zilongwang/ReadingBank huggingface dataset:
Site Start Date End Date Mean Date Size (m2) Ditch Central Tower Corner Towers Intermediate Towers Gates Enclosed Settlement Extramural Settlement E-facing building Rebuilds TAG011 -352 83 -85 325 Circular E Yes HHG006 76 254 174 333 Yes Square E Yes GAT012 134 335 244 374 Square N Yes Yes Yes HHG007 139 341 266 506 Yes Yes Square E Yes ZZW018 245 385 310 1087 Square ? N Yes SCH020A 237 411 318 371 Square Square S? Yes Yes HHG013 250 403 325 1136 Yes? Square Square ? Yes GBD007 256 426 353 223 Square W? FJJ056 (outer) 259 417 353 482 (1402) Yes Square E Yes Yes SCH020B 259 417 354 302 Square Square N Yes ZZW016 261 432 382 420 Yes Square E Yes Yes GBD002 259 533 394 959 S FJJ013 264 534 410 2272 Square Square ? ZZW013 336 533 410 2400 Yes Square E Yes Yes Yes LEK021 342 536 434 72 Yes ? HHG014 350 534 437 857 Yes Yes Square E? Yes MZQ007 389 535 453 1310 Square Square N Yes Yes GBD001 355 542 459 848 Square ? Yes HHG008 398 535 463 590 Yes Square ? Yes MAR001 382 560 470 87 Yes ? ZZW014 419 540 481 2624 Yes Yes Square Square E? Yes Yes GAT001 424 539 483 726 Yes Square N Yes Yes GAT010 423 541 483 899 Yes Square? ? E/N Yes Yes GRE015 422 541 483 996 Square Square N HHG001 415 546 483 1966 Yes Square Square E Yes Yes ZZW101 440 619 560 736 Yes Circular ? Yes
reasons. First, occurrences and population size fluctuate widely from year to year in response to climatic conditions, especially on the amount of rainfall. Desert cymopterus is dependent upon frequent spring rains. Furthermore, this species may remain dormant underground as a taproot and may not emerge when there isn’t enough rainfall, so the number of individuals underground could be greater than the number of individuals aboveground. Also, detectability many be low in years when plants only produce leaves and no inflorescence (NatureServe 2010). The largest and most robust populations of desert cymopterus occur on Edwards Air Force Base. Seventeen population surveys were performed during a study in 1995, a good year for the species, and population sizes at each location ranged from 1 to 1,929 individuals. In total, 14,093 individuals were counted over an area of 1,465 acres (Tetra Tech 1995, cited in NatureServe 2010). Threats and Environmental Stressors Desert cymopterus is potentially threatened by habitat alteration and destruction resulting from military activities on Edwards Air Force Base, the expansion of Fort Irwin, oil and gas development, utility construction, renewable energy development, off-road vehicle use, sheep grazing, Land Tenure Adjustment, and urban development (69 FR 64884–64889; CNPS 2011). However, according to the proposed rule (69 FR 64884–64889), the magnitude and relative importance of most of these potential threats were unknown. Grazing by native and non-native herbivores—presumably including mammals, insects, and desert tortoise (Gopherus agassizii)—is also a threat to this species. This may contribute to the low-density, dispersed nature of the majority of reported desert cymopterus populations by limiting the plants’ reproductive potential and reducing their vigor (Bagley 2006). Conservation and Management Activities The vast majority of plants and acreage of habitat for desert cymopterus are currently thought to occur on the Edwards Air Force Base. Therefore, this species is not covered by the West Mojave Habitat Conservation Plan (Edwards Air Force Base 2002).
Question: How do the O’odham Indians harvest the fruit? Reread Page 14 Questions: Using the illustrations and details from the text, explain what they do with the fruit they have gathered. (Guide students to an understanding of the word mesh during this discussion.) Give examples of how the O’odham Indians use the saguaro cactus fruit. Explain the significance of the harvest. Reread Page 17 Questions: What type of animal is the curved bill thrasher, how can you tell? How do other animals use the saguaro cactus for survival? They use gathering poles with prongs that can pull the fruit down. The women scoop up the bright red pulp and tiny black seeds into buckets. The children steal a taste of the pulp and the women leave the hulls as an offering for the rain. The remove pebbles from the fruit pulp. The mix the pulp with water and cook it for a long time. They use mesh to separate the juice from the seeds (text). The mesh consists of strings of wire tied to sticks with holes for the juice to pour through (illustration). They make jams, candies, syrups, and wines out of the fruit. It provides good food to eat and signals that the rain will soon come. A bird, you can tell by using the description and the illustrations. The thrasher eats the pulp, the harvester ants scurry around the seeds, and the horned lizard waits by the fallen fruit to catch the ants with his tongue.
the Sonoran Deserts of California, Nevada, Utah, and Arizona. U.S. Geological Survey Open-File Report 2009-1102. Schamberger, M., and F. Turner. 1986. “The Application of Habitat Modeling to the Desert Tortoise (Gopherus agassizii).” Herpetologica 42(1):134–8. Schneider, J., and G. Everson. 1989. “The Desert Tortoise (Xerobates agassizii) in the Prehistory of the Southwestern Great Basin.” Journal of California and Great Basin Anthropology Spotila, J., C. Zimmerman, A. Brinckley, J. Grumbles, C. Rostal, A. List, E. Beyer, K. Phillips, and S. Kemp. 1994. “Effects of Incubation Conditions on Sex Determination, Hatching Success, and Growth of Hatching Desert Tortoises, Gopherus agassizii.” Herptol. Monographs 8:103–116. Stewart, G. 1991. Movement and Survival of Desert Tortoises (Xerobates {=Gopherus} agassizii) Following Relocation for the LUZ Solar Electric Generating Site Near Kramer Junction, San Bernardino County, California. Report prepared for the LUZ Development and Finance Corporation, Los Angeles, California. Stewart, G., and R. Baxter. 1987. Report and Habitat Management Plan for the Desert Tortoise (Gopherus agassizii ) in the West and Sand Hill Training Areas of the Twentynine Palms MCAGCC. Report prepared for the U.S. Dept. of Navy, San Bruno, California. Stubbs, D. 1991. Tortoise and Freshwater Turtles: An Action Plan for Their Conservation. IUCN/SSC Tortoise and Freshwater Turtle Specialist Group. 2nd Ed. IUCN-The World Conservation Union, Gland, Switzerland. Tracy, C., R. Averill-Murray, W. Boarman, D. Delehanty, J. Heaton, E. McCoy, D. Morafka, K. Nussear, B. Hagerty, and P. Medica. 2004. Desert Tortoise Recovery Plan Assessment. Report to the U.S. Fish and Wildlife Service, Reno, Nevada.
Van Devender, T, and K. Moodie. 1977. “The Desert Tortoise in the Late Pleistocene with Comments about Its Earlier History.” Proceedings of the 1977 Desert Tortoise Council Symposium. The Desert Tortoise Council, Beaumont, California. Vollmer, A., B. Maza, P. Medica, F. Turner, and S. Bamberg. 1976. “The Impact of Off-Road Vehicles on a Desert Ecosystem.” Env. Management 1(2):115–129. Weinstein, M., F. Turner, and K. Berry. 1986. Ana Analysis of Habitat Relationships of the Desert Tortoise in California. Draft report prepared for Southern California Edison, Los Angeles, California. Wilson, R., and R. Stager. 1992. “Desert Tortoise Population Densities and Distribution, Piute Valley, Nevada.” Rangelands 14:239–42. Wilson, D., C. K. Nagy, and D Morafka. 1999. “Physical and Microhabitat Characteristics of Burrows used by Juvenile Desert Tortoises (Gopherus agassizii). “ Chelonian Conservation and Biology 3:448–453. Woodbury, A., and R. Hardy. 1948. “Studies of the Desert Tortoise, Gopherus agassizii.” Ecol. Monogr 18:145–200. Woodman, P. 2004. Summary Report for Line Distance Transects Conducted in Spring, 2003 in the Mojave Desert, California. Prepared for U.S. Fish and Wildlife Service, Las Vegas, Nevada. Inyokern, California.
INVESTMENT GRADE AUDIT AGREEMENT This Investment Grade Audit Agreement (the “Audit Agreement”) is entered into on _____________, by and between ________________ (the “Agency”) and ______________ (the “Contractor”). The Agency and the Contractor are referred to herein as the “Parties”. Background A. The Agency desires to implement certain energy conservation measures (“ECMs”) at its facilities (the “Agency Facilities”) described in Exhibit 1 (Agency Facilities). B. Sustainable Energy Utility, Inc. (the “SEU”), a non-profit corporation that was created by the State of Delaware pursuant to the Delaware Energy Act, Del. Code Ann. tit. 29 § 8059(c), has established a program (the “Program”) to facilitate the implementation and financing of ECMs by “agencies” as defined in the Energy Performance Contracting Act. C. The Agency is an “agency” as defined in the Energy Performance Contracting Act (29 Del. C. § 6972) (the “Energy Performance Contracting Act”) and the Agency has determined that it would be in its best interest to implement such ECMs by participating in the Program. D. The Contractor has experience in successfully implementing ECMs in public and institutional facilities and the SEU has determined that the Contractor is a “qualified provider” as defined in the Energy Performance Contracting Act. E. The Agency has selected the Contractor from the group of energy service companies prequalified by the SEU. F. A comprehensive investment energy and water use and savings analysis (the “Audit”) must be performed at the Facility to confirm the feasibility of entering into a guaranteed energy and water savings agreement (“GSA”) to provide for the installation and implementation of ECMs at the Facility. G. If the Proposed Project is demonstrated to be feasible, and if the amount of energy savings guaranteed by the Contractor are sufficient to all costs associated with the Project, the Parties intend to enter into a GSA in the form attached as Exhibit 2 (Form of Guaranteed Savings Agreement) pursuant to which the Contractor will design, procure, install, and implement the Proposed Project in accordance with the Scope of Construction Work set forth in Schedule A.
III. Construction Price The following table sets forth the total installed costs of the Construction Units in the Project, the Contractor’s overhead and profit calculations, and the full Construction Price. Fees that are calculated as a percentage of construction costs shall not be applied to taxes, insurance, permit fees, or other third party non-construction costs. Table 3 Construction Price Breakdown Total Construction Unit Costs ($) Percent (%) of Total Construction Price 1. Total Installed Costs for the Construction Unit $[Amount from Table II, Part D.] [___]% 2. Overhead (cost of running the Business) $[_______] [___]% 3. ESCO net profit $[_______] [___]% 4. [Other Contractor Costs – list specifics] $[_______] [___]% Total Construction Price: $[TOTAL] [TOTAL]%
Results: Does the checking account balance ever exceed the amount established by the School Committee? ___ Yes ___ No If Yes, report a finding. Determine if the School Principal and/or their designee (if applicable) have given bond to the City/Town/District Treasurer for faithful performance, and that all designees have been properly authorized by the School Committee. Results: Evidence of the School Principal and/or their designee (if applicable) securing or being secured by a fidelity bond exists. ___ Yes ___ No If No, report a finding. Determine if the annual audits have been performed, either by an outside independent audit firm or as is permissible, internally. Evidence of this may be obtained from reports developed as a result of the process. Results: Verify evidence that an annual audit process exists and has been conducted. ___ Yes ___ No If No, report a finding.
Design a Species Genetics Project Rubric Unsatisfactory (1 pts) Satisfactory (3 pts) Excellent (5 pts) Sketches and Description Some do not follow genetics “rules”, pictures not clear Follows genetics rules, pictures are small or lacking in creativity or effort Follows genetics rules, pictures are drawn large and clearly. Colored. Creative. Species Models Genotype doesn’t follow phenotype, model not included, poorly put together or messy Genotype follows phenotype, all traits included, model somewhat unclear or not neat Genotype follows phenotype, model is created neatly and creatively, and colored Dihybrid Cross Punnett square not set up correctly, phenotypic ratios not given or incorrect Punnett square set up correctly, minor errors in counting and ratios Square set up correctly, phenotypic ratios given correctly Practice Problems Less than 5 problems given, more than 1 is impossible to solve 5 problems given, somewhat unclear or unsolvable All 5 problems are written well and can be solved TOTAL
NSW Company: Address: Ph: Fax: E-Mail: Internet: RTW Rehab PO Box 114, West Ryde NSW 1685 1300 680 696 1300 680 697 pquach@rtwrehab.com.au www.rtwrehab.com.au Recovre GPO Box 4819, Sydney NSW 2001 1300 550 276 1300 723 405 referral@recovre.com.au www.recovre.com.au QLD Company: Address: Ph: Fax: E-Mail: Internet: IPAR Rehabilitation Pty Ltd 44 Bayswater Rd, Hyde Park QLD 4182 07 3253 5000 07 3112 4099 rehab@ipar.com.au www.ipar.com.au Work Rehab Pty Ltd PO Box 1028 Noosaville QLD 4566 1300 856 440 1300 856 441 info@workrehab.com.au www.workrehab.com.au TAS Company: Address: Ph: Fax: E-Mail: Internet: Return To Work PO Box 709 Kingston TAS 7051 0417 052 759 03 6107 9427 consultant@returntowork.com.au N/A Peopleworks Pty Ltd PO Box 91 New Town TAS 7008 03 6210 6800 03 6210 6877 admin@peopleworks.biz www.peopleworks.biz VIC Company: Address: Ph: Fax: E-Mail: Internet: IPAR Rehabilitation Pty Ltd Level 1, 287 Collins Street Melbourne VIC 3000 03 8648 0900 03 8640 0903 www.ipar.com.au Return to Work Management PO Box 155, Albert Park VIC 3206 03 9636 0350 03 8677 6505 enquiries@rtwmanagement.com.au N/A WA Company: Address: Ph: Fax: E-Mail: Internet: IPAR Rehabilitation Pty Ltd 56 Melville Parade, South Perth, WA 08 9367 9166 08 9367 9144 rehab@ipar.com.au www.ipar.com.au Recovre Pty Ltd Unit 3, 24 Osbourne Park WA 6017 08 9340 9555 08 9340 9500 www.recovre.com.au
Unit: Design Interactive Media Products L4 CV15 Ofqual Unit Reference Number: J/504/5962 Unit Review Date: 31/12/2017 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Understand key information relating to designing interactive media products Explain how the content, design and technology influence each other Describe key principles of: Interaction design User experience User research User-centred design Explain how to structure content in a logical and consistent manner that is suitable for target users Explain how to specify navigation that is clear and intuitive to use Analyse the implications for design and development of using live data and database-driven content Understand standards, conventions and guidelines relating to designing interactive products Summarise key aspects of standards, conventions and guidelines relating to designing interactive media products Be able to prepare to design interactive media products to meet expectations and requirements Define the expectations and requirements of the target interactive media products Identify the nature of a client’s business and the context in which an interactive media product is required Use the results of user testing and other data analysis to inform the design process Develop user personas, usage scenarios and user journeys Define any third-party online services that could be used within interactive media products
The system saves the edited student information. Cancel The system cancels the edit. Pseudo Code As this page loads, the following processes should occur: The system retrieves the list of instruments from the instruments table in the database and populates the Instrument drop down lists. The system retrieves the list of grades from the grades table in the database and populates the grade drop down lists. When the user clicks the save button the following processes should Ensure no field are left blank. If any fields have been left blank the alert the user and highlight the blank fields with an asterisk. Validate the e-mail address. See section 2.2.3. Once all fields are validated Add the new student to the users table in the database. Add the new instruments and grades to the studentgrades in the database. Return the user to the manage students page. Edit Student Figure 19: Edit Student If the user clicks the edit student button on the manage students page it will bring them to this page, the edit student page. Links This page links directly back to the following page: Manage Students Data Forename The edited students forename. Surname The edited students surname.
Bathroom Shower Toilet Vanity (sink/cabinet) Coat/Shoe Closet Outdoors Patio/Deck Extras Design your Dream Apartment Rubric 4 3 2 1 0 Perimeter Student calculated all perimeters on the given list as well as perimeters of additional objects accurately with all work shown in an organized fashion. Student calculated all perimeters on the given list accurately with all work shown in an organized fashion. Student calculated at least 14 perimeters on the given list accurately with all work shown in an organized fashion. Student calculated at least 7 perimeters on the given list accurately. Student made no attempt to give perimeters of objects. Area Student calculated all areas on the given list as well as areas Student calculated all areas on the given list Student calculated at least 14 areas on the given list Student calculated at least 7 areas on the Student made no attempt to give area of objects.
of additional objects accurately with all work shown in an organized fashion. accurately with all work shown in an organized fashion. accurately with all work shown in an organized fashion. given list accurately. Student’s project is neat yes/no Student’s project is organized yes/no Student’s project is approved by potential investors yes/no
Third Year 11.45.5 All students undertake classes amounting to 120 credits as follows: Compulsory Classes Level Credits DM 303 Engineering Design 3 20 DM 304 Integrating Studies 3 3 20 DM 306 Product Development 3 20 DM 308 Production Techniques 2 3 20 DM 309 Mechatronics Design and Applications 3 20 Optional Classes 20 credits chosen from: DM 300 Design Emotion and Experience 3 20 DM 302 Design Interaction 3 20 DM 305 Innovation Management 3 20 DM 307 Production and Operations Management 3 20 DM 404 Quality Management 4 20 Fourth Year 11.45.6 All students shall undertake classes amounting to 120 credits as follows: Compulsory Classes Level Credits DM 400 Advanced Design Methods 4 20 DM 401 Advanced Product Design and Manufacture 4 20 DM 402 Individual Project 1 4 40 DM 403 Product Development Project 1 4 20 Optional Classes 20 credits chosen from the list of optional classes in Regulation 11.45.5. Combination Classes 11.45.7 Credits Comprises EE 274 Electrical and Electronic Engineering 20 19 222 Electrical Machines and Control and 19 260 Electrical and Electronic Engineering ME 106 Mechanical Engineering 2 20 ME 101 Heat and Flow 1 and 16 155 Engineering Materials Progress 11.45.8 In order to progress to the second year of the course, a student must have accumulated at least 100 credits from the course curriculum. 11.45.9 In order to progress to the third year of the course, a student must have accumulated at least 220 credits from the course curriculum including 100 credits at Level 2 or above.
5.A Measure, test, and record physical properties of matter including temperature, mass, magnetism, and the ability to sink or float. 5.A Measure, compare, and contrast physical properties of matter including size, mass, volume, states liquid, gas), temperature, magnetism, and the ability to sink or float. 5.A Classify matter based on physical properties including: mass, magnetism, physical state, relative density (sinking and floating), and solubility in water, and the ability to conduct or insulate thermal energy or electric energy. 6.C Analyze physical and chemical properties of elements and compounds such as, color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity. Strand: Force, Motion and Energy 6.C Observe forces such as magnetism and gravity acting on objects. 6.D Design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism. 6.D Design an experiment that tests the effect of force on an object. 8.B Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces. 7.C Demonstrate and illustrate forces that affect motion in everyday life, such as emergence of seedlings, turgor pressure, and geotropism. 6.A Demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion. 4.A Describe and calculate an object’s motion in terms of position, displacement, speed and acceleration. 4.D Calculate the effect of forces on objects including the law of inertia, the relationship between & acceleration, and the nature of force pairs between objects. 6.C Observe forces such as magnetism and gravity acting on objects.
HAAS: History Implementing a digital solution, using visual programming Design and create a simple game/quiz to demonstrate convict crimes and punishments. Design a quiz – HAAS: Geography Implementing a digital solution, using visual programming Create a computer program for learning a traditional Aboriginal or Torres Strait Islander language. Science Implementing a digital solution, using visual programming Design and create a simple quiz to explore the difference between living and non-living things. Implementing a digital solution, using visual programming Modify an existing program or create a program to design a geometric shape or design using Pencil code or similar application. Programming a robotic device to follow a path Create a maze or route for a programmable robot to travel. Estimate and calculate angles and distances. Working together HPE Collaboration Collaborate to decide the rules for a new game. Use a flowchart to explain the consequences of unfair play.
Options and Development Phase Costs: minimum, most likely and maximum cost estimates were then established for the options and development phases (see and Table 4.1 below); The Cost of Risk: thirdly, construction were identified. The cost of these risks was estimated and added to minimum, most likely and maximum estimates; Inflation, Programme Risk and Range Narrowing: further allowances were then added for programme risk and assumed future inflation prior to range narrowing between minimum and maximum estimates to produce final minimum, most likely and maximum estimates. Outturn costs have been produced using the Highways Agency’s Cost Estimation Summary Spreadsheet (CESS) and Range Estimation Tool (RET). The CESS provides a breakdown of costs incurred throughout scheme life from the options phase through to completion of construction and handover, in line with the HA’s Project Control Framework, as shown in Error! Reference source not found.. The RET is used to add allowances for inflation and programme risk and to narrow the range between the minimum and maximum estimates. Figure 4.1: HA Project Control Framework Phases and Stages We have presented costs to show the split between those costs attributable to the main crossing structure and all other costs involved with linking crossing structures to the existing road network. The HA provided assumptions to attribute the distinct cost elements (defined below) between the main crossing and other road network connections. Composition of Capital Our estimates of capital costs comprised consideration of the cost elements shown in Table 2. Table 4.1: Capital Cost Definitions and Assumptions Cost Item Description Time incurred Source Options Phase This includes the cost of identification of various scheme options and selection of a preferred option. Designs considered within the options would be produced at a more detailed level than those used to inform this study. A preferred option would be selected following public consultation process. 2013 - 2016 established from AECOM database of comparable projects. Costs reviewed and revised in discussion with Highways Agency. Development phase, preliminary design Preliminary design and statutory procedures to authorise a chosen scheme, including statutory processes. 2016 - 2019 Cost established from AECOM database of comparable projects Development phase, land Land costs including land purchase, blight and compensation 2020 - 2021 Cost rates established from AECOM database of comparable projects. Construction roadworks The costs of approach roads and connections to the existing road network, junctions and side road alterations Cost rates established from AECOM database of comparable projects, reviewed by Highways Agency.
Have them evaluate their own site using the above criteria. Curriculum links Links with Digital Technologies Curriculum Area Strand Content Description Processes and Production Skills Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics () Assessment Note: Criteria are cumulative. Quantity of knowledge Quality of understanding website design No evidence of Student is able to create a website using media with multiple pages, images, text, headers and footers Student is able to create a website using supplied media with working between pages of the site, imported fonts and widgets Student is able to create a responsive website using supplied media which is responsive to various window sizes using breakpoints both functionality and aesthetics Student is able to create a responsive website using their own content functionality, accessibility, usability and aesthetics Optional score 0 1 2 3 4
Key Stage Three Design and Technology Year 7 During year 7 and 8 students rotate on a 6 part carousel system spending approximately 6 weeks on each unit Electronics Textiles Resistant Materials Food Graphics CADCAM Steady Hand Game Apron Reminder Pencil case Hygiene and safety Rock buns Apple/rhubarb crumble Leek and potato soup Top tasty tart Spaghetti bolognaise Monster box Pin badge Sticker Key fob Maze game Year 8 Electronics Textiles Resistant Materials Food Graphics CADCAM Amplifier Decorated bag Picture frame Chicken curry Carrot and lentil soup Chilli chicken cous cous Herby meatballs Spring Rolls Photo frame with packaging Standing ornament Clock in a box Year 9 Students opt for one of the 5 Technology specialisms and have one double lesson per week Electronics Textiles Resistant Materials Food Graphics Latching alarm Microcontroller maze Mood light Surface decoration Bootees PJ’s Cushion Felt monster Banner Monster money box Slide lid box Christmas ornament Wildlife unit Keepsake unit Clock Sign Cake making techniques Cupcake challenge Christmas cake Cook chill Pastry Best of British Bake off challenge Free choice Drawing techniques Corporate identity promotion Designer mug Pop up Scent bottle and promotion
Sample assessment outline Design – ATAR Year 11 Unit 1 and Unit 2 Assessment type and weighting Assessment task weighting Due date Assessment task Description Production 50% 25% Term 2 Week 4 Task 2: Portfolio for Unit 1: Product design Production of a portfolio in which students investigate, explore ideas and follow a design process in response to a design brief related to product design. 25% Term 4 Week 4 Task 6: Portfolio for Unit 2: Cultural design Production of a portfolio in which students investigate, explore ideas and follow a design process in response to a design brief related to cultural design. Response 30% 10% Term 1 Week 6 Task 1: In–class response Analysis of factors affecting design (cultural, historical, target audience, function). Design process and methods – reflective analysis to devise and evaluate solutions to design problems. 10% Term 3 Week 4 Task 4 : Report Present a report that analyses the communication environment relevant to design, reflecting on the characteristics of the target audience. Communication theories – consideration of communication environment relevant to the design. 10% Term 3 Week 9 Task 5: Investigation and in–class response on the exploration of product development to reflect sustainable practices. Production processes and methods – application of production processes relevant to the design. Written examination 20% 10% Examination week Term 2 Task 3: Semester 1 written examination – a representative sample of the syllabus content from Semester 1 – using a modified examination design brief from the ATAR Year 12 syllabus. Design principles and process, communication principles and visual literacy, production knowledge and skills. 10% Examination week Term 4 Task 7: Semester 2 written examination – a representative sample of the syllabus content from Unit 1 and Unit 2 – a modified examination design brief from the ATAR Year 12 syllabus. Design principles and process, communication principles and visual literacy, production knowledge and skills. Total 100% 100%
Offeror acknowledges receipt of the following addenda covering revisions to the proposal documents and states that the costs, if any, of such revisions have been included in the Base Proposal and other prices quoted:. [If no addenda have been received, write “None”.] Addendum No. Addendum No. Dated Addendum No. Addendum No. Dated Attachments Offeror shall provide all applicable price/cost documentation necessary to support their proposed price/cost, which can include, but is not limited to the following: Detailed Breakdown of General Conditions (Section 4.1) Lower-tier subcontractor price proposals Bill of Material (BOM) Negotiated labor union labor rates Published billing rates Overhead, profit/fee rate Quotes WITHDRAWAL OF PROPOSAL Offeror agrees that its proposal will remain firm and will not be withdrawn for a period of ninety (90) calendar days after the scheduled closing time for receipt of proposals. for Completion Offeror agrees to complete the work in its entirety within ____ calendar days after Execution of a subcontract or task order for design services and within ____ calendar days after issuance of Notice to Proceed for construction services. of Proposals Offeror understands that NREL reserves the right to waive any informality in the proposal and to reject any or all proposals in whole or in part and Performance Bond Upon receipt an executed subcontract / task and prior to any construction work, Offeror agrees to execute an agreement, and to furnish executed performance and payment bonds as specified in the instructions to Offeror’s. Offeror states that the cost of the bond is included in the Base Proposal amount. STATUS OF OFFEROR
GENERAL CONDITIONS AND FEE MATRIX I. PRE-CONSTRUCTION SERVICES GEN. COND BASIC FEE ARCH ENG COST OF WORK 1. Design Development/Coordination Participation & Meetings Attendance X 2. MEPFP Design Development / Coordination Participation & Meeting Attendance X 3. Equipment Evaluation and Design Coordination X 4. Project Website Participation & X 5. Preparation of Estimates for Each of Design (SD, DD, 85% CD, 100% CD (GMP)) X 6. Schedule Preparation for Each Phase of Design (SD, DD, 85% CD, 100% CD) X 7. Document Review for Each Phase of Design (SD, DD, 85% CD, 100% CD) X 8. Constructability Review for Each Phase of Design (SD, DD, 85% CD, 100% CD) X 9. Value Engineering Review for Each Phase of Design (SD, DD, 85% CD, 100% CD) X 10. Site Logistics Planning X 11. Material Storage Planning X 12. Existing Conditions Investigation & Planning X II. CONSTRUCTION MANAGEMENT SERVICES (CONSTRUCTION PHASE) GEN. COND BASIC FEE ARCH ENG COST OF WORK MANAGEMENT SERVICES X 1. Project Website Participation & Usage X 2. Design Coordination Participation & Meeting Attendance X 3. MEPFP Design Coordination Participation & Meeting Attendance X 4. Facilities Engineering/Hospital Operations Coordination Participation & Mtg Attendance X 5. Equipment (Planning & Const. Phase) Equipment Coordination Participation & Mtg. Attendance X 6. Construction Activities and Trade Contracts Supervision and Management X 7. Bid Package Creation, Coordination, Distribution and Bidding X 8. Trade Contract & Material Purchase Procurement X 9. Safety Program & Substance Abuse Policy Implementation & Management X 10. Quality Program Implementation & Management X 11. Project Cost Controls - Accounting, Management & Tracking of GMP, CO, VE & Constructability X 12. Project Controls - Management/Tracking of Communications, Documentation, Monthly Report X 13. Project Schedule - Establish, Maintain & Update a Manpower Loaded Schedule X
Volume Calculations - Frame: Total outer volume: 3.75*.75*.5 + 3.25*.375*.5 = 2.015625 in^3 Hollowed out interior: 3.65*.7*.4 + 3.15*.325*.4 = 1.4315 in^3 Total Volume = {Total outer volume} – {Hollowed out interior} = 0.584125 in^3 - Platform 3.75*3.75*.01 = 0.140625 in^3 - Triangular Pieces Total volume: .75^2*sqrt(3)/4*.75 Hollowed out interior: .65^2*sqrt(3)/4*.75 Final volume = {Total volume} - {Hollowed out interior} = 0.04546633371 in^3 - Rod (1/16)^2*pi*3.25 = 0.03988350049 in^3 - Counter pi*.2^2*.25-pi*.0375^2*.25 = 0.03031146037 in^3 - Platform 3.75*3.75*.01 = 0.140625 in^3 Figure 14: Volume calculations for input into cost calculation spreadsheet. Figure 15: Take-Away Marketing Sheet Greg Simpson Sarah Romans Ashley Jones Jason Brovich Male 3 year old From New Jersey Aggressive Impatient Loud movies and Superheroes Reckless Cries a lot Cranky Female 8 year old From California Quiet and Reserved Easily frightened Emotional Hates TV building things Cares about fashion Female 6 year old From China Likes reading Enjoys the outdoors Likes running around Has a twin brother Messy eater Hard to control Loves to draw Male 44 years old New York Father English teacher Sarcastic Creative Values Education comic books Owns a dog
School/College Name: Judging Date: Judge Name: Area Student Name Director’s Vision Number Criteria - Score out of 3 (0 = no evidence / 1 = weak / 2 = competent / 3 = strong) Please note you can use half marks here: e.g. 1.5 Comments Shortlisted as finalist? Y/N Set Design Costume Design Hair, Wigs & Make Up Marketing Design/Strategy Supporting evidence demonstrating thoughts and process. Creativity & imagination in designs Practicality / fit for purpose in final design Interpretation of Directors Vision
Area Student Name Director’s Vision Number Criteria - Score out of 3 (0 = no evidence / 1 = weak / 2 = competent / 3 = strong) Please note you can use half marks here: e.g. 1.5 Comments Shortlisted as finalist? Y/N Set Design Costume Design Hair, Wigs & Make Up Marketing Design/Strategy Supporting evidence demonstrating thoughts and process. Creativity & imagination in designs Practicality / fit for purpose in final design Interpretation of Directors Vision
Area Student Name Director’s Vision Number Criteria - Score out of 3 (0 = no evidence / 1 = weak / 2 = competent / 3 = strong) Please note you can use half here: e.g. 1.5 Comments Shortlisted as finalist? Y/N Set Design Costume Design Hair, Wigs & Make Up Marketing Design/Strategy Supporting evidence demonstrating thoughts and process. Creativity & imagination in designs Practicality / fit for purpose in final design Interpretation of Directors Vision
Area Student Name Director’s Vision Number Criteria - Score out of 3 (0 = no evidence / 1 = weak / 2 = competent / 3 = strong) Please note you can use half marks here: e.g. 1.5 Comments Shortlisted as finalist? Y/N Set Design Costume Design Hair, Wigs & Make Up Marketing Design/Strategy Supporting evidence demonstrating thoughts and process. Creativity & imagination in designs Practicality / fit for purpose in design Interpretation of Directors Vision
Area Student Name Director’s Vision Number Criteria - out of 3 (0 = no evidence / 1 = weak / 2 = competent / 3 = strong) Please note you can use half marks here: e.g. 1.5 Comments Shortlisted as finalist? Y/N Set Design Costume Design Hair, Wigs & Make Up Marketing Design/Strategy Supporting evidence demonstrating thoughts and process. Creativity & imagination in designs Practicality / fit for purpose in final design Interpretation of Directors Vision
Design Connect is requesting applications for project partnerships with municipal governments, neighborhood organizations, and schools for its Fall 2018 semester. Design Connect is a student run community design and planning organization at Cornell University. We are committed to partnering with communities to address significant planning and design issues through a participatory and multidisciplinary process. This process requires a meaningful commitment of time and resources from both the community and Design Connect teams. SERVICES Design Connect offers community-based planning, design and policy work in the following areas: Research and Analysis Charrettes and Participatory Visioning Master Plans Parks and Open Space Design Public and Non-Profit Strategy Community Gardens Streetscape and Pedestrian-Oriented Design Playscapes and Educational Landscapes Interiors for Public PROCESS With guidance from a faculty advisor, students from a variety of disciplines - including, but not limited to, City & Regional Planning, Architecture, Landscape Architecture, and Historic Preservation - form teams and work with the community sponsor to complete the project task. Teams engage community members to shape an initial project idea into a conceptual design that reflects local needs and inspires a constituency that can take the project to the next level. Typically, teams work on projects within an academic semester, however, Design Connect will consider applicants with longer-term projects to submit proposals. Projects requiring more than one semester’s work must have distinct components with deliverables to be completed each semester. COST Design Connect requests a donation of $500 per project/semester to cover a travel expenses and material costs incurred by student volunteers. If your project is over an hour away from Ithaca, you may be asked to for an additional $200-$300 donation to offset the additional travel costs for the team. If your organization is unable to provide this level of support, please contact us to discuss alternatives. The donation is expected at the beginning of the project, as described in the Memorandum of Understanding upon project selection. ELIGIBILITY
Harry Ford Design Engineer Key skills Personal Statement More than 6 years of experience into mechanical design engineering, with strong problem solving skills and a creative approach for generating new ideas. Experienced in all the design stages of a product, including research, development and manufacture right through to installation and final commissioning.. Design Engineer Skills Comprehensive understanding of engineering and design principles. Understanding of computer-assisted design software i.e. 3D CAD. Experience of tolerance analysis and manufacturing drawings. Recognized user of Solid Edge V-20 3-D solid modeling software. Creating large machine assemblies and parametric models saving time on similar to jobs. Coordination of overflow design work with local and offshore resources. Work experience DESIGN ENGINEER Manufacturing Company March 2012 – Present Responsible for design and detail of in-house machinery and tooling used in the manufacturing of the company's product line. Involved in product and process design of small сomponents, large plant, machinery and vehicles. Duties: Researching and developing ideas for new products and production systems. Control and maintain the design standard of the products. Created assembly drawings, bill of materials and detail drawings for design of roll forming equipment and automated assembly cells increasing efficiency and reducing cost. Collaborated with tool makers to develop next generation machines with emphasis on improving product quality, cycle time and operator safety. Set specs, revised Bill of Materials, developed test fixtures, wrote procedures, and trained Associate Test Engineers on various parts. Managed multiple projects concurrently and managed changing priorities. Communicating with customers and suppliers to resolve design issues. Checking drawings for accuracy and errors. DESIGN ENGINEER Systems Technologies Ltd. Feb 2010 – Feb 2012 Academic Qualifications Diploma in Product Design Engineering University of Philadelphia, PA 2006 - 2010 GPA Earned: 3.7 High School of Management 2004 - 2006 Major Competencies Product testing Modifying designs and retesting Failure analysis Design concepts Engineering Council Knowledge of AutoCAD Software Mathematical modeling NVQs in engineering maintenance Pro/E Wildfire 4 Microsoft Package Personal Skills Generating new ideas Attention to detail Motivated team player Negotiating skills References available on request. Personal details 3750, West Street Philadelphia, PA Mobile: (123) 456 7890 mymail@resume2017.net www.resume2017.net
Problem Statement: Too few of the students in the district pursue STEM in higher education. Resources (Inputs) Strategies and Activities Outputs outcomes Long-term outcomes Impacts Certain resources are needed to operate your program If you have access to these resources, then you can use them to accomplish your planned activities If you accomplish the stated activities, then you will produce the following amount of product and/or services: If you accomplish these activities, then participants will benefit in the following ways in the short term: If you accomplish these activities, then participants will benefit in the following ways in the long term: If you accomplish these activities, then the following impacts or changes in systems will occur in the long term: District middle and high school educators and students University facilities and staff: faculty and students Local STEM businesses museums Community partners, including parents District teachers attend summer workshops at university labs and participate in professional learning communities (PLCs) during the school year University faculty and students mentor teachers with inquiry-based science and lesson planning Number of middle and high school teachers participating Number of summer workshops and PLC meetings Number of inquiry-based lessons created Number of university faculty and university students participating as mentors 85% of teachers report satisfaction with professional development in STEM at the university 85% of teachers use the professional development to create inquiry-based curriculum 85% of PLC members have a positive experience STEM PLCs become part of the schools’ routines The quality of STEM curricula in schools increases All participating teachers and university feel professionally connected to a broader STEM community of researchers and practitioners 85% of participating MS & HS students’ learning outcomes (e.g., assessment results) in STEM improve 25% more MS & HS students pursue STEM in higher education than prior to the program Assumptions: 1) The professional development is of high quality; 2) The district and university leaders provide support for the STEM Partnership; 3) Teachers can apply what they have learned into curricula; 4) The PLCs are productive spaces for educator learning. Planning Your Evaluation based
Stakeholder Engagement Plan Organization name: __________________________________ Aim:_______________________________________________________ Stakeholder Type Position Role Expected outcomes Engagement strategies Timeline/ IP stages Issues to consider □ Direct stakeholder □ Strategic stakeholder □ Indirect stakeholder □ Likely to support □ Likely to slow down □ Likely to oppose □ Don’t know yet □ Education & Training □ Advocacy □ Evidence support □ Setting goals and targets □ Guidance □ _________ □ Direct stakeholder □ Strategic stakeholder □ Indirect stakeholder □ Likely to support □ Likely to slow down □ Likely to oppose □ Don’t know yet □ Education & Training □ Advocacy □ Evidence support □ Setting goals and targets □ Guidance □ Other: _________ □ Direct stakeholder □ Strategic stakeholder □ Indirect stakeholder □ Likely to support □ Likely to slow down □ Likely to oppose □ Don’t know yet □ Education & Training □ Advocacy □ Evidence support □ Setting and targets □ Guidance □ _________
IP Stakeholder Engagement Framework (continued) Stakeholder Type Position Role Expected outcomes Engagement strategies Timeline/ IP stages Issues to consider □ Direct stakeholder □ Strategic stakeholder □ Indirect stakeholder □ Likely to support □ Likely to slow down □ Likely to oppose □ Don’t know yet □ Education & Training □ Advocacy □ Evidence support □ Setting and targets □ Guidance □ Other: _________ □ Direct stakeholder □ Strategic stakeholder □ Indirect stakeholder □ Likely to support □ Likely to slow down □ Likely to oppose □ Don’t know yet □ Education & Training □ Advocacy □ Evidence support □ Setting goals and targets □ Guidance □ Other: _________ □ Direct stakeholder □ Strategic stakeholder □ Indirect stakeholder □ Likely to support □ Likely to slow down □ Likely to oppose □ Don’t know yet □ Education & Training □ Advocacy □ Evidence support □ Setting and targets □ Guidance □ Other: _________
Computing Input random control instructions to simple devices for an unplanned outcome (e.g. making Roamer move). Input a sequence of instructions to a device for a planned outcome. Evaluate their own programme, refine and improve it. Create a solution to a problem using a control output device that has a sequence of events that activate it. Monitor and control more than one output, in response to changes. Develop, try out and refine sequences of instructions to effectively monitor, measure and control events. Send electronic copy to debs_flick@yahoo.co.uk
Salary We will match salary to skills and experience. Less experienced applicants will be offered a lower salary with an opportunity to increase once performance is established Pay date Monthly in arrears on last working day Probationary period One year of work Such as are reasonably necessary for the proper performance of the duties of the role Annual Leave 35 days Bank Holidays 8 public holidays Pension You will be automatically enrolled onto a public sector pension. Contribution rates vary between schemes Medical A post offer employment check is necessary and this may require a medical examination Notice to terminate by the Board of Governors Three months Notice to terminate to the Board of Governors Three months Offer of appointment Offer is subject to a satisfactory medical report, proof of eligibility to work in the UK, references satisfactory to the Board, receipt of relevant certificates and qualifications, successful completion of probationary period, receipt of an enhanced DBS check Declaration of Interests You are required to declare any interests that may conflict with your ability to perform your role with impartiality and the interests of the Academy. This extends to your close family and spouse/partner Training and Development We strongly believe in everybody’s innate capacity for self-improvement and will invest strongly in your personal, professional and career development How to apply for this role
HIGHER EDUCATION (* p/t – partime f/t – fulltime) From To Month/year p/t or f/t* Qualification Awarded 1st Degree Class/Division Date of award Subject: University: Cert.Ed Class/Division Date of award Subject: University: PGCE Key Stage/s Date of award Subject: University: Other Route into Teaching: eg: Fast Track/GTP/Schools Direct/Post Graduate/OTT/Schools Direct
including product analysis. developments, techniques or construction methods. processes or ideas and justify your design choices. make the product in quantity. meet all the user’s requirements. techniques to select the most appropriate. throughout the making process. components that could be used.