zilongwang/ReadingBank huggingface dataset:
2 (Year 7) • describe the physical and human features of different localities at a local scale • recognise features of places beyond their own locality • express views about the environments of localities • identify some ways in people affect environments • describe how physical and human features give environments their character • select and use information from resources and their own observations • use information and own observations to ask and respond to questions about places and environments • use some geographical vocabulary 3 (Year 8) • compare the physical and features of different localities at a local scale and give reasons for the locations of some of these features • identify similarities and differences between places • make some accurate observations about localities • identify some actions people take to improve and sustain environments • make simple connections between processes and their impact on environments • ask and respond to a range of geographical questions about localities and offer reasons for their observations • use geographical skills and sources of evidence to form and judgements • use geographical vocabulary when communicating ideas information and findings 4 (Year 8) • describe physical and human features of different places • describe how features of places are influenced by physical and human processes • locate places that are studied • describe ways in which the lives of people are affected and changed by physical and human processes • describe simple geographical patterns • identify how people improve or damage environments • ask relevant questions and select sources of evidence when investigating places and environments • describe a range of views and suggest plausible conclusions showing awareness of bias • communicate ideas, information and findings effectively using a range of appropriate forms and vocabulary 5 (Year 9) • compare the distinctive physical and human characteristics of different places • draw on a range of locations, contexts and scales in explanations of the characteristics of places • explain how physical and human processes interact to create diversity and change in places • analyse geographical interconnections in a range of locations and contexts and at different scales • compare different approaches to managing environments • organise and sequence enquiries and investigations to provide answers to questions and issues they have raised • identify potential bias, appreciating that different values and attitudes, including their own, lead to different outcomes
INFORMATION PRODUCER NAME: D Paul Bell AGENCY NAME: Provider Alliance Insurance / MTM AGENCY’S PHONE NUMBER: 636-695-5868 Paul’s Cell NAMED INSURED: INSURED FEIN or SSN: PROPOSED EFFECTIVE DATE (mm/dd/yyyy): ADDRESS: CITY: ST: ZIP CODE: BUSINESS WEBSITE ADDRESS, IF APPLICABLE: BUSINESS PHONE: DESCRIPTION OF OPERATION: CITIES VEHICLES REGULARLY OPERATE: RADIUS IN MILES: YEARS IN BUSINESS: PRIOR INSURANCE: YES NO EXPIRING CARRIER: COVERAGE LIMITS LIABILITY: UM: UIM: MED: PIP: GL: PHYSICAL DAMAGE DEDUCTIBLE: Please Note: Physical Damage is NOT available for salvaged vehicles. VEHICLE INFORMATION YEAR MAKE VIN $ VALUE LIFT OR RAMP? 1 Yes No 2 Yes No 3 Yes No 4 Yes No DO YOU ACCEPT FARES UTILIZING ANY TYPE OF PASSENGER-HAILING MOBILE APPLICATION? (e.g. Uber, Hailo) Yes No DRIVER INFORMATION (Attach MVRs if Possible) FIRST NAME LAST NAME DOB m/d/yyyy DRIVER’S LICENSE # YEARS # of TRAFFIC 1 2 3 4 LOSS INFORMATION (Or Attach Loss Runs) CARRIER POLICY YEAR LOSSES WRITTEN PREMIUM 1 2 3 COMPLETED BY:
of performing its obligations under such Sales Order. Neither general advertisements (online sites or in newspapers) nor the consideration and hiring of persons responding to such advertisements shall be deemed a breach of this Section, unless the advertisement and solicitation is undertaken as a means to circumvent or conceal a violation of this provision and/or the hiring party acts with knowledge of this hiring prohibition. Confidential Information. Each party acknowledges that certain information that it will have access to or acquire from the other party may constitute such other party’s (or its clients’, employees’ or contractors’) confidential information including information related to the business, operations, financial information, personnel information, client and patient data, and certain work product of a party. Each party shall use reasonable efforts to maintain the confidentiality of information or trade secrets provided to or obtained by such party which are either identified as confidential or trade secrets or which a reasonable person should know is confidential. Each party’s obligations shall terminate if the information was in, or enters through no fault of the recipient, the public domain, or was in the Recipient’s possession free of any obligation of confidence at the time it was communicated to the Recipient by the other party; or was properly disclosed to Recipient by another person without restriction or was developed by the Recipient independently of any such information. Page 2 of 3 Revised 3/3/02012
11 Collect endocervical for biomarker analyses at MTN NL (turn swab 2x). MTN-020: All 12 Collect two (2) vaginal fluid swabs from the posterior fornix for archive MTN-015: All (except at ART Week 2) 13 Collect CVL for archive MTN-015: All (except at ART Week 2) 14 If indicated and per local standard of care, send fluid from a suspicious genital lesion for genital herpes testing. MTN-020: If indicated 15 Collect ecto- and endocervical cells for Pap smear MTN-020: PUEV/ Term MTN-015: 6 month intervals in the first year and then annually thereafter; if indicated at all other visits 16 If indicated, lavage to remove visual obstruction (e.g., mucus, cellular debris) and complete the naked eye exam. MTN-020: If indicated 17 Remove speculum and perform bimanual exam. All 18 Document all findings on MTN-020 Pelvic Exam Diagrams (non DataFax) CRF. Make certified copies of all MTN-020 to file in MTN-015 study binder. Transcribe results onto MTN-015 Sexually Transmitted Diseases form as needed. All
31 Prepare blood for syphilis serology (X x X mL red top, no additive, tube) Document per MTN-020 SOP for source documentation; prepare certified copies of results in MTN-015 study binder. MTN-020: if indicated, PUEV MTN-015: Annual 32 Prepare blood for CD4+ T cell count (~2mL) MTN-015: All 33 Prepare for HIV RNA Viral Load (~2mL) MTN-015: All 34 Complete MTN-015 Specimen Storage form MTN-015 LDMS Tracking Sheet MTN-015: All visits 35 Conduct Social Harms assessment MTN-020: Quarterly, and if indicated MTN-015 Month 3; Semi-Ann, Annual MTN-015 (ART): All visits 36 Schedule next visit. Provide contact information and instructions to report symptoms and/or request information, counseling, or condoms before next visit. All 37 Provide reimbursement All
Screening and Enrollment Log No. Screening Attempt Screening Date(s) DD-MM-YYYY Participant ID (PTID) Date Screening Window Closes DD-MM-YYYY Enrollment Date (or NA if not enrolled) DD-MM-YYYY Screening Failure/ Discontinuation Date (or NA if enrolled) DD-MM-YYYY Screening Failure/ Discontinuation Code (or NA if enrolled) Staff Initials and Date
Other important issues (Positive or negative mentions of staff/clinic; change in HIV worry; changes in sex life since last interview; anything else that came up in the interview you think the study team should know about): Interest in using the ring for HIV prevention in the future? (Include any changes in opinion since first interview and what she said about her interest in a multi-purpose ring) product discontinuation (Complete with any comments regarding stopping product due to PUEV as well as for any participants discontinuing product early): Were there any unexpected or unanticipated findings? (Record anything unexpected, unanticipated, or new that was learned from this SIDI.) Were any potential AEs, SHs, or PDs mentioned in the interview today? (Record what was mentioned during the interview and the action taken to report the AE/SH/PD or refer the participant, if applicable.)
4 Cardiovascular (heart) ongoing Part II: Body System Medical History Ask if the participant ever experienced any significant medical problems involving the following organ/systems. If response is YES, include onset and outcome (if resolved) dates, severity grade, medications taken, and any comments relevant to the diagnosis/description. # Body System No Yes Onset Date Outcome Date Severity Grade Med. Description/Comments 5 Respiratory (lungs) ongoing 6 Liver ongoing 7 Renal (bladder, kidney) ongoing 8 Gastrointestinal ongoing 8 Musculoskeletal (including bone fractures) ongoing 9 Neurologic ongoing 10 Skin ongoing 11 Endocrine (hormones)/Metabolic ongoing
ongoing 7 Anal or genital ongoing 8 Anal fissures ongoing 9 Hemorrhoids ongoing 10 Urinary tract infection ongoing 11 Excessive anal itching ongoing 12 Excessive flatulence ongoing Part III: Genital Symptoms: Females Only Have you ever experienced any significant medical problems involving the following system/disease? # Body System No Yes Date Outcome Date Severity Grade Med. Taken? Description/Comments Genital/vaginal warts ongoing Pelvic inflammatory disease ongoing Abnormal pap smear
PROVIDED RETURNED PTID Date Provided (dd-MMM-yy) Visit Code (##.#) Staff Initials Comments Date Returned (dd-MMM-yy) Visit Code (##.#) Ring Status Staff Initials Used ring for testing: date to lab_________ Used ring for destruction: bin # __________ Unused ring to pharmacy Ring not returned Used ring for testing: date to lab_________ Used ring for destruction: bin # __________ Unused ring to pharmacy Ring not returned Used ring for testing: date to lab_________ Used ring for destruction: bin # __________ Unused ring to pharmacy Ring not returned Used ring for testing: date to lab_________ Used ring for destruction: bin # __________ Unused ring to pharmacy Ring not returned Used ring for testing: date to lab_________ Used ring for destruction: bin # __________ Unused ring to pharmacy Ring not returned Used ring for testing: date to lab_________ Used ring for destruction: bin # __________ Unused ring to pharmacy Ring not returned Used ring for testing: date to lab_________ Used ring for destruction: bin # __________ Unused ring to pharmacy Ring not returned
9 Collect 1 swab from lateral vaginal wall for pH assessment. Swab fluid onto pH strip. Document findings on Pelvic Exam CRF. Enrollment 4-Week; 8-Week; 12-Week 10 Collect vaginal fluid (2 swabs) from the lateral vaginal wall for quantitative vaginal culture assessment. Document storage on the Specimen Storage CRF. Enrollment 4-Week; 8-Week; 12-Week 11 Collect 1 swab from lateral vaginal wall for Gram stain (turn swab 3x). Roll swab across two labeled slides and air dry. Document storage on the Specimen Storage CRF. Enrollment; 4-Week; 8-Week; 12-Week 12 Collect vaginal fluid (1 swab) for biomarker analyses at MTN NL. Document storage on the Specimen Storage CRF. Enrollment, 4-Week; 12-Week 13 If clinically indicated and per local standard of care, swab suspicious genital lesion for genital herpes testing. All 14 Collect ecto- and endocervical or vaginal cells for Pap smear (if indicated at screening to confirm eligibility). Only if indicated 15 Collect 1 manufacturers recommended swab from the vaginal canal (according to the specific manufacturer’s recommendations) away from any abnormalities for NAAT for GC/CT testing. Screening; if clinically indicated at Enrollment 16 Collect CVL for biomarker analyses at the MTN NL. Document storage on the Specimen Storage CRF. Enrollment; 4-Week; 12-Week 17 PITTSBURGH and CASE sites ONLY: Place cytobrush for flow cytometry in the cervical os and collect sample. Document storage on the Specimen Storage CRF. Enrollment; 18 Intensive PK SUBSET ONLY: Collect two (2) cervical biopsies for PK. Document storage on the Pharmacokinetics CRF. 12-Week 19 Remove speculum and perform bimanual exam. All 20 Document all findings on Pelvic Exam Diagrams and Pelvic Exam CRF. Document specimen collection on the LDMS Tracking Sheet. All 202agesults CRF.on ndings on Pelvic Exam and Pelvic Exam Diagram CRFs
For Visits 3, 10, and 17 ONLY, provide protocol adherence counseling by instructing participant of the following: For 72 hrs (3 days) prior to study visits: Abstain from non-study vaginal products and/or practices including but are not limited to spermicides, diaphragms, vaginally applied medication, menstrual cups, cervical caps, douches, lubricants, sex toys, etc. Stay sexually abstinent (i.e., no receptive intercourse - vaginal, anal, oral and finger stimulation). For entire study: Refrain from using on PEP and non-study PrEP Document any questions or issues on this checklist or in chart notes. For Visits 3, 10, and 17 ONLY, ask if the participant has any questions or concerns about the following: product (ring/tablet) she is currently taking Study adherence menu options and if she wants to make any changes. Document participant responses on this checklist or in chart notes. Complete the Follow-up Visit Summary CRF. Perform QC1: while participant is still present (on the phone or at the clinic), review the following for completion and clear documentation: Follow-Up Visit Summary to ensure all items are complete. AE Log(s) and Concomitant Medications Log CRFs to ensure all conditions, medications, AEs are captured consistently and updated. Chart notes to ensure complete and accurate Schedule next visit.* Provide contact information and instructions to report symptoms and/or request information, counseling, a new ring/tablets, or condoms before next visit. *If indicated after Visit 24/SEV. Provide reimbursement.
(INSERT UNIT NAME) ACLS PROVIDER COURSE Day 1 8:30 - 8:35 Welcome/Introductions 8:35 - 8:40 Lesson 1 – ACLS Course Overview/Organization 8:40 - 9:00 Lesson 2 – BLS and ACLS Surveys Divide class into 2 Groups Lesson 3 Management of Respiratory Arrest Learning and Testing Station Lesson 4 CPR and AED Practice and Testing Station 9:00 - 9:45 Group 1 Group 2 9:45 - 10:00 Break Break 10:00 - 10:45 Group 2 Group 1 One large group 10:45 - 11:10 Lesson 5 – The Megacode and Resuscitation Team Concept Divide class into 2groups Lesson 6 Cardiac Arrest (VF/Pulseless VT) Learning Station Lessons 7 and 8 ACS and Stroke Learning Station 11:10 - 12:40 Group 1 Group 2 12:40 - 13:25 Lunch Lunch 13:25 - 14:55 Group 2 Group 1 14:55 – 15:10 Break Divide class into 2 groups Lesson 9 Bradycardia/Asystole/PEA Learning Station Lesson 10 Tachycardia, Stable and Unstable Learning Station 15:10 - 15:55 Group 1 Group 2 15:55 - 16:40 Group 2 Group 1 16:40 End of Day 1 Day 2 Divide into 2 groups Lesson 11 Putting It All Together Learning Station Lesson 11 Putting It All Together Learning Station 8:30 - 10:05 Group 1 Group 2 10:05 - 10:20 Break Divide class into 2 groups Lesson T3-5 Mega Code Test Lesson T3-5 Mega Code Test 10:20 - 11:20 Group 1 Group 2 One large group (as students finish Megacode test) 11:20 - 12:05 Lesson T6 - 7 - Written Test 12:05 Class Ends/Remediation
MILITARY TRAINING NETWORK ACLS INSTRUCTOR LIST Date: List all Instructors including satellite personnel Instructor to TSF is 15:1 Number of Instructors Number of TSF: Send MTN a copy of each TSF nomination form/ensure MTN has TSF form(s) on file. Fill in the expiration (exp) date for all ACLS instructors and submit copies with the annual report NLT 30 Sep. Name (Last, First, MI) Rank, Branch of Service, Corps Professional Licensure (MD, DO, CRNA, RN, EMT, etc.) Instructor Card Exp Date TSF Card Exp Date
(INSERT UNIT NAME) ACLS Instructor Course Agenda Time Lesson Event 0735-0745 Lesson 1 ACLS Instructor Overview and Organization 0745-0800 Lesson 2 Conducting ACLS Learning Stations 0800-0830 Lesson 3 Learning Station: Management of Respiratory Arrest 0830-0900 Lesson 4 Learning Station: CPR and AED 0900-0915 Break 0915-1000 Lesson 5 Learning Station: Bradycardia/PEA/Asystole 1000-1045 Lesson 6 Learning Station: Tachycardia/Stable and Unstable 1045-1130 Lesson 7 Learning Station: Cardiac Arrest (VF/Pulseless VT) 1130-1230 Lunch 1230-1245 Lesson 8 Review: Debriefing 1245-1255 Lesson 9 Video-Driven Learning Stations 1255-1340 Lesson 10 ACS/Stroke Learning Stations Practice 1340-1400 Break 1400-1415 Lesson 11 ACS Skills Testing Stations 1415-1500 Lesson 12 Testing Station: Megacode 1500-1530 Lesson 13 Training Center-Specific Policies 1530-1600 Lesson 14 Written Test 1600-1615 Lesson 15 Summary/Course Evaluation
(UNIT NAME) HEARTSAVER INSTRUCTOR AGENDA TIME LESSON LENGTH MINUTES INSTRUCTOR 0800-0935 1 Welcome and Introduction 10 2 CPR Course Design 15 3 Instructor Materials 10 4 Outlines of HS Course 30 5 Lesson Maps 5 6 Training Facilitation 15 7 Equipment 10 0935-0945 Break 10 0904-1130 8 Role-Play: Practice While Watching 40 9 Skills Testing Methodology: CPR and AED skills 18 10 Skills Testing Methodology: First Aid Skills 5 11 Role-Play: Skills Testing 40 1130-1230 Lunch 60 12 Written Testing Methodology: HS & Pediatric First Aid 5 13 Remediation 7 14 Role-Play: Skills Test Remediation 40 15 Training Site Specifies 30 16 Course Monitoring 15 17 Instructor Renewal 5 NOTE: Prior to issuing an instructor card, Instructor Candidates must be monitored instructing a Heartsaver course. All instructor monitoring must be conducted by a Training Site Faculty (TSF). MTN recommends that this monitoring is conducted within 90 days of instructor course completion.
(UNIT NAME) BLS INSTRUCTOR AGENDA Time Lesson 0800-0835 Welcome/Introductions 0835-0840 Lesson 1 Course Overview: Purpose and Expectations 0840-0855 Lesson 2A Effective Instructor Behaviors 0855-0905 Lesson 2B Challenge Learners 0905-0915 Lesson 3 Poor Instructor Behaviors 0915-1015 Lesson 4 Role-Play: Practice While Watching 1015-1030 Break 1030-1035 Lesson 5 Heartsaver Skills Testing Mistake Scenario 1: an Epinephrine Pen 1035-1045 Lesson 6 Heartsaver Skills Testing Mistake Scenario 2: Adult CPR AED Skills 1045-1145 Lesson 7 Role-Play: Practice While Watching 1145-1215 Lunch 1215-1300 Lesson 8 Skills Practice Station: Infant CPR Skills 1300-1305 Lesson 9 BLS Skills Testing Mistake Scenario 1: Adult CPR AED 1305-1310 Lesson 10 BLS Skills Testing Mistake Scenario 2: Adult CPR AED 1310-1315 Lesson 11 BLS Skills Testing Mistake Scenario 3: Infant BLS 1315-1355 Lesson 12 Role-Play: Skills Testing and Remediation 1355-1425 Lesson 13 Training Center-Specific Policies 1425-1440 Lesson 14 Comparison of Heartsaver Courses 1440-1530 Lesson 15 Written Exam 1530-1540 Lesson 16 Summary/Course Evaluation
(INSERT UNIT NAME) PALS Instructor Course Agenda Time Lesson Event 0800 – 0805 Lesson 1 Introduction 0805 – 0815 Lesson 2 PALS Course Orientation 0815 – 0840 Lesson 3 PALS Science Update 0840 – 0900 Lesson 4 New PALS Course Design 0900 – 0910 Lesson 5 Instructor Materials 0910 – 0920 Lesson 6 PALS Course Outline 0920 – 0935 Lesson 7 Lesson Maps 0935 – 0940 Lesson 8 Technology and Equipment 0940 – 0950 Lesson 9 Room Setup 0950 – 0955 Lesson 10 Provider Course Prerequisites 0955 – 1000 Lesson 11 PALS Start 1000 – 1010 Break Break 1010 – 1030 Lesson 12 BLS Skills Testing 1030 – 1050 Lesson 13 Respiratory Emergencies 1050 - 1100 Lesson 14 Rhythm Disturbances / Electrical Therapy 1100 – 1135 Lesson 15 Role Play: Rhythm Disturbances / Electrical Therapy 1135 - 1150 Lesson 16 Vascular Access 1150 - 1230 Lesson 17 Role-Play: Vascular Access 1230 – 1330 Lunch Lunch 1330 – 1345 Lesson 18 Resuscitation Team Concept 1345 – 1400 Lesson 19 Core Case Simulations 1400 – 1435 Lesson 20 Role Play: Core Case Simulations Cardiac Cases 1 & 2 1435 – 1445 Lesson 21 Overview of Pediatric Assessment 1445 – 1455 Lesson 22 Overview of Core Case Discussions and Simulations 1455 – 1510 Break Break 1510 – 1545 Lesson 23 Role Play: Core Case Discussions Cardiac Cases 3 & 4 1545 – 1605 Lesson 24 Putting it All Together 1605 – 1610 Lesson 25 Written Test 1610 – 1615 Lesson 26 Remediation 1615 – 1630 Lesson 27 Core Case Test 1 1630 – 1800 Lesson 28 Core Case Test 2 1800 – 1805 Lesson 29 Self Directed Learning and Blended Training 1805 – 1810 Lesson 30 Instructor Renewal 1810 – 1840 Lesson 31 Training Center Specifics 1840 – 1855 Lesson 32 Course Monitoring
Medical and menstrual history Baseline Medical History Log CRF (all baseline conditions including clinical evaluations will be summarized here) Adverse Event Log CRF (all follow-up conditions including abnormal findings from clinical evaluations will be documented on this CRF) Chart notes Source documentation for participant reported medical/menstrual history: Baseline Medical History Questions Baseline Medical History Log CRF Pregnancy Report and Pregnancy History CRFs (source if relevant medical records are not available) Pregnancy Outcome Log CRF (source if relevant medical records are not available) notes Concomitant medications Concomitant Medications Log CRF Physical examination (full or targeted) Vital Signs CRF Physical Exam CRF Pelvic exam Pelvic Exam Diagrams Pelvic Exam CRF Pelvic Exam checklist Disclose available test results Chart notes and/or visit checklist Record/update AEs Adverse Event Log CRF (and/or Chart notes) Treat or prescribe treatment for UTIs/RTIs/STIs or refer for other findings Chart notes and/or prescription Referral Letter LABORATORY Specimen Collection Times Lab Requisition form, LDMS Specimen Tracking Sheet, or Specimen Collection CRF hCG Site-specific lab requisition form Site testing log/results report Urine dipstick/culture Site-specific lab requisition form Lab results report HIV-1 testing Site-specific lab requisition form Site testing log/results report (rapids, Geenius confirmatory testing) Lab result report (HIV RNA) Plasma (archive) Site-specific lab requisition form, chart note, or visit checklist Specimen Collection CRF Chemistries (AST and ALT) Site-specific lab requisition form Lab results report CBC with platelets and differential Site-specific lab requisition form Lab results report Syphilis serology Site-specific lab requisition form Lab results report DPV levels (blood) Site-specific lab requisition form, LDMS Specimen Tracking Sheet, chart note, or visit checklist Specimen Collection CRF NAAT for GC/CT and trichomonas Site-specific lab requisition form Lab results report Pap interpretation Site-specific lab requisition form Lab results report
Mountain CKC November 2018 Menu Sun Mon Tue Wed Thu Fri Sat 1 2 3 Full day at Soquel CKC School closed for teacher Pretzels with hard boiled eggs and apple slices 4 5 6 7 8 9 10 Bread rolls with turkey and cheese slices and grapes Roasted cauliflower with homemade biscuits and honey Pasta with red sauce, parmesan cheese and sliced cucumbers Bagels with cream cheese and oranges Paleo Pancakes with agave and fresh fruit 11 12 13 14 15 16 17 SCHOOL & CKC CLOSED For Veteran’s Day Bean and cheese burritos with and fresh veggies Steamed rice with pot stickers and soy sauce, seaweed and bell peppers Grilled Cheese Sandwiches with sliced pears Homemade Lasagna with sliced cucumbers 18 19 20 21 22 23 24 Applesauce, string cheese and Rice rollers Oatmeal with cinnamon and honey and fresh fruit School Closed CKC OPEN @ Soquel Elementary SCHOOL & CKC CLOSED Thanksgiving holiday SCHOOL & CKC CLOSED Thanksgiving holiday 25 26 27 28 29 30 Cheerios with milk and sliced bananas Pita chips with hummus, string cheese and carrots Corn tortilla quesadillas with salsa and sour cream and bell peppers Chili with chips and cheese Toast with Jam, Cream cheese and orange slices
From a theoretical point of view there is no guarantee that interior equilibria are always stable. In fact, if the income effect is stronger enough than the competition effect, the model would be unstable because, as firms moved to a country, they would make that nation firms’ profits greater, which would attract even more firms. This means that to get stability, constraining the model parameters to a certain range is required. However, when there is just one interior equilibrium, the link between its uniqueness and its stability makes it unnecessary to add extra conditions to those already imposed. By means, if there is one and just one interior equilibrium, equations (18) and (19) guarantee non-corner solutions and stability. Figure 1 shows a choice of parameters for which there exists a stable interior equilibrium. The blue curve, which represents profits of a national firm, is up to the purple curve for every n right to the interior solution. In Appendix A.1., I show that this interior equilibrium is unique. Figure 1. From our discussion above, notice that the demand and supply sides together with profit equalization , jointly determine the equilibrium number of firms located at home. Therefore, given an N value that satisfies (22), they also determine the share of national firms over the world number of companies, . Using these equations, I claim the following propositions. Proposition 1: Under (22) and the non-corner solution conditions there exists a unique stable equilibrium where: See Appendix A.1. From this, it can very easily be shown that is increasing in if and only if . The reason is that in the equal trade cost case, if the national labor share is more than a half, there are more firms at home than abroad. Proposition 2: Under (22) and the non-corner solution conditions there exists a unique stable equilibrium where:
MTRAC AgBio Program– Tier II Starter Proposal (due Aug. 2018) Project Title PI Name and Contact Information Other Collaborators and their Affiliation Total Proposal Budget Amount Technology and Intellectual Property (IP) - please complete table below: Tech Transfer File Number Type of IP Patent, Copyright, or Trade Secret Type of Patent Filing & Title (None, Provisional, US Application, PCT, etc.) Filing Date(s) if applicable and IP not yet issued Issued Patent Number(s) if applicable Technology Manager and Contact Information Other Related Funding: 1) Identify both current and pending funding including the source, amount, and duration, 2) Differentiate the activities of the other funding and the proposed MTRAC funding as part of an overall commercialization plan, and 3) List any previous funding related to the proposed project from MSU (e.g. TSGTC) and Michigan (e.g. MIIE, Advance Proof-of-Concept, etc.) including source, amount, duration, and use. Brief Summary of the Proposal
18th Assembly Mid-Term Review Committee Thursday, October 5, 2017 Pages 1 – 58 Legislative Assembly of the Northwest Territories Members of the Legislative Assembly Speaker Hon. Jackson Lafferty (Monfwi) ___________________________________________________________________________________________________ Hon. Glen Abernethy (Great Slave) Government Leader Minister of Health and Social Services Minister Responsible for the Workers’ Safety and Compensation Commission Minister Responsible for Seniors
Risk register Once you have followed your hazard identification and control procedure record your hazards in the risk register. See example below that shows how a few simple controls can reduce the risk from Major to Low. Hazards and risks Pre-controls Hierarchy of controls Post-controls Responsibilities Hazard L C Risk Rating Risk controls L C Risk Rating Name or position Refuelling Spillage could create a risk of fire C 4 Major Refuelling SOP to be followed Only trained crew to refuel vessel Keep spill kit handy while refuelling Keep fire extinguisher handy while refuelling D 2 Low Crew trained in refuelling SOP Key L Likelihood C Consequence
Does the spare parts list meet the requirements of Maritime Rules 19.46(1)? Hazardous substances inventory Substance Class of substance Maximum quantity carried Safety Data Sheet (SDS) expiry date Separation requirements Personal protective equipment requirements Specific usage precautions Diesel 3.1 1000 L 13/12/21 N/A stored in fuel tank See SDS See SDS LPG 2.1 9kg 7/5/19 No incompatible substances nearby See SDS See SDS
A (400, 800) $ 44 000 B (500, 1000) $ 55 000 C (1000, 500) $ 50 000 Answer: The maximum profit the company can make is $55 000. Note: Deduct 1 mark if students use P = 35x + 50y
13 Simplify the following expressions : a) sin2 1 b) tan2 sec2 c) d) 1 cos2 e) cot2 cosec2 14 Prove the following identity : sec cos (sec 1) = cos . Show your work. 15 Prove the following identity : . Show your work. 16 The depth of water at the port of St. Marie-Elise varies according to the tides. A sinusoidal function can be used to predict water depth. At low tide, the depth of the water is 9.2 m. At high tide, it is 18.2 m. The time between two low tides is 12 hours and 30 minutes. In order for an oil tanker to dock safely, the depth of water must be at least 14.5 m.
Part 1 – Personal Information: Full Name: Date: Address: Phone: City: Monroe Twp. State: NJ Zip: 08831 Current Team Name: Coach Name: Year you are GRADUATING HIGH SCHOOL: Current GPA*: Did you play soccer for Monroe Township High School: Freshman Year (Y/N): Junior Year (Y/N): Sophomore Year (Y/N): Senior Year (Y/N): Institution you will be attending: Course of Study: Have you been accepted (Y/N): *Attach a copy of your high school transcript or complete “Grade Verification Report Form” Part 2: How did you serve? Please list all the travel teams you are currently participating with or have participated with that are or were associated with MTSC:
Project Statement or Objective – Have you clearly articulated this? List of components/subsystems currently used. What are their (dis)advantages? What alternate design strategies and materials can be explored? Design Requirements – Have you developed the design requirements table (function, constraint, objective, free variable) for each component? for Each Component – Have you developed a model or taken a model from literature? Identify the appropriate Materials Indices. Materials Selection Chart – use the CES software to: Develop Materials property charts. Identify multiple constraints and penalty functions. Development of Materials Selection Table – Have you included a short list of candidate materials with relevant property and index columns? Materials Selection Postscript. Process Selection – What processes can be used with the materials selected in step-8? Shape Considerations – Will your shape considerations dictate material and process choice? Hybrid Materials – Will hybrid materials approach provide a better choice? If yes, develop it. Conclusions – Distill steps 8-11 to make conclusions and final recommendations. References/Citations. CAUTION: There will be a penalty for not following the above guidelines. Prepared by: Srinivasan G. Srivilliputhur Date: January 16, 2017.
https://druginfo.nlm.nih.gov/drugportal/ The Portal provides users a more comprehensive gateway to information on over 53,000 substances. It is intended as a "middle ground" resource which includes information for the consumer, health professionals, and researchers. Comprehensive list of National Library of Medicine drug information resources. https://nccih.nih.gov/ This NIH center focuses on complementary and alternative health information for professionals and consumers including Herbs at a Glance. https://ods.od.nih.gov/ Information for health professionals and consumers on specific vitamins, minerals, herbs, and other dietary supplements. https://healthreach.nlm.nih.gov/ This is a national collaborative partnership that has created a resource of quality multilingual, multicultural public health information for those working with or providing care to individuals with limited English proficiency. Offers easy access to quality health information to individuals for whom English is not their primary language. http://ethnomed.org/ The website contains medical and cultural information about immigrant and refugee groups including information about culture and language to health care providers. Multi-language information for patients included. https://www.ncbi.nlm.nih.gov/pubmed/ PubMed comprises more than 27 million citations for biomedical (nursing too) literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites. A tutorial specifically for nurses to learn the basics of using PubMed. A webinar session from NNLM PNR focusing on the creation of the PubMed for Nurses tutorial presented by the creator. https://www.ncbi.nlm.nih.gov/pmc/ A searchable resource to find full text articles on biomedical literature. Copyright still applies.
UNICEF’s Medium-term Strategic Plan (2014-2017) Peer Review group on RBM in MTSP Member States # Region Country Expert Africa Djibouti Ms. Kadra Ahmed Hassan Kenya Mr. John Mosoti Asia China Mr. Hao Yuan Pakistan Mr. Marghoob Saleem Butt E. Europe No Nominee LAC No Nominee WEOG Australia Mr. Peter Lloyd Versegi Canada Ms. Isabelle Hentic Netherlands Mr. Welment Van Aardenne (Sharing with Switzerland - Nominee: Wyss Hanspeter) Norway Ms. Lill-Ann Bjaarstad Medina United Kingdom Ms. Allie Clarkson (Sharing with Germany - Nominee: Stefan Weinmann) UN Agencies # UN Agency Name UNAIDS Joel Rehnstrom UNDP Judith Karl UNESCO Ranwa Safadi UNFPA Rune Froseth UN-Women Moez Doraid WFP Chris Kaye WHO Elil Renganthan Sussan Bassiri ___
Tier Intervention Define What the Problem is? Data Source/Evidence Analyze Why it is Occurring? Implement What are we going to do about it? G=Gap C= Community F= Family S= School Evaluate Is the solution working? Tier I Tier Intervention Define What the Problem is? Data Source/Evidence Analyze Why it is Occurring? Implement What are we going to do about it? Evaluate Is the solution working? Tier II Tier Define Analyze Implement Evaluate
School/District: Grade(s): Date: Curricular Area: ☐ Literacy ☐ Mathematics ☐ Behavior / Social Emotional Learning Universal Support What When Universal Screening Tools Who Administers When Administered Additional Support Intensified Support …to meet benchmark …when exceeding benchmark …to meet benchmark …when exceeding benchmark Decision If … then If … then If … then If … then Intervention and Support Who Administers When Administered Area identified for support Additional Support Intensified Support …to meet benchmark …when exceeding benchmark options to consider Skill Area Progress Monitoring Tools Who Administers When Administered Additional Support Intensified Support …to meet benchmark …when exceeding benchmark …to meet benchmark …when exceeding benchmark Decision Rules If … then If … then If … then If … then
As Historians, we will learn about the significant life of Mary Seacole and produce a nonchronological report. Milestones: Describe historical events. Describe significant people from the past. Recognise reasons why people from the past acted like they did. As Musicians, we will explore South African inspired music. Charanga Musical School Unit: Hands, Feet, Heart Style: South African styles South African music and Freedom Songs PPA Cover/ PE/ RE As Athletes, we will develop practical skills in to participate, compete and lead a healthy lifestyle. Milestones: Functional movement skills (6 lessons): Develop agility, balance and coordination. Gym (6 lessons): Copy and remember actions. Move with some control and awareness of space. Link two or more actions to make a sequence. Travelling and showing contrasts, (small/tall, wide/narrow etc.). Hold a position whilst balancing on different parts of the body. Games (6 lessons): Develop throwing and catching skills. Dance (6 lessons): Copy and remember moves and positions. Move with careful control and coordination. Link two or more actions to perform a sequence. PURPLE VALUES (PSHE/ British Values). We will learn to be Proud, Unique, Reflective, Positive, Loving and Empowered. We will learn about the British Values of; Rule of Law, Individual liberty, Mutual respect, Tolerance, Tolerance of different faiths and beliefs and Democracy. As Theologists, we will about caring for the natural world and valuing new life. Milestones We will study the main stories of Christianity. We will study at least one other religion. We will study other religions of interest.
Tier I Essential Component 1 = Gold Standard / Sustaining Considerations for Students who ___________________ School uses research-based Tier I core academic curricula that is implemented with fidelity. A research-based core curriculum is present for academics, in at least Reading/ELA and Mathematics. Evidence shows that, within the past year, fidelity measures indicate core academic instruction is implemented with fidelity at each grade level. The core curriculum allows for participation and learning by students ______________ within the same physical environments as other students. Fidelity measures account for students ______________ as part of core academic instruction. School personnel use universal/schoolwide positive behavior interventions and supports (PBIS) or comparable research-based strategies. Fidelity measures indicate Tier I positive behavior support systems and practices or comparable research-based strategies are installed to criterion (e.g., at least 80% on SET or TIC; at least 70% on BoQ). Behavior support for students ______________ aligns with PBIS or comparable schoolwide behavior strategies and is delivered within the same physical environments as other students. Fidelity measures account for students ______________ as part of the universal behavior systems and practices. School personnel plan for differentiation and flexible grouping to facilitate effective instruction for a range of learners. School has clear expectations and a system in place to ensure the preparation and review of lesson plans at all grade levels and across all educators that include differentiation across: Content (different levels and/or presentation) Process (instruction and routine) Product (how students demonstrate learning). Expectations and systems support alignment of the differentiation framework and specially designed instruction for students ______________. Students ______________ are considered and included within flexible grouping decisions.
Telephone Email Name of project What activities will the grant fund? When will the activities take place? (We do not usually fund retrospectively) Where will the activities take place? What need will this meet? What are your anticipated outcomes? How will you measure these outcomes? What is the total cost of your project? How much funding are you requesting from Medway Towns Soroptimist Trust? What measures will you take to secure the balance of funding required? Which goal(s) does your project meet? GOAL 3 Good health and well-being GOAL 6 Clean water and sanitation GOAL 16 justice and institutions
E1.2.2 Describe the activities associated with process adjustment part production. E1.3.1 Explain how to take results of an inspection and determine improvements for the production of parts. 2 MODULE E OUTLINE: Part inspection Process adjustment Process improvement LEARNING OUTCOMES Table of specifications The table below identifies the percentage of learning objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation. Limited Knowledge and Proficiency Moderate Knowledge and Proficiency Advanced Knowledge and Proficiency Superior Knowledge and Proficiency KSA 1 2 3 4 Module A 21% 75% 4% Module B 100% Module C 100% Module D 100% Module E 100% Learner’s Knowledge, Skills and Abilities Indicator Key Terms Description 1 Limited Knowledge and Proficiency Identifies facts and terms about the subject or competency. Performs simple tasks associated with the competency. Needs to be told or shown how to do most tasks. Requires close supervision. 2 Moderate Knowledge and Proficiency Identifies relationship of basic facts and states general principles and can determine step-by-step procedures for doing the competency. Performs most parts of the competency. Needs help only on hardest parts. Requires limited supervision. 3 Advanced Knowledge Analyzes facts and principles and draws conclusions about the subject to include why and when the
MODULE A –PRECISION GRINDING MACHINE SETUP AND MAINTENANCE Module Description – This module introduces the students to grinding machine safety, setup, and maintenance. Topics include settings, components, accessories, fluid applications, and some maintenance procedures. Outline Related safety Grinding machine types Setting speeds & feeds Components Accessories Types of abrasives Wheels Ring test Selection Dressing/Truing (Preparation) Magnetic chucks Wheel dressers Work holding devices Others Grinding fluid applications Accessory maintenance Indicating attachments INDUSTRY COMPETENCIES STUDENT PERFORMANCE OBJECTIVES A1.0 Safely set up and maintain a precision grinding machine in preparation to produce a part. (C/3c) A1.1 Safely set up a precision grinding machine in order to produce various parts to match specifications using all appropriate trade techniques. A1.2 Safely use appropriate routine maintenance procedures while setting up and operating a precision grinding machine. A1.3 Safely use and maintain appropriate tooling and machine attachments for precision grinding operations. ENABLING OBJECTIVES KSA Indicators
C1.0 Safely use a surface grinder to produce/finish a part (3c). C1.1 Safely surface grind a part and/or finish flat and form surfaces using a precision grinding machine per print specifications. ENABLING OBJECTIVES KSA Indicator C1.1.1 Differentiate the type grinding wheel to be used for a given material. C1.1.2 Describe how to ring test a grinding wheel. C1.1.3 Explain how to balance a grinding wheel. C1.1.4 Explain how to dress/true a grinding wheel. C1.1.5 Describe the correct procedures to fixture a part. C1.1.6 Calculate the speeds and for a given precision grinding project. C1.1.7 Identify and safety practices appropriate to a specified operation. c c c c c c c MODULE D – CYLINDRICAL GRINDING Module Description – This module introduces cylindrical grinding to the students. Topics include safety, set up, and grinding to specifications. Outline Related safety Diameters (Inner/Outer) Tapered dimensions Form grinding INDUSTRY/PROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES D1.0 Safely use a cylindrical grinder to produce/finish a part. (3c) D1.1 Safely set up, and grind a part on a cylindrical grinder per print specifications. ENABLING OBJECTIVES KSA Indicator D1.1.1 Differentiate the type grinding wheel to be used for a given material. D1.1.2 Describe how to ring test a grinding wheel. D1.1.3 Explain how to balance a grinding wheel. D1.1.4 Explain how to dress/true a grinding wheel. D1.1.5 Describe the correct procedures to fixture a part. D1.1.6 Calculate the speeds and feeds for a given precision grinding project. D1.1.7 Identify and apply safety practices appropriate to a specified operation. c c c c c c c
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Other Sircar 2007 4.5 1,730 Spirometry None Coal miners 12 FEV1 Death Odds ratios: Compared to below 30ml/year loss. 1.39 (0.99-1.97) 60ml/year to 90ml/year 1.90 (1.32-2.76) more than 90ml/year loss of FEV1. “Risk of death increases in individuals with rates of decline above about 60ml/year and is statistically significant with declines of 90ml or more. These results should be useful to healthcare providers in assessing lung function declines observed in individuals.” A retrospective review of cross-sectional studies. Cause of death determined by death certificates. Data suggest serial FEV1 in coal miners with lung disease may aid in the management of the disease. If there is a loss of over 90ml/year then the risk of death increases.
predicted, in the 4 normal HRCT was 65.7% predicted. with idiopathic pulmonary fibrosis proved by biopsy specimen.” 2004 7.0 82 Single breath DLCO HRCT Chest radiography Exercise testing Spirometry Asbestos cement workers Chrysotile miners None Images Gas exchange values 16/82 (20%) had normal pulmonary gas exchange values. “[D]ual semiquantitative and qualitative thin-section CT classification of lung parenchymal abnormalities can be used successfully to estimate the individual likelihood of pulmonary gas exchange impairment.” Gas exchange impairment was defined as DLCO <70% predicted. Boros 2010 6.0 830 Single breath DLCO Chest x-ray Spirometry Whole body plethysmography Static lung compliance Patients with sarcoidosis None DLCO values 772/830 had normal lung volumes. 75% had parenchymal involvement on chest x-ray. 123/830 (14.8%) had low DLCO values. “Static lung compliance and DLCO concern different aspects of respiratory pathophysiology.” ERS reference values used for DLCO. No occupational lung disease.