zilongwang/ReadingBank huggingface dataset:
Via First Class Mail Benjamin Phillips PNM Resources, Inc. Corporate Offices-Legal Department 414 Silver Ave. SW MS 0805 Albuquerque, NM 87158 Brian Buffington Manager, Regulatory Projects PNM Resources, Inc. Mailstop 1105 414 Silver Ave. SW Albuquerque, NM 87102 Mariel Nanasi 343 East Alameda St. Santa Fe, NM 87501-2229 Charles F. Noble Attorney for CCAE 409 E. Palace Ave. Unit 2 Santa Fe, NM 87501 Jane L. Yee City of Albuquerque P.O. Box 2248 Albuquerque, NM 87103 Tony A. Gurule City of Albuquerque 1801, 4th Street NW, Bldg. B Albuquerque, NM 87102 J. Gould P.O. Box 34127 Santa Fe, NM 87594 Jeffrey H. Albright Lewis Roca Rothgerber LLP 201 Third St. NW, Suite 1950 Albuquerque, NM 87102-4388 Debbie J. Collins Lewis Roca Rothgerber LLP 201 Third St. NW, Suite 1950 Albuquerque, NM 87102-4388 Nann M. Winter Stelzner, Winter, Warburton Flores Sanchez & Dawes, P.A. Post Office Box 528 Albuquerque, NM 87103 Peter Auh ABCWUA P.O. Box 1293 Albuquerque, NM 87103-1293 Steven S. Michel Western Resources Advocates 409 East Palace Ave. Unit 2 Santa Fe, NM 87501 Dahl Harris 2753 Herradura Road Santa Fe, NM 87505 Joe Herz Sawvel And Associates, Inc. 970 W. Road Burr Oak, KS 66936 Cydney Beadles NMPRC-Legal Department P.O. Box 1269 Santa Fe, NM 87504 Joan E. Drake Zoe E. Lees Modrall Sperling P.O. Box 2168 Albuquerque, NM 87103-2168 DATED this 22th day of August 2017. _____________________________________________ William Harris Payne
Name: Address: Telephone: In Pro Per Superior Court of People of California, Plaintiff; vs. Defendant. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Case No.: Motion to Set Aside and Vacate Default Judgment and Enter Another And Different Judgment Hearing Date: ___________ Time: ___________ Courtroom/Department: ________ To all parties and their attorneys of record: NOTICE IS HEREBY GIVEN that Defendant moves for an order to set aside and vacate the default judgment entered against Defendant by the San Mateo County Traffic Court, and to enter another and different judgment. The motion is made on the grounds that the default judgment was taken in error against Defendant due to Defendant’s mistake, or inadvertence, or surprise, or excusable neglect as set forth in the below Declaration.
Slanting surface that connects a lower level to a higher level so objects can be moved up of down easily. Examples ramp, stairway, slide Bar that rests on a fulcrum to lift or move loads. Examples seesaw, shovel, elbow Wheel with a rod through its center so both parts move together to roll objects. Examples bicycle, skateboard, car Grooved when with a rope around it than can move objects up, down, or across. Example flag pole, crane lift Object with one or two slanting sides that end in a sharp point that can move objects apart. Example ax, nail Inclined plan wrapped around a pole that holds objects together. Example Drill, Jar lid
Méliès and Porter 7. Who was Georges Méliès.? What type of filming did he do? What was Voyage dans la lune (A Trip to the Moon)? Click and watch on class website Why did Georges Méliès lose his audience in the late 1910s? 8. Who was Edwin S. Porter? What is important in film history about Porter’s The Great Train Robbery (1903)?
UNITED STATES BANKRUPTCY COURT DISTRICT OF NEW JERSEY Caption in Compliance with D.N.J. LBR 9004-1(b) [Enter your name, address and phone number] Case No.: ____________________ the case number] Chapter: ____________________ [Enter the chapter of the case] In Re: [Enter the debtor’s name(s)] Hearing Date: ____________________ [Enter the hearing date] Judge: ____________________ [Enter the Judge’s last name] CERTIFICATION OF SERVICE I, your name] ____________________________ am the [Enter your relationship to the case. For example, debtor, debtor’s attorney] ___________________ in this case. On [Enter the date you served the documents] _____________________________, I sent a copy of the following pleadings and/or documents to the parties listed in the chart below. [Pace a check next to each document you served] Notice of Motion to Reopen Case to File a Certification About a Financial Management Course. Certification in Support of Motion to Reopen Case to File a Certification About a Financial Management Course. Statement as to Why no Brief is Necessary Proposed Order Granting Motion to Reopen Case to File a Certification About a Financial Management Course.
of Minnesota District Court County of Hennepin Judicial District: Fourth Court File Number: Case Type: Criminal Affidavit of Service STATE OF MINNESOTA ) COUNTY OF ) (County where Affidavit Signed) I, being duly sworn upon oath, state that I am at (Name of person who mailed the documents) least 18 years of age; that on ____/____/____ I served the attached documents (Copy of Notice of Motion and Motion) by mailing a true and correct copy to the following party at the following address by placing the documents in the U.S. mail in the City of with sufficient postage: (Check one) Minneapolis City Attorney City Hall, Room 210 350 South 5th Street Minneapolis, MN 55415 Steven Carlson St. Anthony Prosecutor Foster, Ojile, Wentzell & Brever, LLC 2855 Anthony Lane South, #201 St. Anthony, MN 55418 Office of the Hennepin County Attorney 300 South Sixth Street Floor C-2200 Suite C2168 Minneapolis MN 55487 Dated: _________________ Signature (Sign only in of Notary Public or Deputy Court Administrator.) Name: _______________ Sworn/affirmed before me this Address: ___ day of . City/State/Zip: ___ Telephone: _____________________ Notary Public \ Deputy Court Administrator
Worm and worm gear Wine bottle opener Friction gear systems Printers Belt and pulley system Motors Motion Transformation Systems Has a driver and driven, but no intermediate Reversibility _____________________________________________________________________________________ Type Explanation Picture Rev? Rack and pinion
a- Is this a motion transmission or motion transformation mechanism? b- Is the system reversible? c- From the list of changes suggested below, choose the combination of two changes that should be made to the mechanism so that the flower can come further out of the container. Change 1- Increase the diameter of the crank. Change 2- Decrease the diameter of the crank. Change 3- Move the connecting rod pivot away from the center of the crank. Change 4- Move the connecting rod pivot closer to the center of the crank.
Motivate: Relationships When my first son started primary school, if you wanted to see the headmaster you always knew where to find him. He would be in his office, door closed, seated behind his desk. A very tidy desk as I recall, bare of piles of papers, usually just one working paper in front of him. When my youngest son started at the same school ten years later there was a different head — by now a headteacher rather than a master. And not so easy to find him if you wanted a word. He would either be in a classroom talking to a teacher, or taking football practice, or meeting with Parent Teacher Association members to talk about their next fund-raising project. My sons are adults now and I haven't met the current head of the school But I've heard about her. She's well-known in the local community because of the activities she engages in. She joined the local Rotary Club for instance and secured a donation of reading for the school. I suppose this personal history is indicative of the changes in school leadership over the years: from a head being a distant figure of authority, working in isolation; to becoming more engaged in the work of teachers and drawing parents into involvement with the school; to extending the leadership role outside the school to the local context and wider. It's one illustration of how the main change in leadership has been to relationships. The other aspect of the changing relationships of course is that leadership is no longer seen to be vested in a single individual. A response to complexity, both of our modern world and of educational organizations, has been a movement to a notion of 'distributed' leadership: an acknowledgement that leadership needn't be restricted to one type of person in a particular management role, exhibiting a particular set of skills and attributes. This I book has been written for all teachers because all teachers are leaders: they may not hold a 'management' post but in their relationships with young people, parents, colleagues, they will be sharing leadership. Neil Dempster writes of this change from a concentration on leadership as individual action to leadership as collective activity, and believes it is a change in the
2.a What motivates self in current situation Learners should state what motivates self in current situation. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b Situations when own motivation was low Learners should identify a minimum of three situations when own motivation was low. 2.c Situations when own motivation was high Learners should identify a minimum of three situations when own motivation was high. 2.d Ways to improve own motivation Learners should identify a minimum of three ways to improve own motivation. Final Tutor Feedback (Strengths and Areas for Improvement):
Motivational Theories Playlist Activity Task: In your cohorts, create 4 music playlists for the different theories of motivation that we discussed. Each playlist should have at least 4 songs in which the title, lyrics, or overall meaning of the song relate to the theory's explanation of motivation (please keep them school appropriate). Using the paper provided, make a “giant” iPod/iPhone using the image below (or similar to it) and fill in your 4 new motivation playlists with their respective songs. Playlists: Drive Reduction Instinct Theory/Evolutionary Arousal Theory Incentive Theory Examples to help you (DON’T USE Incentive theory “Applause”- Lady Gaga Drive reduction “Hot in Herre”- Nelly
What Is Motivational Interviewing? Motivational Interviewing is a directive, person-centered counseling style for increasing intrinsic motivation by helping clients explore and resolve ambivalence. Dancing vs. Wrestling Tapping vs. Pulling Eliciting vs. Imparting Consulting vs. Instructing Guiding vs. Directing Primary Goals: Minimize resistance (discord & sustain talk) Evoke change talk Explore and resolve ambivalence Create and amplify, from the client’s perspective, a discrepancy between present behavior and his or her broader goals and values. Nurture hope and confidence Primary Belief: The capacity and potential for change and adherence is within every person! “People possess substantial personal expertise and wisdom regarding themselves, and tend to develop in a positive direction, given the proper conditions and support…” - Miller & Moyers, ‘06
i.e. – something you’re ambivalent about 2) Listener: Let speaker tell you about his/her concerns Follow instructions on Good – Not-So- Good handout\ Switch Roles Decisional Matrix/Balance Practice Listener Instructions Ask your speaker to tell you about the issue s/he wants to discuss today. Ask permission before both the “Good” and “Not so good” questioning. Always with the “Pro” change. What’s good about ______for you? Listen Well. Ask lots of eliciting questions. When the list is obtained, offer a summary. Do this after you complete each box. “Can I ask you another question?” “What’s not so good about ___?” Remain neutral in the query for “not so good.” Don’t assume that “not so good” equals “bad”.
E. Different personality traits also relate to different motives65-74 (SLIDE 29) 1. Enhancement motives related to: a. ↑ sensation seeking b. ↓ conscientiousness c. ↑ impulsivity 2. Coping motives related to: a. ↑ negative mood b. ↑ mood lability c. ↑ impulsivity F. Motives link traits with outcomes (SLIDE 30) G. Changes with age (from 18 to 35 yo)14, 63 (SLIDE 31) 1. Personality a. Impulisivity ↓ b. Negative mood/mood lability ↓ 2. Motivations a. Enhancement motives ↓ (eg get high ↓ 47% → 32%) b. Coping motives ↓ (eg due to boredom ↓ 23% → 6%, forget problems ↓ 20% → 10%) c. Only ↑ relax - ↑ 41% → 69% 3. Drinking patterns a. Use peaks ~22 yo b. Use ↓ after about ~22 yo (especially heavy drinking episodes = ≥ 4/occasion) c. Alcohol related problems ↓ 4. Individual variation personality and at-risk use/problems correlated over time 32) a. Alcohol problems ↓ as personality toward more mood stability/self-control b. ↑ Mood stability associated with ↓ coping motives c. ↓ Coping motives associated ↓ use and problems
b. Advise - state concern, recommend change c. Assess - determine willingness change d. Assist - if ready help make change e. Arrange - reinforce change with follow-up 4. Effective intervention involves discussing motives for a. Drinking b. Engaging in alternative activities (eg life goals) 5. Helps to address avoiding alcohol to cope with stress and give alternative coping strategies 75 C. Asking why people drink helps (SLIDE 38) 1. Identify individuals at risk a. Coping → ↑ risk heavy alcohol use and ↑ risk problems (directly) b. Enhancement → ↑ risk heavy alcohol use (directly) → ↑ risk problems (indirectly) 2. Can guide intervention, assist in ↓ use and harm a. Provide feedback about risk of different motives b. Coping - provide alternatives to ↓ negative mood c. Enhancement - provide alternatives to ↑ positive mood D. Three cases (all 18 yo males, starting college, drinking makes going out more fun): 1. Tom says - like feeling, like getting high, it's exciting, pleasant, less (SLIDE 39) a. Type: social/enhancement b. Risk: intermediate c. Traits: ↑ sensation seeking, ↓conscientiousness, ↑ impulsivity may play a role d. Discuss: associated enhancement motives, impact alcohol use on life goals e. Suggest: alternatives to ↑ positive affect 2. Rich say - helps enjoy a party, celebrate, fit in with friends, to be liked, sociable (SLIDE 40) a. Type : social/conformity b. Risk: lower
will lead to reward (insturmentality ) Perception that reward will be attractive (valence) Role perception Intrinsic reward According to Vroom, the three facors – expectancy, instrumentality and valence – combine together to creat a driving force (FORCE) which motivates the individual to put efferot to achieve a level of perfomance and obtain reward at the end Vroom suggests that FORCE was a multiple of Expectancy and Valence (encompassing instumentality ) in the formular F = valence x expectancy Indivdual characteristics Vroom says that effort alone may not necessariey lead to perfomance, other factors are involved such as individual charactristics . these include: Personality Knowledge Skills Attitudes Role perception The way the indidual perceives his role will also lead to perfomance. Example
Interdisciplinary Study Morning Saturday 25th October 2014 Registration 9:00 for 9:30 start Finish 1.00pm “Motivation and Rehabilitation” Basement Lecture Theatre, The Clinical Neuroscience Centre, 33 Queen Square, WC1N 3BG £20 for ACPIN, SSNP and RCSLT members, £45 non-members 9.30-10.30am: Dr Darren Mockler – An overview of the anatomy and physiology of motivation with links to neuro pathology. 10.30-11am: Coffee 11-12 noon: Dr Patrick McKnight – Models of behaviour change related to neurorehabilitation 12 noon-1pm: Fiona Johnson: Changing Motivation to Change Behaviour: Examples from conversation therapy for aphasia Please note all applications and payments are now made via ‘’ using credit/debit card. Registration deadline Midnight Monday 20th October 2014
Most Useful ETO Reports for TtW Help Line July 2016 The Efforts to Outcomes (ETO) Data System contains several custom reports for Help Line Managers and Customer Service Representatives (CSRs). The available reports fall into three categories: Participant-Related Reports Management Reports Reports Following is a description of each available custom report, how to access it, and how it is most useful to managers and CSRs. Participant-Related Reports Call Center Referrals Report (Enterprise Wide) – This report generates data about the total number of referrals processed, by status (total, pending, accepted, and rejected), to each WIPA project within a specified date range. Following is a partial example of the output of this report: To create and access this report use the following From the Home Page, click on Reports on the right side navigation bar, and select View Reports (NEW). When the page refreshes, select ‘Call Center Referrals Report (Enterprise Wide)’. A new window will open and you can select the start and end dates you want the report to display; hit ‘Run Query’, and the report will generate. (Note: You will typically run this report from the first of a month through the first of the next month. The report is set to begin at midnight and end at midnight, so to get a full month of data, you will need to use the first of the next month as an end date; for example: 1/1/16 – 2/1/16) Management Reports Beneficiaries and Referrals Added to the Call Center in a Date Range – This report generates data in the following headings: Case Number Beneficiary Added/Updated – This column displays the date the beneficiary record was added or most recently updated.
The resulting JOB should appear as following: Executing Program: IMPORTANT Any movement of the servo in TEACH mode will require the user to hold both the GRIPPER located at the back of the pendant as well as the FWD key simultaneously. This includes returning to the home position, free motion movement, or executing a step in a program. Execute the program by placing the in Play mode this will enable the servo to run through a program automatically with no halts. Select the program to be executed and run. Once completed the EMERGENCY STOP button to turn off the servo, release the EMERGENCY STOP button, turn the power supply off to the servo, turn the air off to the servo and cut the power. Deleting and Modifying A Job: To modify a job select JOB from the Main Menu and SELECT JOB in the sub menu. To delete a job select JOB from the Main Menu, select DELETE JOB from the sub menu and highlight job to delete confirm with the Enter key. To delete a command in your job highlight the number line for deletion, press the DELETE key followed by the ENTER key.
Opening and Closing the Gripper Edit the job to open and close the gripper at the end of your program. Highlight the last step (Home Position) of your program before the END command. the INFORM LIST button located at the bottom left of the pendant above the Motion Type key to bring up a series of commands used by the Motoman. To cancel out of the INFORM LIST press the INFORM LIST again to close it. Press IN/OUT from the top of the INFORM LIST. Press DOUT from the IN/OUT list. Select the DOUT #(1) ON, you should notice a comment that says GRIPPER OPEN. Press ENTER on the pendant to insert the new line. Select the CONTROL list from the INFORM LIST the select TIMER from the CONTROL list. Set the Timer value for seconds by selecting the value, clicking the SELECT key, enter the value using the Number Pad, and clicking ENTER to confirm. Insert this following the last line inserted. Insert a new line to turn off DOUT #(1) use the same line as before but turn the ON command to OFF to turn it off. Insert a second TIMER for 1 second. Turn the value for DOUT # (2) to ON this will make the gripper close. Insert a TIMER for 2 seconds. Turn DOUT # (2) to OFF lastly to turn off the air closing the gripper. Your final program should look exactly as the one shown below:
If you wish to know more information about your MND diagnosis and support available in your area, please visit the MND Association website on How can MND affect communication? Not everyone with MND experiences problems with speech, but for some people neurological changes can affect the muscles of the tongue, lips and chest making speech pronunciation more difficult. The medical term for this is dysarthria. Some of the more common changes associated with dysarthria are: Slurred, imprecise or slower speech Sounding like you’re speaking through the nose Difficulties with changing the pitch of your voice (may sound monotonous) Difficulties with changing the volume and strength of your voice (voice may be quieter, soft and faint or hoarse, particularly towards the end of the sentences) How can Speech and Language Therapy help? Your Speech and Language therapist can: Offer advice on how to enhance your intelligibility by introducing strategies to yourself and your family/carers. Introduce you to some alternative communication systems which can help you to express yourself if speech becomes too difficult How can MND affect swallowing? The swallowing difficulties that you may experience will vary dependent on the type of MND that you have and the stage of your condition. Swallowing difficulties may include – Poor lip control Drooling and poor saliva management (see next page) Weak ineffective chewing Difficulties controlling food/drink in the mouth Difficulties clearing food/drink in the mouth Delayed swallow reflex Gurgly voice Coughing or choking on food/drink Reduced ability to cough to clear Fatigue when eating and drinking Recurrent chest infections Reduced nutritional and or fluid intake can, in turn cause: Loss of weight Fatigue Constipation How can Speech and Language Therapy help? It is important to identify symptoms of swallowing difficulties early. The Speech and Language Therapist can offer advice regarding swallowing techniques and food/drink texture modification (dependent on the stage of your condition. Alternatively methods of eating and drinking (e.g. feeding tubes) may need to be explored in the long-term. Saliva Management Saliva management difficulties are common in individuals with MND. Some people with MND experience thick saliva, whilst others experience increased amounts of thin saliva. There are a range of treatment options that can be considered and a hand-out available on the MND Association website which outlines some options available. It would be advisable to discuss this with your Speech and Language Therapist and GP to get the best treatment option available for you.
Also, smaller numbers of eligible children and young people would tend to mean the amount received by a service or school would be more volatile from year to year. Questions for discussion How should the indicators be combined? Should there be differing rates of additional funding for different levels of risk? For the additional funding to support those most at risk of educational under-achievement, what sort of proportion of the population should be covered? Selecting which indicators to use , overleaf, presents a number of possible indicators that could be used to identify risk of educational under-achievement. The first four indicators listed were used in research to inform the Government’s Social Investment approach. Using information already collected by government, they were found to be associated with children and young people having a range of poor outcomes later in life. A of other indicators that could be used as well as (or instead of), this set of four, is also outlined in . The number of indicators that are used may be influenced by judgments about how the indicators are to be combined together to assess risk (as discussed in the previous subsection.) Question for discussion Should we use the four Social Investment indicators – parental benefit dependence; CYF finding of abuse or neglect; parental Corrections history, parental education – or do you prefer other indicators, as well or instead? Table 3: Possible indicators of risk of educational under-achievement Possible Indictor Possible source Advantages Issues and Risks Parental benefit dependence (as a proportion of child or young person’s life) Approved information sharing agreement (AISA) with Ministry of Social Development Used in Social Investment analysis; accounts for a relatively large group of If set of indicators exclusively rely on measures that use administrative data, skew the at-risk population too much towards families receiving government interventions or support Child Youth and Family (CYF) finding of abuse or neglect AISA with Ministry of Social Development Used in Social Investment analysis; aligns with CYF transformation work As with benefit dependence above Parental Corrections history AISA with Department of Corrections Used in Social Investment analysis As with benefit dependence Parental education Direct collection via ECE services and schools Established measure of SES; used in Australia; used in Social Investment analysis Some indications that impact on may not be as strong as other Social Investment indicators above; likely to require direct collection
TASK ANALYSIS Description: This task involves connecting a coding device to the vehicles electronics, usually located under the steering wheel and thus requiring some awkward postures, including lying back, twisting in the thoracic and lumber spine, and frequent squatting. Bilateral dexterity is required to plug in and operate the coding device. Critical Work Demands: Frequent squatting /sitting postures Occasional turning / twisting postures Constant gross and fine bilateral motor eye hand coordination Constant bilateral palmar grasping Frequent neck flexion (0°-70°) and extension (0°-45°) Occasional shoulder flexion (0°-175°), extension and abduction (0°-175°) Occasional elbow flexion (0°-140°) Occasional forearm pronation / supination Occasional lumbar flexion (forward stooping) Occasional lifting capacity approximating 5kg
TASK ANALYSIS Description: The worker is required to remove the inside panel of the door in order to expose and work on the electronics underneath. This task may involve some awkward postures, mainly squatting/kneeling and lying supine on the ground, whilst twisting through the spine and using gross and fine bilateral eye hand coordination. Critical Work Demands: Constant squatting / kneeling postures Constant gross and fine bilateral motor eye hand coordination Constant bilateral palmar / pincer grasping Frequent neck flexion (0°-70°) and extension (0°-45°) Frequent shoulder flexion (0°-175°), extension (0°-45°) and abduction (0°-175°) Frequent elbow flexion (0°-140°) Frequent forearm pronation / supination Frequent lumbar flexion (forward stooping) Occasional lifting capacity approximating 5kg
Gabriel told them, Gabriel told them His name shall be Jesus Gabriel told them, Gabriel told them His name shall be Jesus 5 Where is He? (The Shepherds sing to Joseph) Where is He? We must see The angel told us where to go All of us have come to know if this could be A Savior, born to set us free Oh, tell us, where is He? (The Magi sing to King Herod) Where is He? Yes, we three Have come so far with in hand The moving star brought us to your land A King is here Your prophets say He’s very near Please, tell us, where is He? (King Herod sings to his soldiers) is he? This cannot be! I’m the king, and no one else! I rule these people by myself! Find the child in his bed!
TASK ANALYSIS Description: This task requires the worker to unbolt the current brake apparatus on the heavy vehicle, using hammers, spanners and various other tools requiring palmar and pincer grasping unilateral and bilateral grasping. The brake shoes are checked and replaced with new shoes, which are assembled on site using gross and fine bilateral motor eye hand coordination. Critical Work Demands: Constant crouching/kneeling/stooping. Constant bilateral gross motor eye hand coordination. Frequent precise bilateral fine motor control. Constant bilateral palmar/pincer grasping. Frequent elbow flexion (0°-140°). Frequent forearm pronation/supination. Occasional neck flexion (0°-70°) and extension (0°-45°). Occasional squatting postures involving hip flexion and knee flexion (0°-120°). Constant shoulder flexion (0°-175°), extension (0°-40°) and abduction (0°-175°).
SPECIAL SKILLS: READ WRITE SOLVE COMMUNICATE PRECISION COORDINATION - FINE COORDINATION - GROSS FOOT OPERATIONS PPE: BOOTS EYE WEAR HEARING HAIR NET / BEARD HEAD GEAR / HELMET SAFETY VEST / CLOTHING SUN PROTECTION - HAT ENVIRONMENT: TEMPERATURE LIGHTING NOISE WIND VELOCITY Light TASK ANALYSIS Description: This task requires the worker to position a standing platform so as to reach the desired aspect of the steering apparatus. The worker then reaches above head height with the nozzle of a lubrication container, and applies it to the required areas. This job involves constant standing, bilateral gross and fine motor eye hand coordination, palmar grasping, balance, elbow and shoulder flexion and extension, shoulder abduction, neck extension, and forearm pronation/supination. Critical Work Demands: Constant standing. Constant bilateral motor eye hand coordination. Frequent precise bilateral fine control. Constant bilateral palmar grasping. Constant elbow flexion (0°-140°). Frequent forearm pronation/supination. Constant neck flexion (0°-70°) and extension (0°-45°). Constant shoulder flexion (0°-175°), extension (0°-40°) and abduction (0°-175°). Lifting requirements approximating 5kg. Constant balancing. Occasional climbing postures.
SPECIAL SKILLS: READ WRITE SOLVE COMMUNICATE PRECISION COORDINATION - FINE COORDINATION - GROSS FOOT OPERATIONS PPE: EYE WEAR HEARING HAIR NET / HEAD GEAR / HELMET SAFETY VEST / CLOTHING SUN PROTECTION - HAT ENVIRONMENT: TEMPERATURE LIGHTING NOISE WIND VELOCITY Light TASK ANALYSIS Description: This task requires the mechanic to connect a pump tube to the heavy vehicle, in this case specifically a caterpillar vehicle (as opposed to the underside oil draining method demonstrated for a truck). The worker then uses a nozzle to direct the pump oil flow into large containers, where the oil is kept until the required job is complete, before it is pumped back into the vehicle by the reverse of this process. Critical Work Demands: Constant standing/walking. Constant bilateral gross motor eye hand coordination. Frequent precise bilateral fine motor control. Constant bilateral gripping manoeuvres. Frequent unilateral trigger grip (pump). Frequent flexion (0°-140°). Frequent forearm pronation/supination. Occasional neck flexion (0°-70°) and extension (0°-45°). Occasional squatting postures involving hip flexion and knee flexion (0°-120°).
Trade Certificate or completing an apprenticeship SPECIAL SKILLS: READ WRITE SOLVE COMMUNICATE PRECISION COORDINATION - FINE COORDINATION - GROSS FOOT OPERATIONS PPE: BOOTS EYE WEAR HEARING HAIR NET / BEARD HEAD GEAR / HELMET SAFETY VEST / CLOTHING SUN PROTECTION - HAT ENVIRONMENT: TEMPERATURE LIGHTING NOISE WIND VELOCITY TASK ANALYSIS Description: The mechanic walks under the vehicle with a handheld torch, used to help illuminate the underside of the vehicle and inspect the differential. This task requires constant standing/walking, neck extension, shoulder and elbow flexion, and visual attention to detail. The mechanic inspects the differential for potential deformities and irregularities, constantly bending in the neck to look upwards and reaching above head height to hold the torch and inspect the differential. Critical Work Demands: Constant standing/ walking. Constant bilateral gross motor eye hand coordination. Constant unilateral palmar grasp. Frequent elbow flexion (0°-140°). Frequent forearm pronation/supination. Constant neck extension (0°-45°). Frequent shoulder flexion (0°-175°).
TASK ANALYSIS Description: Task involves lifting the tyre and rim assembly from knee level up to waist level and placing flat on the machine. Worker removes the valve from the inside of the rim to deflate tyre. Worker then uses foot and hand movements to operate the machine to remove the tyre from the rim. Worker reverses the procedure with a new tyre to put the assembly back together. Task takes approximately 10 minutes to perform. Critical Work Demands: Constant standing. Occasional walking. Occasional shoulder flexion to 100° bilaterally. Occasional forward stooping. Frequent bilateral gross hand manipulation and grasping. Occasional fine hand manipulation and grasping. Occasional squatting.
TASK ANALYSIS Description: Worker initially needs to move bikes to clear room to allow for a run up to get the bike onto the hoist. Worker then pushes the bike to line it up correctly and then pushes bike onto hoist. Once on hoist Worker holds left handle bar while bending forward to wind up the front wheel clamp. Once clamped Worker needs to position handle bar securing straps to prevent bike from moving. Task takes approximately 1 to 2 minutes to perform and can be done between 3 to 7 times in a normal workday. Critical Work Demands: Constant walking. Occasional standing. Occasional twisting through spine. Occasional forward bending. Constant bilateral gross hand grasping and manipulation. Frequent pushing force of up to 30kg. Occasional pulling force or up to 20kg.
TASK ANALYSIS Description: Repairs to the chainsaws vary and can involve a simple tightening of the chain through to a full engine rebuild. All of the repairs involve the use of small hand tools to loosen and tighten nuts, bolts and screws. Lifting and carrying is typically performed close to the body. All chainsaws are started and run during the repairs and services and hearing protection is worn at these times. Critical Work Demands: Constant bilateral hand grasping. Most gross grasps used. Fine hand grasping to remove screws. Work mainly performed at bench height (900mm from ground). Starting requires placing the chainsaw on the ground and pulling cord with approximately 5kg of force. Lifting is up to 10kg between ground and chest height. Weight for carrying is up to 10kg. Squatting posture occasionally.
TASK ANALYSIS Description: This task involves use of a hand held filing tool as well as occasional use of an automatic filer. The worker uses these tools after welding, to file off the uneven surface and create a smooth panel. Depending on the location for filing, this task can require varying standing, stooping, and/or squatting postures, with repetitive back and forth motions with push/pull forces applied to the surface to create friction and file down irregularities. Critical Work Demands: Frequent standing / walking Frequent squatting / kneeling postures Constant gross and fine bilateral motor eye hand coordination Frequent bilateral palmar/pincer grasping Frequent neck flexion (0°-70°) Constant repetitive shoulder flexion (0°-175°), extension (0°-45°) and frequent abduction (0°-175°) Frequent repetitive elbow flexion (0°-140°) and extension Occasional forearm pronation / supination Frequent lumbar flexion (forward stooping) Occasional lifting capacity and push/pull forces approximating 5kg
TASK ANALYSIS Description: Vehicles requiring paint are moved into a specific chamber where the worker is required to cover the vehicle and then selectively cut away the cover and use masking tape to seal the edges of the panels to be painting. After wiping down the panel, a hand held spray painting gun is used to coat the surfaces using reaching, squatting and kneeling postures. Specific equipment is worn to protect against inhalation of fumes. Critical Work Demands: Constant standing / walking Frequent squatting / kneeling postures Constant gross and fine bilateral motor eye hand coordination Constant unilateral trigger grasp Frequent neck flexion (0°-70°) and extension (0°-45°) Frequent repetitive shoulder flexion (0°-175°), extension (0°-45°) and abduction (0°-175°) Frequent elbow flexion (0°-140°) Occasional forearm pronation / supination Frequent lumbar flexion (forward stooping) Constant lifting capacity approximating 5kg
I hereby authorise the Territory Business Centre to debit the above credit card for the amount of $ Amount in dollars Signature of cardholder Date Contact phone number 10. Lodgement options Applications to be lodged at a Territory Business Centre with the prescribed fee. Darwin Darwin Corporate Park Ground Floor, Building 3 631 Stuart Highway Berrimah GPO Box 9800 Darwin NT 0801 t (08) 8982 1700 f (08) 8982 1725 Toll free 1800 193 111 e territory.businesscentre@nt.gov.au Katherine Shop 1, Randazzo Building 18 Katherine Terrace Katherine PO Box 9800 Katherine NT 0851 t (08) 8973 8180 f (08) 8973 8188 e Tennant Shop 2, Barkley House Cnr Davidson and Paterson Street Tennant Creek PO Box 9800 Tennant Creek NT 0861 t (08) 8962 4411 f (08) 8982 1725 e Alice Springs Ground Floor, The Green Well Building 50 Bath Street Alice Springs PO Box 9800 Alice Springs NT 0871 t (08) 8951 8524 f (08) 8951 8533 e
Credit Card number Expiry Name on card I hereby authorise the Territory Business Centre to debit the above credit card for the amount of $ Amount in words dollars Signature of cardholder Date Contact phone number 10. Lodgement options Applications to be lodged at a Territory Business Centre with the prescribed fee. Darwin Ground Floor, Development House 76 The Esplanade Darwin GPO Box 9800 Darwin NT 0801 t (08) 8982 1700 f (08) 8982 1725 Toll free 1800 193 111 e territory.businesscentre@nt.gov.au Katherine Shop 1, Randazzo Building 18 Katherine Terrace Katherine PO Box 9800 Katherine NT 0851 t (08) 8973 8180 f (08) 8973 8188 e Tennant Creek Shop 2, Barkley House Cnr Davidson and Paterson Street Tennant Creek PO Box 9800 Tennant NT 0861 t (08) 8962 4411 f (08) 8982 1725 e Alice Springs Ground Floor, The Green Well Building 50 Bath Street Alice Springs PO Box 9800 Alice Springs NT 0871 t (08) 8951 8524 f (08) 8951 8533 e
The location of the prize ceremony during a gala evening at the venerable plenary assembly hall of the former German Federal Parliament (Bundestag) in Bonn was as distinguished as the prize itself. The tribute and awarding of the certificate was performed by the Chairman of the jury for the "Building Material" product group, Manfred Eckermeier - a special honour, since the most innovative brands of the year were determined clearly by a top-level and expert jury. Brands convey values The GEZE brand stands for door, window and safety technology of the very best "Made in Germany" quality. They are applied in renowned buildings around the world. GEZE creates innovative products with its expert knowledge, intensive R&D work and systematic innovation management. The pulling-power of the brand strengthens GEZE as a System Supplier and Problem Solver with maximum customer and service orientation: From a single source, solutions are offered that combine safety, functionality, user comfort and design into balanced, coordinated door and window systems. Whatever the usage and the size of a building may be, GEZE, together with its customers and partners around the world, develops the right solutions to meet all demands. That is why GEZE has been one of the most internationally recognised brands in building management systems. GEZE is represented worldwide with an extensive sales and service network, 31 subsidiaries - 27 of which are outside Germany, as well as more than 120 representative offices. Photos: GEZE Plus X Award Night 2014 Left The Chairman of the Jury for the "Building Material" product group, Manfred Eckermeier (right), presents the certificate for the "Most Innovative Brand Award 2014" to Florian Birkenmayer, Managing Director Development, for the winning brand GEZE. Right: Florian Birkenmayer accepts the trophy and gives thanks with a short speech.
Maximum of business which you can handle at any time: K. pound……………………….. Name of your bankers……………………………………………………………… Part 2 (a) – Sole Proprietor Your name in full…………………………………… Age………………………… Nationality………………………………… Country of Origin………………………………………. Citizenship details ………………………………………………………………… Part 2 (b) – Partnership Give details of partners as follows: Name in full Nationality Citizenship Details Shares 1…………………………………………………………………………………… 2…………………………………………………………………………………… 3…………………………………………………………………………………… Part 2(c) – Registered Company: Private or public…………………………………………………………… State the nominal and issued capital of the Company- Nominal Kshs………………………………………………………………… Issued
SCHEDULE OF ONGOING PROJECTS DESCRIPTION OF WORK AND CLIENT CONTRACT PERIOD DATE OF COMMEN- CEMENT DATE OF COMPLETION TOTAL VALUE OF WORKS (KSHS.) PERCENTAGE COMPLETED TO DATE I certify that the above Civil Works are being carried out by ourselves and that the above information is correct. …………………… …………………… …………………… (Title) (Signature) (Date)
a b c d e f g h I m FIGURE H.11 - HEADWALL TYPE 3B (STONE MASONRY HEADWALLS) DIMENSIONS AND MATERIAL REQUIREMENTS TYPE B (STONE MASONRY) 900 600 0.40 0.30 1.49 0.60 0.20 0.40 0.10 0.69 0.40 0.80 0.40 0.26 0.58 0.14 450 0.40 0.30 1.34 0.60 0.20 0.40 0.10 0.69 0.40 0.65 0.40 0.24 0.50 0.12 TYPE A (CONCRETE BLOCKS 900 600 0.30 0.30 1.49 0.60 0.20 0.20 0.10 0.69 0.20 0.80 0.40 0.2 0.29 0.14 450 0.30 0.30 1.34 0.60 0.20 0.20 0.10 0.69 0.20 0.65 0.40 MATERIAL REQUIREMENT 0.18 0.25 0.12 PIPE DIAMETER IN (M) UNIT m m m m m m m m m m m3 m3 m3 FOUNDATION FOUNDATION APRON APRON WINGWALLS WINGWALLS HEADWALLS HEADWALLS HEADWALLS HEADWALLS FOUNDATION (Concrete 1:2:4, 1:3:6) HEAD/WINGWALLS (Concrete/Masonry) (Concrete) DIMENSION a b c d e f g h I k I FIGURE H.12 - HEADWALL TYPE 4 ( FOR ACCESS CULVERTS) Diameter (D) 450 (mm) 600 (mm) 900 (mm) Dimensions in (m) a 0.15 0.2 0.2 b 0.1 0.15 0.15 c 0.86 1.12 1.48 d 0.56 0.72 1.08 e 0.14 0.18 0.27 f (min.) 0.34 0.45 0.68 g - - - h 0.24 0.33 0.42 i - - - Concrete Volume in (m3/m) 0.16 0.3 0.48 Application - Fair subgrade condition; - Overfill > ¾ Diameter; - Seasonal waterflow only. Remarks - Use gravel material for back/ overfill.
Motorist 107 BS Product Specifications: This Kit contains: 4 x Bandage – Conform 75mmx4.5m 2 x Cotton Wool – 50g 1 x CPR Mouthpiece – Vinyl Skirt Yellow 4 x F.A.D No.3 75x100x2.25m (Import) – 479396001 2 x Gauze Swabs 75x75x8ply – Sterile – 5 2 x Gloves Latex Pair – Medium 2 x Gloves Latex Pair – Large 1 x Tape – 25mmx3m 1 x Plaster – 25mmx3m Fabric Roll Stretch 20 x Plaster Strips 19x27mm – Fabric 1 x Safety Pins 12’s 1 x Scissor 1st Aid – 10cm 2 x Splint – Straight 65x270mm 4 x Triangular Bandage – Disposable (Import) 1 x Tweezers – 1st Aid Stainless Steel 10cm 1 x Wound Cleaner – 100ml (Various packaging options available)
Motorola Solutions Manufacturer’s Representatives Intermountain Communications Main Contact: Jeff Berger Second Contact: Staci Schneider Address: 890 E Franklin Rd #206, Meridian, ID Address: 890 E Franklin Rd #206, Meridian, ID 83642 Phone Numbers: Fax: 208-286-2726 208-888-5923 Numbers: Fax: 208-587-7122 208-587-8218 Email: berger.jf@intermountaincomm.com Email: schneider.sl@intermountaincomm.com Clark Wireless Main Contact: Aaron Clark Second Contact: Julene Williams Address: 450 E Day, Pocatello, ID 83201 Address: 550 W Pacific, Blackfoot, ID 83221 Phone Numbers: Fax: 208-232-1499 208-232-1495 Phone Numbers: Fax: 208-785-1430 208-785-0001 Email: aaron@clarkwireless.com Email: julene@clarkwireless.com Day Wireless Main Contact: Justin Sterrett Second Contact: Ortiz Address: 1976 Century Way, ID 83709 Address: 1976 Century Way, Boise, ID 83709 Phone Numbers: Fax: 509-209-3073 (cell) 208-323-1122 (fax) Phone Numbers: Fax: 208-323-1976 (office) 208-323-1122 (fax) Email: Email:
MT2000 Series Quick Start Guide to User Guide for detailed information 3 5 2 4 1 8 9 12 15 Insert Scanner in Cradle Desk Cradle 6 7 1 10 11 12 13 14 15 Left soft & ALT key Tab & * key Keypad Orange key Blue key Battery Tether Plate LED Indicator Scan Window 4-way Navigation key & boot trigger LED Indicator (MT2090 Only) Enter key Scan Trigger Wall Cradle Forklift Cradle BATTERY INSERTION BATTERY REMOVAL 1 2 3 1 2 CONNECTIONS HOST INTERFACES Cradle Cable Connections RS-232 Keyboard Wedge Host OR Power Scanner Cable Connection (USB & RS-232 only) USB IBM 46XX OR NOTE: Cables may vary depending on configuration. When using an external power supply, insert the power cable into the cradle first, then insert the host cable. Connect the power cable to an AC outlet last. TROUBLESHOOTING Refer to the MT2000 Series User Guide Troubleshooting section for further information. Scanner not working Scanner not decoding bar code No power to scanner Check battery NOTE: Under certain circumstances, a fully discharged battery can take up to 30 minutes to charge before the scanner is operational. Refer to the User Guide for detailed information. Scanner not programmed for bar code type Ensure scanner is programmed to read type of bar code scanned Bar code unreadable Ensure bar code is not defaced; try scanning test bar code of same bar code type Scanning application is not running From the Home screen display on the scanner, select Scan Item to run the scanning application Scanner decoding bar code, but data not transmitting to host Scanned data incorrectly displayed on host Scanner not paired to host-connected cradle Cradle not programmed for correct host interface Interface cable is loose Paired cradle host communication parameters do not match the host's parameters Pair the scanner to the cradle (using the Check scanner host parameters or Check for loose cable Check cradle host parameters or edit options PAIR bar code on the cradle) edit options connections NOTE: If data is still not transmitting to host, it may be necessary to recycle power on the cradle. MT2000 SERIES PROGRAMMING BAR CODES Host Types Host Mode RS-232 Host Types Keyboard Wedge Host Types R C
These articles portray motor-racing as a masculine-dominated culture. Women have entered a complex domain and the reader is reminded that ‘it’s a man’s world’. During the 1960s ‘the atmosphere in racing was changing and, with the arrival of sponsors, money became more important than the sport’. The gendered roles of men and women in relation to the motor car were well-established by the 1970s. With the advent of increased sponsorship and professionalism of motorsport, assumptions of women mirrored those from the early-1900s as they were ‘type-cast as chattels, prizes to be won or spoils to be seized in war'. Women were again portrayed by the media as ‘entering the arena’ of motorsport and challenging dominant social norms regarding women: Motorsport is a bit too sweaty and dangerous for women, although they may have their place in the pits. Women are something like obligatory extras at a laureation ceremony, their arms wreathing the champion as the champagne flows. Miss Divina Galica [British F1 driver] saw no reason why a woman should not be able to drive a car as well as a man, since physical strength was not involved. "But", she added in a moment of mock cynicism, "I know very well I'll get the blame if ever I'm involved in a shunt". On the surface she is a realist; her parting words being "please don't expect too much too soon". The majority of articles from the focused on F1, despite the many different forms of motorsport that exist, signifying its influence on British society’s familiarity with motorsport. Between 1958 and 1992, very few women competed in elite motorsports series’, let alone attain success. For example, only five women have participated in F1, resulting in fifteen