H3 definition

H3 means 8.00am to 6.00pm.

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H3 means 8.00am to 6.00pm. ‘H4’ means 10.00am to 9.00pm. ‘H5’ means 10.00am to 7.00pm. ‘H6’ means 9.30am to 5.30pm ‘H7’ means 7.00am to 10.00pm ‘H8’ means 10.00am to 6.00pm ‘H9’ means 9.00am to 5.00pm

H3 means the Operator.

Examples of H3 in a sentence

• CFO Phone: ( ) - Set forth the appropriate portion(s) of this Disbursement Request amount (all or part of the amount from H(3)) that is to be paid to each of the contractors/vendors (or Subdivision) identified below, and as are supported through accompanying copies of invoices or other evidence of expense.

• The Monthly Progress Assessment Report (Exhibit H-3) must be submitted at a minimum monthly to the Business Opportunity Programs Office, in addition to with each invoice to the appropriate agency contact.

• After submission of the initial commitment reported (Exhibit H-1), required by Section 2.c. of this attachment, the Provider shall submit Monthly Progress Assessment Reports (Exhibit H-3), after contract work begins, on DBE involvement to meet the goal and for race-neutral participation.

• If you believe we have materially breached this Agreement, you will invoke the Dispute Resolution clause set forth in Section H(3).

• This will be accomplished by a review of Monthly Progress Assessment Reports (Exhibit H-3), submitted to the Department’s Business Opportunity Programs Office by the Provider indicating his progress in achieving the DBE contract goal, and by compliance reviews conducted by the Department.

• You may terminate this Agreement for cause in the event we do not cure, or create a mutually agreeable action plan to address, a material breach of this Agreement within the thirty (30) day window set forth in Section H(3).

• Race-Neutral DBE participation on projects with no DBE goal should be reported on the Exhibit H-3 Form.

• A “Negligent Fire” is a fire caused by negligence or fault of Contractor’s Operations, including, but not limited to, one caused by smoking by persons engaged in Contractor’s Operations during the course of their employment, or during rest or lunch periods; or if Contractor’s failure to comply with the requirements of H.2 and H.3 results in a fire starting or permits a fire to spread.

• Forest Service shall pay Contractor, at fire fighting rates common in the area or at prior agreed rates, for equipment or personnel furnished by Contractor pursuant to H.3, or otherwise at the request of Forest Service, on any fire on Contract Area other than an Operations Fire or a Negligent Fire.

• In the event the Controlled Affiliate is a Smaller Controlled Affiliate (as defined in Exhibit A), the Controlled Affiliate agrees to be jointly liable for the amount described in H.3. hereof upon termination of the BCBSA license agreement of any Larger Controlled Affiliate of the Plan.

More Definitions of H3

H3 means a high school district or a K-12 high school program with at least 201 ANB, but not more than 400 ANB;

H3. Primary and secondary school mathematics teachers’ awareness of the interventions to support students with dyscalculia is low. • H4: The level of awareness about the definition, nature, symptoms of dyscalculia, and interventions among primary and secondary school mathematics teachers is at the same level. • H5: Exposure to the phenomenon of dyscalculia is associated with a better level of knowledge about dyscalculia. The exposure is measured via two criteria:

H3. Primary and secondary school mathematics teachers’ awareness of the interVentions to support students with dyscalculia is low. • H4: The leVel of awareness about the definition, nature, symptoms of dyscalculia, and interVentions among primary and secondary school mathematics teachers is at the same leVel. • H5: Exposure to the phenomenon of dyscalculia is associated with a better leVel of knowledge about dyscalculia. The exposure is measured as learning about the concept and haVing students with math difficulties in class as suspected cases of dyscalculia. The first step was to run descriptiVe statistics and frequency distributions to present information about the characteristics of the sample. This type of analysis is called uniVariate analysis as it implies looking at the Variables separately (Muijs, 2004) such as teachers’ education leVel, teaching experience, and grade leVels they teach. The next step was to run a biVariate analysis. Specifically, cross-tabulations and chi- square tests were performed to measure teachers’ knowledge about dyscalculia by looking at how many teachers answered specific questions as well as to compare primary and secondary school mathematics teachers’ answers about this disability. This analysis allowed the researcher to describe the situation among mathematics teachers concerning their awareness of dyscalculia. Next, teachers’ knowledge was measured on a continuous scale by counting the correct answers on the surVey questionnaire. A new Variable was created combining correct responses for all scale items. A maximum score for the scale question “Definition and Nature of Dyscalculia” was 9, for “Symptoms” was 21, and for “InterVentions” was 13. The smallest score for each scale question was 1. ▇▇▇▇-▇▇▇▇▇▇▇ test was then performed to compare the primary and secondary teachers’ mean scores as well as to look at how exposure to the phenomenon of dyscalculia affects teachers’ leVel of knowledge of this disability. ▇▇▇▇-▇▇▇▇▇▇▇ test which is a non- parametric test was chosen oVer the parametric one because the sample size of the present study was non-normally distributed. A ▇▇▇▇▇▇▇-▇▇▇▇ test showed a significant departure from normality for both primary and secondary school teachers in each scale question. Particularly, the ▇▇▇▇▇▇▇-▇▇▇▇ test did not show eVidence of normality for the scale question “Definition and Nature of Dyscalculia” for primary W(232)=.915, p=.000 and secondary school teachers W(99)=.941, p=.000; for the scal...

H3. Primary and secondary school mathematics teachers’ awareness of the interVentions to support students with dyscalculia is low. • H4: The leVel of awareness about the definition, nature, symptoms of dyscalculia, and interVentions among primary and secondary school mathematics teachers is at the same leVel. • H5: Exposure to the phenomenon of dyscalculia is associated with a better leVel of knowledge about dyscalculia. The exposure is measured as learning about the concept and haVing students with math difficulties in class as suspected cases of dyscalculia. The next section proVides information about the surVey instrument that was used in this study. To date, seVeral questionnaires haVe been deVeloped by researchers to eValuate teachers’ knowledge about dyscalculia. The present study utilized an existing surVey instrument that demonstrated high reliability and Validity indexes (▇▇▇▇▇ et al., 2017). Before being piloted, the surVey questionnaire was reVised and changed. Some items in the questionnaire were either omitted or reformulated, and new items were also added according to the giVen context and information emerging from the releVant literature. After making changes, the questionnaire was translated into Kazakh and Russian languages. Then, the surVey was piloted among six mathematics teachers to adapt it to the Kazakhstani context and to make sure that the translation of the instrument is accurate. After that, based on the recommendations the surVey instrument was brought into the final Version to be administered online.

H3. = “[***]” = the aggregate number of Prime Die of such Design ID [***] Multi-Chip Products during the Measurement Period; “I” = “Worldwide Die [***] Per Design ID” = the number of Prime Die of such Design ID contained in or on Non-HMC DRAM Products and Multi-Chip Products [***] Micron and its consolidated Affiliates [***] in the Measurement Period;