How are the possible pathways for carbon and for energy alike and different? Answers: Possible, Possible, Possible, Impossible Large-scale Data Interpretation Items [Include complete text and illustration of each item, with item name as ALL CAPS Heading 3, so they will show up in Table of Contents.] ARCTICICEONE This graph shows data about the extent of Arctic sea ice (million square kilometers – msq) from 1980 to 2013. Satellites take pictures of the ice each November to determine the area covered by ice. These data are from the National Snow and Ice Data Center (NSIDC). 1. The data stop in November, 2013. Please predict how likely the following values are for the extent of Arctic sea ice one year in November 2014: 11.0 msq likely / possible but not likely / not possible 10.5 msq likely / possible but not likely / not possible 10.0 msq likely / possible but not likely / not possible 9.5 msq likely / possible but not likely / not possible 9.0 msq likely / possible but not likely / not possible 2. Explain your reasoning. Why are the values you chose for November, 2014, more likely than the others? Correct responses: 11.0 msq possible but not likely / not possible 10.5 msq likely 10.0 msq likely 9.5 msq possible but not likely / not possible 9.0 msq possible but not likely / not possible ARCTICICEFIVE This shows data about the extent of Arctic sea ice (million square kilometers – msq) from 1980 to 2013. Satellites take pictures of the ice each November to determine the area covered by ice. These data are from the National Snow and Ice Data Center (NSIDC). 1. The data stop in November, 2013. Please predict how likely the following values are for the extent of Arctic sea ice five years later, November 2018: 11.0 msq likely / possible but not likely / not possible
SECTION IV: EVIDENCE OF MEETING THE STANDARDS It is expected that your program makes use of multiple assessments to ensure that all standards are met. If the program is offered in more than one site or in more than one method (e.g. online as well as face-to-face) provide aggregated (program level) AND disaggregated (site or method specific) data. Complete tables 1.A-1.D described below in 4a and provide information requested related to the two-four additional assessments you selected in 2. 1. Required Assessments 1. A Praxis II: Content Test: Complete Table 1.A reporting at least 3 years of data [Enter Data Collection Start and End Dates Here] Content Area Test Name and Number ND Passing Score Total # of Test Takers Average Score Percent Passing 1. B Praxis II: PLT (Principles of Learning and Teaching): Complete Table 1.B reporting at least 3 years of data [Enter Data Collection Start and End Dates Here] Content Area Test Name and Number ND Passing Score # of Test Takers Average Score Percent Passing 1. C Cumulative GPA at the point of completion: Complete Table 1.C reporting at least 3 years of data (Courses included in the calculation must be required for all candidates.) Year N (number of candidates) Overall Average GPA Range of GPA
Scheduled Carcinogens: Exit Statement Full Name: Middle Surname Staff/Student ID Number: Date of Birth: Residential Address: Name of Scheduled Carcinogen/s Used at Monash University: 1. 4. 2. 5. 3. 6. Period of time worked with the scheduled carcinogen/s: Health surveillance: Authorisation: Head of Academic/Administrative Unit: The HR Services Collection Statement can be found on
SPECIAL HANDLING PROCEDURES Never work alone with extremely hazardous materials. Eliminate or substitute for a less hazardous material when possible. Design your experiment to use the amount of material possible to achieve the desired result. Do not exceed the scale or deviate from the experimental parameters which may be outlined in the lab-specific information section below without the approval of the PI. Perform adequate hazard analysis and risk assessment before beginning the experiment, as described in in Chapters 4-6. STORAGE REQUIREMENTS All hazardous materials must be labeled with their identity as well as all applicable warning statements. Manufacturer labels will contain all the necessary information. However, if material is repackaged or synthesized in the laboratory, please follow the protocols described in the CHEMICAL LABELLING section in Section II of the UCSB Chemical Hygiene Plan. SPILL AND INCIDENT PROCEDURES See directions under the “Chemical Incident” tab of the UCSB Emergency Information Flipchart – should already be posted in all labs. DECONTAMINATION Using proper personal protective equipment as outlined above, decontaminate equipment and bench tops using soap and water and properly dispose of all chemical and contaminated disposables as hazardous waste following the guidelines below. DISPOSAL See “Chemical Waste Disposal” in Sec. II of the UCSB Chemical Hygiene Plan. APPROVAL/REVIEW REQUIRED As they deem necessary, the PI/supervisor should insert here any prior approval or review needed before an individual can do the operation. DESIGNATED AREA As they deem necessary, the PI/supervisor should insert here any information about whether a special use-area is designated for this material/process. SAFETY DATA SHEETS Found online at:
COVER SHEET Institution’s Name: Date Submitted: Preparer of this Report: Phone: E-mail CAEP/State Coordinator: Phone: E-mail: Name of Institution’s program: levels for which candidates are being prepared: Degree or award level (select one) Initial ___ Baccalaureate ___ Post Baccalaureate Is this program offered at more than one site? ___ Yes ___ No If your answer is yes to the above question, list the sites at which the program is offered: Program report status (check one): ___ Initial Review ___ Continuing Review ___ Focused Visit
How to Make your own Cardboard Robotic Arm Photo source: https://youtu.be/PqOetlij6G4 Do you love to be immersed in virtual reality but find the VR goggles available too expensive? With some improvisation to the Google Cardboard kit, your smartphone, and other simple materials, you can make your own VR goggles without burning a hole in your wallet. Things you need: Cardboard Arm template 2 A4 Cardboard pieces Scissors or a penknife glue Staple Clear tape 4 Rubber bands String Straws Rubber band Instructions: Follow the black outlines and cut the template out. Glue or the template out onto the cardboard pieces and make the folds as indicated on the template. Next, staple or glue Finger 1 - 4 onto Arm 1. that, staple or glue Support 1 and 2 onto Arm 1. Your robotic cardboard arm should look like this: Turn Arm 1 over and then glue Arm 2 onto Arm 1. Cut the straws into 1 cm pieces. 15 pieces are needed in total. Glue or tape straw pieces to the fingers like in the photo below: Cut the rubber bands so that you can lay them straight. Flip the arm over and then glue or tape the rubber bands onto the fingers. Pull the strings through the straws. Make a loop on one end and tie a knot on the top. Now, your robotic cardboard hand is done. Have fun!