zilongwang/ReadingBank huggingface dataset:
What trends or conclusions emerge from a series of case studies of learnings from other countries/sectors, etc.? e.g. Sweden NOx policy / tax-refund. What were implications of this policy? How did they push this policy through? What can Canada learn from this? Should we sever climate policy from innovation policy? Exploring cases where technologies compete with other technologies: questions on the dynamics of innovation and the structure of different industries are still very much to be explored. How do we resolve the tension between driving down renewables costs globally versus individual countries wanting to retain their competitiveness and profitability in a certain field? E.g. for the sake of global climate mitigation, the price of EV’s should go down as rapidly as possible. But for Germany’s economy, this driving down of price has impacted their ability to be competitive as an EV battery manufacturer. How to transition from short-run incentives aimed at facilitating the entry of new actors in a sector to longer-term incentives focused on post-market entry priorities? The initial short-run incentives are not necessarily good for the long run, so we have to think up-front about how our policies are going to evolve over time and as the sector matures.
Population Dynamics and Space Availability ( ) Introduction We have already examined how initial population size affects how quickly a population can grow and how limited food limits population size. If you need a review of this material, please look over the material presented earlier in the module. We are going to use what we learned earlier to examine how space availability can constrain populations. Much like food, space is necessary for an organism to function. If space is limited, individuals in a population have to compete for it. In this portion of the module, we will design and execute an experiment to examine how space availability influences the dynamics of a fruit fly population. Hypothesis Forming Since we are aiming to observe how limitations on space alter a population’s dynamics, we should form a hypothesis as to what the relationship may be. Of the following hypotheses, which makes the most sense building on what you know about the importance of space? Why? Populations with more space will grow to a smaller size and less quickly than similar populations with less space available. Populations with more space will grow to a smaller size and more quickly than similar populations with less space available. Populations with more space will grow to a larger size and less quickly than similar populations with less space available. Populations with more space will grow to a larger size and more quickly than similar populations with less space available. Experimental Design To test our hypothesis, we must design an experiment that varies our independent variable and allows us to quantify our dependent variable. Our independent variable (amount of space available) must vary across the experimental trials, and the dependent variables (rate of population growth and size of the population) can then be assessed. All other variables should be held constant across the trials. For the following variables explain how you would keep them constant across trials: Food Availability Water Availability Temperature Light Exposure In this experiment, we are going to use a portion of data you have already collected. From the portion of the module concerning pupation rates, please gather both the raw data as well as the Joinpoint graph for the initial population of four adults. You will notice that the following procedure is very similar to the one from earlier in the module, with the exception that the vials are larger and you only use one initial population size.
SESSION 3 - QUESTIONING FACT CARD 1 ‘After a student has spoken, the teacher may feel that the appropriate thing to occur is for him or her to say something, and this something is more times than not a question. Immediately there then ensues a question-answer-question series, and the question-answer relationship is off and running, leaving discussion in its traces. For example, 85% of observed exchanges the teacher put a further question after the student had responded; at any point, the chances were greater than two to one that the teacher would ask a question’ (Mishler cited in J.T.Dillon) SESSION 3 - QUESTIONING FACT CARD 2 ‘Teachers already know most of the answers to questions they ask in the classroom. These are known in the trade as ‘guess what i am thinking’ questions. We ask these kind of questions to check pupils ‘knowledge and understanding and to diagnose difficulties. They are legitimate questions to ask, of course, but there is a lot of research to show thet most teachers-even the most experienced among us – ask too many’ (Ian Smith, 2007) SESSION 3 - QUESTIONING FACT CARD 3 ‘Some students are trying to answer every single question teacher asks. They’re thinking all time, and those students are getting smarter and smarter and smarter. There are other students who are trying to avoid being called on. Guy Claxon called them ‘radiator children’ – the children who snuggle up to the radiator and become almost invisible in the classroom. Teachers rarely ever call on them, and so those students are forgoing the opportunity to get smarter. If you are allowing students to choose whether to participate in your classroom, you are exacerbating the achievement gap. So because environment creates intelligence and intelligence creates environment, what we have to do is to create classrooms which are inclusive, where the cognitive demand is high, and where participation is obligatory. So if you’re not requiring every single pupil to engage in the questioning you’re doing or in the discussion you’re leading, you are actually making things worse. That’s why I don’t think you have an option. If you’re serious about raising achievement, if you’re serious about getting rid of achievement gaps, between for example working class students and middle class students, then you have to create classrooms where participation is compulsory’ Dylan William CANC 2006 SESSION 3 - QUESTIONING RE-VERSIONING ACTIVITY HAND OUT 1
Details of professionals/workers Name Profession or relationship to client Agency (if applicable) Contact address Telephone number If the client is not involved in the risk assessment please state the reason Service User’s views of issues and events 7. What are the risks? What might happen if this goes ahead/ continues to occur? (Identify each potential risk resulting from the hazard separately) Risk Rating See Matrix (Page Number Colour Capacity of the person Does the person have capacity to understand the Yes No Fluctuating
Holy Book(s) 1) God monotheistic OR polytheistic? Name: _________________________________ Practices and Rituals Food should be ___________________ Holiday = ________________________ Holiday = ________________________ Key Beliefs Founded by _________________________ “Judaism is a ____________________ faith” Worship Services Place of worship: ______________________ Title of leader: ________________________ Sects or Denominations
Holy Book(s) God monotheistic OR polytheistic? What is the “Trinity”? Practices and Rituals Holiday = ___________________________ Holiday = ___________________________ How do Christians communicate with God? Key Beliefs “ ____________________ is the son of ____________” What do Christians believe? Worship Services Place of worship: ______________________ Title of leaders: ________________________ ________________________ Sects or Denominations Give 3 examples from the powerpoint/reading. 1) 2) 3)
Holy Book(s) (Spell it both ways.) Koran Find the other spelling in the readings. ____________________________ God monotheistic OR polytheistic? Name: ____________________________ Practices and Rituals Five Pillars: 1) 2) 3) 4) 5) Key Beliefs “_________________ is the one true God and ___________________ is his prophet.” Worship Services Place of worship: ______________________ Title of leader: ________________________ Sects or Denominations 2 main divisions – 1) 2)
(This page intentionally left blank.) APPENDIX 1 DEFINITIONS “Agreement” means this consulting agreement including all attached appendices, as the same may be supplemented, amended, restated or replaced from time to time; “Assignment” means the specific scope of Services and Deliverables as set out this Agreement; “Consultant” means the persons, firm, or corporation contracting with HIC to provide labour, materials, and equipment for execution of the Work; “Day” means a calendar day; “Deliverables” means expert advice on and/or the delivery of all or any part of the Services as set out in the Consultant’s Proposal; “Proposal” means the Consultant’s response to a request for proposals, including all material attached thereto; “Parties” means HIC and the Consultant collectively, and “Party” means any one of them; “Services” means the services to be provided by the Consultant as set out in Schedule 1 of this Agreement; “HIC” means HPC Housing Investment Corporation
Overhead 10% Total Fee (A) B. Other Cost a Transportation Cost and DSA for conducting survey LS b Preparation of Inception, Draft and Final Report LS Other Cost (B) C. Grand Total (A+B) D. VAT (13% of C) E. Grand Total with VAT (C+D) Amounts in words: Note: This Summary of Costs sheet must be submitted in separate envelope in Financial proposal.
Terms and Definitions For the purposes of this document, the following terms and definitions apply. Attribute Characteristic of a feature. For example, number of lanes or pavement status. In UML “a classifier that describes a range of values that instances of the classifier may hold. [ISO/TS 19103:2005 – adapted from ISO/IEC 19501] Class Description of a set of objects that share the same attributes, operations, methods, relationships, and semantics. Note: A class does not always have an associated geometry (e.g., address range class). [ISO/TS 19103:2005 – adapted from ISO/IEC 19501] Dataset Data collection identifiable for a specific region. Feature Abstraction of real-world phenomena. [ISO 19101:2002] Object An object is an instance of a class. In UML “entity with a well-defined boundary and identity, which encapsulates state and behaviour [ISO/TS 19103:2005 – adapted from ISO/IEC 19501] Abbreviations CEDA Category of Estimated Data Accuracy CMAS Circular Map Accuracy Standard: CRS Coordinate Reference System DOALOS United Nations Division of Ocean Affairs Law Of the Sea EEZ Exclusive Economic Zone EPSG European Petroleum Survey Group GIS Geographic Information System GML Geography Markup Language (ISO standard 19136:2007) ID Identifier IHO International Hydrographic Organisation
Action Person Responsible Audit Point Target Date Monitored By Evaluation To identify appropriate external agencies to play an active role in safeguarding within the curriculum and keeping safe Julian Scholefield 4 September 2016 but ongoing Kelly Belcher To complete the self – review Anti- Bullying Mapping and Planning Tool, in order to achieve an Anti-Bullying Award. Kelly Belcher, Ann Bennett & Ian Coker 5 November 2016 Julian Scholefield To produce a policy on child welfare and child protection record keeping. Kelly Belcher 10 October 2016 Julian Scholefield & Ann Bennett To research Elective Home Education and produce Policy & Guidance for staff Kelly Belcher 13 December 2016 Julian Scholefield For a nominated staff member (HO’C) to attend training on and implement practise into school. Hayley O’Callaghan 14 & 15 January 2017 Julian Scholefield To produce a programme across the curriculum on e-safety. Hayley O’Callaghan 15 December 2016 Julian Scholefield
If guidelines are prescribed or is a directive from outside your organisation, does your organisation have any role on how the policy is implemented? Yes – completed Impact Assessment No – this policy/initiative is not assessed for Substantive Equality. Document the reason below: Key definitions and further information Key definitions Policy Framework: The five level strategy for organisations to implement Substantive Equality. Policy: applies to all policies for new or revised policies, initiatives, projects, plans, programs and services which are either delivered directly to the public or impact on them through written laws or directives. However, an organisation will generally have had
Olfactory tract. CM The subcortical centers of smell are located in: The mammillary bodies. Olfactory triangle. The amigdaloid body. Septum pellucidum. Anterior perforate substance. CS The cortical centers of smell are located in: Olfactory triangle. Anterior perforate substance. Uncus. The mammillary bodies. Olfactory bulb. Perechile XI şi XII de nervi cranieni – Topografie, ramuri, zone de inervaţie, conexiuni, explorare pe viu . CS Nuclei of which nerves are located at the level of the pons? a. III – IV. b. V – VIII. c. IX – XII. d. I – II. e. All above enumerated. CS Nuclei of which nerves are located at the level of the medulla oblongata? a. V – VIII. b. III – IV. c. IX – XII. d. I – II. e. All above mentioned. CS The XIth pair of cranial nerve possess following nuclei: a. motor. b. sensory. c. vegetative sympathetic. d. vegetative parasympathetic. e. All types. CM Indicate the cranial nerves which possess motor nuclei: a. III. b. X. c. VIII. d. II. e. VI. CM Through superior orbital fissure pass: a. The ophthalmic nerve. b. The maxillary nerve. c. The trochlear nerve.
D. Vertical. E. Median. CM The blood circulation of the foetus: A. It is the pulmonary circulation. B. It is the placental circulation. C.The greater blood circulation communicates with the lesser one through foramen ovale and ductus arteriosus. D. It takes part only through the arteries. E. It supplies the foetus with oxygen and nutrients. CM The heart activity consists of the following phases: A. Total systole. B. Atrial systole. C. Total diastole. D. Ventricular systole. E. Ventricular diastole. CM The visceral lamina of the serous pericardium represents: A. The internal layer of the heart. B. The external layer of the heart. C. The epicardium. D. Two laminae of the fibrous pericardium. E. The lamina which covers the inner surface of the fibrous pericardium. CS The sternocostal surface of the pericardium: A. It adheres directly to the inner surface of the sternal body and the IV, V, VI costal cartilages. B. It attaches to the VII, VIII and IX ribs. C. It connects with the thoracic wall by the superior and inferior sternopericardial ligaments. D. It covers the entire inner surface of the sternum. E. It adheres to the mediastinal pleura of both sides. CM The pericardial fluid: A. It facilitates the sliding of the heart. B. It prevents the heart movement. C. It is a serous fluid. D. It appears as a viscous fluid. E. It is located between the fibrous and serous pericardium. CS The apex beat may be felt: A. At the projection of the apex of the heart. B. In the III left intercostal space. C. At the level of the IV right costal cartilage. D. In the IV right intercostal space. E. On the left midclavicular line. CM The position of the heart: A. It depends on the position of the diaphragm, age and constitution. B. In individuals of the hypersthenic type the heart has a horizontal position.
Annual Performance Appraisal - Internet Explorer (1) Click Save . Annual Performance Appraisal - Internet Explorer (1) Click Display . Annual Performance Appraisal - Internet Explorer (1) Click . Annual Performance Appraisal - Internet Explorer (1) Click here . Annual Performance Appraisal - Internet Explorer (1) Click Back To Main . Annual Performance Appraisal - Internet Explorer (1) Click here . Overview - RVPN Employee Portal - Internet Explorer (1) Click . Overview - RVPN Employee Portal - Internet Explorer (1) Click Reports . Overview - RVPN Employee Portal - Internet Explorer (1) Click Back .
strives to encourage participation, socialization, and competition to provide an environment that enhances the health and well-being of its members A value statement helps to build particular behaviours that underpin and strengthen a positive culture in your club: for example, how the club would like its members to behave towards each other, what relationships the club would like to establish, how the club would like to encourage diversity; Several ideas are presented below; Honest – Clear, truthful communication Respectful – To players, coaches, administrators, parents, referees, and visiting competitors. Community focused – shared links to local schools and other clubs, families. Inclusiveness – incorporated into all club activities Persist – even if success does not come quickly Good sportsmanship – by discouraging anti-social behaviours The vision is a statement is a description of where the club wants to be in 2, 3 5 or 10 years’ time. What outcomes does the club want to work towards achieving? Some demonstrated examples are: To create a supportive environment aimed at encouraging the development of our members in sport participation and leadership To be an inclusive community sports club and a leader in sports provision and development To grow, promote and develop xyz sport in our community & The Association’s /Club’s mission The Association’s /Club’s values
The SWOT Analysis helps to review the strategic direction of the club. It can help the club to identify where it is now, examine its XXXXXX Strengths and Weaknesses in general are regarded as internal factors, whereas Opportunities and Threats are normally regarded as external factors. Internal Environment - Normally addresses the present situation in the club or association External Environment - Normally address the external environment and factors tend to be in the future XXXX Strengths Weaknesses Internal Environment Well-structured committee Skilled volunteers Highly skilled people from a wide variety of professions No new members Few volunteers No sponsors Association only has a few clubs and not well organised Opportunities Threats External Environment Knowledge of Department of Sport and Recreation grants Knowledge of other community grants Develop program and events for a greater cross section of the community Local school closing down Competition scheduling Ageing volunteers Losing coaches and players to other sports
Measures potential XXXX Political Economic Government policies Funding, grants and initiatives Local economy Club financials Social Technological Sports trends Club image Technology legislation, for example taking photos of children Innovation potential Legal Environmental Current legislation, OH&S, or Working with children card, Correct procedures to incorporate clubs Club social responsibility, awareness and expectations Political Economic
MUM LIGHT COTTON NIGHT WEAR LIGHT DRESSING GOWN SLIPPERS/FLIP FLOPS TOILETRIES BATH AND HAND TOWEL DISPOSABLE PANTS (OR OLD ONES) NURSING BRA BREAST PADS MATERNITY PADS FRUIT JUICE GLUCOSE TABLETS MASSAGE OIL LIP SALVE FACIAL SPRITZ FLANNEL CD/I POD OWN PILLOW SNACKS (FOR YOU &PARTNER) PEN & PAPER CAMERA MAGAZINES/BOOKS PHONE CHARGER DISINFECTANT WIPES HAIRBRUSH BABY NAPPIES BODYSUITS/VESTS + 6 BABYGROS + 6 SCRATCH MITTS COTTON WOOL/PADS BLANKET (OPTIONAL) HAT OUTFIT FOR GOING HOME DEPENDING ON HOW YOU CHOOSE TO FEED YOUR BABY - BOTTLE FEEDING - PLEASE BRING 1 OR 2 STARTER PACKS OF THE FIRST MILK FORMULA OF YOUR CHOICE. YOU WILL NEED TO PROVIDE FORMULA FOR THE DURATION OF YOUR STAY IN HOSPITAL. BREAST-FEEDING. YOU ARE NOT REQUIRED TO BRING ANY FORMULA. COCH Pre Birthing 09/11/16
Proceedings of the 7th Organic Semiconductor Conference (OSC-09), London, UK, Sept. 2009. Ramesh R. Navan, K. Prashanthi, Anukool Rajoriya, M. Shojaei Baghini, V. R. Palkar, V. Ramgopal Rao, “A Novel High-K (K > 40) Gate Dielectric for pentacene Organic Thin Film Transistors,” The 17th International Conference on COMPOSITES/NANO ENGINEERING (ICCE - 17), Hawaii, USA, 26-31 Jul. 2009. R. R. Navan, R. A. Thakker, S. P. Tiwari, M. S. Baghini, M. B. Patil, S. G. Mhaisalkar and V. R. Rao, "DC & Transient Circuit Simulation Methodologies for Organic Electronics," Proceedings of the IEEE International Workshop on Electron Devices & Semiconductor Technology (IEDST-2009), Mumbai, India, 1-2 Jun. 2009.
As of 3 Oct 18 The 27th Annual Meeting of the Asia Pacific Parliamentary Forum (APPF-27) “Strengthening Parliamentary Partnership for Peace, Security and Sustainable Development ” 13 - 18 January 2019 Siem Reap, Cambodia ----- TENTATIVE PROGRAM Arrival of delegates Proceed to Sokha Siem Reap Resort & Convention Center 07:00 – 08:30 Breakfast Venue: Lotus Restaurant 09:00 – 11:00 Executive Committee Meeting Venue: Ballroom III 11:00 – 11:30 Coffee Break 11:30 – 12:30 Meeting of Advisors, Secretaries and Assistants to all delegations Venue: Borkor Courtesy Call Room
Testable Questions Toss-up Recording Sheet Name _______________________________ Cause Independent Variable Effect Dependent Variable Testable Question Write the full testable question. Best
Pursuant to the Official Letter No. 33 dated 03/01/2018 by Ministry of Industry and Trade on approving the criteria for selecting strategic investors of EVNGENCO 3 – the Parent Company (under EVN), criteria for choosing strategic investors is as follows:: Having full legal status as regulated by law; Having strong financial capability and having business results for the last 3 years up to the time of registering to buy shares with profit and no accumulated loss; Priority Investors are organizations or joint ventures experienced in the field of energy or technology related to power generation (management, operation of power plants, coal supply, LNG supply, maintenance, EPC, OEM, etc.) or investors with strong financial capacity and are able to support EVNGENCO 3 in arranging investment capital for power projects in in future. Priority is given to investors who have a plan to support the Corporation post equitization in the transfer of new technology; human resource training; improving financial capacity; corporate governance and material supply. Having written commitments when registering to become strategic investors of the equitized enterprises on the following contents: To continue maintaining and developing power production and brand names of the equitized enterprise for at least 3 (three) years from the time of becoming strategic shareholders. To commit not to transfer purchased shares for a minimum period of 05 (five) years from the date the Joint-stock Company is granted the first business registration certificate operating under the Enterprise Law. Strategic investors have obligation to indemnify when violating signed commitments with the indemnity level determined according to the actual damage. The Government will have the right for the use of the entire shares purchased by strategic investors when the investors violate the signed commitments. Attachment No.2: REGISTRATION DOCUMENTS OF STRATEGIC INVESTORS The registration documents of strategic investors shall include the followings: Investment Capacity Documents Strategic Investor Registration Form (Original Copy signed by Legal Representative) (The Registration Form Template is attached) Business Registration Certificate (Certified Copy).
NOTES: _________________ “‘How would you evaluate the work you’ve done over the last five years? _________________ ‘We’ve set all kinds of productivity records’ ‘What about the community well-being? Many of your candidates haven’t done well in that area.’ ‘They don’t score well in comparison with their productivity, which, once again, have set records.’ ‘Are you familiar with the concept in which the selected candidates take on the personality of the Process Leader?’” NOTES: _________________ “The process is about more than selection. So much more. The Offshore offers true salvation. The process is the purification. Because life on the Offshore is always true, always just and superior. But in order to be deserving of it, you must accept all--have faith in the founding couple, faith in the process, and most importantly faith in yourselves to succeed. And now let’s close our eyes and imagine ourselves living at The Offshore” - EPISODE 2 NOTES: Topics: Classism: Compare the lifestyles of The Inland and The Offshore How does the term “Survival of the Fittest” apply to the events in 3%? (in addition to character traits of the protagonists, consider Episode 4 in particular) Episode 6 shows more personal costs for achieving life as a 3%. Record those costs here: The idea of “Merit” comes up frequently. “Merit” is defined as “a claim to respect and praise.” How does the government argue that they have created a just Meritocracy (a system defined by merit, not class)?
ARTS IMPACT LESSON PLAN Dance and Math Infused Lesson Lesson Three: Triangle, Quadrilateral, Pentagon, and Hexagon Dances Author: Debbie Gilbert Grade Level: Second Enduring Understanding Number and type of angles, and number and length of sides can describe and identify shapes. Lesson Description (Use for family communication and displaying student art) In this math and dance lesson, students discuss the properties of these geometric shapes: triangles, quadrilaterals, pentagons, and hexagons. With stretchy fabric, students make gigantic shapes and create a Four Shapes Dance with a small group. They perform the dance for each other and respond by describing the number of angles and sides in each shape. Learning Targets and Assessment Criteria Target: Creates a dance using a sequence of geometric shapes. Criteria: Uses body shapes and a prop to represent a series of four shapes: triangle, quadrilateral, pentagon, hexagon. Repeats the sequence three times. Target: Makes shapes with specific attributes. Criteria: Draws a triangle, a quadrilateral, a pentagon, and a hexagon. Vocabulary Materials Learning Standards Arts Infused: Shape Math: Angle Equal Polygon Hexagon Pentagon Quadrilateral Triangle Regular and Irregular Side Arts: Sequence Space bubble Museum Artworks or Performance Seattle, WA Pacific Northwest Ballet UW World Series of Dance Tacoma, WA Broadway Center for the Performing Arts Materials
Observe your Tomatosphere™ plants each day. Use this chart to record your quantitative and qualitative observations. Examples: # of germinations, height of seedlings, etc. Examples: plant colour, health of plants, major changes observed, etc.
Week 2 U6B 50m 100m Discus (350g) Long Jump U6G 50m 100m Discus (350g) Turbo Javelin U7B 50m 100m Discus (350g) Long Jump U7G 50m 100m Discus (350g) Turbo Javelin U8B 50m 100m Discus (500g) Long Jump U8G 50m 100m Discus (500g) Turbo Javelin U9B 700 Walk 100m 400m Long Jump U9G 700 Walk 100m 400m Long Jump U10B 1100 Walk 100m 400m Discus (500g) U10G 1100 Walk 100m 400m Shot Put (2kg - orange) U11B 1100 Walk 100m 400m High Jump (Start 0.95m) Javelin (400g) U11G 1100 Walk 100m 400m Shot Put (2kg - orange) Triple Jump U12B 1500 Walk 100m 400m High Jump (Start 1.00m) Javelin (400g) U12G 1500 Walk 100m 400m Shot Put (2kg - orange) Triple Jump U13B 1500 Walk 100m 400m High Jump (Start 1.05m) Triple Jump U13-14G 1500 Walk 100m 400m High Jump (Start 1.05 – 1.10m) Javelin (400 – 500g) U14-17B 1500 Walk 100m 400m High Jump (Starts 1.10, 1.15 & 1.20m) Javelin (600 & 700g) U15-17G 1500 Walk 100m 400m Shot Put (3kg) Triple Jump
For the Interconnection Customer Name: Title: Date: SGIA Attachment 1: Glossary of Terms Affected System – An electric system other than the Transmission Provider’s Transmission System that may be affected by the proposed interconnection. Applicable Laws and Regulations – All duly promulgated applicable federal, state and local laws, regulations, rules, ordinances, codes, decrees, judgments, directives, or judicial or administrative orders, permits and other duly authorized actions of any Governmental Authority. Business Day – Monday through Friday, excluding Federal Holidays. Completed Interconnection Request - The Interconnection Customer’s request following the completion of the Pre-Application Process, to interconnect a new Small Generating Facility, or to increase the capacity of, or make a Material Modification to the operating characteristics of, an existing Generating Facility that is interconnection with the Transmission Provider’s Transmission System. Default – The failure of a breaching Party to cure its Breach under the Small Generator Interconnection Agreement. Distribution System – The Transmission Provider’s facilities and equipment used to transmit electricity to ultimate usage points such as homes and industries directly from nearby generators or from interchanges with higher voltage transmission networks which transport bulk power over longer distances. The voltage levels at which Distribution Systems operate differ among areas. Distribution Upgrades – The additions, modifications, and upgrades to the Transmission Provider’s Distribution System at or beyond the Point of Interconnection to facilitate interconnection of the Small Generating Facility and render the transmission service necessary to effect the Interconnection Customer’s wholesale sale of electricity in interstate commerce. Distribution Upgrades do not include Interconnection Facilities. Good Utility Practice – Any of the practices, methods and acts engaged in or approved by a significant portion of the electric industry during the relevant time period, or any of the practices, methods and acts which, in the exercise of reasonable judgment in light of the facts known at the time the decision was made, could have been expected to accomplish the desired result at a reasonable cost consistent with good business practices, reliability, safety and expedition. Good Utility Practice is not intended to be limited to the optimum practice, method, or act to the
To Edit a Clearance: Time Specification – Creating and Modifying Times Primary uses – Unlocking of doors (Requires additional Event) Restricting access based on time of day (When paired with a door in a Clearance) Time Spec Selection Dialog Box Time Specification Dialog Box Note: Unlocking doors requires a system event. Please contact the Physical Security Office for assistance. Changing a Time Spec (s) will automatically update every clearance currently using the Time Spec.
Individual payments processed. Program outcome Clients stabilized at 3 and 6 month intervals that do NOT have future EFA requests; Clients will show improved and/or stabilized living situation as result of accessing EFA at 6 months and 12 months; Clients who report stable living arrangements reported on a quarterly basis; Number of referred clients into program; Number of people receiving housing assistance. Indicators Number of stabilized clients (determined by stable housing, decreased need for EFA, , reduced number of requests). Standard Outcome Measure Numerator Denominator Data Source Goal/Benchmark Funds in this category are limited in dollars of assistance within a contract year. Documentation in client’s file. Number of clients receiving housing assistance funds through EFA. Annually 12 months Client Files ECOMPAS 90% of client charts have documentation of funds to clients upon approved request. Provider will have a written plan regarding discharge and/or transition of client from services. Written discharge/ transition plan on file Number of clients discharged/ Transitioned from housing assistance through EFA. Number of clients receiving housing assistance through EFA. Client Files ECOMPAS 90% of client charts have documentation of written discharge/ Transition plan. Service provider will conduct an assessment of the presenting problems/needs, income and expenses of the client with emergency financial issue. Documentation of the client's need for EFA. Number of EFA charts with documentation of assessment. Number of total client files for EFA. Client Files ECOMPAS 90% of client files have documentation of need for EFA.
Client will be assessed for ongoing status and outcome of the emergency assistance plan. Documentation of resolution of the emergency status and referrals made with outcome results in client files. Number of EFA charts with documentation of assessment. Number of total client files for EFA. Client Files ECOMPAS 90% of client files have documentation of resolution of the emergency status and referrals made with outcome results in client files. Emergency financial assistance payment is made out to the appropriate vendor in the exact amount listed on bill. No payment may be made directly to clients, family or household members. Check or voucher issued within 3 business days. Documentation of payment in client’s file with copy of check/ voucher in client’s file. Number of EFA charts with documentation of payment. Number of total client files for EFA. Client Files ECOMPAS 90% of client files have documentation of payment with copy of check/voucher. Care plan to reflect clear, objectives for transitioning client to a stable position, re-evaluation quarterly. Documentation on care plan in client case management records. Number of clients with service plans and quarterly follow up. Client files ECOMPAS 90% of client records have documentation of service plan and quarterly
Why did Judy object to her mom using a paper bag to pack her lunch? (Pg. 27) Trees are cut down to make paper bags and trees help control global warming and give us oxygen. They also give us shade and help take the dust out of the air. Without them, we would die. What word does the author use to let us know that it is not going to be an easy job for Judy to make the world a better place? Using clues from the text, what does this word mean? (Pg. 28) Complicated, which means it involves many different and perhaps difficult and confusing parts
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Pg. 16- rubbish, recycle Pg. 19- take action Pg. 20- noise pollution, cupboard Pg. 24- trudged, sloth, hardly, grinding Pg. 27- ruin STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Pg.27- clomped Pg. 28- complicated Pg. 20- leaky Pg. 25- kindling
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text surrounded keen eerie heaving channel gnawed bore uncertain anxiously barely beckoned ancient gradually cautiously STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text neighboring distress melodies despair symphony
Table 4.4.1 Asset Lives – estimated service life of new assets DNSP must report the current expected service life of new assets in this table. New assets are assets installed in the most recent regulatory reporting year. The expected service life of new assets is the estimated period after installation of a new asset during which the asset will be capable of delivering the same effective service as it could at its installation date. This may not align with the asset's financial or tax life. When completing the templates for Regulatory Years subsequent to the 2013 Regulatory Year, if DNSP can provide Actual Information for the life of new assets it must do so; otherwise DNSP must provide Estimated Information. Table 4.4.2 Asset Lives – estimated residual service life DNSP must report a current estimation of the weighted average remaining time expected that an asset class (as per DRAB1401 to DRAB1409) will deliver the same effective service as that asset class did at its installation date. When completing the templates for Regulatory Years subsequent to the 2013 Regulatory Year, if DNSP can provide Actual Information for the residual service life variables it must do so; otherwise DNSP must provide Estimated Information.
Congress Is In Recess Congress is in recess – nothing will happen till after the election CNN, 9-21-2012, “Congress leaves with no real progress on fiscal cliff”, , da 10-1-2012 Despite deep concerns about the economic impact of the looming fiscal cliff and months of talks leading up to this point, Democrats and Republicans are leaving town until after the November elections without making any significant progress resolving their main sticking points.¶ Meanwhile, economists warn that left unresolved, the fiscal situation could push the country back into a recession.¶ Lawmakers have said for months that no decisions on taxes, spending and entitlement reform can be made until after voters do their job on Election Day and decide who will control the levers of power at the White House and on Capitol Hill. Congress is in recess until after the election Voice of America, 9-21-2012, “US Congress Set to Recess With Major Issues Unresolved”, , da 10-1-2012 CAPITOL HILL — Members of the U.S. House of Representatives are leaving Washington and senators are expected to depart soon for their home districts to campaign for re-election for the next seven weeks. Lawmakers are leaving a pile of unfinished business on major issues such as how to avert across-the-board cuts in government and defense spending. Congress is set to leave town at one of the earliest points before a November election since 1960, and the departure comes on the heels of another seven-week recess in August and early September. House Minority leader Nancy Pelosi organized a news conference with a number of Democratic lawmakers on the East Steps of the U.S. Capitol to criticize the Republican House leadership for deciding to depart so early. They’re on recess Paul J. Nyden, writer, 9-20-2012, “Manchin blasts upcoming Senate recess”, Charleston Gazette, , da Sen. Joe Manchin, D-W.Va, criticized his fellow members of Congress on Thursday for going out of session until after Election Day without passing any major budget legislation.¶ "We have had 12 continuing resolutions in the two years since I have been here. That is not fixing anything," Manchin said during a telephone news conference.¶ Before the Senate goes out of session this weekend, it is likely to pass the 13th continuing resolution to extend the federal budget. The House of Representatives is also set to adjourn in the next few days.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Professional Monitor Trophies Pranced STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Aimed Scanned Whizzed Sigh Exclaimed Chuckle Hesitated Miniature Retrieve Beaming
Winnington-Ingram, R.P. “Fate in Sophocles.” Modern Critical Views Sophocles. Edited and with an introduction by Harold Bloom. Chelsea House Publishers, a division of Main Line Book Co. 1990. Print. Your name Course number and section Name of your professor Date of completion Title Introduction:
Discuss why Oedipus the King has stood the test of time. Write about destiny versus free will and how this relates Oedipus the King as well as the rest of us Body – Part 1: Write about how Oedipus’ character helps to determine his destiny and consider the question: To what extent does he have free will? To what extent is he responsible for his fate?
PREVIOUS EMPLOYMENT (Starting with most recent, explaining any gaps in employment) DATES FROM/TO (Most recent first explain any gaps in employment) JOB TITLE MAIN RESPONSIBILITIES/ ACTIVITIES COMPANY, ADDRESS & CONTACT NUMBER REASON FOR LEAVING (Please expand boxes or continue on additional sheets if necessary)
(e.g. Degree, Diploma, Cert etc) Duration of course Year obtained (e.g. 1, 2.1, 2.2, Pass, etc.) final examination or Awarding Body First Name: Surname: Section 2 – Education & Training (continued). Qualification (e.g. Degree, Diploma, Cert etc) Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body
Section 5 – Driving Licence/Transport Do you hold a current full driving licence (Category B)? Do you have your own car or have access to a car for work purposes? Section I – References Please provide the names of two responsible persons as referees to whom you are well know but NOT related. If you are currently employed, one of the referees should be a present employer.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text fast thinking, settled down stage blossoms Boom Town landmark Apothecary STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Lonesome Striking Furrows, hankered Whacked Nuggets Wailed Grumbled Roaming
Provide details of any further qualifications obtained and/or training attended, including dates. DATE SUBJECT TRAINING PROVIDER PREVIOUS EMPLOYMENT (Starting with most recent, explaining any gaps in employment) DATES FROM/TO (Most recent first, explain any gaps in employment) JOB TITLE MAIN RESPONSIBILITIES/ ACTIVITIES COMPANY, ADDRESS & CONTACT NUMBER REASON FOR LEAVING (Please expand boxes or continue on additional sheets if necessary)
Performance Not Met: Post-partum screenings, evaluations and education not performed (G9358) DSRIP Specific Modifications None Additional Information Definitions: Breast Feeding Evaluation and Education – Patients who were evaluated for breast feeding before or at 8 weeks Post-Partum Depression Screening – Patients who were screened for post-partum depression before or at 8 weeks post-partum. Questions may be asked either directly by a health care provider or in the form of self-completed paper- or computer administered questionnaires and results should be documented in the medical record. Depression screening may include a self-reported validated depression screening tool (e.g., PHQ-2, Beck Depression Inventory, Beck Depression Inventory for Primary Care, Edinburgh Postnatal Depression Scale (EPDS). Post-Partum Glucose Screening for Gestational Diabetes – Patients who were diagnosed with gestational diabetes during pregnancy who were screened with a glucose screen before or at 8 weeks post-partum. Family and Contraceptive Planning – Patients who were provided family and contraceptive planning and education (including contraception, if necessary) before or at 8 weeks post-partum. Numerator Instruction: To satisfactorily meet the numerator ALL components (breast feeding evaluation and education, post-partum depression screening, family and contraceptive planning and post-partum glucose screening for patients with gestational diabetes) must be performed. L1-237: Well-Child Visits in the First 15 Months of Life (6 or more visits) Measure Description: The percentage of children 15 months old who had six or more well-child visits with a PCP during their first 15 months of life. L1-237: Well-Child Visits in the First 15 Months of Life (6 or more visits) DY7/DY8 Program ID L1-237 Measure Details Steward: NCQA NQF #: 1392 Source: CMS Child Core Set Data Source Provider should utilize either claims or E.H.R. version of specifications Required Status Optional Measure Classification Type: Process Measure Parts: 1 Achievement Calculations Category: P4P Goal Calculation: QISMC HPL: 0.7388 MPL: 0.5349 Directionality: Positive
How can you tell that Jose’ is unhappy when he finds out his father has watched the game? Page 343 The look on Jose’s face changed and he felt that he couldn’t face his father after getting only one hit in four times at bat. What reason does Jose’ give for wanting to hit .375 like his father did? Page 344 Jose’ wanted to make his father proud of him. Read paragraph 1 on page 346. Both Mr. Mendez and Jose’ played baseball. How do their abilities as baseball players compare to one another? Jose’ is a great outfielder but an average hitter. Mr. Mendez was a great hitter but he couldn’t make the catches that Jose’ can make. What advice does Jose’s father give him about his hitting? Page 346 He tells Jose’ to stop worrying about hitting and concentrate on his fielding because that’s where his team needs him the most. What are the different meanings of the word “hit” in this story? (Teacher will discuss why it is important to be aware of multiple meaning words, especially in a specialized context like a story about baseball.) Hit means …when the batter swings and strikes the ball (p.333,335), a batting average for a single game (p.344), and being important and popular with someone (p. 348). What has Jose’ learned about the importance of teamwork? Page 346 He has learned that his teammates depend on him to make catches in the outfield and he likes having people depend on him. How does Jose’s understanding of his father’s feelings change from the beginning to the end of the story? What causes this change? (pages 333-348) At the beginning of the story Jose’ thinks that his father will be proud of him if he “hits” .375.” At the end, he realized that he is a “hit” with his father because he is a good player and important to his team. They understand each other better after talking about it. According to the end of the story, what counts the most to Jose’? page 348 He is glad to be a “hit” with his father.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING BIG IDEAS OF TEXT Words addressed with a question or task WORDS WORTH KNOWING Words to be part of systematic vocabulary instruction, not essential for understanding the big ideas of the text TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 338-vanish Page 335- inning Page 336-singled Page 338-pounded, average Page 340-grounder Page 346-outfielder, ballhawk STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 333- practicing, disappointed Page 344-depend, concentrate
Section 5: Checklist This checklist will help you make sure that you are sending us a complete questionnaire. Please tick the boxes to confirm You have completed all the questions in section 3 You have signed the undertaking in section 4 You have made a copy of the questionnaire for your own records Please tick the boxes to check you have enclosed: Enclosed Section Document Yes N/A Terms of reference Constitution Business plan Latest audited accounts Equal opportunities Policy/statement Health and Safety policy/statement Child Protection policy/statement Vulnerable Adult policy/statement Any other Policies /statements you have listed Letter from Planning Department Financial Plan (if separate from your business plan Section 4 undertaking Copy of minutes from your organisation confirming approval for application Referee
TO BE CONDUCTED AT ANNUAL GENERAL MEETING 18 OF LEVEL 2 AFFILIATED CLUB 29B. BUSINESS TO BE CONDUCTED AT ANNUAL GENERAL MEETING 18 OF LEVEL 3 AFFILIATED CLUB 30. GENERAL MEETINGS 19 31. SPECIAL GENERAL MEETING 19 32. NOTICE OF GENERAL MEETING 19 33. QUORUM FOR, AND ADJOURNMENT OF, GENERAL MEETING 20 34. PROCEDURE AT GENERAL MEETING 21 35. BY-LAWS 22 36. ALTERATION OF THIS CONSTITUTION 22 37. COMMON SEAL 22 38. FUNDS AND ACCOUNTS 23 39. DOCUMENTS 24 40. FINANCIAL YEAR 24 41. DISTRIBUTION OF SURPLUS ASSETS TO ANOTHER ENTITY 24 42. TRANSITIONAL PROVISIONS 24 Associations Incorporation Act 1981 Constitution of Townsville Tourist Amateur Swimming Association Inc. 1 INTERPRETATION In this Constitution unless the contrary intention appears: Act means the Associations Incorporation Act 1981 (Qld). Affiliated Club means the Association (club) recognized by Swimming Queensland as an affiliated club for the purposes of the constitution of Swimming Queensland. Affiliated Region means the association established by Swimming Queensland to administer the sport of swimming in a particular geographic region of as determined by Swimming Queensland.