907 resultados para Liquefied natural gas--Law and legislation--South Carolina
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Mode of access: Internet.
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Mode of access: Internet.
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Mode of access: Internet.
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In November 1867 the name of the society was changed to Elliott Society of Science and Art (cf. Proceed., v. 2, p. 54) and this name is used in the caption of v. 2.
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State law requires that for school years 2014-15 and 2015-16 the EOC will not rate schools or districts but will instead report on student academic performance. The Education Oversight Committee must use the results of these assessments in school years 2014-2015 and 2015-2016 to report on student academic performance in each school and district pursuant to Section 59-18-900. The state report card for school year 2015-16 will include assessment information and measurements that address the Profile of the South Carolina Graduate.
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This publication gives the history of the beaver in South Carolina, its description, biology, impact, control and depredation permits. Also listed are addresses and telephone numbers for wildlife management field offices.
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The instructions in this manual have been prepared to provide guidance for completing the South Carolina Traffic Collision Report Form TR-310 and the Supplemental Bus and Truck Collision Report Form. It lists traffic laws and definitions and gives examples of traffic collision report forms.
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This report attempts to examine a very narrow, yet vital, segment of the criminal justice process, racial disproportionality among juvenile arrest and offense rates. The purpose of this report was to demonstrate the utility of South Carolina's incident based crime data, the South Carolina Incident Based Reporting System, as an analytical tool to address matters of policy relevance.
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Each year the South Carolina Department of Labor, Licensing and Regulation publishes a report with summary of agency-related legislation passed, descriptions of each office, and yearly statistics.
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In this study, an LPG fumigation system was fitted to a Euro III compression ignition (CI) engine to explore its impact on performance, and gaseous and particulate emissions. LPG was introduced to the intake air stream (as a secondary fuel) by using a low pressure fuel injector situated upstream of the turbocharger. LPG substitutions were test mode dependent, but varied in the range of 14-29% by energy. The engine was tested over a 5 point test cycle using ultra low sulphur diesel (ULSD), and a low and high LPG substitution at each test mode. The results show that LPG fumigation coerces the combustion into pre-mixed mode, as increases in the peak combustion pressure (and the rate of pressure rise) were observed in most tests. The emissions results show decreases in nitric oxide (NO) and particulate matter (PM2.5) emissions; however, very significant increases in carbon monoxide (CO) and hydrocarbon (HC) emissions were observed. A more detailed investigation of the particulate emissions showed that the number of particles emitted was reduced with LPG fumigation at all test settings – apart from mode 6 of the ECE R49 test cycle. Furthermore, the particles emitted generally had a slightly larger median diameter with LPG fumigation, and had a smaller semi-volatile fraction relative to ULSD. Overall, the results show that with some modifications, LPG fumigation systems could be used to extend ULSD supplies without adversely impacting on engine performance and emissions.
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Lecturing is a traditional method for teaching in discipline-based teaching environments and its success in legal discipline depends upon its alignment with learner backgrounds, learning objectives and the lecturing approaches utilised in the classes. In a situation where students do not have any prior knowledge of the given discipline that requires a particular lecturing approach, a mismatch in such an alignment would place learner knowledge acquisition into a challenging situation. From this perspective, this study tests the suitability of two dominant lecturing approaches—the case and the law-based lecturing approaches. It finds that a lecturer should put more emphasis on the case-based approach while lecturing to non-law background business students at the postgraduate level, provided that such an emphasis should be relative to the cognitive ability of the students and their motivation for learning law units.