zilongwang/ReadingBank huggingface dataset:
Table 1. Questions measuring mental health, physical activity, and other health outcomes Concept Questions % missing 2011- 13 Data Type Measures of mental health Life satisfaction Happiness Life satisfaction very low/low or medium/high Life satisfaction 10 or 11 pt scale (scale changed in 2013) Happiness 4 pt scale (2011-2 only. Not available 2013) Warwick-Edinburgh Mental Scale (2013. Not 2011-2) 2.71 8.35 7.04 (2013 missing) (2013 only) Binary Categorical Categorical Categorical Measures of physical activity Frequency of physical activity Exercise at least 5 times a week Exercise at least once per week Sport at least once per week 1.34 1.34 3.04 Binary Binary Binary Outcomes that may be associated with life satisfaction and physical activity General health Weight General health in past 12 mths Limiting long-term illness Disability Accidental fall in the last 12 mths Body Mass Index category 1.23 0.52 8.66 2.22 9.99 Categorical Binary Binary Binary Categorical Of the four measures of mental health available, we focus here on the binary life satisfaction variable (‘very low/low’ or ‘medium/high’). This variable was selected because the question format was consistent during the period 2011-2013 and it had least missing data. The variable ‘Happiness’ was excluded because it was not asked in the 2013 survey and the variable ‘Warwick-Edinburgh Mental Well-Being Scale’ was only included in 2013. There are a large number of variables collected in the Bristol Quality of Life survey that are potential explanatory factors in understanding variations in levels of both life satisfaction and physical activity amongst older people in Bristol, and these are tabulated in Table 2. We also acknowledge that the concepts of physical activity and life satisfaction are strongly related, so that physical activity levels may be an explanatory factor for life satisfaction or vice versa. Table 2. Questions measuring factors that may influence life satisfaction and levels of physical activity Concept Questions % missing 2011-13 Data Type Deprivation Social interaction Barriers to getting out and about Index of Multiple deprivation (2010) Meet family and friends Talk to family and friends Live alone Safety outdoors after dark Safety outdoors during day Something prevents me from leaving the house (the following can be specified) 1.94 1.60 1.81 4.31 5.65 5.52 3.19 Continuous Categorical Categorical Binary Categorical Categorical Binary
Big change: ……………………………………………………………………………………………….. Specific changes or results Declined About the same Somewhat changed / increased Changed / increased a lot How do we know? Our evidence and examples (what signs have we seen, what have we measured, what have people told us)
Session Descriptions Welfare Rights Free confidential, impartial, advice and advocacy. Advice, help and representation with Benefits, Tax Credits, and Debt matters. Appointment only Child Health Clinic For development checks and immunisation advice and allow an opportunity to discuss any problems with healthcare Tiny Tots Come along and enjoy this friendly social group for parents to meet up and have fun with their children in a relaxed environment. We look forward to seeing you there! Session delivered by the Health Team Stories, and Rhymes Steps Big Changes sessions Come and join us, as we play, learn and sing together; encouraging learning and development through play with a wide range of activities and resources available for children 0 – 4 years Starting your baby on food? Steps Big Changes session For parents who are thinking about starting baby on food, a one-off group session full of useful weaning tips and ideas. All welcome, mums, dads and grandparents, no need to book Family Support Clinic One stop shop for early help support or referral to other agencies for families with children 0-19. This may include DV support, behaviour, benefit support, food vouchers, housing support, school admissions support/ setting applications Stay, Play & Come and join us, as we play, and sing together; encouraging learning and development through play with a wide range of activities and resources available for children 0 – 5 years Peep – Inbetweenies For babies 9-18 months. Especially for you and your baby. Learn about child development, gain new parenting skills, make new friends and have fun together. Referral only by Health visitor or other professional. Triple P Strengthening parent-child interactions and attachment, supporting parents’ ability to promote children’s social, emotional, and language development and manage behaviours appropriately Bitesize learning workshop A variety of workshops, including: guidance and boundaries, home safety, sleeping, potty training, basic care and safeguarding, and fussy eating Sensory Room Induction session required for first visit. Enhance your child’s development through stimulating the senses. Have fun in a relaxed and safe atmosphere. Appointment Only Monday Tuesday Wednesday Thursday Friday
ii. Direction: _______ Car: _______ iii. Direction: ______ Car: _______ For the two cars remaining, identify the car letter and direction it is moving, and draw the north and east graphs that match each car’s direction. iv. Car letter _______ is moving _________ v. Car letter _______ is moving _________
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data: Analyze and interpret data to provide evidence for phenomena. Developing and using models; Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) ESS2.A: Earth's Materials and Systems: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. [grade 8] ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events. [grade 8] PS2.A: Forces and Motions: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. [grade 8] ESS3.B: Natural Hazards: Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. [grade 12] Scale Proportion and Quantity: Time, space, and energy phenomena can be observed at various scaled using models to study systems that are too large or too small. Patterns: Graphs, charts, and images can be used to identify patterns in data. Stability and Change: Stability might be disturbed either by sudden events or gradual changes that accumulate over time
Actions: Forward recommended “Key body of Hub work” to Equity Implementation Committee for feedback March, 2017 Goals: Discuss feedback from Equity Implementation Committee on “Key body of Hub work” Finalize working document of “Key body of Hub work” (incorporating feedback from EIC) Identify potential indicators/data/evidence for each of “Key body of work” items Actions: Update ELC on “Key body of Hub work” and how that will be used to develop revised Hub metrics April, 2017 Possible three hour work session Goals: Review potential indicators/data/evidence for each of “Key body of work” items Identify strengths, weaknesses and challenges associated with each potential indicator/data/evidence May, 2017 Goals: Finalize recommendations indicators/data/evidence Identify additional information (about strengths, weaknesses, challenges) that should accompany each recommended indicator/data/evidence Actions: Forward recommendations for revising Hub metrics to the ELC June, 2017 Goals: Finalize “Hub Metrics and Hub Accountability” memo to ELC Develop framework for Early Learning System Dashboard
Date: September 6, 2017 - Time: 1 – 3pm Location: OCDC - 9140 SW Pioneer Ct, Wilsonville Suite E - Training Room 2 - Meeting goals: Review Measuring Success Committee Guiding purposes Review goals and workplan for year Develop Goals for program review (purpose statement) – How do we use data to drive our decision-making and a long-term statewide vision? Identify role, function and audience for Early Learning System Dashboard Meeting Agenda: Welcome and Review of Agenda 1:00-1:10 Review Measuring Success Guiding Purposes 1:10-1:20 What is “data-driven decision-making”? How do we know it when 1:20 – 2:00 we sit it? How do we support data-driven decision-making? Review goals and work plan for 2017-18 2:00 – 2:30 Identify purpose and audience for Early Learning 2:30 – 2:50 System Dashboard Next Steps – goals for October meeting 2:50 – 3:00
artefacts), and customer capital (client relationships). These intangible assets or Intellectual Capital are to a high extent related to relationships with the customers and suppliers, and with the employees and partners of the company. “Good will” does not fully encompass the real value of IC as we understand it. Sometimes IC is interpreted as the difference between the book value – i.e. the historic value of the assets of a company not yet amortized – and the market value which equals the perceived present value of the future cash flow of a company. Intellectual Capital is the sum of everything everybody in a company knows that gives it competitive edge. Unlike the assets with which business people and accountants are familiar – land, factories, equipment, cash – Intellectual Capital is intangible. It is the knowledge of a workforce, the training and intuition of a team. It is the collaboration – the shared learning – between a company and its customers, which forges a bond between them that brings the customers back again and again. In one sentence: Intellectual Capital is intellectual material – knowledge, information, intellectual property, experience – that can be put to use to create wealth. One of the first companies in the world that actually tried to quantify their non physical assets in a coherent manner was a Swedish insurance and finance company, Scandia. Leif Edvinsson, their Intellectual Director, not only managed to quantify Scandia’s invisible or intangible assets – Intellectual Capital -, but also contributed to the increased awareness of the concept of Intellectual Capital in Europe: Quantification of Intellectual Capital The lack of means to determine the IC value of an investment opportunity often makes investment decisions very risky. A company with a large share of IC, which is not illustrated in line with the traditional accounting principles, and which has a high future earnings potential, can easily be wrongfully valued. The consequences may be under capitalization and reduced ability for the company to perform optimally. Measuring the acquisition and use of knowledge assets excites great interest and great scepticism. Even people who decry the inadequacy of today’s accounting worry about putting untried, possibly subjective, non-financial measures into annual reports. Corporate financial statements are clustered
Age (N = 487) Mean (SD) Range 42.47 (10.56) 19 - 73 Gender (N = 487) Male Female 349 138 Ethnicity (N = 487) British White Irish White other Asian Indian Asian Pakistani Bangladeshi Asian other African Black Caribbean Black other Mixed - White and Asian Mixed – White and Black African Mixed – White and Black Caribbean Mixed - other Other ethnic group Prefer not to answer 421 2 21 5 5 2 1 1 4 3 1 2 7 6 5 1 Diagnosis (N = 487) Schizophrenia Paranoid schizophrenia Schizoaffective disorder Delusional disorder Drug induced psychosis Polymorphic psychosis Unspecified non-organic psychosis Missing 241 186 48 7 1 1 1 2 Years in Education (N = 452) Mean (SD) Range 12.49 (2.90) 0 - 27 Duration of Untreated Psychosis (months, N = 397) Mean (SD) 35.40 (57.45) Duration of Illness (months, N = 458) Mean (SD) 229.17 (125.00) Table One: sample characteristics
Table two: Results of the principal components analysis (N = 244) Component Social control and reassurance seeking Threat monitoring and avoidance Conscious self-regulation attempts I talk to someone about my problems .783 I ask for help from friends or professionals .735 I try to tell as many people as possible what is happening .725 I ask somebody if I'm going to be ok .621 I try to be with someone as much as possible .590 I isolate myself from people .734 I avoid doing certain things or going to certain places .733 I have to leave a situation in a hurry or run away .723 I look out for danger when I'm out .652 I think about what I've done to deserve my unusual experiences .650 I try to think about my experiences in a different way or look for evidence -.718 I try to control my experiences -.711 I focus on myself and my behaviour -.680 I try to calm myself -.651 I think of ways to solve my problems -.630 Cronbach’s alpha (N) 0.746 (253) 0.757 (253) 0.712 (247) Test-retest reliability (N) 0.41 (229) 0.66 (228) 0.47 (226)
Conscious regulation Social control and reassurance seeking Threat monitoring and avoidance P1: Delusions P3: Hallucinations G2: Anxiety G6: Depression PANSS Total Score Conscious self- regulation Pearson Correlation 1 .368** .254** .081 .078 .014 .048 .096* Sig. (2-tailed) .000 .000 .092 .102 .770 .312 .045 Social control and reassurance seeking Pearson Correlation 1 .144** .014 .052 .032 -.008 .012 Sig. (2-tailed) .002 .775 .277 .507 .861 .808 Threat monitoring and avoidance Pearson Correlation 1 .165** .148** .343** .309** .232** Sig. (2-tailed) .001 .002 .000 .000 .000 Three: Correlations between subscales and PANSS items (N = 437) **Correlation is significant at the 0.01 level (2-tailed). *Correlation is significant at the 0.05 level (2-tailed).
It would also be useful to know a bit more about the distressing experiences you were thinking of as you completed this questionnaire, for example hearing a threatening voice or feeling that someone is out to get you. Please use the box below if you would like to provide more detail about your experiences or any other responses that you use that this questionnaire has not asked you about. Thank you for completing this questionnaire
Claus, J.R., Wang, H. and Marriot, N.G., 1997. Prerigor muscle stretching effects on tenderness of grain-fed beef under commercial conditions. Journal of Food Science vol 62 pp 1231-1243 Ferguson, D., Thompson, J., and Polkinghorne, R. 1999. Meat Standards Australia, A 'PACCP' based beef grading scheme for consumers. 3) PACCP requirements which apply to carcase processing. Presented at the 45th International Congress of Meat Science and Technology, Yokohama, Japan. Vol 45 pp18-19. Harris, P.V., 1974. Meat Chilling. Proceedings of Advances in Science and Technology, Meat Research Laboratory. Cannon Hill, QLD, 1974. Hopkins, D.L., Garlick, P.R. and Thompson, J.M., 2000a. The effect on the sarcomere structure of super tenderstretching. Proceedings of the Australian Society of Animal Production. Sydney . Locker, R.H. and Hagyard, C.J., 1963. A cold shortening effect in beef muscle. Journal of Science Food Agriculture. Vol 14 p787. Ludwig, C.J., Claus, J.R., Marriot, N.G., Johnson, J. and Wang, H., 1997. Skeletal alteration to improve beef longissimus muscle tenderness. Journal of Animal Science vol 75 pp 2404-2410 Marsh, B.B. and Carse, W.A., 1974. Meat tenderness and the sliding-filament hypothesis. Journal of Food Technology. Vol 9 pp 129-139. Meat Standards Australia (MSA) unpublished data. Meat and Livestock Australia, Ltd. O’Halloran, J.M., Ferguson, D.M., D. and Egan, A.F., 1998. Mechanism of tenderness improvement in tenderstretched beef carcases. Presented at the 44th International Congress of Meat Science and Technology, Barcelona, Spain vol 44 pp 712-713. Thompson, J.M., 2002. Managing meat tenderness. Meat Science. Vol 62 pp 295-308. University of Wisconsin, Madison, Animal Sciences, J.R. Clause. Retrieved July 30th, 2006 from http://www.ansci.wisc.edu site.
44.6 Additional guidance concerning the application of foster parents leave is contained in the Parenting Leave Enterprise Agreement Guideline. 45. Long service leave 45.1 You are eligible for long service leave in accordance with the Long Service Leave (Commonwealth Employees) Act 1976. 45.2 When you become eligible to take long service leave, the minimum period during which long service leave can be taken is seven calendar days at full pay or 14 calendar days at half pay. 45.3 Long service leave cannot be broken with other periods of leave, except as otherwise provided by the applicable legislation. 45.4 Additional guidance concerning the application of long service is contained in the Other Leave Enterprise Agreement Guideline. 46. NAIDOC leave 46.1 You may take up to two days paid leave to participate in activities related to NAIDOC Week. These can be taken as either full day absences or several short absences to the equivalent of two days across the week. 46.2 Additional guidance concerning the application of NAIDOC leave is contained in the Other Leave Enterprise Agreement Guideline. 47. Community service leave 47.1 The Secretary will approve paid if you engage in an eligible community service activity (as defined by the Act) which includes jury service and emergency service responses. 47.2 The Secretary will determine the duration and frequency of the leave after consideration of the circumstances behind your request. 47.3 Additional guidance concerning the application of community service leave is contained in the Other Leave Enterprise Agreement Guideline. 48. Defence reserve leave 48.1 You are eligible for defence reserve leave in accordance with the Defence Reserve Service (Protection) Act 2001 to fulfil your Australian Defence Force (ADF) Reserve and Continuous Full Time Service (CFTS) obligations, Cadet Force obligations or any other Defence Force requirements. 48.2 The Secretary will approve leave for defence service when appropriate notice is received from the Australian Defence Force, detailing the period of attendance required. 48.3 You are eligible for the following paid defence reserve leave: (a) Up to four weeks during each financial year, which can be accumulated and taken over a two year period;
Monday 31/12/18 Tuesday 01/01/19 Wednesday 02/01/19 Thursday 03/01/19 Friday 04/01/19 Child Health Clinic @Clifton Children’s Centre 9:30am-11:30am Have your baby weighed and discuss your child’s health and development with a Health Visitor Appointment Only Child Health Clinic @Meadows Children’s Centre 10:00-12:00pm Drop in session – have your baby weighed and discuss your child’s health and development with a Health Visitor NEW YEAR’S DAY Stay, Play & Learn @ Meadows Children’s Centre 10:00am – 11:30am Come and join us, as we play, learn and sing together; encouraging learning and development through play with a wide range of activities and resources available for children 0 – 5 Family Fun Day @Clifton Young People’s Centre 11:00am – 2:00pm Free Session Fun activities for all the family Family Support Clinic @ Clifton Children’s Centre 10:00am-11:30am We offer support to families around children’s behaviour, sleep, routines and boundaries and fussy eating Appointment Only Tel; 0115 876 2625
The political battles have been won by our youth but the battle for socio-economic liberations continues. The development agenda of our youth in the province must therefore continue to be refocused towards the social and economic development of the youth. The Integrated Development Plans and District Growth Plans of the Local and District Municipalities must therefore put priority on youth development and linked to the youth formations. The province has a lot of untapped potential in value addition linked to manufacturing, agro-processing and mining and if we are to win the war against poverty and unemployment, these sectors must be fully explored. The economic downturn must not undermine our development effort to grow these sectors and as the youth have a role to play in contributing towards the growth and impact of these sectors. It’s about time we take a deliberate position as government to make sure that we have a sector focused approach. This will not only grow our economy but will create a provincial economy driven by knowledge, jobs, skills development, empowerment and sustainable livelihood. This require the coordination of all government efforts geared towards youth, disabled, women, SMME, rural and sector development in the province. I wish to call upon all aspiring entrepreneurs in the municipalities and in the districts as well as the province to rise and take forward the struggle for social and economic emancipation. They can do this through proactive participation in youth development programmes offered by government and in institutions such as the National Youth Development Agency as well as the youth institution established by the municipality.
Date # Practicum Hours Completed Reflection: Describe experience objectively (give us the Who, what, where, when, and why to understand the situation) Examine experiences in terms of your personal growth, civic engagement, and academic enhancement Articulate Learning: What did I learn? And how did I learn it? What changed? Why is what I learned important and what will I do with this new- found knowledge? Practicum Objectives Addressed Hours this period: (Total Hours) Hours this period: (Total Hours)
Organisational Assessment – includes a dedicated assessment requirement for child safeguarding. Contracting – all partner organisations are required to sign against SCI standard CS policy. This is discussed in detail at the project start-up workshop and all participants are made aware of their responsibilities. Training – all partners unable to demonstrate compliance with safeguarding requirements are required to attend CS training. The training agenda covers all aspects of SCI / DFAT requirements. The training covers policy development, risk assessment, policy implementation, codes of conduct and HR policy requirements. All partners are required to develop plans to meet CS requirements. Monitoring – all partners will be visited at least every six months, most on a quarterly basis. Monitoring trips to each organisation will include monitoring implementation of the CS plan. Review – MEC management team will review the implementation of the CS plan within one year of starting to work with new partners or prior to starting a new grants round, whichever comes first.
d4 0.051 0.027 0.013 -- d5 0.042 0.021 0.015 0.001 -- d6 0.016 0.038 0.020 0.018 -- d7 0.045 0.033 0.026 0.032 0.047 -- d9 0.022 0.000 0.032 -- d10 0.037 0.106 0.047 0.033 0.042 0.043 0.058 0.016 -- d11 0.008 0.043 0.035 0.024 0.014 0.017 0.039 -- d12 0.025 0.019 0.004 0.005 0.007 0.017 0.024 0.008 -- d13 0.000 0.103 0.057 0.081 0.065 0.046 0.062 0.014 0.054 0.023 0.062 -- d14 0.025 0.062 0.012 0.025 0.008 0.040 0.019 0.007 0.028 -- d15 0.084 0.045 0.026 0.037 0.049 0.061 0.047 0.037 0.046 0.037 0.022 0.114 0.050 -- d16 0.036 0.008 0.034 0.011 0.028 0.044 0.014 0.065 -- d17 0.095 0.005 0.022 0.023 0.066 0.007 0.060 0.099 0.045 0.022 0.124 0.079 0.041 0.057 -- d18 0.015 0.031 0.013 0.022 0.003 0.011 0.020 0.045 0.006 0.021 0.011 0.009 0.052 0.031 - - - -
Example (Syllabus) The deck of a ship was 2.4 m below the level of the wharf at low tide and 0.6 m above the level at high tide. Low tide was at 8:30 am and high tide was at 2.35 pm. Find when the deck was level with the wharf, if the motion was simple harmonic. Solution The most important part of answering this question is constructing a good scientific diagram of the physical situation. Take the initial conditions at the 8:30 am low tide t = 0 s v = 0 m.s-1 x = -xmax = -1.5 m The displacement as a function of time is At time t = 0 Hence The time interval from low tide to high tide is half-period T/2 8:30 am to 2:35 pm t = 6 5 minutes = (6)(60)(60)+(5)(60) s = 21900 s period T = 43800 s angular velocity = 1.4345x10-4 rad.s-1 We want to find the time when the deck is level with the wharf t = ? s x = 0.9 m position of wharf above equilibrium position (x = 0) t = 1.5426x104 s = 4.2877 h = 4 h 17 m The deck will be level with the wharf at time 12:47 pm
SIMPLE PENDULUM A simple pendulum is a particle of mass m suspended from a fixed point by a weightless, inextensible string of length L. It swings in a vertical plane. The forces acting on the particle are the gravitational force and the string tension . For small angle deviations from the vertical, the motion of the particle is approximately SHM. Applying Newton’s Second Law to the particle of mass m (8) We assume that the amplitude of the oscillation is small such that the resultant force only acts in the X direction The assumption that Fy = 0 is only valid for small angles ( < ~15o) and the following predictions do not give good agreement with measurements for large amplitude oscillations. Adding the components in the Y direction gives Adding the components in the X direction gives Therefore the acceleration ax in the X direction is (10) valid only for small values of x But the acceleration ax is opposite in direction to the displacement x and proportional to the displacement x , therefore, the motion of the particle is SHM. Equation (5) for the acceleration of a particle executing SHM is (5) Comparing equations (10) and (5), the angular frequency must be (6)
QED (b) Equation of motion We can find v as a function of t by integrating the equation of motion. The integration limits are determined by the initial conditions and final values of t and v. QED (c) The can rearrange the expression for t as a function v2 to find v2 QED (d)
Meal-time routine for children from to three Personal, Social and Emotional development Communication& Language /Literacy Mathematics Understanding the World Expressive Arts & Design Physical Development Activities and what adults do Children find own place mats themselves or pass things to each other Scrape plates, pour own water etc. (depending on child’s stage of development) Be positive about food when serving it Be aware that children are learning about their preferences and note how children respond when offered new foods Serve from table so children can see foods and indicate what they would like Ensure that mealtimes are a safe space to develop relationships with peers and adults and establish social boundaries. Provide small mealtime groups so children do not have to wait too long to be served. Encourage children’s independence Anticipation eg. ‘I wonder what will be for dinner today’ Talking about what’s needed e.g. spoons, cup, bibs Singing songs and rhymes Encourage conversations during mealtimes Engage in close 1:1 conversations Provide opportunities for listening and responding Respond verbally to children’s non verbal signs, signals & noises Note and respond to the gestures and words babies / toddlers use to indicate what they would like to eat. Using numbers in a purposeful way eg, “Would you like 1 or 2 potatoes?” “How many spoons do we need?” Talking about size & shape eg, “ The spaghetti is very long” “The peas are small and round” “Today I am cutting the bread into triangle shapes” Encourage children to see that each person needs “1 plate, 1 knife, 1 fork etc” Talking about quantity “We have a lot of potatoes today” “We need to ask the cook for some more bread” Talking about classifying “All the apples are on this plate and all the grapes are on this one” Naming and learning about foods, where they come from (at age appropriate level), and who likes what Learn about hot & cold, what happens when certain foods mix together. Provide opportunities for children to ask questions Exploring the colour / textures/smell of foods. creating fun rhymes eg, “yummy, yummy in my tummy” *Imaginary fun games eg, “I’m eating frog’s eyes”(peas) Give children time to use their senses to explore foods Looking at a photo display with the children Helping to fetch the trolley and lay table. Develop routines around washing hands before eating. Provide accessible mirrors, flannels and towels. What children learn
of car less than optimum speed v < v0 If the speed of the car v is less than the optimum speed vO for the curve then the horizontal component of the normal force will be greater than the required centripetal force and the car will "want to" slide down the incline toward the centre of the curve. If there is a frictional force present between the car's tyres and the road it will oppose this relative motion and pull the car up the incline. Fig. 6. Free-body diagram for the forces acting on car on banked circular track: weight, normal force and frictional force. We can Newton’s Second Law to the X and Y components of the forces: We can use the approximation for the frictional to relate it to the normal force We can now eliminate FN and Ff from our equations If we take the case for we get the same result again for the optimum speed Example (Syllabus) A car travels at speed v1 around a circular curved track of radius R. (a) Find the banked angle (inclination of the track to the horizontal), if there is to be no tendency for the car to slip sideways up or down the track. (b) If the speed v2 of a second car of mass m then show that the sideways frictional force exerted by the surface of the track on the wheels of the car is
Medicaid Cost Containment Strategies Presentation – Seema Verma and Rob Dalmer, SVC cont. Reducing prescription drug abuse Eligibility changes – asset tests, reducing or eliminating outreach activities; reporting changes, etc. Quality Initiatives – Complex case management, outreach programs, care management, reducing and abuse. Managing high cost enrollees Program integrity initiatives – such as with Maine’s Medicaid Fraud Recovery Unit Reimbursement reforms – such as limiting reimbursement for potentially preventable events, C-section reimbursement, provider taxes, etc. long-term strategies (3-5 years) Value based purchasing – managed care, health homes, accountable care organizations – additional information was requested regarding which states have been successful in implementing managed care systems (are they rural or more urban, impact of managed care in other states? Health Information Technology – allows better coordination, reduction in duplication of services and additional funding made available to states through ARRA for initiatives such as payment incentives for implementation of electronic health records Managing duals – better coordination between Medicaid and Medicare Managing long-term and high cost populations by integration with Medicare Following the discussion a worksheet was distributed “Maine Medicaid Cost Containment Strategy Summary” with the intent to help members prioritize/narrow Maine’s focus. Members felt additional information and discussion was needed prior to this exercise. Items discussed/information requested: Enhanced management of developmental disabilities – more information regarding Maryland’s Children’s anti-psychotic medications More discussion regarding mid-term strategies such as preventative programs around high risk pregnancies implemented in North Carolina and Indiana Both consultants felt risk was essential in for-profit markets and reward incentives could drive provider and health plans to improve/provide services It was felt perverse incentives drive higher use of services Rob and DHHS staff will provide information for discussion at the meeting scheduled for October 9, Room 228, State House
The first play test of my board game went really well, with some important and valuable feedback obtained from fellow students as well as Chris and Richard about potential changes. Play Test 1 I ensured that I wrote down all suggested changes, as well as observations made such as what worked well and what didn’t. These notes are exemplified on the next page. Some of the suggestions included implementing bonus cards for each type of playing cards, as at this stage I only had bonus cards for the guardian and flower sets. This involved the introduction of the lucky cricket bonus card which can only be earned by the first player to purchase all six of their clothing/accessory cards. The other bonus feature was the introduction of a bonus coin which
be able to develop a of offsets and set of ship lines. be proficient at calculating the draft and trim angle for a vessel under various loading conditions. be able to determine the vessel’s stability characteristics for both undamaged and damaged conditions. be able to determine the vessel’s stability characteristics when some fraction of her weight on the ground. be able to understand and predict a vessel’s resistance based on model test data and computer modelling. be familiar with propulsion selection techniques including propeller charts. be familiar with modern computer software techniques for vessel resistance prediction. MARK DISTRIBUTION Problem Sets 40% (probably eight problem sets) Midterm 20% (given at, or near, week 7) Exam 40% (scheduled during the final exam period) Students are expected to achieve at least 50% in both the final exam and combined term work (midterm, problem sets, and term project) to pass the course. The exams are normally knowledge, skills and values based. I plan to attempt having both a closed book and open book portion for the midterm and final exams. The closed book sections will deal with basic knowledge and facts. These facts should be well understood by the naval architecture student and should be described in his/her own words. The open book section of the exam will test the student on skills and values. In general, this section will ask, “Are you able to apply your analytical skills to solve a particular ship problem and are you able to assess the results to provide a conclusion or recommendation for further action.” TEXTBOOK AND REFERENCES There are two prescribed textbooks for this course. Ship Knowledge by Dokkum is an attractive and easy to read introduction to everything in ship design. It is an appropriate choice for students who do not intend to make a career of naval architecture. PNA: “Principles of Naval Architecture - Volumes 1 through 4.” This textbook series is the most used reference book in the industry. Non-NAME students may access the full text of PNA through the UBC library on line, and thus need not purchase the hard copy. (If you take this option, you will probably want to print substantial chunks of the work for
Formula Sheet – Thermodynamics II where K=; MEP= ; Mole number:; Mole fraction: ; Average molar mass ==; gas constant: ; ;; ; Dalton’s law:; Amagat’s law: ; U=, U= U(same for h and s);; , same for Cpm Real gasses:;; ; Air conditioning energy balance: , Air fuel ; m=NM ;; Percentage of theoretical air: or Enthalpy of combustion :; ; First law analysis of reacting systems: Entropy generation of reacting systems:
THE UNIVERSITY OF WYOMING JOB DESCRIPTION This is a description of a staff position at the University of Wyoming not a job opening announcement. Look for current job openings at the following link: . The following statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified. Title: MECHANIC Reports To: Designated Supervisor UW Job Code: 6211 UW Job Family: 62 - Crafts/Trades SOC Code: 49-3023 FLSA: Non-exempt Pay Date: 4-1-95 (revised 7-1-02; 3-31-03; 7-1-04) JOB PURPOSE: Assemble, maintain, repair, adjust and modify equipment, vehicles and/or facilities and grounds machinery; operate vehicles, equipment and/or machinery as required. ESSENTIAL DUTIES AND RESPONSIBILITIES: Operate and inspect vehicles, equipment, and/or machinery to determine defects and analyze cause of malfunction. Read and interpret vehicle and/or equipment manuals and schematics to perform basic repairs and maintenance. Disassemble and reassemble vehicles, equipment and/or machinery; examine parts for excessive wear using micrometer, calipers and gauges. SUPPLEMENTAL FUNCTIONS: In addition to the above, may perform either A., B., or C.: A. Mix and apply chemical herbicides, pesticides and fertilizers to prevent plant disease, kill infections and insects, and promote growth. Water, cut, trim and edge lawns; rake and dispose of lawn clippings and leaves. Plant grass, flowers, shrubs and trees. Assist with pruning trees and shrubs; may perform trimming and pruning of trees from an aerial basket. Inspect, construct and make repairs on watering systems. B.
POSITION DESCRIPTION JOB TITLE: Mechanical Engineer II DIVISION/DEPARTMENT: Engineering/Product Development DATE: 9/25/14 FLSA: EXEMPT APPLICABLE EXEMPTION(S): NON EXEMPT Professional SOFTWARE, EXEMPT REPORTS TO: Director, Engineering/Product Development LOCATION: Olympus Respiratory America d/b/a Spiration, Inc. in Redmond, WA PURPOSE/SUMMARY Members of our mechanical engineering team are responsible for designing innovative medical devices, products and to support the Company’s product lines. Mechanical engineers design and build test samples, test fixtures and prototypes, conduct independent engineering analysis, and interface regularly across all functions at the Company. PRIMARY DUTIES AND RESPONSIBILITIES Prototypes new concepts, originates and updates drawings, work instructions, protocols and reports. Utilizes engineering tools, such as 3D modelling, statistical software and FEA. Conducts engineering testing and independent engineering analysis (e.g. tolerance on systems. Selects and technical contact with outside suppliers for custom components. Works collaboratively across all functions of the Company to resolve issues, communicate changes, and to ensure the highest quality product is developed for our customers. MINIMUM QUALIFICATIONS (To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the, education, knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) EDUCATION BS degree Mechanical Engineering or related required. Graduate degree a plus. EXPERIENCE 3+ experience required. Previous experience working in a medical device field or other regulated industry required. SKILLS, ABILITIES, KNOWLEDGE In-depth understanding of engineering and production requirements, preferably related to medical device design. ISO certification and FDA compliance experience desired. Hands on experience with machining, prototyping, and fabrication methods. Demonstrable experience specifying, designing, analyzing, simulating, prototyping, building, testing, and documenting. Current expertise in the use of CAD software required, SolidWorks experience preferred.
Suggestive Study Path For Mechanical Engineering CBCS First Semester Second Semester Semester Fourth Semester Fifth Semester Sixth Semester Seventh Semester Eighth Semester Basic Sciences (23) MA 1001 EM-I (3+1+0) BS1001 Engg Physics (3+0+0) BS 1005 Biology (3+0+0) BS 1002 Lab- Engg Physics (0+0+1) MA 1002 EM II (3+1+0) BS 1003 Engg Chemistry (3+0+0) BS 1004 Lab- Engg Chemistry (0+0+1) MA 2001 EM III (3+1+0) Engineering Sciences (25) ME 1001 BME (4+0+0) ME 1002 Lab- BME(0+0+1) ME 1005 Lab- AM 1001 Engg Mechanics (3+0+1) ME 1003 Engg Graphic (3+0+0) #BCE BEE BECEBCOM&IT BEEE (4+0+0) ME 1004 Lab- Engg Graphics (0+0+1) # Lab-BCE BEE BECEBCOM&IT BEEE (0+0+1) ME 1006 Lab Workshop II(0+0+1) ME 2008 Workshop III(0+0+1) ME 2009 Electrical Machines (2+0+0) ME 2016 Lab - Electrical Machines(0+0+1) ME 2021 Workshop IV(0+0+1) Professional Core (82) ME 2001 Engg Thermodynamics (2+1+0) ME 2002 ME 2010 Mechanisms of Machines (2+1+0) ME 2011 ME 3001 Applied Mathematics (3+0+0) ME 3002 ME 3014 Heat and Mass Transfer (2+1+0) ME 3015 ME 4001 ICE & GT (2+1+0) ME 4002 MEX(2+1+0) ME 4017 ACS (3+0+0) ME 4018 Tool Design (2+1+0)
(3+0+0) (4+0+0) (4+0+0) Open Elective (12) ME 2022 Total Quality Management (3+0+0) ME 3027 Quality Management Systems ME 3028 Entrepreneurship Development (3+0+0) ME 4015 Industrial management ME 4016 Costing & Cost Estimation (3+0+0) ME 4030 Engineering Economics ME 4031 Renewable Energy Engg.(3+0+0) Humanity and Sciences (14) HS1001 Communication Skills (4+0+0) HS 1002 Lab- Communication Skills (0+0+1) HS Environment Studies (4+0+0) HS Industrial Organization and management (3+0+0) HS Production Management (2+0+0) Mandatory Audit Courses( No Credits) Any one AC NSS Group Discussion Yoga AC Professional Communication AC Basics of Product Survey AC Seminar AC Talent hour drama Music Instrument Total Credits 22 22 22 22 22 22 22 22 HEAD Department of Mechanical Engineering
Mechanical Engineering Apprentice Duration: 4 year - Advanced Apprenticeship Working /Training Hours: 37 hours per week Salary: £3.50-£8.10 per hour depending on age and experience An opportunity has arisen to undertake a mechanical engineering apprenticeship at Beamish Museum working as part of our transport team. The role will involve work on both small and large transport based projects overhauling, rebuilding and supporting the maintenance of tramcars, steam locos and road going vehicles. During a 4 year training plan there will be the opportunity to gain a wide range of mechanical engineering skills on the job while working alongside experienced staff and gaining an industry recognised qualification. By the end of the apprenticeship it’s expected that candidates would have the knowledge to complete tramcar fitness to run inspections, carry out maintenance, manufacture and repair components and contribute to heavy overhaul of the fleet. A key element of the role will be gaining operating experience as a conductor/driver to aid understanding of the fleet as an operating exhibit. We are seeking an individual with a can do attitude who has a passion for engineering and transport, you must be willing to get your hands dirty in a role that is very hands on and defiantly not desk based. The successful candidate will have a GCSE in Maths, English and a science or technology based subject at grade C (or grade 4 for new GCSE) or above and will be willing to transfer learning gained in the classroom to solving repair and maintenance problems in the work place. The apprenticeship training programme will be tailored to enhance the existing skills of the successful candidate through a mix of work based learning and college release to gain an advanced apprenticeship in Mechatronics Engineering lasting 4 years. Year 1 will include a mix of full time block release to College during term time and work based learning at the museum during school holidays. Year 2 , 3 and 4 of the apprenticeship will involve 1 day per week at college 4 days per week at the Museum. Application forms and job descriptions are available from or via our website and should be returned by the closing date at 12 noon on 19th April , Interviews will be held at the museum on 9th and 10th May and will include a formal and workshop based interview. Candidates will also have the opportunity to talk about a project or creative process they have been involved with.
Active Control App Digital Signal Processing Numerical Methods - Acoustics for Eng & Environment Maths for Eng & the Enviro II Opertional Research Optimisation Adv Partial Diff Equations Numerical Methods Aircraft Structural Design Aerothermodynamics Wing Aerodynamics Studies in France or Germany Turbulence Physics & Modelling Aircraft Structures Biological Flow Flow Control Race Car Aerodynamics Hypersonic & High Temp Gas Dyn Aircraft Propulsion UG Ambassador Scheme Manufacturing and Materials Surface Engineering Advanced Sensors & Cond Mntrg Advanced Control Design Composites Eng Design & Mech Failure of Mtrls and Comps Materials in Transport Microstructure & Surface Prof Eng & Func Materials Thermodynamics Biomaterials Eng Design & Management Control and Instrumentation Automobile Systems Heat Transfer & Applications Orthopaedic Biomechanics Sem in Ind Project Reflect Eng Sustainable energy systems Tribology Engineering Advanced Electrical Systems Biomed Implants & Devices Automotive Propulsion Comp Meth in Biomed Eng Des Thermofluid Eng - Low Carbon Marine Craft Concept Design Marine Engineering Marine Structures Fundamentals of Ship Science Renewable Energy Marine Safety/Environ Engineer Offshore Engineering Analysis
Week Prep / Consolidation Practice Target Areas for improvement Complete Practice Mark and Grade Corrected 14 Work Done and Kinetic Energy / 43 Grade: 15 Work Done and Power / 42 Grade: 16 Car safety and the highway code / 24 Grade: 17 Hooke’s Law / 23 Grade: 18 Springs in Series and Parallel PAG / 25 Grade: 19 Young Modulus / 33 Grade: 20 Breaking stress and Progress test C / Grade:
Kitchen Equipment Purchase Date Purchase Amount (original) Serial Number Senior Center Tag Number Condition Meets the Need of the Center Meet Safety Standards (yes or no) Replacement Recommended Comments Ice Machines Commercial Dishwasher Exhaust Hood Steamers Hot Food Table Insulated\Uninsulated Hot Holding Cabinets Mixers Kitchen Equipment Purchase Date Purchase Amount (original) Serial Number Senior Center Tag Number Condition the Need of the Center Meet Safety Standards (yes or no) Replacement Recommended Comments Mixer Attachments
Meat Slicers Kitchen Reach-In-Coolers\Freezers Chest Freezers Kitchen Equipment Purchase Date Purchase Amount (original) Serial Number Senior Center Tag Number Condition Meets the Need of the Center Meet Safety Standards (yes or no) Replacement Recommended Comments Walk-In-Freezers\Coolers
We are looking for someone with: Maturity: We are looking for someone with a mature mental attitude to be the representative of CRA in the field, and lead by example. Organisational skills: We are looking for someone who is highly organised and practical, with an eye for detail. Interpersonal skills: you must have excellent interpersonal skills. The position is 70% field based in our research camps in Liwonde, Kasungu and Nyika National Parks and therefore you will need to be willing to be based in remote environments at rustic field camps. 30% of time will be spent in Lilongwe, and/or other sites in Malawi to maintain vehicles based in Lilongwe and source parts and equipment. The Field Mechanic reports directly to the CRA Founder and Director, Dr Emma Stone. Requirements Essential: Qualified mechanic, or extensive field based experience in mechanical repairs in remote environments Experience of 4x4 car maintenance Proven experience in working within a team management, with minimum supervision including people from a variety of backgrounds An interest in wildlife conservation, natural resource management, or related fields Experience of working and living in remote environments, preferably in Africa Excellent team-work skills, written and oral communication skills driving licence, with 4x4 off road driving experience A confident communicator who is able to relate well to people from diverse backgrounds Ability to work well in a team in multi-cultural situations and under difficult field conditions. Computer literacy: MS Office, including Access Positive mental attitude, resilient, ability to muck in and get on with it Hard work ethic, flexible and conscientious approach First aid trained Ability to work independently under minimal supervision Fluency in written and spoken English Desirable Experience of field operations/research preferably in Africa A good understanding of current concepts in African conservation FAGASA equivalent qualifications Emergency First Response Certificates or other remote wilderness first aid training Familiarity with languages and culture of Malawi will be an advantage Experienced in telecommunications with UHF and VHF systems