zilongwang/ReadingBank huggingface dataset:
Level TRL Technology Readiness Level (Space + Ground) SRL Service Readiness Level (Application) Space associated model Ground associated model 1 Basic principles observed and reported Idea or concept NOT APPLICABLE 2 Technology concept and/or application formulated Concept supported by study Application/service concept formulated, market opportunities not yet addressed 3 Analytical and experimental critical function and/or characteristic Demonstrate feasibility Concept analysis performed and target market identified 4 Component and/or breadboard functional verification in laboratory environment bread-board Partial prototype Application/service verification in laboratory environment, market segment(s) and customers/users identified 5 Component and/or breadboard critical function verification in a relevant environment scaled EM Reduced scale prototype (for large pieces) Application/service verified using operational elements, customers/users not involved 6 Model demonstrating the critical functions of the element in a relevant environment full scale EM Full prototype to demonstrate functionality Demonstration of prototype in relevant environment, price policy identified 7 demonstrating the element performance for the operational environment QM / EQM / PFM Verified Product with final BOM, layouts, released software, full GUI, certifications, documentation Trials with customers/users to validate utilisation and business models 8 Actual system completed and accepted for flight (“flight qualified”) PFM / FM Validated Product in operation, and commercial offer ready Application/service completed and validated, commercial offer ready 9 Actual system “flight proven” through successful mission operations PFM / FM Product operationally deployed and used by Application/service operationally deployed and used by paying customers
ANNEX 1 Definition of Technology Readiness Level (TRL) TRL ISO Definition Associated Model(s) Performance Requirements Test Environment Representative of Operational Environment 1 Basic principles observed and reported Not applicable In elaboration Not applicable 2 Technology concept and/or application formulated Not applicable In elaboration Not applicable 3 Analytical and experimental critical function and/or characteristic proof-of-concept Mathematical models, supported e.g. by sample tests Partly Defined No 4 Component and/or breadboard functional verification in laboratory environment Breadboard Partly Defined No 5 Component and/or breadboard critical function verification in a relevant environment Scaled EM for the critical functions Fully Defined Yes (for critical functions subject to scaling effect) 6 Model demonstrating the critical functions of the element in a relevant environment Full scale EM, representative for critical functions Fully Defined Yes (for critical functions) 7 Model demonstrating the element performance for the operational environment QM / EQM / PFMa Fully Defined Yes 8 Actual system completed and accepted for flight (“flight qualified”) PFM / FM Fully Defined Yes 9 Actual system “flight proven” through successful mission operations PFM / FM Fully Defined Yes a A PFM may be used to achieve qualification provided that the commercial customer accepts the risk and it is demonstrated that the use of an alternative qualification model (e.g. EQM) is not viable. In this case the cost of the flight hardware is not supported by ESA. See also “Guidelines for the use of TRLs in ESA programmes”, ESSB-HB-E-002, Issue 1, Rev 0, 21 August 2013 (available on the ARTES web site at ).
Table 2.1.1 – Items deliverable according to the Statement of Work Type Ref. No. Name / Title Description Replacement Value (EUR)/ Other Location Property of Rights granted / Specific IPR Conditions Hardware Software (Delivery in Object code / Source code?) Other Table 2.1.2 – Other Deliverable Items: Inventory of Items produced or purchased under the Contract (if applicable) No Asset has been acquired under the Contract by the Contractor and/or its ESA DECISION Item Name Part/ Serial Reference Number Location Deliver to ESA Sell or Dispose of Leave in (Sub-) Custody Table 2.1.3 – Customer Furnished Items and Items made available by the Agency
Existing (ME) ………. ………. ………. Existing (PE) Incremental (PI) New (PN) PRODUCT / SERVICE For example, if the product / service tries to resolve a potential need not yet expressed by users, the market positioning will be New, and shall be indicated accordingly in the above table (MN). If the intended project tries to improve (e.g. by increasing features, reducing costs) a product / service, the product / service positioning will be existing (PE). Possible combinations of Markets / Product / services shall be marked in the table (either with a “X”, or with the name of the product / service) as appropriate. In terms of the market, our projection is to capture in the short-term for each of the identified customer segments has shown in the following table. 2.13 Served Obtainable Market (Do not edit the above table directly! The above table can be found in the spreadsheet file) Present the underlying assumptions that led to the projected volumes over time. The assumptions behind the above sales projection are …. Exploitation Plan Time of commercial into the market and way forward to bring the activity results to commercial product / service: [from AP.3.5] Expected economic, social or environmental benefits inside and outside the consortium, and associated timescale: [from AP.3.6]
Table C.9 Capital Expenditures The following assumptions have been used to derive the figures provided in the tables above: …… Competitive Landscape Our product / service is addressing the market of …… (e.g. provide few examples), which has the following characteristics: …. (e.g. geographical reach, trends, sales model). Our key competitors and the nature of the competition are identified in the table below. Table C.10 Summary of the Competition Competitor Characteristics References ……… ……… ……… ……… ……… ……… ……… ……… ……… Our key competitive differentiations are summarised in the following table. Table C.11 SWOT Analysis STRENGTHS - List of strengths WEAKNESSES - List of weaknesses OPPORTUNITIES - List of opportunities THREATS - List of threats
PBC Project Bar Chart with the proposal as part of the MPR and at reviews MPR Monthly Progress Report TO + 1 month, within first five working days MOM Minutes of Meetings NM every meeting FR RD Requirements Document with the proposal BDR) FR SSA System and Service Architecture with the proposal BDR, CDR FR PilUP Pilot-Demonstration Utilisation Plan with the proposal FAT, SAT FR DM Digital Media (as part of the FDP) FR SVD System Verification Document CDR FAT SAT BP Business Plan with the proposal BDR, other milestones as relevant FR POSR Operations Summary Report SAT Once two weeks basis, unless otherwise agreed with ESA FR PWP Project Web Page BDR current Status to be updated as part of the Monthly Progress Report FR COD Contract Outcome Data FR + 12 months twelve months FR + 36 months FREP Report FR FDP Data Package FR S&A Summary and Achievements FR HW Hardware and User Manuals FR SW Software and User Manuals FR Table 2 List of deliverables Each deliverable document shall include a title page reporting the project name, the contract number, the title of the document, a reference identifier, the author(s) and related organisation(s), the date of issue and the revision number. This document is intended to serve as Guideline in order to develop Requirements during ARTES Applications Projects.
Sub-Contractor(s) (state if not applicable) [NAME AND COUNTRY] Contract Duration From: To: Phase 1 from: to: Phase n from: to: Total Contract Price (including all CCNs, Work Orders, Call of Orders) and Total Contract Value (in case of co-funding; state if not applicable) EUR EUR Broken down as follows: Original Contract Price and original Contract Value (in case of co-funding; state if not applicable) XXX EUR (XXX EUR) EUR CCN x to n Work Order x to n Call-Off x to n EUR in total EUR in EUR in total Section 2 – Recapitulation of Deliverable 2.1 deliverable under the Contract If any of the columns do not apply to the item in questions, please indicate “n/a”. Table 2.1.1 – Items deliverable according to the Statement of Work Type Ref. No. Name / Title Description Replacement Value (EUR)/ Other Location Property of Rights granted / Specific IPR Conditions
PROJECT SUMMARY AND RATIONALE Background information Project Name: …… Prime and contact points: …… Prime information: …… Rest of the consortium: …… Service Description and Rationale Description of the product / service you intend to offer Innovation / unique selling point with respect to what is available in the market Space technology / space asset(s) intended to be used, and rationale How does the proposed product / service fit within your current business activities and your mid-/long-term strategy? Customer Segments The key customers/customer segments targeted by our product / service are: …… The pains (e.g. problems) and gains (e.g. benefits) are: …… The potential customers already identified are: …… The following table provides a summary overview of the customers and associated high level characterisation in relation to the target product(s).
Table D.8 Target market in the first 2 years following the completion of the project Market segments Proposed service / Product to the market segment (product / service you intend to sell to the specific market segment ) Customers in the two years (number of customers, geography, status of the commercial relationship (established/ to be established)) Barriers and Constraints (any aspects potentially hampering the business opportunity with the identified customers e.g.: procurement process, regulatory approvals, etc.) Volume of Sales in the first two years (broken down per year, number of customers, product) Year 1 Year 2 Market segment 1 ……… ……… ……… ……… ……… ……… ……… ……… ……… ……… ……… Market segment 2 ……… ……… ……… ……… ……… ……… Market segment N ……… ……… ……… ……… ……… After year 2, the business model scales – up as follows … Provide indications on how the business model scales – up in the target market segments (e.g.: targeted volume of sales), stating the underlying assumptions. Exploitation Plan Time of commercial entry into the market and way forward to bring the activity results to commercial product / service: …. Expected economic, social or environmental benefits inside and outside the consortium, and associated timescale: …..
Existing (PE) Incremental (PI) New (PN) PRODUCT / SERVICE An indication of the size of the target market per customer segment we expect to capture in the 2-years following the completion of the project is summarized in the table below: Table C.8 Target market in the first 2 years following the completion of the project Market segments Proposed service / Product to the market segment (product / service you intend to sell to the specific market segment ) Customers in the two years (number of customers, geography, status of the commercial relationship (established/ to be established)) Barriers and Constraints (any aspects potentially hampering the business opportunity with the identified customers e.g.: procurement process, regulatory approvals, etc.) Volume of in the first two years (broken down per year, number of customers, product) Year 1 Year 2 Market segment 1 ……… ……… ……… ……… ……… ……… ……… ……… ……… ……… ……… Market segment 2 ……… ……… ……… ……… ……… ……… Market segment N ……… ……… ……… Total ……… ……… After year 2, the business model scales – up as follows … Provide indications on how the business model scales – up in the target market segments (e.g.: targeted volume of sales), stating the underlying assumptions. Exploitation Plan Time of commercial entry into the market and way forward to bring the activity results to commercial product / service: …. Expected economic, social or environmental benefits inside and outside the consortium, and associated timescale: …..
Reporting After the Completion of the Contract Information concerning the main outcomes produced by the project (including revenues in Euros) and the related impact will be provided using the “CONTRACT OUTCOME DATA (COD)” in accordance with the form available in the “documents” section of the ESA . The submission will be done 12, 24 and 36 months after the completion of the activity under the relevant contract. Annex F - CV of Key Personnel Curricula Vitae of the Key Personnel Provide completed CVs for all members of the key personnel using the following template, or equivalent. Competence in technical, business development, market expert or insider, commercial and sales shall be explicitly presented. Name Specific Qualifications and Experience Relevant to the Project Role: … Entity: … Present Position and Responsibilities in the Entity: … Education: Year(s) Educational details Year(s) Educational details Work Experience: Year(s) Entity, Project, Position, Responsibilities, Achievements Year(s) … Year(s) …
5.11 Overview of Deliverables Name Deliverable Reference to Section Initial Submission Updating Final D1 Customer Engagement and Value Proposition Definition 4.1.1 PM BCR D2 Technical Feasibility Assessment 4.1.2 PM BCR D3 Viability Assessment 4.1.3 PM BCR D4 Proof of Concept 4.1.4 PM BCR D5 Preparation for Service Implementation 4.2.1 FR FR PWP Project Web Page 4.3 PM BCR FR FREP Final Report [if study stopped at BCR] 4.4 FR [BCR] FR [BCR] FDP Final Data Package 4.5 FR FR H/W Hardware (if applicable) 4.6 FR FR S/W Software (if applicable) 4.7 FR FR MOM Minutes of Meetings 5.5 NM every meeting FR MPR Monthly Progress Report 5.6 KO + 1 month month FR BCS Bar Schedule 5.7 with the proposal as necessary and at reviews FR RR Risk Register 5.8 with the proposal as necessary and at reviews FR Media Media Relations 5.9 as necessary as necessary as necessary CCD Contract Closure Documentation 5.10 FR FR NM: Negotiation Meeting KO: Kick-Off PM: Progress Meeting BCR: Business Case Review FR: Final Review FEASIBILITY CHECKLIST ID Criteria FS-1 Value Proposition and Market Opportunity n
Value Proposition: This is a statement of the value that a company or solution offers to its customers and/or partners. It is expressed from the perspective of the value to the target customer and addresses the main benefit(s) derived by the use of the product. Verification: Process which demonstrates through the provision of objective evidence that the product is designed and produced according to its specifications and the agreed deviations and waivers, and is free of defects. Users are not involved in the verification. Verification addresses whether a product satisfies the requirements placed upon it. Verification proves the product is right.
1.5 TC plans strategies for tracking student progress and communicating results that reflect student achievement. nTASC 6 SCTS 4.0 Planning (Instructional Plans; Assessment) TC plans strategies for tracking student progress; however, communication to students is limited to the use of report cards. Strategies for tracking student progress include for communicating achievement results to students in an appropriate manner. Strategies for tracking student progress include well-organized plans for communicating achievement results on a regular basis to students in an appropriate manner.
Strand: Responding Content Standard 2: Students will interpret intent and meaning in artistic work. CCSS Alignment R.2.AHBP.1 Describe themes (e.g., universal, societal, individual) that appear in works of art Baroque and Rococo Period Pre-Modern Period Modern Period Postmodern Period CCRA.R.2, 3, 4 CCRA.W.2, 7, 9 CCRA.SL.2, 3, 4 R.2.AHBP.2 Describe artistic intentions, symbols, conventions, and purposes Baroque and Rococo Period Pre-Modern Period Modern Period Postmodern Period CCRA.R.2, 3, 4 CCRA.W.2, 7, 9 CCRA.SL.2, 3, 4
Contributors The following people contributed to the development of this document: Jennifer Cates – Atkins School District Nikki Owens – Woodlawn School District William Fortson – Rivercrest School District Shannon Puckett – Genoa Central School District Mignon Hatton – Pulaski County Special School District Tom Richard – University of Arkansas at Monticello Nikki Kalcevic – Bentonville School District Blaine Sapaugh – Texarkana School District James Kunzelman – Fayetteville School District Robert Sibley – Brinkley School District Cheryl McMickle – Forrest City School Disrict Lynn Smith – Little Rock School District Daphne Morgan – Strong-Huttig School District Marc – Westside Consolidated School District
Strand: Responding Content Standard 1: Students will perceive and analyze artistic work. CCSS Alignment R.1.AHPR.4 Describe artists, architecture, and works of art ancient civilizations (e.g., Stonehenge, Lascaux Caves, megaliths, pyramids, Venus of Willendorf, Nefertiti) classic civilizations (e.g., Phidias, Myron, Praxiteles, Parthenon, Coliseum, Pantheon) Middle Ages (e.g., Giotto, Cimabue, illuminated manuscripts, Book of Kells, Chartres Cathedral) Early and High Renaissance (e.g., Botticelli, Leonardo da Vinci, Masaccio, Michelangelo, Raphael, Donatello, Dürer, van Eyck, Mona Lisa, Sistine Chapel, St. Peter’s Cathedral, Ste. Maria della Fiori Cathedral, The Birth of Venus, Pietà) CCRA.R.2, 3, 4, 5, 7 CCRA.W.2, 7, 9 CCRA.SL.2, 3, 4 CCRA.L.6 R.1.AHPR.5 Describe characteristics (e.g., media, processes, terminology) of art movements ancient civilizations (e.g., Prehistoric, Sumerian, Babylonian, Assyrian, Egyptian, Asian, African, Mid-Eastern, Pacific, the Americas) classic civilizations (e.g., Dorian, Ionian, Hellenistic, Greek, Etruscan, Roman, early Byzantine) Middle Ages (e.g., Dark Ages, Romanesque, Celtic, Saxon, Hiberno, late Byzantine, Justinian, Islamic, Carolingian, Gothic, High Gothic) and High Renaissance (e.g., Italian, European) CCRA.R.2, 3, 4, 5, 7 CCRA.W.2, 7, 9 CCRA.SL.2, 3, 4 CCRA.L.6 R.1.AHPR.6 Discuss works of art produced by cultures (e.g., indigenous, civilized) found throughout the non-western world CCRA.R.2, 3, 4 CCRA.W.2, 7, 9 CCRA.SL.2, 3, 4
Contributors The following people contributed to the development of this document: Jennifer Cates – Atkins School District Nikki Owens – Woodlawn School District William Fortson – Rivercrest School District Shannon Puckett – Genoa Central School District Mignon Hatton – Pulaski County Special School District Tom Richard – University of Arkansas at Monticello Nikki Kalcevic – Bentonville School District Blaine Sapaugh – Texarkana School District James Kunzelman – Fayetteville School District Robert Sibley – Brinkley School District Cheryl McMickle – Forrest City School Disrict Lynn Smith – Little Rock School District Daphne Morgan – Strong-Huttig School District Marc Sloan – Westside Consolidated School District
Study Guide for Final Exam in Segment Two of Art History Please review the following from segment one: -In what parts of the caves where cave paintings found? Why? -Describe and know the purposes of the votive sculptures. -Know the differences between bell and bud capitals of columns. -What is pro -style Greek temples? -What is the purpose of squinches on domes? -Describe the “Victory Stele of Naram-Sin”. How is the king portrayed? -Describe the Trajan columns. -What are the characteristics of Minoan architecture? -What is “twisted perspective”? What did it lack? -Describe the reliefs in the Palace of Gudea. -Describe the Well of Moses. -Describe “Stonehenge”. What was its purpose? How do we know this? -Descirbe the Hiberno-Saxon manuscripts. -Know the characteristics of the Late Byzantine Period and Etruscan art. -Know the characteristics of Gothic architecture. -Describe the four styles of painting -What was the Erectiheion? What was its purpose? -Compare and contrast the portrayal of Christ in Early Christian art and in the Byzantine era. -Describe the Apulu. -Describe the Taj Mahal. -Describe the “Code of Hammurabi”. What was its importance? -What are the characteristics of Romanesque sculpture and architecture? -Describe the altarpiece of Van Eyck. -Describe the Dome of Rock. -Describe the three different variations of a peristyle temple. -How did the sculpture of the Egyptian New Kingdom compare to the Old Kingdom. What kind of new sculpture emerged in the New Kingdom? -Describe the mosque in Cordoba. What architectural innovation do we see in this structure? -How does the “Seated Boxer” exemplify the Hellenistic period? -Describe characteristics of the International Style. Which artists pertained to this style? -Describe Pisano's sculptures. Why were they so important? -What are the characteristics of a Celtic Cross? -What is contrapposto? When do we see contrapposto in a sculpture? -Describe Bosch's style. How is it different from other artists of the time? -Describe Giotto's Arena Chapel frescoes. What is their importance? -How did the art of the Amarna period reflect the revolution created by King Akhenaton? -Describe the Mantiklos Apollo. -Describe the importance of the Pantheon. Describe its dome.
Jointed Limbs Specialization Mobility Strength Respiratory System Tracheal system requires no energy Diffusion is slow over long distances Evolution can only work on existing characteristics. Whatever direction future Arthropod evolution takes, it will always be dependent on the characteristics they have inherited from their common ancestors.
Name: Date: Arthropods Kingdom: Domain: Phylum *Text pages 378-381. This is required reading. -Arthropods belong to the Phylum ____________________, which means __________________ _______________ in Greek. This name refers to the many jointed appendages on the various segments of the arthropod body. -Below are some interesting facts about Arthropods: -Arthropods are regarded as the world’s most successful Animal Phyla with an estimated population of 108 (A billion billion)! This means that there are more than 160 million insects for each person on Earth! -Arthropods currently account for over 83% of all known species. -Tiny crustaceans called copepods, less than a centimeter long, are the most abundant animals in the ocean. There are so many of them that they outweigh all the whales on Earth! -In the following pages we will be exploring what has made Phylum Arthopoda so successful. -Circle the phylum to which are Arthopods more most closely related? -Are Arthropods Protostomes or Deuterostomes? -All modern Arthropods are descended from a single common ancestor. If an organism has not descended from this ancestor, it is not an Arthropod. There are five branches in the Arthropod phylogenetic tree.
d. List of course assignments, weighting of each assignment, and the grading/evaluation system for determining the course grade. Projects can change from year-to-year in order to keep the class current and fresh. Possible projects and percentage/points are as follows: Sample #1 – 5% - 5 points - introduction to traditional wet-felting technique with an emphasis on the stages of a properly felted fabric and various solutions for controlling the edges of a felted fabric. Gradient, acid dyeing –15% - 15 points - creating a composition with emphasis on color blending, color-blocking, and use of a resist to enhance fiber migration. Pre-felt, – 15% - 15 points - creating an optical design with emphasis on pre-felt technique, careful control of seams, and edges. Texture Project – 15% - 15 points - creating a textural composition with emphasis on flaps, pockets, felt balls and ropes, and using resisted elements to enhance the visual and tactile quality of planar surface. Seamless Vessel – 10% - 10 points - creating a three-dimensional vessel without the use of single stitch to connect the seams; applied to sculptural forms and hat forms. Nuno-felt - 5% - 5 points - experimentation of the Japanese-inspired process of felting wool fibers to an open-weave fabric to create composition, texture, and a flexible/wearable wool-felted fabric. Artist Presentation - 5% - 5 points - research a visual artist felt as the main media and give a presentation with artist information, images of work, and description of work(s)/process. Project – 20% - 20 points - concept-driven final piece utilizing one or more of the processes, techniques, material investigations explored throughout the semester. Participation – 10% - 10 points The following Plus/Minus grading system will be implemented: Scale A 4.0 94-100 A- 3.7 90-93 B+ 3.3 87-89 B 3 83-86 B- 2.7 80-82 C+ 2.3 77-79 C 2 73-76 C- 1.7 70-72 D+ 1.3 67-69 D 1 63-66 D- .7 60-62 F 0 60
INC. Employment Application Last Name First M.I. Street Address Apartment/Unit # City State ZIP Phone E-mail Address Date Available Social Security No. Desired Salary Position Applied for Are you a citizen of the United States? YES NO If no, are you authorized to work in the U.S.? YES NO Have you ever worked for this company? YES NO If so, when? Have you ever been convicted of a felony? YES NO If yes, explain Do you know anyone who works for our company? YES NO If yes, who? High School Address From To Did you graduate? YES NO Degree Address From To Did you graduate? YES NO Degree Other Address From To Did you graduate? YES NO Degree Please list three professional references. Full Name Relationship Company Address Full Name Relationship Company Phone Address Full Name Relationship Company Phone Address Company Phone
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Analysis of all of the qualitative and quantitative information suggests that having a Nurse Lead Group resulted in specific improvements in education and workforce development. Comparing data before and after the new model, and compared to neighbouring areas, there have been: increases in the number of healthcare assistants in post (25% increase) improvements in the standardisation of training for healthcare assistants increases in the number of new nurses placed in practices increases in the number of practices taking nurse placements increases in the number of practice nurses and healthcare assistants taking part in clinical supervision increases in the number of trained mentors increases in the number and of training courses available locally Table 1 shows changes before and after the Nurse Lead model was implemented. Table 1: Changes before and after implementation of the Nurse Lead Group Model Feature 2013 Before Leads 2015 Nurse Leads Number of healthcare assistants 28 35 Number of healthcare assistants upskilled to standardised level 0 35 (100%) Number of healthcare assistants undertaking clinical supervision 0 25 (71%) Number of practice nurses 100 100 New nurses placed in practices 0 8 (5 offered full time contracts) Number of practices that take student nurse placements 1 4 Number of nurses undertaking clinical supervision 30 in four groups 80 (80%) in ten groups Total number of trained nurse mentors 0 38 Number of nurse mentors who received annual update training 0 25 (66%)
To get an elusive view of a great white shark in Cape Cod, photographer Brian Skerry and his team relied on a seal decoy, months of patience, and a lightning-quick finger on the camera shutter. One possible answer is mating, might explain why no one has ever observed it. The area is roughly the size of California and thousands of feet deep, which makes it hard to monitor sharks there. But satellite tags tell us that the females swim predictable straight patterns while the males swim up and down in the water column, possibly searching for mates. Thus a rough sketch of the lives of California white sharks is forming. After spending the summer and fall gorging on seals, they head out to the deep ocean to breed, relying on energy stores to live. The males then swim back to the coast while the females wander to unknown places, where they remain for another year or so, perhaps to birth their young. Newborn sharks then show up at feeding grounds—say, the waters off Southern fish until they are big enough to join their elders in the north or south hunting seals. It’s not a perfect picture. Females and males aren’t in the café together for long, and we don’t know where the babies are born. But it explains a lot. For example, as a population rebounds, its young become plentiful, which is likely why Southern Californians have encountered a lot of sharks lately. Yet it’s tougher to figure out elsewhere. Australian sharks forage along the southern coast but don’t seem to have a pattern or café. And in the Atlantic we know even less. “We’ve got wanderers, and we’ve got coastal sharks. And what dictates which, I have no idea,” Skomal says. A great white trolls the surface off the southern coast of Australia. In 2015, 33 people were attacked by sharks of all species in the oceans off Australia, according to data from the Taronga Conservation Society Australia. Even though he doesn’t understand their migrations yet, Skomal is sure that white sharks have a long history here. At his office in New Bedford, just west of Cape Cod, he opens a document that compiled studies of seal bones from Native American archaeological sites along the eastern seaboard. The discarded bones suggest that seal populations crashed from overhunting perhaps a century before the
withdraws its allegations of non-negotiability, the proposal will, upon request, be reopened within a reasonable period of time. Such requests for bargaining must be made within 60 calendar days. Nothing in this section will preclude the right of judicial appeal. b. This procedure does not preclude the parties from revising any proposals to overcome questions of negotiability during the period of negotiations. 2. Any provisions disapproved by the Agency head review may be referred to the FLRA by the . Any provision held negotiable will be incorporated into the Agreement. The parties will commence negotiations within a reasonable period after receipt of an FLRA decision sustaining the Agency's determination of non-negotiability. 3. All timeframes in these ground rules may be modified by mutual consent.
6.2 Has a national plan linked to the international SAP/MP/BMS been adopted? Has a national plan linked to the international SAP/MP/BMS been adopted? YES/NO 6.3 If ‘NO’, describe any measures and initiatives taken related to the international SAP/MP/BMS Describe any measures and initiatives taken related to the international SAP/MP/BMS. Refer, when relevant, to code numbers of the actions in the plan Free text 6.4 Assessment of the effectiveness of SAPs for globally threatened species (Art. 12, Species Action Plans) Indicate if species’ national status (with respect to numbers and range) is: a) moving towards the plan's aim/objective(s) or b) unchanged or c) further deteriorating away from the plan’s aim/objective(s) 6.5 Assessment of the effectiveness of MPs for huntable species in non-Secure status (Articles 3 and 7, Management Indicate if species’ national status (with respect to numbers and range) is: a) improving or b) unchanged or c) further deteriorating 6.6 Sources of further information Web-links (e.g. for national plan), published reports, etc. Free text 7 Main pressures and threats To be reported for all Annex I species and non-Annex I species triggering SPA classification (as identified in the bird species checklist in the Reference portal) 7.1 Characterisation of pressures/threats a) Pressure/threat Pressure Threat b) Ranking c) Location d) Ranking e) Location List a maximum of 10 pressures and a maximum of 10 threats using code list provided in the Reference portal Indicate whether the pressure is of: H = high importance (maximum of 5 entries) M = medium importance Indicate where the pressure is primarily operating: 4 = Inside the Member State 3 = Elsewhere in the EU 2 = outside EU 1 = both inside and outside EU x = unknown Indicate whether the threat is of: H = high importance (maximum of 5 entries) M = medium importance Indicate where the threat is primarily operating: 4 = Inside the Member 3 = Elsewhere in the EU 2 = outside EU 1 = both inside and outside EU x = unknown 7.2 Sources of information Optional Provide sources of information (URL, metadata, expert judgement) supporting evidence of pressures/threats reported as ‘High’
2. Any and all EEOC evaluation of SSA progress will be timely provided to the Union. 3. The parties will meet annually for up to 3 days at SSA Headquarters to assess progress and make recommendations for adjustments, as appropriate. The Union will be represented by up to six persons. The agency will pay travel and per diem for up to six committee members who are agency employees. This meeting will be informal; however, a written report of the meeting will be prepared. This Union monitoring team and their management counterpart will also be considered as the parties' National EEO Monitoring Committee. Such meetings of the EEO/AEPP monitoring committee will, whenever feasible, take place concurrently with Article 29 meetings. In addition to its monitoring activities, the committee will receive a briefing on the total Agency Program. Committee recommendations will be submitted to the Director of OCREO. Should recommendations be referred to higher levels, the Union will be notified timely. 4. EEO committees with AFGE participation may continue or be established by mutual consent. Either party may end any committee once per year during the life of the contract by notifying the other party during the thirty (30) day period prior to the anniversary date of the contract. Section 3. Adverse EEO Impact Should adverse EEO impact be evidenced pursuant to the Affirmative Employment Program Plan, specific and measurable objectives shall be set to correct the conditions. Those objectives will include but not be limited to: A. Validating existing selection procedures or; B. Modifying or substituting selection procedures to alleviate adverse impact. Section 4. Information and Data A. The Administration shall make available to employees written information describing the APEEO, and the EEO complaint procedure. The names and telephone numbers of collateral-duty EEO counselors will be posted on bulletin boards or the SSA intranet and kept current. Where full-time EEO counselors are available at a work location, the telephone number of the EO Counseling Coordinator will be posted.
marginal increase in CFC would begin to significantly shift attitudes. This relationship suggests that the more individuals consider the future consequences of their actions the less likely they are to agree that their recycling behaviour has a significant positive impact on the environment. Note, that overall, scores are tightly distributed and the full range of scoring has not been used (Table 1). Perceptions of fly-tipping A key objective was to tackle fly-tipping in the estates. Residents were asked about their perception of the amount of fly-tipping and whether or not it was a problem. Population level responses to these yes/no questions are displayed in Table 3. Table 3: Percentage of the residents (n=393) responding yes or no to specific questions about fly-tipping. Yes No A lot of fly-tipping 71.9 28.1 Fly-tipping has little impact 36.4 63.6 Fine people who fly-tip 68.2 31.8 People only fly-tip when there is no choice 29.3 70.7 Fly-tipping is not a problem 29.2 70.8 Fly-tipping is normal 32.3 67.7 Concerned things could be repaired 78.7 21.3 As can be seen the general view is that there is a lot of fly-tipping on the estates, and that it is a problem. Fly-tipping is not regarded as a normal behaviour, and it is one that most feel should attract the punishment of a fine. There is also a consensus that many of the items could be repaired. One must be cautious of demand
Headquarters (Local 1923) Immediate Supvr. Br/Div Director/Center Director Office/Staff Director or equivalent FO (DO/BO) Immediate Supvr. District Manager Area Director FO (Non-Mega TSC) Immediate Supvr. TSC Manager Regional TSC Mgr. or Next Level Supvr. if no Regional TSC Manager FO (Mega TSC) Immediate Supvr. Next Level Supvr. TSC Director OQP Immediate Supvr. Next Level Supvr. Next Level Supvr. DOC Immediate Supvr. Branch Chief Appropriate Director RO Immediate Supvr. Next Level Supvr. ARC/MOS OGC (Region) Immediate Supvr. Chief Counsel A Deputy General Counsel OGC (Headquarters) Immediate Supvr. Associate General Counsel A Deputy General Counsel PSC Immediate Supvr. Next Level Supvr ARC/PCO If an employee's immediate supervisor is the Step 2 official, the grievance will be considered entered at that step of the grievance procedure. Likewise, if an employee's immediate supervisor is the Step 3 official or higher, the grievance will also be considered entered at Step 2 of the grievance procedure. If the matter is not resolved, the Agency will designate a higher authority official to review the
The following relationship exists between SSA/ODAR Headquarters and SSA Region III (Philadelphia: For positions in the Philadelphia Region, the term “region-wide” includes SSA Headquarters in Baltimore, Maryland/Washington D.C., and ODAR Headquarters in Falls Church, Virginia. The following relationships exist between the Regions and the Program Service Centers: For positions in the Northeastern PSC, the term “SSA region-wide” includes both the Boston and New York regions. Similarly, for both the Boston and New York regions, the term includes the Northeastern PSC. For positions in the Mid-America PSC, the term “SSA region-wide” includes both the Kansas City and Dallas regions. Similarly, for both the Kansas City and Dallas regions, the term includes the Mid-America PCS. For positions in the Western PSC, the term “SSA region-wide” includes the Denver, Seattle, and San Francisco regions. Similarly, for the Denver Seattle, and San Francisco regions, the term includes the Western PSC. Reducing the Area of Consideration. When solicitation throughout the normal area would be clearly impractical because of operational needs, the area of consideration may only be reduced by mutual consent of the parties. The announcement package will document the reduced area of consideration. Expanding the area of consideration. When the area of consideration is not expected to produce an adequate number of well-qualified candidates for the selecting official’s consideration, Management can expand the area of consideration. The vacancy announcements will identify the expanded area of consideration. Employees outside the normal area of consideration may request consideration via the 4100 process by identifying themselves as a 4100 applicant in the electronic occupational questionnaire. Automatic Areas of Consideration. Management may request an automatic area of consideration, defined as the automatic consideration of incumbents of a specific organizational component or other grouping of positions without being required to apply for the vacancy.
GC: Yes/No sir/ma’am. [Government presents real or documentary evidence]. PHO: (Rank and name of GC), please list all of the witnesses that the government intends to call and the form of testimony (live, telephonic, VTC, etc.) GC: [Government lists all witnesses that the government intends to call at the preliminary hearing]. PHO: The government may proceed. GC: [Oath administered to each witness before testimony]: Do you swear (or affirm) that the evidence that you are about to give at this hearing will be the truth, the whole truth, and nothing but the truth (so help you God)? The typical order is for GC to conduct direct examination, followed by cross-examination by DC. Questions to witnesses must be relevant to the limited purpose of the Preliminary Hearing. The PHO may ask questions at any time, but would usually ask questions after both sides have questioned the witnesses. The PHO may permit re-direct and re-cross as necessary. The GC should conduct the initial examination of all government witnesses; the defense counsel may then cross-examine. If more than one defense counsel appears, the PHO may allow one or more cross-examinations at his/her discretion. The PHO may then pose questions. Counsel for the government should ask each witness to identify himself or herself by name, rank and/or rate and duty station (or, in the case of civilian witnesses, city of residence and occupation). PHO: Does counsel for either side desire further inquiry in of my questions?
“You don’t have to become an athlete,” says Dr. Willis, who himself has little time for exercise but tries to fit in a daily walk. “Just getting up off the couch is key.” Correction: September 5, 2012 An earlier version of this article erroneously included cancer in a list of chronic diseases whose incidence is rising in the United States.
Intestines A long tube snaking through your middle Food moves through this pipe with muscular jerks and spasms j Nutrients from the food pass through the wall into the blood I'm a gutsy performer, the business end of your body's fabulous food-processing facility. Like a squirming serpent I lie coiled in your belly. As churned-up nosh makes its way around my long and winding loops, I use a variety of cunning tricks to suck all the best stuff from it. What's left once I've finished is pongy waste. It's the dirtiest job in the body, but someone's got to do it. Although I'm on the inside, I'm actually an outer layer of the body - like the hole running through a very long doughnut. I'm in two sections. The small intestine is a narrow pipe where food is processed. The waste moves into the large intestine. The water is sucked out, leaving a whiffy mixture of solid and gas, which leaves the body through the anus. Length of small intestine: 6 m Length of large intestine: 1.5 m Time food spends in intestines: 12 hours Read the passages above. Answer the following questions – some answers are in the passages – some are not! TOOTH What is the description/word for incisors? Do you think it is a good choice? Explain your answer. What is the name of the toughest layer of a tooth called? What can damage this layer? STOMACH Find a description of physical digestion. For the acid in the stomach find out – its scientific name, the pH of the stomach and the name of the cells that produce it. What is What is the last sentence describing? INTESTINES Pick out the sentence that describes absorption i.e. the movement of digested food out of the intestines into the bloodstream. Write out at least 3 of the “cunning tricks” used by the intestines to carry out absorption efficiently. Find a description of peristalsis. The small intestine is 6m long. Compare this to the width of this classroom :- would it reach from wall to wall? Once? Twice?
Mattis v. Schnarr, 547 F. 2d 1007 (1976). McCauley, R.P., & L. (2007). Police use of force: States inconsistent with established constitutional law. Criminal Law Bulletin, 43(5), September-October 2007, 726-738. Mendias, C., & Kehoe, E.J. (2006). Engagement of policing ideals and their relationship to the exercise of discretionary powers. Criminal Justice and Behavior, 33(1), 70-92. Missouri Revised Statutes § 563.046. New Hampshire Revised Statutes Annotated § 627:5. North Carolina General Statutes § 15A-401. Oklahoma Statutes Title 21, § 732. Pate, A.M., & Fridell, L.A. (1995). Toward the uniform reporting of police use of force: Results of a national survey. Criminal Justice Review, 20(2), 123-145. Pennsylvania Crimes Code, 18 Pa. C. S. §508. Stojkovic, S., Kalinich, D., & Klofas, J. (2003). Criminal justice organizations: Administration and management. Belmont, CA: Thompson/Wadsworth. Tennessee v. Garner, 471 U.S. 1, 105 S. Ct. 1694 (1985). Terrill, W. (2003). Police use of and suspect resilience: The micro process of the encounter, Police Quarterly, 6(1), 51–83. United States v. Mendenhall, 446 U.S. 544 (1980). Waegel, W.B. (1984). The use of lethal by police: The effect of statutory change. Crime & Delinquency, 30(1), 121-140. Walker, S. & Katz, C.M. (2008). The police in America: An introduction (6th ed.). New York, NY: McGraw Hill. 720 Illinois Compiled Statutes § 5/7-5, Criminal Code 2012. Correspondence concerning this article should be addressed to Dr. George E. Coroian, Jr., Administration of Justice Department, Pennsylvania State University, Wilkes-Barre. PO Box PSU, Lehman, Pennsylvania 18627
Article Critque of James P. Barber’s Integration of Learning: A Grounded Theory Analysis of College Students’ Learning Deborah Davis Liberty University Online 201340 EDUC 701: Theories of Research in Educational Psychology Dr. Terrell L. Elam Aug 19, 2013 – Oct 13, 2013 Integration of College Student’s Learning Published in 2012, Barber’s article in the American Educational Research Journal “presents a grounded theory of ‘integration of learning’ among traditional aged college students” (p. 590). As such, it defines integrated learning theory in a manner which details connection, application, and synthesis to enhance the learning process.
Negotiations, 1998: Rights, Safeguards, Equality of Opportunity, para 5), has been resistant to articulating international human rights obligations as they pertain to abortion in Northern Ireland. In its 2008 guidance to the Secretary of State on the proposed content of a Bill of Rights for the jurisdiction, the Northern Ireland Human Rights Commission (NIHRC) stated: The of women’s rights in respect of reproduction, and especially the issue of termination of pregnancy, has been one of the most controversial in the Commission’s consultations on a Bill of Rights for Northern Ireland. Forceful and deeply felt submissions have been made, in respect of a right to life for unborn children and in respect of a right of choice for women. There is no clear widely accepted international standard in respect of the underlying issues. (emphasis added) (NIHRC, 2008: 116) In a small jurisdiction such as Northern Ireland, the actions and choice of priority issues of the NIHRC can be agenda-setting. Given their ‘unique position’ between government, civil society organisations and NGOs, the importance of the national or sub-national human rights institution in validating the human rights resonance of particular issues is considerable (Smith, 2006). Despite the specific recommendations by the CEDAW Committee in its previous Concluding Observations, the NIHRC made no reference to women’s reproductive rights or access to abortion in its 2008 Shadow Report to the Committee. The role of human rights advocacy in local and transnational settings in advancing the legal and normative development of human rights, in addition to human rights enforcement, is typically celebrated by scholars of such advocacy (see especially Keck and Sikkink, 1998). Such work appears to assume (implicitly at least) that the values underpinning human rights mobilization are progressive. These implicit assumptions are evident in the identification of transnational advocacy networks as constructed around ‘principled-issues’, consisting of actors motivated by a selfless commitment to social struggles of the disenfranchised, and the need to circumvent the recalcitrance or opposition of the violating state (Keck and Sikkink, 1998). Findings from the Northern Irish case suggest that this assumption may not be entirely correct. While human rights advocacy networks coordinate around largely progressive agendas of individual rights and state accountability, the response of human rights NGOs to the CEDAW inquiry initiative reveals space within these larger narratives