zilongwang/ReadingBank huggingface dataset:
2016 MEMBERSHIP STATISTICS 2016 BAPTISMS Name Baptism Date Laila Trible 1/10/16 Emma Fritz * 3/13/16 Paige Froehle 4/10/16 Kendall Zitzloff 4/10/16 Brooks Thompson 5/22/16 Kira Thompson 5/22/16 Nora Walters* 7/17/16 Max Griffin 8/07/16 Miles Griffin 8/07/16 Ethan Ungerman 8/21/16 Gabriel Custer 10/23/16 Emma Knisley 10/30/16 Theodore DeMars* 11/13/16 Jameson Geistfeld 11/13/16 Marissa Ricke* 12/11/16 * non-member baptism 2016 Member Deaths: Joseph Griffiths d. 1/24/16 David Nelson d. 5/1/16 Michael Czock d. 7/9/16 Cheryl Thomas d. 10/10/16 *please note: other funerals were held in 2016 for non-members CONFIRMED – 10/30/16 Emma Andreasen Haley Andreasen Anna Blonigen Reno Bredahl Samuel Brown Maya Carson McKenzie Cayler Alex Dalum Julia Egly Annabel Frake Brianna Goldbeck Reed Graunke Madison Halluska Tanner Kroells Mollie Lohmann Emily Olson Gracie Peterson Grace Popp Jack Russell Tanner Schroer-Lampi Derek Techam Lucas Truax Ethan Underhill Jack Voss Seth Wiest Hogan Williams Brock Wuerger Gretchen Wuerger 2016 NEW MEMBERS Jon Arneson Becky Arneson Megan Arneson Reno Bredahl Gabriel Custer Alex Dalum Theodore DeMars Steven Dickey Heather Dickey Paige Froehle Rob Geistfeld Jana Geistfeld Jameson Geistfeld Kendall Geistfeld Sarah Gierke Abigail Gierke Lydia Gierke Max Griffin Emma Knisley Bruce Kuenzel Cynthia Kuenzel Marissa Ricke Brooks Thompson Kira Thompson Laila Trible Timothy Ungerman Tena Ungerman Ethan Ungerman Nora Walters Kendall Zitzloff 2016 NEW MEMBERS: 30 Adult Members: 867 Baptized Children: 277 TOTAL MEMBERSHIP: 1144 21
Electronic Supplementary Material Sensitive fluorescent imaging of Salmonella enteritidis and Salmonella typhimurium using a polyvalent directed peptide polymer Sang-Choon Lee1 · Min-Seo Kim1 · Ki-Chun Yoo2 · Na-Reum Ha1 · Su-Jae Lee2 · Moon-Young Yoon1 1Department of Chemistry and 2Life Science, Research Institute for Natural Sciences, Hanyang University, Seoul 04763, Republic of Korea List of Figures and Tables Fig. S1 Biopanning for Salmonella-binding peptides. Fig. S2 Phage Binding Affinity and Specificity. Fig. S3 The Chemical Structure of Synthesized Salmonella Binding Peptides. Fig. S4 Peptide Binding Affinity and Specificity. Fig. S5 Binding Affinity of PDPPs. Fig. S6 Binding Specificity test of PDPPs. Fig. S7 Feasibility test for PDPPs in tap water Fig. S8 PDPP binding efficiency via visualization of S. enteritidis and S. typhimurium. Fig. S9 Comparison of the Binding Efficiency of PDPPs and sc-PDPP against Salmonella. Fig. S10 Specificity of SEB-PDPP 1 between S. enteritidis and V. parahaemolyticus. Fig. S11 Specificity of STB-PDPP 1 and SRB-PDPP 2 between S. typhimurium and V. parahaemolyticus. Fig. S12 Estimation of the Limit of Detection for PDPPs. Table S1 Conditions for each Round of Biopanning. Table S2 S. enteritidis and S. typhimurium Binding Peptides Displayed on the M13 Phage. Materials and Methods Estimation of Binding Affinities and Specificities for Screened Phage via ELISA. The individual S. enteritidis and S. typhimurium binding phage was prepared as described above. The amplified phages were titered to determine the phage concentration, plaque forming unit (PFU), by counting the number of plaques. To estimate the binding affinities, the cells (108 CFU mL-1) with a negatively charged membrane surface were
Name of the firm Nature of business Year of Details of specific dealt with Whether registered or not if reg. pl. produce proof of reg. i.e .IT/TAN/VAT/No. copy of the same me be enclosed/forwarded Whether post sales service undertaken fre of cost during warranty period Whether your firm has paid Income Tax upto date, if so, please produce a latest Income Tax clearance certificate. 1 2 3 4 5 6 7 SIGNATURE OF THE BIDDER WITH NAME& ADDRESS,CONTACT NOS S.no Item Description of the Quantity Rate
Item (Approx.) 1 A4 SIZE PAPER - WHITE 70 GSM 150 Rims 2 A4 SIZE PAPER YELLOW, PINK,REDDISH, BLUEISH,GREENISH 70 GSM 5 Rims each colour 3 LEGAL SIZE PAPER- WHITE 70 GSM 150 Rims 4 WHITE BOARD DUSTER Superior Quality 30 5 WHITE BOARD MARKER PEN Blue and Black 30+30 6 REGISTER 100 PAGES- PAPER BACK (Single Line) Superior Quality 25 7 REGISTER 200 PAGES- HARD COVER (Single Line) Single line 10 8 EXAM THREAD Superior Quality 4Box 9 RUBBER BAND Big Size 4Packet 10 CELLO TAPE Superior Quality 5 11 OUTLINE MAP- INDIA, WORLD, ASIA (Political) Superior Quality 20+20+20 12 GRAPH PAPER Superior Quality 50 Packet 13 GUM BOTTLE Big size 4 14 THUMB PIN Superior Quality 20 Packet 15 TRANSPARENT FOLDER (A4) Superior Quality 20 Packet 16 BOX FILE (GUARD FILE) Superior Quality 50 17 FLY LEAF (Ofice File) Plastic Clip Superior Quality 200 18 STAPLER SMALL Superior Quality 5 19 TAGS Superior Quality 2 Bundles 20 WATER SPONGE Superior Quality 10 21 STAMP PAD INK Superior Quality 22 METAL SCALE 30 cm Superior Quality 10 23 BROWN TAPE Superior Quality 10 24 MARKER WHITE BOARD (Refiller) Blue & Black 10 25 BROWN PAPER SHEET Superior Quality 100 26 CLOTH COVER ENVELOPES A4 SIZE , LEGAL SIZE,A3 Size 50+50+50 27 COLOUR CHALK BOX Superior Quality 18 Boxes 28 WHITE CHALK BOX Superior Quality 50 Boxes PLACE SIGNATURE OF THE BIDDER DATE FIRM NAME & ADDRESS WITH CONTACT NUMBER WITH STAMP
26) Find rational numbers a and b, if a+b√3 = 27). If x = find x + 28,29and 30questions 31.Express 1.272727… in the form p/q, where p and q are integers and q≠0. 32. Express .7777777… in the form p/q, where p and q are integers and q≠0. 33. Simplify 34. If , find the value of
Note: Where the candidate and/or tutor is unable to, or does not confirm authenticity through signing this declaration form, the work will not be accepted at moderation and a mark of zero will be given. If any question of authenticity arises, the tutor may be contacted for justification of authentication. Candidate Record Form Technical qualifications Level 3 Advanced Technical Diploma in Nail Technology (6003-32) Level 3 Nail Technology - Synoptic assignment (6003-035) Candidate name Candidate number Centre name Centre number Marker Notes – Please always refer to the relevant marking grid for guidance on allocating marks and make notes that describe the quality of the evidence and justification of marks. Expand boxes as required. AO1 – Recall - Breadth, depth, accuracy 10% 1 2 3 4 5 6 AO1 Mark Notes & justification AO2 – Understanding - Security of concepts, causal links 20% 1 2 3 4 5 6 7 8 9 10 11 12 AO2 Mark Notes & justification
Find the candidate “eligible for provisional status” pending a final suitability determination, for purposes of becoming a provisional hire or maintaining provisional status; Place the candidate in “pending” status awaiting the outcome of outstanding BRC components; Issue a “suitable” final suitability determination; or Issue a “not suitable” final suitability due to a mandatory disqualification, for failing to respond, providing false information, refusing to consent to the BRC process or after the candidate completes EEC’s review process. (4) Family Child Care Candidates: (a) Family child care licensees may not obtain or renew a license until the licensee and any household members and those regularly on the premises have a final suitability determination of “suitable”. (b) Family child care licensees and family child care assistants who have been found “not suitable” are not eligible to obtain, renew or retain a license or approval. (c) Household members and persons regularly on the premises who have been found “not suitable” may prevent the family child care licensee from obtaining, renewing or retaining their license. (5) Group, Center-Based, School Age, Residential or Placement Candidates: Group, school age, residential and placement licensees may not obtain, renew or retain a license until the licensee or the BRC Program Administrators have been found “suitable”. If a group, center-based, school age, residential or placement licensee, employee, volunteer, or intern is found “suitable”, the candidate is no longer in provisional status and may work in the EEC Program on a regular basis. If a group, center-based, school age, residential or placement candidate is found “not suitable”, the candidate may not work in the Program and should be removed immediately or within a timeframe determined by EEC. (6) Candidates Providing Services on Behalf of EEC Licensed, Approved or Funded Programs: Candidates providing services in an unsupervised capacity for or on behalf of a Program or for any child attending the Program must obtain a final suitability determination from EEC. If the above candidate is found “suitable”, then the candidate is no longer in provisional status and may continue providing services in the EEC licensed, approved or funded program in a permanent status. If the above candidate is found “not suitable”, then the candidate may not provide services in or on behalf of the EEC licensed, approved or funded program and should be removed immediately or within a timeframe determined by EEC.
Exchange - Listed Options Summary Statistics: Non-directed orders as percentage of total customer orders 100.00% Market orders as percentage of total market orders 80.00% Limit orders as percentage of total limit orders 17.27% Other orders as percentage of total other orders 2.73% Venues Receiving Significant Percentage of Total Non-Directed Orders: 1. Cboe Options Exchange 30.00% 2. NASDAQ PHLX Options 30.00% 3. BOX Option Exchange 11.82% 4. Cboe EDGX Option Exchange 6.36% 5. The MIAX Options Exchange 4.55% 6. NASDAQ Options Market 4.55% 7. NYSE American Options 3.64% 8. Cboe BZX Options Exchange, Inc. 3.64% 9. ISE Gemini Options Exchange 1.82% 10. MIAX Pearl Exchange 1.82% Information Concerning Significant Venues : 1. Cboe Options Exchange Types of Orders Routed to Venue : Market orders as percentage of total market orders 30.68% Limit orders as percentage of total limit orders 15.79% Other orders as percentage of total other orders 100.00% 2. NASDAQ PHLX Options Types of Orders Routed to Venue : Market orders as percentage of total market orders 35.23% Limit orders as percentage of total limit orders 10.53% Other orders as percentage of total other orders 0.00% 3. BOX Option Exchange Types of Orders Routed to Venue : Market orders as percentage of total market orders 11.36% Limit orders as percentage of total limit orders 15.79% Other orders as percentage of total other orders 0.00% 4. Cboe EDGX Option Exchange Types of Orders Routed to Venue : Market orders as percentage of total market orders 7.95% Limit orders as percentage of total limit orders 0.00% Other orders as percentage of total other orders 0.00%
SYMBIAN HISTORY Symbian OS started life as EPOC - the operating system used for many years in Psion handheld devices. When Symbian was formed in 1998, Psion contributed EPOC into the group. EPOC was renamed Symbian OS and has been progressively updated, incorporating both voice and data telephony technologies of ever greater sophistication with every product release. THE COMPANY: Headquartered in London, Symbian Ltd. is owned by Ericsson, Nokia, Panasonic, Psion, Siemens and Sony-Ericsson. CUSTOMERS: Symbian’s customers include all of its shareholders, but any company is free to license the product - Symbian OS is open to all on equal terms. So far, in addition to the shareholders, Sony, Sanyo, Kenwood and Fujitsu have all taken licenses. BASIC PRINCIPLES: The cornerstone of Symbian’s modus operandi is to use open – agreed - standards wherever possible. Symbian is focused squarely on one part of the value chain - providing the base operating system for mobile internet devices. This enables manufacturers, networks and application developers to work together on a common platform. SYMBIAN OS: By setting the standard for wireless value computing and telephony, Symbian brings together the wireless value chain. Symbian OS drives standards for the interoperation of data-enabled mobile phones with mobile networks, content applications and services: A platform for wireless services: Symbian delivers an advanced, open, standard operating system to its licensees. Symbian OS is flexible and scalable enough to be used in the variety of mobile phones needed to meet a wide range of user requirements. Symbian OS supports complex requirements of network protocols worldwide and enables a broad, international community. Providing wireless services:
ITEM DISCUSSION ACTION MOTION Call to Order/Quorum The meeting was called to order at 6:40 p.m. Approval of Agenda The agenda was approved Welcome & Introductions Members introduced themselves. ESAC Terms of Reference ESAC Logo Members approved the ESAC logo format and colours. Draft ESAC Terms of Reference Members reviewed the draft Terms of Reference and provided the following comments and suggestions. Mandate Mandate should focus on issues such as climate change and sustainability Include words such as resilience, sustainability Representatives should Include teachers, students, custodians, and other parent organizations; students did not know about ESAC, need to find ways to be more inclusive Include wording such as “to engage and facilitate work with stakeholders”. Add something with “daring” in it, think “BIG”, and then make changes, and adapt as we go along. Terms of Membership Part (a) – approved Part (b) – approved Part (c) – approved Part (d): Should include community members, teachers and students similar to Alternative Brenda Heyer has volunteered to work with Rodica to incorporate suggestions and finalize mandate. Members are asked to contact Richard if they have suggestions for other members to be included for ESAC membership.
EAKOUTS: Ages 11-14 Breakouts: Age 11-14 Ring Breakout: On whistle, first forward passes to the near defenseman, then supports Defenseman executes a hard ring to the first forward in the far-side line First forward in far-side line slides down, and touch passes to the other forward swinging through Forward skates puck around the cone and shoots Note: The purpose of this drill is to work on controlling the ring breakout. After the far-side winger redirects the ring, he passes to the D, and the drill repeats in the opposite direction. Breakout 2 on 0: Forward passes to the defenseman, then supports in the role of the centerman Defenseman skates the puck behind the net, then passes to the first forward in the other line Forward touch passes to the first forward swinging through, who takes it down the ice and shoots After shooting, the first forward picks up a puck and hits the second forward, who is coming in as a “trailer man,” for a one-time shot Patrick Perpetual Breakout: 2 passers start the drill by shooting then picking up a puck behind the net to initiate the breakout Low forward simulates winger, and swings in to pick up board-side breakout pass High forward swings through and acts as the centerman, providing middle support Winger touch-passes to center, who attacks and shoots, then initiates breakout in far zone Winger moves to middle line Note: winger can swing from top down, or from bottom up, depending on your team's breakout set up.
highlight the importance of stakeholders and ethics, and they seem to be vital in order to ensure that businesses have a sense of direction (that top management ‘get’ sustainability. What ideas can I take forward? Going forward, the lecture has shown how sustainability, and not just the artificial CSR report, seems to be the most important way in which businesses will implement ethical practices. This, in particular by the time I may be in a position to influence sustainable practices, seems to be the way forward and I hope to remember the importance of sustainability in business models rather than taking the easy way out and artificially producing short term CSR reports. Also, the issue of farming is an example of planning for the future and shows just how much impact a business can have on the environment and business in the future. It is shown how much impact a business can have on the long term development of economies/industries such as agriculture, despite the removed nature of the farmers. Taking this idea further, I feel it will be necessary to analyse thoroughly any decisions for any business I am involved in in the future.
We increase the number of learners who can have a chance at success in school when we base achievement on worthy criteria, chart each student’s personal progress along a continuum that specifies those criteria, and provide each student’s habits of learning as part of reporting procedures. A far larger range of learners will likely persist with the enormous effort necessary for academic and intellectual growth (Tomlinson & McTighe, 2006). Framework for Differentiation Learner Needs Readiness (Students’ skills and understanding) Interest (Curiosity or passion) Learning Profile (Ways students learn best) Curriculum Components Content (what teachers teach and want learners to learn) Process (activities that lead to a more complex level of understanding) Product (long-term or culminating assignments requiring students to apply knowledge) Grading Principles Reporting based on specified goals and performance standards Evidence used for grading must be valid Grading based on established criteria – not arbitrary norms Not everything should be included in grades Avoid grading based on (mean) averages Focus on achievement – report other factors separately Three Reporting Factors: Grades for Achievement of goals Grades for Progress toward goals Grades for Work habits (completing work on time, asking questions for clarification, persisting when faced with challenging material, listening to feedback)
To on desire d form you have select and click on he option. Patient details:- This form is used to insert new record of the patient. Medicine details:- This form is used to insert new record medicine. Bed details:- This form is used to insert bed details. Staff details:- This form is used to insert employee details. Doctor details:- This form is used to insert doctor information. Exit :- This menu is used to close.
miniature specifications. System Analysis also includes sub-dividing of complex process involving the entire system, identification of data store and manual processes. The main points to be discussed in system analysis are: Specification of what the new system is to accomplish based on the user requirements. Functional hierarchy showing the functions to be performed by the new system and their relationship with each other. Function network which are similar to function hierarchy but they highlight the those functions which are common to more than one procedure. List of attributes of the entities - these are the data items which need to be held about each entity (record) (d) System Design Based on the user requirements and the detailed analysis of a new system, the new system must be designed. This is the phase of system designing. It is a most crucial phase in the development of a system. Normally, the design proceeds in two stages : preliminary or general design Structure or detailed design Preliminary or general design: In the preliminary or general design, the features of the new system are specified. The costs of implementing these features and the benefits to be derived are estimated. If the project is still considered to be feasible, we move to the detailed design stage.
PEFA Indicator PEFA Score Risk Rating Dimension Brief Description PI 16: Predictability in funds availability for commitment of expenditures C+ M (i) Extent to which cash flow are forecast and monitored Length of cash flow forecast, the frequency of its update C (ii) Reliability and horizon of periodic in-year information to MDAs on ceilings for expenditure commitment The ability to plan and commit expenditures into the future by 6 months or more A (iii) Frequency and transparency of adjustments to budget allocations, which are decided above the level of management of MDAs The number of significant adjustments to the forecast that were unanticipated. B PI 17: Recording and management of cash balances, debt and guarantees NR S (i) Quality of debt data recording and reporting Extent to which debt records (domestic and foreign) are completed and updated monthly with high quality data. NR (ii) Extent of consolidation of the government’s cash balances The frequency of the calculation of the cash balances and their consolidation B (iii) Systems for contracting loans and issuance of guarantees Loans and guarantees are prepared using transparent criteria and known fiscal targets and approved by a single government entity B PI 18: Effectiveness of payroll controls NR S (i) Degree of integration and reconciliation between personnel records and payroll data The degree to which the personnel database are linked, fully documented and maintained up to date on a regular basis. Reconciliations are carried out regularly in D
Okay, I think that about covers everything I wanted to say. If you have any questions, please don’t hesitate to talk to me after church or call or email me. I’m in the church directory. Thank you all for your cooperation. Together we can make a difference for future generations when it comes to caring for “this fragile earth, our island home.” Yours in Christ, Michelle Permenter JULY 2014 (See page 4 for Service Schedule.) MON TUE WED THU FRI 1 2 3 Farmer’s Market 3-7 pm 4 5 Food Pantry 10am-noon 6 9:30am service 7 8 9 10 11 12 Food Pantry -noon 13 9:30am service 14 Shawl Ministry 15 Bishop’s Committee 7:00pm 16 17 18 19 Food Pantry -noon 20 9:30am service 21 22 Book Group 7:30 pm 23 24 25 26 Food Pantry -noon 27 9:30am service 3:45pm Wauconda Care Center Service 28 29 1:00pm Shawl Ministry 30 31 AUGUST 2014 (See page 4 for Service Schedule.) MON TUE WED THU FRI 1 2 Food Pantry 10am-noon 3 9:30am service 4 5 6 7 8 9 Food Pantry -noon
10 9:30am service ECUMENICAL PICNIC 12 noon 11 Shawl Ministry 12 13 14 15 16 Food Pantry -noon 17 9:30am service 18 19 Bishop’s Committee 7:00pm 20 21 22 23 Food Pantry -noon 24 9:30am service 3:45pm Wauconda Care Center Service______ 31 9:30am service 25 26 1pm Shawl Ministry Book Group 7:30 pm 27 28 Farmer’s Market 3-7 pm 29 30 Food Pantry -noon July Birthdays July Anniversaries July 07 Dan Caithmeier July 05 Geoff and Diane Cooper July 10 Eileen Kinney July 11 Rick and Marsha Fedor July 12 Gail Permenter July 20 Marsha Fedor July 30 Harry Krause, Marsha Taylor August Birthdays August Anniversaries Aug 01 Lisa Earley Aug 01 Harry and Jackie Krause Aug 05 Jerry Pyne Aug 06 Bill and Patti Glade Aug 09 Judi Dura Aug 13 Bill Glade Aug 14 Brennan Groble Aug 15 Rachel Regan Aug 20 Michelle Burke Aug 21 Thomas Nash Aug 24 Shelley Nash Aug 26 Marilyn Mantice WELCOME ! WELCOME ! WELCOME ! Holy Apostles is very pleased to have The Rev. Jane Schaefer with us as Presider and Preacher at the 9:30 a.m. services from July 6 through September 21. The Rev. Jane graduated from Seabury-Western and was ordained in 1994. She served as associate clergy at St. Augustine’s in Wilmette and at The Church of the Holy Spirit in Lake Forest before being called as Rector at St. James the Less in Northfield. Jane retired from full-time ministry in 2010. Since that time she has completed interim training for the Diocese of Chicago. She served as Interim Rector at The Church of the Annunciation in Gurnee during their search process. Jane is currently serving as part-time
Year www.nasa.gov/audience/foreducators/topnav/materials/ Buzz_Lightyear_Connect_lt.html Reading, Writing and Rings Writing lessons for 1st-4th graders that enhance communication skills through learning about Saturn Moon Munchies TG Educator guide and lessons for k-4; involves students figuring out how plants can grow on the moon On the Moon Design Squad 3rd-12th grade appropriate; includes educator’s guide and lessons involving the moon The Courage to Soar 3rd-5th grade; includes educator’s guide/lessons related to aviation Rocket Science* *Some of these sites come up with the message “NASA recommends discontinuation of rocket activity.” Rockets TG k-12 activities related to rockets Adventures in Rocket Science Educator Guides for k-12 NASA Exploration Design Challenge 5th-8th grade appropriate; students explore the effects of radiation on human space travelers and recommend materials that best block harmful radiation.
Local Resources Project Learning Tree Environmental Education program that includes curricula for several different age groups and free teacher/educator trainings Contact information: 501-374-2441 Arkansas Department of Environmental Quality – Project WET Provides interactive, science-based activities for kids of varying ages; professional development workshops for educators Contact: Arkansas Game and Fish Commission – Project WILD Project WILD is an education program rooted in nature that helps educators bring the outdoors to their students. Free workshops matching state and national teaching frameworks offer valuable education and lesson plans about the natural world. Materials are available for teachers of any age group from kindergarten through 12th grade. Contact:
Not Applicable Unit Price Schedule - Alterations Section Number &/or Drawing Number Item Description Base Bid Quantity Unit of Measurement $ Add Unit Price $ Deduct Unit Price $ $ $ $ $ $ 5. NEW: Project Specific Unit Prices (Environmental Remediation): If applicable, insert into Section 01 20 00 Contract Considerations, Subsection 1.5.F Unit Price Schedule – Environmental Remediation. Not Applicable Unit Price Schedule – Environmental Remediation Section Number &/or Drawing Number Environmental Remediation Items Base Bid Quantity (C.Y.) Base Bid Quantity (TON) (C.Y. x 1.5) $ ADD/ DEDUCT UNIT PRICE PER 1 TON ER-01 Removal of Hazardous Soil/Fill Material: Excavate, Stockpile, Load Out, Transport, and Dispose $380 ER-02 Removal of Contaminated Soil/Fill Material: Excavate, Stockpile, Load Out, Transport, and Dispose $120 ER-03 Removal of Polluted Soil/Fill Material: Excavate, Stockpile, Load Out, Transport, and Dispose $60 6. NEW: For Projects with Total Construction Cost Estimates equal to or greater than $500,000: Provide the following information for the listed Classes of Work Estimated To Exceed $100,000. Not Applicable Class of Work Estimated Cost of Work Applicable CSI Specification Number(s) Applicable Drawing Sheet Number(s) Electrical $ HVAC $ Masonry $ Plumbing $ Environmental Remediation $ Hazardous Building Materials Abatement $ Other*: $ Other*: $ *NOTE: Only insert “Other” Named Subcontractors if specifically directed to do so by the DAS/CS Project Manager and/or DAS/CS Assistant Director of Project Management. 7. Special Requirements: Designate any “Special Requirements” of the project which need to be reviewed in awarding the lowest qualified bidder, such as: Number of years specializing in historical construction, Contractor and/or Subcontractor Special Experience qualifications, etc.: 8. Total Construction Cost Estimate (Enter NA in the Cost Column for Non-Applicable Divisions):
Type: Part: Subpart: Date Created: 1/7/2013 Date Modified: 6/13/2014 § 608.840 Refunds. (a) In instances where the FCA is the creditor agency, it shall promptly refund any amounts deducted under the authority of 5 U.S.C. 5514 when: (1) The debt is waived or otherwise found not to be owed to the United States (unless expressly prohibited by statute or regulations); or (2) An administrative or judicial order directs the FCA to make a refund. (b) Unless required or permitted by law or contract, refunds under this section shall not bear interest. []
SECTION D: PREVIOUS ADDRESSES D1: List all the addresses YOU have lived at in the past 5 years. Address Tenure (e.g. rented, owned, living with family) Were you the tenant/joint tenant or owner/joint owner? Landlord/agent’s name and address Date moved in Date moved out Reason for leaving Address Tenure (e.g. rented, owned, living with family) Were you the tenant/joint tenant or owner/joint owner? Landlord/agent’s name and address Date moved in Date moved out Reason for leaving Address Tenure (e.g. rented, owned, living with family) Were you the tenant/joint tenant or owner/joint owner? Landlord/agent’s name and address Date moved in Date moved out Reason for leaving
Figure 4: Apparent Resistivity Distribution for HP of ɑ=40m. The fifth layer is the fractured/highly weathered rock material. The resistivity values range from 100 – 600 ohm-m and the thickness varies from 6.5 – 56m. The layer is the most reliable aquiferous horizon within the subsurface in the area. The last layer is the fresh granite bedrock. The resistivity values are generally above 1500 ohm-m. Depth to bedrock ranges from 16.5 to over 72 metres. Both the weathered rock material and the rocks occur at shallow depths and their resistivity values will allow area only limited hydraulic conductivity characteristics. The small amount of storage in them will be prone to easy pollution from the ground surface. However, where found, they may constitute low to medium hydrogeological significance and will readily serve the needs of shallow hand-dug wells. The fractured/highly weathered rock material has thickness varying from 6.5 to over 56 metres, with layer resistivity from 100 to 600Ω-m. This unit is encountered everywhere along all the traverses but at varying depths which is not less than 15m below ground surface. It is a unit that is of highest hydrogeological significance in the area and it is expected to be a large reservoir of groundwater at deeper depth. Areas with large thickness are expected to support boreholes with high yields (Olorunfemi, 1990). In most places, the hard rock unit of low permeability overlies this aquiferous zone making it more difficult for pollution by infiltrating water.
11 TR 15,13 = 3500 T= 1 = 700 T= 11.5 = 37500 T= 16.5 = 650 T= ?? = T= - HKH 12 TR 15,15 = 1050 T= 1 = 525 T= 2 = 1240 T= 6 = 285 T= 6.5 = 6750 T= - HKH 13 TR 16,12 = 1750 T= 1 = 1138 T= 15 = 1500 T= 14 = 420 T= ?? = T= - HKH 14 TR 17,4 = 480 T= 1 = 960 T= 2 = 487.5 T= 5 = 2100 T= 16 = 550 T= ?? = T= KHKH 15 TR 17,14 = 1900 T= 1 = 950 T= 14 = 3500 T= 12 = 420 T= 30 = 31500 T= α - HKH 16 TR 18,1 = 1500 T= 1 = 1875 T= 1 = 850 T= 17 = 174 T=9 = 900 T= α - KQH 17 TR 19,9 = 2050 T= 1.5 = 820 T= 12.5 = 2975 T= 7.5 = 280 T= 8 = 7500 T= α - HKH 18 TR 19,18 = 4800 T= 1 = 1440 T= 7 = 750 T= 21 = 3045 T= 21 = 31.25 T= ?? = α T= α QHKH 19 TR 21,18 = 5500 T= 1 = 825 T= 4.5 = 1350 T= 28.5 = 32.5 T= ?? = α T= α - HKH 20 TR 29,5 = 2600 T= 1 = 1300 T= 2 = 700 T= 7 = 1245 T= α - - QH 21 TR 29,7 = 5000 T= 1.5 = 1000 T= 17.5 = 2725 T= 11 = 138 T= 14 = 5625 T= α - HKH Figure 6: Geoelectric Section Along Line A-A”.
Do you gather information more effectively in a written, oral or visual form? Does interacting with information make it easier for you to understand? In your group is this the same for all of you? Comment on the effectiveness of the methods of communication used on the Victoria Walks website. What could be added to this site to make communication with you more effective? (Hint what would make you come back to this site again and again that is not there now?)
1.4 2.1 3.2 2.2 Create a checklist that outlines the scope and requirements of the project including steps, time required, the skills and the equipment necessary to create the walking map. Completed checklist signed off after consultation and mentoring with the teacher. 1.4 Create a walking map with at least 10 stops or points of interest and upload it with photos and comments to the Walking Maps website. 1.5 Complete a walking audit for the walking map using the online tool. 2.4 Complete Activity Sheet 8 - a list of the transferable knowledge and skills gained from this project. 3.1 Complete Activity Sheet 9 relating to time management skills. 3.3 Complete Activity Sheet 10 relating to personal skill development. 3.4 Class notes on which skills were required and how students improved them, before they returned to completion of the walking map as a group task. 4.1 4.2 4.3 4.4 4.5 Complete Activity Sheet 11 for students to gain an understanding of leadership skills and their suitability to lead the walking map production team.
5. Working Experiences Related to Laboratory analysis criteria Lab Technician Lab supervisor quality management system (according to ISO/ IEC 17025) Technical auditor (according to ISO/ IEC 17025) Years of service (from-to): Name of Institution (Employer): Description of work including major responsibilities: 6. Language Proficiency language excellent good fair basic remarks Arabic: English: Others (specify): Others (specify): 7. Courses and Training (mainly related to Laboratory analysis and quality management system (according to ISO/ IEC 17025)) Training Program Or Course Title organizer year Number of accredited hours 8. Reasons for Applying as a technical assessor
the reasons for applying as a technical assessor . 9. Matrix for food analysis experience Food sector Type of testing Remarks microbiological Virology- serology instrumental Animal feed Animal (meat, fish, dairy) and their products beverages Grains, pulses, oilseeds and their products Bakery wares and sugar Fruits, vegetables, spices Bottled and mineral water Tobacco 10.Matrix for specific technical experience criteria Type of testing Remarks microbiological Virology- serology instrumental Estimation of uncertainty for a test method and a test result Validation and verification of a immunology
(d) subject to the provisions of the Land Act 1958 and to the approval by the Surveyor-General of the State of the plan of survey of the power station site, to a grant in fee simple of the power station site upon payment of such sum as may be agreed upon by the Company and the State; (e) to erect construct maintain and operate on the lands of the Company at Point Henry an aluminium smelting and fabricating plant and ancillary services. Sch. 1 (4) Notwithstanding anything contained in this Agreement or in the Electric Light and Power Act 1958 the State Electricity Commission Act 1958 the Land Act 1958 or any other Act of the Parliament of Victoria or regulations thereunder the rights conferred by paragraphs (a) and (b) of the last preceding sub-clause hereof shall continue for such period (not being less than the term of this Agreement) and upon such terms and conditions and subject to such provisions (excluding section forty-five of the Electric Light and Power Act 1958) of the said Acts and regulations as are prescribed by Order of the Governor in Council. 20. Land occupied under licence from Forests Commission (1) The rights and powers of the Company under this Agreement shall be subject to the subsisting rights of any person or body occupying any part of the former forest area under licence issued by the Forests Commission. (2) In respect of each of the camps conducted on the former forest area by the National Fitness Council of Victoria and the Presbyterian Fellowship of Australia the Company shall bear the cost of— (a) establishing the improvements on the site of the camp or improvements equivalent thereto upon an alternative site approved by the body conducting the camp and (in the case of the camp conducted by the National Fitness Council of Victoria) by the Forests Commission; (b) placing such alternative site in equivalent condition to the existing site of the camp and (unless already existing thereon) providing it with facilities and services equivalent to those available at the existing site.
Argument Spheres 41 Perelman and Audiences 43 The Narrative Paradigm 45 NARRATIVE FIDELITY 46 The Logic of Reasons 46 The Logic of Good Reasons 47 NARRATIVE PROBABILITY 47 Conclusion 48 Chapter 4 DIALECTICAL ARGUMENT 50 Dialectical Questioning 51 Dialectical Point and Counterpoint 51 Pragma–Dialectics 52 Discussion Stages 52 Rules for Ideal Discussion 54 The Common Ground 55 Imre Lakatos’ Refutational Process 56 The Rational and the Reasonable 57 Casuistry 59 Conclusion 60 Chapter 5 PREPARING GOOD ARGUMENTS 61 Consider your Audience 61 Adjust to your Audience 62 Consider Opposing Arguments 64 Research an Argument 65 Organizing an Argument 67 Relevance (The Because Test) 67 Lists of Reasons For 68 Ill, Blame, Cure, Cost 69 Criteria 69 Chronology 71 Narrative 73 Monroe’s Motivated Sequence 73 Interpretive argument 75 Consider how you will Present your Argument 76 Conclusion 77 Chapter 6 MAKING WELL SUPPORTED ARGUMENTS 78 Types of Support 78 Evidence Support 78 Interest Support: 79 Using Pictures, Videos and Movement for Argument 81 Making Your Support Effective 82 Being Vivid 82 Developing your Logos 83 Developing your Ethos 84 Developing your Pathos 84 Using Effective Language 85 Reworking An Argument 87 Conclusion 89 Chapter 7 ENGAGING IN ARGUMENT 90 The Burdens in an Argument 90 Presumption 90 Burden of Proof 91 Burden of Rejoinder 91 Burden of Rebuilding Arguments 92
Burden of Rebuttal 92 Responding to Arguments 92 Rebuilding Arguments 93 Rebuttal 94 Comparisons 95 Turn Taking and Keeping on Topic 96 Conclusion 97 Chapter 8 MAKING DECISIONS 98 Decision Paradigms 99 Costs and Benefits 99 Hypothesis Testing 100 Gamesplayer 101 Narrative Paradigm 102 Skepticism toward Arguments 103 Tabula Rasa 103 Critic Of Argument 103 Assessor 103 Punishment 104 Overall Skepticism towards Arguments 104 Presentational Style 104 Style Emphasis 104 Issues Emphasis 104 Arguments Emphasis 105 The Role of Morality and Aesthetics in Deciding 105 Morality 105 Aesthetics 106 Sincerity of the Advocacy 106 Consequentialist versus Principled Thinking 106 Consequentialist Thinking 107 Thinking based on Principles 108 Deciding how to decide 108 Articulating and Justifying a Decision 109 Conclusion 111 Chapter 9 USING GOOD REASONS & AVOIDING FALLACIES 112 Reasoning 113 Causal reasoning 113 Sign Reasoning 115 Inductive Reasoning 117 Deductive Reasoning 118 Reasoning from Analogy 119 Argument from Authority 120 Argument from Definition 121 Logical Fallacies 122 SHOW THAT AN ARGUMENT IS NOT WELL SUPPORTED 122 1. Arguments that lack adequate proof 122 2. Arguments that rest on faulty proofs 124 3. Weak Sources of Evidence 127 4. Unimportant Arguments 129 5. Arguments that actually help your case 131 Point out Logical Fallacies accurately 132 Conclusion 132 Chapter 10 ETHICAL ARGUMENTATION 133 Ethics in Preparing Arguments 133 Enhancing Human Dignity 134 Arguers as Lovers 136
Adjust your geyser thermostat - Just by decreasing the temperature on your geyser thermostat can save about 907kg of CO2 annually Plant a tree - A single tree absorbs about a ton of CO2 in its lifetime Turn off electronic devices - Turning off your TV, DVD player, stereo and computer when not in use will save 100s of kilos of carbon dioxide a year Spread the word - Speak to your family, friends and colleagues and encourage them to cut down on CO2 emissions www.jaei.org.za 1 Caring for Creation: Ryan the Rhino: The story of Creation A Sunday School Resource on Caring for Creation – available as download from
Task Description Position Propeller Installation (McCauley) Record Below Task Type RII Effectivity Personnel Required Man Hours MCCAULEY – EQUIPPED AIRCRAFT 2 2.0 Aircraft Zone(s) Panel Access 900 None Required Equipment and Tools Required Consumables, Supplies, and Parts None Lock Wire Manual References 61-10-00 Aircraft Registration Component S/N (Off –Wing Only) W/O # or Log Page # Discrepancy Number Part Number Off Serial Number Off Position Remarks Part Number On Serial Number On Task Completion Date Completed By (Initials) Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII
Task Description Position Propeller Blade Angle (Flight Idle) Adjustment (Dowty Aerospace) Record Below Task Type RII Effectivity Personnel Required Man Hours DOWTY – EQUIPPED AIRCRAFT 2 1.0 Aircraft Zone(s) Panel Access 900 None Required Equipment and Tools Required Consumables, Supplies, and Parts Protractor None Manual References 61-10-00 Aircraft Registration Component S/N (Off –Wing Only) W/O # or Log Page # Discrepancy Number Part Number Off Serial Number Off Position Remarks Part Number On Serial Number On Task Completion Date Completed By (Initials) Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII Mechanic/AW Inspector/RII Inspector – Print Name Signature Initials RII
(14) Remove the tape and cardboard from the brush block. (14a) Check that the gap between the brush block and the commutator ring is 1/32" at the forward end and 3/32" at the aft end relative the rotation of the commutator ring. (14b) As Illustrated (Figure 203), a 40 bit drill placed immediately above and a 30 bit drill placed immediately below the brush (placement relative to direction of ring rotation) will assure the correct gaps. (14c) Check that the brushes are aligned with the commutators so that the entire face of each brush is in contact with the commutator rings throughout the 360° rotation (see MM 61-10-30, Figure 201). (15) Install the beta tube and thread 16 turns. (16) Zero the protractor. (17) Place the power lever in the flight idle position. (18) Move the starter/unfeather test switch to the unfeather position. WARNING: DO NOT MOVE THE SWITCH TO THE STARTER TEST POSITION. SERIOUS INJURY TO THE PERSON CHECKING THE BLADE ANGLES COULD RESULT. (19) Using the protractor, measure the propeller blade angle at the 30 inch station. The correct blade is 13.0º ± 0.2º. (20) If the blade angles are incorrect, adjust as follows: (20a) Remove the beta tube retainer bolt. (20b) Rotate the beta tube clockwise to decrease blade angle or counterclockwise to increase. (20c) Install the beta tube retainer bolt and torque to 40 inch-pounds. (21) Check propeller for safety and clearances between fixed and moving parts. (22) Align the spinner mark with the mark made on the propeller blade and reinstall it with one screw between each blade. (23) Check spinner trueness (Figure 203). (23a) Place a jack or other stationary object adjacent to the spinner.
Riverine flood threats (three levels of inundation) and coastal storm surge zones (at least two levels of inundation) are based upon different mapping formats and processes, but both indicate the flood threat areas. In communities only inundated by flash flooding, impact area maps based on cubic feet per second alert levels, rainstorm thresholds or flow depths are acceptable. Examples of these are depicted below. The adopted flood response plan (by whatever name), must discuss the actions taken by the community at each level of inundation. In large counties, there may not be detailed mapping and flood warning planning for these areas. In such cases, some counties designate the entire 1% chance flood level as the initial area to be notified by EAS and other flood alerts and have detailed multilayered flood levels only in the populated areas as is shown in the riverine flood inundation map above. If the flood threat recognition system and flood response plan utilize such a scenario, it can be considered as a creditable flood warning and response system. Additionally, for any Activity 610 credit, the community must have one or more outreach projects on the warning and safety precautions and there must be an annual exercise of the plan with a lessons-learned report. These activity credit criteria are discussed in Section 611.b. of the CRS Coordinator’s Manual. If you have any questions concerning the following checklist, please contact Al Goodman at awgconsult@outlook.com or by phone at .
Crisis Management 2 Credits BU.610.705.XX [NOTE: Each section must have a separate syllabus.] [Day & Time / ex: Monday, 6pm-9pm] [Start & End Date / ex: 3/24/15-5/12/15] [Semester / ex: Fall 2016] [Location / ex: Washington, DC] Instructor [Full Name] Contact Information [Phone Number, (###) ###-####] [Email Address] Office Hours [Day(s)/Times] Required Texts & Learning Materials Crisis Management: Leading in the New Strategy Landscape , Sage Publications 2013 Crisis Management Master the Skills to Prevent Disasters Harvard Business Essentials Larry Barton, Harvard Business School Press 2004 Harvard Business Review Case Studies Leadership in Crisis: Ernest Shackleton and the Epic Voyage of the Endurance by , , Source: HBS Premier Case Collection 39 pages. Publication Date: Apr 03, 2003. Cases | , , | Mar 14, 2011 Cases | , , | Oct 1, 2011 Cases | , , | Jun 11, 2009 Nike and Liu Xiang: Crisis Management in Celebrity Endorsement by , , Source: 21 pages Publication Date: Mar 25, 2009 Prod #: HKU829-PDF-ENG Cases | | Oct 12, 1982
Global Supply Chain Management 2 Credits BU.610.750.XX [NOTE: Each section must have a separate syllabus.] [Day & Time / ex: Monday, 6pm-9pm] [Start & End Dates / ex: 3/24/17–5/12/17] [Semester / ex: Spring 2017] [Location / ex: Washington, DC] Instructor [Full Name] Contact Information [Email Address] [Phone Number, ###- ###-#### (Optional)] Office Hours [Please specify the day and time of the 2 hours that will be dedicated to office hours each week. For evening classes, faculty may wish to hold their office hours by phone or email. While faculty are permitted to state “and by appointment,” office hours should not be held exclusively by appointment.] Required Text and Learning Materials The required materials for this course include a slide deck, set of readings, and case studies. The slide deck will be posted on Blackboard. Additional exercises and material will be provided on the Blackboard. Reference Texts: (CM) Chopra and Meindl. Supply Chain Management: Strategy, Planning and Operation, 4ed. Pearson. (CT) Cachon and Terwiesch. Matching Supply with Demand: An Introduction to Operations Management, 3ed. McGraw-Hill. Cases: Sport Obermeyer Norton Auto Supply Barilla Spa (A) Hewlett Packard DeskJet Printer (A) David Berman Li & Fung Software: The course will involve extensive use of Microsoft Excel 2010 (2013) and several Excel based applications and add-ins. The use of each tool will be discussed in class, but basic familiarity with Microsoft Excel is assumed. Course Description This course introduces the concept of supply chain coordination. It then applies this idea to consider its implications regarding supply chain disruptions, response, and repair. Particular attention will be given to supply chains that deal with humanitarian missions, and supply of critical goods including food, water, and medical supplies. Prerequisite BU.680.620 OR BU.912.611
Part Two: Review of Performance [20YY/YY] Review statement Overall summary of the head teacher’s performance during this appraisal cycle in relation to: Qualities and knowledge Pupils and staff Systems and process The self-improving school system Comments in relation to Ofsted key judgement areas Appraiser’s recommendation on objectives for the next appraisal cycle Recommendation on pay Progression Signed by: …………………………………………………. Appraiser Date: ………………….. …………………………………………………. Head teacher Date: …………………..