zilongwang/ReadingBank huggingface dataset:
MS. Safety considerations. This section has been updated on the handling of Salmonella species as well as laboratory acquired infections. Target organisms. The section on the Target organisms has been updated and presented clearly. Identification. Updates have been done on 3.2, 3.3 and 3.4 to reflect standards in practice. Section 3.4.2, 3.4.3 and 3.4.4 has been updated to include Commercial Identification Systems, MALDI-TOF MS and NAATs with references. Subsection 3.5 has been updated to include the Rapid Molecular Methods. Identification flowchart. Modification of flowchart for identification of Salmonella species has been done for easy guidance. Reporting. Subsection 5.3 has been updated to reflect the information required on reporting practice. Referral. The addresses of the reference laboratories have been updated. References. Some references updated.
Section(s) involved Amendment Scope of document. The title of SMI document ID 3 referred to in the text has been updated. Introduction. Taxonomy updated. More information has been added to the Characteristics section. Removal of two sentences on PCR from this section. Section on Principles of Identification has been updated to reflect the four preliminary tests used in identification of Corynebacterium species. Technical Information/Limitations. Updated to include information regarding use of sheep blood agar media and variability of the nitrate test. Safety considerations. This section has been updated to include the laboratory - acquired infections as well as guidelines laid out by the DH Green book. Identification. Updates have been done on 3.3, 3.4 and 3.6 to reflect standards in practice. The table has also been updated with references and two more columns to include the catalase and pyrazinamidase tests. The footnote in the table has also been updated. TP 36 Urease Test has been hyperlinked. Variable test results for nitrate test in C. pseudotuberculosis have also been mentioned. Referral of isolate to the Reference Laboratory has been updated. References used for the table are listed in the footnote. Subsection 3.5 has been updated to include the Rapid Molecular Methods. Identification Flowchart. Addition of flowchart for identification of Corynebacterium species has been developed for guidance. Reporting. Subsections 5.1, 5.2, 5.4, 5.5 and 5.6 have been updated to reflect reporting practice. The webpage link in section 5.4 and 5.5 has been removed as it is not accessible. Referral. The address of the Reference Laboratory has
Table 4: Evidence profile for Recommendation 2: Should prospective review versus retrospective review be used for diagnostic evaluation of pathology materials? Quality assessment No. of patients Effect Quality Importance No of studies Design Risk of bias Inconsistency Indirectness Imprecision Other considerations Prospective review Retrospective review Relative (95% CI) Absolute Discrepancy Rate 4 observational studies no serious risk of bias no serious inconsistency no serious indirectness no serious imprecision none 510/15515 (3.3%) 0.13% RD ranged from to 1.1 -  LOW IMPORTANT 3.4% - 13% - Major discrepancy 2 observational studies no serious risk of bias no serious inconsistency no serious indirectness no serious imprecision none 32/6129 (0.52%) 0.1% RD ranged from to -  LOW IMPORTANT 1.7% - CI – confidence interval; RD – risk difference
Table 5: Evidence Profile for Recommendation 3: Should targeted case review versus random case review be used for diagnostic evaluation of pathology materials? Quality assessment No. of patients Effect Quality Importance No. of studies Design Risk of bias Inconsistency Indirectness Imprecision Other considerations Targeted case review Random case review Relative (95% CI) Absolute Discrepancy rate 1 observational studies no serious risk of bias no serious inconsistency no serious indirectness no serious imprecision none 50/380 (13.2%) 195/7444 (2.6%) OR 5.6 (4.1 to 7.8) 105 more per 1000 (from 73 more to 147 more)  LOW Major discrepancy 1 observational studies no serious risk of bias no serious inconsistency no serious indirectness no serious imprecision none 12/380 (3.2%) 27/7444 (0.36%) OR 9.0 (4.5 to 18) 28 more per 1000 (from 12 more to 58 more)  LOW CI – confidence interval; OR – Odds ratio Figure 1: Discrepancy rate distribution by sample size5-112
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Students will engage in negotiation during the live sessions of Reacting to the Past. Evaluation Process: Rubric: A rating scale of 1-5, 1 indicating no willingness to engage to 5 indicating full engagement. Minimum Criteria for Success: Students will achieve a 3 or better on a 5-point rubric. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will demonstrate a willingness to engage in negotiation in order to reach evidence-based conclusions. Use of Results for Improving Student Learning To be entered after each time course is taught
Statute Rule Description Appendix IDAPA 58.01.02 Water Quality Standards A IDAPA 58.01.02.851 Petroleum Release Reporting, Investigation, and Confirmation IDAPA 58.01.02.852 Petroleum Release Response and Corrective Action IDAPA 58.01.07 Rules Regulating Underground Storage Tank Systems A IDAPA 58.01.18 Idaho Land Remediation Rules A IDAPA 58.01.23 Rules of Administrative Procedure before the Board of Environmental Quality A IDAPA 58.01.24 Standards and Procedures for Application of Risk Based Corrective Action at Petroleum Release Sites A Idaho Code Title 39 Chapter 1 Idaho Environmental Protection and Health Act B Idaho Code § 39-107 The composition of the Department’s Board and rule-making powers Idaho Code § 39-108 Investigation, Inspection, Right of Entry, Violation, Enforcement, Penalty, Injunctions Idaho Code § 39-109 Commencement of Civil Enforcement Actions, Criminal Actions Authorized, Duties of Attorney General Idaho Code Title 39 Chapter 72 Idaho Land Remediation Act B Idaho Code Title 39 Chapter 88 Idaho Underground Storage Tank Act B Idaho Rules of Civil Procedures, Rule 24(a) Intervention of Right C UST Program Statistics As of March 2011, the total Department-regulated UST population includes the following facilities and systems: Total regulated UST facilities (active) 1,178 Total regulated UST facilities (closed) 3,848 Total regulated UST systems (active) 3,294 Total hazardous substance UST systems (active) 0 Total temporarily out-of-use UST systems (active) 173 Approximately 90% of the State’s UST facilities are single-owner entities. C. Organization and Structure of State Program The Idaho Department of Environmental Quality (Department) is the lead agency for facilitating communications between the U.S. Environmental Protection Agency (EPA) and the State of Idaho. The Department is the only state agency that implements the UST program. The Department’s mission statement is to “Protect human health and preserve the quality of ’s air, land, and water for use
We define excess variables and artificial variables in Gas Quality and H. Quality. If the ith constraint of an LP is a > constraint, then it can be converted to an equality by subtracting an excess variable ei, from the ith constraint. We add an artificial variable too so we have a basic variable for initial simplex tableau. Solution using WinQSB Input into WINQSB: • WinQSB Screen Shot 1: Original Input Explanation of WinQSB Variables and Constraints: •Table 6: WinQSB Variable and Name •Table 7: WinQSB Constraint and Name WinQSB Output: • WINQSB Screen Shot 2: Output
• WINQSB Screen Shot 8: RHS Sensitivity Analysis Table for Demand Gas (As mentioned above, avoid this conclusion. There will be a new set of solution.) From the Sensitivity Analysis, if our demand increases up to 5000 barrels, so will our profit. If our demand for gas is equal to 5000 we will have a profit maximization of $323,000 (as shown in WINQSB Screen Shot 2). However, once our demand goes over 5000 our profit will reduce because we cannot meet demand. When gas demand equals 8333 barrels our profit will reduce to $208,333 because more money has to be spent in advertising to create that demand. Any demand above 8333 barrels is infeasible. Simplex Tableau WinQSB Output: • WINQSB Screen Shot 7: Simplex Tableau Iteration #s1-8 These shots are from WinQSB iterations of Simplex method and were not required. WinQSB’s presentation of simplex tableau is different from your textbook. You need to know your book’s style for quiz and exam. Simplex Tableau Hand Calculation explanation for “Oil 1 for Gas” column: This table needs modification to follow your book’s style. For example, all coefficients in Row 0 should be negative. Though, the next step will not change. The term “iteration” and “step” should be used with care. There are some mistakes below on proper term to be used. Please update this after discussion of simplex method in class.
TSW identify contractions and use them orally and in writing. TSW identify prepositions and use them in sentences (above, before, beside, between, during, after, next, in, on, under). TSW form simple sentences using the correct tense. Reading: TSW read a variety of poems and identify Rhyme and Rhythm. TSW read and demonstrate comprehension of books at guided reading levels F-H. (see Fountas and Pinnell Benchmark Assessments) Writing: TSW show acquisition of unit vocabulary and writing skills by writing captions, sentences about the sky*, rhyming words, sentences using prepositions, a dialogue script, and personal responses within his/her daily journal. (See Teacher’s Guide pages PD 47 - 49 for writing routines: power writing, modeled writing, interactive writing, independent writing). *For sentence suggestions, see “Sentence Frames” in this document. TSW apply the 5 steps of the writing process to write a Story about something a person sees in the sky. See Teacher’s Guide T337, T341, T345, T349, T353. Introduced Outcomes: (taught, not assessed) The Student Will identify compound sentences with conjunctions ‘but’ and ‘and’. TSW say and write the dates correctly. TSW recognize and develop the concept of predicting. TSW identify vocabulary related to objects in the sky. TSW recognize the genre of a lullaby. TSW participate in shared story writing activities. Practiced/Ongoing Outcomes: The Student Will apply basic vocabulary and grammar patterns introduced in E01-E07. TSW blend and decode words with phonemic patterns introduced in E01-E07. TSW read books at independent level with expression and fluency. TSW provide an evidence to demonstrate daily reading on independent level (e.g.: a reading log, reading chart, etc…) TSW read high frequency words from the 2nd Grade Dolch list (see Appendix). TSW demonstrate comprehension through a variety of strategies introduced in E01-E07. TSW continue developing writing fluency (Daily Journal, Writer’s Notebook, etc…) TSW continue to develop handwriting skills. Key Terms and Concepts: Students should be exposed to the following academic language (teachers should use them, but students will not be expected to master the use of them). Students will learn, practice, and be able to use the unit specific vocabulary.
Suggested Assessment Tools: Attached rubric or teacher-generated rubric that assesses ALL essential outcomes (TSWs). An effective rubric is presented and discussed with the student at the beginning of the unit, referred back to throughout the unit, and used to assess at the end. Students will collaborate with peers and the teacher to assess their own writing with final judgement by the teacher. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and checklists for teachers and students. “6+1 Traits” writing rubrics Teachers can have students produce a quick write at the beginning and end of units. (*See QSI Quick Write Guidelines) Teachers should keep these as evidence of students’ writing. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be at the B level and scores on the 4 should be an A.) Document Source: Elk Grove Unified School District, Elk Grove, CA Fountas and Pinnell Benchmark Assessment / DRA QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide) MPG (MAP for Primary Grades): Early Literacy Screening and Skills Checklists (*See QSI Literacy User’s Guide) RUBRICS FOUND ON FOLLOWING PAGES……………………….. IE LITERACY EL Reading: Forming Opinions Rubric (E17) Student Name: Date: ____________________________________ To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on ALL ‘A’ level available and ‘B’ level mastery on all remaining TSW’s. TSW ‘A’ Level ‘B’ Level ‘P’- Notes 1. Apply the phonological skills and sight words targeted within the unit. I can apply the phonological skills and sight words targeted within the unit. 2. Identify facts and opinions. I can identify facts and opinions and explain why they are different. With the teacher’s help, I can identify facts and opinions.
3. Identify the main character in a story. I can identify the main character in a story and give supporting reasons from the story. I identify the main character in a story. 4. Compare the main character’s actions at the beginning of a story to their actions at the end of the story. I can compare the main character’s actions at the beginning of a story to their actions at the end of the story. 5. Form an opinion about a character based on an evaluation of their actions. I can form an opinion about a character based on an evaluation of their actions, and give specific details from the story. I can form an opinion about a character by looking at their actions. 6. Determine the author’s purpose. I can determine the author’s purpose. 7. Form an opinion of a fiction and a book and have important details to support their opinion. I can form an opinion of a fiction and a non-fiction book and provide some important details that support my opinion.
When: Perkins Grant operates on a 5 year plan with application due annually base based on the fiscal year (July-June) 5 Year Perkins Improvement Plan: Expires June 30th, 2013 (continue on our current plan until the Feds reauthorize the Perkins Grant) March: Local Applications shared with Board for the next fiscal year April: Submit Perkins Local Application Budget for next fiscal year July: Begin Allocation of Perkins funds for the current fiscal year July-June: Reallocate Perkins funds as needed (carryover funds are typically made available in January or February of the fiscal year) June: All Perkins funds must be obligated September: All previous fiscal year purchases must be liquidated December and June: Semi-Annual Certification Forms Annual: collect and track Local Improvement Plan data What: The Carl D. Perkins Vocational and Technical Education Act was first authorized by the federal government in 1984 and reauthorized in 1998. Named for Carl D. Perkins, the act aims to increase the quality of technical education within the United States in order to help the economy. On August 12, 2006, the president signed into law the reauthorization of the Act of 1998. The new law, the Carl D. Perkins Career and Technical Education Improvement Act of 2006, was passed in late July, 2006. The new law includes three major areas of revision: Using the term “career and technical education” instead of “vocational education” Maintaining the Tech Prep program as a separate federal funding stream within legislation Maintaining state administrative funding at 5 percent of a state’s allocation The new law also includes new requirements for “programs of study” that link academic and technical content across secondary and postsecondary education, and strengthened local accountability provisions that will ensure continuous program improvement. Purpose: The purpose of the Perkins grant is to award federal funds to post-secondary institutions that enroll students in career and technical education programs. The primary use of the funds is to expand career education and improve student academic and technical performance. Notes: When preparing the Perkins Annual Local Application, the college must implement procedures to ensure that career technical education funds are used only for allowable
Search Chair & Search Committee – Interview Exchange Instructions To access applicants and posting information: Once you have been assigned to a search and the search is underway, Human Resources will establish your account in IE. IE will send you an email with account registration information. Complete the steps in the IE email to register your account. Once registered, go to , click on Faculty & Staff, click on Faculty & Staff Services, select Interview Exchange Internal Users Login, OR simply type and select Login. Login* using your user id & password. User ID – your SUNY Fredonia email (firstname.lastname@fredonia.edu) Password – system generated until you change it *You must have registered your account prior to logging-in. Click on the position title. You can sort the columns with blue titles to search for applicants by first or last name, date applied, or telephone number. Click on the applicant’s name to review applicant’s resume, cover letter, reference contact info, etc. Search committees may elect to add individual notes, private or public, for each applicant in the Notes from Review Team section of the applicant screen. Private notes will only be viewable to yourself, public notes will be to the entire search committee, Director, Dean, Provost/VP, HR, etc. Search Committee Chair will use the Review Notes section of the posting to upload and request approval of the search committee’s ranking rationale (see Appendix C.3), interview questions, and finalist strengths & weaknesses document (see Appendix C.12). Approvals and comments will be added to the Review Notes section as appropriate. IE will generate emails to users to advise when notes have been added. Search Committee Chair will move applicants to the appropriate Tier folders as approved, and send template emails as outlined in Appendix C.2. When the VP and Dean select a finalist and the verbal offer has been negotiated, accepted, and approved, the Dean’s secretary will initiate the Request to Hire (see Appendix A.6) using the recommendation button on the applicant screen. When the signed contract letter is received in Human Resources and the Search Chair is notified that the search is closed, the Search Chair will send template emails as outlined in Appendix Ca.10 and C.11. Applicants for: Job Title Here (43668)
Degrees Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8 B.S. in IE 122 credits Math 165 Calc I 4 cr Placement Math 166 Calc II 4 cr C- or better in Math 165 Math 265 Calc III 4 cr C- or better in Math 166 Math 267 Diff Eq/Lap 4 cr C- or better in Math 166 I E 305 Eng Econ 3 cr Math 166 I E 348 Solidif Proc 3 cr IE 248 Spring Only I E 413 Stoch Model 4 cr Math 267 Stat 231 Fall Only I E 441 Design Proj 3 cr 248, 271, 361 Credit or Enrollment in 341, 413 and 448 SSH Elective 3 cr Phys 221 Class Phys I 5 cr Credit/enrollment in Math 166 I E 248 Intro Mfg Pr 3 cr Credit or enrollment in 101 and Mat E 273 Fall Only Stat 231 Prob & Stat 4 cr Credit/enrollment in Math 265 I E 341 Prod Syst 3 cr Stat 231 Credit/enrollment in IE 312 Fall Only I E 361 Qual Control 3 cr Stat 231 Engl 314 Tech Comm 3 cr I E 448 Manuf Sys E 3 cr IE 248 & 305 Spring Only Chem 167 Engr Chem 4 cr Math 140 or placement SSH Elective 3 cr Mat E 273 Principles of Materials Science 3 cr Sophomore Chem 167 or 177, Math 165 I E 271 Appl Ergo 3 cr Physics 221 Spring Only I E 312 Optimization 3 cr Math 267 Fall Only Engr Topic Elective 3 cr M E 231 Engineering Thermodynamics I 3 cr Math 265, Chem 167, Phys 222 Focus Elective 3 cr IE 148 Infor Eng 3 cr Credit/enrollment in Math 142 Engl 150 Comp I 3 cr C or Better Phys 222 Class Phys II 5 cr Phys 221 Math 166 E M 274 Statics 3 cr Credit/enrollment in Math 166 & Phys 221 E E 442 Intro Circuits 2 cr Math 267 Physic 222 SSH Elective 3 cr Focus Elective 3 cr Mgmt Elective 3 cr Engr 101 Orientation R cr Lib 160 Library 1 cr Engl 250 Comp II 3 cr C or better Sp Cm 212 Prof Comm 3 cr Mgmt Elective 3 cr SSH Elective 3 cr Engr Topic Elective 3 cr I E 101 I E Orient R cr 122 Total Credits 14 cr 16 cr 18 cr 14 cr 14 cr 15 cr 16 cr 15 cr
Did EFSN meet its objectives for all target groups? Were parts of the programme more successful in one or more upazillas and why? How did WFP manage the shortfall in its original funding targets to maximize benefits? Are the benefits from EFSN recognised by GoB and NGO agencies working in the area? Did nutrition and education interventions in the official camps have similar outcomes to interventions in the community? Review of WFP implementation guidelines and reporting Interviews with DFAT, WFP and implementing agency staff Interviews with other contributing donors Interviews with GoB staff Group discussions with beneficiaries How did the intervention demonstrate value for money? Was contributing to the EFSN programme an efficient intervention for DFAT? What evidence of value for money did DFAT ask for and receive? Were the elements of the programme implemented in accordance with the original plans? Review of WFP reporting Interviews with DFAT and WFP staff Did the programme target women appropriately? Did the programme adopt appropriate strategies to identify potential outcomes for women? Was the programme implemented so as to maximise outcomes for women? Did the food voucher system in the official camps contribute to women’s ability to make decisions for their household? Review of programme policy documents and reporting Interviews with WFP and implementing agency staff Were monitoring, evaluation and learning adequate for the scale of the intervention? Did the M&E capture the outcomes and a range of changes, quantitative and qualitative, for beneficiaries? Were regular monitoring and evaluation and the base and end line studies a proportionate effort for the intervention? Was M&E used to communicate and reflect on results with partners? Review of logframe and WFP reporting Interviews with WFP and implementing agency staff How well did WFP manage the programme? How did WFP respond to changing circumstances? Did WFP deploy the range of skills and numbers of personnel necessary to meet program objectives? How well did WFP identify, create and maintain implementing partnerships? Review of WFP reporting Interviews with DFAT and WFP staff Interviews with implementing partners
(from 50 mg/kg/day upwards) females exhibited a reduced pregnancy rate. In rabbits there were toxic effects in dams from 125 mg/kg upwards and skeletal anomalies in the offspring. In some in-vitro test systems there was evidence of mutagenic effects. In-vivo studies showed no such effects. According to knowledge gained so far, tramadol can be classified as Studies on the tumorigenic potential of tramadol hydrochloride have been carried out in rats and mice. The study in rats showed no evidence of any substance-related increase in the incidence of tumours. In the study in mice there was an increased incidence of liver cell adenomas in male animals (a dose-dependent, non-significant increase from 15 mg/kg upwards) and an increase in pulmonary tumours in females of all dosage groups (significant, but not dose-dependent). 6. PHARMACEUTICAL PARTICULARS 6.1 List of excipients water for injection sodium acetate 6.2 Incompatibilities ZYDOL solution for injection has proved to be incompatible (immiscible) with solutions for injection of diazepam, diclofenac, indometacin, phenylbutazone, midazolam, piroxicam and isoxicam. 6.3 Shelf Life 5 years. Once opened, Zydol should be used immediately and any unused portions should be discarded. 6.4 Special precautions for storage Do not store above 30oC Store in the original container. 6.5 Nature and contents of container ZYDOL solution for injection is supplied in boxes of 5 clear Type I glass ampoules, each ampoule containing 2ml of tramadol hydrochloride. 6.6 Special precautions for disposal No special requirements for disposal. Any unused product or waste material should be disposed of in accordance with local requirements. Instructions for handling
Older patients A dose adjustment is not usually necessary in patients up to 75 years without clinically manifest hepatic or renal insufficiency. In elderly patients over 75 years elimination may be prolonged. Therefore, if necessary the dosage interval is to be extended according to the patient’s requirements. Renal insufficiency/dialysis and hepatic impairment In patients with renal and/or hepatic insufficiency the elimination of tramadol is delayed. In these patients prolongation of the dosage interval should be carefully considered according to the patients requirements. In cases of severe renal and/or severe hepatic insufficiency ZYDOL SR prolonged-release tablets are not recommended. Method of administration The tablets are to be taken whole, not divided or chewed, with sufficient liquid, with or without food. Duration of administration Tramadol should under no circumstances be administered for longer than absolutely necessary. If long-term pain treatment with tramadol is necessary in view of the nature and severity of the illness, then careful and regular monitoring should be carried out (if necessary with breaks in treatment) to establish whether and to what extent further treatment is necessary. 4.3 Contraindications ZYDOL SR is contraindicated in hypersensitivity to the active substance or any of the excipients listed in section 6.1, in acute intoxication with alcohol, hypnotics, analgesics, opioids or other psychotropic medicinal products, in patients who are receiving MAO inhibitors or who have taken them within the last 14 days (see section 4.5), in patients with epilepsy not adequately controlled by treatment, for use in narcotic withdrawal treatment. 4.4 Special warnings and precautions for use ZYDOL SR may only be used with particular caution in opioid-dependent patients, patients with head injury, shock, a reduced level of consciousness of uncertain origin, disorders of the respiratory centre or function, increased intracranial pressure. In patients sensitive to opiates the medicinal product should only be used with caution. Care should be taken when treating patients with respiratory depression, or if concomitant CNS depressant drugs are being administered (see section 4.5), or if the recommended dosage is significantly exceeded (see section 4.9) as the possibility of respiratory depression cannot be excluded in these situations.
The University of Sheffield embraces diversity and we have a thriving community of . Each year the Department of Chemical & Biological Engineering receives many applications from . To facilitate your application, you’ll find country-specific equivalences in the Table below. Please note that these requirements are for guidance only. If your country or qualification does not appear in this list or you have any further queries, please contact Ms Maria Soto (Email: ; Tel: +44 (0) 114 222 7500). Country Qualification Sheffield 2.1 Sheffield 2.2 Azerbaijan Bachelor 75% Bahrain Bachelor 75 or GPA of 3.0 (4.0 scale) Bolivia Licenciado / Título de [subject area] 75 64 Botswana Bachelor B average C average Brazil Titulo de Bacharel or Titulo de Licendiado 7.5 on a 10 point scale 6.5 on a 10 point scale Canada Bachelor GPA 3.0 Chile Grado de Licenciado en [subject area] / Título (Profesional) de [subject area] 5 4.5 China Bachelor B (or 80 – 89% or GPA 3.2 – 3.59) Please note that for students who graduate from the Project "211" and "985" universities, 75% is considered equivalent to Sheffield 2.1 degree. C (or 70 – 79% or GPA 2.8 – 3.19) Colombia Licenciado / Título de [subject area] 3.7 3.2 Ecuador Título de Licenciado / Título de [subject area] (a.k.a Licenciatura) 75 – 80% Egypt Bachelor GPA 3.2 (4.0 scale) GPA 2.3 (4.0 scale) France Licence / Diplôme Universitaires / 14 – 15 12 – 13
Maîtrise Germany Fachhochschuldiplom 2 3 Iran Licence/Kar-shenasi GPA 13/20 (depending on the standard of education) Iraq Bachelor 70% or GPA 2.8 (4.0 scale) Jordan Bachelor 70% or GPA 2.8 (4.0 scale) Kazakhstan Bakalavr or Diplom Grade 4 on a 5 scale (or good) OR Grade 3.5 on a 4.33 scale OR GPA 3.0 – 3.5 on a 4 GPA scale Grade 3 on a 5 scale (or satisfactory) OR Grade 2.6 on a 4.33 scale OR GPA 2.2 – 2.9 on a 4 GPA scale Kenya Bachelor B (or 60 – 69% or Good) C (or 50 – 59% or Satisfactory) Korea Bachelor B+ (or GPA of 3.5 on a full grade 4.5 band) OR B+/B (or GPA of 3.0 – 3.3 on a full grade 4.3 band) B (or GPA of 3.0 on a full grade 4.5 band) OR (or GPA of 2.3 – 2.7 on a full grade 4.3 band) Kuwait Bachelor 75% or GPA 3.0 (4.0 scale) Lebanon Bachelor GPA 2.5 (4.0 scale) Libya Bachelor GPA 70% (depending on the standard of education) Malaysia Polytechnics, College, University – Diplomas and degrees GPA 3.0 – 3.49 on a 4.0 scale (or very good) GPA 2.5 – 2.99 on a 4.0 scale (or good) Mauritius Mexico Título de Licenciado / Título (Profesional) de [subject area] 8/10 7/10 Morocco Bachelor Grade 14/20 Nigeria Bachelor 60 – 69% (or GPA 3.5 – 4.49) 50 – 59% (or GPA 2.5 – 3.49) Oman Bachelor 75% (or GPA 3.0
Measured power curve for reference air density kg/m³, presenting only completed bins (for minimum three data sets). Power Curve Table, Database Reference air density kg/m³, presenting completed bins only Bin- No. Normalized Wind Speed (at hub height) Vi Power Output Pi cp,i-value Number of Data Sets Ni Category A Uncertainty Si Category B Uncertainty ui Combined Uncertainty uc,i [m/s] [kW] [-] [-] [kW] [kW] [kW] 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
31 Annual Energy Production (AEP) Reference air density: kg/m³, used cut-out wind speed: m/s (Extrapolation with constant power starting from last complete bin) Annual mean wind speed (Rayleigh distributed) Measured AEP Uncertainty of AEP for the measured power curve Extrapolated AEP [m/s] [MWh] [MWh] [%] [MWh] 4 5 6 7 8 9 10 11 *) Incomplete according to IEC 61400-12-1 (AEP-measured less than 95 % of the AEP-extrapolated) Measured by: Company: Street Zip-Code/City Country Date: Signature: Signature: Name: Title: Position in Lab: Name: Title: Position in Lab:
INCLUSIVE EARLY CHILDHOOD EDUCATION ENVIRONMENT SELFREFLECTION TOOL European Agency for Special Needs and Inclusive Education The European Agency for Special Needs and Inclusive Education (the Agency) is an independent and self-governing organisation. The Agency is co-funded by the ministries of education in its member countries and by the European Commission, and supported by the European Parliament.
Utilization of Customer’s Testing Facilities Process Stage 1 Full Testing by CBTL or LTR Stage 2 Witnessing 100% of Each Test Program Stage 3 Witnessing Selected Parts of Each Test Program Stage 4 Witnessing Selected Parts of Selected Test Programs Product evaluation Process elements at TL 100% of each test program carried out at CTF 100% of each test program carried out at CTF 100% of each test program carried out at CTF Selected parts of selected test programs carried out at CTF Checking the test set-up, instrumentation and calibration CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR Monitoring the conduct of the tests and witnessing the acquisition of data Not applicable NCB, CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR Confirming through objective evidence that specified requirements have been fulfilled CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR Preliminary constructional review CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF Sample selection CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF Requesting/preparing a test program and data sheets CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF Approving the test program (including, if applicable, NDs, SNCs, and Group Differences) NCB or, by delegation, CBTL or LTR NCB or, by delegation, CBTL or LTR NCB or, by delegation, CBTL or LTR NCB or, by delegation, CBTL or LTR Providing a test program to the CTF CBTL or LTR NCB, CBTL or LTR Not applicable Not applicable Testing and test data acquisition CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF
Review of original (raw) test data (verifying that test results were transcribed correctly) CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF Preparation of CBTR, e.g.: test data, main body(checklist), photos, components, NDs, SNCs, and Group differences CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF Preliminary technical review of the CBTR CBTL or LTR NCB, CBTL or LTR and CTF for training CTF CTF Detailed construction analysis CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF Documentation review (e.g.: deciding which standards apply, deciding where the testing is to be performed) CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR/CTF CTF Signing of the CBTR Project handling Tested by CBTL or LTR CTF CTF CTF Witnessing of tests Witnessed by Not applicable NCB, CBTL or LTR NCB, CBTL or LTR NCB, CBTL or LTR Final technical review and signing of (Reviewed) Approved by CBTL or LTR (not the same person who performed tests) NCB, CBTL or LTR NCB, CBTL or LTR CTF Supervised by Not applicable Not applicable NCB, CBTL or LTR NCB, CBTL or LTR Independent review and signing of the CBTC NCB NCB NCB NCB
Application Form for Unit Verification Certificate of Individual Equipment Under the Equipment Certification Scheme of the IECEx System 申請者名Name of applicant 申請者住所Address of applicant 製造者名Name of manufacturer 製造者住所 Address of manufacturer 品名Product name 型式Model/Type reference ユニット/機器の識別（例 of the specific units/products (e.g. serial numbers) 防爆構造Types of protection 適用規格Applicable standards IEC 60079- 0 : (ed. ) IEC 60079- : (ed. ) IEC 60079- : (ed. ) 防爆記号/EPL Code/EPL Ex II T G 定格Rating 依頼認証書Request for issuing of □ IECExCoC □ ExTR 出張試験・立会試験Testing site □ Off-Site Testing □ Witness Testing 201*/**/** of applicant company representative person
Section A: Respondent Classification In which country or jurisdiction do you work or serve? (If international, please indicate so; if a region of the world, please indicate which region.) Spain _ _ Please indicate which of the following best describes your role: Role (Please select the most appropriate category) Relevant Survey Questions Investors and investor representatives Other users of financial statements (e.g., Analyst, Customer, Creditor/Supplier, Lender), please specify: _ _ Those charged with governance (TCWG), including Audit Committees and Board of Directors Regulators and audit oversight authorities National standard setters Internal auditors ✔ Accounting firms and individual professional accountants in public practice (PAPPs) Preparers and other professional accountants in business (PAIBs) Public sector organizations IFAC member bodies Academics Other, please specify: _ Would you be willing to be contacted for an interview on the topic of fees? Yes No Please provide the following contact information (optional): Your name and job title/role: Your email address: Your organization's name: Frederic Borràs, Chairman_of IECnet _
What do you believe should be done to respond appropriately to concerns about the level of fees charged by audit firms? What should be IESBA’s role? Who else should play a role and what should that role be? Non-Audit Services In your opinion, would a high ratio of non-audit fees to audit fees charged to an audit or assurance client create threats to an auditor’s compliance with (Please select one or more answers): Professional competence and due care as defined by the IESBA Code? The other fundamental principles that are included in the IESBA Code – integrity, objectivity, professional behavior and confidentiality? Independence as defined by the IESBA Code? None of the above. In your opinion, would a professional accountant’s or the firm’s compliance with one of the following be impacted if a high percentage of that firm’s revenue is generated from providing non-audit services to the firm’s clients (Please select one or more answers): Professional competence and due care as defined by the IESBA Code? The other fundamental principles that are included in the IESBA Code – integrity, objectivity, professional behavior and confidentiality? None of the above.
15 Receive parts in goods inwards Inspect the goods inwards area for ESD, MSL handling procedures and temperature control, good storage facilities, etc. Yes No 16 Parts and correct paperwork received together? On receipt, is the receiving paperwork attached or adequately linked to the components to avoid confusion and mix ups? Do any special bar codes or delivery tracking numbers match? If there is confusion, where has this happened, at the supplier or at the receiver? Is the goods inwards department in control? Yes No 17 General quarantine Review the general quarantine area. Is it adequately segregated from the main stores with appropriate labelling? Yes No 18 Inspect the parts Does inspection occur at the organization’s facilities or is it subcontracted out to the supplier? Is the package format and pin out correct? Are the terminations and general condition of the parts free of damage? Check the physical marking on the part. Use a magnifier if needed and/or digital camera to take photographs. What is the physical part marking, trademark or logo? Does this match the CoC or packing slip and PO part number and OCM identification requirements? Do any bar codes and delivery tracking numbers match? NOTE Part marking is typically abbreviated to physically fit onto the top of the part. Refer to the manufacturer datasheet, webpage or drawing for more information, particularly for checking the logo and/or trademark. Very small parts may not have any physical marking at all. Is there a CoC or a packing slip with each shipment received referring to the PO or does the packing slip match ECIA NIGP 111.00 requirements or contain the same information, see NOTE 1 below? Yes No
2 Diagrams of Use Case Diagram of Use Case 3 Technical Details 3.1 Actors: People, Systems, Applications, Databases, the Power System, and Other Stakeholders Actors Grouping (Community) Group Description Actor Name see Actor List Type see Actor List Actor Description see Actor List Further information specific to this Use Case Actors Grouping (Community) Group Description Actor Name see Actor List Actor Type see Actor List Actor Description see Actor List Further information specific to this Use Case Actors Grouping (Community) Group Description Actor Name see Actor List Actor Type see List Actor Description see Actor List Further information specific to this Use Case
4.1 Steps – Normal Scenario Scenario Name : Step No. Event Name of Process/ Activity Description of Process/ Activity Service Information Producer (Actor) Information Receiver (Actor) Information Exchanged Requirements , R-ID . 4.2 Steps – Alternative, Error Management, and/or Maintenance/Backup Scenario Scenario Scenario Name : Step No. Event Name of Process/ Activity Description of Process/ Activity Service Information Producer (Actor) Information Receiver (Actor) Information Exchanged Requirements , R-ID
SEL SEL-751 6 SISCO AX-S4 61850 IED Simulator 7 Siemens SIPROTEC4 - 7SJ80 SIPROTEC5 - 7UT8 8 9 DNV GL IED Simulator 10 Triangle MicroWorks IED Simulator Bay Controller Demo 11 12 GE F650 13 Omicron CB Controller 14 Extern1 MAC=XXX GOOSE dataset: CSWI.opCls.general (for reset of all IED’s) PIOC1.Op.general PIOC2.Op.general .... PIOC14.Op.general Extern2 MAC=YYY Goose dataset: CSWI.opCls.general (for reset of all IED’s) PIOC1.Op.general PIOC2.Op.general PIOC3.Op.general .... PIOC14.Op.general Extern2 MAC=ZZZ Goose dataset: CSWI.opCls.general (for reset of all IED’s) PIOC1.Op.general PIOC2.Op.general PIOC3.Op.general .... PIOC14.Op.general IED 1 publishes GOOSE at XY Address defined in Addressing Section with dataset: RBRF.OpEx.general
Through a study visit to explore India’s support needs and potential for reciprocal value to the UK in the areas of India’s participation in WSL 2013 and links in manufacturing, science and technology and employer engagement/apprenticeships for the UK Activity with India has been limited. Links have been made and members of the project team met with Indian representatives in Leipzig and have had online communication with them. To offer (remote) support to India’s preparation programme up to and including participation in WSL 2013 To engage employers with UK-India interests in this event Members of the project team offered support and advice to the Indian film company developing a reality television show around apprenticeships and skills competitions called ‘Skilled to Win’. The team facilitated between NSDC India and Find a Future as India looks to further develop its national skills show into a model replicating elements from the UK’s The Skills Show. This is now resulting in a delegation coming to The Skills Show and AoC Annual Conference in 2015. SOUTH AFRICA PROPOSED ACTIVITY OUTCOMES Carry out desk research into South African VET sector and the role of skills competitions. Report produced. With the British Council’s support, to establish a programme of development with merSETA and other sector skills councils which Supports Africa’s participation in WSL 2013 and Builds links in manufacturing, science and technology and employer engagement/apprenticeships for the UK The Chief Executive of merSETA had visits to The Skills Show and AoC Annual Conference in 2012 and 2013 to build practical knowledge of the implementation of The Skills Show and meet with key UK stakeholders. We met further with merSETA at WS Leipzig in 2013 to continue discussions.
Field Format Description MOTHER_ID character (or numeric if possible) Patient ID of pregnant woman (mother of the child) PREG_SEQ numeric Sequence number of the pregnancy for the specified mother ROM_DUR numeric (metric: hours) , 999=unknown Duration of rupture of membranes ROM_DUR_A character ‘<’ = less than value specified ‘>’ = greater than value specified ‘=’ = value specified Qualifier for duration of rupture of membranes (relates to value specified for ROM_DUR) DELIV_LOCATION numeric: 1=health facility 2=home 3=other 9=unknown Location of Delivery PLANNED_HOME numeric: 0=No 1=Yes 9=Unknown If patient delivered at home, was it planned in advance? DELIV_ASSIST numeric: 1=Doctor /Nurse/Midwife 2=Traditional Birth Attendant 3=Relative/Friend 4=No one 9=Unknown Who assisted with the delivery? (If multiple, select response with the lowest associated numeric code) TEAR_Y numeric: 0=No 1=Yes 9=Unknown Episiotomy/tear tblDIS (CDC-C and WHO Diseases) Relation to HICDEP: HICDEP+ Field Format Description PATIENT character (or numeric if possible) Code to identify patient (Cohort Patient ID) DIS_ID Character. See coding table for valid codings Code to identify event DIS_D (_A) yyyy-mm-dd Start date of event (Date of disease diagnosis) DIS_ED (_A) yyyy-mm-dd End date of event (If end date is available, disease outcome should be specified) DIS_WD character, see coding table for valid codings Means/Certainty of diagnosis DIS_OTH character Other location, only to be filled out if DIS_ID code alone is not sufficient
Sunbury Library 44 Macedon Street, Sunbury 3429 03 9356 6970 Tullamarine Library 58 Spring Street, Tullamarine 3043 03 9356 6966 Hume Mobile Library The Hume Mobile Library operates on a weekly timetable across Campbellfield, Coolaroo, Dallas, Greenvale, Meadow Heights and Roxburgh Park. 03 9356 6980 Hume City Council 1079 Pascoe Vale Road Broadmeadows VIC 3047 03 9356 6900 03 9356 6935 contactus@hume.vic.gov.au The views and opinions expressed in this magazine are not necessarily the views or opinions shared by the Hume Global Learning Village and Hume City Council.
Actual corridor clearing required Areas of land use required for sub stations (m2) Facility Chushing Kamshing Tseri Tsamdo Sokshing Broadleaf Conifer forest Scrub land (km2 ) Substation 1 Substation 1 Total area requiring clearance (m2) Protected area details for transmission line Name of protected area Length of transmission line in different zones within the protected area (km) Total Length (km) Enclave zone Buffer zone Core zone Seasonal grazing zone Administrative zone Multiple use zone Protected area details for sub-stations Name of protected area Area occupied by Sub-stations in different zones within the protected area (km) Total Length (km) Enclave zone Buffer zone Core zone Seasonal grazing zone Administrative zone Multiple use zone Cultural and heritage site details Name of cultural heritage Location Easting Coordinates Northing Describe the significance of site. Is the site listed with Department of Culture
central authority to coordinate with local lined agencies to efficiently disseminate, scale up and implement this Instruction. The related natural persons, legal entities and organizations, both in private and public sectors, shall acknowledge and implement this Instruction strictly. The agencies that own the state-invested projects shall ensure sufficient budget for the conductance of the Initial Environmental Examination,the environmental and social management and monitoring for their Investment Projects and Activities. 3.2 Effectiveness This Instruction shall be effective from the date of sign out onwards. Any decisions, provisions and regulations that contradict with this Instruction shall be revoked. Minister of the Ministry of Natural Resources and Environment
IEEE IAS Atlanta - Fundamentals of Modern Protective Relaying Seminar (Part 1) Date: June 6, 2012 Time: 8:30am to 5:00pm Location: Holiday Inn Select- Atlanta-Perimeter/Dunwoody 4386 Chamblee Dunwoody Road Atlanta, GA (877) 863-4780 Cost: $95.00 PDH hours: Seven (7) IEEE Professional Development Hours (PDH) will be issued for this course. PDH credit will be submitted to the state of Florida Board of Professional Engineers upon request. System Grounding Power System Protection Why Protect? Symmetrical Components Analysis ANSI/IEEE Device Numbers Current Transformers Potential Transformers Relaying Basics Zones of Protection Sensitivity, Security & Dependability Primary and Backup Protection Common Protection Methods Overcurrent Differential Voltage Frequency Power Feeder Protection Time Overcurrent Instantaneous Overcurrent Directional Overcurrent Breaker Failure Bus Protection High Impedance Low Impedance Zone Interlocking Transformer Protection Internal and External Faults Causes of Transformer Failures Percent Differential Transformer Inrush and 2nd Harmonic Restraint Instantaneous Differential Restricted Ground Fault Overcurrent Protection Motor Protection Motor Failure Rates Induction & Synchronous Motor Protection Thermal Overload Overvoltage and Undervoltage Current Unbalance Ground Fault Circuit Differential RTD Monitoring/Protection Arc Flash Mitigation