zilongwang/ReadingBank huggingface dataset:
Supporting Question 1 Supporting Question 1. What did the Erie Canal provide to people in the Buffalo community? Formative Performance Task -Create an advertisement/job posting for career opportunities on the Erie Canal. -Create an advertisement for a business along the canal route (Saloon, restaurant, blacksmith, laundry...) Featured Sources Source A: Picture of Whipple Bridge from The New York State Archives. Students will extrapolate that engineers were needed for the canal. Source B: Picture of grain elevators from Library of Congress Source C: Picture of Erie Canal Source D: Picture of men working on the canal Conceptual Understanding Define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence. Identify, select, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources). 1. Explain how scarcity necessitates decision making; compare the costs and benefits of economic decisions Content Specifications Students will be able explain how the Erie Canal created jobs and businesses within the Buffalo area. Social Studies Practices Gathering, Interpreting and Using Evidence E. Economics and Economic Systems Supporting Question As students begin to think about and investigate this supporting question and the featured sources, they will explore local history and understand the importance of the Erie Canal. The images from Buffalo will offer insight into the importance of the Canal to local history. Formative Performance Task The formative performance task is to create an advertisement for jobs or businesses. Students will be able to use a Microsoft program such as Publisher to create the advertisement. They will present the ads to the class and students will be able to see how many jobs and businesses were created as a result of the Erie Canal.
Frequent hand washing Ionising radiation EQUIPMENT/TOOLS/MACHINES USED ## Food handling ## Driving university vehicles(eg: car/van/LGV/PCV) ## Use of latex gloves (prohibited unless specific clinical necessity) ## Vibrating tools (eg: strimmers, hammer drill, lawnmowers) 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
Establish a national reputation for original pedagogic research and the enhancement of learning and teaching practice by disseminating findings and outcomes through leading peer-reviewed journals, presenting results at conferences, or exhibiting work at appropriate events. 10 % Collaborate on and develop original pedagogic and practitioner activities, including research with colleagues in other institutions in the UK. 5 % Contribute to the efficient management and administration of the Academic Unit by performing personal administrative duties as allocated by the Head and by taking on appropriate Academic Unit coordinating roles, e.g. running the process of admissions, examinations, teaching quality assessments etc. 20 % Any other duties as allocated by the line manager following consultation with the post holder. 5 % Internal and external relationships Member of the Academic Unit Board, Examination Board and of such Academic Unit committees relevant to your 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 To be an active NMC registrant on Part 3 SCPHN of the register. To be able to support the Faculty in student engagement activities such as recruitment and retention and open days. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Professional qualifications and experience in SCPHN Health Visiting and experience equivalent to PhD. Detailed understanding and knowledge of Health Visiting Experience of public health related subject areas Teaching qualification (PCAP or equivalent) Track record of development and delivery of teaching at undergraduate and postgraduate level Demonstrated success in delivering learning outcomes PhD in subject related to health care Growing and consistent national reputation in midwifery or related health care area Knowledge of a broad range of topics related to Health Visiting practice Experience of Health Visiting practice and education Membership of Higher Education Academy Involvement in national events Evidence through certificates and portfolio of evidence. Active NMC registration checked through NMC register search CV
Title Sponsor Funding Period Amount Role Neurobiological dysfunction due to dietary iron/manganese imbalance - Received UNCG New Faculty 04/2004- 07/2005 $5,000 P.I. Neurobiological dysfunction due to dietary iron/manganese imbalance - Received UNCG Summer Excell. 06/2004- 08/2004 $4,000 P.I. Neurotoxicology of dietary iron/manganese imbalance- Received NIEHS 01/2005- 12/2007 $209,500 P.I. Multi-detection Microplate Reader to Enhance Research Competitiveness in Nutrition- Received USDA 07/2005- 07/2006 $18,743 Co- PD Mechanisms of Manganese Neurotoxicity (Michael Aschner, P.I., Vanderbilt University) - Received NIEHS DHHS 12/06 11/11 N/A Consult. Mechanisms of Manganese Neurotoxicity: Link between oxidative stress and glutathione depletion- Received NIEHS $209,500 P.I. Mechanisms of Manganese Neurotoxicity-Renewal (Michael Aschner, P.I., Vanderbilt University) - Received NIEHS DHHS 12/12 11/17 N/A Consult. Nrf2-dependent endogenous antioxidant defense and neuroprotection in a mouse model of Parkinson's Disease (Z. Jia, P.I. Biology Dept.-UNCG) Not Funded NIEHS DHHS RO3 9/12-8/14 $139,000 Collab. 5% effort Manganese Neurotoxicity Alters Cellular Regulation of the GABA Transporter- Received UNCG Regular Faculty Grant 1/12-6/13 $5,000 P.I. HHS Office of Research Faculty Summer Scholarship Award- Received UNCG HHS 5/12 $8,000 R15 R15
Any other duties as allocated by the line manager following consultation with the post holder Internal and external relationships Responsibility to research award holder Liaise with the CELS leads and other members of the CELS research team to organise and carry research. Responsible for liaising with relevant external organisations Special Requirements Travel to undertake fieldwork with research participants which may occasionally involve an overnight stay and out of hours work. Travel to regular research meetings between researchers in Southampton and BSMS working on the EPPiGEN project Attendance at national and international conferences for the purpose of disseminating research results. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience PhD or equivalent professional qualifications and experience Track record of published research Significant qualitative research experience and an understanding of ethical implications of genomic technology Experience of conducting social and/or ethical research in a healthcare setting Interest or experience in ethics and genetic/genomic medicine Application and interview Planning and organising Proven ability to organise high quality research to deadline ensuring plans complement broader research strategy Proven ability to develop innovative research proposals and attract research funding Able to build and manage a research team Application and interview Problem solving and initiative Able to manage and critically engage with a range of complex data complex issues Able to plan and organise own workload Application and interview Management and teamwork Able to manage, motivate and coordinate a research team, delegating effectively. Able to formulate staff development plans, if appropriate Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Application and interview Communicating and influencing Communicate new and complex information effectively, both verbally and Application and interview
M District has right to audit the operations of the CDMS at a minimum upon implementation and annually thereafter. Comment: M District has ability to self-support the CDMS software including the ability to make changes if the CDMS owner is unable to provide continuing software and support services. Comment M Tracking of all data changes including who entered or changed data and date change was made. Comment: M Ability to tell when reviewer has opened / read an item (submittal, RFI, COR, etc.) Comment: DOCUMENT TRACKING & CONTROL Submittals M Standard submittal form provided to enter information. Contractor to enter submittal summary information (Title, description, and specification section shall be required fields) and then upload submittal data in electronic format (Word or pdf). Comment: M Ability to create multi-item submittal packages with separate per-item review status, transmittals, and re-submittals. Comment: M Software tracks date received, date returned, and status. Status designations can be modified to fit District standard designations (e.g. for Submittals, A/AAN/R&R/ACK/RWR). Comment: M Provide Submittal Transmittal form for CM to enter review comments & action taken. Comment:
10-1 plate from the first (repeated) round of purification of Bull’s Eye. The two different plaque sizes are visible on this plate. Figure 2 – Spot Test The initial spot test to confirm putative plaques as actual plaques and not anomalies on the enrichment plates. Fuzzy bled into the positive control so it was disregarded. Tex and Bull’s Eye were used for successive purifications. Figure 4-A – Second Purification A 10-2 plate from the second round of purification of Bull’s Eye. This plate was made from a plaque that was 5 mm in diameter. The plaque sizes varied between 4 mm and 1 mm in diameter. Figure 4-B – Second Purification B 10-2 plate from the second round of purification of Bull’s Eye. This plate was made from a plaque that was 2 mm in diameter. The plaque sizes varied between the 4 mm and 1 mm in diameter. Figure 5 – Empirical Assay 1 X ½ empirical assay plate from the first trial. Note the varied plaque morphologies. Figure 6 – Electrophoresis 1 The first gel electrophoresis. Lanes from left to right: Ladder, Uncut, Bam HI, Cla I, Eco RI, Hae III, and HindI III. Note there are no bands on Hae III. Figure 7 – Electrophoresis Gel 2 Gel electrophoresis trial number 2. Lanes from left to right: Ladder, Uncut, Bam HI, Cla I, Eco RI, Hae III, and HindI III, Pst I. Cuts on Hae III and Pst I. Figure 8-A – EM picture A Clearly defined phage in middle of picture showing both negative and positive staining. Note the round “heads” in bottom left corner have no tails attached. Figure 8-B – EM picture B Three well defined phage in the middle of the image. Note the heads scattered around the edges of the frame. Figure 9 – Glimmer predictions in GBrowse There are approximately 80 Glimmer predicted genes in Timshel’s genome.
Laslo, David. (2008). Public Policy Research Center University of Missouri-St. Louis. Clean Jobs, New Prosperity. Economic Impact Study of Proposition C – The Missouri Clean Energy Initiative U.S. Energy Information Administration. “Missouri Electricity Profile.” Retrieved April 2, 2011 from U.S. Energy Information Administration. “Missouri Renewable Electricity Profile.” Retrieved April 2, 2011 from
Learning Plan Possible Learning Activities: Which learning activities will best meet the leadership area of focus? (e.g. observing classrooms, co-planning, PD, examining student work, etc.) Purpose What is the purpose of this learning activity? How does it relate to the principal, teacher, or student area of focus? Outcomes: What are the outcomes of this learning activity? Evidence Gathering: How will the evidence of the principal’s practice be gathered during this learning activity? Resources: What materials are needed for this learning activity? Who is needed for this learning activity? Learning Session 1 Who: Date: Time: Learning Session 2 Who: Date: Time: Learning Session 3 Who: Date: Time:
Parents Elder person A person who has more experience than you Stranger Elder sister, brother Me Friend Shop assistant Younger person than you Younger sister, brother Child 3. Age a. 18~25 b. 26~35 c. 36~45 d. 46~55 e. 56~ 4. What is your education level? Junior high school b. Senior high school University d. Post graduate 5. Are you good at using honorific expressions? Yes No 6. Do your parents often use honorific expressions to you? Yes No 7. Do you like honorific expressions? Yes No
Qualifications, knowledge and experience PhD or equivalent professional qualifications and experience in Graphics or relevant media subject Knowledge of graphic communication Teaching qualification (PCAP or equivalent) Well-established national reputation in graphic communications Extensive track record of teaching at undergraduate and postgraduate level. Extensive track record of developing and disseminating successful learning approaches Extensive track record of published research PhD in Graphic or digital media subject area. Membership of Higher Education Academy Experience of graphic communication Involvement in national and international events Application Application Application Application Application & Interview Application & Interview Application & Interview Planning and organising Proven ability to plan and shape the direction of an area of research and teaching activity, ensuring plans complement broader research and education strategy Proven ability to develop innovative research proposals and attract research funding Proven ability to plan, manage, organise and assess own teaching contributions. Proven ability in the design of course units, curriculum development and new teaching approaches in the Academic Unit, taking primary responsibility for their quality Able to contribute to the development of research and teaching policy within the Academic Unit Able to build research/teaching teams Application & Interview Application & Interview Application & Interview Application & Interview Application & Interview Problem solving and initiative Able to develop significant new concepts and original ideas within own field in response to intractable issues of importance to the research area Application & Interview Management and teamwork Able to mentor, manage, motivate and coordinate teaching/research Application & Interview
Any other duties as allocated by the line manager following consultation with the post holder. 5 % Internal and external relationships Member of the Academic Unit Board and of such Academic Unit committees relevant to their administrative duties. Chair of Mathematical Sciences Programme Board, Examination Board and associated committees. Member of the Academic Unit Management Group. The post holder will take a leading role in the setting of strategic objectives for the Mathematical Sciences education portfolio, and will be a member of those committees at Faculty and University level, that this entails Teaching and administrative duties will be allocated by the Head of Academic Unit. Special Requirements The post holder will be expected to hold or apply for Fellowship of the Higher Education Academy. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience PhD or equivalent professional qualifications and experience in some area of the mathematical sciences Teaching qualification or equivalent experience Well-established national and international reputation for research in mathematical sciences Extensive track record of teaching at undergraduate and postgraduate level. Extensive track record of developing and disseminating successful learning approaches Track record of published research Membership of Higher Education Academy Application, CV, references and interview Planning and organising Proven ability in the design of course units, curriculum development and new teaching approaches in the Academic Unit, taking primary responsibility for their quality Ability to lead the development of research led teaching policy within the Academic Unit Application, CV, references and interview Problem solving and initiative Ability to manage time and to take a lead in development of research led teaching Application, CV, references and interview Management Ability to mentor, manage, motivate and coordinate staff teams, Application, CV,
formulate staff development plans, where appropriate, to ensure team aims are met. Proven ability to coach, advise and support others (staff and students) on learning and teaching issues. Ability to foster and develop good relationships between own Academic Unit and the rest of the university. Able to work proactively with senior colleagues to develop Unit and institution cooperation and effectiveness Ability to contribute to the running of the Academic Unit by managing significant Academic Unit processes Able to monitor and manage Ability and budgets Ability to work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development More leadership experience to take on Director role? Communicating and influencing Ability to communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Ability to persuade and influence at all levels in order to foster and maintain relationships, resolving tensions/difficulties as they arise Ability to provide expert guidance to colleagues in own team, other work areas and institutions to develop understanding and resolve complex problems Ability to negotiate for the Academic Unit on key issues Track record of presenting research results at group meetings and conferences Application, CV, references and interview Other skills and behaviours Compliance with relevant Health & Safety issues Positive attitude to colleagues and students Application, CV, references and interview JOB HAZARD ANALYSIS Is this an office-based post? x 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.
Able to apply originality in modifying existing approaches to solve problems. Management and teamwork Strong leadership abilities, including the ability to motivate, influence and persuade others - internally and externally Ability to work cooperatively, influentially and effectively with the other Schools in the Faculty, across the University and with other Universities and partners to deliver the University and Faculty priorities Ability to manage individuals from diverse professional backgrounds Proven ability to coach and support students/tutorial groups. Ability to shape a positive culture of management, leadership and engagement at all levels of the School through exceptional leadership and by personal example References and Interview Communicating and influencing Excellent communication and interpersonal skills, able to persuade and negotiate to help in developing and maintaining strong relationships with staff and key partners Ability to positively influence colleagues, staff and peers and inculcate a team ethos geared toward delivery of the University and Faculty priorities 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. Interview and Presentation Interview Interview Interview and Presentation Interview Interview Other skills and behaviours Commitment to maintain compliance with relevant Health & Safety policies and to sustain a working Interview
RE: Member Name: Member Number: Group Number: REQUEST: Authorization for treatment with ERLEADA™ (apalutamide) DIAGNOSIS: DOSE AND FREQUENCY: REQUEST TYPE: Standard EXPEDITED Dear : I am writing to support my request for an authorization for the above-mentioned patient to receive treatment with ERLEADA™, [insert indication]. My request is supported by the following: Summary of Patient’s Diagnosis Summary of Patient History Rationale for Treatment Considering the patient’s history, condition, and the full Prescribing Information supporting uses of ERLEADA™, I believe treatment with ERLEADA™ at this time is warranted, appropriate, and medically necessary, and should be a covered and reimbursed service. Please see the accompanying [peer reviewed journal, supporting clinical guidelines, FDA approval letter and] full Prescribing Information for ERLEADA™ that provide additional clinical information to support my recommendation for ERLEADA™ for this patient. Given the urgent nature of this request, please provide a timely authorization. Contact my office at if I can provide you with any additional information. Sincerely, If this request is denied, I am requesting an expedited Exception review by a professional in my specialty. Enclosures [Include full Prescribing Information and the additional support noted above]
Marine oil dependency ratio weight of oil in feed (kg/tonnes) fish oil weight gain (kg/tonnes) “Reflect resources used by aquaculture because feed manufacturers use proteins and lipids, not whole fish” “Allow for comparison of MNDRs [marine nutrient dependency ratios] between farmed species, despite differences in the body composition of these species” Crampton et al. (2010)[21] Nutrient retention Amount of nutrient or energy incorporated in animal (whole body or edible part) Amount of nutrient or energy used in feed “[Nutrient-to-nutrient ratios] are a measure of the proportion of the dietary nutrients and energy that is retained in the animal product.” Ytrestøyl et al. (2014)[20] Protein conversion efficiency FCR * crude protein content in feed (%) culture species crude protein content (%) "Protein efficiency is an estimate of the ratio of feed protein applied to protein contained in the net harvest biomass of the culture species" Boyd (2005)[17] Protein conversion ratio [FCR * feed crude protein content (%)]/100 - "The protein conversion ratio (PCR) is the ratio of feed protein to net harvest biomass" Boyd (2005)[17] Protein efficiency ratio body weight or biomass produced (kg/tonnes) protein fed (kg/tonnes) Describes protein utilization as a measure of weight increase per amount of protein fed Ytrestøyl et al. (2014)[20] Protein production value fish crude protein weight gain * 100 crude protein weight in feed - Pucher et al. (2014) [22] Waste production ratio [[DMR - 1] * percent dry matter in culture species]/100 - "The waste production ratio (WPR) is the ratio of waste to live weight production of the culture species" Boyd et al. (2007)[16]
ENROLLMENT MANAGEMENT Admissions Diversity Enrollment trends Financial aid - operational Graduation rates Retention Student and family demographics Student debt Study abroad Transportation risks See also compliance and privacy risks FACILITIES & OTHER OPERATIONS Accessibility Auto/Fleet Business continuity Capital planning and projects Contract Services Emergency planning, response, operations, and recovery Energy consumption/efficiency Facilities maintenance/operation Outsourcing/privatization Police operations Property disposal Regulatory Compliance Safety – operational, personnel, and environmental Transportation and parking Waste disposal, recycling, and reuse See also compliance and privacy risks FEDERAL, STATE & COMMUNITY RELATIONS City relations Neighborhood relations Regulatory concerns State relations See also compliance and privacy risks FINANCE Auditor independence Budget challenges, allocations, carryovers Cash management Contracting & purchasing Cost management Depletion of endowment principal Endowment - loss of income/investment Financial aid Financial exigency plan Financial reporting Fundraising High-risk investments Insurance Finance, continued Internal controls Investment oversight Investment performance Liquidity Long-term debt Reserve fund Revenue risks - tuition dependency See also compliance and privacy risks HUMAN RESOURCES Background checks - operational Benefits Code of conduct Collective bargaining Computer security, back-ups Diversity Employee handbook Employee retention Employee succession planning Employment Employment - affirmative action Grievance procedure Labor relations Non-discrimination Performance evaluation Termination procedures Unionization Workplace safety – operational See also compliance and privacy risks INFORMATION TECHNOLOGY Back-up procedures Communications systems Cyber liability Data integrity and protection End-user training Incident response – continuity and security Network integrity Security Staffing & support System capacity System maintenance and upgrades See also compliance and privacy risks RESEARCH Animal research – operational Biosafety Clinical research - operational Competition for grants
HARMONISED EUROPEAN STANDARD Draft ETSI EN 303 364-2 () Harmonised Standard covering the Essential Requirements of Article 3.2 of the Directive 2014/53/EU Part 2 Primary Surveillance Radar (PSR); S Band Primary ATC Surveillance Radar Sensor in the Frequency Band 2700 MHz to 3100 MHz HARMONISED EUROPEAN STANDARD HARMONISED EUROPEAN STANDARD
degradation in the presence of interference signals as defined in Scenarios 1,2 and 3 Table 2: Definitions 3.2 Symbols For the purposes of the present document, the following symbols apply: B-40 -40 dB bandwidth Units BC Chirp bandwidth BN Necessary bandwidth Bres 3 dB resolution bandwidth of transceiver dB/dec dB per decade dBpp dB with respect to peak power Dno spur Detectability Factor (function of PD & Pfa) k Boltzmann's constant I/N Interference to Noise ratio MDS Minimum Detectable Signal NFsys Noise Figure of the system PD Probability of detection PEP Peak Envelope Power Pfa Probability of false alarm Pt Pulse power of transmission S/N Signal to Noise ratio t Time tp Pulse duration tr Pulse rise time T0 Temperature in Kelvin TC Chirp length in sec Wavelength Table 3: Symbols 3.3 Abbreviations For the purposes of the present document, the following abbreviations apply:
SUPPLY LIST EL RITO ELEMENTARY Pre K- Shoemaker 2 Composition Notebooks Pencils 1 Pencil Box 2 Box of Kleenex Erasers 1 Package of Glue Sticks 1 Package of Markers 1 Box Crayons Scissors Change of Clothes Pillow/Blanket Stuffed Animal Kinder- Stone 12 #2 pencils 2 pink erasers 1 box of 8 Crayola Crayons 2 boxes facial tissue 1 pkg of 8 markers 4 large dry erase markers (at least one black, green or blue) 2 spiral notebooks 1 three-ring binder 3 pocket folders 4 glue sticks, or two bottles liquid Elmer’s School glue 1 bottle liquid hand soap 1 roll paper towel 1 towel or small blanket and a small pillow for nap time (must fit into 10”x10” cubby and will go home 1x per week for washing) 1 backpack (no wheels, please, as they must fit into a 10”x10” cubby) 1 pkg 3”x 5” notecards *1 old shirt or apron (for art activities) 1st Grade- Maestas Shared Items 1 Box 12 count colored pencils 1 pack 3 large erasers 2 Boxes 24 count box crayons 1 Box 12 count yellow wooden pencils 1 Box dry erase crayons 1 Package 4 count glue sticks 1 Package 4 count facial tissue Personal Items 4 Wide-ruled COMPOSITION notebooks 1 1-inch binder 1 Backpack Please label all items with student's name. 2nd Grade- Prado 1 Backpack 1 Box of Crayola Markers (10 count) 1 Box of Crayola Crayons (24 count) 2 Highlighters 36 Pencils (wood, number 2) 1 Supply box 2 Spiral Notebooks (one subject, wide ruled and non perforated pages) 2 Composition notebooks 4 PLASTIC pocket folders with brad fasteners 1 Packet of wide-ruled filler pages 1 package of 5 index tab dividers (to insert into 1 folder) 2 Glue sticks (large, Elmer) 2 erasers (pink or Magic erasers) or 1 pkg. of pencil toppers 1 pkg of 4-6 Dry Erase Markers (low odor or scented please) 2 large rolls of paper towels 2 large boxes of Kleenex 1 bottle of Hand Sanitiz
Draft ETSI TR 103137 V1.1.1_0.0.7 (2013-08) Electromagnetic compatibility and Radio spectrum Matters (ERM); System Reference document (SRdoc); Surveillance Radar equipment for helicopter application operating in the 76 GHz to 77 GHz frequency range with consideration of other frequency ranges Technical Report
Annex C: Installation details for road surveillance Roadside surveillance radars are typically mounted on existing highway infrastructure, either gantries or on CCTV posts. In some cases, dedicated radar posts are installed if no suitable mounting locations exist on current infrastructure. Figure Example radar sensor locations, Courtesy of Navtech Radar Ltd The typical mounting height for fixed infrastructure radar is approx. 5 meters above the road surface. Radar are always mounted on threaded studs, and adjusted during the installation procedure so as to scan parallel to the road surface .Figure and . Figure Levelling adjustment on threaded mounting bolts Figure Radar mounting posts, courtesy of Navtech radar Ltd Figure Diagram showing radar scanning road The scanner is rotating at 2Hz, thus illuminating any point on the road twice per second. Annex D: SEAMCAT Study – Fixed and Vehicular Radars A statistical modelling of the interference between a typical infrastructure radar and vehicular radar, hereafter referred as SRR, has been performed with a Monte-Carlo simulation method using Seamcat. The software evaluates the probability of interference due to the signal (I) generated by an Interferer and compares this to the noise level (N) of the victim receiver. The criterion used is I/N to be lower than 0 dB, i.e. that the interference is seen as normal noise. To prepare the simulation it is required to provide the characteristics of the potential interferer (the infrastructure radar) and the victim receiver (the vehicular radar). For each of those, the main information required are the antenna pattern, the emitted power and the position and pointing. The antenna characteristics of the infrastructure radar have been investigated and are discussed in D.1 Radar Antenna Specs, whilst the SRR characteristics were obtained from the Mosarim No. 248231 D1.7 report. Further characteristics are included from ETSI EN301091[i.8] Two different scenario were simulated: in one case the interferer is infrastructure radar mounted at 5 metres and victim SRR receivers are distributed up to 500 metres in range and 10 metres in azimuth. The scenario is shown in Figure 24. Figure Scenario outline of the simulation The interfering signal from the fixed radar is simulated (Figure 25) and compared to the noise floor of the victim receiver. The unwanted signal mean value is -110 dBm, below the victim noise level (KTBN) which is typically -95
Observatory Name Administration Latitude (N) Longitude (E) Altitude (Above Mean Sea Level) (in metres) Geographical Characteristics Date of entry into force of this exclusion zones Date at which the exclusion zone was no longer required Exclusion Zone Implementation Plateau de Bure, 12 x 15 m Array, IRAM, France 44o38’02” 05o54’28.5” 2250 Isolated high mountaintop in line-of-sight to various public facilities 4 March 2016 --
Maido (la Réunion) Horns 0.25 x 0.36 m, 0.70 x 0.48 m France -21°04’46” 55°23’01” 2200 Mountain top 4 March 2016 -- (*)The rotorcraft radar has to be turned off during take-off and landing from the station of Maido The protection zones were derived from the respective maximum height above ground level Effelsberg, 100 m Germany 50o31’32” 06o53’00” 369 Broad flat plain exposed to nearby roads 4 March 2016 --
Sardinia Radio Telescope 64 m Italy 39o29’34” 09o14’42” 600 On a valley partially surrounded by hills, no natural shields in North and West directions. Exposed to nearby roads. 4 March 2016 -- Noto 32 m Italy 14°59′20″ 90 Relatively isolated. More exposed in South and West directions. 4 March 2016 --
Metsahovi 14 m Finland 60o13'04" 24o23'37" 61 4 March 2016 -- An exclusion zone is not defined because there is no research activity at the moment in the 76 - 77 GHz frequency range. Zelenchukskaya, 32 m IAA RAS Russian Federation 43°47′16.2′′ 41°33′52.6′′ 1175 Broad flat plain exposed to roads 4 March 2016 -- Badary, 32 m IAA RAS Russian Federation 51°46′11.6′′ 102°14′04.95′′ 813 Relative isolated place 4 March 2016 -- Svetloe, 32 m IAA RAS Russian Federation 60°31′56′′ 29°46′54′′ 86 Broad flat plain exposed to roads 4 March 2016 -- Zelenchukskaya, 600 m SAO RAS Russian Federation 43°49′34.2′′ 41°35′12.06′′ 970 Broad flat plain exposed to roads 4 March 2016 --
Draft ETSI EN 303 396 V1.1.1_0.0. (2015-12) Electromagnetic compatibility and Radio Spectrum Matters (ERM); Short Range Devices; Transport and Traffic Telematics (TTT); Measurement Techniques EUROPeAN STANDARD
ETSI TR 102 070 (V1.2.1) (all parts): "Electromagnetic compatibility and Radio spectrum Matters (ERM); Guide to the application of harmonized standards to multi-radio and combined radio and non-radio equipment". ITU-R Radio Regulations (Edition of 2012) ITU-R Recommendation M.1177-4 (2011): “Techniques for measurement of unwanted emissions of radar systems” ITU-R Recommendation M.1452-2 (2012): “Millimetre wave vehicular collision avoidance radars and radiocommunication systems for intelligent transport system applications”. ITU-R Recommendation M.2057-0 (2014): “Systems characteristics of automotive radars operating in the frequency band 76-81 GHz for intelligent transport systems applications” ITU-R Report SM.2153-5 (2015): “Technical and operating parameters and spectrum requirements for short-range devices” Annex F (informative): Change History Date Version Information about changes 10th November 2015 1.1.1_0.0.3 Outcome of TGSRR-drafting webmeeting1 27th November 2015 1.1.1_0.0.5 Outcome of TGSRR-drafting webmeeting2 30th November 2015 1.1.1_0.0.6 Editorial cleaning 17th December 2015 1.1.1_0.0.8 Outcome of TGSRR-AdHoc meeting 21st December 2015 1.1.1_0.0.9 Outcome of online drafting session 20th January 2016 1.1.1_0.0.11 Drafting version TGSRR#23 First day 21th January 2016 1.1.1_0.0.12 Drafting version TGSRR#23 Second day
7.4 Maximum allowable measurement uncertainty In all cases the maximum allowable measurement uncertainty is given in Table 1. [NOTE: Annex A comes from UWB measurement new HS. To be modified. Parts from existing SRR standards to be added.] Annex A (informative):
b) Maximum power spectral desinsity -> choose center frequency c) Overview sweep d) Zoom sweep -> please note Tdis, here ~ 4ms e) & f) Start & end marker for Ton / Ton+Toff Annex C (informative): Bibliography Annex <F> (informative): Change History Date Version Information about changes October 2011 1.1.1 First publication of the TS after approval by TC SPAN at SPAN#19 (30 September - 2 October 2011; Prague) February 2012 1.2.1 Implemented Change Requests: SPAN(12)20_019 Error message information clarifications SPAN(12)20_033 Revised error message information SPAN(12)20_046 update of figure 3 clause 9.2 These CRs were approved by TC SPAN#20 (3 - 5 February 2012; Sophia) Version 1.2.1 prepared by the Rapporteur July 2013 1.3.1 Implemented Changes: Correction needed because the previously approved version did not contain the last version of the ASN.1 and XML attachments. Version 1.3.1 prepared by the Rapporteur
Draft ETSI EN 303 396 V1.1.1_0.0.5 (2015-10) Electromagnetic compatibility and Radio Spectrum Matters (ERM); Short Range Devices; Road Transport and Traffic Telematics (RTTT); Measurement Techniques EUROPeAN STANDARD
Draft ETSI EN 303 396 V1.1.1_0.0.5 (2015-10) Electromagnetic compatibility and Radio Spectrum Matters (ERM); Short Range Devices; Road Transport and Traffic Telematics (RTTT); Measurement Techniques EUROPeAN STANDARD
Copyrights on page 2 This paragraph should be used for deliverables processed before WG/TB approval and used in meetings. Reproduction is only permitted for the purpose of standardization work undertaken within ETSI. The copyright and the foregoing restriction extend to reproduction in all media. If an additional copyright is necessary, it shall appear on page 2 after the ETSI copyright notification. The additional EBU copyright applies for EBU and DVB documents. © European Broadcasting Union yyyy. The additional CENELEC copyright applies for ETSI/CENELEC documents. © Comité Européen de Normalisation Electrotechnique yyyy. The additional CEN copyright applies for CEN documents. © Comité Européen de Normalisation yyyy. The additional WIMAX copyright applies for WIMAX documents. © WIMAX Forum yyyy. Contents (style TT) If you need to update the Table of Content you would need to first unlock it. To unlock the Table of Contents: select the Table of Contents, click simultaneously: Ctrl + Shift + F11. To update the Table of Contents: F9. To lock it: select the Table of Contents and then click simultaneously: Ctrl + F11. Logos on the front page 3 Copyrights on page 2 3 If an additional copyright is necessary, it shall appear on page 2 after the ETSI copyright notification. 3 Intellectual Property Rights 7 7 Modal verbs terminology 7 Executive summary (style H1) 8 Introduction 8 1 Scope 8 2 References 8 2.1 Normative references 8 2.2 Informative references 9 3 Definitions, symbols and abbreviations ( 11 3.1 Definitions 11 3.2 Symbols 12 3.3 Abbreviations 13 4 General Considerations for performing the tests 14 4.1 Overview 14
Further test details: Check for given interferer parameters whether declared RF 1dB compression point is reached. Check for given interferer parameters whether declared LF clipping point is reached. 8.2.3 Requirements for adjacent-band interferer Class Given target Interferer “level” Interferer (see Annex C) Criterion USRR RCS = -10dBsm @ 10m 173 mV/m divided by number of interferers @ f = fc ± F I1 85 % probability of detection (Note) SRR RCS = 0dBsm @ 20m 173 mV/m @ f = fc ± F 85 % probability of detection (Note) MRR RCS = 10dBsm @ 50m 173 mV/m @ f = fc ± F 85 % probability of detection (Note) LRR RCS = 10dBsm @ 150m 173 mV/m @ f = fc ± F 85 % probability of detection (Note) Super LRR RCS = 10dBsm @ 500m 173 mV/m @ f = fc ± F 85 % probability of detection (Note) Note: How many “EUT output update rates” show the given target at the given distance with an accuracy of up to +/- 5%. F= permitted operating bandwidth. 8.2.4 Requirements for remote band interferer Class Given target Interferer “level” Interferer (see Annex C) Criterion USRR RCS=-10dBsm @ 10m 173 mV/m @ f = fc ± 10 × F I1 95 % probability of detection (Note) SRR RCS=0dBsm @ 20m 173 mV/m @ f = fc ± 10 × F 95 % probability of detection (Note) MRR RCS=10dBsm @ 50m 173 mV/m @ f = fc ± 10 × F 95 % probability of detection (Note) LRR RCS=10dBsm @ 150m 173 mV/m @ f = fc ± 10 × F 95 % probability of detection (Note) Super LRR RCS= 10dBsm @ 500m 173 mV/m @ f = fc ± 10 × F 95 % probability of detection (Note) Note: How many “EUT output update rates” show the given target at the given distance with an accuracy of up to +/- 5%. F= permitted operating bandwidth .
Interferer Number of interferers Frequency Modulation/chirp bandwidth Chirp duration I1 (CW) 1 f no no I2 (FMCW fast) 1 From f – 0.5*OWB to f + 0.5*OWB OBW 50µs I3 (multi interferer, simultaneously) CW 2 f no No FMCW fast From f – 0.5*OWB to f + 0.5*OWB OBW 50µs I4 (noise) 1 From f – 0.5*F to f + 0.5*F F OBW: occupied bandwidth Comments: • Modulated interferer signal does not give constant interference. To get stable results a long measurement time might be needed. • Action: Interferer FMCW details to be defined. • 55mV/m is equal to an 10dBm (e.i.r.p) interferer in 10m distance CW interferer for Comment: Interferer: CW as current EN version 173mV/m is equal to an 20dBm (e.i.r.p) interferer in 10m distance F= permitted operating bandwidth. Annex D (normative or informative): Interference test setup with conventional RCS within chamber “corner reflector within chamber” Therefore for long measuring distances are not possible within a certified test environment (chamber), then corner reflector (RCS) / distance could be scaled down (within a chamber). Note or we provide the RCS/chamber test only for short distance because a scalling to to e.g. corner reflector with a dimension of 1cm is not practical ?
Is the following statement true, false, or uncertain?: “Since I trade futures contracts that are cleared through the CME clearinghouse, I don’t care about the financial condition of my brokerage firm, whether it engages in proprietary speculative trading, or the riskiness of its other customers’ positions.” Explain your reasoning. (5 points) Is the following statement true, false, or uncertain?: “The cost of hedging depends on the how closely correlated are the price of the futures I use to hedge and price movements in the broader stock and bond markets.” Explain your reasoning. (5 points)
RISK ANALYSIS RISK EVALUATION Effective timeline: Initial Evaluation of Risk Level: Assessment - Rationale - Likelihood of Occurrence Impact on Objective achievement: RISK TREATMENT: Mitigation Opportunities –at initial assessment Mitigation Strategies –on Approval Effort/resource requirements RISK OWNER(s) ASSIGNMENT: Title Signature Date Prepared by - Risk Owner(s) - Executive Sponsor - Chair -RMT Approved: Executive Group: December13, 2013
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Recruitment Person Specification eRoster Project Senior Nurse Essential Desirable Qualifications/Training Registered Nurse with a First Level nursing/ health care degree or equivalent. Masters level degree Post graduate computing qualification. Experience Demonstrated progressive experience in acute adult care. Participation in implementing major change Able to work with colleagues in a team and be flexible to meet the needs of the team possessing excellent team working skills Previous experience of use of eRostering software Demonstrated presenting skills Skills/Knowledge Developed computing skills Leadership skills Effective listening, communications and interpersonal skills. Ability to develop interpret and implement local action plans Nursing Workforce and workload planning knowledge. Additional job requirements Eg. car driver, unsocial hours Demonstrated time management skills Work on own initiative Emotional resilience Any other additional information 5. Able to represent the Board at local, regional and national meetings both by teleconferencing and in person.
References Grandey, A. A. (2003). When “the show must go on”: surface acting and deep acting as determinants of emotional exhaustion and peer-rated service delivery. Academy of Management Journal, 46, Gross, J. J., & Muñoz, R. F. (1995). Emotion regulation and mental health. Clinical Psychology: Science and Practice, 2, 151–164. Niven, K., Totterdell, P., & Holman, D. (2009). A conceptual classification of controlled interpersonal affect regulation strategies. Emotion, 9, 498–509. Parkinson, B., & Totterdell, P. (1999). Classifying affect regulation strategies. Cognition and Emotion, 13, 277–303. Emotion Regulation of Others and Self Extrinsic subscale How You Handle Other People’s Feelings There are occasions when people try to make others feel better (e.g., happier, calmer, less anxious, less angry) and occasions when they try to make others feel worse (e.g. less cheerful, less excited, more angry, more worried). To what extent have you used the following strategies to influence the way someone else feels over the past two weeks. It does not matter whether the strategies worked or not, just the extent to which you used them. Not at all Just a little Moderate amount Quite a lot A great deal 1. I gave someone helpful advice to try to improve how they felt 2. I told someone about their shortcomings to try to make them feel worse 3. I did something nice with someone to try to make them feel better 4. I acted annoyed towards someone to try to make them feel worse 5. I explained to someone how they had hurt myself or others, to try to make the person feel worse 6. I discussed someone’s positive characteristics to
Annex C (informative): Bibliography Annex <F> (informative): Change History Date Version Information about changes October 2011 1.1.1 First publication of the TS after approval by TC SPAN at SPAN#19 (30 September - 2 October 2011; Prague) February 2012 1.2.1 Implemented Change Requests: SPAN(12)20_019 Error message information clarifications SPAN(12)20_033 Revised error message information SPAN(12)20_046 update of figure 3 clause 9.2 These CRs were approved by TC SPAN#20 (3 - 5 February 2012; Sophia) Version 1.2.1 prepared by the Rapporteur July 2013 1.3.1 Implemented Changes: Correction needed because the previously approved version did not contain the last version of the ASN.1 and XML attachments. Version 1.3.1 prepared by the Rapporteur History Document history <Version> <Date> <Milestone> 1.1.1_0.0.1 20th March 2015 First Draft
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