zilongwang/ReadingBank huggingface dataset:
Glossary Some of the terms below are defined in Section 20B(8) of the Rule and those definitions are the authority for the purpose of these guidelines. However, in some instances the definitions in these guidelines provide further information or clarification. Term Definition Adverse impact finding Where the Agriculture Minister forms the opinion that the proposed new or expanded ERF project would result in an undesirable impact on agricultural production in the region where the project would be located, an adverse impact finding will be made. Please refer to the related definitions of ‘undesirable impacts’ and ‘region’. Agriculture Minister The Minister responsible for assessing ERF Plantation notifications, is the Minister responsible for the Australian Government Agriculture portfolio, or their delegate. Section 20B (8) of the Rule, defines ‘Agriculture Minister’ as: (a) the Minister administering the Agricultural and Veterinary Chemicals Act 1994; or (b) an SES employee, or acting SES employee, delegated responsibilities relating to this section by the Minister covered by paragraph (a). In this document references to ‘Agriculture Minister’ can mean a delegate from the department, consistent with paragraph (b) above. Carbon sequestration The general term used for the capture and storage of carbon dioxide. Capture can occur at the point of emission (e.g. from power plants) or through natural processes (such as photosynthesis), which remove carbon dioxide from the earth's atmosphere and which can be enhanced by appropriate management practices. Sequestration techniques include enhancing the storage of carbon in forests and other vegetation.
SPRINKLER SYSTEM TEST RECORD (Weekly) Date Water & Air Pressure Gauge’s Correct Water Levels and System Correct Water Motor Alarm Correct Automatic Pump Start Correct Diesel Engine Restarting Correct Details of Fault and Action Taken Name Signature Yes No Yes No Yes No Yes No Yes No
Last updated: March 2018 JOB DESCRIPTION Post title: Research Fellow in Glycoprotein Therapeutics Academic Unit/Service: Biological Science Faculty: Natural and Environmental Science Career Pathway: Education, Research and Enterprise (ERE) Level: 4 *ERE category: Research pathway Posts responsible to: Professor of Glycobiology Posts responsible for: N/A Post base: Non Office-based (see job hazard analysis) Job purpose To undertake research in accordance with the specified research project under the supervision of the award holder. To undertake leadership, management and engagement activities. The job is expected to bring in expertise in Molecular Biology, Structural Biology and/or Analytical Biochemistry (ideally Mass Spectrometry). Key accountabilities/primary responsibilities % Time To develop and carry out an area of personal research and contribute to the management of the wider research activities of the group. 40 % Carry out administrative tasks associated with specified research funding, including risk assessment of project activities, organisation of project meetings and documentation. Implementation of procedures required to ensure accurate and timely formal reporting and financial control. 30 % Carry out occasional undergraduate supervision, demonstrating or lecturing duties within own area of expertise, under the direct guidance of a member of departmental academic staff. 10 % Regularly disseminate findings by taking the lead in preparing publication materials for referred journals, presenting results at conferences, or exhibiting work at other appropriate events. 5 % Collaborate/work on original research tasks with colleagues in other institutions. 5 %
Planning and organising Able to organise own research activities to deadline and quality standards Experience of project management CV/ Interview Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to develop original techniques/methods CV/ Interview Management and teamwork Able to supervise work of junior research staff, delegating effectively Able to contribute to MRC LEU management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development CV/ Interview Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at group meetings and conferences Able to write up research results for publication in leading peer-viewed journals Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes CV/ Interview Other skills and behaviours Understanding of relevant Health & Safety issues Positive attitude to colleagues and students CV/ Interview Special requirements Able to attend national and international conferences to present research results CV/ Interview JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff.
Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to develop original techniques/methods CV and Interview Form Management and teamwork Be an effective member of an interdisciplinary team Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development CV and Interview Form Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at group meetings and conferences Able to write up research results for publication in leading peer-viewed journals Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes CV and Interview Form Other skills and behaviours Undertake work in a manner which ensures Health and Safety of themselves and others around them. Positive attitude to colleagues and students CV and Interview Form Special requirements Able to attend national and international conferences to present research results Able to undertake short, <5 day, collaboration trips to undertake research both within UK and, less likely, internationally. CV and Interview Form JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally Frequently Constantly
accelerate accumulate adjust age amalgamate assimilate average out awake bake balance beat begin belch out bend blacken blare blister blow blow up blur boil boil away boil down boil down to bond break break off break up brighten bruise buckle budge build up bulk up bulk out burn burn down burn up burst capsize catapult centre change cheer up clear click clink clip clog up close close up close down coil combine commence compress conflate conflict connect contort contract contribute convene convert convulse cook cool condense co-ordinate correlate crack crash crash land crease crisp crumple up crystallise curl darken decompose decrease deepen deflate demobilise derail derive detach develop devolve dig dilute dim diminish disband disengage disperse dissipate dissolve divide dock double double-park drain dress up dribble drip drive drop drown dry off dry out dry up ease edge emanate empty end engage enrol erode evaporate even out expand fade fasten fatten fill finish flatten float flutter focus fold up form fray freak (out) funnel fuse graze grill group grow grow out gush halt hang harden heal hush ignite inch incline increase industrialise inflate integrate interlink interlock interweave jam jerk kick off knot land leak lengthen lessen lighten line up liven up lower march marinate mark(=stain) marry mass match match up meet (with) melt mesh mist (over) mix move move along multiply muster mutate narrow naturalise navigate nestle nose open open up open out operate organise originate ossify overheat pair off pair up pan parachute pass peel percolate petrify pile up play plop plunge pour prick up puff put up quadruple qualify quieten quieten down radiate rain down rank rate rattle rearm redouble reflect reform refuel register relate relax reopen reorganise resettle rest restart return reunite rev rev up revive
rewind rhyme ring ripen rock roll rotate ruffle run rupture rush (into) scuff sell separate settle sharpen up shatter shear off shorten shrivel shut shut down shut up shuttle sign up sink slacken slam slew slide slim down slop slot slow slow up slow down slur snap sober up soften solidify sound speed up spew spill spill out spin splash splinter split split up spray spread sprout square with squeeze stall stampede start stick stiffen (up) still stir stop straighten strengthen stretch strike up submerge suckle suffocate sweep swell swerve swill swing swirl swivel tack tan tangle taper tarnish taxi tear tense (up) terminate thaw thaw out thicken thin thrash about thump tie in/up with tighten tilt toll toot topple touch train transfer translate transmute treble trickle triple turn twang twine twirl twist unfold unfurl unravel unroll unzip vaporise vibrate waft waggle wake (up) waken warm up wash weaken wear away wear down wear out whirl widen wind down winter withdraw worsen wrinkle
PHYSICAL ABILITIES Load manual handling Repetitive crouching/kneeling/stooping Repetitive pulling/pushing Repetitive lifting Standing for prolonged periods Repetitive climbing (ie: steps, stools, ladders, stairs) Fine motor grips (eg: pipetting) Gross motor grips Repetitive reaching below shoulder height Repetitive reaching at shoulder height Repetitive reaching above shoulder height PSYCHOSOCIAL ISSUES Face to face contact with public Lone working ## Shift work/night work/on call duties
If deep recline, favor higher screen If code writing, favor higher screen (work at lower segment of screen) 10. Monitor position (rotation) Monitor off center Yes No Fixed Locate screen at body centerline If 2 screens, center, gang and angle inward slightly to form an arc - If one is primary, center this monitor and shift the other to side - Rotate secondary screen to portrait mode to reduce rotation 11. Glare and lighting Monitor glare Glare from overhead lighting/windows Inadequate lighting Yes No Fixed Mask or reduce light source and use task lamp as needed Change position of screen (perpendicular to glare source) Apply glare filter to screen as last resort 12. Use of bifocals Bends head back due to or progressive lenses Holds very fixed head/neck posture Yes No Fixed Adjust screen to lowest position Take the screen off base and mount on a laptop riser Advise eyewear correction by optometrist for computer glasses to reduce head/neck bending and/or postural fixity 13. Keyboard/mouse height Keyboard/mouse too high Keyboard/mouse too low Yes No Fixed Lower/raise keyboard tray height Lower/raise desk surface or input platform height If too keyboard too high, raise chair and use forward tilt seat to sit high with foot contact If not touch-type, favor key/mouse on surface- higher and farther from body Raise chair and apply footrest (temporary fix)
Sit-stand work surface Lumbar back area not supported Lumbar cushion Backrest height and tilt Check chair fit, especially backrest/lumbar height Feet dangling, not well supported, or a posture which seems to put pressure on the backs of the thighs Lower chair Lower work surface Habit training Foot rest (last resort) Chair backrest not used for long periods Check chair fit, especially seat pan depth and height Check leg room Check monitor distance and character height Habit training Twisted torso Rearrange work Provide more knee space U-shaped work surface layout Swivel chair Frequent or prolonged leaning or reaching Rearrange work Mouse pad, palm or forearm rest Bring mouse and keyboard closer to body Working with one or both arms "reaching" toward a mouse or keyboard Bring keyboard closer to body Mouse pad, palm or forearm rest Bring mouse closer to keyboard Light sources that can be seen by the worker Cover or shield light sources Rearrange work arena Lower other viewed objects to lower field of view Reflected glare on the screen Shield light sources Shade screen Glare screen
Move monitor so light enter from side angle, not back Do NOT tip monitor down Lower light levels Move light sources Too much contrast between screen and surroundings or document; worker feels relief when bright areas are shielded Lower ambient light levels Turn off, reposition, or dim task lights Block offending light sources Change screen polarity to black on white Very bright ambient lighting (above 500 lux or 50 fc) or shadowed areas caused by over-illumination Lower ambient light levels to 200-500 lux (20-50 fc) and use task lights Monitor closer than approximately 65 cm (25") Push monitor back (enlarge font size) Habit training for reclining Computer glasses Bring keyboard forward, possibly with a keyboard tray Different viewed objects (screen, documents) at different distances from the eyes Use document stand or otherwise equalize distances to within about 10 cm (4") if rapid viewing changes are required Screen or documents not oriented perpendicular to the line of sight (tipped back slightly is even better) Change monitor, document stand angle Prolonged near focusing throughout the day with few far-focusing opportunities Move monitor back as far as possible Habit training Rearrange space to provide view Introduce glazing Monitor image dim, fuzzy, flickery, small, or otherwise Upgrade monitor Use software to enlarge image
Answer the following questions: 1) Many athletes turn to ergogenic aids to enhance their performance. Identify the type of performer who would take RhEPO. Describe the effects that RhEPO has on the body and how it impacts on performance. [4] 2) Outline and justify the advice you would give to an endurance performer about the content and consumption of the meal. [6] 3) Performers may use the ATP-PC system during short, sharp explosive movements. Outline the advantages and disadvantages of this energy system. Critically evaluate the use of ergogenic aids that might affect performance in explosive activities. [14] Wear ALL your thinking hats to increase your level of thinking: Look for the FACTS connected to this issue Think about the EMOTIONS connected to this issue Think about the POSITIVE aspects of using ergogenic aids Think about the NEGATIVE aspects of using ergogenic aids Collect IDEAS as you learn about ergogenic aids SUMMARISE what you have discovered or learned about ergogenic aids
Ergonomic Evaluation Request Form Date: Employee ID #: Employee First Name: Employee Last Name Employee Email: Employee Title: Employee Department: Employee Phone: Building & Room/Cubicle Number: Street Address: City State, Zip: Working Hours: Manager: Manager Email: Manager Phone: Request Type: Onsite Evaluation (check reason): New Hire Physical Discomfort or Change in Physical Condition Relocation Workstation or Safety Concern Ergo Lab Visit Group Training Consultation Only (space planning, furniture/ product selection) Are you a current Workers’ Compensation or OHF Referral? Workers’ Compensation Occupational Health Facility (OHF) Referral Comments: All employees requesting ergonomic assistance are asked to complete , a web-based ergonomics training and risk assessment survey. BruinErgo must be completed prior to having an on-site evaluation. Program staff will review your self-risk assessment results and contact you and/or your manager to discuss appropriate next steps. Print and/or email form to
Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at group meetings and conferences Able to write up research results for publication in leading peer-viewed journals Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes Application; References; Interview Other skills and behaviours Understanding of relevant Health & Safety issues Positive attitude to colleagues and students Application; References; Interview Special requirements Able to attend national and international conferences to present research results Application; References; Interview JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work N/A Extremes of temperature (eg: fridge/ furnace) ## Potential for exposure to body fluids N/A ## Noise (greater than 80 dba - 8 hrs twa) N/A ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below: Cell culture media, general lab solvent (e.g. ethanol, methanol, acetone, acetic acid) Frequent hand washing Ionising radiation N/A EQUIPMENT/TOOLS/MACHINES USED ## Food handling N/A ## Driving university vehicles(eg: car/van/LGV/PCV) N/A
Risk Assessment and Controls Hazard identification (use references from previous sections) C L Risk Level Controls Date Implemented Date Reviewed Review Controls in consultation with employee. Verification in consultation with employee and Workplace Manager and/or Management OHS Nominee that controls are effective. Workplace Manager and/or Management OHS Nominee Effective Not effective Date: / / Name: Signature: Employee Effective Not effective Date: / / Name: Signature:
External Review of Governance – exemplar Action Plan Priority for improvement Action required By when By whom Success criteria 1. Complete a skills audit and use the analysis of this to support governor development and recruitment Identify an appropriate skills audit tool End spring term Training link governor The skills audit has been completed and any skills gaps identified. The skills required in new governors have been identified and this has been communicated to the appointing body(ies) where appropriate and to SGOSS. A plan of future training and development activities has been developed, taking account of any identified skills gaps. New governors and those who had not already done so have accessed training and support around interpreting RAISEonline and other data. Governors have a clear understanding of all aspects of their role. All governors to complete the skills audit End May All governors Analyse the skills audit and identify any areas where there are skill shortages or gaps End June Training link governor Use the outcome of the skills audit to inform future recruitment activities and decisions, including discussing the board’s needs with the relevant appointing body(ies) Prior to future appointments Chair / Full Governing Board (FGB) Register the school with SGOSS, as a potential source of new governors End spring term Chair
Taking into account the outcome of the skills audit and the needs of any new governors, commission training where appropriate to support governors in developing their understanding of the role and in holding the school to account As appropriate and on-going Review xx date / frequency Training link governor (lead) and FGB 2. Ensure all available external data relating to the school is received by governors and discussed in a timely manner Agreed date for Progress and Impact Review: Ensure that external data (e.g. RAISEonline, FFT governor dashboard, Ofsted data dashboard) is received in full by a relevant committee and discussed in a timely way Immediately and on-going Review at xx date / frequency Chair of governors (lead) and committee chairs / Training has taken place with all relevant governors in attendance. Governors receive accurate and timely information about school performance from a range of sources. Governors understand the data and information they receive. Governors develop their knowledge and understanding of the school and the progress being made by all cohorts and groups. This is evidenced in informed discussions in relevant meetings, which are clear in meeting minutes. Governors question and challenge the headteacher and appropriately hold him/her to account for the school’s progress. Ensure that records of visit from the school adviser and any other relevant external sources are received in full by a relevant committee and discussed in a timely way From next visit onwards Review at xx date / frequency Chair of governors (lead) and committee chairs / Commission a training session for governors to support their End summer term Training link governor (lead) and
External Review of Governance template report for reviewer Reviewer: (name) External Review of Governance at: (name of school) Reviewer contact details phone no: (w) Email: (m) Reviewer’s background: describe current role e.g. NLG, NLE, education consultant Chair of Governors phone no: (w) Email: (m) Date of inspection (if review recommended by Ofsted) Date reviewer appointed Date of planning meeting(s) Date of external review Background and context of school Issues identified by Ofsted Process of the review Summary of findings: strengths – what the governing board does well Summary of findings: areas for development Conclusions and key areas for action Date for progress and impact review
Hill, K., Baker, B. & Romich, B. (2007). Augmentative and Alternative Communication Technology. In R. A. Cooper, H. Onhabe & D. A. Hobson (Eds.) , An Introduction to Rehabilitation Engineering (355-381). New York: Taylor & Francis. Hill, K. (2004). Augmentative and Alternative Communication and Language: Evidence‐Based Practice and Language Activity Monitoring. Topics in Language Disorders, 24(1), 18-30. Sallows, G. O. & Graupner, T. D. (2005). Intensive Behavioral Treatment for Children with Autism: Four-Year Outcome and Predictors. American Journal on Mental Retardation, 110(6), 417-438.
Management and teamwork Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Interview, references Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at group meetings Able to write up research results for publication in leading peer-viewed journals Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes Cv/application, references, and interview Other skills and behaviours Understanding of relevant Health & Safety issues Positive attitude to colleagues and students Interview / references Special requirements Able to travel to Kenya to disseminate research findings and liaise with colleagues if required Knowledge or experience of data archiving Interview / cv JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work Extremes of temperature (eg: fridge/ furnace) ## Potential for exposure to body fluids ## Noise (greater than 80 dba - 8 hrs twa) ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below: Frequent hand washing
JULY Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 NO WORKOUTS NO WORKOUTS NO WORKOUTS HOLIDAY NO WORKOUTS NO WORKOUTS 8 9 10 11 12 13 14 TRINITY PREP 7/7 6:00 NO WORKOUTS 15 16 17 18 19 20 21 ORGANIZATIONAL COACHES MEETING NOON STRENGTH TESTING BEGINS: Height / Weight / Vertical / 40 / Power Cleans NO WORKOUTS 22 23 24 25 26 27 28 STRENGTH TESTING CONT: Bench Make-up’s Organizational COACHES MEETING NOON STRENGTH TESTING CONT: Squats Make-up’s Equipment Hand-out STRENGTH TESTING CONT: ALL Make-up’s Equipment Hand-out Organizational COACHES MEETING NOON NO WORKOUTS NO WORKOUTS MOM’S CLINIC, CAMP, & SOCIAL 5:00 29 30 31 FIRST DAY OF FALL PRACTICE 8:00 - REPORT 9:00-11:00 PRACTICE HELMETS / JERSEY / BLACK SHORTS PRACTICE #2 8:00 - REPORT MEETINGS @ 8:15 PRACTICE 9:00-11:00 HELMETS / JERSEY / BLACK SHORTS AUGUST
Experience in group IV semiconductor processing or silicon photonics Experience in modelling silicon photonics devices Planning and organising Excellent organisational and time management skills References and interview Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to develop original techniques/methods References and interview Management and teamwork Ability to work well as part of a team References and interview Communicating and influencing Excellent written and verbal communication skills Able to present research results at group meetings and conferences Able to write up research results for publication in leading peer-viewed journals Work proactively with colleagues in ORC/ECS, industrial partner and other institutions Application and interview Other skills and behaviours Understanding of relevant Health & Safety issues Positive attitude to colleagues and students Special requirements Ability to travel and conduct research within the UK and overseas JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff.
Step by step guide to using social media to promote and track impact Portfolio templates for writing materials to contribute directly towards REF2020. Course highlights include: Video interviews with members of the 2014 Research Excellence Framework assessment panels A comic strip about attracting the attention of policymakers A diagnostic tool to help you plot your own pathway through the Enhancing Research Impact programme. Structure: Course and timings Overview Syllabus Contributors Impact – ‘change, benefit, effect’ Core: 40 minutes Additional: 5 hours This introductory course is designed to give a brief overview of Research Impact and the Enhancing Research Impact programme. It will cover why research impact is important, the key components of research impact, and the ways in which the Enhancing Research Impact programme will help researchers to enhance their impact. What do we mean by research impact? Different types of impact Devising your personal strategy Author: Professor Averil Macdonald OBE Reviewer: Dr Ged Hall Core: 1 hours, 40 minutes Additional: 5 hours There is not a ‚one-size fits all‛ approach when it comes to generating impact from research. Impact can emerge through different processes and possibilities. Sometimes the pathway that researchers choose to take might lead them to a completely unexpected destination. Nevertheless, there are shared elements of the process that are common to all outstanding examples of research impact. Make it count: planning impact from the outset Funding for impact Impact delivery: maintaining momentum Evidencing impact: capturing change Author: Sam Gray, Impact and Engagement Manager at Manchester Metropolitan University Reviewer: Vera Barron, Research Development Manager at the
This course will help researchers to understand the impact process from inception to completion. Once completing the course researchers will be able to: Embed impact into the design and creation of research projects Write funding applications articulating impact effectively Develop their own impact monitoring plan Capture evidence of their research impact Produce a case study about the wider economic and societal impact of their research University of Salford Key skills for research impact Core: 1 hour, 40 minutes Additional: 5 hours This course examines the key skills required for successful research impact. Once completing the course researchers will be able to: Identify the impact potential of their research and be responsive to opportunities (Vitae RDF) Be able to design and manage, communicate and disseminate their research for impact Build and maintain key impact relationships Capture and translate research into impact, and sustain impact or make plans for sustainability. Identifying the impact potential of research Project management Relationship management Communicating and disseminating Evaluating and sustaining impact Author: Julie Reeves, Researcher Development Coordinator at the University of Southampton, UK Author: Professor Pam Denicolo, Emeritus Professor from the University of Reading Reviewer: Suzanne Spicer, Social Responsibility Manager, The University of Manchester
Investigate innovative teaching, learning and assessment methods and techniques in the sector, and pedagogic research generally, bringing new insights to the Academic Unit. Contribute to the efficient management and administration of the Academic Unit by performing personal administrative duties as allocated by the Head, e.g. library representative, year tutor, exchange-programme coordinator, etc. Any other duties as allocated by the line manager following consultation with the post holder. Internal and external relationships Member of the Academic Unit Board, Examination Board and of such Academic Unit committees relevant to their administrative duties. New appointees will be assigned a senior colleague to guide their development and aid their integration into the Academic Unit and university. Teaching and administrative duties will be allocated by the Head of Academic Unit, within the context of the teaching programmes agreed by the Academic Unit Learning and Teaching Committee. May collaborate with colleagues in other institutions on original teaching and learning practice. Special Requirements PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience PhD or equivalent professional qualifications and experience in PWP/IAPT provision Detailed understanding and knowledge of Improving access to psychological therapies and their services Recent clinical experience in the delivery of CBT and IAPT services Teaching at undergraduate and/or postgraduate level Knowledge of a range of psychological therapies Teaching qualification Membership of Higher Education Academy Planning and organising Able to plan, manage, organise and assess own teaching contributions Able to contribute to the design of course units, curriculum development and new teaching approaches in the Academic Unit
for Transfer Design ● Background: ● - Multibody systems are highly nonlinear and chaotic due to balance of forces from planets and moons. ● - For “low energy” missions to orbit moons and small bodies, traditional methods are unable to provide reliable initial guesses to optimizers. ● Central Concept: Approximate system with directed graph. Use to create a transfer skeleton. ● - Partition domain into small regions. 1 region = 1 node ● - Ballistic dynamics: Add directed edge from node X to node Y if region X flows into node Y. Weight = nominal control cost ● - Impulsive maneuvers: Add directed edge between nodes with same position but with different energy levels or headings. Weight is minimum fuel cost between these pairs.
Using A* Search in Itinerary Selection ● Need for Heuristics: ● - For minimum fuel problem, cost of large impulse >> nominal coasting cost. ● - Most important scenario: Orbit insertion from approach or higher orbit. Requires large drop in energy. ● - Result w/ uninformed search: Search explores too many coasting nodes before considering necessary impulsive maneuvers. ● Simplified Energy Heuristic: ● - Between any two energy levels with a given compact domain and moon radius there is a calculable most efficient maneuver cost. ● [This is a tangential maneuver at the highest velocity and/or lowest potential] ● - Heuristic as rule relaxation: it assumes this most efficient maneuver is possible everywhere in the domain. ● - This makes h(n) a simple (consistent) function of energy(n') and energy(goal). ● - Heuristic steers search towards correct energy. ●
Applying the Search Results ● Impact of the heuristic: Decrease in search times from ~2-3 minutes to ~1-10 seconds in simple test system. ● Example in context: Search provides region and maneuver sequence. This allows for selection of arcs from a table which feed into a Sequential Convex Programming process to restore continuity and optimize. ● [Note: the actual partition is 4D and contains ~9,000 regions per energy]
Figure 1, Mean Male/Female raw wage gap Figure 2,Mean Male/Female quantity effect Figure 3, Mean Male/Female prices effect Scale: 0.17 – 0.34 Scale: -0.04 – 0.04 Scale: 0.20 – 0.36 Figure 4, Mean White/Black raw wage gap Figure 5, Mean White/Black quantity effect Figure 6, Mean White/Black prices effect Scale: 0.04 – 0.32 Scale: -0.03 – 0.17 Scale: 0.03 – 0.21
When signal molecules reach binding sites, receptors form a dimer (brings two receptors together) ATP donates a phosphate group and turns into ADP. The phosphate group attaches to a tyrosine. Repeats until all tyrosines are filled. The molecule is now phosphorylated.
Able to contribute to MRC Unit and University Academic Unit management and administrative processes Good interpersonal skills Communicating and influencing Good written and oral communication skills. The ability to communicate statistical concepts to clinical scientists and some of whom will not have English as their first language, both orally and written, and in language. Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes Some teaching experience. Interview and application form Other skills and behaviours General computer skills. Positive attitude to colleagues and students Interest in the projects within the Unit Interview and application form Special requirements An interest in global health and the willingness and flexibility to work overseas and in different cultural contexts. Interview and application form JOB HAZARD ANALYSIS Is this an office-based post?
Methodology Principles: Each person is a unique individual, so therapeutic approach must be tailored to that individual. The technique fits the person, not vice versa. “Patients are patients because they are out of rapport with their own unconscious.” “Patients are people who have had too much programming-so much outside programming that they have lost touch with their inner selves”. (Milton Erickson 1976) In Ericksonian work intervention is outcome-focused. Outcome is framed at the level of identity: how the person relates to other people and the world. Healthy adjustment. Patient enabled to live and participate in regular life, interact with other humans and contribute to society in a fulfilling way. Erickson’s approach was strategic: the clinician initiates and designs a particular approach to a problem, and controls the process. The patient’s unconscious supplies the content. “It is the patient who does the therapy. The therapist only furnishes the climate, the weather. That is all. The patient has to do all the work” In Karen Horney’s words: “Patients enter therapy not to cure their neuroses, but to perfect them.” If the patient is left to control the session they will unconsciously do whatever is necessary to prevent real therapeutic change. It is the clinician’s role to negotiate congruent goals and mobilize the patient’s resources to deliver them. “Don't give what is asked for, give what is called for, and at the appropriate time.” It is always up to the patient to choose their own solutions. This helps them to respect their own values and learn self-discipline. The therapist must stand by and be available when called for. Help is only offered to the extent that the patient wants it, and the therapist does not interfere when the patient is doing good work. Specific features of Erickson’s methods: Elicitation Utilization Rapport/ Deep trance identification Confusion Indirect communication: stories, metaphor, therapeutic tasks Strategic and outcome-focused approach
TABLE OF CONTENTS Chapter INTRODUCTION....………………..……………………………………1 Background…………...…………………………………………2 General Circuit Manufacturing Techniques …………………7 Design for Manufacturing Architectures..……………………8 Motivation……………...…………….…………………………10 Approach Overview ………………………….……………….12 SOFTWARE ENGINEERING.……………………………………….13 Software Engineering Basic Stages………………….……..14 Capability Maturity Model Integration………………………..16 Software Engineering Advanced Stages…………………...20 STATISTICAL ANALYSIS……………………………………………23 Goodness of Fit...……………………………………….……..25 The Null Hypothesis…...….…………………………………..27 Anderson Darling……………………………………….……..28 SYSTEM DESIGN & ARCHITECTURE......………………………..30 Database………………………………………………………..31 Automatic Data Extraction…………………………………….32 Automatic Statistical Modeling ...…………………………….33 Testing and Evaluation of Prototype......…….……………...36 Analysis of Results………………........…….………………...38
CHAPTER 1 INTRODUCTION Integrated circuits are designed and simulated by designers and then sent off to a wafer fabrication to be built on wafers. Unfortunately wafer fabrication manufacturing and design defects are only discovered during the electrical test of the integrated circuit. This testing of the circuit electrically can be performed at the wafer level, package level or both. Electrical testing produces a data-log that contains specific device characteristic data known as parametric data. Testing of the integrated circuit has become increasing expensive in an ultra competitive market and circuit manufactures are exploring new methods of discovering failures. Traditionally circuit manufactures would use a method that would set an upper and lower limit on a parametric measurement to detect circuit failures. This methodology has become only a portion of the criteria that is now required to discover potential defects of small geometry integrated circuits. Integrated circuit manufacturers are now employing additional methods of failure detection including wafer test structures and specialized BIST (built in self test) circuitry. After extensive characterization of the circuit on many devices, a high percentage failure mode trending on these devices can be used to detect lower parametric marginality. Design for manufacturing simulations is limited in that they only employ detecting a limited parametric measurement to the original design simulation.
Knowledge of one or more substantive areas of Marketing including Marketing research literature. Demonstrated success in delivering learning outcomes. Emerging record of published research at minimum ABS 3* level. Planning and organising Ability to plan and develop a range of high quality research and teaching activities, ensuring plans complement broader research and education strategy. Potential to develop innovative research proposals and attract research funding. Proven ability to plan, manage, organise and assess own teaching contributions. Ability to prioritise and to plan for the effective delivery of research goals. Proven ability in the design of course units, curriculum development and new teaching approaches in the Academic Unit. Application, references, interview Problem solving and initiative Able to identify broad trends to assess deep-rooted and complex issues. Able to apply originality in modifying existing approaches to solve problems. Ability to take the initiative in developing research Able to develop understanding of complex problems and apply knowledge to address them Application, references, interview Management and teamwork Proven ability to manage and deliver own course units and team-taught course units. Proven ability to coach and support students/tutorial groups. Able to undertake coordinating role in Academic Unit/University. Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development. Able to manage, motivate and coordinate research team, delegating effectively. Able to formulate staff development plans, if appropriate. Able to monitor and manage resources and budgets. Application, references, interview Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience. Track record of presenting research results at group meetings and conferences. Track record of delivering lectures and seminars in courses relating to different aspects of Marketing. Able to engage counselling skills and pastoral care, where appropriate. Able to persuade and influence at all levels in order to foster and maintain relationships, resolving tensions/ difficulties as they arise. Able to provide expert guidance to colleagues in own team, other work areas and institutions to develop understanding and resolve complex problems Able to present research results at group meetings and conferences Able to write up research results for publication in leading (minimum ABS 3*) peer-viewed journals Application, references, interview & presentation
once again . Web. 22 Dec. 2012. "Trinbago Media Sources." Trinbago Media Sources. N.p., n.d. Web. 22 Dec. 2012. <http://www.tntisland.com/media.html>. "Trinidad and Tobago Economy Profile 2012." Index Mundi. N.p., n.d. Web. 22 Dec. 2012. <http://www.indexmundi.com/trinidad_and_tobago/economy_profile.html>. "Westminster system." Westminster system. N.p., n.d. Web. 22 Dec. 2012. <http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Westminster_system.html>.
Erie County Total: 9,315 Heart Disease 2349 183 per 100,000 Cancer 2247 188 per 100,000 Chronic lower Respiratory Diseases (CLRD) 39 per 100,000 ------------------------------------------------ Stroke 486 37 per 100,000 Diabetes 278 23 per 100,000 Erie County Females: 4,913 Heart Disease 1,166 142 per 100,000 Cancer 1,120 162 per 100,000 Stroke 312 39 per 100,000 Chronic Lower Respiratory Diseases (CLRD) 270 37 per 100,000 Diabetes 124 17 per 100,000 Erie County Males: 4,402 Heart Disease 1,183 241 per 100,000 Cancer 1,127 226 per 100,000 Chronic Lower Respiratory Diseases (CLRD) 216 44 per 100,000 Stroke 174 36 per 100,000 Unintentional Injury 159 34 per 100.000 The leading causes of death in Erie County for the year 2012 Leading Causes of Death in Erie County - 2012 The Leading Causes of Death in Erie County for the year 2012 When analyzing separate data that tracks the leading causes of premature death, not deaths overall, the picture changes slightly. Cancer is consistently the number one cause at the state and county level, among both males and females. This data suggests that early identification, through the participation in clinically
v. : OF : __________________________________, : NO. _______ - 20___ Defendant : ACCEPTANCE OF SERVICE I, ___________________________________, Defendant in the above action, hereby accept service of the Notice of Intention to Request Entry of §3301(c)(2) Divorce Decree and the Counter-Affidavit in the above-captioned action. I received a true and attested copy of the aforementioned documents on ___________________________. DATE: ____________________ ___________________________________ Defendant __________________________________, : IN THE COURT OF COMMON PLEAS Plaintiff :
Offstreet loading areas shall be designed to accommodate easy ingress and egress of all delivery vehicles and shall be designed to prevent interference with the flow and safety of traffic and pedestrians. No offstreet loading area shall be located within any building setback area and/or buffer area. The following offstreet loading area/space requirements for specific uses shall be provided as listed below: Off-Street Loading Requirements Type of Use Number of Spaces Per Gross Floor Area Hospital or other Institution None 1 +1 First 10,000 square feet 10,000 to 100,000 square feet Each additional 100,000 square feet (or fraction) Hotel, motel, and similar lodging facilities None 1 +1 First 10,000 square feet 10,000 to 100,000 square feet Each additional 100,000 square feet (or fraction) Industry or Manufacturing None 1 +1 First 2,000 square feet 2,000 to 25,000 square feet Each additional 40,000 square feet (or fraction) Multi-Family Dwellings None N/A Office Building, including banks None 1 +1 First 10,000 square feet 10,000 to 100,000 square feet Each additional 100,000 square feet (or fraction) Retail sales and services, per store, and restaurants None 1 2 +1 First 2,000 square feet 2,000 to 10,000 square feet 10,000 to 40,000 square feet Each additional 100,000 square feet (or fraction) Theater, auditorium, bowling alley, or other recreational establishment None 1 +1 First 10,000 square feet 10,000 to 100,000 square feet Each additional 100,000 square feet (or fraction) Funeral homes None 1 +1 First 3,000 square feet 3,000 to 5,000 square feet Each additional 10,000 square feet (or fraction) Wholesale or warehousing (except mini-warehousing) None 1 +1 First 1,500 square feet 1,500 to 10,000 square feet Each additional 40,000 square feet (or fraction)