zilongwang/ReadingBank huggingface dataset:
Economies Represented Australia Bangladesh Barbados Botswana Cambodia Cameroon Canada Costa Rica Egypt Germany Hong Kong S.A.R. Iceland India Indonesia Ireland Israel Jamaica Japan Jordan Macau S.A.R. Madagascar Malaysia Mongolia Mozambique Namibia Nepal Nigeria People's Republic of China Philippines Romania Rwanda Singapore South Africa South Korea Spain Sri Lanka Switzerland Chinese Taipei Tajikistan Tanzania Thailand Uganda United Kingdom U.S.A. Vietnam
Selected major resource projects Project Company Location Type Estimated Start up Publicly announced Feasibility stage Committed Completed Resource Indicative cost Ichthys LNG Inpex Holdings/Total Darwin New project 2014 Yes Yes LNG $34 billion Northcrest Halikos Darwin New project 2017 Yes Yes Land development $300 million Peake TNG Limited 235 kilometres northwest of Alice Springs New project To be announced Yes Vanadium pentoxide/ iron ore $1.7 billion Nolans Project Arafura Resources 135 kilometres north northwest of Alice Springs, Whyalla New project 2017 Yes Rare earths $895 million Chandler Salt Mine Tellus Holdings Alice Springs New project 2018 Yes Yes Salt $676 million The Gateway Hutchinson Builders Palmerston New project 2015 Yes Yes $108 million Todd Vista Gold 56 kilometres northwest of Katherine Expansion To be announced Yes Gold $1 billion Royal Darwin Hospital Expansion NT Government Darwin Expansion To be announced Yes To be announced Mount Isa to Tennant Creek Railway NT Government Tennant Creek New project To be announced Yes Railway $1 billion North East Gas Interconnector to Eastern States NT Government/Jemena Northern Gas Pipeline Pty Ltd Tennant Creek – Mount Isa Alice Springs – Moomba New project 2016 Yes Yes Domestic gas supply $800 million Tanami Upgrades Newmont Mining Tennant Creek 2016 Yes Gold $120 million
Wonarah Phosphate Rock Project Avenira Limited (formerly Minemakers) 240 kilometres east of Tennant Creek New project To be announced Yes Phosphate $350 million Project Sea Dragon Seafarms Group Legune Station – NT/WA border New project 2017 Yes Prawns To be announced Jervois KGL Resources Central Australia New project 2018 Yes Copper $216 million Palmerston Regional Hospital Lend Lease Palmerston New project 2015 Yes Yes $150 million Tindal upgrade Department of Defence/ Lend Lease Katherine 2016 Yes $450 million Owen Springs Power Station Territory Generation and Clarke Energy Alice Springs Upgrade 2016 Yes $100 million Source: Bureau of Resources and Energy Economics (BREE), NT ICN and NT Department of, Business and Innovation
Selected major resource projects Project Company Location Type Estimated up Publicly announced stage Committed Completed Resource Indicative cost Ichthys LNG Holdings/Total Darwin New project 2014 Yes Yes LNG $34 billion Northcrest Halikos Darwin New project 2017 Yes Yes Land development $300 million Mount Peake TNG Limited 235 kilometres northwest of Alice Springs New project To be announced Yes Vanadium pentoxide/ iron ore $1.7 billion Nolans Project Arafura Resources 135 kilometres northwest of Alice Springs, Whyalla New project 2017 Yes Rare earths $895 million Chandler Salt Mine Tellus Holdings Alice Springs New project 2018 Yes Yes Salt $676 million The Gateway Hutchinson Builders Palmerston New project 2015 Yes Yes $108 million Mount Todd Vista Gold 56 kilometres northwest of Katherine Expansion To be announced Yes Gold $1 billion Royal Darwin Hospital Expansion NT Government Darwin Expansion To be announced Yes To be announced Isa to Tennant Creek Railway NT Government Tennant Creek New project To be announced Yes Railway $1 billion North East Gas Interconnector to Eastern States NT Government/Jemena Northern Gas Pipeline Pty Ltd Tennant Creek – Mount Isa Alice Springs – Moomba New project 2016 Yes Yes Domestic gas supply $800 million Ammaroo Phosphate Verdant Minerals Tennant Creek New project TBA Yes Phosphate $500 million Wonarah Phosphate Rock Project Avenira Limited (formerly Minemakers) 240 kilometres east of Tennant Creek New project To be announced Yes Phosphate $350 million Project Sea Dragon Seafarms Group Legune Station – NT/WA border New project 2017 Yes Prawns To be announced
Jervois KGL Resources Central Australia New project 2018 Yes Copper $216 million Palmerston Regional Hospital Lend Lease Palmerston New project 2015 Yes Yes $150 million Tindal upgrade Department of Defence/ Lend Katherine Redevelopment 2016 Yes $450 million Owen Springs Power Station Territory Generation and Clarke Energy Alice Springs Upgrade 2016 Yes $100 million Source: Bureau of Resources and Energy Economics (BREE), NT ICN and NT Department of, Trade, Business and Innovation
Jervois KGL Resources Central Australia New project 2018 Yes Copper $216 million Palmerston Regional Hospital Lend Lease Palmerston New project 2015 Yes Yes $170 million Tindal upgrade Department of Defence/ Lend Lease Katherine Redevelopment 2016 Yes $450 million Owen Springs Station Territory Generation and Clarke Energy Alice Springs Upgrade 2016 Yes $100 million Source: Bureau of Resources and Energy Economics (BREE), NT ICN and NT Department of, Business and Innovation
Works Cited A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, D.C.: National Academies, 2012. Lauer, Micah, and BSWP. Field Trip vs. Field Work. Rep. Boise: Micah Lauer, 2016. Print. "Lesson Activity 50." Environmental Education Activity Guide: Pre K-8. Washington, D.C.: American Forest Foundation, 2008. 217-23. Print. Marcarelli, Kellie. Teaching Science with Interactive Notebooks. Thousand Oaks, CA: Corwin, 2010. Print. Orgill, MaryKay, and Megan Thomas. "Books & Resources." NSTA News. National Science Teachers Association, 30 Dec. 2006. Web. Nov.-Dec. 2016. Roberts, Laurie. Let’s Talk: Engaging All Students in Meaningful Discussions. Working paper. Boise: Laurie Roberts, 2016. Print. Rosenberg, Rhonda. "Benefits of Students Teaching Students." UFT. United Federation of Teachers, 3 Sept. 2014. Web. 3 Jan. 2017. Variety. "Featured." Teaching Resources & Lesson Plans | Teachers Pay Teachers. TPT, n.d. Web.
13. Draw 3 PPF’s, one with Linear Opportunity Cost, one with Increasing Opportunity Cost, and one with Decreasing Opportunity Cost. 14. Draw a on one of the PPF’s above that would indicate an inefficient point. Then define an inefficient point below: 15. Draw 2 PPF’s, one that indicates there has been an positive change in technology for one good, and another that indicate there has been a positive change in technology for both goods: 16. List at least 2 variables that are held constant in any given PPF: Use the table to answer 17-19 In one hour SpongeBob Patrick Sandy # of Jelly Fish 5 3 10 # of Krabby Patties 60 30 40 # of Kelp Shakes 20 40 40 17. Who has absolute advantage in each of the three commodities? 18. Who has the comparative advantage in Krabby Patties when. . . a) comparing to Jelly Fish? b) comparing to Kelp Shakes? 19. Who has comparative advantage in Kelp shakes compared to a) Jelly Fish b) Krabby Patties 20. Explain the impact of specialization and on a PPF Give the following information answer questions below (a-f): Production (in thousands) per month Coconuts Fish Country T 30 40 Country H 20 10 What is the opportunity cost of one fish in Country T? ¾ coconut 4 coconuts 4/3 coconuts What is the opportunity cost of one fish in Country H? ½ coconut 2 coconuts 1 coconut Which country has the comparative advantage in fish? Country T Country H Neither country What is the opportunity cost of one coconut in Country T? ¾ fish 4 fish 4/3 fish What is the opportunity cost of one coconut in Country H? ½ coconut 2 coconuts 1 coconut Which country has the comparative advantage in coconuts? Country T Country H Neither country Graph the combined PPF of these two products for 12 hours (for 1 Bushel) Apples Oranges Bill 2 hr 6 hr Bob 1 hr 4 hr How many of each product should they produce?
This Rubric will be used to assess student learning outcomes based on learning domain categories using varying levels. Learning Domain Category (LDC) Student not present (N/A) Level 1 Failing Level 2 Passing 3 Average to Good Level 4 Very Good to Excellent Knowledge No evidence for knowledge Recalls some economic content and definitions but not always accurately Identifies most economic definitions, principles, methodologies and theories accurately Identifies significant economic definitions, principles, methodologies and theories accurately Understand No evidence for understanding Explains/demonstrates economic ideas, concepts and principles with limited accuracy and irrelevant examples Explains /demonstrates economic ideas, concepts and principles with some accuracy and relevant examples Explains/demonstrates economic ideas, concepts and principles accurately and relevant examples Application No evidence for application Applies economic knowledge and concepts with little consistency or accuracy Applies economic knowledge and concepts with some degree of consistently and accuracy Applies economic knowledge and reasoning with consistently and accuracy Analysis No evidence for analysis Breaks down theories, models, graph, calculations, and arguments into their elements with difficulty Breaks down theories, models, graphs, calculations, and arguments into elements with minimal difficulty Breaks down theories, models, graphs, calculations, and arguments into their elements with accuracy Synthesis No evidence for synthesis Integrates relevant knowledge from diverse economic perspectives with little depth and breadth Integrates relevant knowledge from economic diverse perspectives with some and breadth Integrates relevant knowledge from diverse economic perspectives with and breadth Evaluation No evidence for evaluation Determines with a minimal degree of effectiveness economic choices, polices, or theory in problem solving Determines with some degree of effectiveness economic choices, polices, or theory in problem solving Demonstrates ability to assess the effectiveness of economic choices, polices, or theory in problem solving ECON- 201, Principles of Macroeconomics LDC: Understanding SLO-1
You have opened a lemonade and are trying to make a profit. Complete the following chart for your first seven days of business. Day Weather Forecast Price per Cup Number of pitchers made Profit 1 2 3 4 5 6 7 What was your total profit after seven days? ________________ Did you make money or lose money? Why do you think this happened? Incentives What are the incentives you have to do well in school? Remember incentives are rewards and disincentives are consequences. What rewards and consequences help you behave and get good grades in school? List 5 below.
species population habitat niche community symbiosis predator prey limiting factor carrying capacity competition cooperation Key Concepts - You should be able to: 1. Describe five different levels in the environment; order these terms from the simplest to the most complex. 2. How do the terms habitat and niche relate to each other? 3. How is a school community similar to a community of living organisms? 4. Name three symbiotic relationships. Use pictures to illustrate each relationship. (Hint: think emojis ) 5. What sorts of resources do plants and animals compete for in an ecosystem? 6. Explain cooperation. List ways in which members of the same species can cooperate with each other. 7. Explain the term carrying capacity. What does a limiting factor do? 8. Describe three factors that could limit the size of a population in a habitat. 9. What is a model? 10. Describe how this Abert squirrel interacts within its ecosystem. (Think: habitat, niche, food chain, food web, etc.). Ch.3: Human Impact on Ecosystems Vocabulary: Natural resources Population density Pollution
SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. Concept Task Response Determinants of Demand (These are that outside factors that cause demand to shift either to the left or to the right, while price stays the same.) Explain how the following can shift the demand curve: a. Consumer Income b. Consumer Expectations c. Population d. Consumer Tastes and Advertising e. Price of Related Goods a. b. c. Ex. Ex. Ex. d. e. Ex. Ex. Shifts in the Demand Curve Draw a supply and demand showing a shift to the right (increase) in demand and the impact on price and quantity. Draw a supply and demand graph showing a shift to the shift to the left (decrease) in demand and the impact on price and quantity. p. 99 Determinants of Supply (These are the outside factors that increase or decrease the supply, while the price of the product stays the same.) Explain how the following can the supply curve: Effects of Rising Costs (input costs) b. Technology c. Subsidies d. Taxes e. Future Expectations f. Number of Suppliers p. 120-123 Ex. Ex. Ex.
Disadv: Corporation: Adv: Disadv: Incentive for Entrepreneurs b. Explain the role of profit as an incentive for entrepreneurs. Market Structures c. Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition Define monopoly, oligopoly, monopolistic competition and perfect (pure) competition. Identify the basic characteristics of each market structure. Monopoly: Characteristic: Oligopoly: Characteristic: Monopolistic Competition: Characteristic: Perfect Competition: Characteristic: “Macroeconomic Concepts” SSEMA1 The student will illustrate the means by which economic activity is measured. Concept Task Response GDP Define Gross Domestic Product. 319-327 GDP: Real GDP: Current/Nominal GDP:
List and describe the components of GDP (CIGNX). Define economic growth. Define aggregate demand and aggregate supply. Write the formula for determining economic growth. Components: C: I: G: NX: Economic Growth: Aggregate Demand: Aggregate Supply: Formula: Unemployment Define unemployment Define frictional, cyclical, structural and seasonal unemployment the formula for determining unemployment p. 369-375 Unemployment: Frictional: Cyclical: Structural: Seasonal: Formula: Inflation Define inflation, stagflation and p. 361-367 Inflation:
Consumer Price Index (CPI). List the normal rate of inflation. Write the formula for determining the inflation rate. Stagflation: CPI: Normal Rate of Inflation: Inflation Formula: Stages of the Business Cycle Define peak, contraction, trough, recovery, expansion, recession and depression. Draw a diagram to show the stages of the business cycle. p. 353-359 Peak: Contraction: Recovery: Expansion: Depression: Diagram: SSEMA2 The student will explain the role and functions of the Federal Reserve System. Concept Task Response Federal Reserve Explain how the Federal Reserve System is structured. What is the purpose of the Fed? p. 400-401 Monetary Policy Define monetary policy. List and describe the 3 tools of the Fed’s monetary policy. p. 399-407 Monetary Policy: of the Fed: a.
The Wealth of Nations, Adam “Crash Course: Economics” videos by Adriene Hill and Jacob Clifford Das Kapital and Communist Manifesto, Karl Marx Inside Job (documentary) Various news outlets regarding economics and business current events. Include but not limited to: MSNBC, Fox Business, Bloomberg, etc. The Big Short (film, 2015) **Parents: If you do not agree with a specific resource listed in this syllabus, please make your request to me in writing and an alternative assignment and/or materials will be provided for your student. The request should include your name, the child’s name, the specific activity/materials in which you do not want your child to participate or to which you do not want them exposed, and the nature of your objection. Units of Study Unit 1: Introduction to Economics (6-7 days) -Themes: Economic schools of thought Scarcity, Factors of Production, Opportunity Cost, Production Possibilities Curve Economic Systems Unit 2: How Markets Work (6-7 days) -Themes: o Supply and Demand o Prices o Market Structures Unit 3: Business, Labor, and Consumers (5-6 days) -Themes Business Organizations Labor and unemployment Unit 4: Money, Banking, and Finance (4-5 days) -Themes: o Currency o Financial System o Stock Market o Federal Reserve Unit 5: Government and the Economy (5-6 days) -Themes: o Gross Domestic Product o Inflation o Taxes and Government Spending o Budget Deficit and the National Debt
ECOPOD DESIGN NOTES: SEPTIC TANK: Primary/septic tank should be equal to one day’s design flow – maximum of two days flow FILTERS: There are NO filters installed for the Ecopod system ECOPOD TANK: E50-N – up the 3 bedrooms (1,000 GALLON TANK) E60-N – 4 bedrooms (1,000 GALLON TANK) E75-N – 5 bedrooms (1,000 GALLON TANK) _____ 6 bedrooms (1,500 GALLON TANK – MUST BE CONCRETE AT THIS SIZE) E100 - 7 bedrooms (______ GALLON TANK – MUST BE CONCRETE AT THIS SIZE) Larger go by design flow LIDS: All lids should be steel locking manhole covers (we are having problems with contractors not using the correct lids and mix-matching risers and lids and they don’t line up when we have to take them off and put them back on two times a year). RISERS: needs to be a minimum of 6” risers on any tank that the Ecopod goes in. BLOWER: The blower needs to be hard-wired to the Ecopod panel and it must have its own power source. AIR LINE: Needs to be shown on plan going out the riser to the blower unit. It can also go out the side of the tank. The Infiltrator tanks are not an issue, but concrete tanks should have the hole cast in place. Maximum distance that the airline can be run is 100’ but shorter is always better. VENT STACK: We supply the 4” vent stack. The vent stack needs to be shown installed by the inlet side of the Ecopod tank – either coming out of the side of the tank, riser or through the lid. THE VENT NEEDS TO BE KEPT AT THE HEIGHT OF THE SUPPLIED VENT. IT IS NOT TO BE CUT DOWN TO GRADE LEVEL. CONTROL PANEL AND AUTO-DIALER: CARBON FILTER: SAMPLE PORTS: If there is no pump tank, specify a sample port between Ecopod and field If there is a pump tank, verify that the inlet pipe to the pump tank is accessible for sampling and we can use that.
Assessment Levels Please tick the boxes below for each clause of the Eco-Reinforcement standard to indicate what level you will be aiming to achieve during the assessment process. This will allow BRE Global to more accurately cost your proposal and will also act as a checklist to ensure that all compulsory requirements will be met: Eco-Reinforcement Clause Level Organisation Aiming to Achieve 3.2.1 Responsible Sourcing Policy Compulsory 3.2.2 Legal Compliance Compulsory 3.2.3 Quality Management System Compulsory 1 3.2.4 Supplier Management System Compulsory 3.3.1 Material Traceability Through the Supply Chain Compulsory 1 2 (Compulsory for fabricators) 3.3.2 Environmental Management Systems in the Supply Chain Compulsory 1 2 3 3.3.3 Health and Safety Management Systems in the Supply Chain Compulsory 1 2 3 3.4.2 Greenhouse Gas Emissions Compulsory 1 Compulsory 3 5 7 3.4.3 Resource Use Compulsory 1 3 5 7 3.4.4 Waste Management Compulsory 1 Compulsory 2 3 4 3.4.5 Water Extraction 1 (Compulsory for mills) 2 3 4 3.4.6 Life Cycle Assessment 2 4 5 3.4.7 Transport Impacts 1 2 3 4 3.4.8 Employment and Skills Compulsory 1 2 3 4 3.4.9 Local Communities Compulsory 1 2 3 4 Application Fees Please include a cheque for the relevant application fee with this application form. If applying for more than 100 sites and/or 30 product ranges, please contact BRE Global for a bespoke fee. Please tick below to confirm the fee level provided: Up to 5 sites and/or 5 product ranges - £350 Up to 25 sites and/or 10 product ranges - £700 Up to 50 sites and/or 15 product ranges - £950 Up to 75 sites and/or 25 product ranges - £1150 Up to 100 sites and/or 30 product ranges - £1300 IMPORTANT NOTE – In addition to BRE Global’s certification application fee, an Eco-Reinforcement Ltd application fee and annual subscription fee also applies. Please see for more details. VAT – All fees given are exclusive of VAT which will be charged at the prevailing rate.
Ecoregions of Texas Poster Directions: Glue the Ecoregions Map with your Ecoregion colored in to the upper right corner of your poster. Create a poster to teach others about the ecoregion you have researched. Use the rubric as a guide. CATEGORY 4 3 2 1 Identify the Ecoregion The poster includes a title with the ecoregion named. A map of Texas is included and the correct ecoregion is colored in on the map. The poster includes a map of Texas with the correct ecoregion colored in but is missing a title with the ecoregion named. The poster includes a title with ecoregion named but is missing the map of Texas with the ecoregion colored in correctly. The poster has a title but the ecoregion is not named and the Texas map with the correct ecoregion colored in is missing. Characteristics of the Ecoregion The major cities, rivers/watersheds, temperatures, and average rainfall are accurately represented on the poster. The poster is missing one of the following: cities, rivers/watersheds, average temperatures, or rainfall on the poster. The poster is missing two of the following: Major cities, rivers/watersheds, average temperatures, or rainfall on the poster. The poster is missing two of the following: Major cities, rivers/watersheds, average temperatures, or rainfall on the poster. Geographical Features of the Ecoregion Geological features have been accurately identified, described, and illustrated. The locations of the features are identified clear. One of the following applies: Missing a major feature, feature lacks good description, illustration missing, or the location is not clearly identified. Two of the following applies: Missing a major feature, feature lacks good description, illustration missing, or the location is not clearly identified. of the following applies: Missing a feature, feature lacks good description, illustration missing, or the location is not clearly identified. Weathering, Erosion, and Deposition in the Ecoregion The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit The poster is distractingly or very poorly designed. It is not attractive.
Participation in research projects 2015 “Navigando di bolina – Value award”, (research headed by Prof. A. Quagli, Prof. F. Avallone, and Prof. Paola Ramassa) financed by Ernst and Young and Banca Carige. 2014 “XBRL: empirical evidence of the impact on users and preparers”, financed by University of Genoa. 2013 “Credit corporate rating”, (research headed by Prof. A. Quagli), financed by BRAIN s.r.l. 2012 “Impairment write-off and analyst estimation”, financed by University of Genoa. 2012 “Spin-off in the University of Genoa: value, economic impact, and key success factors”, financed by University of Genoa. 2008 “International Accounting Standards (IAS/IFRS) and the information quality of Annual Reports”, (research headed by Prof. C. Teodori), financed by Italian Ministry of Scientific Research and University (MIUR); 2007 “Benetton interactive business model”, (research headed by Prof. A. Quagli); 2004-2006 “The adoption of International Accounting Standards (IAS/IFRS) and their impact on both information systems and performance measures”, (research headed by Prof. L. Marchi), financed by Italian Ministry of Scientific Research and University (MIUR); 2004-2005 “Moving towards International Accounting Standards (IAS)”, financed by European Union (EU), between some European Universities (e.g. University of Le Havre, Warsav University, Budapest University, University of Genoa, University of Malta, Leuven University, etc.); 2004-2005 “The International Accounting Standard on Stock Option and its effect on Italian Entities”, (research headed by Prof. P. Andrei), financed by Italian Ministry of Scientific Research and University (MIUR); 2003 “Corporate Financial Disclosure via Internet: the Behavior of Information Intermediaries and Unlisted Entities”, (research headed by Prof. C. Teodori), financed by Italian Ministry of Scientific Research and University (MIUR); 2002 "Financial Disclosure of Italian Companies in International Markets", (research headed by Prof. L. Marchi), financed by Italian Ministry of Scientific Research and University (MIUR);
____________________________ __________________________ ____________________________ __________________________ Conservation Scientist will hold onto this document while keeping all teammates responsible for obeying the code. Appendix I: Cube Nets Name ______________________________ Date ____________ Period _____ Appendix J: Surface Area and Waste Data Name ______________________________ Date ____________ Period Figure Dimensions Surface Area (SA) % Waste Mass of (g) Length: Height: Slant Height: Other Formula: Length: Width: Height: Slant Height: Formula:
Department of Mineral Resources. “Beneficiation Economics.” Mineral Resources, Republic of South Africa, www.dmr.gov.za/beneficiation-economics.html. EFCC. “EFCC .” Economic and Financial Crimes Commission, efccnigeria.org/efcc/. Elmi, Afyare Abdi. “Somalia's Corruption Epidemic.” News | Al Jazeera, Al Jazeera, 5 July 2010, www.aljazeera.com/focus/2010/07/2010759144137365.html. e.V., Transparency International. “Corruption in Africa: 75 Million People Pay Bribes.”Transparency International, 2016, e.V., Transparency International. “How to Stop Corruption: 5 Key Ingredients.”Transparency International, Ezekwesili, Dr. Oby. “Dr. Ezekwesili Paper Presentation: CORRUPTION, NATIONAL DEVELOPMENT, THE BAR AND THE JUDICIARY.” Afripol, Ezekwesili, Vanguard. “Nigeria Loses $400bn to Oil Thieves - Ezekwesili.” Vanguard, 29 Aug. 2012, Gan. “Somalia Corruption Report.” Corruption Report, Grynberg, Roman. “Africa, Stop Digging Holes for the West.” The M&G Online, mg.co.za/article/2013-04-20-africa-stop-digging-holes-for-the-west. Montja, Nkoe. “Mineral Beneficiation in Africa: What Was Missed and What Can Now Be Done?” Mapungubwe Institute for Strategic Reflection, MISTRA. “Timeline of Events.” Corruption Watch, 18 July 2015, www.corruptionwatch.org.za/timeline-of-events/. .
include in the contract) security exceptions required by ECOS ECOS Work Request 1-004 (for SCM Services and ECOS Oversight Service Implementation) AITR, business owner/project manager/ISO under How to Order section; costs agency an hourly rate of $115.50 for VITA SCM consulting services and ongoing monthly fee of $900 for ECOS Oversight NA Cloud Services Terms and Conditions (with supplier redlines) Procurement lead From supplier’s proposal with copy to: May require negotiation; SCM consultant and Director, ECOS will assist in agency negotiations Exceptions to the ECOS Assessment Approval Director, ECOS From review of the ECOS Assessment responses To agency AITR/business owner/project manager/ISO who sent the ECOS Assessment to VITA May require negotiation assistance from Director, ECOS Exception Approval Request AITR/business owner/project manager/ISO under Tools and Templates section, 4th bullet and assigned VITA Security consultant (refer to ITRM Policy SEC519-00, NA RENEWALS For existing cloud/SaaS contracts Procurement Lead/ISO/ project manager Confirm with that the supplier/SaaS application is in Active Oversight at the rate of $900 per month. ECOS Assessments are good for 12 months from the date approved by ECOS unless the supplier/SaaS application goes into Active Oversight within those 12 months via the agency-submitted work request 1-004. If they are in Active Oversight the ECOS Assessment remains good as long as they are in Active Oversight. If the supplier/SaaS application is not in Active Oversight, a new ECOS Assessment must be done via the work request 1-003, available for download at: under How to Order section If in Active Oversight, no actions are necessary. If not in Active Oversight, a new ECOS Assessment must be
CATEGORY 6 points 4 points 2 points 0 points Content Included 3 or more different types of animals and 2 or more different types of plants. Also included nonliving things. Included 2 types of animals and 2 or more different types of plants. Included 1 type of animal and 1 type of Animal and/or all plants are missing from the project. Informational Paragraph (6-8 sentences) Paragraph included information ecosystem (climate, etc.) and information about all of the plants & animals in the diorama. Paragraph included information about the ecosystem and information about some of the animals and plants in the diorama. Paragraph included information about the ecosystem, but not information about the plants and animals included in the diorama. Paragraph was missing or did not have information about the ecosystem chosen. Accuracy Animals, plants, and water sources are correct for the chosen habitat/ecosystem. Either 1 animal or 1 plant are not found in chosen habitat/ecosystem. 2 animals or 2 plants, or 1 animal AND 1 plant are not correct for the chosen habitat/ecosystem. Animals and plants included in project are not found in your chosen ecosystem. Creativity Excellent use of 3-D objects, realistic looking ground and sky evident, and creative use and mixture of materials. Good use of realistic- looking materials, ground and sky evident, and mixture of materials. Some realistic materials, some mixture of different types of materials, could have used more creativity. Not realistic looking and/or use of paper only. No creativity. Overall Attractiveness Very realistic looking and easily understood by anybody. Good use of space. Very attractive. Somewhat realistic looking and easily understood by anybody. Attractive. Not very realistic looking. Somewhat confusing. Moderately attractive. Mostly empty box, boring use of materials, can't tell what ecosystem it is, Not very attractive.
Adapted from display board directions on sciencebuddies.org Expert Project Rubric (example) Name: Project 4 3 2 1 0 Introduction Background information is researched and cited. Hypothesis is stated in “If… , then…” format and explained. Background information is researched and cited. Hypothesis is stated but not explained and not in “If…, then…” format. Background information is vague or brief. Hypothesis is stated but not explained and not in “If…, then…” format. Background information is vague or brief, hypothesis is vague, or background or hypothesis is missing. No introduction is present. Materials and methods Materials and amounts are identified. are easy to follow and in paragraph form. Materials are mentioned but without amounts. Steps are easy to follow and in paragraph form. Materials are mentioned but without amounts. Steps are vague but in paragraph form. Doesn’t provide enough information to represent an experimental procedure. No materials and methods described. Data Data is complete and relevant. Tables are easy to read and units are provided. Graphs are labeled and show trends. Questions are answered completely and correctly. One component of data incomplete: Tables Graphs Questions Wo components of data incomplete or one missing: Tables Graphs Questions Data is brief and missing significant pieces of information. No data reported. Conclusion Conclusion summarizes experiment, cites data, addresses hypothesis, and cites sources of One component of conclusion missing: Summary Data Hypothesis Errors Two components of conclusion missing: Summary Data Hypothesis Errors Conclusion is brief and is missing significant pieces or information. No Conclusion is present.
Impact (two points each) 1. A neurotoxin found in some grades of coal; Buildup of this has occurred in many species of fish 2. The use of biological agents, such as bacteria or plants, to remove or neutralize contaminants in the environment. 3. A gas found in the upper atmosphere that absorbs ultraviolet light. 4. A greenhouse gas produced by cows and certain bacteria. Not carbon dioxide. 5. in aerosols and refrigerants, this gas can destroy the ozone layer. 6. Which of the following is a fossil fuel that releases the least amount of pollutants and carbon dioxide when used? Uranium oil natural gas coal 7. This is a term that refers to all the resources (land, food, etc.) that a person uses and requires 8. A nuclear power plant along the Hudson River in NY state that Gov. Cuomo is trying to close 9. A nuclear power plant in Pennsylvania that leaked some radioactive waste into the environment back in the 1970s. 10. This radioactive atom produced and released by nuclear reactions concentrates in the thyroid 11. The rapid decline in elephant populations is largely attributed to the harvesting and illicit trade of this item
& D., J., M. (2001) 15, 21. B.J.F., R.A., M.J. (1999) 18(2), 222-241. A., B. (1997) - - 1996.' & P.J. (1988) U.K. & 2(3), 389-409. S.V., S.A. (1999) 31(1), 187-197. M.A., D.L., R.J., J.D., J.D. (2003) 48(7), 1207-1218. M.T., M.A. (2000) 147(3), 237-250. B. (1988) 15(5), 485-491. B.C. (2011) 38(8), 664-671. H., R. (2006) 572(1), 275-286. G.G. (1984) 185 J.A., L.A. (1989) 21(2), 271-282.
Application: Movement/Carbon Question Describe carbon cycling within ecosystems as movement of carbon among carbon pools associated with: Movement of materials: Eating, defecation, death processes: combustion, photosynthesis, digestion, biosynthesis, cellular respiration Explain why the biomass pyramid is a consistent pattern in terrestrial ecosystems. Explain changes in size of carbon pools in terms of fluxes into and out of carbon pools Level 2 students will explain ecosystem processes as series of causally connected events (rabbits eat grass; foxes eat rabbits) Level 3 students will recognize fluxes as involving movements of matter, but not that fluxes BOTH make one pool larger AND make another pool smaller. Application: Energy question Identify energy transformations involved in carbon fluxes Describe energy as flowing through ecosystems, from sunlight to chemical energy to heat that is radiated into Level 2 students will describe energy as a cause of events rather than a conserved entity that can be traced through systems. Level 3 students are likely to describe energy as recycling in ecosystems (e.g., through soil nutrients) transforming
7) Explain how chemical energy eventually leaves an ecosystem: Eventually even motion energy is transformed into heat energy. This heat energy is lost from the ecosystem (and eventually radiates into outer space in the form of infrared radiation). The Three Questions: Large Scale Version Question to Follow Evidence to Look For The Location Question: Where are the available carbon atoms in our environment? What pools of materials are they in? Atoms endure. Carbon atoms stay in pools unless a process moves them in or out. The air has carbon in CO2 Organic materials are made of molecules with carbon atoms Fuels Living and dead plants and animals (including foods) The Carbon/Movement Question: How/why do carbon pools change over time? How are carbon moving? processes move carbon atoms among pools Carbon atoms cycle within environmental systems Evidence of processes: organisms eating, growing, breathing, dying decay combustion If a carbon pool size changes, that means carbon atoms moved transforming
Which is not a cause of deforestation? Conversion of forests to agricultural land Unregulated commercial logging Unintentional forest fires Cutting down forests for recreational use Which is not a characteristic of the tundra biome? Layer of permafrost Cold temperatures Low biodiversity Long growing seasons In the nitrogen cycle, the transformation of gaseous nitrogen into nitrogen containing compounds is performed primarily by... Fungi Bacteria Herbivores Carnivores A J shaped growth curve represents which type or growth: Exponential Logistic Uncontrolled Controlled None of the above Coevolution is most often seen in which of the following interactions: Predation Parasitism Competition Mutualism The development of biotic communities in an area where the natural vegetation has been removed or destroyed but where soil is present is best described as: Primary Succession Secondary Succession Biological Succession None of the above An example of a R-selected species is: Insects Humans Bears B and C only
Names:______________________________________________________________ Clapper Rail Nest Engineering Design Challenge: Student Worksheet 0 25 50 Capacity: The number of eggs held inside nest 0-1 2-3 More than 3 Replication of real environment: Nesting materials No real environment materials used in design Some real environment materials used in design. All real environment materials used in design Cost: Nesting materials The cost of materials to make nest is over $60 The cost of materials to make nest is over $30 and under $60 The cost of materials to make nest is $30 or less Preservation: Temperature stabilization after 5 minutes (Ability to hold heat) Temperature inside nest decreased 10°F or more in 5 minutes Temperature inside nest decreased between 5-9°F in 5 minutes Temperature inside nest stayed constant or decreased less than 1-4°F in 5 minutes Protection: Egg Drop test *note: only testing 2 eggs All eggs are broken after egg drop test from 20.5 cm (10 in) Only 1 egg is broken after egg-drop test from 51 cm (20 in) None of eggs are broken after egg drop test from 76 cm (30 in) Group Prototype Drawing (see materials list on next page): Note: label materials being used in the drawing Initial temp. = Temp. after 5 mins. heating = Final temp. after removed = from heat for 5 mins.
Ecosystem Vocabulary List ecosystem aquatic terrestrial biotic abiotic biome Grasslands Tundra Taiga Deciduous Forest Desert Rainforest Ocean continental shelf shoreline Estuary Salt marsh Lake/Pond Marine salinity freshwater interdependence interconnected food chain food web energy source photosynthesis producer consumer decomposer herbivore carnivore omnivore plankton Energy Pyramid organism habitat community population species symbiosis mutualism commensalism parasitism
Contract Specific HSEQ Plan Part 9 - Quality and Inspection Plan Contract Name: Reviewed & Issued by: Signature Read & Accepted by: Signature Distribution:- Contract, Client, Project Folder, Project Manager, Subcontractor Scoring Document Name Description 20% total Quality and Inspection Plan to PAS 2030 compliance
operating in the opposite direction of transmission § 2.2.1.2 and 3.2 of Appendix 8 shall be used … No. 9.21 Terrestrial, GSO, nonGSO/ terrestrial, GSO, nonGSO A station of a service for which the requirement to obtain the agreement of other administrations is included in a footnote to the Table of Frequency Allocations referring to No. 9.21 Band(s) indicated in the relevant footnote Incompatibility established by the use of Appendices 7, 8, technical Annexes of Appendices 30 or 30A, pfd values specified in some of the footnotes, technical provisions of the Radio Regulations or ITUR Recommendations, as appropriate Methods specified in, or adapted from, Appendices 7, 8, 30, 30A, other technical provisions of the Radio Regulations or ITUR Recommendations Reasons: To define the procedure for coordination under the provisions of No 9.7 and No 9.21 between the newly notified FSS networks and SRS networks.
Specific Location Date Cable Type and Size Continuity Test () Test instrument confirmed as working correctly Single-phase cable Phase to Neutral/Earth Phase to Lead Sheath Neutral to Lead Sheath Three-phase cable Phase (L1) to Neutral/Earth (L2) to Neutral/Earth (L3) to Neutral/Earth Neutral to Lead Sheath Cable satisfactory Y / N Insulation Test () Test instrument confirmed as working correctly Single-phase cable to Neutral/Earth M Phase to Lead Sheath M Neutral to Lead Sheath M Three-phase cable (L1) to Phase (L2) M Phase (L2) to Phase (L3) M Phase (L3) to Phase (L1) M (L1) to Neutral/Earth M Phase (L2) to Neutral/Earth M Phase (L3) to Neutral/Earth M Phase (L1) to Lead Sheath M Phase (L2) to Lead Sheath M (L3) to Lead Sheath M Cable satisfactory Y / N Test Equipment Make/Type Serial Number Calibration Date
TM* FS* RSW1 to RSW2 RSW1 to RSW2 to CB Closed Closed Open Closed L1 - L1 L1 - L1 - L1 L2 - L2 L2 - L2 - L2 L3 - L3 L3 - L3 - L3 Open Closed L1 - L2 (RSW1) L2 - L3 (RSW1) RSW1 RSW2 CB Terminals Under Test Continuity Earthed Open Open RSW1 L1 - E L2 - E L3 - E Open Earthed Open RSW2 L1 - E L2 - E L3 - E * TM - transformer-mounted and FS - free-standing. HV Insulation Tests using Test Voltage from ECS 11-0006 Switch/Circuit- breaker Position Terminal Voltage (kV) Duration (min) IR (M) RSW1 RSW2 CB Under Test Earthed TM* FS* RSW1 RSW2 CB (FS* only) Closed Closed Open Closed L1 L2, L3 Closed Closed Open Closed L2 L1, L3 Closed Closed Open Closed L3 L1, L2 Open Closed Open Closed L1, L2, L3 L1, L2, L3 L1, L2, L3 via Tx earth switch Closed Open Open Open L1, L2, L3 L1, L2, L3 * TM - transformer-mounted and FS - free-standing. FPI CTs Insulation Resistance using 1kV Test Voltage (test from marshalling box) Disconnect FPI/RTU (if fitted) () Remove CT wiring earth link C70 - C70 () L1 C10 - Earth M L2 C30 - Earth M L3 C50 - M Replace CT wiring earth link C70 - C70 ()
SEF* to> + 0.09s s * Only calculate highset, instantaneous or SEF settings if used. Operation - Secondary Injection Test Connect timer circuit to auxiliary contacts 64 and 65 (contact closed when CB open) () Overcurrent Test Setting Calculated Injection Current (from table A) Calculated Operating Time (from table B) Actual Operating Times C11 - C31 C31 - C51 C51 - C11 2x A s s s s 5x A s s s s Instantaneous A s s s s Earth Fault Test Setting Calculated Injection Current (from table A) Calculated Operating Time (from table B) Actual Operating C11 - C70 C31 - C70 C51 - C70 2x A s s s s 5x A s s s s Instantaneous A s s s s SEF* A s s s s * The trip current may have to be increased to operate the circuit breaker if the current is below the minimum operating current. Shunt Trip and Emergency Trip (if fitted) Check correct shunt trip coil voltage is selected () Test Coil Test Voltage CB Apply 70% (dc) or 85% (ac) of coil rated voltage 20-48V DC 47 - 48 V () 110-240V AC/DC 47 - 49 V () 110% Voltage of coil rated voltage 20-48V DC 47 - 48 V () 110-240V AC/DC 47 - 49 V () Check emergency trip button operates circuit-breaker () Final Checks () Check correct CT and interposing CT ratios selected Check correct ratio labels have been fitted
Scale Labels Reversible scale label for Ringmaster fitted with 200/1CTs Reversible scale label for Ringmaster fitted with 400/1CTs Reversible scale label for Ringmaster fitted with 800/1CTs Dual Ratio CT Connections Note: The orientation of the connections may vary depending on the vintage of the switchgear. CT Connections
Is Ios I> curve Io> curve DT only DT only t> Select from table on relay to> Select from table on relay x10 / x1 x10 / x1 I>> (Highset Current ÷Is) Io>> (Highset Current ÷Is) t>> to>> Table A - Calculate Injection Currents Overcurrent Setting Earth Fault Setting CT Ratio Primary Setting Current (Is) (Ios) Secondary Setting Current (Primary Setting Current ÷ CT Ratio) 2 x Secondary Setting Current 5 x Secondary Setting Current I>> or Io>> x Secondary Setting Current (highset)* DT x Secondary Setting Current (SEF)* Table B - Calculate Operating Times Overcurrent Setting Earth Fault Setting Curve (I>) (Io>) Time Setting on relay (if x10 is selected multiply t> or to> setting by 10) (t>) (to>) (t>>) (to>>) Tripping time at 2 x secondary current Curve SI (t> or to> x 3.38) +0.09s s s Curve VI (t> or to> x 9) + 0.09s s s EI (t> or to> x 33) + 0.09s s s Tripping time at 5 x secondary current SI (t> or to> x 1.44) + 0.09s s s Curve VI (t> or to> x 2.25) + 0.09s s s Curve EI (t> or to> x 4.1) + 0.09s s s Tripping time at I>> or Io>> or DT x Secondary Setting Current Highset/Instantaneous t>> or to>> + 0.09s s s SEF* to> + 0.09s s * Only calculate highset, instantaneous or SEF settings if used. Relay Operation - Secondary Injection Test Connect timer circuit to auxiliary contacts 64 and 65 (contact closed when CB open) ()
Table B - Calculate Operating Times Overcurrent Setting Earth Fault Setting Curve (I>) (Ie>) Time Setting (Tms) (Tms) (tI>>) (tIe>>) Tripping time at 2x secondary current Curve SI (Tms x 10s) + 0.09s s s Curve VI (Tms x 13.5s) + 0.09s s s Curve EI (Tms x 26.67s) + 0.09s s s Tripping time at 5x secondary current Curve SI (Tms x 4.28s) + 0.09s s s VI (Tms x 3.38s) + 0.09s s s Curve EI (Tms x 3.33s) + 0.09s s s Tripping time at I>>, Ie>> Overcurrent Highset tI>> + 0.09s s s Earth Fault Highset (SEF) tIe>> + 0.09s s s Relay Operation - Secondary Injection Test Connect timer circuit to terminals 33 (L3/3) and 35 (L5/3) in the marshalling cabinet (contact closed when CB open) () Overcurrent Test Setting Calculated Injection Current (from A) Calculated Operating Time (from B) Actual Operating Times C11 - C31 C31 - C51 C51 - C11 2x A s s s s 5x A s s s s Highset A s s s s Earth Fault Test Setting Calculated Injection Current (from table A) Calculated Operating Time (from table B) Actual Operating Times C11 - C72 C31 - C72 C51 - C72 2x A s s s s 5x A s s s s Highset A s s s s SEF* A s s s s * The trip current may have to be increased to operate the circuit breaker if the current is below the minimum operating current. Shunt Trip and Emergency Trip (if fitted)
Check correct shunt trip coil voltage is selected () Test Coil Marshalling Box Terminals Test Voltage CB Trips Apply 70% (dc) or 85% (ac) of coil rated voltage 24-110V DC/ 110-240V AC 41 - 42 V () Apply 110% of coil rated voltage 24-110V DC/ 110-240V AC 41 - 42 V () Check emergency trip button operates circuit-breaker () Final Checks () Check correct protection settings applied Check relay reset Remove battery box from relay Ensure shorting-link(s) are replaced if CTs are not used or not connected to FPI or RTU Reconnect umbilical to RTU (if fitted) Asset data form completed Test Equipment Make/Type Serial Number Calibration Date Certification () All have been completed satisfactorily Comments Commissioning Engineer Signature Date The completed test form shall be left on-site in a plastic wallet and in secure location. A copy of the completed test shall be sent to the relevant ART mailbox.
– Schematic Diagrams THM 0004977 – MiCOM P124S 0008215 – Nortroll CableTroll 2350 Switch 1 0008244 – Nortroll CableTroll 2350 Switch 2 Note: A full set of Lucy A drawings are contained in ECP 110511z Lucy SABRE A Schematic Drawings.pdf.
Setting Calculated Injection Current (from table A) Calculated Operating Time (from B) Actual Operating Times C110 - C70 C130 - C70 C150 - C70 2x A s s s s 5x A s s s s A s s s s SEF* A s s s s Trip and Emergency Trip (if fitted) Check correct shunt trip coil voltage is available () Test Coil Marshalling Box Terminals Test Voltage CB Trips Apply 70% (dc) or 85% (ac) of coil rated voltage 24-110V DC/ 110-240V AC 41 - 42 V () Apply 110% of coil rated voltage 24-110V DC/ 110-240V AC 41 - 42 V () emergency trip button operates circuit-breaker () Checks () Check correct protection settings applied Check relay reset Reconnect umbilical cable to RTU (if fitted) Asset data form completed Test Equipment Make/Type Serial Number Calibration Date Certification () All tests have been completed satisfactorily Comments
ENTER x1 To confirm setting CANCEL x3 To return to initial screen Functions This is only done once relevant to the functional setting required. ↓ x4 Function Configuration → x1, ↓ x1 Derived E/F ENTER x1, ↓ x1, ENTER x1 To Enable the Derived E/F (Earth fault) ↓ x1, x1, ↑ x1, To Disable the Measured E/F ENTER x1 To confirm setting CANCEL x3 To return to initial start-up screen Step 2 – Overcurrent Ensure that the cancel button has been pressed three times to start from first initial start-up screen. ↓ x5 Current Protection → x2, ↓ x2 51-1 Element ENTER x1, ↓ x1,ENTER x1 To enable the overcurrent element ↓ x1, ENTER x1 51-1 Setting ↑/↓ To increase/decrease value. Set to 0.4In ENTER x1 To confirm settings ↓ x1 51-1 Curve Characteristic x1 ↑/↓ To increase/decrease Set to IEC-NI ENTER x1 To confirm setting ↓ x1 51-1 Time Multiplier ENTER x1 ↑/↓ To increase/decrease value. Set to 1.5 ENTER x1 To confirm setting CANCEL x4, ↓x8 To return to initial screen Output Configuration →x2, ↓x5, ENTER x1 51-1 →x2 To move cursor to Binary Output B03 ↑/↓ To enable/disable Binary Output B03 → x1 ↑/↓ x1 To move cursor to Binary Output B04 To enable/disable Binary Output B04 To confirm Binary Outputs CANCEL x4 To return to initial start-up screen