zilongwang/ReadingBank huggingface dataset:
Leaver’s Checklist When an employee knows that they intend to leave one or all of their roles at the University there are a number of requirements that should be fulfilled prior to, or on, their last day of work. The checklist below can be used by employees, line managers and those processing leaver’s details to ensure that the key employee obligations are met. Action Required Further Information Responsibility Required for University Leaver Required for Multiple Post Resignation (employee leaving one or more (but not all) of multiple posts Deadline/ Timeframe Complete (tick as appropriate)? Identify Contractual Notice Required Check contract of employment or relevant Conditions of Service () Employee Yes Yes As soon as possible after deciding to resign Contractual Notice to be put in writing OR, where available, specific departmental resignation procedures followed with line manager. There may be some circumstances where written notice is not required. Where written notice is required, letter of resignation should be forwarded to School/Support Group Department administration team to be actioned. If in receipt of a student scholarship, you must inform your School/Support Group Department administration team if your Scholarship payments will be continuing once your employment ends. Check with HR Advisor whether written notice is required Check HR contact pages of University website Contact your School/Support Group Department administration team Employee Line manager Employee Yes Yes Yes Yes Yes Yes (if scholarship relates to role(s) you are leaving) One month or three months prior to leaving date (depending on notice period) As soon as possible on receipt of resignation One month or three months prior to leaving date (depending on notice period) Pension: You must ensure that the University is made aware of whether or not you intend to access your Pension when you leave. Pensions check this via Oracle, the HR/Payroll system. You must advise your School/Support Department administrative team or Local HR of your intentions re accessing Employee Yes No As early as possible once you have decided to leave
you are leaving) Recovery of University Property: Arrangements for the return of all items provided to you or purchased by the University for your use as an employee must be made before your final pay can be processed. This could include (but would not be limited to) the following: Laptops and other IT equipment Mobile telephone Books Car parking fob or key Security pass/office keys In liaison with your line manager or relevant department Employee Line manager Yes Yes (if items were specifically for use in role you are leaving)
End of Key 2 Data - Our Lady of Lourdes Compared to National KS2 Attainment Combined Reading, Writing, Maths Reading Writing Maths SPAG Science New curriculum from 2015/16 National Our Lady of Lourdes National Our Lady of Lourdes National Our Lady of Lourdes National Our Lady of Lourdes National Our Lady of Lourdes National Our Lady of Lourdes % at expected standard * 2015/16 59 pupils (1 pupil disapplied) 53% 80% 66% 86% 74% 83% 70% 88% 72% 88% 81% 92% 2016-2017 56 pupils (3 pupils disapplied) 61% 71% 72% 84% 76% 80% 75% 89% 77% 89% 82% 95% % above expected standard * 2015/16 59 pupils (1 pupil disapplied) 5% 12% 19% 37% 15% 22% 17% 41% 22% 47% Not reported 2016-2017 56 pupils (3 pupils disapplied) 9% 25% 25% 41% 18% 38% 23% 32% 31% 46% Average Scaled Score Reading Maths SPAG National Our Lady of Lourdes National Our Lady of Lourdes National Our Lady of Lourdes 2015-2016 102.6 106.8 103.0 107.2 104 108 2016-2017 104.1 107.5 104.2 106.8 106 109.2 KS2 Progress Reading Writing Maths 2015/16 Based on 57 pupils +1.97 (0.35 to 3.60) Above national average (about 10% of schools in England) -0.10 (-1.73 to 1.54) Average (about 60% of schools in England) +2.14 (0.76 to 3.53) Above national average (about 10% of schools in England) 2016-2017 Based on 53 pupils +2.32 (0.65 to 4.00) Above national average (about 10% of schools in England) +1.64 (0.02 to 3.27) Above national average (about 10% of schools in England) +1.29 (-0.22 to 2.81) Average (about 60% of schools in England)
Document filename: End of Life Care Interoperability Review v3.0.docx Project / Programme Integration Programme, Integrating Care Project End of Life and Palliative Care Interoperability Document Reference <insert> Project Manager Terrence Daniel Status Owner Robinson Version Author John Willis Version date
Advance rollout of SCR AI GPs are being incentivised to have more conversations with patients about EoL preferences. This includes patient with frailty index scores that indicate these conversations should be undertaken. Only staff with access to the GP record can make direct changes that are uploaded to the SCR AI. Other standalone EPaCCS cannot upload directly to SCR AI and so there must be rekeying. No impact. SCR AI is already in place. U&EC users can have access as long as GPs/patients have agreed to share the data. Produce national dataset Will help to inform nationally what constitutes a minimum dataset for a patient’s plan/preferences. Acts as an enabler to standardised sharing of data between locations that record EPaCCS data. Acts as an enabler for the NHS Online Programme. Drives out definition of exactly what data must be provided to the patient and what data may be amended by the patient. Provides a minimum requirement for display of data for U&EC Informs follow-on work to highlight how data will be grouped and managed on display to time-pressed U&EC users.
National FHIR standard More opportunities for patients to discuss and have recorded their preferences. Clinical to record EoL preferences on any host system, safe in the knowledge that it will be transferred to other systems without rekeying. FHIR standards can be used by the NHS Online Programme as for data sharing with patient applications. U&EC systems can integrate with EPaCCS the national standards. SCR AI will be even better completed as all standalone EPaCCS can now automatically update GP systems and hence the SCR. National flagging of GP system data No impact. No impact. No impact. Much improved safety and efficiency when dealing with patients with EoL preferences. Patient Access to Preferences (NHS Online Programme) Patients and carers can commence the process prior to discussions with clinicians. Prior completion of forms can speed the process with clinicians and help the patient/carer to have already completed much of their decision-making. Patients and carers can be assured that the NHS holds their correct plans/preferences, by seeing those agreed plans being reflected in their view of the data. Some changes, that do not require complex clinical conversations can quickly be changed. No direct impact. Patients/carers are further informed of what data the NHS holds about their preferences and can better direct U&EC staff in supporting those preferences.
UN Project Context What are the key contextual factors (political, economic, environmental, donor and partner contexts etc.) in Moldova (at national and local levels) and in the region that should be taken into account in assessing UN joint project in Moldova? How have factors affected the Project’s performance? What is the of Government’s commitment to reforms in the field of statistics? Level and nature of influence of external factors on the Project areas of intervention Relevant Key partners Document and literature review Interviews Focus Groups Relevance To what extent does the Project respond to the needs of reforms in the field of statistics and evidence-based policy making? What was the mechanism of adjusting the Project focus and priorities? How inclusive was it? Did it work well? Degree of congruence between UN Project interventions and stakeholder priorities Relevant Key partners Document and literature review Interviews Focus Groups Effectiveness To what extent did the UN project accomplish its intended objectives and planned results at the outcome level? At the output level? Is there evidence that the produced outputs and outcomes contributed to the expected impacts? If so, how? To what extent has the Project contributed to strengthening capacities of NBS and relevant line ministries/central agencies in the area of statistics and evidence-based policy making? Proportion of met planned results (quantitative and qualitative) according to the Project LogFrame/results framework Levels of NBS management and staff, diverse data users’ satisfaction with Project interventions Proportion of implicit institutional/ systemic changes in the field of statistics and evidence-based policy making Concrete examples of project effectiveness Project Reports Project and partners Other donors Multiple reports Interviews Focus groups
Answer the following questions for this Notebook Quest in your journals. Identify the following Energy Transformations A ball rolling down a ramp Gravitational Potential Energy Kinetic Energy Chemical Potential Energy Electrical Energy Elastic Potential Energy Gravitational Potential Energy Kinetic Energy Gravitational Potential Energy A person stretching a rubber band and then releasing it causing it to shoot across the room Electrical Energy Chemical Potential Energy Kinetic Energy Gravitational Potential Energy Elastic Potential Energy Kinetic Energy Elastic Potential Energy Chemical Potential Energy Plugging your computer into the wall and then turning the screen on Kinetic Energy Gravitational Potential Energy Gravitational Potential Energy Chemical Potential Energy Electrical Energy Light Energy momentum Impulse Putting batteries in a toy robot which makes it walk Gravitational Potential Energy Kinetic Energy Chemical Potential Energy Light Energy Chemical Potential Energy Chemical Potential Energy Electrical Energy Kinetic Energy Chemical Potential Energy Kinetic Energy Light Energy A man running up a hill Chemical Potential Energy Electric Energy Kinetic Energy Gravitational Potential Energy + Heat Energy Momentum Kinetic Energy Elastic Potential Energy A spoon being tapped on a glass and making a sound Gravitational Potential Energy Kinetic Energy Kinetic Energy Sound Energy Energy Light Energy Elastic Potential Energy Kinetic Energy Answer questions 7-11 using the following diagram
Name: ___________________________________________ Independent Reading End of Unit Project/ Witch’s Hat Plot Element Requirements (Checklist) 4 3 2 1 Characters (Exposition) Antagonist Protagonist Major characters listed Minor characters are listed Includes all requirements plus additional details to describe characters Requirements are met Most requirements are met Some requirements are missing Setting (Exposition) Where and when of the story is listed Includes all requirements plus additional details to describe setting Requirements are met Most requirements are met Some requirements are missing Background information Detailed background information is provided about the characters and the past Includes all requirements plus additional details to describe the background Requirements are met Most requirements are met Some requirements are missing Point of View (Exposition) Point of View is Identified (1st, 2nd, 3rd person objective, limited, omniscient) Whose POV is the story being told from Includes all requirements plus evidence from the text to prove point of view Requirements are met Most requirements are met Some requirements are missing Conflict (Exposition) Main Conflict Internal or external Man v. ________ Explained in detail Includes all requirements plus additional minor conflicts are described Requirements are met Most requirements are met Some requirements are missing Rising Action Lists 8-10 events leading up to the climax of the story Includes all requirements plus additional details to describe events in the rising action Requirements are met Most requirements are met Some requirements are missing Climax Climax of the story is explained in detail Includes all requirements plus additional details to describe the climax Requirements are met Most requirements are met Some requirements are missing Falling Action At least 3 events are listed that lead to the resolution of the story Includes all requirement plus additional details to describe the falling action events Requirements are met Most requirements are met Some requirements are missing Resolution Identify cliffhanger, resolved, or left with questions Ending is clearly stated Includes all requirement plus the theme is stated Requirements are met Most requirements are met Some requirements are missing Organization Project is neat and organized Project is extremely neat and organized and includes Requirements are met Most require. are met Some require. are missing
Reading Endorsement (K – 8th grades) and (5th – 12th grades) Vista University Graduate & Professional Studies is exclusively for students seeking to complete degrees begun elsewhere. We facilitate the smooth transfer of credits from Southeastern Community College. This advising guide is effective for students entering BVU in the 2015-16 academic years. As course and degree requirements change, students are encouraged to consult with BVU personnel. Reading Endorsement (Grades K – 8) The Reading Endorsement must be accompanied by certification as elementary teacher licensure. This endorsement is built into the elementary education major. Buena Vista University Southeastern Community College EDUC 317 – Foundations of Literacy No offered equivalence. EDUC 335 – Development of Oral Communication No offered equivalence. EDUC 342 – Methods of Written Communications No offered equivalence. EDUC 371 – Methods of Data – Driven Literacy Instruction No offered equivalence. EDUC 380 – Language Development and Methods No offered equivalence. EDUC 415 – Reading Strategies and Instructional Methods: Fiction No offered equivalence. EDUC 420 – Reading Strategies and Instructional Methods: Information Text No offered equivalence. EDUC 443 – Literacy Field Experience No offered equivalence. Reading Endorsement (Grades 5 – 12) The Reading Endorsement must be accompanied by certification as secondary teacher licensure. Vista University Southeastern Community College EDUC 317 – Foundations of Literacy No offered equivalence. SEDU 333 – Young Adult Fiction and Nonfiction No offered equivalence. SEDU 335 – Development of Oral Communications No offered equivalence. SEDU 342 – Methods of Written Communications No offered equivalence. SEDU 365 – Methods of Reading in the Content Areas No offered equivalence. EDUC 371 – Methods of Data – Driven Literacy Instruction No offered equivalence. SEDU 380 – Language Development and Methods No offered equivalence. SEDU 454 – Reading Strategies and Instructional Methods No offered equivalence. SEDU 455 – Literacy Field Experience No offered equivalence. All transcripts will be evaluated on an individual basis. If questions should arise, please contact BVU Graduate & Professional Studies West Burlington Site at (712) 749-1980. 1500 W. Agency Rd. Room 511, West Burlington, IA 52655
Was there an underspend in any of the budget lines the Arts Council funded? Tick box No, all budget were as allocated in the letter of offer/ or I received approval for changes. Yes there was an underspend in the Arts Council’s allocation. (Any under-spend should be returned to the Arts Council of Northern Ireland by cheque with this report.) Amount: Cheque enclosed Yes/ No INCOME You should show ALL income you received for this project as well as the Arts Council eg fees, box office income, sponsorship, grants from other organisations/agencies Arts Council of Northern Ireland £ Totals £
RELAY DATA Item Items Details 1 Rated Current 2 Rated Auxiliary Voltage 3 Model No. 4 Serial No Local 5 Serial No. Remote 6 Local End 7 Remote End PRELIMINARY CHECKS Item Items Details 1 Check the setting are applied at Relay 2 Check the alarms are reset at Relay 3 Check fiber optical cable connection ELECTRICAL TEST: Signal Initiated NSD channel initiated Local End Remote End CB Operation Alarm at Control Panel Indication at Relay Panel CB Operation Alarm at Control Panel Indication at Panel Trip Trip
Local Station Remote Station Remarks Signal Initiated Indication At NSD (OLS) Signal Received Indication At NSD (OLS) Alam In Control Panel / Himu Flags In Relay Panel At Relay FPFM-1 Permissive Send FPFM-1 Permissive Received FPFM-2 Permissive Send FPFM-2 Permissive Received Inter Trip-1 Send (INST.) Inter Trip-1 Received Inter Trip-2 Send(INST.) Inter Trip-2 Received FPFM-1 Send FPFM-1 Block Received FPFM-2 Block Send FPFM-2 Received DISTANCE PROTECTION COMMUNICATION SCHEME AND INTER-TRIP CHECK Simulation From Local Substation Local Substation Remote Substation Item Simula-Ted Fault Trip Relay In Rp / FLAG on RP CP ANN / HIMU A/R Indication NSD Indication NSD / FLAG On Relay Panel Con Panel ANN A/R OLS PLCC OLS PLCC 1 FPFM-1 Z1 optd 2 FPFM-1 Z2 optd 3 FPFM-1 Z3 optd 4 FPFM-1 Z1 SOTF optd 5 FPFM-2 inst optd 6 FPFM-2 time delay 7 FPSM-1 Z1 optd 8 FPSM-1 Z2 optd
PILOT WIRE INSULATION TEST & LOOP RESISTANCE: Bay Name Core Color Continuity test Insulation Test (G ohm) Loop Resistance (Ω) Remarks 1 White 2 Blue 3 White 4 5 White 6 Green 7 White 8 Brown 9 White 10 Gray 11 Red 12 Blue 13 Red 14 15 Red 16 Green 17 Red 18 Brown 19 Red 20 Gray 21 Black 22 Blue 23 Black 24 DATA:
S/S Remote S/S 1 Pilot open – send IT REC Faulty 2 Pilot open – Received IT REC Faulty 3 Pilot short – send IT SND Faulty IT REC Faulty 4 Pilot short – Received IT REC Faulty IT SND Faulty 5 Pilot cross – send IT REC Faulty 6 Pilot cross – Received IT REC Faulty
How do I change my Passcode? You can change your passcode yourself by accessing the ‘My Profile’ section in Care Identity Service (CIS). If you require assistance, you need to ask an RA Manager, Agent, Sponsor or Local Smartcard Administrator to help you. Alternatively, you can contact your local IT Service Desk to raise a call for assistance. What do I do if my card is used by someone else? If your card is used by someone else: a) inform your Registration Authority manager/agent and line manager immediately; b) change your passcode. share your Smartcard. All transactions made when your Smartcard is in use are recorded for audit purposes. Access is audited, and you will be held accountable for any inappropriate transactions made using your Smartcard, whether you were responsible for them or not. How long are my Smartcard certificates The certificates on your Smartcard allow you to authenticate your identity and connect to NHS Spine systems and services. These expire after two years. You will be prompted to renew your certificates by the system close to expiry. Can I renew my own certificates? You can renew your Smartcard certificates yourself within the 90 day renewal period. You will receive a pop-up prompt when it is time for you to renew your certificates; this will take you through the self-renewal process. You cannot self-renew your certificates once they have expired. If your certificates expire you will need to log a call with the IT Service Desk for assistance from your local RA service. Please note: Every third renewal requires RA assistance. They may choose to issue you with a new card at that time. How do I unlock my card? If you have locked your Smartcard, you will need assistance from an RA Manager, Agent, Sponsor or Local Smartcard Administrator (LSA) to unlock your card. Please contact your IT helpdesk to raise a call for assistance. Further information RA manager Name Contact details Local RA agent Name Contact details Local IT helpdesk Name Contact details Add intranet link to Smartcard page. End User Leaflet V2.0 © NHS Digital Information for Smartcard users About your new NHS Smartcard As a registered Smartcard user you can now access Smartcard enabled applications, such as Summary Care Record and e-RS, via the NHS Spine.
Dispensing Contractors webinar sessions Endorsing – December 2017 Dates AM PM Friday 1st 11:00 – 11:30 Monday 4th 12:00 – 12:30 Wednesday 6th 10:00 – 10:30 Friday 8th 17:00 – 17:30 Monday 11th 13:00 – 13:30 Wednesday 13th 09:00 – 09:30 Thursday 14th 16:00 – 16:30 Tuesday 19th 15:00 – 15:30 Wednesday 20th 11:00 – 11:30 Please note this address is only for Endorsing, MDA, Prescription Switching, Flu Vaccine and Submission webinars only. Please send your request as follows to Date: Time: Webinar Subject: Name of Participant: Organisation: Email address: Telephone Number:
Dispensing Contractors webinar sessions Endorsing – November 2017 Dates AM PM Wednesday 1st 14:00 – 14:30 Thursday 2nd 12:00 – 12:30 Tuesday 7th 14:00 – 14:30 Wednesday 8th 11:00 – 11:30 Thursday 9th 18:00 – 18:30 Tuesday 14th 10:00 – 10:30 Thursday 16th 15:00 – 15:30 Friday 17th 09:00 – 09:30 Monday 20th 08:00 – 08:30 Wednesday 22nd 17:00 – 17:30 Thursday 23rd 09:00 – 09:30 Tuesday 28th 13:00 – 13:30 Thursday 30th 18:00 – 18:30 Please send your request as follows to Date: Time: Webinar Subject: Name of Participant: Organisation: Email address: Telephone Number:
(DADNPO) (DNAN) 119-27-7 4776 Ed 1 (DNBF) 3524-08-1 (DNT) 121-14-2 4041 Ed 1 Not 2 Ethylene glycol dinitrate 628-96-6 Not 1 Explosive D; Ammonium picrate 131-74-8 Not 3 1 2 (FOX-7) 4798 Guanylurea dinitramide (GUDN) 4700 Ed 1 HMX 2691-41-0 4284 Ed 1 Not 1 I II III A B C 1 2 3 4 5 A B
(HNS) 4230 Ed 1 Amm 1 I II III IV V Lead azide Lead styphnate Not 1 Nitroglycerine (NG) 55-63-0 I II Nitrocellulose (NC) 9004-70-0 I II III 1 2 3 A (I/II) B (I/II/III) C (I/II) D E F Nitroguanidine (NQ) 556-88-7 4026 Ed 3 Not 2 I II A B 1 2 (NTO) 932-64-9 4543 Ed 1 PETN 78-11-5 4023 Ed 5 Not 1 1 2 3 4 5
RDX 121-82-4 4022 Ed 4 Not 1 07-23 A B I II 1 2 3 4 5 6 7 8 1 - 36 1 – Fine 1A 1B Red P 7723-14-0 4679 MIL-211F 1 2 3 (TATB) 3058-38-6 A Triethylene glycol dinitrate 111-22-8 4719 Ed 1 Tetryl 479-45-8 4021 Ed 3 Not 3 07-26 (TNT) 118-96-7 4025 Ed 3 Not 1 I II III
Distribution Substation Urban – 500kVA Distribution Substation Urban – 750kVA Distribution Substation Urban – 1000kVA Distribution Substation Urban – 1500kVA Distribution substations - short rural (including downstream LV network) Distribution Substation Rural – 25kVA Distribution Substation Rural – 30kVA to 63kVA Distribution Substation Rural – 75kVA to 100kVA Distribution Substation Rural – 150kVA to 315kVA Distribution Substation – 500kVA Distribution Substation Rural – 750kVA Distribution Substation Rural – 1000kVA Distribution Substation Rural – 1500kVA Broadly, the segments groups are disaggregated on a range of parameters, being: Operating voltage Network topology Overhead and underground construction Demand growth Capacity This is discussed in further detail below. Sub-transmission lines The AER requires reporting against sub-transmission as one segment group. The following sections discuss the disaggregation and composition of each network segment of this segment group. Definition and reasoning for composition Energex disaggregated the network group into 24 unique network segments. The segments were disaggregated based on the following four parameters: Operating voltage Network topology Overhead and underground construction Demand growth Operating voltage Energex has disaggregated sub-transmission lines based on the following voltage categories: 110 & 132 kV 33 kV The voltage of assets has a material impact on the augmentation unit cost and capacity factors required by the Augex model.
Dispensing Contractors webinar sessions Endorsing – October 2017 Dates AM PM Monday 9th 16:00 – 16:30 Tuesday 10th 09:00 – 09:30 Thursday 12th 12:00 – 12:30 Tuesday 17th 10:00 – 10:30 Thursday 19th 15:00 – 15:30 Monday 23rd 14:00 – 14:30 Wednesday 25th 11:00 – 11:30 Thursday 26th 09:00 – 09:30 Monday 30th 11:00 – 11:30 Please note this email address is only for Endorsing, MDA, Prescription Switching, Flu Vaccine and Submission webinars only. Please send your request as follows to Date: Time: Webinar Subject: Name of Participant: Organisation: Email address: Telephone Number:
UNINVESTIGATED DYSPEPSIA (NICE CG 184 2014, NG12 2015) NO YES 2/52 rule referral [Or gastroscopy within 2 weeks] NO IMPROVEMENT Reflux predominant Dyspepsia/epigastric pain YES YES <55 yrs NO * Alarm symptoms Progressive difficulty swallowing (any age) Aged 55 years and over with weight loss and any of the following: upper abdominal pain, reflux, dyspepsia. **Key PMH items:
Spoke directory and details Spoke Contact Number L2 – (Gastroenterology) 61902 H8 (Intestinal failure Unit) 64521 MIU – (Medical investigation unit) 64884 / 64683 EAU – (emergency assessment unit) 64908 Radiology 65739 Upper specialist nurse 65062 Lower specialist nurse 61249/65303 Stoma specialist nurse 07623937321 Virtual Colonoscopy 61300 Specialist IBD Nurse 64023 Nutrition Nurse 61437/60281
4. I had opportunities to work with members of the multidisciplinary team (for instances on placements) Yes No Comment below: 5. I was actively encouraged to participate in the delivery of care, with an appropriate level of supervision Yes No Comment below: 6. At least 40% of my placement time (2 days or 15 hours per week) were spent directly or indirectly supervised by my mentor Yes No Comment below: 7. I was given regular formal and informal feedback on my progress Yes No Comment below:
Mainstream climate change considerations within energy sector policies and plans Undertake review of current policies and to identify areas where climate change can be integrated Develop new sector policies and plans with explicit reference to climate change adaptation Incorporate climate resilience into design and engineering of new power plants, and into operations and contingency planning for existing power plants and coal mines Undertake review of operations and contingency planning to identify areas of current and future vulnerability; Review the robustness of Kozloduy ESIA to ensure full and accurate consideration of potential future climate impacts Review and amend requirements for existing Nuclear power plants to ensure they withstand ongoing or expected climate impacts; plans for new nuclear assets to ensure they withstand ongoing or expected climate impacts; Implement practical measures (e.g. change production processes, redesign or modify existing facilities, operating practices) Regular review and monitoring of the performance of risk mitigation measures, making amendments where necessary Incorporate climate resilience into design and engineering of new T&D infrastructure, and into operations and contingency planning for existing T&D infrastructure Undertake an assessment of areas of the T&D network particularly exposed to climate impacts; Review design standards for new assets; Amend plans for new assets to ensure they withstand ongoing or expected climate impacts Regular review and monitoring of the performance of risk mitigation measures, making amendments where necessary Diversify supply, including regional energy district heating / cooling, gasification of households and renewables, to increase overall energy system resilience Stress-test current and future energy supply and demand, to understand areas of vulnerability and required capacity Develop renewable energy sources HPP, solar, wind and biomass) and micro-grid systems Improve energy efficiency in public and private sector buildings Undertake energy efficiency audits to identify the most energy inefficient public and private sector buildings Implement practical measures to improve energy efficiency Build institutional capacity and knowledge networks Review current levels of awareness and knowledge of climate change within key institutions; Implement initial capacity building programme Continued dissemination and knowledge sharing on climate change impacts and responses by the energy sector (in Bulgaria and internationally) Develop financial mechanisms to build resilience Budget The costs associated with the adaptation measures and associated actions proposed for the energy sector range from no- or low-cost to high cost. No- and low-cost
JOB DESCRIPTION Job Energy Advisor Department Property Responsible to: Head of Property Responsible for: N/A Job Summary: To help the organisation achieve its aims and objectives, you will liaise with tenants and staff to help them understand how they live within their property and minimise their cost of energy usage. You will advise tenants and staff on how to efficiently manage their property and appliances to minimise energy costs. Take a coaching approach to provide a comprehensive customer focused service. Main Tasks & Responsibilities Operational tenants in their homes to advise on measures available to reduce energy bills. To set up Energy Workshops to engage with tenants/staff on energy saving measures and encourage Energy Champions within communities. Work with Energy Suppliers to help deliver their program of installing Smart Meters by providing guidance and support to tenants/staff. Advise tenants and staff on available schemes including government initiatives to help reduce energy bills. Work with tenants who have had renewable technologies installed to educate them on their use and best practice to ensure that the technologies are being used effectively and efficiently. Help educate staff on how renewable technologies work and understand the logic behind those used to enable them to assist customers in initial enquiries. Advise customers in financial difficulties on changes they may be able to make on their energy tariffs/suppliers to assist them in sustaining their tenancy.
Note If your property has multiple uses, you may want to adjust this number on the actual GFA for the primary type of use. (Example: The building’s primary function is office and the total GFA of the whole building is 30,000 sf. It also has some retail stores totaling 10,000 sf.) When entering the attributes for the primary space type (office), change GFA to reflect JUST the office space: 20,000 sf. Next click “Add Another Type of Use” to enter the attributes and remaining square footage for the building’s retail space. Additional Uses? Add more space uses to your property by selecting an option in the drop down menu Add Another Type of Use, and then click “Add”. This will open up a different list of attributes for that particular space type. Space Uses should be summarized to reflect the total square footage of any given space type. All retail square footage should be added together, as well as office, restaurant, multifamily, etc. Step 3 - Obtain Energy and Meter Usage Data Manual Entry Set up energy and water meters and enter 12 or more consecutive months of usage for all meters covering the same time period. Log in to your Portfolio Manager account and click on your property. In your Property Profile page, click on the Meters tab and select Add Another Meter. Select the types of fuel in your facility. For each type, enter the number of meters for that type. Click Get Started. On the About Your Meters section, click in the table to enter meter details. Select the correct unit for the fuel type. Enter the Date Meter Became Active. This is the date that the first bill was issued for the meter. (Note: if you are unsure of the first bill date, use your best guess). Select In Use if the meter is currently in use. Leave the Date Meter Became Inactive empty since meter is currently in use. Only select Enter as Delivery if the energy source is delivered to you, such as fuel oil or propane from a truck, as opposed to metered usage. If you need to add another meter, select Add Another Entry. When done entering meters, Continue.
FEDERAL FACILITY ASSESSMENT GUIDE Energy Audit Data Collection Grid Building Data Building Name Address Building Square Footage (ft2) Age of Building (years) Date of Last Major Renovation Purpose of Building Number of Floors Daily Operational Hours (e.g., M-F 8-6, Sa 10-4) Days of Use per Week Name of Utility Company Total Number of Occupants Building Specifics Floor Name or Number Activity Type (lab, offices, reception, etc.) Floor Square Footage or % of Building Area (ft2 or %) Number of Occupants Daily Operational Hours (e.g., M-F 8-6, Sa 10-4) Annual Utility Consumption (collected by month) Electricity (kWh) Electricity Cost ($) Electricity Rate ($/kWh) Natural Gas (MMBtu) Natural Gas Cost ($) Natural Gas Rate ($/MMBtu) Water (gallons) Water Cost ($) Annual Utility Tools Electricity Usage (Btu) Natural Gas (Btu Total Btu Energy Use Intensity (Btu/ft2) Total Water Water (gallons/ft2) Lighting Floor Name or Number Location (near window, internal office, hallway, etc.) Lamp Type Ballast Type Wattage Total Number of Lamps Hours Lights Are On Each Day Total kWh per Day How Are Lights Controlled? HVAC Systems Type of HVAC System (e.g., CV, multi-zone, VAV) Fuel Type Used HVAC System Controls (e.g., manual, DDC system) Operational Setpoints Type of Chilled System (e.g., rotary screw chillers with cooling towers) Chilled Water System Age Capacity of the System Operational Setpoints Weather Optimization Sensors (e.g., systems, brand of sensor) Plug Equipment Type (vending machine, computer, printer, computer screen, refrigerator) Manufacturer Model or Size Total Number Wattage Hours of Use per Day Days of Use per Year Total kWh How is Equipment Controlled? Description, Observations, or Notes Building Envelope Building Element (windows, doors, roof, walls, floors) Condition (excellent, good, poor) Type Observations Possible Energy Saving Opportunities Refer to the Energy Audit Data Collection Sheet for a detailed version of this form to use in your assessment process.
FEDERAL FACILITY ASSESSMENT GUIDE Energy Audit Data Collection Sheet Organizational Information Name of Organization Name of Contact Position Contact Email Phone Number Site Data Building Name Address Building Square Footage (ft2) Age of Building (years) Date of Last Major Renovation Purpose of Building Number of Floors Operational Hours (e.g. M-F Sa 10-4) Days of Use per Week Name of Utility Company Total Number of Occupants
Building Data Name or Number Activity Type (e.g. laboratory, executive offices, reception, etc) Floor Square Footage or % of Building Area (ft2 or %) Number of Occupants Daily Operational Hours (e.g. M-F 8-6, Sa 10-4)
Where other fuel types are being used, please explain where and why it is being used: _________________________________________________________________ How much of the additional fuel type is used per year (quantity and units) _________________________________________________________________ Lighting Floor Name or Number Location description (near window, internal office, hallway, etc). Lamp Type Ballast Type Wattage Total Number of lamps Number of hours lights are left on each day Total kWh per day How are lights controlled?
More information about identifying bulb types is available in the guidance documents. Heating, Ventilation, and Air Conditioning Systems What type of HVAC system does the building have? (e.g. constant volume, multi-zone, VAV, etc) What fuel type does this system use? How is the HVAC system controlled (e.g. manually, What are the operational setpoints? What type of chilled system does the building have, where relevant? (e.g. rotary screw chillers with cooling towers) How old is the chilled water system? What is the capacity of the system? What are the operational setpoints? Do either of these systems have weather optimization sensors? If so, which systems and what brand of sensor?
EXECUTIVE SUMMARY Major Recommendations and Savings potentials : and Medium Terms : Recommendations Savings per Annum Investment (Rs.) Pay back period KWHr Rs. Balancing single phase loads in three phases equally 1393 6,338.00 Nil Immediate Controlling of make-up water line in cooling tower 5,831 26,531.00 Nil Immediate Connecting capacitor across Chiller compressor 23,460 1,06,743.00 5,475.00 ½ month Replacing FTL by T-5 fittings in rooms/chambers 11,820 53,781.00 1,02,546.00 1 yr 11 months Replacing FTL by CFL fittings in corridor 5,518.8 25,111.00 15,120.00 7.5 months Replacing HPSV by T-5 based fittings in compound 8,094.24 36,829.00 68,400.00 1 yr 10 months 1.2 Long Term: No recommendation trial
The generator is 60 % efficient and produces 600 MW of electrical This is represented by the energy flow diagram below. (i) Calculate the power input to the generator. (ii) Calculate the power lost from the generator. (iii) Calculate the power lost by the heat engine 28. (a) What are the strongest arguments in favour of pursuing nuclear fission as a source of energy?
63. (a) If the Sun supplied 1 kW m-2 to the ice in the previous question and the ice had an albedo of 0.90, estimate the time it would take for the ice to melt and reach 16 °C. (b) What assumptions have been made in this estimate? 64. Define the following terms (a) energy the capacity to do work (b) energy density (c) efficiency of an energy conversion (d) albedo (e) resonance (f) emissivity (g) surface heat capacity (h) the coefficient of volume expansion. 65. Describe the meaning of the following and give an example of each (a) a thermodynamic cycle (b) energy degradation (c) a fossil fuel (d) a renewable energy source (e) a pump storage system (f) a combined cycle gas turbine (g) an oscillating column
The resulting contract, i.e. lease agreement, with the awarded vendor shall have an initial term of In no event will the total term of the contract, including the initial term, any renewal terms, and any extensions exceed 10 years. Subject to the maximum total term limitation, has the option to renew for the following terms: Please read the entire solicitation package and submit a bid for evaluation in accordance with the instructions. All forms and signature areas contained in the solicitation package must be completed in full and submitted along with the price proposal which will constitute the bid. Do not submit the instructions pages with bids. Bidders should keep the instructions and a copy of their bids for future reference. Forms A, Forms B, BEP Utilization Plan, and VSB Utilization Plan may be downloaded from the Illinois Procurement Bulletin (IPB) or from links provided in this document. These sections are a material part of this solicitation, and must be returned when applicable with a vendor’s bid. Please adhere to the form and content of bid requirements or the bid may not be considered.
9 Beta engineering Mr.Yared Eshetu Larger Systems, Smaller systems, One light bulb with mobile charger with 1300 birr. Around Megenagna, Tel. 0911 120 973 route@ethionet.et 10 Sayile Business group Somali Land Togo wichale 11 Togo Wichale solar shope Abdi Hassen Whole sale and Retail 0915220643/0936070288 Somali Land Togo wichale 12 Dio Dide engineering Alemu Retailer 0915321991, 0911787523 at DD and district respectively(Dila and Chuko) Work with solar23,Beta E,and Fosera product 13 Alamir electronic shope Abdulahi Ali Retaile Shope JJ electronics shop 14 electronic shope Retaile Shope JJ electronics shop 15 Wase electronic shop wase retaier 911085287 Harer Sigara tera 16 Harer HIdase Gosa Retailer 915402171 Sales promotion 17 Gedamitu market 025116451020, 0912288894 18 GIZ,Energy coordination Burea Amare Energy officer at GIZ 025116451020/0912288894 Work with East clusters 19 Semera University Ayalew Bekelle
herbivore – eats plants carnivore – eats meat omnivore – eats plants and meat decomposers - break down waste and return the raw materials into the soil. food chain – diagram that shows the flow of energy from one animal to another. first organism in a food chain is always a producer
Energy Part 1 & HW Name: ___________________________________________ Period: ______ Teacher: Ms. Hidalgo
Title Questions/Main Notes _____________________________________ _____________________________________ _____________________________________ _____________________________________ The ability to do work or cause change Force exerted on an object that causes it to move (transfer of energy) Push or pull The rate at which energy is transferred Summary:
_________________________________________________________________________________________________________________ Questions/Main Ideas Notes _____________________________________ _____________________________________ All of energy can be transformed into other forms of energy Single transformation Multiple transformations Energy cannot be created or destroyed. Summary:
Energy Transformation Rubric REQUIREMENT 0-10 Points (Unsatisfactory) 10+ Points (Developing) 15+Points (Effective) 20 Points (Excellent) 1st Response Letter Students may mention some examples of energy transformation in the home. Students make an attempt to explain the examples of energy transformation presented. Students explain how solar energy is transformed into other types of energy in the home. Students clearly explain their examples and process. Their examples are well thought out and logical. 2nd Response Letter: Students may not mention any examples. No explanation is Students make an attempt to explain the examples of energy transformation presented. Students explain how solar energy is transformed into other types of energy in vehicles. Students clearly explain their examples and process. Their examples are well thought out and logical. Solar Energy Transformation Examples Students may mention examples, but little information is provided. Students attempt to explain the process by which solar energy is transformed. Some examples are provided with few details. Students explain the process by which solar energy is transformed. Examples are given with detailed explanations provided. Students clearly explain the process by which solar energy is transformed. The examples and details are well thought out and logical. Presentation Comprehension is nearly impossible due to poor organization, improper speech patterns, or lack of knowledge. Key points were likely missed. Information is presented in a way that is sometimes confusing due to poor organization, improper speech patterns, or lack of knowledge. Key points may have been skipped. All required information is presented in a way that was understandable. Able to answer most questions asked by classmates. All information was presented in a way that was easily understandable. Technology Very little technology used in the presentation. Some areas of technology used or attempted in the presentation. Students included technology in their presentation of the material. Students used a large amount of technology in developing and presenting their advertisement.
ENERGY ABSORBING MANHOLES REFERENCE SPECIFICATIONS, CODES, AND STANDARDS AASHTO H-20 – Loading. ASTM C581 – Standard Practice for Determining Chemical Resistance of Thermosetting Resins Used in Glass-Fiber-Reinforced Structures Intended for Liquid Service. ASTM D256 – Standard Test Methods for Determining the Izod Pendulum Impact Resistance of Plastics. ASTM D638 – Standard Test Method for Tensile Properties of Plastics. ASTM D785 – Standard Test Method for Rockwell Hardness of Plastics and Electrical Insulating Materials. ASTM D790 – Standard Test Methods for Flexural Properties of Unreinforced and Reinforced Plastics and Electrical Insulating Materials. ASTM D 2563 – Standard Practice for Classifying Visual Defects in Glass-Reinforced Plastic Laminate Parts. ASTM D2583 – Standard Test Method for Indentation Hardness of Rigid Plastic by Means of a Barcol Impressor. ASTM D2584 – Standard Test Method for Ignition Loss of Cured Reinforced Resins. ASTM D3753 – Standard Specification for Glass-Fiber-Reinforced Polyester Manholes and Wetwells. All references be of the latest revision. SUBMITTALS Units All submittals, specifications, drawings, brochures, installation instructions, descriptive literature, etc. shall have all units of measurement in both Imperial and SI units. Drawings Project specific drawings, showing: Overall structure length, width, and height. Critical elevations. Ladder, top, coupling, and energy absorbing structures. Joints, connections, fasteners. Sizes, spacing, and locations of structural members, ribs, anchoring clips, and dimensional bracing. Materials and thicknesses of construction. Generic layouts or marked brochures shall be rejected without review. Specifications Project specific specifications. Generic or check marked specifications shall be rejected without review. Receiving, Handling, and Storage Instructions Installation Instructions Operation and Maintenance Instructions Product Warranty Test Data Manhole Test result data confirming full compliance with ASTM D3753 for manhole barrel and reducer structures as required under Section 11 of the standard. Channel Test results confirming diversion structure material properties. Laminate Sample 6-inch [15.24 cm] square samples of representative manhole barrel and energy absorbing structure laminates, upon request. Quality Assurance Data Fabricator’s Certificate of Compliance with fabrication requirements. Qualifications of fabricator’s Quality Assurance Supervisor. Copy of fabricator’s Quality Assurance Program. Quality Assurance Inspection with: In-production Quality Assurance Inspection report(s).
Eligibility Utility info evaluation Scheduling Agency variations Time efficiency Pre-screening Domain 1 – Auditor Conduct – At the home Client relations Establish client relations Provide your/agency contact info…etc. You are the primary contact person Purpose of the visit Explain what will be happening on the initial visit Explain the Wx process flow and timeline Discuss client responsibilities Be available Potential issues that must be addressed before work can begin Client must to all procedures or risk deferral Handouts – HUD Renovate Right, EPA Mold and Moisture, Client Consent form, Moisture Assessment form, Appeals Information form, Energy Savings information Indiana Wx Guide 5 question Quiz 11:15 Break 11:25 Domain 1 – Auditor Conduct – At the home – Cont’d Deferrals When to Walk away – reasons for deferral When to Run away – required to defer Discuss how to handle deferrals and the appeals process Provide required pamphlets Renovate Right – Lead HUD/EPA Mold and Moisture – EPA Obtain signatures Client Consent form Moisture Assessment form H&S issues that pertain to your job Personal Protection Equipment Home issues, vermiculite, asbestos…etc. OSHA requirements OSHA ten hour requirement for Auditors Client education Ongoing process from beginning to end Class questions and Quiz 12:00 Lunch
4:00 End of Day 1 Energy Auditor Day 2 Time Activities Slides or Props 9:00 Domain 3 – Testing Determine testing to be done HVAC IAQ Air leakage Infrared Appliances Inform client of procedures Have all equipment required Understand how to use equipment Appliances Watt-hour meter usage Comparison of usage to industry charts AHAM – Association of Home Appliance Manufacturers WAPTAC database Indoor Air Quality This is going to be another IHCDA monitoring focus U of ILL Monitor and record ambient CO readings Determine if CO readings exceed action levels Source the CO Identify conditions that promote radon infiltration Identify conditions that promote mold growth Measure flow of mechanical ventilation Power Point presentation EA-3 Handout of EA-3 Duct Blaster video/usage info Indiana Wx Field Guide Handouts – Refrigerator form, Gas, Oil, Boiler, New Furnace Installation forms, Electric Furnace, Heat Pump, Range and Woodstove forms. Zone to zone pressure charts Props – watt-hour meter, CO analyzer, combustion analyzer, calibrated pressure pan, pressure pan, combustible gas leak detector, thermometers, draft gauge, digital manometer, windy day kit, blower door, IR camera, electrical testers 9:45 Break 10:00 Domain 3 – Testing cont’d Air Leakage Blower Door Depressurization / Pressurization CFM@50 Cruise control Identify infiltration / ex-filtration locations Calculate building tightness limit
SOFTWARE REQUIREMENTS: Operating system : Windows 7. Coding Language : JAVA/J2EE Tool : Netbeans 7.2.1 Database : REFERENCE: Matteo Catena and Nicola Tonellotto, “Energy-efficient Query Processing in Web Search Engines”, IEEE Transactions on Knowledge and Data Engineering, 2017
• What does friction do to the motion of an object? • Do you think there would be more friction on a smooth road or a rough road? Explain your answer. • Discuss how you would design an investigation to discover how friction affects moving objects. Be sure to include all the components of the scientific process.