zilongwang/ReadingBank huggingface dataset:
Work experience programs Approved participation in/attendance at work experience related programs. School is responsible for students on these programs. NSSC states that students’ time spent on work experience programs, as part of the school curriculum or program, should be treated as time in school. Present Included Employment Short-term employment. School is not responsible for students during this period; however, student remains officially enrolled. Absent Included Explained other absence Absences from school due to acceptable reasons, other than any of those listed in this table. Absent Included Exemptions Approved exemptions such as certificate of exemptions, only for exceptional circumstances. Reasons for exemptions must not conflict with other descriptions in this table. Includes approved short-term employment for NSW and SA such as employment in the entertainment industry where approval and exemption from class has been given by the appropriate school personnel. Note: Due to the low number of absences in this category, some jurisdictions may choose to include these absences as possible school days. Although this is not recommended, this has minimal impact to the national and jurisdictional attendance rate. NA Excluded P.1. Detention/Juvenile Justice/Suspension/Immigration Detention Centres – notified School is notified that student is at the relevant centre. See P.2 for notified absences. WA: Student is enrolled in main school but is part of Immigration Detention Centre. NA Excluded P.2. Detention/Juvenile Justice/Suspension/Immigration Detention Centres – not notified If school is not notified, then the student would be absent for ‘unexplained/unauthorised’ reasons. Absent Included Behaviour centre Absences of students who are moved to a behaviour centre, but who nevertheless remain enrolled in their main school. All data are attributed back to main school Absent Included
IVCC Critical Thinking Rubric Reporting Form IVCC General Education Goal #1: To apply analytical and problem solving skills to personal, social, and professional issues and situations. Evaluator Instructions: Please score the text based on where the majority of the descriptions are met (see Guide). Evaluators should use a 0 for any instances where the evidence does not meet the Emergent criteria. Evaluators should use their best judgment per category, in general, as some instances may transgress these descriptions. 1 should be used for emergent, 2 for proficient, and 3 for exemplary. Please do not report zeroes for students who do not participate in the activity being used for assessment; leave blanks for those. Type of Assignment: Written Oral Other ______________ Description: Score 0-3 pts Student ID (not the k-number) Student name (not required) Gathers and Selects Information: Can the student select information that is useful and appropriate to the issue or problem at hand? Analyzes information and articulates reasons: Is there evidence that the student understands the gathered information well enough to reach reasonable conclusions? Makes decisions and solves problems: Can the student recommend, defend, and support relevant and logical solutions to issues or problems? Total score (should total points. Use only whole numbers, not fractions or decimals) Do not record scores for students who did not complete the assignment. 0 indicates tried and failed. Sample: 9999999 Eagle Jones 2 1 3 6
IVCC Interpersonal Capacity Rubric Reporting Form IVCC General Education Goal #5: To develop interpersonal capacity. Evaluator Instructions: Please score the assignment based on where the majority of the descriptions are met. Evaluators should use their best judgment per category, in general, as some instances may transgress these descriptions. 0 = not evident, 1 = emergent, 2 = proficient, and 3 = exemplary. Please do not report zeroes for students who do not participate in the activity being used for the assignment; leave blanks for those. Type of Assignment: Written Oral Other ______________ Description: Student ID (not the k-number) Student name (not required) Cooperation and collaboration: Can the student work within a team structure to complete tasks? Social influence: Can the student persuade others? Responsibility and reflection: Does the student learn from the experience? Total score (should total points. Use only whole numbers, not fractions or decimals) Do not record scores for students who did not complete the assignment. 0 indicates tried and failed. Sample: 9999999 Eagle Jones 2 1 0 3
EXT Account Distribution Panel Group This panel group is only used to budget revenue. It is used to budget the revenue used to offset the salary supplements from external sources that are budgeted on employee records in the Employee Information panel group. There are three types of External funds: Fund 93 – Northport VA Fund 95 – Brookhaven National Labs Fund 97 – Other Since the budget for the External accounts are not driven by allocation, it is not necessary to access these accounts through the Organizational Rollup panel. From the Use menu, select EXT Account Distribution. You will then see the following search dialog box. Enter the desired fund in the Fund ID field. Then enter your department ID and click the Search button From the list of accounts, select the account that you wish to budget. EXT Account Summary Panel You are now in the EXT Account Distribution panel group. OTPS and account OSE cannot be budgeted on these accounts. There are only two panels in this panel group. EXT Account Summary panel EXT Payroll Summary panel You can click on the panel name to activate the panel or you can navigate using the Next Tab button or the Previous Tab button. You will see the model ID and the account number that you selected at the top of each of the panels in this group. You will notice that although you are in one model, you will see the corresponding budget information for the related models.
Minutes When we update the database in July/August 2013, we will remove minutes. Minutes was a carry-over from a previous version of the database. The current letters function will keep the minutes boiler going forward. Events Events Name – Name of the event Lodge Name – Lodge associated with the event Description – Description of the event Date of Event – Date of the event. Events organized by the Lodge is not as powerful as most Palm Pilots, Outlook, etc. However, when teamed with our reports, you can keep track of all vital Masonic Lodge activities in a snap. Using our program ensures your Lodge business does not interfere with your “real job” or your personal information. 7 Inventory Setup In order to start using the inventory program you must first setup the Registrations and Masters Section of the database. Our current focus will be setting up the Masters Section. Click Masters, then choice master. Next click on “item category”. Item category is the place you input overall items. For example, if you had a library and wanted to enter all the books of your library, you would enter: Library Books as the item category. You could also get detailed and place: Library Books – Masonic or Masonic Books – History or any combination you can imagine. You can also enter various items. For example, Library Books, Tables, Chairs, Lodge furniture, Lodge regalia, etc. After you have setup your database in the Masters section, you can complete the stock register. After completing the stock register, your database is ready for the record input through the issue register. The main section of the issue and stock register are listed below…most fields are self-explanatory. Stock Register There are two parts to our inventory program. First is the issue register. This is the place you insert your items into the program. Item name – name of item (Lodge Grill , Name of book) Lodge name Item category – (books, furniture) Item code – (code, if any, of item or the serial number of an item) Item description Item quantity (how many you have) Item value (good for insurance purposes) Date of purchase (good for insurance purposes)
Introduction In this manual I will be teaching you how to make a Kandi mask and cuff. The audience I’m focusing on are those who have a lot of patience and enjoy going to EDM festivals and listening to EDM. Many times at festivals people covering in bracelets and masks will come up to you and want to trade, you can’t trade if you don’t have any Kandi. EDM is Electronic Dance Music, but it’s not just music it’s a lifestyle for many people. We in the EDM community believe in P.L.U.R, which stands for peace, love, unity, and respect. When people hear the word “Kandi” they automatically think of sweets like lollipops and chocolate but this is a different kind of kandi. Kandi can come in many forms such as single bracelets, cuffs, masks, headbands, etc. Kandi is an important part because it’s a way of bonding within the EDM community. When people trade at festivals it means giving a total stranger something they cherish that way they can leave a lasting impact on each other. Once you’ve experienced your first trade you will never forget it because it is an amazing moment. Flower Mask Subzero Mask Surgical Mask
Case Manager Checklist Review student list/reports for accuracy. Communicate any changes to the Medicaid Billing Office. phone 301-644-5302 fax 301-644-5304 or e-mail Ensure Parent Permission is current. Complete a new Case Manager letter for any new student assigned to your case load. Review your completed forms before returning it to the Medicaid coordinator for your school. (signature, dates, and any attached documentation needed). Submit all completed forms by the 5th of the next Check to be sure you are not billing on a date that schools are closed. 14
Staying Connected with Words Everything we do has an impact, including the language we use. Those who work for us and with us are watching and listening to us. Small things can make a big difference in the outcome. When we engage in a coaching conversation, we want to be intentional about the language we use. We want to use language that pulls people in rather than push them away. Consider the seemingly small difference between: BUT vs. AND BUT vs. AND Exercise Round 1: BUT You say, “Here’s my opinion.” They say, “But you need to think of it this way.” You say, “I’m going to concentrate on this today.” They say, “But I want something else done.” Round 2: AND You say, “Here’s my opinion.” They say, “I hear you and I have a different opinion to add.” You say, “I’m going to concentrate on this today.” They say, “I hear what you are saying and I want something else done first.”
Sharing Sharing observations, a hunch or ideas, examples and information. Knowing how much and when to share. Checking out the relevance by asking key questions as I share. Skill #1 - Listening OVERVIEW The goal of good coaching is to listen to what is being said and to what is not being said but needs to be heard. When we listen effectively to what is being communicated we save time by not having someone need to repeat what he or she said. With intention to hear others out allows us to grasp the full understanding of what others are trying to get across and gives others a feeling that we care. Listening leaves the listener and the person being listened to with a full sense of integrity and respect. Listening Definition There are four modes of listening: Superficial listening Self-referential listening Fix-it listening Engaged listening The Four Listening Modes Superficial Listening I’m listening to you, but focusing on what it means to me. In this situation, it’s really all about me. Self-Referential Listening I’m listening to you, but I here only what relates to me. So now it becomes all about me.
DAY ONE TOTAL CALORIES CONSUMED = ________ DAY ONE TOTAL EXPENDED ACTIVITY CALORIES = ________ Calorie Log: Day Two– Date__________________________ Calories Consumed Calories Expended Meal Type Portion Size Caloric Value Physical Activity Minutes Caloric Value
The example displays the “isp015” Source folder 4. [Click] the Browse button to upload a file from your desktop to the folder you selected. Use the File Upload window to navigate and locate the .txt file you would like to upload. [Click] to select the file and then [click] the Open button The File Upload window will close. 7. [Click] the Upload File button. The file will be uploaded and appear in the list within the source folder name. (i.e. “isp015” folder)
Graphic 1 Record the values of VS corresponding to the VC values given below from the transfer curve displayed on the oscilloscope. VC = 4V Vin =______V. VC = 3V Vin =______V. VC = 2V Vin =______V. What are the values for : VIL = _____ VIH = _____ VOL = _____ VOH = _____ What are the noise margins for the Gate?
Mapping - Calendar Format Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 BVA: Training Dates 2 3 Healthy Kids: Finalize Brochure Text 4 5 AOB: Text to Designer 6 7 8 Healthy Kids: Review Training Design & Revamp 9 AOB: Proof Brochure AOB: Corporate Fundraising Workshop 10 AIA: Send Out Table Solicitations 11 Healthy Kids: Addresses to Mailhouse 12 AOB: Corporate Fundraising Workshop 13 14 15 BVA: Schedule Trainers 16 AIA: Follow Up on Table Invites 17 18 AOB: Send Brochures to Partner Agencies 19 AIA: Save the Date Cards to Mailhouse 20 21 22 Healthy Kids: Fair Exhibition Plan 23 24 AOB: Enter Workshop Registrations 25 26 27 28 29 of OFFICE 30
Instructor’s Name:__________________________Student:_____________________________________ Student ID _______________Phone:_____________________________ E-mail ____________________ If you have taken any pre-emptive action(s) concerning this referral, please indicate by checking all that apply, and if applicable, add a comment concerning details or outcomes so far: Action Taken: □ Other (please comment) □ Written communication (note or letter) □ Individual conversation one-on-one □ E-Mail □ Phone call Comments:_____________________________________________________________________ Student needs assistance regarding: (Check all that apply) Academic: □ Deadlines missed □ Incomplete assignments □ Low Quiz/Test Score □ Missed Test □ Repeating Course □ Undecided Major □ Academic Integrity (cheating) □ Study Skills □ Time Management □ No textbook □ Tutoring . Attendance: □ Never attended class □ Excessive Absences □ At least one absence during first 2 weeks □ Student doing well then stops attending □ Tardiness Classroom Behavior: □ Sleeping □ Not taking notes □ Non-participation □ Inappropriate behavior *Personal Counseling □ Career □ Personal □ Difficulty processing information/assignments □ Financial □ Dependant care □ Illness □ Transportation Course Completion: □ Successful student has unexpectedly withdrawn □ Student withdrawn □ Instructor has initiated or is about to withdraw this student for reason noted below:
Board Member Engagement ENGAGEMENT Where it happens WHAT IT LOOKS LIKE Mindset + Behavior STRATEGIES How to get there: Leverage Strengths/Interest, Culture, Process, Practice BOARD MEETINGS Collective governance Preparation beforehand Hearing from all voices; listening for different perspectives Asking questions, sense of curiosity, inquiry, ownership Assessment of meeting agendas and member participation COMMUNITY ENGAGEMENT Between meetings Brand advocate and brand ambassador Attending events Networking and introductions Recruiting new volunteers Building relationships with new supporters Spotting intersections and making connections SUPPPORT STAFF Individual volunteerism Service without governing Be available for 1-1 advice/counsel Volunteer in program work Get to know staff and what they do
laborious evaluations, rather, gathering intelligence as you work to ensure that your actions are as effective as possible. Measuring impact is becoming ever more important within the wider organisational frameworks we are in. So here we outline some simple structures for gathering the key information to inform your work. Developing a Theory of Change A Theory of Change is all about getting very clear and explicit about your goals, how you plan to achieve, how you will know when you have achieved them and any assumptions that exist in your approach. It’s incredibly helpful as very often organisations will state a goal such as ‘doubling the life chances of young people’ which might sound impressive but means very little without a lot of extra detail. For example what do we mean by life chances? What is a young person? Why should our model be better than what’s gone before? Table 2 below gives an example of this for a special needs services. Desired Outcomes Indicators and verification Systems thinking theory of Change Audience and desired competencies and behaviours Indicators and means of verification for these competencies and behaviours Outputs (leadership activities) and monitoring Educational standards improved Benchmarking against existing metrics (e.g. grades) If people better understand the systemic dynamics that their organisations operate within they should become more effective as they will understand better where to focus their effort. SEND managers will better understand systems thinking and therefore behave in ways which show greater sensitivity to elements of the system: e.g. people and organisations. Production of jointly owned regional strategy that has got high buy-in from staff and stakeholders. workshops with significant power. Table 2: Example Theory of Change Framework Exercises Coming back to your challenge now, complete a Theory of Change table for the key outcomes sought for your challenge. Desired Outcomes Indicators and verification Systems Thinking theory of Change Audience and desired competencies and behaviours Indicators and means of verification for these competencies and behaviours Outputs (leadership activities) and monitoring
Index ACE, 3, 11, 12, 17, 19, 20, 22 Balancing, 12, 13, 14 Carry Forward, 22 Cash, 1, iii, v, 3, 6, 7, 9, 11, 12, 14, 15, 19, 20, 22 Check, v, 7, 12, 15, 19, 20, 21, 23 Coinstar, 5, 7, 13, 22 Daily Close, 19, 20 Deposit, 12, 15, 19, 20, 22 Fidelity, 6, 7, 22 Inventory, 3, 16, 20 Jetscan, v, 11, 12, 13, 14, 15 Kroger, 1, 19, 20 Loaning, 12, 14, 15 Lottery, 3, 4, 7, 11, 12, 21, 22 Money Order, 4, 5, 7 Reports, 7, 3, 5, 6, 7, 14, 15, 19 Safe Inventory, 20 Safe Mgmt, 11, 12, 14, 15, 20 Sales and cash, 6, 20 SCO, 7, 11, 12, 13 Till, 13, 14, 15, 21 VB, 11, 16, 17, 19, 20, 22 Veribalance, v, 11, 14, 19 Western Union, 4, 5, 7, 21
2018 SCHEDULE April 17 Session 1 from 5:00pm - 8:30pm May 8 Session 2 from 5:00pm - 8:00pm June 5 Session 3 from 5:00pm - 8:00pm July 10 Session 4 from 5:00pm - 8:00pm August 7 Final Session as a web/teleconference 5:00pm - 7:00pm POSSIBLE TOPICS ORGANIZING & MOVING WORK FORWARD: AGENDAS, PROCESS, ROLES BEING A FUNDRAISING CHAMPION AND CREATING A CULTURE OF FUNDRAISING/PHILANTHROPY DEVELOPING A PARTNERSHIP WITH THE EXECUTIVE DIRECTOR WORKING WITH DIFFERENCE: POWER & PRIVILEGE SUCCESSION PLANNING FOR BOARD LEADERSHIP BOARD STRUCTURE: COMMITTEES/TASK FORCES FOSTERING HEALTHY BOARD CULTURE
Registered medicines (non-sterile) MRA Clearance Evidence List A Compliance Verification Evidence List B TGA on-site audit API (non sterile) Registered medicines (sterile) MRA Clearance Evidence List A Compliance Verification Evidence Lists B and C TGA on-site audit API (sterile and biotech) Contract testing laboratories MRA Clearance Evidence List A Compliance Verification Evidence List D TGA on-site audit Contract sterilisers Note: A TGA on-site audit will usually be required where the sponsor’s listed or registered medicine is not regulated by the regulatory agency of the country in which the manufacturing site is located. Complementary Medicines and Traditional Chinese Medicines are commonly not regulated as medicines in other countries. Table 1(b) lists the specific documents required for the Compliance Verification assessment. Explanatory notes for some of these documents are set out in Appendix C. Table 1(b) – Documentary evidence requirements Required Evidence Comments/Exclusions Evidence List A Current GMP Certificate. (GLP for testing laboratory, certification to relevant ISO Standards for sterilisation facility). Certificates must be sufficient to cover the scope of the Clearance application. Evidence List B Compliance Verification for: APIs (other than sterile and biotech) Non-sterile and listed medicines Current GMP Certificate. GMP agreements may be requested if the overseas manufacturer performs the release for supply function. A list of all regulatory inspections conducted within the past 3 years and a copy of the most recent inspection report. (Processing can be expedited if reports for two or more of the above inspections are provided). Inspection reports must be applicable to the scope of the application. These may be sent to the TGA directly from the manufacturer. Details of any regulatory actions in past 3 years. For example, product alerts, warning letters, import alerts, recalls due to defects. Site Master File, Quality Manual or equivalent. Not required if the scope of the application is only for the step of release
medium2 Injectable pharmaceuticals Injectable medical devices Ophthalmic and other pharmaceuticals in single-dose containers Ophthalmic medical devices in single-dose containers Not more than 100 10% of batch or 4 containers, whichever is the greater 101-500 10 containers More than 500 2% of batch or 20 containers, whichever is the lesser Ophthalmic and other pharmaceuticals and medical devices not in containers Not more than 200 5% of batch or 2 containers, whichever is the greater More than 200 10 containers Bulk solid products Not more than 4 Each container 5-50 20% of batch or 4 containers, whichever is the greater More than 50 2% of batch or 10 containers, whichever is the greater Pharmacy bulk packages of antibiotics Less than 5g 20 containers Greater than or equal to 5g 6 containers Solid medical devices Not more than 100 10% of batch or 4 units, whichever is the greater 101-500 10 units More than 500 2% of batch or 20 units, whichever is the lesser NOTES 1. This Table incorporates Table 2.6.1-3 (BP and Ph Eur) and Table 3 (USP). If the contents of one container are sufficient to inoculate the two media, this column gives the number of containers needed for both the media together. TABLE 3: MINIMUM QUANTITY OF PRODUCT TO BE TESTED FROM EACH CONTAINER IN THE SAMPLE1 Type of product Quantity of product in unit container Minimum quantity/proportion to be used for each medium from each container2 Liquids Less than 1 mL The whole contents
8 Indian Ayurherbs Pvt.ltd 2/4A, Kensington Road, Bangalore -42 Karnataka Traders and Expoters Sl.No. CompanyName Address Phone Number EmailAddress 1 Amar Herbals Depot #46, 5th Main, D Cross, Byatarayanapura Extn, Mysore Rd, Geet Post, Bangalore-560026 09845105776 2 Amruth Kesari Depot 18, B.B.T. St, 1st Cross, Mamulpet, Bangalore-560053 22236336 3 AVR Industries Ananthapura Vill., Yelahanka, Bangalore 28561615 4 Channabasappa & Co. 474, Avenue Rd, 22354022 5 Classic Medi-Herbs 3/270, 1st Cross, 4th Main, Begur Rd, Bommanahalli, 25734563
13 Green Organics (India)pvt.ltd 16, SNS Chambers, snakey Road, Sadashivanagar, Bengalore - 80 … 14 Organic Services & Soultions Pvt.ltd #19th main, Ideal Homes Township, Rajajeshwarinagr, Bengalore -98 … 15 Zakani Biotech Private Limited Sondekoppa post, Mantan Kurchi Village, Nelamangala taluk, Bengalore -23 … 16 Indus Herbs #74, 3rd floor, Shankara Arcade, Vani vilasa road, basavanagudi, Bangalore -47 32908719 17 Akshay Food Park ltd. # 1091, 3rd floor, SRNG Sampannppa trust, Opp. Sharada theatre, OTC road Nagarapet, Bangalore -02 9448497400 18 Sami labs Limited www.samilabs.com 10/1 & 19/2, 1st main , 2nd phase, Peenya Industrial Area, Bangalore -58 28397973 19 Natural Remedies Plot no. 5B, Veerasandra industrial area 19th K.M Stone, Hosur Road, Electronic city 40209999, 40209781 agronomy@naturalremedy.com
Bangalore -560100 20 Integra Medscinces Pvt.ltd www.integramedsciences.com 32/8, Uttam Apartments, C-1, 8th Main, 11th Cross, malleshwaram, Bangalore-03 23341166 21 Phalada Agro Research Foundations Pvt.ltd 22 Cambium Biotechnologies 725, 4th main, 2nd phase, 5th stage, BEML layout, Rajarajeshwarnagr, Bangalore 22723599 23 Foundation for Revitalisation of Local health Traditions 74/2 Jarakabande Kaval, Post attur via yelahanka , bangalore 28568000 24 Yashavanth herbals, Traders & Growers No. 1233/681, 13th cross, Grinagar, 2nd Phase, Bangalore 25 The Himalaya Drug Company Makali, Bangalore-562123 23714444
Overall capacity utilization in manufacturing still remains low. The average capacity utilization for the manufacturing sector is about 77% as reported in the survey which is same as that of previous quarter. The future investment outlook is also moderate as 65% respondents reported that they are not planning any capacity additions for the next six months. High raw material prices, high cost of finance, excess capacities, uncertainty of demand, availability of land and shortage of working capital are some of the major constraints which are affecting expansion plans of the respondents. In sectors like capital goods, textiles, textiles machinery and chemicals & pharmaceuticals, average capacity utilization has either increased or remained almost same in Q-4 of 2017-18 and Q-1 of 2018-19. In automotive, cement and ceramics, electronics & electricals, leather and footwear, metal and metal products, the capacity utilisation has fallen in Q-4 2017-18 & Q-1 2018-19 vis-à-vis Q-3 2017-18. Table: Current Average Capacity Utilization Levels As Reported in Survey (%) Sector Average Capacity Utilisation in Q-4 2017-18 & Q-1 2018-19 Average Capacity Utilisation in Q-3 2017-18 Average Capacity Utilisation in Q-2 2017-18 Automotive 73 78 79 Capital Goods 74 70 70 Cement and Ceramics 70 73 75 Chemicals & Pharmaceuticals 84 78 79 Electronics & Electricals 65 76 70 FMCG NA NA 78 Leather & Footwear 70 75 55 Metals & Metal Products 75 81 80
Apprenticeship (e.g. Advanced apprenticeship in control and instrumentation) Title of Apprenticeship framework/standard: Apprenticeship Training Provider: Duration of Apprenticeship: Date completed: Qualifications and Grades achieved: Additional training and Qualifications you are completing or have completed during your Apprenticeship (including dates) Date: Type/Description, current status & Training Provider: <e.g. HNC, HND, FD> Current Job Title Please note: You will be limited to the number of characters, so please keep your application focussed. Describe your apprenticeship and explain what commitments you’ve made to complete it (1000 characters max) Describe your current job & activities carried out (1000 characters max)
AccessoriesTheShow New York December 2015 AccessoriesTheShow creates the world’s largest and most vibrant marketplace for juries accessories each season. Travel and accommodation cost: $7,300 Average attendance: 10,000 purchasers and 1,000 vendors AccessorieCircuit/Fraische Circuit New York April 2015 Established in 1987, CIRCUIT is a comprehensive women’s accessory and footwear exhibition featuring designer and fine jewelry, handbags, scarves, belts and gift items. Travel and accommodation cost: $8,100 Average attendance: 20,000 purchasers and 3,000 vendors Atelier Designs New York February 2016 International fashion collections of womenswear, jewelry and accessories to the wholesale trade only. Travel and accommodation cost: $7,000 Average attendance: $15,000 purchasers and 800 vendors Key Competitors / SWOT Analysis The example below only has one competitor – make sure you have at least four competitors you are doing a SWOT on Ci Comme Ca Strengths Weakness Opportunities Threats Uses many different options for materials Strong reputation Connections in fashion industry Large social media following and engagement Style across products is not distinct Confusing website Brand is not cohesive Only sells through Etsy Could expand distribution Leverage large social networks more effectively Vulnerable to crashes and changes because of reliance upon Etsy La Baque Strengths Weakness Opportunities Threats Highest quality materials Strong relationships in fashion and retail industries Smaller social media networks Lower profit margins due to smaller batches during the first Develop stronger social media networks Increase margins by making larger Changes in import regulations Fluctuations in currency could
shall from the date of this subsequent agreement form part of the definition of the ‘Territory’ at clause 1.1 (i) of the Licence Agreement. For the avoidance of doubt, all other terms of the Licence Agreement shall continue in force except as varied by this additional agreement. This additional agreement shall be governed by the laws of England and Wales and the parties exclusively submit to the jurisdiction of the Courts of England and Wales. This agreement has been executed as a deed. SIGNED AS A DEED by an authorised representative of [Licensee] in the presence of: ) )…………………………………… ) W Signature: I Name: T Address: N E S S Occupation: SIGNED AS A DEED by [Licensor] in the presence of: ) )…………………………………… ) W Signature: I Name: T Address: N E S S Occupation:
Main causes of fatalities [Note: only sub-industries with most fatalities included] Main causes of injuries [Note: only sub-industries with most claims included] Food product manufacturing Vehicle incident – 50% Being trapped between stationary and moving objects – 33% Being trapped by moving machinery – 17% Food product manufacturing Muscular stress while handling objects – 19% Muscular stress while lifting, carrying or putting down objects – 18% Falls on the same level – 11% Fabricated metal product manufacturing Being hit by falling objects – 25% Falls from a height – 25% Fabricated metal product manufacturing Muscular stress while lifting, carrying or putting down objects – 20% Muscular stress while handling objects – 13% Being hit by moving or flying objects – 11% Machinery and equipment manufacturing Being trapped by moving machinery – 50% Machinery and equipment manufacturing Muscular stress while lifting, carrying or putting down objects – 18% Muscular stress while handling objects – 16% Falls on the same level – 10% Non-metallic mineral product manufacturing Being hit by moving objects – 30% Being hit by falling objects –30% Vehicle incident – 20% Transport equipment manufacturing Muscular stress while handling objects – 18% Muscular stress while lifting, carrying or putting down objects – 16% Being hit by moving or flying objects – 9% Primary metal & metal product manufacturing Falls from a height – 40% Non-metallic mineral product manufacturing Muscular stress while lifting, carrying, or putting down objects – 18% Muscular stress while handling objects – 14% Falls on the same level – 13%
Appendix G: Estimation of cohort completions rates for selected occupations by nominal duration Occupation Description NSNL* (Y/N) Qualification Name Nominal duration Average actual duration Commencements (Calendar year 2005) Completions (Calendar year 2009) Mechanical engineering tradesperson Employees machine and prepare aircraft systems, metal parts, subassemblies and precision instruments. This group does not include automotive mechanics. Y Certificate III in Engineering - Fabrication Trade 48 months ? 4,045 3,014 (74.5%) Fabrication engineering tradesperson Employees produce metal fabricated products such as structures, frames, plate assemblies, pipe-work and vessels using tools, welding and thermal cutting equipment and fabrication techniques. Y Certificate III in Engineering - Fabrication Trade 48 months 37 months 4,573 2,994 (65.5%) by average actual duration (mechanical engineering tradesperson given same time period as fabrication engineering tradesperson) Occupation Description NSNL* (Y/N) Qualification Name Nominal duration Average actual duration Commencements (Calendar year 2005) Completions (Calendar year 2008) Mechanical engineering tradesperson Employees machine and prepare aircraft systems, metal parts, subassemblies and precision instruments. This group does not include automotive mechanics. Y Certificate III in Engineering - Fabrication Trade 48 months 37 months 4,045 2,722 (67.3%) Fabrication engineering tradesperson Employees produce metal fabricated products such as structures, frames, plate assemblies, pipe-work and vessels using tools, welding and thermal cutting equipment and fabrication techniques. Y Certificate III in Engineering - Fabrication Trade 48 months 37 months 4,573 2,970 (64.9%) Sources: A shared responsibility – Apprenticeships for the 21st Century and National Centre for Vocational Education Research VOCSTATS accessed March 2011 Note: the data provided in tables 1, 2 and 4 of the report is aggregated across categories. In estimating completion rates, MSA has chosen to focus on occupations and calculate using data from Appendix N of the report. Two estimations are provided using nominal duration and average actual duration as the time periods.MSA is aware that these are only estimations and in no way precise measurements of completions rates. -END-
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Most of the studies on RE stabilisation focus on the mechanical properties of the material on a basis (e.g. 28-day strengths), while long term performance is often ignored. However, weathering cycles over the material’s lifespan may effect mechanical performance. In this study, we investigated the strengths of stabilised rammed earth (SRE) materials, stabilised with either cement or waste materials (i.e. CCR and FA) before and after wetting-drying regimes. Particular emphasis was given to the long-term behaviour of the alternative stabilisation by relating the mechanical properties and durability to material microstructural features. MATERIALS AND METHODS Materials Engineered soil Although several studies on earthen construction indicate that the Particle Size distribution (PSD) cannot be used as a discriminating parameter for the selection of a suitable soil for construction [, ], a heterogeneous PSD, including both fine and coarse particles, is generally recommended when building with earth [, ]. Moreover, laboratory tests tend to underline that the activity of the clayey proportion in the soil is at least as impacting as its PSD []. The base in situ soil used here was a typical soil from Perth, Western Australia, which largely comprised sand. To improve its poor grading, both coarse (gravel) and fine particles (a low-activity silty clay) from local quarries were added. The percentage of the single components were determined following the recommendations made by Houben and Guillaud []. The use of an “engineered” soil over a natural soil permitted tighter control over material mineralogy and grading []. The resulting mixture, which will be referred to as Engineered Local Soil (ELS), was composed of 60% local soil, 30% clayey soil from a nearby quarry and 10% single sized gravel (10 mm). The PSD of the added silty clay, measured according to AS 1289.3.6.1 [] and AS 1289.3.6.3 [], demonstrated a composition of 66% clay and 28% silt. Chemical analysis showed a composition of 65% Kaolin, 28% Quartz and 5% Muscovite. The specific gravity
at the time of the study, having been requested to withdraw from any analgesic medication for the purpose of the study. Experimental protocol Questionnaires were posted to participants to fill out two weeks prior to the experimental session. The Hospital Anxiety and Depression Scale (HADS, (Zigmond and Snaith 1983)) was used to assess mood symptoms. It is composed of statements relating to anxiety or depression. The Pain Catastrophising Scale (PCS, (Sullivan et al 1995)) was used as a measure of pain-related psychological coping. On the day of the experiment, tender point (TP) examinations were first carried out by a trained research nurse, and scored using the Manual Tender Point Survey according to a published methodology (Okifuji et al 1997). Due to the lack of availability of a research nurse on the day, tender points were examined in only 8 out of the 15 healthy volunteers and 14 out of the 16 OA patients, while all 16 FM patients were examined. Clinical pain levels (“In general, how severe is your pain?”) was measured using a 0 – 10 visual analogue scale (VAS) ranging from “no pain” to “very severe”. Pain interference (“How much does the pain interfere with your life?”) was also assessed using a VAS ranging from “not at all” to “completely”. Healthy volunteers completed these scales as well as patients. Neural responses to acute pain
Suggested Reference Reed, P. G. (2016). Spacetime symmetry: Rogerian encounters with Einstein. Visions: The Journal of Rogerian Nursing Science, 22(1), Manuscript 3, 25-34. Retrieved from Spacetime Symmetry: Rogerian Encounters with Einstein We achieve a life worth living by understanding how the cosmos achieved an existence worth existing.1 Pamela G. Reed, RN, MSN, MA, PhD, FAAN Professor The University of Arizona College of Nursing, Community and Systems Heath Sciences Division 1305 N. Martin/PO Box 210203 Tucson, Arizona 85721-0203 Email: preed@email.arizona.edu Phone 520-626-4131 ABSTRACT This paper is a celebration of Martha Rogers’ conceptual ideas, specifically her translation of Einstein’s theories of the cosmos into theoretical principles and perspectives for nursing. The paper presents an overview of Einstein’s theories of relativity, with a focus on spacetime symmetry and its parallels to Roger’s theoretical principles. The broken symmetry of temporality is explored in reference to ontological questions in nursing. Epistemic implications of Einstein’s special relativity and the speed of light are addressed. The paper concludes with a theme of translating metaphysical concepts into empirical inquiry for nursing. Key Words: Einstein, Rogers, spacetime, symmetry, temporality The nature-philosophers of Greece, some of the world’s first scientists, proposed explanations about observable events by speculating about unobservable processes
innovation and evidence into clinical practice. The following quotes illustrate this view. “Managers need to listen as currently several initiatives that improve clinical practice have been forwarded but have been ignored [them] for a long period of time - very disheartening for clinical staff.” (Survey ID 48) “It's important to start the change at management level, I had experience of having clinical project/ research stopped by previous manager who regarded clinical research as something very luxurious or extra.” (Survey ID 50) Theme 3: The need for educational opportunities The third theme identified from open-ended questions was ‘The need for educational opportunities’. This theme describes how important educational opportunities were to supporting and facilitating EBK and the implementation of EBP. Respondents described that greater access to ward in-service education, educational training and and/or workshops could increase their knowledge and update evidence informed practice. The following exemplars highlight: “Regular in-services, involve nursing and medical [staff] to teach to gain a greater understanding of EBP.” (Survey ID 129) “Research workshops have been extremely useful, informative and demystifying.” (Survey ID 143) “Nurses should be taught how to use EBP as it is essential for the delivery of high-quality nursing care.” (Survey ID 204). Theme 4: Challenges to accessing evidence The final theme that arose from the open-ended survey questions was ‘Challenges to accessing evidence’. This theme explored the importance of having access to research evidence. Many nurses and midwives reported that they had limited access to computers and software to gain access to evidence to inform their everyday practice. Respondents reported that they had limited access to databases and this was perceived as a barrier to EBP and EBK. The following quotes illustrate. “Ability to access databases and online journals from home would be helpful.” (Survey ID 25)
nerves are co-localised with the CB receptors, ChAT, a cholinergic nerve marker was used. Co-localisation of CB1 receptor with ChAT was detected in detrusor muscle but not in the mucosa (Figure 3). CB2 receptor was also co-localised with ChAT in both mucosa and detrusor (Figure 3). Negative controls were in the absence of primary antibodies and incubation with non-immunised IgG2A (data not shown). Saturation Binding assays Saturation binding experiments in human cystectomy samples, rat bladder and cerebellum showed that the binding of [3H]-CP55,940 (a synthetic cannabinoid) was concentration dependent and saturable (Figure 4). The Bmax for human bladder was 421.4 fmol[3H]-CP55,940/mg protein and the Kd 1.26 nM. For rat bladder, Bmax was 429.7 fmol[3H]-CP55,940/mg protein with the Kd being 0.39 nM. Binding of [3H]-CP55,940 to rat cerebellum (positive control) demonstrated a higher Bmax of 1974 fmol[3H]-CP55,940/mg protein and a similar Kd (0.45 nM), which is in agreement with a previous report [22]. Discussion Studies investigating differences in the expression and distribution of cannabinoid receptors between normal human bladders and those from patients with DO remain scarce. A recent study using bladder biopsies from MS patients with neurogenic DO and normal bladders, found a lower RNA expression of CB1 receptor and a higher expression of CB2 receptor in bladders with neurogenic DO [23]. Similarly, we showed, using qRT-PCR, that CB1 receptor was significantly upregulated 2.8 fold in the urothelium of DO samples and down regulated 3.2 fold in the detrusor of DO
Category of submission: review Presentation information: A previous version of this study was presented at the 16th European Venous Forum meeting (2nd-4th July 2015) and Vascular Society Annual Scientific Meeting (11-13th November 2015). A repeat search has been conducted since and is submitted in this manuscript.
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(.008) (.006) (.005) Notes: These are the logic coefficients that are used to construct Figure 5. All results are weighted. Appendix Table 4: Point Estimates and Standard Errors for Select Quantities from Figure 5 25th 75th Income ($1000s) 52.3 125.6 Any attendance, bottom GPA tercile .572 (.052) .674 (.057) Any attendance, middle GPA tercile .604 (.052) .754 (.059) Any attendance, top GPA tercile .682 (.058) .857 (.047) FT attendance, bottom GPA tercile .454 (.051) .494 (.054) FT attendance, middle GPA tercile .427 (.055) .707 (.072) FT attendance, top GPA tercile .495 (.059) .784 (.048) FT/4 attendance, bottom GPA tercile .309 (.046) .286 (.046) FT/4 attendance, middle GPA tercile .336 (.047) .480 (.053) FT/4 attendance, top GPA tercile .365 (.056) .622 (.056) Notes: These attendance rates are based on the logit regression specifying income linearly and interacted with each GPA tercile. Appendix Table 5: College attendance by GPA and income terciles, PSID GPA tercile Bottom Middle Top Income terciles Top .745 (.066) .823 (.047) .914 (.035) Middle .679 (.055) .761 (.051) .770 (.052) Bottom .488 .474 .617
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in shear strength are given in Table 7. The shear forces were predicted at shear stress equal to 60% of yield strength over the cross-section. The average measured percentage increases of the strengthened specimens are also provided in the table. It is worth noting that the proposed analytical approach is not considering the effects of the CFRP strands orientation. The comparisons shown indicate that the shear load can be conservatively estimated using transformed section properties of the strengthened plate. For the design, the above analysis indicates that the shear capacity can be adequately predicted by using the composite transformed section properties of the strengthened steel plates. Table 7: Comparison between measured and predicted Shear capacities Plate Designation Analytical Approach Measured Increase (%) Shear Yielding Increase (%) Set#1 (45ο) Set#2 (90ο) Set#3 (±45ο) kN kip Control 781 176 - - 1 Layer HM Strengthened 978 220 25 36 23 24 2 Layer HM Strengthened 1175 264 51 65 67 79 Summary & Conclusion The study presented in this paper explores the use of small-diameter CFRP strands for strengthening of steel plates subjected to pure shear stresses. In general, test results show that the small-diameter CFRP strands provided an excellent strengthening system for steel structures and eliminated any possible debonding of the strengthening material up to failure. Several conclusions were made from the measured behavior in the specimens tested in the experimental program. The conclusions are summarized as follows, The small-diameter CFRP strands have proven to be an effective strengthening system for increasing the shear capacity of the steel plates. The proposed strengthening system exhibits excellent bond characteristics in compression and in tension and eliminated any possible debonding at failure. The effectiveness of the small-diameter CFRP strengthening system increased by increasing the slenderness ratio of the plates subjected to shear loads. High-Modulus (HM) small-diameter CFRP strands provides a more effective strengthening system in comparison to Intermediate-Modulus (IM) and Low-Modulus (LM) CFRP strands for shear strengthening of steel plates.