zilongwang/ReadingBank huggingface dataset:
such use is limited to a reasonable amount in any day; the internet is not used to access offensive or illegal material, such as material containing racist terminology or nudity; the internet is not used for on-line gaming or on-line gambling; they do not enter into any contracts or commitments in the name of or on behalf of the Academy; Monitoring of Internet Access at Work The Academy reserves the right to monitor employees' internet usage, The Academy considers the following to be valid reasons for checking an employee's internet usage: If the Academy suspects that the employee has been viewing offensive or illegal material, such as material containing racist terminology or nudity (although the Academy understands that it is possible for employees inadvertently to view such material and they will have the opportunity to explain if this is the case). If the Academy suspects that the employee has been spending an excessive amount of time viewing websites that are not work related. The Academy reserves the right to retain information that it has gathered on employees' use of the internet for a period of one year. Social Networking Sites Staff must adhere to the following Guidelines for Employee using Social Networking sites. As educators we have a professional image to uphold and how we conduct ourselves online helps determine this image. As reported by the media, there have been instances of those working in education demonstrating professional misconduct while engaging in inappropriate dialogue about their academy and/or students or posting pictures and videos of themselves engaged in inappropriate activity. Some educators feel that being online shields them from having their personal lives examined. But increasingly, how educators’ online identities are too often public and can cause serious repercussions. One of the hallmarks of social networks is the ability to “friend” others – creating a group of others that share interests and personal news. Do not accept invitations to friend students within these social networking sites. When students gain access to a teacher’s or other staff member’s network of friends and acquaintances and are able to view personal photos, the student-staff dynamic is altered. It is important to maintain a professional relationship with students to avoid relationships that could cause bias in the classroom.
Criterion #3—Rigor: Does the resource pursue conceptual understanding, procedural skill and fluency, and application with equal intensity? Dimension 3.1 Meets Partially Meets Does Not Meet (Insufficient Evidence) Conceptual Understanding: The resource regularly develops students’ conceptual understanding through tasks, problems, questions, multiple representations, and opportunities for students to write and speak about their understanding. Evidence: Scaffolding supports students’ conceptual understanding of the most critical concepts for the level. Discussion questions requiring conceptual understanding are provided with the lessons. There are opportunities for students to demonstrate, in multiple ways, their understanding of the critical concepts addressed in the lessons. Dimension 3.2 Meets Partially Meets Does Not Meet (Insufficient Evidence) Procedural Skill and Fluency: The resource regularly asks students to perform calculations and use mathematical procedures quickly and accurately. Evidence: The resource is designed so that students attain the fluencies and procedural skills required by CCR standards. The resource expects core calculations and mathematical procedures for the level to be performed quickly and accurately and provides the requisite support to build that capacity in students. Dimension 3.3 Meets Partially Meets Does Not Meet (Insufficient Evidence) Application: The resource regularly requires students to engage in challenging applications of mathematics in real-world and mathematical contexts. Evidence: The resource is designed so that students spend sufficient time working with engaging applications, without losing focus on the MWOTL. The resource regularly provides opportunities for students to independently apply mathematical concepts in real-world situations and solve challenging problems that require students to choose an appropriate model or strategy.
international benchmarking activity for substructuring. Sustructuring ideas are also used in so-called real-time hybrid testing. This special hardware-in-the-loop technique numerically simulates structural com- ponents for which models are available, and exchanges in real-time forces and displacements on the interfaces with a real hardware component in the lab. In such an approach components can be tested in real conditions, where the dynamic inter- actions with the full system is accounted for. We develop special computational and control strategies based for instance on adaptive feedforward compensation techniques Projects n Rotor dynamics for turbo pumps in space propulsion systems (BaySt- MWMET) n Real-time substructuring for complex systems (internal) n Substructuring methodology for transfer path analysis (BMW) Rotor test bench with sensors to monitor defects (AM) n Four-pole models of car subsystems to set component requirements (BMW) n Experimental substructuring evaluation on an wind turbine testbench (Iranian Ministery of Research, Education and Technology) n Dynamic Identifying of a multi-meg- awatt turbine direct-drive generator using operational modal analysis (XEMC Darwind BV) Research Focus n Modeling and simulation of dynamical systems n Vibration analysis and rotordynamics n Mechatronics and robotics n Experimental dynamics Competence n Finite element modeling in dynamics n Model reduction and substructuring n Time integration and solvers n Multiphysical modeling n Trajectory planning and control of robots n Biped robots n Modal identification n Operational modal analysis Infrastructure n Mechanical and electronic workshop n Vibration and dynamic test lab n Robotic lab n Dynamics teaching lab Courses n Mechanics (Statics, Elasticity and Dynamics) n Technical Mechanics for Electrotech- nique n Machine Dynamics n Simulation of Mechatronical Systems n Mechanical Vibration Lab n Vibration Measurement Lab n Technical Dynamics n Robot Dynamics n Multibody Dynamics n Structural Dynamics n Structural Dynamics Lab n Experimental Vibration Analysis n Seminars in Applied Mechanics
The control rods absorb neutrons; they look like sleeves. Lowering them over the fuel rods prevents the neutrons from one fuel rod reaching the next rod, and so they control the rate of the reaction. Lowering them completely causes the reaction to stop. A heat exchanger is a device that allows heat from the hot radioactive coolant to pass to another series of pipes containing water without having to mix together. This turns the water into steam which then goes on to power a turbine. Environmental impact of fission reactors Positive: No CO2 emissions, no greenhouse gases. Negative: Radioactive waste, potential for major accidents. Nuclear Fusion* Nuclear Fusion is the combining of two small nuclei to form one large nucleus with the release of energy. Example = deuterium (one proton plus one neutron) = tritium (one proton plus two neutrons) Both nuclei are hydrogen because it is the number of protons that determines the identity of the element, and both of these have one proton. Note that this involves the combination of 2 positively charged particles. To overcome this Coulombic repulsion (remember Coulomb’s Law?) a large amount of energy must be supplied. Why is a fission reactor a more viable source of energy than a fusion reactor? Easier to initiate reaction Fission can be more easily controlled Advantage of Fusion over Fission: Less radioactive waste. Deuterium is readily available from the oceans. No dangerous chain reactions. So why don’t we have fusion reactors producing electricity for us now (instead of fission reactors)? There is, as of yet, no way to maintain and control the high temperatures required for fusion reactors. There are a couple of prototypes, e.g. ITER in France, but all are a long way from becoming commercial. The energy we get from the sun comes from nuclear fusion reactions in the sun* Leaving Cert Physics Syllabus Content Depth of Treatment Activities STS Nuclear Energy Principles of fission and fusion. Interpretation of nuclear reactions Fusion: source of Sun’s energy. Nuclear weapons. Mass as a form of energy. Mass-energy conservation in nuclear reactions. Appropriate calculations Mass transformed to other forms of energy in the Sun. E = mc2 Nuclear reactor (fuel, moderator, control rods, shielding, and heat exchanger). Audiovisual resource material Environmental impact of fission reactors. Development of fusion reactors. Disposal of nuclear waste.
Xatai district; Block 2922, Zygh Highway 41C; 3rd floor of administrative building “Oil and Gas Construction” trust. Contact person: Vagif Ragimov Deputy chief of Supply and Marketing Department Phone: : +994 12 521-24-12 Fax: +994 12 521-07-67 E-mail: Vagif.Rahimov@socar.az The notice , information about the subject of procurement and application form to obtain t an invitation to bid are placed at the internet site: () Time, place and the opening date of bids: Bids wil be opened on 27.02.2018 at 11:30 (a.m.) by Baku time at the address of the Purchasing Organization specified in paragraph V of the notice. Information about contracts awards: Information about the final results of the competition can be obtained from the following web link: The purchasing group of the “Oil and Gas Construction” trust, SOCAR
The list of purchasing goods and requirements on them LOT 1 № Product name Unit of measurement quantity Standard 1 Aluminum nanoflake kg 3 СAS 7429-90-5 GOST 6058—73 2 Ferrous nanoflake kg 3 СAS 7439-89-6 GOST 9846-86 3 Copper nanoflake kg 3 СAS 744-50-8 GOST 4960-2009 LOT 2 № Product name Unit of measurement quantity Standard 1 Gas mixture for natural gas analyzing Vessel( 10 liter) 1 Vessel: ГОСТ 949-73 Production standard: ГОСТ 2 Gas mixture for natural gas analyzing Vessel (10 liter) 3 Vessel: ГОСТ 949-73 Production standard: ГОСТ 3 For processed gas analyzing Vessel ( 10 liter) 1 Vessel: ГОСТ 949-73 Production standard: ГОСТ
19 Roof sandwich panels 50 mm, width 1 m, L= 3,1 m (fireproof, with mineral wool) Pcs 4 QOST 32603-2012 20 External corner accessory for sandwich panels M 150 ТU 21 Roofing accessory for sandwich panels M 75 ТU 22 Angle accessory for sandwich panels 900 M 200 ТU
LIST OF GOODS PURCHASED № Name of goods Standart Unit of Quantity 1 Reinforcement AIII f=10 mm 5781-82 / 52544-2006 tonn 65 2 Reinforcement AIII f=12 mm 5781-82 / 52544-2006 tonn 330 3 Reinforcement AIII f=14 mm 5781-82 / 52544-2006 tonn 155 4 Reinforcement AIII f=16 mm 5781-82 / 52544-2006 tonn 80 5 Reinforcement AIII f=18 mm 5781-82 / 52544-2006 tonn 10 6 Reinforcement AIII f=20 mm 5781-82 / 52544-2006 tonn 40 7 Reinforcement AIII f=22 mm 5781-82 / 52544-2006 tonn 10 8 Reinforcement AIII f=25 mm 5781-82 / 52544-2006 tonn 10
List of purchased goods and requirements thereto O/n Name of goods and technical requirements Unit of Quantity LOT 1 1 Pipe wrench lever № 1 (10-36 mm) ГОСТ 18981-73 pcs 1528 2 Pipe wrench lever № 2 (20-50 mm) ГОСТ 18981-73 pcs 1565 3 Pipe wrench lever № 3 (20-63 mm) ГОСТ 18981-73 pcs 1001 LOT 2 1 Ladder, multifunctional, transformer, EN 131 pcs 97
siarad ac ysgrifennu Cymraeg. meddu ar gymhwyster MCIPS. meddu ar ddealltwriaeth gadarn o ddeddfwriaeth caffael cyhoeddus yr UE a’r DU. gweithio tuag at MCIPS. meddu ar brofiad o fewn prosiect a ariennir o Ewrop. Atodiad 1: Gweledigaeth: Cymru lle mae menywod yn cyflawni a ffynnu DNA Chwarae Teg: Rydym yn uchelgeisiol – fel unigolion, fel sefydliad ac ar gyfer y rhai rydym yn gweithio gyda nhw. Rydym yn arloeswyr – rydym yn datblygu ac yn defnyddio ein harbenigedd i wneud Chwarae Teg a’n partneriaid yn fwy llwyddiannus. Rydym yn ddeinamig ac yn gadarn – rydym yn awyddus i weld newid ac yn gwrthod derbyn na fel ateb! Rydym yn un tîm unedig – rydym yn helpu ac yn herio ein gilydd i wneud y gwaith gorau posibl. Rydym yn ddyfeisgar – rydym yn cael hwyl wrth fod yn greadigol a sicrhau canlyniadau. Rydyn ni'n weithwyr proffesiynol - rydyn ni'n arddangos ein proffesiynoldeb a'n hygrededd ym mhopeth a wnawn, yn fewnol ac yn allanol
(B) Notwithstanding any other provisions of law to the contrary, all school days missed because of snow, extreme weather conditions, or other disruptions requiring schools to close must be made up. All school districts shall designate annually at least three days within their school calendars to be used as makeup days in the event of these occurrences. If those designated days have been used or are no longer available, the local school board of trustees may lengthen the hours of school operation by no less than one hour per day for the total number of hours missed or operate schools on Saturday. Schools operating on a fourbyfour block schedule shall make every effort to make up the time during the semester in which the days are missed. A plan to make up days by lengthening the school day must be approved by the Department of Education before implementation. Tutorial instruction for grades 7 through 12 seventh through twelfth graders may be taught on Saturday at the direction of the local school board. If a local school board authorizes makeup days on Saturdays, tutorial instruction normally offered on Saturday for seventh through twelfth graders must be scheduled at an alternative time. (C) The General Assembly by law may waive the requirements of making up missed days or, by law, may authorize the school board of trustees to forgive up to three days missed because of snow, extreme weather conditions, or other disruptions requiring schools to close. A waiver granted by the local board of trustees of the requirement for making up missed days also must be authorized through a majority vote of the local school board. (D) If a school is closed early due to snow, extreme weather conditions, or other disruptions, the day may count towards the required minimum to the extent allowed by State Board of Education policy. (E) The instructional day for secondary students must be at a minimum six hours a day, or its equivalent weekly, excluding lunch. The school day for elementary students must be at a minimum six hours a day, or its equivalent weekly, including lunch. (F) Elementary and secondary schools may reduce the length of the instructional day to not less than three hours for not more than three days each school year for staff development, teacher conferences, or for the purpose of administering endofsemester and endofyear examinations. (G) Priority during the instructional day must be given to teaching and learning tasks. Class interruptions must be limited only to emergencies. Volunteer blood drives as determined by the
or guardian that failure to support or visit the child as provided in the plan may result in termination of parental rights.” SECTION 3. Section 6371690 of the 1976 Code is amended to read: “Section 6371690. (A) When the conditions justifying removal pursuant to Section 6371660 include the addiction of the parent or abuse by the parent of controlled substances, the court may require as part of the placement plan ordered pursuant to Section 6371680: (1) the parent to successfully must complete a treatment program operated by the Department of Alcohol and Other Drug Abuse Services or another treatment program approved by the department before return of the child to the home; (2) any other adult person living in the home who has been determined by the court to be addicted to or abusing controlled substances or alcohol and whose conduct has contributed to the parent’s addiction or abuse of controlled substances or alcohol to successfully must complete a treatment program approved by the department before return of the child to the home; and (3) the parent or other adult, or both, identified in item (2) must to submit to random testing for substance abuse and must to be alcohol or drug free for a period of time to be determined by the court before return of the child. The parent or other adult identified in item (2) must continue random testing for substance abuse and must be alcohol or drug free for a period of time to be determined by the court after return of the child before the case will be authorized to be closed. (B) Results of tests ordered pursuant to this section must be submitted to the department and are admissible only in family court proceedings brought by the department.” SECTION 4. Section 6371710(A) of the 1976 Code is amended to read: “(A) When a child is in the custody of the department, the department shall file a petition to terminate parental rights or shall join as party in a termination petition filed by another party if: (1) a child has been in foster care under the responsibility of the State for fifteen of the most recent twentytwo months; (2) a court of competent jurisdiction has determined the child to be an abandoned infant;
Equipment (per group) Basic food test iodine solution in dropping bottle spotting tile. biuret reagent in dropping bottle boiling tubes/test tubes (three per food sample) Benedict’s reagent in dropping bottle Beaker heating device (e.g. kettle/thermostatic water bath or Bunsen burner). Sugar paper ethanol in a dropping bottle wash bottle filled with water bung. DNA extraction one leek 1 teaspoon salt tea spoon washing-up liquid pre-chilled alcohol (pre-chilled overnight to -20ºC then kept on ice) pestle mortar boiling tube pineapple juice inoculation loop heating device (e.g. kettle/thermostatic water bath or Bunsen burner). Health and Safety At some concentrations iodine solutions can be harmful – look at any labelling on the dropper bottle. Biuret solution contains NaOH. Low concentrations NaOH it is an irritant but at higher concentrations it is corrosive – look at any labelling on the dropper bottle. Ethanol is highly flammable. Do not use this near a naked flame (e.g. Bunsen burner). If you are allergic to any foods let your teacher know before starting this practical.
or the cash or other consideration to be paid or delivered as a result of the conversion of the interest of the members, or both. (d) After a conversion is approved pursuant to subsection (b), the limited liability company shall file with the Secretary of State a certificate of limited partnership that satisfies the requirements of Section 3342210 and contains: (1) a statement that the limited liability company was converted to a limited partnership from a limited liability company; (2) its former name; (3) a statement of the number of votes cast by the members entitled to vote for and against the conversion and, if the vote is less than unanimous, the number or percentage required to approve the conversion pursuant to subsection (b); and (4) a statement that the certificate of organization is cancelled as of the date the conversion takes effect. (e) The filing of a certificate of limited partnership pursuant to subsection (d) cancels the certificate of organization of the limited liability company as of the date the conversion takes effect. (f) A conversion takes effect when the certificate of limited partnership is filed with the Secretary of State or at a later date specified in the certificate of limited partnership. (g) A member’s liability for all obligations of the limited partnership incurred after the conversion takes effect is that of a general partner or limited partner. A member who becomes a partner of a limited partnership as a result of a conversion remains liable only to the extent the member was liable for an obligation incurred by the limited liability company before the conversion takes effect. Section 33431007. (a) A limited liability company that is converted to a limited partnership is for all purposes the same entity that existed before the conversion. (b) When a conversion takes effect: (1) all property owned by the converting limited liability company vests in the limited partnership; (2) all debts, liabilities and other obligations of the converting limited liability company continue as obligations of the limited partnership; (3) an action or proceeding pending by or against the converting limited liability company may be continued as if the conversion had not occurred; (4) except as prohibited by the law, all the rights, privileges, immunities, powers, and purposes of the converting limited liability company vest in the limited partnership; and
GENERAL DATA SHEET (1 of 4) Project Title Document Reference Project Location Revision Project Number Date Assembly Supplier Ref. Drgs. Included (Y/N) 6.1.3 Nameplates and Labelling Application Label (P) * - Indicates Purchaser’s default requirement 3.0 OPERATING ENVIRONMENT AND SERVICE CONDITIONS 1 Site Location (P) Inland/coastal Rural/urban/industrial 1 Assembly Location () (P) Indoors (heated) Indoors (unheated) 1 Type of Assembly Building/Structure (P) 1 Location Hazards (P) 3 Unusual Service Conditions (Indoor)1 (P) 1 – If high H2S levels exist, the Purchaser shall indicate the H2S concentration (ppm). 4.0 ELECTRICAL SYSTEM PARAMETERS 1 Voltage (kV) (P) 3.3/6.6/11/22/Other 1 Frequency and Number of Phases (P) Frequency (Hz) Number of phases 1 Type of Neutral Earthing () (P) Solidly earthed Resistance earthed Reactance earthed 1 Fault Levels (MVA) (P) Min Max Phase to phase Phase to earth 5.0 PERFORMANCE SPECIFICATION 5.1 Service Life 1 Minimum Service Life (25 years*) (P) 6.0 DESIGN SPECIFICATION 6.1 General 6.1.1 General 1 Assembly Pattern () (P/S) Fixed De-mountable Withdrawable 6.1.2 Weights and Lifting Arrangements 1 Weights (kg) (S) Complete Assembly Heaviest maintenance lift Heaviest erection lift 6.1.5 Auxiliary/Control Circuit Supply Arrangements 1 Auxiliary/Control Circuit Supply Arrangements (S) 6.1.7 O & M Manuals 1 Type Required () (P) Supplier’s standard Purchaser’s standard
GENERATOR INCOMER DATA SHEET (1 of 2) Project Title Document Reference Project Location Revision Project Number Date Assembly Supplier Ref. Drgs. Included (Y/N) 6.1.3 Nameplates and Labelling Circuit Designation Label 6.9.2 Generator Incomer 1a Type of Incomer () (P) Circuit Breaker (CB) 1b Normal Current Rating (A) (P) 200/630/1250/2000/2500 1c Earthing Requirements () (P) Busbar earthing Feeder/circuit earthing 1d Remote Operation Requirements (P/S) Required (Y/N) 1d Manually Charged Spring Switchgear Motor voltage (110/230 V AC*) Closing coil voltage (V) Trip coil voltage (V) 1d Magnetically Actuated Switchgear Closing coil voltage (V) Trip coil voltage (V) 1e Interlocking Requirements (P) 1f Protection Requirements () (P) 3 ph overcurrent and E/F ROCOF Under/over voltage Under/over frequency Reverse power Check synchronisation Out of step G59 protection 1g Local and Remote Indication Requirements () (P) Detail Local Remote CB open/closed Spring charge state No. of operations (CB) CB tripped Trip circuit healthy 1h Local and Remote Metering Requirements () (P) Operating Parameter Local Remote Phase current (x3) Max. demand current Phase voltages (x6) kW, kVA, KVAr, cos  kWh kVARh KWh, kVARh (pulsed output) 1h Local Metering Via: () (P/S) Separate instruments Multi-function meter 1h Remote Metering Via (P) NOTES:
Protective Legal Regulation for Home Based Workers in Australian Textile, Clothing and Footwear Supply Chains Igor Nossar, Richard Johnstone, Anna Macklin, Michael Rawling Mr Igor Nossar Independent Scholar Ph: 0408 266 641 Professor Richard Johnstone Griffith Law School Nathan campus, Griffith University 170 Kessels Road NATHAN Qld 4111 Telephone (07) 373 53645 Facsimile (07) 373 55599 Email Address r.johnstone@griffith.edu.au Dr Anna Macklin Griffith Law School Nathan campus, Griffith University 170 Kessels Road NATHAN Qld 4111 Telephone (07) 373 53640 Facsimile (07) 373 55599 Email Address Dr Michael Rawling Faculty of Law University of Technology, Sydney PO Box 123 Broadway NSW 2007 Phone 02 9514 3417 Fax 02 9514 3400 Email Michael.Rawling@uts.edu.au
Whereas, many citizens believe that it is fundamentally inequitable for some local governments to enjoy such large windfalls while other local governments are in dire need of additional revenue; and Whereas, if it is assumed that twentyfive billion dollars will be spent on new generating facilities over the next fifteen years with feesinlieu of taxes calculated at four percent of fair market value and an average millage rate of three hundred mills, and that the ad valorem taxes or fees were shared on a per capita basis with all of the counties and school districts within the state, each county would receive additional annual revenue. Now, therefore, Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Article 3, Chapter 37, Title 12 of the 1976 Code is amended by adding: “Section 1237221. (A) For purposes of ad valorem taxes imposed by a political subdivision, eightyfive percent of the total fair market value of all real property associated with a facility for the generation of electric power placed into service after the effective date of this section, and otherwise subject to property tax, is exempt from property tax imposed by any applicable political subdivision. (B) The eightyfive percent of the fair market value of property qualifying for the exemption in subsection (A) is subject to a state property tax. The state property tax must be assessed at a ratio of ten and onehalf percent for school operating, county operating, and municipal operating purposes only. The millage rate for each purpose must not exceed the average annual rate imposed for that purpose throughout the State and must be set annually in the general appropriations act. The tax must be imposed by the county treasurer and collected in the same manner as other property taxes collected by the county for the same purpose and remitted upon receipt to the State Treasurer. (C)(1) Upon receipt of the tax imposed by this section and subject to the limit imposed pursuant to item (2) of this subsection, the State Treasurer shall transfer the amount collected for school operating purposes to the Homestead Exemption Fund to be distributed in the manner provided by this fund and the State Treasurer shall transfer the amount collected for county and municipal operating purposes to the Local Government Fund to be
Infante, D., & Smirnova, J., (2010). Market failures within poor institutions: the effects of bureaucrats rent-seeking activity. Salvadori A. (ed). Institutional and Social Dynamics of Growth and Distribution, Edward Elgar, Aldershot, Hants, England, Brookfield, Vt., USA, 94-116. Jaffe, B., Newell, R. G., & Stavins, R. N. (2002). Environmental policy and technological change. Environmental and Resource Economics, 22(1-2), 41-69. Kaufmann, D., A., & Mastruzzi, M. (2007). Governance matters VI: governance indicators for 1996-2006. World Bank Policy Research Department Working Paper. Kemp, R. (1997). Environmental Policy and Technical Change. Edwar Elgar, Cheltenham, UK. Kerr, S., & Newell, R. G. (2003). Policy-induced technology adoption: evidence from the U.S. lead phasedown. Journal of Industrial Economics, 5(3), 317-343. Leitão, A. (2010). Corruption and the environmental Kuznets Curve: Empirical evidence for sulfur. Ecological Economics, 69(11), 2191–2201. Licht, N., Goldschmidt, C., & Schwartz, S. H. (2007). Culture rules: The foundations of the rule of law and other norms of governance. Journal of Comparative Economics, 35(4), 659-688. Lovely, M., & Popp, D. (2008). Trade, technology and the environment: why have poor countries regulated sooner? NBER Working Papers, No 14286. Norman, S., C., (2009). Rule of law and resource curse: abundance versus intensity. Environmental and Resource Economics, 43(2), 183-207.
SECTION 028700 MERCURY REMEDIATION USE THIS SECTION FOR PROJECTS WHERE MERCURY HAS BEEN IDENTIFIED AND REQIRES REMEDIATION AND DISPOSAL. INCLUDE MERCURY SURVEY REPORT IN THE APPENDIX. SEE INFORMATION AT THE END OF THIS SECTION. PART 1 GENERAL 1.01 SUMMARY A. This Section specifies the procedures for the removal of mercury waste or mercury containing materials, protecting occupants and workers performing the remediation and prevention of migration of mercury contamination to adjacent areas. B. Examine all areas in which the remediation work is to be performed and make necessary investigation regarding completion of the work. 1. Notify the Director’s Representative of any discrepancies found between the documents and the actual field conditions. C. Furnish all labor, materials, services, insurance, patents, and equipment necessary to perform the work of this contract. 1. All work will be conducted in compliance with EPA, OSHA, and NYS regulations, any other applicable federal, state, and local regulations and in accordance with these specifications. 2. In the event there is a conflicting point between these provisions, the most stringent one shall apply. The work of this contract involves the controlled removal and disposal of mercury waste or mercury contaminated construction materials, cleaning of contaminated surfaces and disposal of all waste from within the Work Zones in accordance with all applicable regulations, guidelines and as outlined in this specification. E. This is a level 2 mercury contamination, requiring prompt remediation. 1. Concentration of mercury is between 1.0g/m3 and 10g/m3. 2. Follow all the procedures listed in Part 3 of this Section. USE PARAGRAPH ABOVE OR BELOW AS REQUIRED F. This is a level 1 mercury contamination, requiring immediate remediation. 1. Concentration of mercury is equal to or greater than 10g/m3. 2. Follow all the procedures listed in Part 3 of this Section. 1.02 RELATED WORK SPECIFIED ELSEWHERE A. Summary of the Work: Section 011000. B. Construction Facilities and Temporary Controls: Section 015000.
crops, market gardening, horticulture’ But main fields of relative specialisation: Site preparation; Bars; Animal farming; Manufacture of dairy products and mixed farming. Renewable energy sector, particularly wind and growing in importance technology TEI Epirus: Natural sciences Agricultural sciences recognised. Should focus future innovation investment in developing 2-3 core competencies relevant to the regional economy: R&D extension services for the dairy industry and other agro-food firms, ICT technologies and their application in improving regional health and tourism services and manufacturing production and, Technology know-how related to environmental protection and sustainable exploitation of the natural biodiversity. Technology needs of production sectors should be defined, as well as the routes that will make these technologies available to companies. (tourism, culture); environment (management and protection) Development of qualitative and agricultural production and aquaculture Development of specific forms of tourism Peloponnese Relative industrial specialisation in: Crop production, market gardening, horticulture; Tobacco products, refined petroleum products; Mixed farming; and mining and agglomeration of lignite; Processing and preserving of fruit and vegetables. UOP: Natural sciences Engineering and technology TEI Kalamata: Natural sciences Scientific focus in natural sciences coherent with regional economic specialisation. Suggestion to combine (1) Targeted cluster programmes for tourism and manufacturing sectors and (2) Cross-sectoral support for technological upgrading by identifying key enabling technologies important to the regional business sectors. Need of capability building for design and development of new products in major regional productive sectors, namely agriculture, food and drink industry, and tourism. Current OP 2007-2013: Actions will be focused mainly on characteristics and needs of the productive fabric of the region: mainly very small size, lack of integration of new technologies, administrative and manufacturing flaws and direct or indirect connection with: (1) Agriculture, (2) Construction and (3) Tourism sectors. Innovation policy orientations of the Regional Authority: Broadband connectivity, Euro-Mediterranean institute of marine wind energy, Green economy and waste management, Creation of special economic zones.
Later it was discovered that the local scout group visited the supermarket that afternoon to buy food for their camping trip. (f) Comment on the validity of the model used to obtain the answer to part (e), giving a reason for your answer. (1) (Total for Question 5 is 9 marks) ___________________________________________________________________________ TOTAL FOR SECTION A IS 30 MARKS SECTION B: MECHANICS Answer ALL questions. Unless otherwise indicated, whenever a numerical value of g is required, take g = 9.8 m s–2 and give your answer to either 2 significant figures or 3 significant figures. 6. Figure 1 A car moves along a straight horizontal road. At time t = 0, the velocity of the car is U m s–1. The car then accelerates with constant acceleration a m s–2 for T seconds. The car travels a distance D metres during these T seconds. Figure 1 shows the velocity-time graph for the motion of the car for 0 t T. Using the graph, show that D = UT + aT 2 . (No credit will be given for answers which use any of the kinematics (suvat) formulae listed under Mechanics in the AS Mathematics section of the formulae booklet.) (4) (Total for Question 6 is 4 marks)
8. Figure 1 Figure 1 shows a rectangle ABCD. The point A lies on the y-axis and the points B and D lie on the x-axis as shown in Figure 1. Given that the straight line through the points A and B has equation 5y + 2x = 10, (a) show that the straight line through the points A and D has equation 2y − 5x = 4, (4) (b) find the area of the rectangle ABCD. (3) (Total for Question 8 is 7 marks) ___________________________________________________________________________ 9. Given that A is constant and = 2A2, show that there are exactly two possible values for A. (Total for Question 9 is 5 marks) ___________________________________________________________________________ 10. In a geometric series the common ratio is r and sum to n terms is Sn Given S = S6 show that r , where k is an integer to be found. (Total for Question 10 is 4 marks) ___________________________________________________________________________ 11. Figure 2 Figure 2 shows a sketch of part of the graph y = f(x) where f(x) = 23 – x + 5, x 0 (a) State the range of f. (1) (b) Solve the equation f(x) x + 30
(3) Given that the equation f(x) = k, where k is a constant, has two distinct roots, (c) state the set of possible values for k. (2) (Total for Question 11 is 6 marks) ___________________________________________________________________________ 12. (a) Solve, for –180° x < 180°, the equation 3 sin2 x + sin x + 8 9 cos2 x giving your answers to 2 decimal places. (6) (b) Hence find the smallest positive solution of the equation 3 sin2 (2 – 30) + sin (2 – 30) + 8 = 9 cos2 (2 – 30) giving your answer to 2 decimal places. (2) (Total for Question 12 is 8 marks) ___________________________________________________________________________ 13. (a) Express 10 cos – 3 sin in the form R cos ( + 𝛼), where R > 0 and 0 < 𝛼 < 90. Give the exact value of R and give the value of 𝛼, in degrees, to 2 decimal places. (3) Figure 3 The height above the ground, H metres, of a passenger on a Ferris wheel t minutes after the wheel starts turning, is modelled by the equation H = a – 10 cos (80t)° + 3 sin (80t)° where a is a constant. Figure 3 shows the graph of H against t for two complete cycles of the wheel. Given that the initial height of the passenger above the ground is 1 metre, (b) (i) find a complete equation for the model. (ii) Hence find the maximum height of the passenger above the ground. (2) (c) Find the time taken, to the nearest second, for the passenger to reach the maximum height on the second cycle.
I PHYSICAL PLANE: Work/Career; Personal Development; Health & Wellness. Seeker is asking about matters of personal development, such as work or career. Can also indicate school, university studies, and academics. Could indicate an interest in beginning a new venture or carrying out a new idea. Pile is also associated with the physical, such as body, health, or wellness issues. (Corresponds with FIRE/Wands.) H 1 EMOTIONAL PLANE: Love, Marriage, Family. The internal sphere: Seeker is asking about emotions, feelings, personal relationships, or desires. This pile pertains to the domestic sphere and interpersonal matters. When love or romance is the matter at hand, or the matter that Seeker should focus on at present, the signifier will appear here. (Corresponds with WATER/Cups.) V INTELLECTUAL PLANE: Politics, Ambitions, Social, Intellectual. The intellectualized sphere: Seeker is asking about ambitions and high aspirations. This pile corresponds with the Seeker’s role in society. Activists and leaders often find their signifier cards in this pile. This pile could also pertain to conflict resolution, imbalances or disappointments. Note further that this pile could suggest intellectual matters at play, or a mental struggle. This is the hardest of the four piles to read, but curiously enough, the signifier rarely appears in this pile–only for the most unique of Seeker spirits does the signifier appear here. (Corresponds with AIR/Swords.) H 2 MATERIAL PLANE: Money, Business, Property. Seeker is asking about a material matter, finances, property, or wealth. When the signifier appears in this pile, the Seeker should be focusing on financial concerns, wealth management, or the settlement of a particular piece of property. (Corresponds with EARTH/Pentacles.) Holistic Tarot Supplement This text is offered as a supplement to Holistic Tarot: An Integrative Approach to Using Tarot for Personal Growth (North Atlantic Books, 2015) by Benebell Wen. First Operation Practice Log
24 14:21:42 P1 for 2 out of 3 expressions in one letter eg from x, x+7 2x+14 or see a set of numbers to show interpretation of the relationships, eg 10, 17, 34 P1 (dep) for sum of their 3 expressions =77 eg x + x+7+2x+14 =77 oe or 2 systematic correct trials including addition P1 for a correct process to isolate their term in x or x=14 A1 for ratio 14:21:42 oe Paper 1MA1: 1F Question Working Answer Mark Notes 25 CB extended to form CG Reasoning B1 for 35 or 75 or 145 or 105 or DEF = 70, marked on the diagram or 3 letter description M1 for 180−70−35 or 180−75−35 or a correct pair of angles that would lead to 75 or 70, eg AFB = 35 and FAB = 75 or AFB = 35 and ABG = 75 or FBC = 35 and ABG = 75 or EDF = 75 and DEF = 70 or FDC = 105 and FBC = 35 or ABC = 105 and FBC = 35 C2 (dep on B1M1) All figures correct with all appropriate reasons stated. Angles must be clearly labelled or on the diagram. Full solution must be seen (C1 (dep on B1 or M1) for one reason clearly used and stated.) Corresponding angles are equal, alternate angles are equal, opposite angles in a parallelogram are equal, angles in a triangle sum to 180, angles on a straight line sum to 180, vertically opposite angles are equal, vertically opposite angles are equal,
Paper 1MA1: 1F Question Working Answer Mark Notes 28 Shows reasoning to reach y=3 M1 forms equation eg 2x + 6 = 5x – 9 48÷3 (=16) 3(2x + 6) = 48 or 3(5x – 9) = 48, condone missing bracket M1 isolates x and number terms 3x = 15 forms equation 2x+6=“16” or 5x – 9= “16” Isolates x and number terms 6x = “30” or 15x = “75” M1 substitutes “5” into side length eg 2 × 5 + 6 (=16) isolates x and number terms 2x= “10” or 5x = “25” forms the second equation A1 48÷16=3 or 16×3=48 shows x=5 for both solutions x=5 from 2 different equations. 29 Comment B1 for correct mathematical comment eg line segments not a curve or should draw freehand or should not use a ruler, or should be a curve NB Do not accept statements about scale or plotting accuracy. 30 4 M1 for a complete method eg 2.80 × 100 ÷ (100−30) oe or 2.80 ÷ 0.7 oe or for build up method but must show all intermediate steps unless all figures are correct eg 2.8 ÷ 7 = 0.4 and “0.40” × 10 (=4) A1 cao
DISTRICT NAME WILL GO HERE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 30 31 1 Text here 2 Text here 3 Text here 6 Text here 7 Text here 8 Text here 9 Text here 10 Text here 13 Text here 14 Text here 15 Text here 16 Text here 17 Text here 20 Text here 21 Text here 22 Text here 23 Text here 24 Text here 27 Text here 28 Text here 29 Text here
Your company name Workplace Safety Assessment Job Hazard Analysis (JHA) Your logo here Document Control #: Stone-JHA-028 Revision Date: mm/dd/yyyy Document Title: Job Hazard Analysis (JHA) Issue #: Department: Fabrication shop Frequency: (Annually, monthly, weekly) Personal Protective Equipment Required: Hardhat, steel toe shoes, safety glasses, gloves, safety vest, hearing protection as required. Completed by: Name of Company Representative Here Fabricator Task Description Hazard Control Prepares job, lifts stone to and from cart, uses hand saws, electric router, and hand grinders. Housekeeping. Ergonomic: strains and sprains from attempting to lift large loads Single employee restricted not to lift over 100 lbs. Ergonomic training conducted during safety meetings. Lift properly using legs, keeping back straight Complete back safety training Noise: this area found to exceed 85 dB Hearing protection required, written conservation program, annual hearing tests given Slip, trip and fall Good housekeeping required Slip resistant boots required Turns lights on in work area ALWAYS Look where you are going – do not assume there is a clear path Struck by Employee walking with stone trained not to stand under or in front of moving load (fall shadow) Traffic areas cleared so stone cart has smooth operating surface Hard hats required during crane operation.
“Pretty much all studio photos are airbrushed anyway, and pretty much all of the photos we see in magazines are airbrushed, too. I think that’s real life,” Gifford said. “If, for instance, we took a photo of someone who had really bad acne, we would probably offer to take the acne off,” Gifford said. “Airbrushing of the senior photos happens every day, so what’s the difference?” Gifford said. “We don’t do it just because it looks better, but I’d change it if they asked.” Photo manipulation for inclusion One place that Gifford said Photoshop helps her staff present a better product is a large, foldout senior photo spread. These pages, Gifford said, are edited for appropriateness and to include all of the seniors. “We cut out hand signals, no matter what they are. We warn them in advance that we will take them out,” Gifford said. “We have to go through one person at a time. Every once in a while a junior sneaks in. I’ll clone a wall in to take them out.” These edits are important, Gifford said, because they help the photo tell the complete story of the senior class. “The yearbook’s supposed to be a representation of the whole school and we want to make sure we include as many (seniors) as possible,” Gifford said. She adds that the students who miss the senior photo are often the students who are less involved in the school and, therefore, less represented in the yearbook. Adding them in to the senior photo helps get them into the book. Truth be told, the reader is not getting the entire story from an image with cut-out background. This image may now be out of context and not tell the entire story, or tell it in a truthful way. Consider the story you are trying to tell in words and images when you think about using a COB. Photoshop cheating Truth be told, the reader is not getting the entire story from an image with cut-out background. This image may now be out of context and not tell the entire story, or tell it in a truthful way. Consider the story you are trying to tell in words and images when you think about using a COB. In the same situation, though, Tanner would arrive at a very different conclusion.
Lyrics: “I Want to Live in America” (from West Side Story) ANITA Puerto Rico My heart's devotion Let it sink back in the ocean Always the hurricanes blowing Always the population growing And the money owing And the sunlight streaming And the natives steaming I like the island Manhattan Smoke on your pipe And put that in! GIRLS I like to be in America Okay by me in America Everything free in America BERNARDO For a small fee in America ANITA Buying on credit is so nice BERNARDO One look at us and they charge twice ROSALIA I'll have my own washing machine INDIO What will you have though to keep clean? ANITA Skyscrapers bloom in America ROSALIA Cadillacs zoom in America TERESITA Industry boom in America BOYS Twelve in a room in America ANITA Lots of new housing with more space BERNARDO Lots of doors slamming in our face ANITA I'll get a terrace apartment BERNARDO Better get rid of your accent ANITA Life can be bright in America BOYS If you can fight in America GIRLS Life is all right in America BOYS If you're all white in America GIRLS Here you are free and you have pride BOYS Long as you stay on your own side GIRLS Free to be anything you choose BOYS Free to wait tables and shine shoes BERNARDO Everywhere grime in America Organized crime in America Terrible time in America ANITA You forget I'm in America BERNARDO I think I'll go back to San Juan ANITA I know what boat you can get on BERNARDO Everyone there will give big cheers
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COORDINATED PROGRAM REVIEW CORRECTIVE ACTION PLAN Criterion & Topic: CR 15 Non-discriminatory administration of scholarships, prizes and awards CPR Rating: Not Implemented Department CPR Findings: Review of documents indicated that the district does not have a process for ensuring that scholarships, prizes and awards sponsored or administered by the district are free of restrictions based upon race, color, sex, gender identity, religion, national origin, sexual orientation or disability. Description of Corrective Action: The district has included its nondiscrimination clauses on all of the scholarship forms Title/Role(s) of Responsible Persons: Mona Blumstein Administrator of Student Services Expected Date of Completion: 11/15/2015 Evidence of Completion of the Corrective Action: Scholarship form Description of Internal Monitoring Procedures: Review of form each year CORRECTIVE ACTION PLAN APPROVAL SECTION Criterion: CR 15 Non-discriminatory administration of scholarships, prizes and awards Corrective Action Plan Status: Approved Status Date: 12/19/2014 Correction Status: Not Corrected Basis for Decision: Department Order of Corrective Action: Required Elements of Progress Report(s): By February 23, 2015, submit evidence of updated scholarship forms and dissemination for relevant staff on the district's revised policy that scholarships, prizes and awards sponsored or administered by the district are free of restrictions based upon race, color, sex, gender identity, religion, national origin, sexual orientation or disability. Progress Report Due Date(s): 02/23/2015 COORDINATED PROGRAM REVIEW CORRECTIVE ACTION PLAN Criterion & Topic: CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program CPR Rating: Partially Implemented