zilongwang/ReadingBank huggingface dataset:
Sources: ABS (Estimates of Industry Multifactor Productivity, 2013-14, Cat. no. 5260.0.55.002, December 2014); Commission estimates. Economies that are well below their productive potential can experience rapid productivity growth as they catch-up to their potential. The rapid growth of the Asian ‘tiger’ economies of Japan, South Korea, Taiwan, and Singapore illustrates how fast economies can grow once they were exposed to international competition after barriers to trade and efficient investment are removed. Australia’s rapid productivity growth in the 1990s was in large part a product of competition and trade reforms that created incentives for firms to reach their potential. Economies that are close to their productive potential have to rely mainly on on-going technological and organisational change — producing new and improved products or more efficiently organising production — to drive growth in productivity. This is why, as the Asian tigers caught up to the developed economies, their economic growth slowed. The challenge for Australia, along with other developed economies, is to push out the productivity frontier, and to resist falling behind their potential. Microeconomic reform plays an important role when it removes barriers to firms realising their productive potential. Competition reform can contribute to firm-level innovation (technological and organisational change) through improving the incentives for change. While government can support innovation by creating an environment for efficient investment in education, infrastructure, and research and development (R&D), a productivity growth agenda must include what drives both firm-level productivity and productivity at the level of the economy. Box 1 Two sources of growth in productivity
<<CONCEPT SORT>> argumentative writing narrative writing informational writing to describe to provide explanation to influence a reader to persuade to share feelings to share an experience The following are some student writing examples to include in your sort. We have included the grade level with each text. You can decide whether to leave the level on or to cut it off. In order to reduce the amount teachers will need to read, only one page of text has been included in longer writing samples. If teachers would like to see complete samples, they can be found in Appendix C of the ELA Common Core Standards. (K) (K) (K) (1) (1) (2) (2) (3) (3) (4) (4) (5) (5)
Luster The way that a mineral reflects from its surface; two types – metallic and nonmetallic. Metallic = shiny, Nonmetallic – NOT shiny Hardness Measure how easily a mineral can be scratched, which is determined by the arrangement of a mineral’s atoms. Scratch with a nail, on glass, and on a penny. Cleavage The manner in which a mineral breaks along planes where atomic bonding is weak. Looks like a Cube (Cleavage) Fracture When a mineral breaks into pieces with arclike, rough, or jagged edges. Non-geometric, like obsidian Streak Color a mineral leaves when it is rubbed across an unglazed porcelain plate or when it is broken up and powdered. Ore Mineral or rock that contains a valuable substance that can be mined at a profit. Ex. coal, gold Gem Rare, precious, highly prized mineral that can be cut, polished, and used for jewelry. Ex. Diamonds Why are minerals said to be “naturally occurring”? p.86 They are made of elements and by processes of the Earth (lava, pressure, temperature). Describe the atomic arrangement of a crystal. Are they unique or universal? Give an example, include a sketch. P.87 Atomic structure is unique to each mineral. What is the relationship between chemical elements and mineral properties? P.87
Section V – Rock Record & Movement Ch. 21.1/21.4, 8.3, 9.1, 9.3, 10.2 Vocabulary Review – Vocabulary Review – complete a memory cue (use in a sentence, describe in your own words, or create a sketch) for the following terms. Term Definition Memory Cue Geologic Time Scale Record of Earth’s history from its origin 4.6 bya to the present. Organizing fossils based on their age. Mass Extinction Occurs when an unusually large number of organisms disappear from the rock record at about the same time. Almost all of the organisms die suddenly. Evolution The change in species over time. Surviving your environment based on your physical and mental traits. Original Preservation Describes a fossil with soft and hard parts that have undergone very little change since the organism’s death. The mosquito in amber is the best example. Altered Hard Part Fossil whose soft organic material has been removed and whose hard parts have been changed by recrystallization or mineral replacement. The most common fossil. Cast Fossil formed when an earlier fossil of a plant or animal leaves a cavity that becomes filled. Mold Fossil that can form when a shelled organism decays in sedimentary rock and is removed by erosion or weathering, leaving a hollowed out impression. Trace Fossil Indirect fossil evidence of an organism; traces of worm trails, footprints, and tunneling burrows. Glacier Large, moving mass of ice that forms near Earth’s poles and in mountainous regions at high elevations. __________________
Disposition survey for some programs During program Dispositions Conceptual Framework: Initial and Advanced Levels “Developing Visionary Leaders for Lifelong Learning” The core of the Visionary Leader model was originally developed through workshops and faculty meetings during the academic years of 1990-1993. The original model, called “Developing Visionary Learners” was revisited in a series of Unit meetings during the 1997-98 academic year and reviewed for continued applicability. The model and its components were found to be effective and still representative of our mission. In the spring of 2003, another Unit faculty review was held to ascertain whether, after 10 years, the model was reflective of our Unit and its mission. In light of new National Council for Accreditation of Teacher Education (NCATE) 2000 standards and focus, and our new institutional strategic plan (Vision 2011), updates were made and details added. Unit faculty met in the fall of 2003 to review the vision, mission, and conceptual framework. Subsequently, the Visionary Learner became the Visionary “Leader” in consideration of the characteristics of our region, and what is expected of teacher, principal and counselor candidates. As part of this review, each knowledge base component was thoroughly discussed and a decision was made to elevate the “leadership” component from the conceptual framework to the overall vision statement. Reaffirmation of the remaining components was by Unit consensus. In further discussions Unit faculty modified “critical thinking” to “thinking skills,” “technology” was added to “methodology”, and “diversity” was added to “human relations.” The conceptual framework for our model of “Developing Visionary Leaders for Lifelong Learning” now has seven components (listed alphabetically): Assessment, Communication, Human Relations/Diversity, Leadership, Methodology/Technology, Professionalism, and Thinking Skills. The term “visionary,” in the context of our model, implies a forward looking, farseeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within High Plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College vision and mission. The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad background in
V Milestones Please mark your communication milestones which will allow us to easily keep an overview: Please do not include the complete list of all your activities. We would like to find out about your main and milestone activities and their timing in order to foresee and integrate them also in the programme communication channels and/or to identify possible synergies with other projects’ or the programmes’ activities. Please add rows below where relevant (please keep the distinction among the categories preset) and put a simple cross to mark the relevant period (even if only approximately or uncertain). What Who (PP) 05/06 2013 07/08 2013 09/10 2013 11/12 2013 01/02 2014 03/04 2014 05/06 2014 07/08 2014 09/10 2014 11/12 2014 01/02 2015 05/06 2015 EVENTS (organised by the project, including training sessions, workshops etc.) What Who (PP) 05/06 2013 07/08 2013 09/10 2013 11/12 2013 01/02 2014 03/04 2014 05/06 2014 07/08 2014 09/10 2014 11/12 2014 01/02 2015 05/06 2015 PUBLICATIONS (audio-visual, print, interactive etc.) What Who (PP) 05/06 2013 07/08 2013 09/10 2013 11/12 2013 01/02 2014 03/04 2014 05/06 2014 07/08 2014 09/10 2014 11/12 2014 01/02 2015 05/06 2015 MEDIA INVOLVEMENT (press field trips, press conferences, press releases, briefings etc.) What Who (PP) 05/06 2013 07/08 2013 09/10 2013 11/12 2013 01/02 2014 03/04 2014 05/06 2014 07/08 2014 09/10 2014 11/12 2014 01/02 2015 05/06 2015 OTHER
Conceptual Design Review: Design of an Integrated Solar Cell Array to Power a Solar Ear Hearing Aid Battery Recharger Chrissa Blattner – Materials Engineering Scott Carey – Electrical Engineering Myren –Materials Engineering Faye Siao – Materials Engineering December 6, 2010 Advisor: Dr. Richard Savage Application
International law and permanent peace Utopian Raison d’etat (national interest) Separate and equal stations as sovereign states Only certain kinds of states can be regarded as fully legitimate Only states deriving power from the consent of the governed are rightfully constituted A world composed of republics is more peaceful than a world of monarchies Value driven, morally infused Devoted to concepts of international law mission to redeem the world Transcendent standards of justice of limits ambition with feasibility and material ideals security its power to work its will power pursuing worldwide interests commensurate with its capacities the difference between ideological aspiration and historical possibility ideals to the circumstances confronted World now bristled with dangers that no single state could contain that could be seized only by states acting together Isolationism engagement with other states to muzzle the dogs of war of venerable practices to modern circumstances engaged international role Ruling with preemptive Olympian majesty power a a leader between consenting groups responsibility of great states is to serve and not dominate the peoples of the world
Self-Directed Learning Principles Process Steps Skills Roles of Teachers Concept: It is a statement of the relationship between units and shows of a theory Self Directeness and CBI Design Stage 1: Dependent learner with teaching style of authority Stage 2: The interested learner with teaching style of motivator and guide Stage 3: The involved learner with the teaching style of facilitator Stage 4: The self-Directed learner with the teaching style of consultant
Unit Content Standards Content Topics Rough Schedule Forces and Interactions (Semester 1) Understand and knowledge of motions and forces. Describing Motion 4 weeks Causes of Motion 5 weeks Matter Interactions 4 Energy (Semester 1 & 2 split) Understand and apply knowledge of conservation of energy and increase in disorder. Types and Conservation of Mechanical Energy 5 weeks Circuits 5 weeks Electromagnetism 4 weeks Waves (Semester 2) Understand and apply knowledge of interactions of energy and matter. Properties of Mechanical 5 weeks Properties of Electromagnetic Waves 4 weeks Yearlong Skills Topics Science and writing skills designed to be assessed with and during other units of instruction in either 1st or 2nd semester. Science Investigative Skills integrated Tool Use and Measurement integrated Science Reading and Writing integrated
Skill Skill Standards Content Topics Sample Tasks Writing in Science Throughout Year Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to information Technical Writing Lab Reports Writing procedures Explanation and justification of mathematical solutions with words
and to display information flexibly and dynamically. Skill Skill Standards Content Topics Sample Tasks Science Inquiry Throughout Year Identify questions and concepts that guide scientific investigations. Design and conduct a scientific investigation. Uses technology and mathematics to improve investigations and communications. Scientific Tool Use and Measurement
Unit Content Standards Content Topics Sample Forces and Interactions (Semester 1) Understand and apply knowledge of motions and forces. Describing Motion Causes of Motion Matter Interactions Energy (Semester 1 & 2 Understand and apply knowledge of conservation of energy and increase in disorder. Types and Conservation of Mechanical Energy Circuits Electromagnetism Waves (Semester 2) Understand and apply knowledge of interactions of energy and matter. Properties of Mechanical
will be less likely to participate in early detection and screening and risk reduction behaviors. Persons with learned helplessness facing chronic illness may feel as if nothing they do will change the circumstances that they are in. Concept Identification Personal experience with learned helplessness was the main influence in choosing between the topics of uncertainty and learned helplessness. Learned helplessness has been witnessed by the author when caring for patients with disease processes such as diabetes, chronic obstructive pulmonary disease (COPD) and Guillain-Barre Syndrome (GB). The patients had a sense of “giving up”. Learned helplessness can influence the health outcomes of the patient and thus a further analysis of this phenomenon was chosen. Definition The definition of learned helplessness, as cited in Dictionary.com’s 21st Century Lexicon, is “a mental condition in which one becomes unable to help oneself due to previous failed attempts at controlling one’s life; also, a condition in which a person establishes and maintains contact with another by adopting a helpless, powerless stance.” The definition also provides an example, “Learned helplessness is conditioned behavior in which an individual gives up trying to escape a painful situation after repeatedly failing to escape.” Discipline Uses of the Concept Learned helplessness is found in humans and animals. It can occur anytime spanning from childhood to death. Learned helplessness has been studied and researched in multiple disciplines. The bulk of research has been studied in the discipline of psychology with the effect of depression in regards to learned helplessness. The discipline of social services has focused on learned helplessness in regards to battered women or long-term poverty. The discipline of
SME expertise <Who will need to provide the business context and subject matter expertise?> …in operations <What can improve further or prevent the University from the solution in operations? Consider also whether the proposed outcome alters ACU’s or the local risk position.> Delivery partners <Who might be needed to contribute to the delivery? Other units, directorates, external suppliers?> Risk of not proceeding <What are the consequences for ACU if this concept does not proceed?> TIMING & COSTS Desired and latest delivery Optimal: <When would be an optimal time to deliver this to provide full value to the University? Take the academic calendar, other constraints and also the business readiness into account.> Latest: <When should the solution be available at the latest to provide any value to the University?> Lifespan of the solution? <How many years would the ideal solution be used? How about the minimum solution?> the High-level diagram of the suggested approach (Timing) here as Formatted Text (RTF). Set the width to 16.5 cm.> the High-level cost estimate here as Formatted Text (RTF).>
Department and institutions in the city State government Agencies: Parastatal Agencies: Housing & Development Department Srinagar Municipal Corporation, Pampore Municipal Committee, Khrew Municipal Committee, Urban Environmental Engineering Department Directorate of Town and Country Planning (DTCP) Kashmir Town Planning Organisation, Public Works Department Roads and Buildings Department and allied divisions Public Health Engineering Department (PHED) Water Works Department Irrigation & Control Department Revenue Department Power Development Department Electric Maintenance & RE and allied divisions Para-statals Srinagar Development Authority Lakes & Waterways Development Authority National Highway Authority of India Forest Department Parks, Gardens and Floriculture Department, Tourism Department J&K State Road Transport Corporation J&K Housing Board J&K Pollution Control Board Traffic Department Medical and Health Department Hospitals, Dispensaries and Medical Colleges
Annexes Questionnaire for Country Representatives Questionnaire for Organization Representatives Provisional Agenda Annex 1 Teacher Management in Fragile States Questionnaire for Country Representatives Title: Mr. Ms. Name: Surname: Position: Institution: Country: Email address: Phone number: Of the list of dimensions of teacher management listed below, select () four (4) that you consider of highest priority for your country: Teachers’ availability Pre-service teacher training In-service teacher training Teacher recruitment and deployment Teachers’ salary / payment Teachers’ security and safety Psychosocial support to teachers Teaching materials School infrastructure Language of instruction Others (please specify): What are some of the policy measures that are implemented in your country to address challenges related to the issues listed above? (you may send separately relevant documents in annex) What challenges are not sufficiently addressed by the existing policy measures?
Concept of Operations Distributed Development Monitoring/Mining Tom Mooney, Osman, Isaac Pendergrass, Shailesh Shimpi Version 2.4 2/10/2013 Revision History Version Description of Versions / Changes Responsible Party Date 1.0 Initial version Tom Mooney 2/3/13 1.1 high level operational scenarios Tom Mooney 2/4/13 1.2 initial draft of Document Overview and System Overview Pendergrass 2/5/13 1.3 Updated sections 6 and 7 Shail Shimpi 2/5/13 1.4 Updated section 4 Tom Mooney 2/6/13 1.5 diagram to 5.3 Ahmed Osman 2/6/13 1.6 Added use case diagrams Shimpi 2/6/13 1.7 Add section 5 Ahmed Osman 2/6/13 1.8 Updated section 8 Tom Mooney 2/6/13 1.9 Added initial draft of section 3, Updated Glossary Isaac Pendergrass 2/7/13 2.0 Updated Identification, System Overview, and Referenced Documents sections. Isaac Pendergrass 2/7/13
ESTIMATED FINANCIAL IMPACT OF THE PROPOSAL/INITIATIVE Heading(s) of the multiannual financial framework and expenditure budget line(s) affected Heading of financial Budget line Type of Contribution Number Heading 2 Cohesion and Values 07.06 Justice, Rights and Values Rights and Values from EFTA from candidate countries from third within the meaning of Article of the Financial Regulation [07.01YY] [Rights and Values] 07.01.05. Non-diff. YES YES NO NO 07.06.02.01 07.06.02.02 Diff. YES YES NO NO
We have undertaken targeted doorknocking in the past to check for unregistered animals which confirmed the majority of pet owners were compliant. We undertake regular park patrols to identify unregistered animals and find a high level of compliance with registration requirements amongst City of Melbourne pet owners. Table 2 – Registration statistics 2013 2014 2015 2016 2017 Dogs 3088 3068 3029 3128 3449 Cats 1788 1711 1569 1603 1878 4876 4799 4598 4731 5327 What do you think? What measures could the City of Melbourne take to identify any unregistered animals? 4.2 Cat confinement In 2011, the Council undertook a comprehensive review of cat management and concluded that a cat confinement requirement was not warranted in the City of Melbourne. This was because the Council does not receive a high number of reported complaints about cat nuisance and being an inner suburban municipality, a confinement requirement to protect wildlife could not be justified. Trespassing and nuisance complaints relating to owned cats has decreased over the recent period and the Animal Management Team continues to respond to all complaints. The issues from cats not confined to owners properties can include them being lost, injured, creating a nuisance and may contribute to the unowned (feral) cat population. What do you think? Can you suggest any ideas we should adopt to further improve our management of cats? 4.3 Dogs in public places Dogs are required to be confined to home property except in the company of their owner (or handler) in public places.
Counselling – students 24 hour Rape Crisis Centre Rape Crisis Centre Online Counselling Incident report EAP (Staff only) Life Matters Psychology Service 4348 4060 1800 424 017 online 4965 3530 Reference to suicide, maybe vague or direct (staff or student) Campus Care Counselling Mental Health Line 4921 8600 4348 4060 1800 011 511 Suicide attempt (staff or student) Emergency Security and Campus Care Incident report 000 4348 4222 4921 8600 online
East Aurora High School Concert Band Handbook 2014-2015 Mrs. Paula O’Connor, Band Director 687-2491 ext. 1077 Welcome to Concert Band! We have a great year of music ahead of us! The following pages include band goals and expectations. Please read over this packet with your parents and return the last page by Friday, September 19. Goals and Expectations: Each band member will: Perform and understand various genres and styles of music. Rehearse as an ensemble to achieve the best possible level of performance. Practice music individually. Attend and participate in all required performances. Work towards improving musicianship skills, such as technique, tone, posture, and an overall understanding of music.
Date Event associated fabric existing in October 2014 Effect of November 2014 demolition • new pivot hinged armour plate glass doors to stalls foyer set back from street to form lobby with doormat recess, and folding external doors also carpet to foyer floor; • balustrading replaced on main stair with classical balusters; • pipe rail on Stalls promenade removed; • Six moulded rectangular plaster indirect lighting fittings added to auditorium ceiling on radial pattern, four circular plaster lights over promenade; • new ceiling installed in the stalls foyer and the leaded glass dome in the ceiling removed; • new screen rear of Grand or Upper Circle; • buffet shown as replaced by sweet counter, Dress Circle • Grand Circle semi-circular balustrade plan cut back at north ends and radiused back to wall. • Projecting vertical illuminated electric sign to façade, proposed verandah changes. 1953 Claimed first use in Victoria of 3D audioscoplc glasses at 1955 Cowper, Murphy & Associates design for alterations to the New Metro Theatre stage: most destructive change to theatre to date • installation of CinemaScope, new larger proscenium, • remaining revised boxes removed, existing proscenium cornice extended across new opening with new ornament to match existing in panels over; • balcony front ends cut-back further and returned to wall in radiused form; • new velvet stage curtaining, upholstered and padded vinyl clad fascia to the stage front; • main ceiling patched. Theatre now screens all of MGM's new releases such as Doctor Zhivago, Gone with the Wind and Gigi.. • proscenium cornice across opening with plaster ornament to existing in panels over 1971-3 M. Miller promotes ground breaking rock musicals, Hair and Grease at Metro, as first in Melbourne, followed by Palais production of Jesus Christ Superstar 1973-4. 1974-7 Palace Theatre name restored, runs as cinema. 1980-86 Melbourne Revival Centre purchase the building for $800,000 t use for church services for 1000 strong congregation 1986- 2007 Palace Theatre Cabaret commenced, later Melbourne • Transparent metal framed
Make up You will need: Foundation (Creative Dance and Prep Dance students don't need this) Brown/black eyeliner – both bottom and top of eye need to be lined with a slight space at the join (if unsure, then leave this component for the backstage helpers Brown/black mascara (depending on the student's colouring) Natural colours for eye shadow (browns, creams, and White or cream on the whole eyelid Browns in the crease of the eyelid Blush (not a circular shape, but a brush stroke upwards along the cheekbone to accentuate the Lipstick (one that does not easily rub off in red tones) An online tutorial will be posted. SPECIFIC ITEMS THAT WILL BE NEEDED FOR EACH CLASS: Shoes/legwear Other Creative Dance Pink ballet white anklet socks White underwear Prep Dance Pink ballet pink ballet stockings underwear Preprimary Pink ballet shoes, pink ballet stockings White underwear Primary Pink ballet shoes, pink ballet stockings underwear Grade 1 ballet Pink ballet shoes, pink ballet stockings White underwear 2 ballet Pink ballet shoes, pink ballet stockings White underwear Grade 3 ballet Pink ballet shoes, pink ballet stockings White underwear Grade 4 ballet Pink ballet shoes, pink ballet stockings Flesh coloured underwear Grade 5 ballet Pink ballet shoes, pink ballet stockings Flesh coloured underwear Intermediate Foundation ballet Pink ballet shoes, pink ballet stockings coloured underwear Intermediate ballet Pink pointe shoes/pink ballet shoes with ribbons, pink ballet stockings Flesh coloured underwear Advanced 1 ballet Pink pointe shoes, pink ballet stockings Flesh coloured underwear Mini Tap and Jazz Test Tap Tan colour tap tan radanza stockings White/flesh underwear Bronze Tap Tan colour tap tan radanza stockings White/flesh underwear Silver Tap Tan colour tap tan radanza stockings White/flesh underwear Test Jazz Tan colour jazz shoes, tan radanza stockings underwear Bronze Jazz Tan colour jazz shoes, tan radanza stockings White/flesh underwear Silver Jazz Tan colour jazz shoes, tan radanza stockings White/flesh underwear Gold Jazz Tan colour jazz tan radanza stockings White/flesh underwear Elementary Jazz Tan colour jazz shoes, tan radanza stockings Flesh coloured underwear 6U Performance Tan colour jazz shoes, tan radanza stockings White underwear
TREPAK: 4 3 2 1 TONE Strong, appropriate characteristic sound Good sound but lacking in depth/maturity Fair sound but lacking fullness and focus Weak, spread, or unfocused tone HAND POSITION Both hands are in the correct positions; AND hand position looks natural and relaxed One hand is in the correct position; AND hand position looks natural and relaxed Both hands are in an incorrect position; OR hand position looks forced, unnatural, or tense Both hands are in an incorrect position; AND hand position looks forced, unnatural, or tense TECHNIQUE All or almost all notes played correctly and speak at the appropriate time Minor (3-4) but consistent mistakes in notes affecting performance More than 5 incorrect notes in performance Almost all are incorrect RHYTHM All rhythms are played accurately Minor (3-4) but consistent mistakes in rhythms affecting performance More than 5 incorrect rhythms in performance Almost all rhythms are incorrect. Student is prepared with all music and instrument and is on time Student is missing 1 of the following music, instrument, is late to lesson Student is missing 2 of the following items: music, instrument, is late to lesson Student does not attend lesson. Additional Notes: LET’S GO BAND 4 3 2 1 TONE Strong, appropriate characteristic sound Good sound but lacking in depth/maturity Fair but lacking fullness and focus Weak, spread, or unfocused tone HAND POSITION Both hands are in the correct positions; AND hand position looks natural and relaxed One hand is in the correct position; AND hand position looks natural and relaxed Both hands are in an incorrect position; OR hand position looks forced, unnatural, or tense Both hands are in an incorrect position; AND hand position looks forced, unnatural, or tense TECHNIQUE All or almost all notes played correctly and speak at the appropriate time Minor (3-4) but consistent mistakes in notes affecting performance More than 5 incorrect notes in performance Almost all notes are incorrect RHYTHM All rhythms are played accurately Minor (3-4) but consistent mistakes in rhythms affecting performance More than 5 incorrect rhythms in performance Almost all rhythms are incorrect. Student is prepared with all music and instrument and is on time Student is missing 1 of the following items: music, instrument, is late to lesson Student is missing 2 of the following items: music, instrument, is late to lesson Student does not attend lesson. Additional Notes:
** YOU WILL NEED TO DO AT LEAST ONE CLEAN-UP SHIFT ** Concert *Day / Date SHIFT AVAILABILITY: 4-6 Volunteers per shift 1ST Shift: Begins 1½ hrs prior to show time and includes set-up of stations. Other Shifts: (indicate time preferred) May include stations, sorting, take down and clean-up Example 1: Best concert ever Tues 6/19/14 1st shift preferred (can do any) Example 2: Super concert Sat 7/23/14 ANY shift Example 3: Greatest concert Fri 8/30/14 2nd only Available Shifts: PLEASE NOTE THAT TIMES ARE SUBJECT TO CHANGE Date Concert 1st Shift 2nd Shift 3rd / 4th Shift 6/17 Tues. The Fray with Barcelona and Oh Honey 6:30pm FULL – No more applications accepted FULL – No more applications accepted NONE 6/24 Tues. DeGraw & Matt Nathanson 6:30pm 5:00-8:00pm 8:00 – 11:00pm NONE 6/26 Thurs. Robyn + Royksopp 7:00pm 5:30 – 8:30pm 8:30pm – 11:00pm NONE 6/27 Fri. The Soulshine Tour Michael Franti & Spearhead SOJA, Dennen, Trevor Hall 6:00pm FULL – No more applications accepted FULL – No more applications accepted NONE 7/1 Tues. Heart with Michael Grimm 7:30pm FULL – No more applications accepted FULL – No more applications accepted NONE 7/5 Sat. Steely Dan Jamalot Ever After 2014 7:30pm FULL – No more applications accepted 8:30 – 11:00pm FULL – accepting for wait list NONE 7/6 Sun. Steely Dan Jamalot Ever After 2014 7:30pm 6:00 – 8:30pm 8:30 – 11:00pm NONE 7/10 Thurs. Slightly Stoopid with Stephen “RAGGA” Marley, G Love & Special Sauce 5:30pm *4:00 -6:30pm *must do clean-up 6:30 – 8:30pm *must do up 8:30 – 11:00pm 7/17 Thurs. Tedeschi Trucks Band The Woods Brothers 8:30pm – 11:00pm NONE
6:50pm 5:30 – 8:30pm FULL – accepting for wait list 7/19 Sat. Cheech & Chong and War 7:00pm 5:30 – 8:30pm FULL – accepting for wait list 8:30pm – 11:00pm FULL – accepting for wait list NONE 8/1 Fri. Foreigner and Styx 6:45pm FULL – No more applications accepted FULL – No more applications accepted NONE 8/2 Sat. The Voice Tour 8:00pm *6:30-8:30pm *must do clean-up 8:30-11:00pm NONE 8/3 Sun. Sarah Brightman 8:00pm CANCELLED CANCELLED CANCELLED 8/4 Mon. Austin Mahone with The Fifth Harmony & Shawn Mendes 7:00pm 5:30 – 8:30pm 8:30pm – 11:00pm NONE 8/5 Tues. Sara Bareilles with Lucius and Hannah Georgas 6:30pm (updated 7/3/14) 4:30 – 7:30pm (updated 7/3/14) FULL – accepting for wait list 7:30 – 10:30pm (updated 7/3/14) NONE 8/9 Sat. 107.7 The End’s Summer Camp 1:00pm 11:30am – 3:00pm 3:00 – 5:30pm 3rd 5:30 – 8:30pm 4th 8:30 – 11:00pm 8/10 Sun. GroupLove & Portugal Typhoon 6:30pm 4:45-8:00pm 8:00-11:00pm NONE 8/12 Tues. Counting Crows Toad the Wet Sprocket 6:00pm FULL – No more applications accepted FULL – No more applications accepted NONE 8/13 Weds. Ray LaMontagne The Belle Brigade 6:00pm 4:30-8:00pm 8:00 – 11:00pm NONE 8/17 Sun. Heads and Pepper 4:30 – 8:00pm 8:00 – 11:00pm NONE
Recommendations The quality of the research to date varies in quality, and further research with more rigorous designs is needed to improve the evidence base. Geographically the studies that exist are either city centric, particularly London, or nationwide. Further research on the impact of concessionary passes on health in rural areas is recommended, to account for the different circumstances that populations face when ageing in rural areas. Further research should investigate the contribution of community transport to health and well-being in Cornwall. As some of these services are also eligible for concessionary travel, there should be a study, in collaboration with the concessionary bus pass scheme, so that the economic and health impacts of the complete provision of transport services are understood. It would also be useful to investigate whether community transport is linked to health care savings in Cornwall e.g. transport has the potential to reduce social isolation and therefore spend poor mental health.
The Concessionaire will not be entitled to any payment, compensation, restitution, reimbursement or indemnity in case of failure of the Rehabilitation Phase or lack of marketability of any possible Discoveries in the Concession Area. The Concessionaire is solely civilly responsible for its own actions and those of its agents and subcontractors, as well as for the repair of any damage caused by the Operations and their performance, regardless of fault. The Federal Government and the ANP must be compensated for any charges that incur as a result of possible future claims prompted by acts of the responsibility of the Concessionaire, which is also responsible for such compensation. The Federal Government and the ANP will not take any risks or operating losses, nor will be liable for costs, investments and damages related to the Operations and their consequences. Ownership of Oil and/or Natural Gas The Federal Government is the owner of the Deposits of Oil and Natural Gas within the national territory, in the continental platform and in the exclusive economic zone, according to the article 20, section V and IX of the Federal Constitution and with article 3 of Law no. 9748/97. It will be the Concessionaire's responsibility only the ownership of the Oil and Natural Gas to be effectively produced and conferred to at the Measurement Point of the Production, through original acquisition and the terms in this Contract. The Concessionaire will be subject to the burdens related to the taxes and the government participation, as well as other provided by the Applicable Law. Other Natural Resources This Contract is not valid for any other natural resources which may exist in the Concession Area. It is forbidden for the Concessionaire to use, enjoy or dispose, in any ways and under any titles, totally or partially, of any other natural resources which may exist in the Concession Area other than Oil and Natural Gas, except when authorized by ANP, in accordance with the Applicable Law. The Discovery of natural resources other than Oil and Natural Gas must be notified to the ANP within 72 (seventy-two) hours. The Concessionaire must comply with the instructions and allow the implementation of relevant measures determined by the ANP or other competent authorities. Until such instructions are not submitted to it, the Concessionaire must abstain from any action that may involve risk or in any ways, hinder the discovered natural resources.
and to counterbalance the ageing of health workers. The authorities also intend to make changes to the education system for healthcare professionals, e.g. by making it easier for medical school graduates to pursue further specialist training or by shortening the required education of nurses. There have been no specific proposals to shift inpatient care towards more cost-effective outpatient care services. While implementation of Directive 2014/24/EU on public procurement aims at making the healthcare system more transparent, central procurement is still not widely used (Section 3.5 on public procurement).
programmes offered, with a view to increasing profession-oriented programmes. Grants to students in need will be increased, which is likely to help increase the social diversity of tertiary education graduates. The reform is also likely to increase the number of programmes that are professionally accredited and employers’ representatives are positive about closer links between academia and employers.
Ministry of Transport (2013), Transport Policy of the Czech Republic for 2014-2020 with the Prospect of 2050. OECD (2016a), Programme for International Student Assessment 2015 Results, available at: . OECD (2016b), Education at a Glance, available: OECD Czech Republic Policy Brief on Finance: Improving access to finance for small and medium sized enterprises. OECD Economic Surveys Czech Republic, June 2016. OECD (2016e), R&D Tax Incentive Indicators, available at: http://oe.cd/rdtax and Main Science Technology Indicators, . OECD (2015), Measuring and Monitoring BEPS, Action 11 - 2015 Report. OECD (2014), Infrastructure maintenance (indicator), available at: . Office of the Government of the Czech Republic (2016), Action Plan for the Development of the Digital Market — update July 2016. Office of the Government of the Czech Republic, (2015a), Analysis of the Existing State of Research, Development and Innovation in the Czech Republic and a Comparison with the Situation Abroad in 2014. Office of the Government of the Czech Republic (2015b), Anti-Corruption Action Plan for 2016. Srholec, M. and Benedetti Fasil, C. (2017 forthcoming), Rio Country Report 2016: Czech Republic. JRC Science for Policy Report. Transport Yearbook Czech Republic 2015, available at: World Bank (2016a), Doing Business 2017, Equal opportunity for all, available at: . World Bank (2016b), World Governance Indicators, available at: Bank Group and PwC (2016), Paying Taxes 2017, available at: . World Economic Forum (2016a), The Executive Opinion Survey 2016-2017 for Czech Republic, available at: . World Economic Forum (2016b), Global Competitiveness Report 2016-2017, available at: .
PROCEEDING OUTCOME REPORT CASE NO……………………………………………………… DATE OF REPORT…………………………………………. IN THE MATTER BETWEEN (UNION/EMPLOYEE)…………………………………………………………………………………………………………………………….. (EMPLOYER)………………………………………………………………………………………………………………………………………….. NATURE OF DISPUTE …………………………………………………………………………………………………………………………….. Conciliation process Conciliation Settled- ( a letter /settlement agreement has been forwarded to Council Unresolved- Certificate issued & matter to be referred for arbitrated Unresolved: Certificate issued matter to be adjudicated by Labour Court /CCMA Case withdrawn Out of jurisdiction and closing Determination rendered Conciliation extended (Y/ N) Y N PHSDSBC jurisdiction If request for arbitration likely, please consider the following complexity Easy Average Complex Very complex
Stakeholder comments: Labeling for both recreational and medical marijuana should be the same. LCB comments: Department of Health is tasked with defining “medical marijuana”. The and the Department of Health will work together to develop the rules for labeling of medical marijuana. The board always seeks input from stakeholder at each stage of the rulemaking process. Stakeholder comments: The financial statement is too difficult for applicants to figure out. The board needs to educate applicants on the forms. LCB response: Marijuana investigators are available to assist applicants with the required forms. Stakeholder comments: WAC 314-55-105 Labeling and packaging. The sample labels in the rule don’t meet the NIST handbook LCB response: Not enough information was given to understand what part of the sample labels don’t meet the NIST handbook rules. Stakeholder comments: The board needs to have an advisory board to make decisions on the rules. LCB response: The board seeks input from stakeholder at every stage of rulemaking. The board intends to create a Marijuana Advisory Council in the near future similar to the Business Advisory Council that has been established for alcohol.
Items that were received from a Grand Chapter Member who proposed the legislation and a Grand Chapter Member who seconded the motion. These motions will be ready to be voted upon by the Grand Chapter at Conclave. Proposed Bylaw Amendment: Removal of Installment Plan Made by Jonathan Wenzel, GMA Seconded by Oliver Penrose, GPDC Insert following Bylaw I,A,9,c “d. Have paid all applicable fees due the Grand Chapter.” Delete Bylaw I,A,10. Delete VII,B,2,c and renumber the following subsection. In Bylaw VII,B,2,d, delete the second sentence. In Bylaw VII,B,3, strike “and specify extended payment schedules”. Rationale: The installment plan for the lifetime membership fee is infrequently used, but poses a significant financial cost to the operation of the national office in terms of staff time to collect the second installment. When the installment plan with conceived, payment of fees was mainly by personal check. In 2018, the fraternity receives fees by a variety of mechanisms including credit cards. For Reference: Bylaw I.A.10 No pledge be initiated before paying either the entire required lifetime membership fee or one-half of the installment lifetime membership fee as specified elsewhere in these Bylaws. Bylaw VII.B.2.c Payment of the lifetime membership fee on an installment basis shall be permitted. The installment lifetime membership fee shall be the lifetime membership fee increased by ten percent and rounded to the nearest whole dollar amount. One-half of the installment lifetime membership fee rounded up to the nearest whole dollar shall be paid to the Treasurer of the chapter prior to initiation. The remainder of the installment lifetime membership fee shall be paid within six months of the initiation date or upon the candidate's graduation, whichever comes first. Bylaw VII.B.2.d The Treasurer shall forward all collected fees to the Grand Recorder prior to the initiation date. The Treasurer shall forward all second payments collected to the Grand Recorder prior to their due date. Bylaw VII.B.3 The Supreme Council may set reduced pledge and lifetime membership fees and specify extended payment schedules for candidates who will become Collegiate members of a new or reactivated collegiate chapter within three years of the establishment or reactivation of that chapter.
PARADIP PORT TRUST E & M DEPARTMENT No. EM/PD/GEN-03/02 (Vol. II)/ Dtd.31.05.2016 To The Dy. Director(EDP Cell), F & A Deptt., PPT(With a soft copy). DETAILS OF CONTRACTS/PURCHASES CONCLUDED DURING THE MONTH OF APRIL’2016(EXCEEDING RS.15 LAKHS) Tender No Item/ Nature of Work Mode of Tender Enquiry Date of of NIT Type of Bidding (Single/ Two Bid System) Last date of receipt of tender No. of tenders received Nos. & Names of parties qualified after evaluation Nos. & Names of parties not qualified after evaluation Whether contract awarded to lowest tendered/ evaluation L1 Contract no. and date. Name of contractor Value of Contract (in Rs.) Scheduled date of completion of contract/ suppliers 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ‘--------------------------------------------------------------------------------------------------------------------NIL------------------------------------------------------------------------------------------------------------ Yours faithfully, Asst. Executive Engineer, P& D Cell, E&M Dept., Paradip Port Trust.
3. ESTIMATED FINANCIAL IMPACT OF THE PROPOSAL/INITIATIVE 3.1. Heading of the multiannual financial framework and new expenditure budget line(s) proposed Heading of multiannual financial framework Budget line Type of expenditure Contribution Number 2 Heading Cohesion and Values from EFTA countries from candidate countries from third countries within the meaning of Article [21(2)(b)] of the Financial Regulation Non-diff. NO NO NO YES
COLLEGE ENTRANCE – COLLEGE READINESS Dual Enrollment Qualifying Scores College-Ready Cut Scores SAT Before 10/22/13 10/22/13 and after Verbal 440 440 Math 440 440 ACT Reading 18 19 English 17 17 Math 19 19 PERT Math 113 114 Reading 104 106 Writing 99 103
DEL SUR CONCRETE COLOR FORMULA The manufacturer is Davis Concrete 2.31 pounds per sack = (94 pounds) 25.83% *A550 74.17% *Liquid pigment color codes Please let me know if you have any questions or need any additional assistance.
Total residual 264,127 158,476 Average weight – 1m³ = 0.7 t 6.2.2. Structure of residual from wood-processing Table 9. Secondary residual, final residual, other residual Area Cut wood Commercial product Secondary residual Final residual Other residual Total % m³ m³ m³ m³ m³ t 246,220 86,177 140,345 7,337 12,311 160,043 Average weight – 1m³ = 0.7 t 6.3. Main indicators of primary production of fast-growing types of trees for energy use Montenegro has good land condition for growing plantations of fast-growing trees that can be used for energy generation. The most suitable areas for such growth are: the lowest areas of Niksic flatland (Bara budoška i Slivlje); area on the riverside of river Donja Zeta; area around Skadar lake (from Božaj to Karuča); area on the riverside of river Tara (from Mataševo to river Bistrica in Mojkovac municipality); area on the riverside of river Lim (from Murina to Brodarevo). Table 11. Location, area, generation Location Area ha Growth m³/god Raw wood m³/g Total annual t per year Nikšić 1,500 - - - Donja Zeta 400 - - - Skadar lake 10,000 - - - Tara 500 - - - Lim 1,000 - - - Total 13.400 50 670,000 455,600 Detailed feasibility study would be needed in order to give more information on the possibility of growth of fast-growing plantations for energy use in these areas.
CONCRETE PUMPING OPERATION PLAN PROJECT NAME – CONTRACT No. Document Reference No: i.e: CPOP/ 00/ 00 Document Status Tick Applicable Box Draft Live Authorised By: Name: Signature: Pumping Operation Manager Batching Plant Manager Project Manager Pump Supervisor / Site Manager Health & Safety Manager Issued to: (name & company) Response required by (date): Plan Approved/Agreed by: Plan Approved/Agreed Status: (Indicate by circling relevant option) YES (Accepted, ready for implementation.) NO (Rejected, work cannot commence, must be amended & resubmitted.) Revision Records Version No Issue Date Pages / Section Amended Prepared by Approved/ Agreed by 1 2 3 4 5 Distribution of Controlled Copies Issued Copy No Date Recipient Name Company Name 1 2 3 4 5 Note: The latest issue will be retained by the Project Manager. All signatures must be collected on a hard copy of this document & kept in the Site Safety Files. Acceptance sheets issued by the client or principal contractor are to be attached to the hard copy
Interaction with public highway Manual Handling Handling of pumping equipment including steel lines and ancillary items. Control of at point of placement. Concrete delivery line (interaction with TW, Equipment and operatives) Setting up delivery lines and equipment Pumping concrete Access/Egress (walkways) Demobilise delivery lines and equipment Operator/ Gang fatigue due to Pumping concrete Finishing concrete Driving to – from site Tower/Mobile Cranes Set up pumping equipment Operating boom Operating crane Demobilise pumping equipment Demobilise crane Vibration (include potential to disturb ground) Compacting concrete Pumping concrete Surplus Concrete/ Spillage Pumping concrete Wash out Noise Concrete pumping Equipment/ Deck Cleaning Using compressed air for deck clearing. Cleaning out delivery lines. Enabling Ground stabilisation Isolation of services Communication (radio – visual) Set up pumping equipment Pumping operation Demobilise pumping equipment Lighting Operation of Pump Placing/finishing concrete