Stage 5 means the construction stage, which is to manage, administer and monitor the construction contracts and processes, including the preparation and co-ordination of the procedures and documentation to facilitate practical completion of the works
Stage 5. Handling of an admissible complaint - Measures to be applied in the event of non-compliance with the code of conduct
Stage 5 means construction of pipeline infrastructure for Jupiter dewatering purposes;
Examples of Stage 5 in a sentence
STAGE 5: FEEDBACKIf you’re unsuccessful after attending an interview / pitch meeting, you may request feedback.
STAGE 5 MS SONIA HORNERY to move— That this House: (1) Notes that funding is required for the last stage of the Newcastle Inner City Bypass, Stage 5, from Jesmond to Rankin Park.
STAGE 5: ASSESSMENT REPORTDistrict personnel shall compile an Assessment Report, which contains all the MDE required components:1.
STAGE 5 - RECOMMENDATION FOR AWARD The successful bidder shall be the tenderer with the lowest evaluated tender price.
STAGE 5: Post-JudgmentThese are the events that occur after Judgment has been entered.
More Definitions of Stage 5
Stage 5 means the construction of the fifth vat;
Stage 5 means Xxx 0 XX0000000, Xxx 000 XX000000, Xxx 1 DP1225593, Xxx 00 XX000000, Xxx 00 XX000000 or; if the consolidation of these lots has occurred before the execution of this Agreement, Stage 5 means Lot 5 DP1229890. Stage 6 means Xxx 0 XX0000000 Xxx 00 XX000000 and Lot 12 DP522660 or; if the consolidation of these lots has occurred before the execution of this Agreement, Stage 6 means Lot 6 DP1229890.
Stage 5 means the construction stage, which is to manage, administer and monitor the construction contracts and processes, including the preparation and co-ordination of the procedures and documentation to facilitate practical completion of the works, which for the services listed in columns 2 to 4 and 7 of clause 2.3 and columns 2, 3 and 5 of clause 2.4 in broad terms includes the following services:
Stage 5 means that part of Lakeside Success Private Estate shown in the Stage Plan;
Stage 5. Composing texts” was another extensive assignment where students wrote their own texts that were expected to model the genre in question. Students received guidelines that asked them to consider specific language and discourse features of the genre before they began to write (See Appendix K). This stage replaced the traditional composition writing assignment typically completed in French 201 courses, where students are usually given a short question about their personal life to which they must respond in French. These composition assignments ask students to use the grammatical structures covered in the chapter, but they do not ask students use language features as they relate to genre. “Stage 5” in the critical literacies condition, however, asked students to (re)produce their texts in light of genre-related guidelines. Once they wrote their texts, students posted them to the course blog. They had a day to look at one another’s writing online before “Stage 6: Introducing and analyzing students’ text” happened in class. This series of activities allowed students to analyze their peers’ texts in the same way that they had analyzed the model text (See Appendix L). It was hypothesized that this would be the first step that would allow them to envisage their own writing as worthy of textual analysis, another important feature of a critical literacies pedagogy. After the students had discussed and analyzed their texts in class, they had the opportunity for revisions before they did a final presentation of their texts before the class, once at the midterm and once at the end of the semester. At the midterm, students presented their slam poems orally. At the end of the semester, students chose either their slam poem or their political appeal to develop into a digital publication with a voiceover and corresponding images and/or visuals. These activities combined represented “Stage
Stage 5 in the critical literacies condition, however, asked students to (re)produce their texts in light of genre-related guidelines. Once they wrote their texts, students posted them to the course blog. They had a day to look at one another’s writing online before “Stage 6: Introducing and analyzing students’ text” happened in class. This series of activities allowed students to analyze their peers’ texts in the same way that they had analyzed the model text (See Appendix L). It was hypothesized that this would be the first step that would allow them to envisage their own writing as worthy of textual analysis, another important feature of a critical literacies pedagogy. After the students had discussed and analyzed their texts in class, they had the opportunity for revisions before they did a final presentation of their texts before the class, once at the midterm and once at the end of the semester. At the midterm, students presented their slam poems orally. At the end of the semester, students chose either their slam poem or their political appeal to develop into a digital publication with a voiceover and corresponding images and/or visuals. These activities combined represented “Stage
Stage 5. Measures in the event of non-compliance with the code of conduct