zilongwang/ReadingBank huggingface dataset:
by itself. Occasionally it develops into a chronic liver illness. Small children and infants are at a much greater risk of becoming chronically infected. Herpes (herpes simplex virus) Recurrent episodes of painful sores on genitals or anus. No, but symptoms can be controlled with treatment. No HIV Immunodeficiency virus) HIV generally has no symptoms in its early stages. HIV can lead to AIDS. People with AIDS may suffer various infections, cancers, and other ailments. No. AIDS is a chronic, ultimately fatal disease, but treatment (antiretroviral therapy) dramatically slows the progress of the disease. No Human papilloma virus (HPV) HPV can be asymptomatic. Some strains genital warts. HPV is the No. 1 cause of cervical cancer in women. Others cancers associated with HPV include head, neck, anal, and penile cancer. No, but symptoms can be controlled through treatment. Some cancers secondary to HPV are treatable. Yes. HPV vaccines can protect both and females against many strains of the virus. Syphilis Begins with one or more painless sores on the genitals, rectum, or mouth. The second stage may produce skin rashes, lesions on mucus membranes, fever, and malaise. The latent stage begins when these symptoms go away. Yes, if treated in its early stages. Without treatment, infection remains in the body. The late stage of syphilis includes damage to internal organs and can be fatal. No Trichomoniasis (trichomonas or Women may experience frothy, vaginal discharge with a strong odor. May also cause itching or discomfort during intercourse and urination. Men are usually asymptomatic; sometimes mild discharge or slight burning with urination or ejaculation. Yes No
List danger during labor and delivery that require emergency transport to a health facility. (K) Define “skilled birth attendant” and review the national framework to understand who is a skilled birth attendant in the country context. (K) Review safe birth practices performed by a skilled birth attendant. (K) Review country-specific information on the availability and quality of health facilities offering emergency obstetric and newborn care. (K) Examine the definition, purpose, and elements of a birth and emergency plan and who needs to be involved in developing one. (K) Analyze a case study on labor and delivery and name three ways that a birth and emergency plan would have helped a family to avoid delays. (K,S) Analyze a case on labor and delivery and name at least five practices at facility, provider, and community levels that would have helped a family to avoid delays. (K,S) Facilitate a community meeting on “Preventing Problems Before a Baby is Born” a tested MNH curriculum. (S) Prerequisites Global Health Sector Training Package: What Is Health? What Is Public Health? Global Health Challenges, International Responses, and Determinants of Health Peace Corps’ Role in Global Health and Guiding Principles for Health Volunteers Maternal and Newborn Health Training Package: Introduction to Maternal and Newborn Health Conducting a Maternal and Newborn Health Community Assessment Healthy Timing and Spacing of Pregnancies Pregnancy and Antenatal Care Sector: Health Competency: Foster improved maternal, neonatal, and child health Training Package: Maternal and Newborn Health Version: Oct-2014 Trainer Expertise: Trainer has a health background. Trainers could include a Health sector staff member or Health technical trainer.
Introduce this section. Distribute Handouts 6 and 7 (separate Review both handouts with participants. Handout 6 features counseling to be used by community health workers. Handout 7 includes the materials used to train community health workers to counsel mothers and family members on breastfeeding. Individual reading and discussion Invite participants to read Page 3 “positive counseling skills” of Handout 6 (counseling cards). Point out that this page reviews basic counseling skills (Listening and Learning Skills and Building Confidence and Giving Support Skills) along with three steps of counseling: Assess, Analyze, and Act. Small Group Task: Show the flip chart ( 4) with the small group task. Read the task aloud and give the end time. Ask if the task is clear. If not, clarify. If yes, let small groups start working. Group Debrief: Ask the person who acted as the community worker to share successes and challenges in using these materials and applying basic counseling skills. Note: Learning Objective 1 is assessed by observing small group role-plays and in the group debrief. Wrap-up by asking participants: “When are relevant times (across the continuum of care) to counsel the mother and influential family members for early initiation of breastfeeding and exclusive breastfeeding?” Note: Let participants respond. They may mention during ANC visits (so mothers and family members can plan for this when discussing their birth and emergency plan), at birth (support by the skilled attendant to initiate skin-to-skin contact and breastfeeding immediately after birth, family planning using LAM), postnatal period (mother can join breastfeeding support group, postnatal visits can help to address any problems and engage influential family members), etc. End by asking participants to share two ways they could adapt Handouts 6 and 7 in their work to support counterparts who do breastfeeding counseling. Application 50 min Celebrating World Breastfeeding Week In this section, participants think about how they could celebrate and amplify ongoing community and health facility efforts to protect, support, and promote breastfeeding by organizing a breastfeeding promotion fair during World Breastfeeding Week. Introduce this section, and distribute . Review the scenario with participants. Ask for any questions of clarification. Read the task aloud for participants. Give the end time. Ask if the task is clear. If not, clarify. If yes, let participants find a partner and begin working on the task.
Work with the training center to determine the best space for your demonstration of sanitary napkin making. You will need a space that has good lighting for sewing. Recommendation: Given the limited demonstration time, prior to the session, sew a few completed sanitary napkins, to demonstrate as models of the finished product. Then, choose the most critical or tricky steps of the sanitary pad-making process to demonstrate specifically with a new set of materials, during the actual session. Prior to the start of the session, complete the steps leading up to the specific sanitary pad-making steps you want to demonstrate with the new materials during your 10- to 15-minute window. You will repeat this sanitary pad-making demonstration four times, once for each of the four groups. Be prepared to start anew with new materials at your predetermined starting step of your demonstration after groups rotate stations. This means you will need four sets of materials to demonstrate with throughout the round robin activity. Possible talking points/clarifying questions: Mention suggestions for washing, reuse, and considerations for areas where water is scarce. Consider and discuss reuse options for water-scarce areas as well Discuss availability issues around materials and alternatives, if necessary. What modifications might be helpful, given the context of this country? For example, if some women do not have/normally wear underwear, how could this be modified for their use? Where might be the best place for community members to access materials? Could this work as an income-generating activity for a women’s group or girls group? Would the Ministry of Health be willing to provide your group with funds for materials? Could this possibly be used as an activity to bring together mothers and adolescent girls, and be coupled with an educational discussion on menstruation, sexuality, family planning, etc.?
Handout 3: Small Doable Actions for WASH in Schools Problem Small Doable Actions Latrines and Feces Disposal Latrine privacy Has no door Straw wall has gaps Hang a cloth as curtain Patch the door so it’s solid, or replace with temporary material like chitenge or other material Latrine doors are hanging/ broken hinges Fix them! it will just take a few nails, screws, etc. for simple fixes Flies Look for options to increase ventilation without losing privacy Cover pit with “home-fashioned” lid Put bucket of ash in latrine and have users throw a handful in after every use Ash on hands is a good handwashing agent to use after defecation No separate latrines for girls No girl-friendly latrines Clearly dedicate at least half of latrines for girls Make signs “Girls Only” and “Boy Only” to mark Add a private washing station and a little mirror if possible Handwashing No fixed handwashing facility Group tippy tap outside latrine No soap Ash No easy access to water Organizing WASH club to bring every day Water Safety and Storage Water stored in open container without lid Closed container with tap Bucket or other container with water Make a dipper for extracting water from bucket or other receptacle Hang dipper off ground Devise a convenient cover for bucket from unprotected spring, shallow well, or other unsafe source Water treatment: Chlorine SODIS Adapted from: WASH-Friendly Schools: A Training Resource for SPLASH Use. Zambia.
Unsatisfactory Basic Proficient Distinguished 1 2 3 4 Student Growth Criteria 3: Recognizing individual student learning needs and developing strategies to address those needs. 3.1: Establish Student Growth Goal(s) 3.2: Achievement of Student Growth Goal(s) Student Growth Impact Rating scores from 3.1, 3.2, 6.1, 6.2, and 8.1) Student Growth Goal-Setting Score Based on Rubric (1, 2, 3, or 4) Student Growth Score Based on Rubric (1, 2, 3, or 4) Student Growth Score Criterion 3 (3.1) (3.2) Criterion 6 (6.1) (6.2) Criterion 8 (8.1) N/A Overall Student Growth Criteria Score (Add student growth scores) Student Growth Impact Rating Scale Low Average High 5 - 12 13 - 17 18 – 20 Student Growth Inquiry Needed? A “Low” overall student growth score or any student growth element score of “1” will result in an inquiry. (WAC 392-191A-100) Yes No
[5] H. Poor, “A Hypertext History of Multiuser Dimensions,” MUD History, http://www.ccs.neu.edu/home/pb/mud-history.html. Accessed: December 13, 2016. Conference proceedings [6] S.P. Bingulac, “On the Compatibility of Adaptive Controllers,” Proc. Fourth Ann. Allerton Conf. Circuits and Systems Theory, pp. 8-16, 1994. [7] H. Goto, Y. Hasegawa, and M. Tanaka, “Efficient Scheduling Focusing on the Duality of MPL Representation,” Proc. IEEE Symp. Computational Intelligence in Scheduling (SCIS ’07), pp. 57-64, Apr. 2007, doi:10.1109/SCIS.2007.367670. Unpublished manuscript: [8] K. Elissa, “An Overview of Decision Theory," unpublished. Pending publication: [9] R. Nicole, "The Last Word on Decision Theory," J. Computer Vision, submitted for publication. Personal communication: [10] C. J. Kaufman, Rocky Mountain Research Laboratories, Boulder, Colo., personal communication, 1992. Thesis/dissertation: [11] J. Williams, “Narrow-Band Analyzer,” PhD dissertation, Dept. of Electrical Eng., Harvard Univ., Cambridge, Mass., 1993. Technical report with report number: [12] E.E. Reber, R.L. Michell, and C.J. Carter, “Oxygen Absorption in the Earth’s Atmosphere,” Technical Report TR-0200 (420-46)-3, Aerospace Corp., Los Angeles, Calif., Nov. 1988. Preprint: [13] J.M.P. Martinez, R.B. Llavori, M.J.A. Cabo, and T.B. Pedersen, "Integrating Data Warehouses with Web Data: A Survey," IEEE
Scoring (Preliminary or DRAFT Scoring) Student Growth Rubric Rating Each Student Growth Element (3.1, 3.2, 6.1, 6.2 & 8.1) must be Any student growth score of “1” will result in an inquiry. Unsatisfactory Basic Proficient Distinguished 1 2 3 4 Student Growth Criteria 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. 8.1: Establish Team Student Growth Goal(s) Student Growth Impact Rating (Enter scores from 3.1, 3.2, 6.1, 6.2, and 8.1) Student Growth Goal-Setting Score Based on Rubric (1, 2, 3, or 4) Student Growth Score Based on Rubric (1, 2, 3, or 4) Total Student Growth Score Criterion 3 (3.1) (3.2) Criterion 6 (6.1) (6.2) Criterion 8 (8.1) N/A Overall Student Growth Criteria Score (Add student growth scores) Student Growth Impact Rating Scale Low Average High 5 - 12 13 - 17 18 – 20 Student Growth Inquiry Needed? A “Low” overall student growth score or any student growth element score of “1” will result in an inquiry. (WAC 392-191A-100) Yes No
LAB 5 TEST BANK ENTERIC UNKNOWNS The goal when dealing with enteric unknown is to determine the of the organism you have True False Characteristics of all enterobacteraceae include Gram negative rods Oxidase negative Catalase positive Facultatiave anaerobes If they are motile, they have peritrichous flagella, so the can run and tumble. Only A, B, and C All of the above Coliforms are found in The soil Warm blooded animanls Gastrointestinal tract Both B and C Methyl Red (MR) is a pH indicator that starts out yellow and becomes red if acid is present True False If an organism has the ability to ferment sugars, the end products of the fermentation process are Acids Oxidase negative Catalase positive If the MR tube red, the organism was able to ferment sugars False True What makes ENTEROBACTERACEAE motile? Monotrichous flagella peritrichous flagella Neither, as they are not motile What is an enzyme that breaks down milk sugar (lactose) into glucose and galactose? A. Lactase B. Hydrolase C. Arginine dehydrogenase D. None of the above If an organism’s ADH test is red (positive) or yellow (negative), it is testing for the presence of which particular enzyme? A. Lactase B. Hydrolase C. Arginine dehydrogenase D. None of the above True or False? When ADH breaks down argentine, it becomes ornithine, which is more basic True False
Soap and water D. hydrogen peroxide Shigella Somnei is . Non motile Non forming H2S All of the above The causative of human shigellosis is . Salmonella Enterica Shigella Somnei Providencia Stuartii All of the above Shigella infection is typically via fecal oral contamination. T Ten bacterial cells can be enough to cause an infection. T The stool of Shigella infections contain Blood Mucus or Pus A and B Shigella causes dysentery that result in the destruction of the epithelial of the intestine. T Some strains produce an enterotoxin similar to E.coli O157: H7. T Symptoms of shigella Somnei usually begin . away after ingestion 2 to 4 days after ingestion a week After 2 weeks Symptoms of shigella Somnei last for several days, but can last for weeks. T Severe dysentery can be treated with . Antibody Ampicillin Penicillin A and C What does the “S” stand for in S. marcescens? Sure Serratia Sand S. marcescens is a motile organism. True/ False S. marcescens is involved in nosocomial infections, particularly urinary tract infections and wound infections. True/ False S. marcescens prefers: A. Damp conditions B. Dry Conditons C. Hot Conditions
What enzyme(s) does S. aureus produce? Catalase Coagulase Collagenase Oxidase All of the above A and B only A, B, and C only What is the purpose of testing for the presence of coagulase? Distinguish S. aureus from other species of Staphylococcus. Distinguish S. aureus from proprionibacterium. Distinguish Gram positive from Gram negative organisms. All of the above. What is an indicator of the presence of coagulase? Clumping No clumping CHAPTER 46 Alpha-hemolysis is ____________________________________________. No hemolysis, and no change in the blood agar around the colony Green, cloudy zone around the colony. Partial destruction of RBC's Complete hemolysis, giving a clear zone with a clean edge around the colony All of the above Beta-hemolysis is complete hemolysis, giving a clear zone with a clean edge around the colony. True False Gamma-hemolysis is no hemolysis and no change in the blood agar around the colony. True False The upper respiratory tract consists of the larynx and trachea. True False The lower respiratory tract consists of the nose and throat. True Over 90% of streptococcal infections are caused by _________________. Streptococcus Neisseria Beta-hemolytic group A streptococci Haemophilus What does the lower respiratory tract consist of? A. bronchial tubes and alveoli B. trachea, bronchial tubes, and alveoli C. larynx, trachea, bronchial tubes, and alveoli B. throat, larynx, trachea, bronchial tubes, and alveoli C. nose, throat, larynx, trachea, bronchial tubes, and alveoli Is the respiratory tract normally sterile? A. Yes
negotiable Sponsor name to be broadcast and written as part of the vet ring title, whenever the vet ring is referred to in announcements, on the Ride Base Map, and in other documents. Identification lanyards and official shirts for all vets with sponsors name and logo Four promotional banners to be placed around the vet ring so as to be clearly visible in the background of photographs and filming taken of the vetting. Free advertising space within the Quilty Magazine - one full page colour (A4). Sponsor slogan and paragraph description to be broadcast over the PA system at intervals during the event. If provided, promotional material (pamphlets/samples etc) to be distributed to all participants. Free tickets for 2 sponsor representatives to attend the Quilty Dinner Dance. Free Entry to ringside tent for 2 sponsor representatives throughout the event. Free Entry for one sponsor representative to Wednesday Night at the Wool Shed with free drinks and nibbles. Two free Tom Quilty Gold Cup 2017 Magazine Promotion on Quilty Website and Facebook Page. Acknowledgement at pre-ride briefing and at presentation. CHECKPOINT PACKAGES
10/31/2014 PROBLEM: During an unrelated failure investigation, the ISPLSI5256VE-125LT128I TQFP128 microcircuit has transitioned from a 85% Sn – 15% Pb finish to a matte tin finish. Production has already assembled 100 circuit cards, each with 4 devices, and has delivered 25 of them to the field. There are an additional 500 pieces in stock. The next production run for these component is in 2 weeks. The assembly is conformal coated with a rigid polyurethane conformal coating with an estimated average coverage of 40%.The assembly solder used was 63 wt%Sn-37wt%Pb (eutectic tin-lead solder) that has negligible whisker risk. The program manager is looking for a recommendation. Please use the Whisker_Risk_Model_3_2.xls to determine the disposition of these parts. References: Lattice TQFP 128 mechanical datasheet The Lattice ISPLSI5256VE-125LT128I is a TQFP128 (see Fig. 1) with the minimum part spacing computed as shown in Table 1. Table – Calculation of minimum spacing between leads Feature Dimension (mm) Dimension (inch) Pitch (e) 0.4 0.0157 Lead width, (b maximum) 0.23 0.0091 Minimum gap spacing = e – b(max) 0.17 0.0067 Fig. – 128 Pin TQFP Lattice package data sheet information Whisker short circuit risk calculator TQFP128 tin-lead soldered with 40% conformal coating coverage Applied voltage of five volts Whisker length distribution (1,000 hour 85C/85%RH exposure of SAC305 assemblies with clean parts and boards): lognormal µ = -4.978 ln(mm) and σ = 0.710 Ref: S. Meschter, P. Snugovsky, J. Kennedy, Z. Bagheri, E. Kosiba, and A. Delhaise, SERDP Tin Whisker Testing and Modeling: High Temperature/High Humidity Conditions, International Conference on Solder Reliability (ICSR2013), Toronto, Ontario, Canada. May 13-15, 2014.
Business, Accounting and Economics Marking Policy All books must contain A start of Year / Target Level sticker Topic sheet – RAG rated by students before and at the end of a topic Formal Assessments To be marked by teachers Marking expectations for one marking cycle (min) Over the course of the year, ten topic sheets will be added to the pupils’ books. Each one marks the start of a marking cycle Topic sheet (pupils should RAG rate their own ability with each of the objectives before and after topic is covered) Over the course of the year, ten topic sheets will be added to pupil's folders. One cycle of marking should include: Self assessment in green pen (can be in the form of a marking sticker) Topic sheet Self assessment peer assessment A marking sticker A pupil progress response section. Folders All work should have a date title and either c/w or h/w. Make sure pupil's use appropriate stationary for their work. Peer assessment in green pen (can be in the form of a marking sticker) A marking sticker by the teacher Deciding what to mark Assess each topic as a whole with a marking sticker by: Exam questions Case from textbook Choosing a key piece of class work, i.e. a mixed exercise Looking at the class work and homework for the topic as a whole Verbal feedback (stamp) can be given if backed up by pupil response notes in the exercise book. should be a combination of teacher, self and peer assessed work in their folders. For BTEC each task needs to be marked. However, due to new rules written feedback cannot be provided during the unit. For each unit of work there should be at least one formal assessment and homework assessed from each pupil. There should also be evidence of self and peer assessment.
Table 6. Comparison between design methods. Design Methods CDOT PCA ICT Application UTW/TWT UTW/TWT UTW UTW Traffic Load spectrum ESAL Load spectrum ESAL Temperature dependency of HMA modulus Not considered Not considered Not considered Not considered Critical temperature difference considered Positive, -1 to 5 °F/in based on CDOT test measurements Positive, no guidance in determining this input Negative, no guidance in determining this input Negative, -1.4 °F/in for Illinois on equivalent damage Fiber Not considered Not considered Not considered 20 percent increase of flexural strength due to use of structural fiber extending the fatigue life of PCC Minimum HMA thickness, in N.A. N.A. 2.5-3 2.5 Location of critical loading Edge Center/Edge Corner Corner Location of critical stress in PCC Bottom of PCC Bottom of PCC Top of PCC Top of PCC Location of critical stress in HMA Bottom of HMA Unknown Bottom of HMA HMA not considered
Concrete modulus of elasticity, million psi 3.4 4 4 4 4 Concrete Poisson's ratio 0.15 - - 0.15 Concrete coefficient of thermal expansion, 10-6/°F 3.8 - - - - Asphalt thickness, in 4-8 3-9 3, 6 3-9 3, 6, 9 Asphalt modulus of elasticity, million psi 0.88-1.66 0.05-1 1 0.05-1 0.05, 0.5, 1 Asphalt Poisson's ratio 0.35 - - - 0.35 Subbase thickness, in 12 - - - - Subbase modulus of elasticity, psi 4,200 to 16,800 - - - - Subbase Poisson's ratio 0.35 - - - - Modulus of subgrade reaction, psi/in 145-580 75-800 100, 300, 600 75-800 75, 200, 400 Inputs were used in parametric study The of inputs was assumed to be the same as for the PCA guide, since the PCA equations were borrowed. Inputs were used for developing design equations on ILLSLAB.
Table of Contents Section I .................................... Training Plan Section II .................................... Local Control (TLC) TLC 1 – SPECIAL VFR (ACAD-0525) TLC 2 – VISUAL SEPARATION (ACAD-0526) TLC 3 – PHRASEOLOGY/COMMUNICATIONS (ACAD-0529) TLC 4 – VEHICLE AND AIRCRAFT MOVEMENT (ACAD-0530) TLC 5 – SPACING/SEQUENCING/SEPARATION (ACAD-0531) TLC 6 – LOCAL PROCEDURES TLC 7 – LOA/FACILITY DIRECTIVES/PUBLICATIONS Section III .................................... Aviation Career Progression ACPM-8000 – Marine Command and Control System ACPM-8001 – Marine Command and Control System ACPM-8002 – Tactical Air Command Center ACPM-8003 – Direct Air Support Center ACPM-8004 – Tactical Air Operations Center ACPM-8005 – Marine Air Traffic Control ACPM-8006 – Low Altitude Air Defense ACPM-8007 – Marine Unmanned Aerial Vehicle Squadron ACPM-8008 – Marine Wing Communications Squadron Section IV .................................... Progression Benchmarks Section V .................................... Training & Readiness Events
YAMAHA RAPTOR 700 STAGE 5 COMPLETE SINGLE EXHAUST SYSTEM INSTALLATION INSTRUCTIONS Beginning with the muffler, completely remove the OEM exhaust system from the vehicle. Place all OEM mounting hardware aside, as a few components will be used during the installation of the Trinity Racing exhaust system. A small amount of spray lubricant such as WD40 may be applied to the mating surfaces to aid the removal of the OEM exhaust system as well as installation of the Trinity Racing exhaust system. the new exhaust flanges over the head pipes and insert the new exhaust collars into the ends of head pipes. Next, install the completed head pipes to the cylinder head using the OEM hardware and supplied springs. The hardware should be loosely installed at this time. New OEM exhaust gaskets are recommended though not required if your original gaskets are in great condition. Install the front side of the 2 into 1 collector onto the head pipes, making sure to install the collector with the Trinity logo facing right side up. Now install the tail pipe to the head pipe. Prepare the muffler for installation by placing bolting the supplied 4 bolt inlet flange to the backside of the muffler. For the best seal use high temp gasket sealer on the mating surfaces. Now loosely install the billet muffler clamp onto the muffler body. Align the billet muffler clamp with the OEM muffler mounting location on the frame and install the clamp to the frame using the supplied mounting bolt. Beginning with the head pipe, torque all mounting hardware to OEM specifications. All mounting hardware should be following the first couple hours of riding. Before starting the vehicle, clean all stainless steel sections of the exhaust system with carb cleaner, brake cleaner, or stainless steel cleaner to remove all oil and finger prints from installation. Lastly, secure all wires and hoses away from exhaust system to prevent damage to electrical system. Failure to do so may result in electrical failure or fire.
National Continued Competency Requirements (NCCR) Cat. 1 Area # Hours Required you have now Hours Still Required EMT Airway, Oxygenation and Ventilation 11 2 4 Cardiovascular 12 2 6 Trauma 13 1 2 Medical 14 3 6 Operations 15 0 2 Total Category 1 (NCCR) Hours 8 20 Category 2 Hours ( Local continued competency Requirements (LCCR) (Individual continued Competency Requirements (ICCR) LCCR/ICCR Hours 8 20 Total Hours 16 40 New Terminology: NCCR National Continued Competency Requirements (Virginia - Category 1) Educational content that reflects current trends in medicine, scope of practice changes and position papers from numerous associations involved with EMS research. It will also serve to focus on those patient presentations that have a low frequency but high criticality. LCCR Local Continued Competency Requirements (Virginia – Category 2) ICCR Individual Continued Competency Requirements (Virginia – Category 2) LCCR and ICCR requirements will be combined to reflect the Category 2 requirements. Educational content for hours will include EMS-related education that can be defined by the state, region or agency.
Injured Person’s Role: Event Staff INCIDENT CONSEQUENCE (refer to consequence guide below) Insignificant Minor Moderate Major Extreme CONSEQUENCE CATEGORIES Insignificant Minor Moderate Extreme Risk Type Health & Safety No injury or illness Minor 1st Aid Medical treatment (< 2 months) Medical treatment (>2 months) Fatality or serious injury / disability Environmental Minimal damage. Low loss or degradation. Minimal overall impact Short-term damage. Noticeable loss or degradation. in time (no rehab) Medium-term damage. Significant loss or degradation. Rehab required Severe long-term damage. loss or degradation. Major rehab required Extreme, long-term damage. Complete & permanent loss. Not repairable COMMENTS SIGN-OFF (by the person completing this form) Name: Mobile: Signature: Date:
Table 1: Lessons on RSPV development from international experience Parameter USA Germany India China Japan Lessons for Turkey Permitting and Licensing Requirements On-line permitting practice Single-window clearance Streamlined permitting process No permit fee for small residential PV systems Single-window clearance Technical standards are pre-defined No data available Online application system Requires both a pre- and final inspection Licensing and permitting procedure should be simple, online and time bound FiT vs. Net-metering Market-based Net-metering is mostly used Net-metering and FiT co-exist A FiT policy has been implemented Move towards net-metering Self-Consumption Net-metering and self-consumption are popular in the United States Self-consumption is legally permitted under the Renewable Energy Act (amended in 2014) 25 of the 29 states have prepared policies on and Self-consumption is allowed FiT is the main option Self-consumption must be encouraged Other Key Incentives Green building incentive, soft loans, guaranteed loan, property tax exemption, capital subsidy, tax credits, up-front rebates on RSPV system cost Guaranteed grid inter-connection for all RSPV plants and low-interest loans Accelerated depreciation, capital subsidy, training and capacity development programs National Renewable Energy Fund with tax benefits, renewable purchase obligation (RPO) for utilities, capital subsidies as high as 30 – 50% for distributed generation Residential incentive of $0.20/W for systems priced below $4.10/W. A lower subsidy of $0.15/W for systems priced between $4.10/W and $5.00/W. RPO, tax incentives of 30% against standard purchase prices or 7% tax deduction (for small & medium enterprises) Initial push to consumers for whom RSPV is less financially attractive Variable incentive scheme on solar resource availability Develop capacity building and outreach programs. Energy Storage for Rooftop Solar AB 2514: Directing utilities to set an energy storage target KfW 275 incentive: 30% investment on equipment projects to demonstrate energy storage in supporting Innovation in the Energy Storage Technology Storage Battery Strategy: integrated Evaluate battery storage option with RSPV. In consumption metering
Self-Generation Incentive Program (Law AB 327): To identify optimal locations for distributed resources Electric Tariff Rule 21: Interconnection and smart inverters, permitting, inspection and safety purchased with loans a national-level action plan Capital subsidy for PV systems with energy storage Revolution: New Action Plan (2016-2030): R&D grants for energy storage Outline for the Strategy of Driving National Innovation R&D grants for storage with SPV strategic policies for storage batteries Technical requirements by METI include a guideline for grid interconnection to secure electricity quality Electricity Business Act: A requirement for the approval of large electricity storage systems of more than 80,000 kWh Turkey, the peak energy demand between 5 to 10 PM and the peak tariff is 90% more than the day tariff. Such tariff difference is likely to offer a business case for battery storage with RSPV interest
How will air transport be notified? Phone (landline) Phone (mobile) Radio Other (specify) Has a helicopter landing site been identified? Yes No EMERGENCY EVACUATION / FIRE EVENT Has the Rural Fire Service been notified of the event? Yes No Will the Rural Fire Service be present at the event? Yes No Is there an emergency evacuation plan in the event of a fire? Yes No Have evacuation routes been identified? Yes No How will they be marked at the event location? GENERAL PUBLIC / SPECTATOR SAFETY Will spectators be present? Yes No Will there be barriers preventing spectators from entering the site/course? Yes No Describe the barriers: Will road closures be required? Yes No Will there be warning signs? Yes No Will be barricades? Yes No Will these be attended at all times? Yes No Where road closures are required, a separate Traffic Management Plan has been developed and submitted? Yes No Have you completed the ‘Medical Emergency Evacuation Plan Template’? Yes No RISK MANAGEMENT Please identify and list all safety and environmental hazards and risks that are associated with your Forest Permit and provide details of control strategies. For example: slips, trips and falls / snake bite / dehydration / missing person / medical injury / bushfire / general public / spectators / fuel spill / rubbish / extreme weather events / dangerous trees / overhead hazards. Identified Hazard / Risk Control Strategy Non-approval of Forest Permit by FCNSW
Observations and responding to children’s interests through invitations (or provocations): Plan for location, materials, literacy support, and intended length of time. Plan for one or several invitational (or provocation) opportunities. Observations and responding to children’s interests through whole class opportunities: Include the provocative text* you intend to use. Plan for one or several experiences and/or opportunities. *provocative text includes oral stories, children’s literature, songs, fingerplays, photos, artifacts, demonstrations, videos, conversations, etc. Observations and responding to children’s interests through areas of exploration and play: Plan for opportunities within the context of ongoing program environment areas such as: drama and role play, blocks and construction, science exploration, sensory experiences (rice, sand, water, lentils, etc.), art studio experiences (including paint easel, clay or other modelling modes, studio table, etc.), and the outdoors. Observations and responding to children’s interests through small group opportunities: What are the possibilities of support in specific developmental areas that you anticipate for individuals and small groups of children? Who will be the participants in these small group interactions?
How will you engage with parents to learn about the children’s interests, experiences, and knowledge building opportunities in home, cultural, and community contexts? How will you consider parents’ hopes and dreams for their children? Have parents been part of the pre-planning in any way? What invitational opportunities are there for parents to participate in the experiences? How will you provoke children’s curiosity and sense of wonder to introduce this interest area? (Consider whether this will be an invitation, a group experience, the reading of children’s literature, an outdoor adventure, a small combination of planned experiences, and so on.) What are open-ended stems and questions you might use to engage the children in conversation and/or thinking? (What would happen if . . . Tell me about . . . I wonder . . . How did you make that choice . . .) What resources will you be using? (Include FNMI resources. Consider materials, print, media, technology, people, and so on. What are ways families and community can participate in supporting the children’s learning?) What events will help children experience and explore the enduring understandings and essential questions in this timeframe, program design, or interest area? What experiences will equip them with needed skills and knowledge? Possibilities of Play Based Experiences What materials/resources are already available for the children related to their interests, and the essential learning experiences and ECD domains? What can I add to the environment to support children’s investigations through play and further develop their thinking? Considering the gifts, learning needs, and diversities of all children and families, what are the needs of each child that might require further supports or adaptations? Possibilities of Educator Guided Experiences What materials/resources can I use that will provoke children’s of wonder and curiosity? How can I use a full or small group time to inspire further interest in the interest area? Considering the gifts, learning needs, and diversities of all children and families, what are the needs of each child that might require further supports or adaptations?
(3) If the Commander, TRADOC, has granted an exception to policy, the directorate general officer will make the filing decision for members of their office, directorate, or command. The Deputy Commanding General (DCG)/Chief of Staff will make the filing determination for all HHC, TRADOC personnel assigned to special or personal staff sections that do not have a general officer as head of the directorate. i. Other. Any action not specifically detailed in this regulation should be administered in the spirit of this regulation. Other administrative actions that require action by the Army Command commander will be forwarded to the Commander, TRADOC. Chapter 3 Civilian Criminal Jurisdiction on Fort Eustis 3-1. Exclusive and concurrent jurisdiction. Fort Eustis is governed by exclusive and concurrent Federal jurisdiction. a. Exclusive jurisdiction. A Special Assistant United States Attorney (SAUSA) assigned to the CJA Office, Fort Eustis, prosecutes criminal acts involving civilians occurring within the exclusive federal jurisdiction of Fort Eustis. b. Concurrent jurisdiction. The City of Newport News Commonwealth’s Attorney may prosecute criminal acts involving civilians occurring in areas under concurrent federal and local jurisdiction. These cases are normally prosecuted by the Fort Eustis SAUSA, under the direction of the CJA and United States Attorney’s Office. In the event that the City of Newport News Commonwealth’s Attorney seeks to prosecute a case involving TRADOC civilian personnel, the OSJA, TRADOC, will coordinate with the CJA, Fort Eustis, and United States Attorney’s Office, as appropriate. In such cases, the CJA, Fort Eustis, and the United States Attorney’s Office will normally negotiate with the Commonwealth’s Attorney to determine which sovereign will exercise jurisdiction. 3-2 Juveniles. The CJA, Fort Eustis, is responsible for the management and supervision of juvenile prosecutions and dispositions on Fort Eustis. Juvenile offenders are normally handled administratively through the Fort Eustis Juvenile Review Board under the direction of the Fort Eustis Garrison Commander. In cases which are inappropriate for the Juvenile Review Board, the United States Attorney’s Office may issue a waiver of jurisdiction and the Fort Eustis SAUSA may refer the matter to the City of Newport News Commonwealth’s Attorney for action pursuant to a memorandum of understanding provided that the Commonwealth has jurisdiction. Appendix A References Section I Required Publications
o Adds Chap 4, Section III, “One Army School System”. o Adds Institutional Training Common Operation Picture (para 4-17). o Changes Appendix B from Instructions for Training and Doctrine Command Form 350-18-1 to “Proponent Schoolhouse role in Army Total Force Policy and One Army School System”. o Updates Appendix C, “TRADOC TASS Readiness Reporting System (TTRRS)”. o Adds Appendix D, “The ATSC Online Ordering System”. o Adds Appendix E, “Suggested School SOP Content/Format”. o Adds Appendix F, “Suggested Student Dismissal Memorandums”. o Adds Appendix G, “TRADOC Form 350-18-2-R-E (Pre-Execution Checklist (PEC))”. o Adds Appendix H, “ATRRS Functions (OASS)”. o Adds Appendix I, “One Army Training Management Forum (OATMF)”. Contents Page
TR 350-70 Army Learning Policy and Systems TP 350-9 TRADOC Training Devices for Army-wide Use TP 350-70-3 Staff and Faculty Development TP 350-70-9 Budgeting and Resourcing TP 350-70-14 Training and Education Development in Support of the Institutional Domain TR 385-2 U.S. Army Training and Doctrine Command Safety and Occupational Health Program One Army Training Management Forum Charter, 23 APR 15 Section II Related Publications Army Directive 2012-18 Military Occupational Specialty Administrative Retention Review (MAR2) AR 1-201 Army Inspection Policy AR 15-6 Procedures for Administrative Investigations and Boards of Officers AR 135-200 Active Duty for Missions, Projects, and Training for Reserve Component Soldiers AR 140-10 Assignments, Attachments, Details, and Transfers AR 335-15 Management Information Control System AR 350-28 Army Exercises AR 420-1 Army Facilities Management
access card users at: . For problems with access, click in the upper right hand corner where the user name is displayed, and click to request site access. Appendix A References Section I Required Publications AR 350-50 Combat Training Center Program AR 525-29 Army Force Generation Army Directive 2011-13 Highly Qualified Experts and Senior Mentors Chairman of the Joint Chiefs of Staff Notice 3500.01 Joint Training Guidance Army Training Strategy FORSCOM Campaign Plan 2011-2015 Memorandum, TRADOC G-2, Common Scenario Framework, 21 Dec 09 Decisive Action Training Environment (DATE) version 2.2, Apr 15 FORSCOM Command Training Guidance (CTG) – FY 2018, 24 Mar 17 CSA Army Readiness Guidance, Calendar Year 2016-17, 20 Jan 16 Section II Related Publications Air Force Instruction 10-251 AF Participation in Joint Training Transformation Initiative and Joint National Training Capability (JNTC) Events Memorandum of Understanding Between Commander, United States Air Force Warfare Center and Commanding General, Combined Arms Center, 11 Aug 11 National Simulation Center and the MCTP Memorandum of Agreement for Support
2-9. Major Subordinate Organizations will - a. Comply with and enforce the guidance and policies established by the AMO Director and/or Coordinator. b. Adhere to all policy and procedures as prescribed by this regulation. c. Ensure all personnel involved in the AMO process are trained and aware of their responsibilities. d. as approving and/or certifying official for acquisition approval requests in accordance with thresholds in tables 5-1 and 6-1. 2-10. TRADOC center/school/activity commanders/commandants/directors/staff principals will - a. Comply with and enforce the guidance and policies established by the AMO Director and/or the AMO Advisor. b. The objective of TRADOC organization is to obtain AMO approvals and provide them to their servicing contracting activity as early in the fiscal year as possible. All recurring and known requirements should have a completed and approved AMO package submitted to the servicing contract activity NLT 31 Mar. c. When submitting requirements for ACRB/SRRB approval, RAs must “advance plan.” A completed AMO package must be submitted to the AMO processing office at least 90 days prior to the date the approved AMO package is due to the servicing contracting activity (review decision needed by date). Depending on the type of contract requirement – new, re-compete, or option – the due date that the servicing contracting activity needs the approved AMO package could be anywhere from less than three months to over a year prior to the period of performance start date. For AMO packages being processed with HQ TRADOC AMOD, RAs will provide HQ TRADOC AMOD a GO/SES endorsed letter of lateness for packages not received by the appropriate timeline. d. Ensure all personnel involved in the AMO process are trained and aware of their responsibilities. e. Ensure language outlining responsibilities for personnel involved in the AMO process is included in the individuals’ support forms or performance objectives/standards. f. Ensure all service contract requirements, to include TOs and offload requirements, have sufficient TRADOC oversight. The RA must formally nominate a TRADOC employee to serve as the primary COR or alternate COR for all service contract requirements unless an exemption is provided by the Contracting Officer (see para 2-13b).
with minimal interference; however, during the validation, units must have all training areas, lanes, and individual testing stations constructed and accessible for the ESB Test Manager. b. During validation units should be prepared to make slight adjustments to their test execution plan based on input from the ESB Test Manager, although maintaining open lines of communication with the ESB Test Manager during all test preparation will help minimize final changes to the test execution. A TCN will only be issued after the ESB Test Manager or a designated representative has validated the entire test site. c. Land navigation test lanes will be off limits to all candidates once the ESB Test site has been validated. Candidates may continue to have access to the APFT route, 12-Mile Foot March route, individual testing stations, and practice land navigation lanes after the validation has been completed as these test requirements are already a known factor to the candidates. 3-5. Timeline a. Using the following timeline for a two week train-up as a guide, with T-Day representing Test Day 1, units should be prepared to execute ESB train-up and testing as follows: Table 3-1. Timeline (2 week train up) T-14 Train-up Day 1 T-13 Train-up Day 2 T-12 Train-up Day 3 T-11 Train-up Day 4 T-10 Train-up Day 5 T-9 Commander’s Day T-8 Commander’s Day T-7 Day 6 T-6 Train-up Day 7 T-5 Train-up Day 8 T-4 Train-up Day 9 T-3 Train-up Day 10 T-2 Commander’s Day / Time Off Period T-1 Commander’s Day / Time Off Period T-Day Test Day 1: APFT and Land Navigation T+1 Test Day 2: Individual Testing Stations
Site The candidate uses his assigned protective mask for Task. Instructions to Candidate: “I am (Rank and Name) and will be your grader for Individual Testing Station Protect Yourself from Chemical and Biological Contamination your assigned Protective Mask. During this phase of testing you will be evaluated on Protect Yourself from Chemical and Biological Contamination using your assigned Protective Mask. Do you have any questions before you begin?” “Let me have your attention. At this point you are required to Protect Yourself from Chemical and Biological Contamination using your assigned Protective Mask. Within 9 seconds, protect yourself from CB agent by donning, clearing, and checking your assigned protective mask without being contaminated. Do you understand what you must do?” If anyone has questions, repeat the instructions but do not elaborate on what you have read. five seconds and then say “Begin.” the candidate to proceed for 9 seconds and then say “Stop.” Expert Soldier Badge Test Scorecard C5 Protect Yourself from Chemical and Biological Contamination your assigned Protective Mask For use of this form, See TRADOC Regulation 672-9. Proponent is CIMT-LTB.
Telephone __________________________________ E-mail __________________________________ 4. Information on the PGS Agreed connected active power PAV Total ______________kW Fulfils the requirements in accordance with Keys *) (please provide additional details for 'Other') 1) *) Certified in accordance with: 1) New systems in accordance with SDLWindV; 2) Transitional systems in accordance with SDLWindV; 3) Old systems in accordance with SDLWindV; 4) Existing PGUs; 5) PGUs in accordance with BDEW MV guideline 6) PGUs in accordance with TC 2007; 7) Remarks: EEG-Keys If already available EXXxxx00xxx00x Serial number If available, otherwise RDS-PP or project number 7xxxxx1* date Or planned date Rated power in kW 2000 6
FB – we need to do this at an RCC level. We need to get figures together. Could the Vale do the same as Cardiff? CM – case studies could be useful to bring the figures to life. FB – it would be good if all RCCs could come up with a similar paper to Cardiff’s. We can ask the other RDCs to try to get something like this together. JT – Leah Whittey from Cardiff HB pulled this paper together and will probably help the Vale if needed. YC – did you have to employ someone to do this work? JT – we have a whole team working on benefit reform. YC – the resources going into this staff wise is also important. FB – if we put too much in they will lose the will to discuss it. HJ – there is also the hidden cost of families topping up rents. JT – we are also employing someone to look specifically at the under 35s. FB – it’s getting to the stage where no landlord will take certain client groups. JB – it’s discrimination against certain groups. JT – we are seeing certain groups being overly effected, especially ethnic minorities and lone parents. Vale to get benefit cap figures in same format as Cardiff’s Welsh Government update Paper circulated with agenda. No one was in attendance from WG. The RCC wants us to express our concerns that WG are not represented at the RCC as often as they should and this is causing an issue with the governance. It was accepted that there are capacity issues at the moment, but as members are expected to attend 75% of meetings, we should express our concern. Annual Review KH explained that the Annual Review is due to be submitted to WG on 30th June and asked if the RCC wanted to appoint a task and KH to send annual review to