zilongwang/ReadingBank huggingface dataset:
/10-3 /10-3 /10-3 1 0.8020 0.5545 0.5512 2 1.0026 0.6975 0.6975 3 0.9163 0.6308 0.6324 4 0.9441 0.6200 0.6205 5 0.8511 0.5644 0.5645 6 0.8806 0.6300 0.6267 7 0.9507 0.6835 0.6801 8 1.0514 0.6665 0.6612 9 0.8672 0.6520 0.6555 10 0.9535 0.6490 0.6501 11 0.9144 0.5795 0.5880 12 0.8738 0.5961 0.5961 13 0.8441 0.5660 0.5643 14 0.8863 0.5205 0.5201 From last table, data fusion based on time-series data correlation mining has better effective estimation than other traditional algorithm in stability or disturbance period. Summary And Conclusion Hybrid measurement data estimation improves the state estimation which only use SCADA data with WAMS data. However, there is not an effective scheme to solve the problem of state estimation based on WAMS/SACDA data. The scheme of time-series data correlation fusion is proposed in this paper: Pearson correlation coefficient function is introduced in this paper. WAMS/SCADA data correlation estimation is done by determining upper and lower limit and derivation of correlation coefficient. In the case of time difference of time-series curves, optimizing data fusion by building and solving model function. Calculating the matrix of time-series data weight to complete an effective scheme based on time-series correlation by analyzing measurement data. The results are verified by IEEE 118 nodes system. The stability has improved a lot than other schemes.
Section 4 - Health / Criminal Convictions This information will only be used to assess applicant’s suitability for employment, in so far as it is relevant. Applicants will be considered on merit and ability and will not be discriminated against unfairly. Do you have any disabilities or medical conditions? Yes No Will you require a work permit to work in the ? Yes No If you are not a British or European Economic Area citizen you may need a work permit to be able to work in the . Have you ever been convicted of any criminal offence? Yes No Your attention is drawn to the fact that under the Rehabilitation of Offenders Act 1974 you may be entitled to answer ‘no’ to this question even if you have in the past been subject to criminal proceedings resulting in conviction(s). However, certain types of employment are excluded under the Rehabilitation of Offenders Act 1974 (Exemptions) Order 1975 from the protection. This post requires a police clearance additional guidelines can be obtained from Human Resources. Please note: A Criminal Record Bureau disclosure will be requested when a candidate is made an of employment and the position requires police clearance. Section 5 - References Academic Reference: Other Reference: Position: Position: Address: Address: Telephone No: Telephone No: Email: Email: How long have you known this referee and in what capacity? How long have you known this referee and in what capacity? Section 6 - Availability Associates are likely to work in one 2 -3 hour slot per week. Please list maximum availability for a typical week. Monday Tuesday Wednesday Thursday Friday Morning Afternoon
person going to university as I suspected that they were going to go anyway – it was pointless.” The ideal target group for WP activities is therefore those disadvantaged young people who have the potential to enter higher education (or an elite university), but who would not do so without an additional intervention. Concerns about deadweight and leakage date right back to the early days of the WP agenda (e.g. Thomas, 2001) and eventually spawned official guidance (e.g. HEFCE, 2007). Many of the Strand 1 participants discussed Aimhigher’s concerted efforts to use data to reliably target disadvantaged communities and schools with which to work. This was considered by some to be a solved problem, although there were misgivings about the role of schools in identifying specific individuals – what one participant called the “problem of teacher judgement [which] includes more people who shouldn’t be there.” This theme was continued into Strand 2, with 32 percent of participants expressing concerns about the ability or willingness of schools to identify the ‘right’ young people, even once clear criteria had been set: “sometimes schools may have their own agendas as to who might benefit from interactions”, with “unscrupulous” teachers who use WP activities to give additional input to high-flying pupils or those likely to portray the school in a good light. This was conceptualised in respect of the pressures on schools to maximise their standing, which may be at odds with the WP agenda. For example, one Strand 2 participant explained that
Clifford Park Special School Annual Implementation Plan 2017 School Improvement Priorities 2017 Improvement Priority: Students will achieve their reading expectation or literacy learning expectations. Strategy : Evidence of Learning Professional Learning Community (PCL) leads the implementation of data processes Actions Targets Timelines Responsible Officer/s Define and implement consistent, contextualised and systematic data processes in order to collect, store and use as evidence of learning. -Deconstruction of data tools -Implementation of Data Walls -Implementation of data tools on a cyclic basis Term One 2017 Term One 2017 2017 Tania Leach and team members of the PLC Use evidence of learning to identify students are ‘at’, inform targeted teaching and confirm that our curriculum and pedagogical decisions are leading to learning. -Precise, measurable learning targets written for each student -Four weekly data cycles to be implemented Reading expectations/Literacy expectations are recorded in Student Plans during each term -Master Teacher -Peer Feedback Coaches Use evidence of learning to support consultation processes with stakeholders Student Plan Meetings with stakeholders One meeting with stakeholders each semester -Leadership Team -Teachers Strategy: Professional Learning for staff regarding Evidence of Learning processes – increase knowledge, skills and competencies on assessment literacy Actions Targets Timelines Responsible Officer/s Master teacher provides training to Peer Feedback Coaches Peer Feedback Coaches are able to support teachers in developing precise reading goals/learning expectations. By beginning of Term Two 2017 Master Teacher Peer Feedback Coach Peer Feedback Coaches support teachers in aligning precise reading goals/literacy expectations with appropriate teaching pedagogies Regular interactions between Peer Feedback Coaches and Teachers 2017 Master Teacher Peer Feedback Team Engagement in Lyn Sharratt’s Leading Learning Collaborative Attendance at Regional Days. Engage in professional learning activities 2017 Leadership Team Professional learning for staff regarding the #1, #14, #6 and #3 parameters of Leading Learning Collaborative Action plan written for professional learning of staff Term One 2017 Leadership Team
Strategy: Engaging students in school decision making Actions Targets Timelines Responsible Officer/s Engagement of students in student council 60% of students involved T1,2,3,4 Leah Students Providing students opportunities to engage in classroom goal setting 100% of students with personal goal T1,2,3,4 Leah Paula Students Individual behaviour plans developed with students <5 detentions T1,2,3,4 Leah Students Strategy: Creating opportunities to involve local business, industry and community in school Actions Targets Timelines Responsible Officer/s Invite parents into classroom for reading and spelling groups 70% of families engaged throughout the year T1,2,3,4 Leah Engaging parents in active feedback to the school 100% of parents completing SOS T3? Leah Engaging parents and community to engage in P&C 60% family representation T1,2,3,4 Leah Increase community events and invite local community to participate 1 community event per term T1,2,3,4 Leah Strategy: Ensuring effective pedagogies are implemented school-wide Actions Targets Timelines Responsible Officer/s Development of whole school curriculum plan Completed T1 Ongoing Leah Development of 2 year unit cycles Completed T1 Ongoing Leah Continual review of effective teaching practices through latest research Research viewed regularly Ongoing Leah Staff development plans focused on alignment with AIP 100% staff T3 Leah Review of formative assessment strategies 100% teachers / aides T2 Leah Endorsement This plan was developed in consultation with the school community and meets school needs and systemic requirements. ________________ _____________________ ____________________ Principal P and C / School Council Assistant Regional Director
College (SSC) is strengthened to allow for better communication, professional development and improved student outcomes. Prep team to develop closer links with the local kinder to enable an improved transfer of information and a smoother transition for the students. The Gifted and Talented program refined and extended in the school. Growth of the high achieving students will be monitored by the G&T coordinator over the course of the plan. Wiseones will be continued and assessed. The internal program at the school will be refined for the 3 – 6 students. A student / parent survey will be conducted at the end of the unit as a measure of its success. Professional development and discussion with Strathmore Secondary College around transition. Professional development and discussion with local Kindergartens around transition. Students will be selected using PAT and on-demand results Units to be developed to extend learning Virtual worlds Lego Robotics Rich Tasks that extend reading, writing & maths. Principal → Principal Teacher → Teacher Principal, Prep Team AP, G&T Coordinator, Year 3-6 Teachers Contact SSC in term 2 for some reciprocal visits Ensure communication with parents regarding the visits. Develop the pre-existing links regarding the maths / science PD Term 2 Semester 1 unit Semester 2 unit Promoting the school in the wider community Visits to the Kinders Student Blogs Surveys What How Who When Achievement milestones Wellbeing The student leadership program to better reflect the needs of the students (‘Student Voice’). Surveys are created at each year level to determine student ideas about their own learning to Student forums Student surveys Survey Monkey) Student Leadership program to be reviewed Teams, with the Data/eLearning coordinator as the facilitator will create a ‘Student Voice’ survey using AP, TaLLs, Student Leadership coordinator, 5/6 teachers Data/eLearning coordinators, Teams, All staff Semester 1 – prep buddies program to be reviewed in line with student thoughts and Semester 1 – year 6 Leadership to be reviewed with the thought of material from Michael Grose. Teams will start the development process in Semester 1 & the students will complete the surveys in A new buddies program that better reflects the needs of the students is developed The Leadership Program is improved and extended to better reflect the needs of the students. All Teams prep, 1/2, 3/4, 5/6 will have developed a survey.
Lead contact details All communication regarding your project bid will be made with the contact person detailed below. First name Surname Other name Title Job title Department Faculty / Directorate Work telephone Email Project information Please provide the following information regarding the project bid. Project title Funding amount requested for 2018/19 £ Priority area: Please indicate the alignment of your bid with any of the strategic priorities listed Co-Creation Building Capability UDL Please list additional members (if any) who will be involved in the project team: Full name(s) Faculty/Directorate Contact email Proposal abstract: A statement of purpose and a definition of the research, innovation or development – what do you want to do? (200 words maximum)
Annex 7: Budget No Items Y1 Y2 Y3 Y4 Y5 Y6 Total 1 Management Fee & Performance Payments 964,904 1,833,662 1,940,512 1,963,924 1,960,415 1,016,584 9,680,000 2 Long Term Personnel (ARF) 1,122,756 2,370,222 2,744,352 2,993,772 2,993,772 1,496,886 13,721,760 3 Short Term Personnel (ARF) 130,620 158,610 186,600 186,600 158,610 102,630 923,670 4 Advisor Support Costs 662,382 524,779 987,176 927,176 926,775 734,382 4,762,670 5 Operational Costs (operations personnel, office and vehicle costs, event and communication costs) 1,140,000 2,280,000 2,280,000 2,280,000 2,280,000 1,140,000 11,400,000 6 Implementation Costs (implementation personnel, MRM costs, capacity development costs, intervention costs, domestic travel, TA Secretariat) 4,751,190 9,502,380 9,502,380 9,502,380 9,502,380 4,751,190 47,511,900 7 DFAT resources for performance management and contract administration 840,000 1,330,000 1,330,000 1,330,000 1,330,000 840,000 7,000,000 Total 9,611,852 17,999,653 18,971,020 19,183,852 19,151,952 10,081,672 95,000,000
06:00 – 06:10 pm : Address by Com. Sanjay Das Secretary General, AIBOC, WBSU 06:10 – 06:30 pm : Address byAffiliate Officers’ Associations 06:30 – 06:45 pm : General Discussion onAgenda 06:45 – 07:00 pm : Conclusion andVote of Thanks
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INDIAN INSTITUTE OF ASTROPHYSICS, BANGALORE FORM STATEMENT OF IMMOVABLE PROPERTY FOR THE YEAR 2017 (as on 31.12.2017) 1. Name of Employee : 2. Present post held : 3. Present Pay : Name of District, Taluk & Village in which the property is situated Name and details of property Housing & other building Lands * Present value If not in own name state in whose name held and his/her relationship to the Government servant How acquired, whether by purchase, lease**, mortgage, inheritance, gift or otherwise with date of acquisition and name with details of persons from whom acquired Annual income from the property Remarks 1 2 3 4 5 6 7 8 Signature ………………………………. Date …………………………………… Inapplicable clause to be struck out. * In case where it is not possible to assess the value accurately, the approximate value in relation to present condition may be indicated. ** Includes short term lease also. Note :- The declaration form is required to be filled & submitted by every staff member under the Central Civil Services (Conduct) Rules, 1964, on first appointment, to the service and thereafter at the interval of every twelve months, giving particulars of all immovable property owned, acquired or inherited by him/her or held by him/her on lease or mortgage/pledge, either in his/her own name or in the name of any member of his/her family or in the name of any other person.
5 – Excellent 4 – Good 3 – Minimal 2 – Lacking Student summarized in detail the aim that a group of Americans had for Reconstruction. Student explained why this aim was favored by their assigned group of Americans. A: B: 9 C: 8 D: 7 F: 6 or lower Comments: The Aims of Reconstruction – Partial Notes Vocabulary Aim - ______________ _________________________ - to rebuild; to build again Unite - to bring together
Grade 5 Math GPC Form A: SAISD Student Data Student: ID Number: Assessment Results/Summary Data Complete the STAAR information after each administration. Total # Correct RC 1 # Correct RC 2 # Correct RC 3 # Correct RC 4 # Correct AREA FOR ACCELERATION 1st Administration Date of 36 of 6 of 17 of 9 of 4 Reporting Category 1 2 3 4 STAAR 2nd Administration Date of 36 of 6 of 17 of 9 of 4 Reporting Category 1 2 3 4 STAAR 3rd Administration Date of 36 of 6 of 17 of 9 of 4 Reporting Category 1 2 3 4 Other Math Assessment Information MAP RIT Score Additional Math Data BOY MOY Month EOY Month Grade 5 Math GPC Form B: Accelerated Instruction Plan 1st Test Administration Name: ID Number: Correct Category 1 Category 2 Category 3 Category 4 1st Administration of 36 of 6 of 17 of 9 of 4 Areas of Acceleration Number & Operations Algebraic reasoning Number & operations Algebraic reasoning Algebraic reasoning Geometry & measurement Data analysis Personal financial literacy DURATION Daily for day(s) to implement a targeted Accelerated Instruction Plan. Daily instruction will be: 1 hour per day 2 hours per day
Grade 5 Reading GPC Form A: SAISD Student Data Student: ID Number: Assessment Results/Summary Data Complete the STAAR information after each administration. Total # Correct RC 1 # Correct RC 2 # Correct RC 3 # Correct AREA FOR ACCELERATION STAAR 1st Administration Date of 38 of 8 of 16 of 14 Reporting Category 1 2 3 STAAR 2nd Administration Date of 38 of 8 of 16 of 14 Reporting Category 1 2 3 STAAR 3rd Administration Date of 38 of 8 of 16 of 14 Reporting Category 1 2 3 Other Math Assessment Information Fountas & Pinnell EOY iStation Overall Level Word Analysis Level Fluency Level Vocabulary Level Comprehension Level BOY Month MOY EOY Month SRI Lexile EOY Month MAP – Reading RIT Score BOY Month MOY Month EOY Month
5 Reading GPC Form B: Accelerated Instruction Plan After 1st Test Administration Name: ID Number: 1st Administration of 38 of 8 of 16 of 14 Areas of Acceleration Vocabulary development Comprehension of literary text – theme & genre Comprehension skills Comprehension of literary text Theme & genre Poetry Drama Fiction Literary non-fiction Sensory language Media literacy Comprehension skills Comprehension of informational text Culture & history Expository text Persuasive text Procedural text Media literacy Comprehension skills DURATION Daily for day(s) to implement a targeted Accelerated Instruction Plan. Daily instruction will be: 1 hour per day 2 hours per day 3 per day 6 hours per day Other: April/May 2018 Accelerated Instruction Prior to 2nd Test Administration (Instructional resources included on page 4) Day 1 Day 2 Day 3 Day 4 Day 5 TEK Focus: Strategy: TEK Focus: Strategy: TEK Focus: Strategy: TEK Focus: Strategy: TEK Strategy: Day 6 Day 7 Day 8 Day 9 Day 10 TEK Focus: Strategy: TEK Focus: Strategy: TEK Strategy: TEK Focus: Strategy: TEK Focus: Strategy: Parent/Guardian Contact Date Time Person Contacted Summary of Discussions Attached Documentation Complete Admin Initials Please check the complete box to indicate any documentation included and initial to verify that you have included the documentation. Form R.2 (Notification of Student Performance – Did Not Meet Passing Standard) OR Form R.2 Spanish (Notification of Student Performance – Did Not Meet Passing Standard) CSR (Confidential Student Report) Teacher Notes/Observations iStation Reports Other: Principal/Designee Approval of AIP Signature Position Date
Complete Admin Initials Please the complete box to indicate any documentation included and initial to verify that you have included the documentation. Form R.8 (Notification of Student Performance – Did Not Meet Passing Standard, Third Administration) OR Form R.8 Spanish (Notification of Student Performance – Did Not Meet Passing Standard, Third Administration) Form R.9 (Confirmation of Participation in GPC Meeting – Third Administration) OR Form R.9 Spanish (Confirmation of Participation in GPC Meeting – Administration) Form R.10 (GPC Meeting Minutes – Third Administration) OR Form R.10 Spanish (GPC Meeting Minutes – Administration) Form R.11 (Parent Notification of GPC Decision – Third Administration) OR Form R.11 Spanish (Parent Notification of GPC Decision – Third Administration) CSR (Confidential Student Report) Teacher Notes/Observations Other: __________________________________ Grade Placement Committee Printed Name Relationship Signature Date Principal/Principal Designee Reading Teacher Parent/Guardian Parent/Guardian LPAC Representative (If Applicable) District Designee acting on behalf of the student because no parent/ guardian could be located Other Review of AIP by Receiving Campus Printed Name Relationship Signature Date Principal/Principal Designee Assigned Teacher Other
TEKS: CCRS: ELPS: We will… I will… Materials: Academic Review 5 E Engage Explore Explain Elaborate Evaluate Engage Explore Explain Elaborate Evaluate Engage Explore Explain Elaborate Evaluate Engage Explore Explain Elaborate Evaluate Engage Explore Explain Elaborate Evaluate Warm-Up Detailed Activities Essential Questions with Bloom’s Inquiry Level Technology Tools Teacher: Student: Teacher: Student: Teacher: Student: Teacher: Student: Teacher: Student:
Airtoair singlesplit outdoor units (not supplied or offered for supply as part of a singlesplit system) 12 Supplied or offered for supply to create a non-ducted system R 4kW 3.66 13 Supplied or offered for supply to create a non-ducted system 4kW R 10kW 3.22 14 Supplied or offered for supply to create a ducted system R 10kW 3.10 15 Whether supplied or offered for supply to create a ducted or a non-ducted system 10kW R 39kW 3.10 16 Whether supplied or offered for supply to create a ducted or a non-ducted system 39kW R 65kW 2.90 Airtoair multi-split outdoor units (whether or not supplied or offered for supply as part of a multi-split system) 17 R 4kW 3.66 18 4kW R 10kW 3.22 19 10kW R 39kW 3.10 20 39kW R 65kW 2.90 Water-to-air air conditioners 21 R 39kW 3.50 22 39kW R 65kW 3.20
test simulation software means a computer-based software package that uses simplified measurements and other data to estimate relevant product performance without the need for a full, physical test. type: the following are the types of products: (a) ducted systems; (b) nonducted systems; (c) multisplit systems; (d) ducted unitary systems; (e) nonducted unitary systems. 4 Use of calorimeter and air enthalpy test methods (1) This section applies in relation to all tests undertaken for the purposes of Part 3 and Part 4 (other than sound testing) of this Determination. (2) This section does not apply in relation to a simulation test that was conducted in accordance with section 3 of this Schedule. (3) For a test of a kind indicated in the following table that is conducted in relation to a product indicated in the corresponding row of the table, the test method, or any of the test methods, indicated in the corresponding row of the table must be used. Note: These tests are outlined in AS/NZS 3823.1.1:2012, AS/NZS 3823.1.2:2012 and AS/NZS 3823.1.4:2014. Products Indoor enthalpy test method Calorimeter room test method Shortened calorimeter room test spanning 3 complete defrost cycles 1 the following tests for the purposes of Part 4: (a) low temperature heating capacity test (H2); and (b) extralow temperature heating capacity test (H3) all products (whether singlephase or threephase) other than products in product class 3 × × × 2 any test not covered by item 1 (a) products in product class 3 (whether singlephase or threephase); × (b) singlephase, nonducted products in product 1, 2, 4, 5 or 6, other than such products that are registered on the basis that a label will not be displayed at the ×
15 38 210 0 16 62 221 0 17 0 0 0 Totals 261 1150 1473 2 Values of t0 and t100 For paragraph (b) of the definition of “commercial SEER rating” in section 34 of this determination, the values of t0 and t100 are given by the following table: AS/NZS 3823.4 zone Standard t0 (°C) t100 (°C) AS/NZS 3823.4.1:2014 17 33 Hot/humid AS/NZS 3823.4.2:2014 17 0 AS/NZS 3823.4.1:2014 17 35 AS/NZS 3823.4.2:2014 17 0 Cold AS/NZS 3823.4.1:2014 14 35 Cold AS/NZS 3823.4.2:2014 14 0
Environmental Control System Servicer Domestic Air Cond. and Furnace Installer Environmental System Repair Helper Refrigeration Mechanic ASSOCIATE OF APPLIED SCIENCE DEGREE: General Occupational/Technical Studies Contact Information: Program Coordinator Doug Adams (606) 487-3300 or (800) 246-7521, Ext. 73300 adams.doug@kctcs.edu Revised: 8/11/2017
Region 4 Spring Grants/Planning (Air Directors’) Meeting Embassy Suites Centennial Olympic Park Atlanta, Georgia June 5-7, 2018 AGENDA (05/08/2018 Draft) Tuesday, June 5, 2018 Morning Special Sessions – Salon I 8:00 a.m. SESARM Board of Directors Meeting convenes Rhonda Thompson, SC BAQ, Chair 8:30 a.m. Small Group Meeting State agencies agencies (designated by Metro 4 President) EPA senior staff 10:00 a.m. Break 10:15 a.m. Small Group Meeting (continues) 11:30 a.m. Small Group Meeting ends Tuesday, June 5, 2018 Afternoon General Session – Legacy A, B, C 12:00 noon Registration begins 1:00 p.m. Welcoming remarks Beverly Banister, EPA APTMD Director Trey Glenn, EPA Region 4 Administrator (invited) 1:30 p.m. NAAQS reviews and implementation (federal perspectives) Anna Wood, EPA OAQPS AQPD 2:30 p.m. 3:00 p.m. NAAQS review and implementation, SIPs, planning, permitting, and prescribed fires (regional perspectives) Scott Davis, EPA Region 4 APTMD and staff 4:15 p.m. EPA SIP Lean/Kaizen initiative EPA Region 4 APTMD staff Jimmy Johnston, Tennessee DAPC 4:30 p.m. VISTAS II regional haze project update Jim Boylan, Georgia APB 4:45 p.m. Meeting adjourns for the day 4:45 p.m. Metro 4 Board of Directors/Membership Meeting convenes (Salon I) Corey Masuca, Jefferson Co AL President Wednesday, June 6, 2018 General Session – Legacy A, B, C 8:30 a.m. EPA Region 4 APTMD Updates Beverly Banister, EPA Reg 4 APTMD 9:00 a.m. Modeling and monitoring (federal perspectives) Chet Wayland, EPA AQAD 10:00 a.m. Break 10:30 a.m. Monitoring – data quality, TSAs, regional issues Todd Rinck, EPA Region 4 APTMD Laura Ackerman, EPA Region 4 SESD
Benefits as an Air Force Reserve Officer Tuition Assistance available Low-cost Dental Insurance available On-base grocery and shopping privileges Benefits while on Paid Training Tours of Duty Annual training tours with Second Lieutenant pay and benefits to include: Base pay Housing allowance Grocery supplement Family separation allowance Travel Pay/Per Diem Servicemen’s Group Life Insurance coverage available Potential degree credit (with seminary approval) Benefits of Your Training Paid travel to and from training Flexibility to meet your school and civilian employment schedules Mentoring by seasoned Active Duty, Reserve and Chaplains Exposure to a diverse ministry setting and broad Air Force mission Fighter, Bomber, Transport Remotely Piloted Aircraft Space and Cyberspace First Responders Hospital/Medical
Special Ops Lifetime relationships with fellow candidates and mentors Hands-on ministry with Airmen and their families Maximize your potential to reappoint as an Air Force Chaplain The Air Force Chaplain Corps provides spiritual care and the opportunity for Airmen, their families, and other authorized personnel to exercise their constitutional right to the free exercise of religion. This is accomplished through religious observances, providing pastoral care, and advising leadership on spiritual, ethical, moral, morale, core values, and religious accommodation issues. Chaplain Candidates train to meet the needs of Airmen and their families as potential future Chaplains. The training program is organized into four phases over multiple years: Basic Training to include the five-week Commissioned Officer Training Course and the two-week Chaplain Candidate Course. Chaplain Candidate Intensive 35-day multi-base emersion into the Chaplain Corps mission across the Active Duty, Reserve, and Guard. 35-day tour at an Active Duty base for hands-on practice of Chaplain skill-sets crafted to meet your reappointment goal (Active, Reserve, or Guard). Additional tours post-degree while you earn your ecclesiastical endorsement to serve as a Chaplain. Examples of Training Experiences Travel on military aircraft and minister to pilots, aircrew, and ground personnel. Care for families of newly graduated Airmen at Basic Military Training. Learn the Explosive Ordnance Detail mission and encourage Airmen who put their life on the line daily. Provide pastoral care to medical providers and wounded warriors at one of the military’s premier treatment facilities. Lead worship in the field, at base chapels, and in unit workplaces. Provide memorial services for the fallen. Spiritually strengthen Special Operations Airmen in a high operations tempo environment. Lead first responders (firefighters, police, medical personnel) to spiritual wholeness.
Q29. of the following is an example of security cargo? Q30. Terminating or en route stations discovering discrepant cargo must: Q31. Aircrew accompanying classified cargo will be identified on the flight orders along with their security clearances. Q32. What is the first step in receiving classified and security cargo? Q33. Where must classified cargo be stored? Q34. What information is recorded on DD Form 1907, Signature Tally Record? A. Q35. Q36. All classified/security must be under armed guard while in custody of the air terminal. Q37. Discrepant classified and security shipments can contain: Q38. Q39. Q40. When cargo is manifested to the consignee, the APOD: C Q41. Q42. What is the defining requirement of registered mail? Q43 Q44. A single person working alone may containerize registered mail. False Q45. What items are required when containerizing registered mail? Q46. What should be annotated across the packing tape when containerizing registered mail?
[6] The defendants filed an opposing affidavit, deposed to by Mr. Fanuel Alexander, setting out the basis of their defence as follows (I quote verbatim from the opposing affidavit): ‘8. From the outset it is important to note that the Respondents’ notice of intention to defend in the main action was not filed merely for the purpose of delay. 9. The Respondents in effect have a bona fide defence in respect of the Applicants Particulars of Claim as shall be illustrated herewith. 10. Firstly, the Respondents intent to raise an exception on the basis that the Applicant’s Particulars of Claim do not disclose a cause of action in that the Applicant basis its claims on a written agreement, attached to the Particulars of Claim as Annexure A, which was never signed and thus never came into force. 11. Secondly, the Applicant is claiming for an amount in respect of rental and charges in respect of cylinders in the amount of N$ 102,547.87 (one hundred and two thousand dive hundred and forty seven Namibian dollars and eighty seven cents). 12. was however no agreement that the Respondents were renting the cylinders from the Applicant, instead the Respondents purchased the gas in the cylinders and after using the gas and emptying the cylinders the Respondents returned the cylinders to the Applicant. 13. Therefore the Applicant is not entitled to the rental and charges amount of any cylinders but rather the value of any missing cylinders or damage thereto if such can be proven by the Applicant, which they failed to do in their Particulars of Claim. C.1 CLAIM AGAINST THE SECOND RESPONDENT 14. The Applicant claims that I signed a suretyship agreement binding myself, in my personal capacity, to any debts that the First Respondent may incur as a result of the alleged agreement. 15. I never signed the alleged agreement as can be seen on Annexure D of the Applicants Particulars of Claim, which is the deed of suretyship that the Applicant relies on.
AIR MASSES AND FRONTS An is a large body of air that develops over a particular region. forms over regions near the equator. T- Tropical over regions. P- Polar masses form over _______________________. m- maritime masses from over . c- continental Moisture content is noted by the first letter. m – – wet c – – dry Temperature is noted by the second letter. P – – cool T – - warm
Air pollution impacts (as a minimum NO2 and Particulate Matter including combustion, tyre and brake wear etc.) will be quantified and related to each of the different types of activity including staff commute, patient and service user travel, visitor travel, business travel and fleets and freight transport both for the organisations in the NHS, public health and social care sector as well as related to goods and services purchased by these organisations and through the supply chain. Health impacts from air pollution do not up with greenhouse gas impacts. These differences and any key messages should be detailed. Where possible other health impacts such as road trauma and benefits from active travel will be included in the analysis. Average impacts (QALYs, DALYs and deaths) for different types of activity should also be provided, including health impacts per mile of business travel, freight, commute, patients, visitors etc. It uses existing data, where available, and is evidence based. Confidence intervals or sensitivity analysis should be included. Environmental and financial impacts are included appropriate. The methodology and any assumptions are transparent and robust enough to be credible. Any biases in the methods used should be highlighted. Background A number of methods for quantifying the air pollution from travel and transport, for the health system these need to primarily focus on the health impact with other measures as appropriate. Existing guidance includes: Impact pathway and financial estimates of cost per tonne of emissions Financial cost per litre of fuel Defra plan to reduce air pollution COMEAP report on quantifying effects of long-term exposure to PM2.5 on mortality COMEAP statement on quantifying effects of long-term exposure to NO2 Similar work includes: US study of DALY impact of air pollution from the health service The Climate Change Committee fourth carbon budget assessment of wider health and environmental impacts Project Please outline what you think are the key project steps.
Saw: Public domain via Pixabay Shelter: © Copyright and licensed for under this . Siren: By Ben Franske (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY-SA 4.0-3.0-2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/4.0-3.0-2.5-2.0-1.0)], via Wikimedia Commons By Ministry of Information Photo Division Photographer [Public domain], via Wikimedia Commons to: Public domain via Pixabay
I saw worried. aeroplanes. We felt the air raid shelter. scared. went to explosions. some rubble. Image sources Aeroplanes: by O Palsson with permission to re-use Explosions: By New York Times Paris Bureau Collection. [Public domain], via Wikimedia Commons Felt: By openclipartvectors [CC0], via Wikimedia Commons Fires: By Sylvain Pedneault (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Heard: צביה [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Sad: By The people from the Tango! project (The Tango! Desktop Project) [Public domain], via Wikimedia Commons
AIR Test Tips for Online Testing Question Types Constructed Response – typed, extended response Matching – clicking boxes Multiple Select – more than one answer Table Item – check items in a table Hot Text – drag or select an item Evidence Selected Response – Part A, Part B (evidence) Equation Editor Simulation – split screen, click to run a simulation – questions on right Grid Item – uses objects, points Toolbar Learn what tools you have available along the top toolbar to maneuver through the assessment and use while responding Arrows End test Notes Line reader Zoom in/out Context Menu Learn what tools you have available within the context of the question Enlarge passage Strikethrough Highlighter Mark for Review Other tips for students: Pay attention to BOLD Read and re-read the directions! Often questions require more than one response (select two, select all that apply, select one that does NOT…) Be sure to scroll each page/box If there is a part A, there’s going to be a part B A text editor is available for typed responses Misc There are two main screen areas: the area on the left has general explanations/overviews, as well as the text source. This is scrollable. Then the area on the right has the questions/tasks. This is also scrollable. Read the help and instructions page when logging in.
2 VIDEO AUDIO (b-roll of display screen) San Francisco. The microorganisms we use in the treatment process require oxygen just as humans do to live. Sewage is low in oxygen, so part of our process is to increase the amount of oxygen in the waste water that’s being processed in the aeration tanks. "The display that is shown on the screen now is the one we use to both monitor and control the wastewater treatment process. “Now, let’s look more closely at the role of oxygen in the treatment process.” SCENE 2: VIEW FROM TOP OF THE PRIMARY SEDIMENTATION TANKS: Detail: Steve is standing on top of the sedimentation tanks, facing camera with his back to the oxygen generation plant and the aeration tanks. STEVE ARDREY "On my left are the aeration tanks. On my right is the oxygen generation plant. Pure oxygen is piped from the oxygen to the aeration tanks. You can see the green pipe carries oxygen between the two plants.” “Now let’s look at how oxygen is used in the aeration tanks.”
Project Name: Air & Why We Care - SFPUC video By: Kory Loucks-Powell Date: 4/7/2016 Page: 1 of 1 Scene 1- Intro in DOC EJ Scene 4 - 02 Plant Scene 4b - Adsorbers Scene 4c - 02 Plant - Analyzer Scene 4d - 02 Plant Flow-meter Scene 5 - Wrap Up = DOC? TBD
Pnoh pnoh Non-operative power for heating mode (lower the better) . This is now mandatory and replaces “avg_pwr_standby_mode”. VSCP_EER50 vscp_eer50 This is a voluntary measure for variable speed units only and is the cooling efficiency (kW/kW) at 50% capacity (part load) at 35 degrees C. VSCP_COP50 vscp_cop50 This is a voluntary measure for variable speed units only and is the heating efficiency (kW/kW) at 50% capacity (part load) at 7 degrees C. eermepslev eermepslev This data has been superseded but may contain historical energy efficiency information TestedOutputEER testedoutputeer Not Applicable TestedOutputCOP testedoutputcop Not Applicable AnnualOutputEER eerannual This is cooling energy efficiency (kW/kW) incorporating inoperative power consumption. This metric is what the MEPS level is based upon and has been in use since 2010. AnnualOutputCOP copannual This is heating energy efficiency (kW/kW) incorporating inoperative power consumption. This metric is what the MEPS level is based upon and has been in use since 2010. PL_EERMEPS pl_eermeps Not Applicable PL_COPMEPS pl_eermeps Not Applicable sri2010_cool sri2010_cool This is the raw calculated Star Rating Index (SRI) value for cooling sri2010_heat sri2010_heat This is the raw calculated Star Rating Index (SRI) value for heating Star2010_Cool star2010_cool This is the value that determines the Energy Rating Label for cooling post 2010 Star2010_Heat star2010_heat This is the value that determines the Energy Rating Label for heating post 2010 outdoortype test_room_outdoor_type_used This is the type of test facility that the air conditioner was tested in and is either "calorimeter", "enthalpy" or "computer simulation" Phase power_supply This is the type of power supply (single or three phase) to run the air conditioner. Refrigerant refrigerant This is the type of refrigerant gas used by the air-conditioner Sold_in Registration.selling_countries These are the countries where the product is registered for sale and may include Australia, New Zealand and/or Fiji
TABLE OF CONTENTS PAGE 5 5 5 5 7 7 7 7 8 8 8 9 9 9 11 12 13 13 14 15 15 15 15 15 15 15 16 16 16 16 17 18 18 23 23 ATTACHMENT A – DD FORM 448 & REQUIREMENTS PACKAGE REVIEW CHECKLIST …………………………………………………………………... 23 25 ATTACHMENT C – INTRAGOVERNMENTAL BUSINESS RULES FOR USE WITH FOOTNOTE 2a and 2b ………………………………………………… 27 ATTACHMENT D – INTERAGENCY AGREEMENT FOR USE WITH FOOTNOTE 2a ………………………………………………………………... 28 ATTACHMENT E – SAMPLE – INTERAGENCY ACQUISITION DETERMINATIONS & FINDINGS …………………………………………….. 29
Nick Shearer Mechanical Repair – Ellwood City Forge Cody Stang Machine Operator – Ellwood City Forge Joe Zilka Mechanical Repair– Ellwood City Forge Brendan Harlan Training Assistant – VEKA Inc. Rachel Mauer Member of the G.A.C.C – VEKA Inc. John McClaren Production Operator – VEKA Inc. Justin Miller Machining – VEKA Inc. Matthias Stockman Machining – VEKA Inc. Thomas Vandebunt Head Trainer – VEKA Inc. A special thank you goes out to our own RMS students who represented Riverside with PRIDE. Great job students, staff, and presenters; it was a great day!
Governor Brown has declared a statewide drought emergency and is asking all Californians to reduce their water use by 20 percent. California is experiencing a serious drought and the state will be challenged to meet its water needs in the upcoming year. Calendar year 2013 was the driest year in recorded history for many of California, and current conditions suggest no change is in sight for 2014. Water conservation is always important in California, but this year no Californian can afford to waste any water. We all need to do our part. What can we do? Water is a critical part of California’s way of life. Our economy, our environment and our day-to-day lifestyle need water to flourish. But our water supply is limited. We can help make the most of it by using water wisely every day. Saving water is not hard. We simply need to be smart about using what we have. Rethinking the way we use water – both indoors and outdoors – will help stretch our limited supplies and ensure water is there when we need it. If we all work together, we can make a difference for California’s future. Remember, every drop of water is important. Use water wisely. The drought is on--turn your water off. For more information, please go to: saveourh2o.org saveourwater.com
Mapping instruction and checklist for mandatory fields Please provide the information the data can be found on the PDF file Describe the Label of the anchor word on the PDF file (example: “left box, anchor word is Cust.PO No.” Note: The information if a field is mandatory or not is based on your customer’s requirements or on legal requirements. Invoice details Mapping ID (do not change!) Field Mandatory Where can SupplyOn find the appropriate field on your invoice: (to be filled out by supplier) Example for this value SupplyOn Quality Gate Invoice header details data 9 Invoice type (credit note and/or invoice) Yes 22:IV 23 For credit note: number of the referenced invoice Yes 22:IV 24 For credit note: Date of the referenced invoice Yes 14 Invoice Content (Your customer requires an information on the invoice whether the invoice is for materials or services.) Yes e.g. fix value “service” for all invoices service 18=REG/19 Legal Information Yes – for French suppliers e.g. for penalties Further fields …
72 Ship to data 143 Complete address consisiting of name, street, postal code, city & country Yes, if customer is located in Germany) Line item data 212 Invoice line reference Yes e.g. 001 242:IV 244 For credit note: Invoice line reference Yes 242:ON 243 PO reference Yes 242:ON 244 PO line reference Yes 213 Material number (customer) No 214, 215=SA Material number (supplier) No 216 Material / Service description Yes 218 Unit of measure Yes 224:1 225 Delivery / Service completion date Yes 242:AAK 243 Delivery Note Yes 236 Price Unit (e.g. per 100, per 1, for net price w/o surcharges) Yes e.g. not on invoice but fix value “per 1” can be used Further fields
Description of Use: An air compressor takes in air at atmospheric pressure and compresses it to a higher pressure. Common uses for air compressors is to supply high-pressure air for conveying, paint spraying, inflating tyres, cleaning, pneumatic tools etc. Summary of Key Risks: (refer to appropriate subsections) Impact and cutting Pressurised content Electricity Ergonomics Noise Slips/trips/falls Plant and Equipment Risk Management Form
Moving or handling the air compressor may present a manual handling risk. when moving or handling the air compressor. Poorly designed workstation? Y N Repetitive body movement? Y N Constrained body posture or the need for excessive effort? Y N Moderate Unlikely Medium Design deficiency causing psychological stress? Y N Inadequate or poorly placed lighting? Y N Does the plant impact on the surrounding workplace and create potential hazards? (Consider potential impact on the design and layout of the workplace) Y N Is the location of the plant inappropriate? (Consider potential effects due to environmental conditions and terrain) Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
Email Web The Australian Government acting through the Department of Agriculture and Water Resources, and the New Zealand Government acting through Ministry for Primary Industries, have exercised due care and skill in preparing and compiling the information and data in this publication. Notwithstanding, the Department of Agriculture and Water Resources and Ministry for Primary Industries, its employees and advisers disclaim all liability, including liability for negligence and for any loss, damage, injury, expense or cost incurred by any person as a result of accessing, using or relying upon any of the information or data in this publication to the maximum extent permitted by law. The requirements in this document are subject to change and it is the responsibility of the user to check they have the latest version. See to access the latest version. Links to other websites are provided for the user's convenience and do not constitute endorsement of all material at those sites, or any associated organisation, product or service. If you use automatic language translation services in connection with this document, the Department is not responsible for any incorrect translations or meanings. The Department of Agriculture and Water Resources and the Ministry for Primary Industries New Zealand may revise this Disclaimer at any time by updating this posting. Special arrangements permitting additional or alternative disinsection methods may override these procedures when directed by the Australian Director of Human Biosecurity or the Director-General of Agriculture or Health in New Zealand (or their representatives).
SECTION 8 – Claims history Have any claims been made against you, or have there been any circumstances likely to give rise to a claim being made against you, in the last 5 years? If “Yes” please give details: Yes No Has any insurer Declined to insure you Yes No Cancelled your insurance Yes No Refused to renew your insurance Yes No Imposed penalties or special terms If “Yes” please give details: Yes No Are you currently insured against the risks covered by ITIC? If “Yes”, with whom?) Yes No SECTION 9 – Limits and deductibles Please indicate currency e.g. US$ Please indicate any preferred limits or deductibles Limit Deductible Alternative 1 Alternative 2
SECTION 10 – General information On the following page, please list the aircraft under your management, with details of their age, make, type and passenger seating capacity, as well as the names of their owners and operators. Please also indicate if any of these aircraft are managed on behalf of banks, leasing companies, finance houses or investors. If any of the listed aircraft are managed in this way, please give details on a separate sheet. Aircraft Make and Type Intended use: part CAT or non-part CAT transport? Year built Current Certificate of Airworthiness Licensed passenger seating capacity Air Operator’s Certificate Actual owner (if known) Date Number Date Number 1 2 3 4 5
Arrange inspections of the aircraft and at lease renewal Yes No Arrange inspection of the aircraft at the end of the lease and co-ordinate the lease termination process Yes No Monitor the performance of the lessee’s maintenance obligations Yes No Insurance: do you the aircraft’s insurance? Aircraft Hull Yes No Aircraft Liability Yes No Aircraft insurance policy covering loss or damage to the aircraft and legal liability to passengers and/or third parties. Yes No Aviation products and grounding liability Yes No Other (please specify) Do you sub-contract the placing of the aircraft’s insurances to an insurance broker? Yes No Are the aircraft’s insurance policy covering hull and general liability risks based on the London Aircraft Insurance Policy standard AVN1C wording? Yes No If held, is the aviation products and grounding liability insurance based on the London Aircraft Insurance Policy standard AVN 98 wording? Yes No SECTION 12 – Sub-contracting Do you sub-contract any of the activities which you undertake to companies that will not be shown as co-assured under your terms of entry? Yes No If “Yes”, do you maintain your rights of recourse for their errors and omissions? Yes No Do you require these companies to have insurance for their errors and omissions? Yes No Do you undertake any other activities for the aircraft that you manage? If “Yes”, please specify Yes No