zilongwang/ReadingBank huggingface dataset:
1-27 01 01 Economy and Organization of Production (Machine Building) Economist Engineer 5 years 2250 1-25 01 07 Economy and Management at the Enterprise Economist Manager 4 years 2250 1-26 02 03 Marketing Marketing Specialist Economist 4 years 2250 1-43 80 01 Power Engineering Master in Engineering 1 year 2500 1-36 80 03 Mechanical Engineering and Engineering Science Master in Engineering 1 year 2500 1-41 80 02 Technologies and Equipment for the Production of Semiconductors, Materials and Instruments for Electronic Engineering Master in Engineering 1 year 2500 1-53 80 01 Automation and Operation of Technological Processes and Production Master in Engineering 1 year 2500 1-40 80 04 Mathematical Modeling, Calculus of Approximations and Program Systems Master in Engineering 1 year 2500 1-42 80 01 Metallurgy Master in Engineering 1 year 2500 1-25 80 04 Economics and National Economy Management Master in Economics 1 year 2500
teaching of positive qualities and critical thinking skills, and enrichment opportunities Look at PSHE assessment School council observation Speaking to pupils to explore how they use PSHE learning in everyday life, how qualities such as optimism and forgiveness are promoted, opportunities for reflection and enrichment, and how the school prepares them for adult life. Secondary school: Interview year 10/11s regarding how the school prepares them for the future including how the school develops their social and emotional skills and decision making PSHE assessment sheets Access to a school council session Focus group of 4-6 pupils Secondary school: 4-6 year 10/11s to interview individually or as a group – 50 minutes total Week four Interview with the EP and the CAMHS clinician to understand how the school works with these agencies Interview with the SENCO Looking at support plans and accessibility Exploring the journey of a child/group of children with mental health needs (looking at paperwork referrals, interviewing involvement with external agencies, and interviewing members of staff linked to the pupil) Health Improvement Advisor will contact the EP and CAMHS clinician Interview SENCO for 1 hour Access to support plans, pupils passports etc. Selecting an appropriate pupil with mental health needs with CAMHS, SLT and SENCO Organising interviews with staff who work with vulnerable pupils Week five Analysing bullying data and incident logs Observing behaviour during unstructured time and transitions Speaking to an appropriate member of staff about peer support, and activities that develop social relationships Focus group with pupils on how pupils support each other and develop friendships, and asking for help Speaking to teaching staff about the teaching of social, listening and empathy skills Access to bullying data Access to the staff member that leads on the peer support scheme A focus group with random pupils (6-8) from a range of year groups- 50 minutes A focus group with staff Week six Run a focus group with parents to gather their views Analysing a parent survey previously conducted by the school Interview with the member of staff that leads on parent work Graffiti wall to understand staff involvement with parents- How do you work with parents? Interview with a parent governor (explore decision making practices and school development plan) Run a parent focus group Access to previous parent surveys Member of staff that leads on parent work – one hour School to create graffiti wall Access to parent governor- 50 minute informal chat
HD/ED free/ WildN'Beauty's Aretha Franklin HD A-A AD:0-0 optigen clear by parents current eye cert/ Duch Ch./ Lux.Ch./ German VDH Ch./ SU(U).Ch./ Reserve World Winner '08 and Winner A-dam 2007 HD-A /ED free / Optigen A HD-A /ED free / Optigen A Nv-03 NUCH Birchbrook Barley Wine of Charway HD free/ HD-B/ED free/ Farnfield Tiramisu HD/ED free / current eye cert./ Penny Royal's Dutchman at Farnfield HD/ED free / current eye cert./Optigen A Farnfield Lilly HD-A/ED free/current eye cert/optigen A Macita's Du Champ HD/ED free/ Macita's Anibas HD/ED free/ SUCH Destinys Happy Girl HD/ED free/current eye cert Toyette-Björka HD/ED free/ SVCH Foulby Neptune HD/ED free/optigen A SVCH Macita's Quandra Gesima
confirmed 8c Date of SULCN conference 2017 Confirmed that GCU will host 2017 conference – it was agreed that a June date would be preferable Check room availability at GCU Claire McFadzean & Ian Laing September Malcolm advised Wed & Fri have been popular days historically but not mandatory 8d Potential themes for 2017 conference Sustainability – original 2016 theme = potential workshop Innocence Project = potential workshop How to start/run a law clinic = potential workshop Use of Virtual Reality – impact on juries = potential workshop or talking point Cradle to grave – link with the profession = potential theme/workshop Access – beyond our campus = GCU GCU Law Clinic to draft a full programme Claire McFadzean & Ian Laing September
suggestion for theme. Link to on-line resources & rural broadband problems 9 Hackathon 17th -19th June 2016 Glasgow - “Tech for Justice 2016” Presentation by Arlene McDaid from Legal Hackers on 3 day innovation lab. Concept is for teams of 4-6 people to take part in the challenge – legal technology – build something with the potential to take forward as a start-up Contact Malcolm directly if you are interested in forming a SULCN team for the challenge All SULCN members asap Hosted by MacRoberts, Glasgow in conjunction with the Law Society of Scotland and Legal Hackers Scotland 10 Date of Next SULCN meeting Not confirmed To be decided following setting of conference date Malcolm to circulate possible dates in due course
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Knowledge and understanding To carry out this work in accordance with the current versions of the appropriate industry standards and regulations, the specification, working practices, the working environment and the natural environment You need to know and understand: your role and responsibilities in relation to: monitoring and implementing health and safety on the work site the work to be undertaken allocating roles and responsibilities monitoring the work of operatives liaising with relevant people how to interpret organisational procedures and monitor changing conditions at the work site how to coordinate operatives you are responsible for in relation to: supervision and motivation identification of competence planning work allocations, duties and responsibilities how to communicate effectively with relevant people the current versions of appropriate industry standards and regulations relevant to the identified building services engineering system the organisational procedures for: completing the necessary documentation agreeing a programme of work with relevant people confirming that the installation and/or maintenance work is completed identification of competence methods that will verify that the equipment, accessories and components are: compatible to the working environment in accordance with the specification of the required and correct type delivered on time and undamaged suitable and safely stored how to manage the available storage facility at the work site
Glossary Appropriate industry standards and regulations for: construction design and management controlling noise at work controlling asbestos in the work place controlling substances hazardous to health electricity at work gas supply and installations managing health and safety at work manual handling operations personal protection at work provision and use of work equipment recycling and disposal of waste electrical and electronic equipment requirements for electrical installations the quality of buildings and building work in England, Northern Ireland, Scotland and Wales water supply water fittings working at heights workplace health and safety and welfare Specification A verbal and/or documented instruction that is an explicit set of requirements for installing identified systems, equipment or products, to be satisfied by materials, components, design, processes, procedures, data management and/or service(s).
Table of Contents Memorial Policies 3 Definitions 4 Making Memorial/Honorarium Donations 5 Management of a Memorial Honorarium Funds 6 Memorial and Honorarium Walkway Program 8 Restricted Individual Record Rights 9 Memorial/Honoria Ownership, Installation, and Maintenance 9 Approval of Memorial/Honoria Activities 9 Duplicate Memorials 10 Accurate Agent Information 10 Transfer of a Memorial/Honoria 10 Lapse of Memorial/Honoria Approval 10 Compliance with Memorial Plan Requirements 11 Memorial/Honoria Plan Guidelines 11 Recognition Plaques 12 Memorial/Honoria Acknowledgement 12 Placement of Objects at a Memorial/Honoria Location 12 Amendment of Policies and Procedures 13 Release of Liability 13 Change in Church property ownership 13 Change of SUMC Property or Facilities 13 Special Powers of the Senior Minister or Board of Trustees 13 Applicability of Policies and Guidelines 13 SUMC Request for a Memorial or Honoria 14 Gifting and Recognition Opportunities Policy 15 Design Guidelines 21 Memorial Benches 21 Memorial Furniture 24 Fencing, Gates & Walls 27 Statues, Art, Fountains and Urns 31 Lighting (Perimeter, Pathway, Entryway/Sconces, Landscape) 34 Landscaping Memorials (Trees, Gardens, Plaques) 38 Adger Road and Devine Street 41 Concept Plans 42 Memorial Plan 42 Zone #1 Sanctuary Concept Plan 43 Zone #2 Betty Bruner Concept Plan 44 Zone #3 Courtyard Concept Plan 45 Zone #5 Billy Bartlett Concept Plan 46 Courtyard, Sanctuary, Betty Bruner & Billy Bartlett Renderings 33 - 35 47-49
Telemachus To seek out more information about Odysseus from Menelaus It is too sad and difficult to talk about the heroes who returned from Troy Queen Helen drugs the wine to keep people from crying so that they can discuss what has happened to Odysseus Menelaus (he talks about his journey in the past and is told as a flashback) To get home after the Trojan war AND To know about his fellow kings/friends who have been separated from him he cannot get off of the island of Pharos Idothea (goddess) helps Menelaus by telling him how to capture her father Proteus (god of the sea) AND After he captures Proteus, Proteus tells him how to appease the gods to return home and what happened to Ajax, Agamemnon and Odysseus Penelope Wants her son to return home safely The suitors (Antinous & Eurymachus) are plotting to kill Telemachus as he returns home Penelope prays to the gods for help and Athena appears to her in a dream, reassuring her that Telemachus will return safely. Book 9: The Odyssey
Odysseus To return home after the Trojan war His men open the bag of winds from Aeolus and driven off course AND The Laestrygonian cannibals slay and eat many of Odysseus’s men AND Circe turns his men into pigs Odysseus returns to Aeolus but receives no further help AND They flee from the Laestrygonians AND Odysseus receives help from Hermes to resist Circe’s charm and forces her to release his men
Possible School Time Table Minimum Time Allocated as per JC Framework Document Subject /Short Course Lessons per week @ 40 Min. Periods Total Periods/Hours 28 Hours Class contact 1 Gaeilge 4 2 English 4 3 Mathematics 4 12/8 4 Options: Subject 3 5 Subject 3 6 Subject 3 7 Subject 3 8 Subject 3 15/10 9 Short Course 1.5 10 Short Course 1.5 11 Short Course 1.5 12 Short Course 1.5 6/4 13 OEE Guidance 1 14 OEE Pastoral Care 1 15 OEE Elements of Religious Educ. 1 3/2 36/24 28 Balance 6/4
Best Practice – Quality Area 3 UCVT Early Years Cluster is committed to: promoting respect for, and an appreciation of, the natural environment among all at the service; fostering children’s capacity to understand and respect the natural environment, and the interdependence between people, plants, animals and the land; supporting the development of positive attitudes and values in line with sustainable practices; ensuring that educators and other staff engage in sustainable practices during the operation of the service. This policy provides guidelines to assist UCVT Early Years Cluster services to take an active role in caring for the environment, and promoting and contributing to a sustainable future. Environmental education can be defined as learning about the environment and how natural systems function; the interconnectedness of plants, animals, humans and the planet we inhabit. Environmental education promotes the growth of knowledge, skills and values about the environment, often with a focus on science and nature. In an early childhood setting, environmental education should be integrated into everyday decisions made as part of the curriculum. Sustainability can be defined in a broader and more holistic context of education for the environment. The complexities of social, environmental and economic systems are acknowledged, and their implications for sustaining life are considered. The goal of sustainability education is to empower children and adults to think and act in ways that meet their immediate needs without jeopardising the potential of future generations to meet their own needs. Sustainable practice in early childhood settings requires a holistic approach that integrates all aspects of sustainability into service operations. The Approved Provider, supervisors, staff, children and families who attend the service should be responsible for ensuring that environmental sustainability is an integral aspect of the service. Attachment 3 contains a list of strategies for environmental sustainability.
AirLinxTM User Registration Form Please complete this registration form for each person needing access to the Sullair AirLinxTM compressor monitoring system. Send it to with “AirLinx user registration” on the email subject line. AirLinx User Name x AirLinx User Company x AirLinx User Address x AirLinx User Email x AirLinx User Text Msg Address (i.e. ) x Sullair Distributor x Compressor Serial Number x SIC (Standard Industrial Code) Number (OR Industry of Customer) x X Required fields Please note customers can have up to 8 individuals per unit registered for notification.
Criteria Supporting Feature 407.2 Contrast Not Applicable 407.3 Input Controls See 407.3.1, 407.3.2, and 407.3.3. 407.3.1 Tactilely Discernible Not Applicable 407.3.2 Alphabetic Keys Not Applicable 407.3.3 Numeric Keys Not Applicable 407.4 Key Repeat Not Applicable 407.5 Timed Response Not Applicable 407.6 Operation Not Applicable 407.7 Tickets, Fare Cards, and Keycards Not Applicable 407.8 Reach Height and Depth Not Applicable 407.8.1 Vertical Reference Plane Not Applicable 407.8.1.1 Vertical Plane for Side Reach Not Applicable 407.8.1.2 Vertical Plane for Forward Reach Not Applicable 407.8.2 Side Reach Not Applicable 407.8.2.1 Unobstructed Side Reach Not Applicable 407.8.2.2 Obstructed Side Reach Not Applicable 407.8.3 Forward Reach Not Applicable 407.8.3.1 Unobstructed Forward Reach Not Applicable 407.8.3.2 Obstructed Forward Reach Not Applicable 407.8.3.2.1 Operable Part Height for ICT with Obstructed Forward Reach Not Applicable 407.8.3.2.2 Knee and Toe Space under ICT with Obstructed Forward Reach Not Applicable 408 Display Screen 408.1 General. Where provided, display screens shall conform to 408. Criteria Supporting Feature 408.2 Visibility Not Applicable 408.3 Flashing Not Applicable 409 Status Indicators Criteria Supporting Feature 409.1 General Not Applicable 410 Color Coding
© 2017 Microsoft Corporation. All rights reserved. The names of actual companies and products mentioned herein may be the trademarks of their respective owners. The information contained in this document represents the current view of Microsoft Corporation on the issues discussed as of the date of publication. Microsoft cannot guarantee the accuracy of any information presented after the date of publication. Microsoft regularly updates its websites with new information about the accessibility of products as that information becomes available. This document includes material copied from or derived from the Web Content Accessibility Guidelines (). Copyright © 2015 W3C® (MIT, ERCIM, Keio, Beihang). This document is not the Web Content Accessibility Guidelines (WCAG) and should not be used as a substitute for it. Excerpts of WCAG are referenced solely for purposes of detailing Microsoft’s conformance with the relevant provisions. A full and complete copy of the Guidelines is available from the . Customization of the product voids this conformance statement from Microsoft. Customers may make independent conformance statements if they have conducted due diligence to meet all relevant requirements for their customization. Please consult with Assistive Technology (AT) vendors for compatibility specifications of specific AT products. This document is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EXPRESS OR IMPLIED, IN THIS DOCUMENT.
principles of universal design will be investigated. universal design. Develop and disseminate information to relevant stakeholders such as builders and developers. 2.6 New and refurbished City of Fremantle buildings and facilities will follow best practice guidelines for universal design. Guidelines for best practice universal design will be followed when City owned and managed buildings and facilities are being built. 2.7 Accessibility of parks, playgrounds and beaches will be improved. Conduct an audit on Parks, Playgrounds and Beaches for the planning of remedial works as well as identify new initiatives for improving universal access.
Outcome 5. People with disability have the same opportunities as other people to make complaints to the City of Fremantle. Strategy Action/s 5.1 The City’s complaints process will be flexible and accessible to people with disability. Review and update the City’s complaints process so that it is clear to staff and accessible to people with disability. To include different methods available for people to lodge complaints and referring to staff members with higher levels of training if required. 5.2 Staff and community members will be informed of the variety of methods available to register a complaint with the City. Develop and publicize user-friendly information on the City’s complaint process, including the variety of methods that complaints can be made.
NEW YORK STATE HEARING AID DISPENSING ADVISORY BOARD MEETING SUMMARY March 20, 2017 The meeting was held at the Department of State, 99 Washington Avenue, Albany; 123 William Street, NYC; and, 65 Court Street, Buffalo. I. INTRODUCTIONS, ROLL CALL AND QUORUM ANNOUNCEMENT The meeting was called to order at 10:30 a.m. W. Clark took roll call and declared there was not a quorum present. The official attendance was as follows: BOARD MEMBERS Peter Fisher Florence Butler Anthony Macera Anne Orsene Excused: Sally Atkins Kathleen Cassidy Ana Kim EX-OFFICIO BOARD MEMBERS Whitney Clark, representing Rossano Rosado, Secretary of State, Board Chair Jonathan Curtin, representing Howard A. Zucker, MD, JD, NYS Department of Health DEPARTMENT OF STATE STAFF Amy Penzabene Mary Jo Moore Ernita Gantt Dave Mossberg Nancy Harrigan Jodi DeLollo Marc Mastrobuono Marcy Rose Denise Tidings Sharon Charland VISITORS Barbara Ahern, Hearing Health Care Alliance of NY (HHCANY) Fred Goossen, HHCANY, International Hearing Society (IHS) Jerry Bergman, Hearing Loss Association of America SUBCOMMITTEE AND DEPARTMENT REPORTS – Processing Report – Jodi DeLollo reported statistics and deficiencies of applications received by DLS. The Division will examine the application format and website to determine if changes could be made to increase approval rates. Jodi also provided statistics regarding the registered/licensed hearing aid dispensers and businesses from February 2106 to date. Nancy Harrigan reported scheduling of the practical exam has been streamlined to 1-2 months once the application is approved. Nancy will provide an update at the next board meeting on the ability to add additional practical examination sites. Exam/Education Subcommittee Report – M. Mastrobuono reported on the Education Subcommittee report on out of state licensees. NYS licensing requirements are very different than those in other states. The subcommittee will review the requirements of bordering states in order to determine what experience can be deemed equivalent. Assistance from DLS Counsel will be sought regarding the current regulations and the subcommittee’s findings.
1800 996 214 Planning Session facilitated by: Leanne Pearman and Bronia Holyoak Section written by: Bronia Holyoak Summary of discussions The Planning sessions at the NDIS in WA Conversations were facilitated by Bronia Holyoak and Leanne Pearman. Both Leanne and Bronia have extensive knowledge and experience of individualised planning processes and have supported people through the NDIS planning processes in Western Australia. The Planning sessions were well attended on both days with around 140 people participating in the conversations. People had lots of questions about planning in the NDIS. On day one facilitators answered questions throughout the presentation; this was adjusted on day two with a Q and A session at the end which seemed to work better. On both days, the sessions commenced with a presentation and overview of the NDIS planning process highlighting the key requirements for a person entering the scheme needing to have a plan developed. Information was provided about ways that people could consider preparing for the planning conversation. Hard copy and electronic resources and planning tools were provided for attendees to take home post event. The information sessions were followed by break out conversations with key questions provided for attendees to discuss in groups. A facilitator was allocated to each group/table whose role was to assist to keep the conversations flowing and scribe feedback from attendees The following is a summary of the conversations held over both days which has been divided into key themes: Assessment Pre-Planning support Information Processes Training Rural and Remote
SERVICES Engineers have confirmed that services (Civil and electrical) can be made available for this site. Electricity will be sourced from the Gomsand substation. Civil services will connect to existing municipal services where available. OTHER The following documents can be made available upon request: Title deed Township approval Electrical engineer report Civil engineer report Storm water management plan Traffic impact assessment Environmental approval
Summary of Activities from Practice Manager Cyber Attack left the surgery without clinical systems for 24 hours. Have continued to experience intermittent issues as work behind the scenes continues. Major concerns are with 3rd party systems that link into the surgery rather than our own set up. Surgery has been busy organising a number of training events for practices across East Staffordshire in the last couple of months Information Governance Training – catered for over 175 staff Caldicott & Siro Training – catered for 40 staff Child Exploitation Training for clinical staff - 9 staff Cancer Awareness Evening Clinical Staff – over 45 GPs Peel Croft. Gordon Street, Tutbury and Carlton Group have decided to pool resources and develop a peer group to undertake the completion and auditing for Information Governance to meet the annual expectations of the HSCIC Online Service continues to be a key focus with regards to encourage / providing patients with the opportunity to register to access online services such as Appointment booking / cancelling Prescription online Access to some clinical Information Objectives via GP Contracts have seen an up lift from 10% in 2016/17 to 20% in 2017/18 Change in personnel – Dr Kartha is due to leave us at the end of July and Dr Cerian Davies will be joining the team as a part time ST2 and will be with us until February. The surgery has been working with Together, previous known as changes, under their new remit. This means that fewer patients meet the criteria and it is possible the group session may have to come to an end ( formal notification received and will terminate at the end of June). As a surgery we have been proactive and already sourced support from Tool box that undertake 121 and sign post people to the wealth of support available in the community. We are also in talks with a couple of groups to explore is a self-help group for patients can be set up to replace the weekly Together session – watch this space. Cancer Bowel Screening – we have met with Emily Skeet and discussed a number of Cancer awareness programmes which we are working on, however we wondered if you would like to attend an education session with the reception staff scheduled Thursday 21 September @ 2pm(to be confirmed) from this we hoped you may feel confident (whilst at the flu clinics possibly?) engaging with patients to see if they would be interest in attended a patient education event which we could arrange with Emily for later in the year?
Interventions Briefly describe the activities that will address the agency need or strategic plan objective. Benchmarks List the expected outcome of the capacity building activity. Capacity Codes Method(s) of Measurement/Verification Briefly describe the tool or process to be used to verify progress on the outcome. Annual Target Number of organizations, both public and private, that Community Action actively works with to expand resources and opportunities in order to achieve family and community outcomes. Non-Profit B.5a Faith Based B.5b Local Government B.5c State Government B.5d Federal Government B.5e For-Profit Business or Corporation B.5f Consortiums/Collaboration B.5g School District B.5h Institutions of post-secondary education/training B.5i Financial/Banking Institutions B.5j Health Service Institutions B.5k Statewide Associations or collaborations B.5l Number of Organizations (Total): Section C – Program Services, Activities, and Outcomes (continued) Applicant: Budget Period: 10/1/18 to 9/30/19 Description of Need (Family, Community, Agency) Briefly identify the need that documents the reason for the programs/services/milestones and outcomes listed below. Program that addresses the need described above:
FORM B STAFFING PLAN Submit with Bid or Proposal – Instructions on following page Solicitation No.: Reporting Entity: Report includes Contractor’s/Subcontractor’s: Work force to be utilized on this contract Total work force Offeror’s Name: Offeror Subcontractor Subcontractor’s name Offeror’s Address: Enter the total number of employees for each classification in each of the EEO-Job Categories identified EEO-Job Category Total Work force Work force by Gender Work force by Race/Ethnic Identification Total Male (M) Total Female (F) White (M) (F) Black (M) (F) Hispanic (M) (F) Asian (M) (F) Native American (M) (F) Disabled (M) (F) Veteran (M) (F) Officials/Administrators Professionals Technicians Sales Workers Office/Clerical Craft Workers Laborers Service Workers Temporary /Apprentices Totals PREPARED BY (Signature): TELEPHONE NO.: EMAIL ADDRESS: DATE: NAME AND TITLE OF PREPARER (Print or Type): Submit completed with bid or proposal
Journal of Psychiatry 137:535-44. Hempel, C.G. (1956/1967) “Fundamentals of Taxonomy” in Aspects of Scientific Explanation. New York: The Free Press. Horowitz, A. and J. Wakefield. (2007) The Loss of Sadness: How Psychiatry Transformed Normal Sorrow into Depressive Disorder. Oxford: Oxford University Press. Insel, T. R., Cuthbert, B., Garvey, M., Heinssen, R., Kozalk, M., Pine, D. S., Quinn, K., Sanislow, C., and & Wang, P., (2010). “Towards a New Classification Framework for Research on Mental Disorders”, American Journal of Psychiatry, 167: Kincaid, H. (2008). “Do We Need a Theory to Study Disease? Lessons from Cancer Research and Their Implications for Mental Illness”, Perspectives in Biology and Lilienfeld, S. (2014). “The Research Domain Criteria (RDoC): An Analysis of Methodological and Conceptual Challenges”, Behaviour Research and Therapy 62: 129-139. Murphy, D. (2014). “Natural Kinds In Folk Psychology and in Psychiatry”, in Classifying Psychopathology: Mental Kinds and Natural Kinds, Harold Kincaid and Jacqueline A. Sullivan, eds., Cambridge: MIT Press, 105-122. Murphy, D. (2015). “Philosophy of Psychiatry”. Stanford Encyclopedia of Philosophy. Murphy, D. (2009) “Psychiatry and the Concept of Disease as Pathology,” in M. Broome & L. Bortolotti (eds.), Psychiatry as Cognitive Neuroscience: Philosophical Perspectives, Oxford University Press: 103–117. Murphy, D. (2006). Psychiatry in the Scientific Image. Cambridge, MA: MIT Press.
Industrial Development and Renovation Organization of Iran Summary of Feasibility Study Report Gas to Polypropylene Project (GTPP) To be presented to the Industry Development Committee Page 2 of 3 4. The desired production method and technology 1. In the reformers, natural gas, together with water vapor, is changed into synthesized gas which is converted into raw methanol and then into pure methanol in the reactor 2. Methanol is first converted into DME (dimethyl ether) in the primary reactors, and the mixture of DME and methanol is then converted into propylene in three fixed-bed reactors. Propylene, methanol, and DME are separated from the mixture, uncombined methanol and DME are returned to the initial stage of the process, and propylene and other products are purified. 3. The propylene and ethylene produced in the reactors are converted into polypropylene (with various grades) and packaged Methane technology: Topsoe-Lurgi MTP technology: Lurgi P.P technology: Basell, JP Morgan Chase & Co, Mitsui, Sumitomo 5. Physical dimensions of the project Project location: On the northern shores of the Persian Gulf and the Oman Sea , or along the coast of the Caspian Sea Land area: About 4 million square meters Floor area: Production: Exposed units in a total area of 50,000 square meters (the exact figures shall be determined during the engineering phase) Service Section (Warehouses, repair & maintenance, etc.): Approx. 50,000 square meters Offices: Approx. 5000 square meters Infrastructure facilities required for the project: Water: 40,000 cubic meters per day Electricity: 70 megawatts ( varies according to process type) Gas: 1750 million cubic meter per year Transportation infrastructure: Export port Size and composition of human resources in the project: Operation and repair: 1280; ancillary services 50 ; administrative : 150
Power Parity π ↑ in + %V for continuous Money Creation LR (PPP) X or M Unchanging X-M %E ↑ due to relative version of Purchasing Power Parity Purchasing Power Parity In L-R, i ↑ due to Inflation Expectations Effect; i>if but No Capital Inflows; Interest Parity Theorem saying i-if merely reflects %Ee (+ve or ↑) Note: Use only one of the two above versions of Purchasing Power Parity for LR; both lead to the same reasoning. Domestic Goods Market Shocks: Expansionary Fiscal Policy G ↑ and thus Y ↑ S-R Trade M↑ X-M ↓ Trade Account(e) ↓ E↑ i ↑due to Effect S-R International Investment Capital Inflows ↑ Financial Account (f) ↑ Supply ↑ E↓ Domestic Investment ↓ due to Crowding Out BP ( e+ f) Sum of (e ) and (f) = ? uncertain S↑-D ↑ =? uncertain E? uncertain Note that in the Above-the-Line BP, (e ) and (f) work against each other on E; Net impact of G on E is ambiguous. Secondary adjustment E ↑ or ↓ MT to new LR eq. uncertain uncertain uncertain uncertain P ↑ or LR E↑ due to E = P/Pf Absolute Version of Purchasing Power Parity iff  G is ‘monetized’: when Bonds are sold to Central Bank: iff G = M π ↑ LR %E ↑ = ↑– f Relative Version of Purchasing iff G = M
Power Parity Note: Use only one of the two above versions of Purchasing Power Parity for LR; both lead to the same reasoning. Causes Time Horizon Trade Trade Balance FOREX FOREX rate Note International Money Market Shocks: U.S. Expansionary Monetary Policy (MSf↑) MSf ↑ and thus Yf ↑ S-R Trade X↑ X-M ↑ or Trade Account↑(c) Excess Supply E↓ If due to Liquidity Effect S-R International Investment Capital Inflows Financial Account↑ (d) Excess Supply E↓ BP (c ) +(d) S-R Combined (c ) + (d) ↑↑ Excess Supply E↓↓ (Second Round) E↓↓ M-T to new LR eq. X↓ , M↑ X-M ↓ Supply down E starts ↑ A secondary/ Cushioning Effect Note that at the beginning, (b) <(a); and then in the Long-run, (b) may partially offset (a) with “Cushioning Effect”. Pf ↑ In Mf Vf = Pf yf for M(S)f ↑ or LR Trade PPP X or M Unchanged X-M E↓ due to E = P/Pf : Absolute Version of Purchasing Power Parity πf ↑ in + %Vf for continuous Money Creation LR Trade PPP X or M Unchanging X-M %E ↓due to relative version of Purchasing Power Parity Purchasing Power Parity In L-R, if ↑ due to Inflation Expectations Effect; LR I<if but No Capital Outflows; Interest Parity Theorem saying i-if
Real Factor Theory: Technical Innovations in Tradable Sector Only Technical Innovation only in Tradable Sector → Price of Tradable goods↓ (PT↓) X↑ FOREX Supply↑ E↓ PPP holds Price of Non-Tradable goods↑ (PNT↑) PPP does not hold No change in Overall Price Level Ratio, or small fall (P = PT + PNT) Pf/P more or less constant, or small fall Partial PPP q=E*Pf/P ↓
Evidence of the labelling practice Provided examples of ‘contains tree nuts’ on the label, with the specific tree nuts listed in the ingredient list. NZMPI Woolworths policy is to identify the actual variety of tree nut within the ingredient listing and the may contains/ contains statement only refer to tree nuts. If other tree nuts are in the manufacturing facility and have the potential for cross contact, the may contain/may be present statement will state - other tree nuts. Woolworths Impact of the labelling practice This type of labelling information could be helpful to allergic consumers and those preparing food for allergic consumers. Where consumers are avoiding all types of tree nuts the term ‘tree nuts’ is adequate (ARFAID). ARFAID, NZMPI The information would be useful for consumers if there was a consistent protocol for declaring nuts (and consumers were educated about this) that required a generic “contains nuts” statement with specific nuts identified in the ingredients list. The information should be consistent with the AFGC Guide (A&AA, Tas). Vic Depts, A&AA, ARFAID, Tas This labelling practice assists tree nut sensitive customers make correct food choices as these are commodity item, and there is a risk of potential cross contact from other tree nuts. The use of the broader term ‘other tree nuts’ is preferred to mitigate risk of allergic reactions. Woolworths The arrangement described above is likely to be confusing for consumers particularly if there are some tree-nuts they can tolerate. Allergy NZ Some individuals can be allergic to one tree nut but not others and therefore specific information is more useful. ASCIA, ARFAID, Starship The usefulness of the information does however rely on the ‘contains’ statement being correct. There have been several instances where an allergen in the ingredient list has been missed in a ‘contains’ statement and foods are not recalled because the ‘contains’ statement is not required by law. A&AA, Starship ‘Nuts’ is also a confusing word as it is it is unclear if this means tree nuts or peanuts. ARFAID, Starship
Contains a long set of requirements a patient must satisfy before being eligible to receive prosthetic care, including upper body strength, adequate posture, cognitive capability, sufficient neuromuscular control, sufficient cardio-vascular capacity, and numerous other prerequisites. While consideration of this medical information is not unreasonable, this appears to be a thinly veiled attempt to use the existence of these conditions to disqualify amputees for coverage of more advanced levels of prosthetic care, or any prosthetic care at all. These requirements are overly broad, not medically supported, and will lead to denials of claims based solely on historical, clinical records, not the physician’s judgment that a beneficiary is a candidate for prosthetic care; and, Reiterates misguided Medicare policies that prohibit the prosthetist’s clinical notes from being considered as part of the medical record and requires new and unnecessarily-detailed proof of delivery documentation which invites denials of prostheses already delivered to patients. This new LCD’s comprehensive changes to coverage, coding and payment of lower limb prostheses will drive practice in the future and severely limit access to modern prosthetic technology and the current standard of care. The LCD was released with absolutely no evidence cited for these major changes. When a bibliography was finally produced, it contained generic references, outdated articles, newspaper citations, and even references to legislation that has not become law. Yet, the LCD places the burden on the patient and provider community to offer evidence to rebut these proposals with a very limited timeframe. What You Can Do To Help Sign the Petition: A “We the People” petition has been established on the White House website. If 100,000 individuals sign this petition, the White House is obligated to respond. The petition can be easily accessed at . Please distribute this link to anyone you feel might be interested in signing the petition, including via Twitter, Facebook, and email. Submit Comments and Get on Record: All organizations and individuals are encouraged to submit comments to the proposed LCD by August 31st. This will ensure that the Medicare program hears widespread opposition to the proposal. Template letters and other materials to assist in commenting can be found at . Please contact us if we can be of any assistance in this matter.
Period of Part A Contract: March 1, 2019 – February 29, 2020 Agency/Program Name* SUMMARY OF FUNDING SOURCES OBJECT CLASS CATEGORIES RYAN WHITE PART A** RYAN WHITE PART F (MAI)** RYAN WHITE PART B RYAN WHITE PART C RYAN WHITE PART D HOPWA CITY AND/OR STATE GENERAL OPERATING/ PRIVATE FEDERAL TOTAL BUDGET PERSONNEL FRINGE BENEFITS TRAVEL SUPPLIES CONTRACTUAL OTHER TOTAL DIRECT CHARGES ADMINISTRATIVE COSTS TOTAL COSTS PROGRAM INCOME: Identify sources of program income including Medicaid, Medicare, etc. and description of average reimbursement rate for each. 1. *Agency/Program Name - Do not use acronyms. 2. **Based on Funding Request. 3. Administrative Costs for Part A and MAI cannot exceed 10% of total award, unless written approval is given by the Grantee 4. Headings of columns may be changed to accommodate other funding sources.
Summary of Search Results & Strategy – GUIDELINES, Clinical Trials, RCTs, Systematic Reviews & Meta-Analyses – Atopic Dermatitis Date Database Search Strategy Hits Articles Selected 9/6/14 PUBMED Search ((("meta analysis"[Publication Type] OR "review"[Publication Type]))) AND ("Dermatitis, Atopic"[Mesh] AND ("last 10 years"[PDat])) 1146 9/6/14 PUBMED Search ((("clinical trial"[Publication Type] OR "controlled clinical trial"[Publication Type] OR "randomized controlled trial"[Publication Type]))) AND ("Dermatitis, Atopic"[Mesh] AND ("last 10 years"[PDat])) 691 9/6/14 PubMed Search ((("guideline"[Publication Type] OR "practice guideline"[Publication Type]))) AND ("Dermatitis, Atopic"[Mesh] AND ("last 10 years"[PDat])) 21 9/6/14 National Guidelines Clearinghouse Keyword: atopic dermatitis Publication Year: 2004-2014 3 9/6/14 CMA Infobase “atopic dermatitis” “dermatitis” 0 1 9/6/14 SIGN Scotland Manual search of guidelines “dermatitis” or “eczema” 1 9/6/14 NICE Evidence Search “atopic dermatitis” AND Type Of Information “Drug Practice Guideline” Type of Information “Guidance” 9 111 9/6/14 NICE Evidence Search “atopic dermatitis” AND Type of information “Ongoing Trial” 36 9/6/14 NICE Evidence Search “atopic dermatitis” and Type of Information “Primary Research” 30 9/6/14 NICE Evidence Search “atopic dermatitis” and Type of Information “Systematic Reviews” 136 9/6/14 New Zealand Guidelines Group Manual search of guidelines “atopic dermatitis” 0 9/6/14 Australian National Health and Medical Research Council Guidelines Search “atopic dermatitis” or “dermatitis or “eczema” 0
The Survey identifies a number of changes in the related areas of Maternity Leave, Paternity Leave and Family Friendly Policies. The main driver of change in these areas is the effect of EU policy as expressed in EU Directive 2010/18/EU on Parental Leave. The Survey shows increased rates of parental leave across a number of Member States and identifies the application of parental leave to same sex couples, to adoption and fostering. The Survey also identifies enhanced Maternity Leave in a number of Member States. (f) Changes in the Structure of and Appointment to the Senior Public Service In respect of changes in the structure of and appointment to the Senior Public Service, the Survey shows that only 4 Member States reported a change in the structure of the Senior Public Service with changes being reported by Austria (greater focus on women as leaders), Hungary, Ireland (where a new Senior Public Service has been established) and the Netherlands (where the Foreign Affairs Department is being included in the Senior Public Service). The survey suggests a greater focus on the competencies required of senior public servants. It also shows a movement towards more focused recruitment with an emphasis on dedicated recruitment structures and selection procedures. Irish Presidency Survey on the Structure of the Civil and Public Services of the EU Member States and Accession States Background In 2004, the Irish Presidency carried out a survey on the structure of the Civil and Public Services of the Member States of the European Union, new Member States and three Applicant Countries. In 2006, the Austrian Presidency carried out a further Survey to update the information provided in the 2004 Survey. The Spanish Presidency commissioned a more detailed and comprehensive study on Public Employment in the Member States of the EU during its tenure. In the Irish Presidency Programme it was signalled that Ireland intended to update the Austrian Survey from 2006 and collect summary data for use by EUPAN members. It was also considered timely to gather information on the reforms that have taken place since 2009 as a result of the Crisis. With this in mind, EUPAN Members were requested to provide up-to-date structural data under 5 headings and key reform information under item six below: Structure of the Public Service Number of Public Servants Number of Ministries Structure within each Ministry Department/Ministry with Responsibility for HR Policy
Anderson Promotion Dossier –- Evaluation Kit Summary of Student Evaluations of Teaching Present data for courses that were evaluated by students during previous 6 regular AY semesters (or since last promotion or hire): Semester and Year Evaluation Kit Template Course No/Section Semester Time Offered 21 Day Enrollment Rate of Return Mean STD Median 1. I would recommend this instructor to another student for this or other courses. 2. I would recommend this course to another student. 3. Please rate the instructor’s overall teaching effectiveness. 4. Compared to other courses, how much did you learn in this course? 7. How would you characterize the instructor’s ability to explain course content and material? 8. How comfortable to you feel approaching the instructor with questions or comments? 9. Overall how satisfied are you with the quality of the instructor’s feedback on exams, quizzes, and assignments? 10. The assignments, discussion, and other learning activities were useful for mastering the course. 11. On average, how many hours per week do you spend on this course, including in-class time? 14. This instructor treats everyone fairly. 15. This instructor respects student differences.
Protocol/Procedure CAS#: 7664-93-9 Preparation Eliminate incompatible materials from potential spill area. Know the location of the nearest fire extinguisher, eyewash, and safety shower before beginning work. Never work alone. Make sure there is another worker present who is also trained in the sulfuric acid SOP. Lab-Specific Information Procedure/Use Scale Engineering Controls/Equipment PPE (eye, face, gloves, clothing) Procedure Steps and Precautions Sulfuric acid is a reagent used in organic reactions, and is a strong, corrosive acid and dehydrating agent. Preparation of dilute solutions (typically 1.0 M) <1mL up to 1L used (concentrated sulfuric acid & diluted solutions) All work using sulfuric acid must be performed in a ventilated fume hood. Eye protection: Wear safety goggles or safety glasses with side shields. Face protection: Wear a face shield when not protected by a lab hood sash. Gloves: Wear Butyl or Butyl/Viton gloves when handling sulfuric acid. Remove gloves as soon as contaminated. Clothing: Wear lab coat, full length pants or equivalent; and close-toed closed heeled shoes. Wear acid resistant apron when pouring concentrated sulfuric acid. When working with concentrated sulfuric acid, it is important to make sure the work area is free of any bases and these may react violently with the acid. When working with concentrated sulfuric acid, make sure there is another worker present who is also trained in the sulfuric acid SOP. When diluting sulfuric acid with water, the concentrated sulfuric acid should be added slowly by pipet to water to minimize the exothermic nature of the reaction and any dangers from splashing. Determine volume of solution you
Table 1: Summary of changes from the 2013 to the 2915 version Overview From Version 2013 To Version 2015 Level OFO Code Title Type of Change OFO Continuous Stationery Printing Machine Technician Removed OFO Monoblock Offset Machine Technician Removed OFO Heatset Rotary Offset Lithography Technician Removed OFO Coldset Rotary Offset Lithography Technician Removed OFO Flexographic Printing Technician Removed OFO Guillotine Operator Removed Alternate Title Parliament official / Parliament secretary Inserted Alternate Title Chief Director /Director Inserted Alternate Title Public protector official Inserted Alternate Title Director General (DG) Inserted Alternate Title Deputy Director General Inserted Alternate Title Corporate Chairman Inserted Alternate Title Learning Programme Manager Inserted Alternate Title Clinical Manager Inserted Alternate Title Quality Control Manager Inserted OFO Manufacturing Quality Manager Inserted OFO Fuel Manager Inserted Alternate Title Jet Fuel Manager Inserted Alternate Title Hospital Manager Inserted OFO Child and Youth Care Manager Inserted Alternate Title Water Quality Manager Inserted OFO Water production and Supply Manager Inserted OFO Manufacturing Research Chemist Inserted OFO Hydrologist Inserted OFO Pharmaceutical Physician Inserted Alternate Clinical Research Physician Inserted
Title OFO Vehicle Damage Quantifier Inserted Alternate Title Sergeant-at-arms Inserted Alternate Title Logistic clerk Inserted Alternate Title Controller debtors Inserted Alternate Title Creditors controller Inserted Alternate Title Hospital Care Worker Inserted OFO Community Care Worker Inserted OFO Personal Care Assistant Edited Cabling technician Inserted CNC Machinist Inserted Lubrication Equipment Mechanic Inserted Electronic Pre-press Gravure Technician Edited Electronic Pre-press Screen Edited OFO Electronic Pre-press Edited Electronic Pre-Press Lithographic Technician Edited Electronic Pre-press Flexographic Technician Edited Alternate Title Photo lithographer Inserted Alternate Title Electronic Compositor Inserted Alternate Title Photo gravure cylinder processor. Inserted Alternate Title Gravure engraver Inserted Alternate Title Gravure cylinder engraving Inserted Alternate Title Electromechanical gravure Inserted OFO Gravure Cylinder Preparation Technician Edited Alternate Title Block maker Inserted Rotary Offset Lithographic Printing Technician (Heatset) Inserted Monobloc Dry Offset Lithographic Printing Technician Inserted