zilongwang/ReadingBank huggingface dataset:
Communicate ground rules, as appropriate. Almost Occasionally Frequently Almost Always I review the ground rules with participants. I ask participants whether there are any rules they wish to add or amend. I ask participants for their agreement to abide by the ground rules during the meeting. Explain the ethics consultant’s role. Almost Never Occasionally Frequently Almost Always I introduce myself as the ethics consultant. I explain my role as the ethics consultant. Explain the ethics consultation process in general and what the parties can expect in relation to the consultation at hand. Almost Never Occasionally Frequently Almost Always I introduce the ethics consultation process. I explain what an ethics consultation is, its purpose and limits, scope of authority (or lack thereof), and the relationship between the ethics consultation process and the health care organization. I explain what the parties to the consultation can expect from the process. Invite participants to introduce themselves to the ethics consultant and to the participants. Almost Never Occasionally Frequently Almost Always I remind participants that the common interest of all is the of the patient. I introduce the patient, even if the patient is absent. I ask participants to state their names, how they would like to be addressed, and why they are here. If is any conflict at the beginning… Almost Never Occasionally Frequently Almost Always I reveal any prior contact with any participants. I briefly explain my understanding from these contacts (e.g., that there are differences of opinion among the participants). I reassure participants that all relevant parties have been invited. I encourage all relevant parties to participate. I reinforce the previously expressed desire to reach a common goal. I on the positive prospect of reaching an ethical solution.
Access – JJ In contravention of the Scottish Outdoor Access Code, landowners have been using public funds to prevent access to well used paths in Eskdalemuir. Action - letter alerting CONFOR to CC concern and requesting CONFOR’s support for “alternative means of access”. Road safety – all Numerous reports have been received regarding pedestrians and cyclists endangering themselves on the B709 in the vicinity of the Tibetan Centre. So much so, that several delivery drivers are refusing to travel on this section after dark. This topic has been on the agenda several times yet the situation has deteriorated. Action - letter sent with request for support from D & G safety office. In future, any postponed topics will be placed at the top of the agenda list for the next meeting. Council tax and services – JJ Due to time constraints, the action relating to this matter is outstanding. Frequency and venue of meetings – MR The tendency has been for more topics than time allows for and the suggestion is that CC mtgs are scheduled on a monthly basis with the option of cancelling should there be insufficient demand. Decision was taken to add one extra CC meeting per annum, scheduled for July. Treasurer’s Report – BP No concerns or unusual matters arose. Police Scotland – DI PC Irons is a Community Officer and, time permitting, may attend future CC meetings. A copy of the Police Scotland Community Council Report was circulated. Telephone Box – DM BT plan to close the telephone box adjacent to the telephone exchange. Residents are asked to resist this by way of the on-line BT form. J.Johnston 26/01/2017.
Please note: where a scheme falls within the definition criteria for more than one category, the highest applicable fee will be charged unless determined otherwise by Minerals and Waste Planning Manager. Category Definition Inception charge per meeting (3 hours) Major Development Mineral or Waste related development1, including variations to existing permissions, or other built development1 with a proposed application site greater than 1ha or greater than 1000m2 proposed floor space, but excluding Large Scale Major Development (as described below). £1000 (inclusive of VAT) As agreed at Inception Meeting Large Scale Major Development All new mineral workings covering more than 15 hectares or involve the extraction of more than 30,000 tonnes of mineral per year or installations (including landfill sites) for the deposit, recovery and/or disposal of household, industrial and/or commercial wastes where new capacity is created to hold more than 50,000 tonnes per year, or to hold waste on a site of 10 hectares or more or have the potential for a significant adverse environmental impact (i.e. likely to require Environmental Impact Assessment). £2000 (inclusive of VAT) As agreed at Inception Meeting Notes: The inception meeting will last for up to three hours, to be used for the completion of the PPA. The provision of verbal advice would be subsequently confirmed in writing (if required). This development falls into a category, for which the standard starting fee is The developer agrees to pay this fee, which covers the Inception Meeting for the completion and monitoring of PPA document, together with the provision of written confirmation of advice given at the Inception Meeting (if required). It is anticipated that up to further meetings will be required in the post-submission period, most likely to be (but not restricted to being) These meetings have been included in the Project Plan shown at Appendix 2.
Braille Music Checklist 3rd-12th X IESBVI website Calendars for Students with Multiple and Visual Impairments Including Deafblindness Birth-21 years of age X X X X Professional Library Casey Life Skills Assessments for all school age students Relevant for transition planning X X X X Communication Matrix Birth-2 years of age X X X DIBELS As used in district X Check with school district Empowerment Self-Determination Evaluation Kindergarten-21 years of age X X IBS Professional Library or ordered from TSBVI Evals-Evaluating Visually Impaired Students years of age X X X X X X X X X Professional Library
Customer Request Management Branch Office/Representative Office Service Module Operation Mode 800 Customer Representative Onsite Engineer (Tier-1 Support Engineer) Customer Support Manager (Customer Support Support Group Leader) After-Sales Product Director Customer Incident, Problem (Product/ Service/ Documentation), Consultation, Assistance Handling Accept ● ● ● ● and Alert ● Assign Support Engineer ● Assign Support Group/Support Coordinator Group ● Assign Support Coordinator ● Initial support ● Submit Progress Report ● Edit Detailed Info ● Apply for SLA Change ● Validate SLA Change ● Apply for Escalation ● for Transferring Group ● Validate Transferring Group ● Apply for Suspension ● Validate Suspension ● Apply for Cancelling Service ● Validate Cancelling Service ● Apply for Ticket Closure ●
Likely panel decision: The claim will be deemed valid. If the documentary evidence verifies the nature of the condition and ties in with what the student is claiming then the panel are able to use their discretion. Examples of EC claims classed as VALID: Student submits EC claim with independent supporting evidence that covers a serious health issue where the dates of the assessment match the dates in the supporting evidence. Student submits EC with independent supporting evidence, with matching dates to assessment, that covers a serious personal circumstance, e.g. divorce, serious accident of close family member, death of close family member, court proceedings etc. in relation to pregnancy where there are medical complications associated with the pregnancy. Examples EC claims classed as NOT VALID: with incomplete information, i.e. they do not put the module codes and/or assessment deadline/date of examination. Claim without any independent supporting evidence. Claim with independent supporting evidence but the dates on the evidence and the dates of the assessment do not match (bearing in mind the extenuating circumstance and whether it may have affected the student for an extended period of time). in relation to pregnancy except as above. Claim in relation to a holiday, wedding or sporting fixture. in relation to computer crashes, lost disks, printer malfunctions etc. in relation to minor illness, eg. cold, headaches, hay fever etc.
Afternoon Session - Professor John Greenwood 13:30 – 13:50 Who are “The Management” Navigating the relationship between clinician and manager Prof Charles Knight 13:50 – 14:10 Different Strokes Local & National NHS Structure & Relations Insights into the relationship between different subspecialties TBC 14:10 – 14:30 How to get involved Locally, nationally, and internationally Dr Sarah Clarke 14:30 – 14:50 Revalidation Keeping up to date Meeting the needs for revalidation efficiently Prof Ray 14:50 – 15:10 Tea & Coffee 15:10 – 15:30 Complications Common Pitfalls in cardiology TBC 15:30 – 15:50 Handling the aftermath Management of clinical Adverse Event (Datix) reporting Responding to a complaint/Appearing at a coroner’s enquiry Dr Andrew Wragg 15:50 – 16:10 Understanding the culture of your organisation Funding streams in the NHS – where the money comes from The hospital budget – who holds the keys? Dr Jim McLenachan 16:10 – 16:50 ‘Ask the Expert ‘ open to questions for panel of experts BCS Speaker Panel 16:50 – 17:00 Closing Remarks Course directors
Eastern Cheshire MSK Physiotherapy Referral Form URGENT Please Tick Appropriate box ROUTINE Referral Option (Please tick): TRIAGE AQP Triage Refer to: ECCCG MSK Physiotherapy Triage and Assessment Service, Tel: 0333 200 4042, Fax: 0333 321 1954; Secure Email: AQP Patient’s Preferred AQP Physio (Please circle or provide name if ‘Other’): John Honey Physiotherapy East Cheshire NHS Trust Mediscan AIM Physiotherapy Ltd Spire Healthcare Ltd Lane Clinic Premier Physical Healthcare Bollington Medical Centre (Vernova CIC) Physiofit Ltd Patient Details Current Location Title Name Address Patients NOK or Alternative Contact Details Name Address Postcode Tel No. D.O.B Postcode NHS No. Tel No. GP Name and Practice: Discharge date (if appropriate): Consultant: Discharged from: Current Medication: Summary of Past Medical History Patient’s name nhs no. dob
making what you do count Approximately 1,500 students receive Early Childhood Care and Education credentials through the Technical College System of Georgia (TCSG). With twenty-five (25) technical colleges approved to offer Early Childhood Care and Education Certificates, Diplomas, and/or Degrees, the Technical College System of Georgia is ready to assist you with your training needs. For Information on the ECCE programs, go to: earlychildhood/earlychildhood.html or go to: At the top of the page: on: Employee Login Under Technical Education options: Click on: Academic Affairs Scroll down to click on highlighted box labeled: Index: Statewide Approved Semester Programs Scroll down to click on: Early Childhood Care and Education TCSG has ECCE articulation agreements with Mercer University, Concordia University, and some colleges/universities in the University System of Georgia. For more information on ECCE articulation agreements go to: or contact: Dr. Benita Moore System Office, TCSG Early Childhood Care And Education TCSG is an Equal Opportunity Employer and does not discriminate on the basis of color, race, national origin, age, sex, religion, or disability. 1800 Century Place, N.E. Atlanta, Georgia 30345 404.679.1600 A child’s life is like a piece of paper on which every person leaves a mark. ~Chinese Proverb~
Disabilities. This year might also be important if the European Commission finally launches the Accessibility Act and the European Council moves forward on concluding the for EU antidiscrimination Directive.” Intergroups are informal working groups bringing together MEPs from different political groups that are interested to develop activities around a specific subject. Even though intergroups are rather considered ’platforms of exchange’, their activities have often led to concrete political initiatives/legislation. Only a limited number of intergroups can be established. The topics are voted and negotiated in and between the political groups in the beginning of each legislative term.” History of Curative Education and Social Therapy published „Geschichte der anthroposophischen Heilpädagogik und Sozialtherapie“ (in German language) von , Verlag am Goetheanum Anthroposophical curative education and social therapy is not only an impulse to develop from the spiritual scientific anthroposophical image of man a holistic method of monitoring and support of children, adolescents and adults. It is also part of the subject of history in their difficult journey of the 20th century and beyond that an initiative movement to which entails the development of anthroposophy reflected in its eventful history. Let's hope that an English translation will follow soon! News from the Karl König Archive (Richard Steel) The first audio-book with 3 Michaeli-speeches from Karl König is available (unfortunaly only in German language) Nachdem einige Menschen nach Hörbüchern gefragt hatten ist es gelungen, das Hörbuch im Karl König Institut herauszugeben! Über die webseite (aber auch bei Amazon, itunes etc) wird man es auch als Download kaufen können. Die Doppel-CD, mit im schönen Design € 19,90.
5. Learning from Anthroposophical Health Care The Free University (VU) of Amsterdam will begin doing research into the providing of healthcare from the perspective of the anthroposophical vision. In February 2017 a beginning was made with the Bernard Lievegoed Research Centre, which will carry out this research. This centre has been established in cooperation with the Dutch Association of Anthroposophical Health Care Providers (NVAZ). association finances a research site at the Free University Amsterdam, which is the successor to the special Bernard Lievegoed chair. This chair was occupied by ethics professor Hans Reinders. Dr. Pim Blomaard (photo), who obtained his doctorate under professor Reinders and was for many years administrator/director of the Raphael Foundation, has been appointed principal investigator. The centre investigates how the anthropological philosophy of life can be translated into practice, in the hope that other health care institutions can learn from it. The investigation focuses especially on the mentally handicapped, on the elderly, and on the development of knowledge for health care professionals. The research questions relate to the behavioural as well as to the ethical areas. Topics are, for example, reciprocity in the care relationship, the effect of rituals, the effect of teams on their self-direction and on the independence of their clients, the effectiveness of individual diagnostics, providing meaning in cases of dementia, care of the dying, and spiritual care. Ruard Ganzevoort, dean of the theology faculty, stated in the university journal Ad Valvas that the university can learn from the anthroposophical approach to care: “The question posed by the research centre is: How does the anthroposophical life view translate into practice? What is special in the anthroposophical care is that it looks differently at persons. It looks more at the individual person, from the perspective of meaning and ethics. It is not merely concerned with the technical remedying of problems.” Translation Eduard van der Maas, from an article in Motief, magazine of the Dutch Antroposophical Society, April 2017. Bernard Heldt 6. ELIANT Conference Freedom of Choice Under Threat: What Can European Citizens Do? ELIANT’s contribution to safeguarding European values and availability of choice
Scottish Stroke Nurses Forum Respiratory nurses Senior nurses group Education events = 21 Conferences x 13 Study days x 6 Masterclass, CME Training courses, University Morecambe Bay Study Day Contributor Mentor Department training Seminar Social Media = 22 Facebook x 18 Twitter x 14 @drewdrewcrooks, @nicbraid, @samabdulla, @marieannesmith blog@RGU Instagram = 4 Linkedin, Forums, Communities of practice = 17 Learning disability Mental health CAMHS outpatient service A&E Mental health x 3 Midwifery x 5 Primary care Older adult health Adult mental health Medical wards CAMHS LD Other professional groups = 24 AHPs x 6 Social work x 13 Police x 7 SALT, OTs (2), physios, health visitors (3), Forensic service Medics (3) GP Education (2) All primary care practitioners, Mental Health services (3), Ambulance (2), CPN, Psychology Engineering, biomechanics, , writers, component, companies, Research and development Society for the dead/blind with mental health issues Drug action AFFPS, LA, ED Alumni = 20 UWS Ayr Stirling University Glasgow University Heriot Watt University GCU – going back – involved in potential projects
UWS Edinburgh Napier (7), Northampton RGU alumni (4) Aberdeen University (2) Northumbria University of Dundee (2) Previous tutors (2) Patients and service users = 26 Patients helping to inform teaching at RGU LGBT Patient campaign group = 22 Students (2) Dance Nurses/MH nurse/Midwives I trained with (5) Voluntary groups (2) AHPs (4) Local churches HEI, Union Fellows Previous lecturers, Support staff Academia /University Political party MDT MCN for stroke Mental elf RCN, arthropasty conferences,CME Describing ECCF ECCF FELLOWS’ VIEW OF WAY OF WORDS TO DESCRIBE ECCF Who is your audience? Development process for recently qualified nurses and midwives to enhance clinical care which involves Masters level education, reflective learning, mentorship support by NES and SG. Patient care Professional development programme
At the beginning I was anxious the unknown What excited me was the thought of all the opportunities that ECCF could offer The best thing about ECCF is the people and the support I imagine if everyone have this opportunity Now that we are finishing…. Let’s all celebrate and be proud of the achievements what we really need to celebrate is the fantastic opportunities ECCF has us all Moving forward I will use skills learned through ECCF At the beginning I was just so excited to get going What excited me was meeting new people The best thing about ECCF is the support I received
Date of Birth NHS Number Registered GP Next of kin Marital status Occupation Additionally the following types of special category data (data that is more sensitive) are likely to be collected: Physical health information Mental health information Racial or ethnic origin Language Religious beliefs or other beliefs of a similar nature Sexual preferences and sexual health Legal Basis We need to know your personal, sensitive and confidential data in order to provide care to you, under the General Data Protection Regulation we will be lawfully using your information in accordance with one or more of the following: - Article 6, (a) you have given consent to the processing of your personal data for one or more specific purposes Article 6 (c) processing is necessary for compliance with a legal obligation to which the controller is subject Article 6 (d) processing is necessary in order to protect your vital interests or those of another natural person Article 6 e) processing is necessary for the performance of a task carried out in the public interest or in the exercise of official authority vested in the controller Article 6 f) processing is necessary for our legitimate interests or the legitimate interests of a party Additionally, because we also process special category data we also comply with one or more of these additional conditions: Article 9 (2) a) the data subject has given explicit consent to the processing of those personal data for one or more specified purposes Article 9 (2) c) processing is necessary to protect the vital interest of the data subject or of another natural person where the data subject is physically or legally incapable of giving consent Article 9 (2) f) processing is necessary for the establishment, exercise or defence of legal claims or whenever courts are acting in their judicial capacity Article 9 (2) h) processing is necessary for the purposes of preventative or occupational medicine, for the assessment of the working capacity of the employee, medical diagnosis, the provision of health or social care or treatment or the management of health or social care systems or services… Article 9 (2) i) processing is necessary for reasons of public interest in the area of public health, such as protecting against serious cross-border threats to health or ensuring high standards of quality and safety of health care and of medicinal products or medical devices…
the immortal God, Our apostolic blessing, and gladly extend it to the whole Church and to all mankind. Given at St. Peter's, Rome, on the Feast of the Transfiguration of Our Lord Jesus Christ, the sixth day of August, in the year 1964, the second of Our Pontificate. PAUL VI LATIN TEXT: Acta Apostolicae Sedis, 56 (1964), 609-59. ENGLISH TRANSLATION: The Pope Speaks, 10 (Summer,1965), 253-92. REFERENCES: (1) Jn 7. 16. (2) Cf. Eph 3.9-10. (3) Cf. Acts 20. 28. (4) Cf. Eph 5. 27. (5) Heb 1. 1. (6) Cf.Mt 26.41. (7) Cf. Lk 17. 21. (8) Cf. Mt 26. 75; Lk 24. 8; Jn 14. 26; 16. 4. (9) Phil 1. 9. (10) Jn 9. 38. (11) Jn 11. 27. (12) Mt 16. 16. (13) Eph 3. 17. (14) Jn 14. 26.
(15) Acta Leonis XIII, XVI (1896), 157-208 (16) AAS XXXV (1943), 193-248. (17) AAS XXXV (1943), 193. (18) AAS XXXV (1943), 238. (19) Cf. Jn 15. 1 ff. (20) Gal 3. 28. (21) Eph 4. 15-16. (22) Col 3. 11. (23) In Io. tract. 21. 8; PL 35. 1568. (24) Eph 3. 17. (25) Cf. 1 Pt 2.9. (26) Cf. Gal 4. 19; 1 Cor 4. 15. (27) Mt 16. 18. (28) Rom 8. 16. (29) Cf. Eph 5. 20. (30) Cf. 1 Tm 6. 20. (31) Cf. Heb 7. 25. (32) Jn 17. 15. (33) Cf. 1 Thes 5. 21. (34) Cf. Mt 7. 13. (35) Ap 2.2. (36) Phil 2. 5. (37) 1 Cor 13. 7.
(38) Rom 12. 2. (39) Rom 6. 3-4. (40) 2 Cor 6. 14-15. (41) Jn 17. 15-16. (42) 1 Tm 6. 20. (43) Mt 28. 19. (44) Mt 13. 52. (45) Jn 3. 17. (46) Cf. Bar 3. 38. (47) 1 Jn 4. 10. (48) Jn 3. 16. (49) Lk 5. 31. (50) Cf. Mt 11. 21. (51) Cf. Mt 12.38 ff. (52) Cf. Mt 13. 13 ff. (53) Cf. Col 3. 11. (54) Cf. Mt 13. 31. (55) Cf.Eph 5. 16. (56) Mt 11. 29. (57) Mt 7.6. (58) 1 Cor 9. 22. (59) Cf. Jn 13. 14-17. (60) Cf. Jer 1. 6.
(61) Cf. Rom 10. 17. (62) Cf. Ps 18. 5, Rom 10. 18. (63) Mk 1. 3. (64) Cf. AAS LV (1963), 300. (65) Cf. Dial. contra Luciferianos, n. 9; PL 23. 173. (66) Phil 2.8. (67) 1 Cor 1. 10.
seek to foster neighborhood participation and engagement through diverse and integrated contexts, we focus on two distinct programs: first, state and/or federally-funded mixed-income housing developments (such as HOPE VI); and second, grassroots faith-based initiatives for mixed-income neighborhoods, by relocating higher-income residents to lower-income neighborhoods (such as the Christian Community Development Association). These two cases help us to see how participatory logics play out at different scales, enabling us to identify the ways the racial and economic structures are maintained in, different, yet similar ways. * * * CASE STUDY 1: MIXED-INCOME HOUSING PROJECTS The advent of mixed-income housing—residential housing that is explicitly designed to include residents with varied economic means—came into full force in the U.S. with the federally-funded Housing Opportunities for People Everywhere (HOPE VI) program (Thurber, Bohmann, & Heflinger, 2017). The purpose of the HOPE VI policy, which ran from 1993-2009, was to redevelop highly distressed and concentrated public housing projects into new models of mixed-income housing, in which both market-rate and publically-assisted units were available. Accomplishing the goals of HOPE VI required the destruction of current public housing projects, the forced relocation of the current residents, the rebuilding of new housing projects to include both market-rate units for purchase and affordable units for rent, private-public partnership to fund and organize the rebuilding, and the re-relocating of public-housing residents as well as market-rate residents into the housing project (Fraser et al. 2012). Several scholars have shown that HOPE VI actually reduced the amount of affordable housing units available to low-income households (Thurber et al, 2017; Lees, 2008). Moreover, Thurber also shows that mixed-income housing neighborhoods are rarely socially integrated—that is, although people of diverse economic backgrounds live in spatial proximity to each other, they rarely interact and thus do not achieve social integration (Thurber et al., 2017). HOPE VI was followed by the Choice Neighborhoods Initiative and the Rental Assistance Demonstration Project (RAD), which similarly seek to develop mixed-income neighborhoods. Mixed-income housing projects are also prominent outside of the U.S., including Canada and the United Kingdom (Lees, 2008; Kipfer & Petrunia, 2009).
Sarah Maynard Los Alamos National Laboratory ECCO COMMUNICATIONS Donald W Gerber B&W Pantex LLC ECCO TREASURER Gary Hagan Pacific Northwest National Laboratory 2013 ECCO CHAIR Bill Chappell Y-12 National Security Complex Dennis Ritschel Los Alamos National Laboratory Alan C Rither Pacific Northwest National Laboratory CHARTER MEMBER
Krystee Ervin Oak Ridge National Laboratory Rolf Migun Oak Ridge National Laboratory Andrew Wall Los Alamos National Laboratory Bernie Kritzer Director Office of Export Services Bureau of Industry and Security Tom Tierney Emerging Technology TAC Todd Willis Munitions Control Division Bureau of Industry and Security
Beam forming At each Monte Carlo in each sector a single beam is steered in azimuth and elevation toward a UE which is dropped randomly within the sector. In the macro-cell urban scenario, 7% of UEs will be considered indoor (see ITU-R M.2292 [29]), with a height above ground that is uniformly distributed with values of 1.5 + {0, 3, 6, 9, 12, 15} metres. In the urban scenario, 70% of UEs will be considered indoor (see M.2292), with a height above ground that is uniformly distributed with values of 1.5 + {0, 3, 6} metres. In rural areas, 50% of UEs will be considered indor, with a height of 1.5 m above ground. Outdoor UEs in all cases are assumed to be at a height of 1.5 m above the ground. TDD factor TDD factor can be accounted for in the Monte Carlo trials by multiplying all radiated powers by the same single binary random variable x (0 or 1), where Pr{x = 1} = ratio of DL transmissions to total frame duration. A DL ratio of 0.8 will be assumed. Use of a single value is based on the assumption of synchronised UL/DL phases in a network. This value is based on the proposed value in TG5/1 document 36 [31]. NOTE: Is the assumption of synchronisation valid for NR? Network loading Network loading can be accounted for in the Monte Carlo trials by multiplying each sector’s radiated power by an independent binary random variable x (0 or 1), where Pr{x = 1} = network loading factor. A network loading factor of 0.5 will be assumed. This value is based on the maximum network loading as proposed in WP 5D contribution no. 475 (attachment 2, section 2) [30] from Japan and TG5/1 document 36 [31]. 5G MFCN Base Station deployment Table 23: 5G MFCN Base Station deployment parameters Parameters Value
Table 40: Overview of the compatibility study between the RAS in the range 3.33-3.35 GHz and IMT in the band 3.4-3.6 GHz Parameter Parameters from expert WPs and TG 5/1 Ad-Hoc Group This study Methodology Number of IMT stations considered Single-entry or Multiple-entry (aggregated) Single-entry and Multiple-entry (aggregated) Type of interference evaluation method Deterministic study or Statistical study Statistical study If statistical, based on Rec. ITU-R M.2101 [17] In general, yes - as appropriate Technical and operational characteristics of IMT-2020 systems Deployment scenario Outdoor urban hotspot, Outdoor suburban hotspot, Outdoor suburban open space hotspot (optional), Indoor Outdoor urban hotspot, Outdoor suburban hotspot, Outdoor suburban open space hotspot IMT stations BS and UE BS and UE Method to deploy multiple IMT stations for the aggregated interference analysis Ra & Rb method: Ra: Urban (Outdoor): 7%, Suburban (Outdoor): 3%, Urban (Indoor) 2%, Suburban (Indoor) 1% Rb: 5% Ra & Rb method: Ra: Urban (Outdoor): 40%, Rural (Outdoor): 1% Rb: 5% Network loading factor for BS and UE (% 20 20 TDD activity factor (%) BS: 80, UE: 20 BS: 80, UE: 20
Annex one: The following organisations support this submission Isobro – Danish Fundraising Association (Denmark)” European Foundation Centre (pan-European) Charity Tax Group (UK) Irish Charity Tax Reform Group (Ireland) DAFNE (pan-European) – Donors and Foundations Networks in Europe – has a collective membership of over 6,000 foundations Spanish Association of Foundations (Spain) European Fundraising Association (pan-European) euroCom (Germany) – improves the organisational competence and effectiveness of NGOs
Annex one: The following organisations support this submission Isobro – Danish Fundraising Association ()” European Foundation Centre (pan-European) Charity Tax Group (UK) Irish Charity Tax Reform Group (Ireland) DAFNE (pan-European) – Donors and Foundations Networks in Europe – has a collective membership of over 6,000 foundations Spanish Association of Foundations () European Fundraising Association (pan-European) euroCom (Germany) – improves the organisational competence and effectiveness of NGOs
Information resources on vaccines and immunisation ECDC vaccination gateway ECDC’s interactive platform for vaccine schedules ECDC factsheet for general public – Measles Reference The content of this leaflet is based on the ECDC report: Measles and rubella elimination: Communicating the importance of vaccination. Stockholm: ECDC; 2014. Available at: Measles vaccination protects you and your family. By vaccinating against measles you contribute to a healthy community. -
5. Self-Awareness Gain awareness of identity, character, and vocational calling Students will recognize and appreciate the many areas in which economists serve, i.e. the financial sector, government and research ECON 312 Item in senior survey awareness of Economic Development vocational options Students will answer at least 70% correctly Every year 5. Intrapersonal Awareness: Students will gain self-awareness of identity, character, and vocational calling Assessed in CORE Two measures assessed in CORE Assessed in CORE Assessed in CORE Assessed in CORE Assessed in CORE Concentration-Specific Business Concentration 4. Specialized skills and scholarship Become proficient in the scholarship of their discipline and demonstrate specialized skills needed to pursue a career and/or graduate school Students will apply principles related to project management, marketing, and financing to prepare a complete and fundable business plan BUSA 380 Final Business Plan assignment in BUSA 380. 80% of students will receive an overall summary score of at least a 3 of 4. Every year Public Policy Concentration 2. Breadth and depth of knowledge. Develop knowledge common to the liberal arts and sciences in the fields of arts, humanities, natural sciences, and social sciences. Students will also develop specialized knowledge and disciplinary expertise O4: Explain the impact of global interactions and identify the significance of different cultural and political structures. POLI 212, POLI 213 Upper division Comparative and International politics electives Final Exam OR Exam Questions OR Culminating Paper using CWMLO1rubric 75% will score at least 70% on the exam or designated question(s) OR 75% of students will score at least 2 on the rubric if a paper. Data collected annually and assessed every three years Spring 2011 Sustainability Concentration 4.1 Understanding foundational content, practices and philosophical and ethical assumptions of one’s specialized area of study. Explain foundational content, practices and philosophical and ethical assumptions of Sustainability BIOL 140 BIOL 216 Final exam/ exam question (Course Outcome Assessments) Paper (Course outcome assessment) (c) BIOL 140 sustainability project (a) 75% of students 70% or more on exam (b) 75% student score 2 or higher on rubric (c) 75% student score 2 or higher on rubric Data collected annually and assessed every three years Spring 2013
HARCATUS HEAD START – SAFETY DRILL RECORDS CENTER: ________________________YEAR: FIRE DRILL RECORDS A.M. Double Session/Extended Day P.M. Double Session Month Date Time Evacuation Length Detectors Checked Month Date Time Evacuation Length Detectors Checked Sept min. sec. □smoke □CO2 Sept min. sec. □smoke □CO2 Drill Evaluation: Drill Evaluation: Oct min. sec. □smoke □CO2 Oct min. sec. □smoke □CO2 Evaluation: Drill Evaluation: Nov min. sec. □smoke □CO2 Nov min. sec. □CO2 Drill Evaluation: Drill Evaluation: Dec min. sec. □smoke □CO2 Dec min. sec. □smoke □CO2 Drill Evaluation: Drill Evaluation: Jan min. sec. □smoke □CO2 Jan min. sec. □CO2 Drill Evaluation: Drill Evaluation: Feb min. sec. □smoke □CO2 Feb min. sec. □smoke □CO2 Evaluation: Drill Evaluation: March min. sec. □smoke □CO2 March min. sec. □CO2 Evaluation: Drill Evaluation: April min. sec. □smoke □CO2 April min. sec. □smoke □CO2 Drill Evaluation: Drill Evaluation: May min. sec. □CO2 May min. sec. □smoke □CO2 Evaluation: Drill Evaluation: TORNADO DRILL RECORDS Sept min. sec. Sept min. sec. Drill Evaluation: Drill Evaluation: March min. sec. March min. sec. Drill Evaluation: Drill Evaluation: April min. sec. April min. sec. Drill Evaluation: Drill Evaluation: May min. sec. May min. sec. Evaluation: Drill Evaluation: SAFE & QUIET (LOCK DOWN) DRILL RECORD Prior to 12/5 min. sec. Prior to 12/5 min. sec. Drill Evaluation: Evaluation: Prior to 3/1 min. sec. Prior to 3/1 min. sec. Drill Evaluation: Drill Evaluation: to 5/15 min. sec. Prior to 5/15 min. sec. Drill Evaluation: Drill Evaluation:
Weekly schedule for Part 2 (Q3 17/18) Wk No. Data Period. All dates are in 2017. Submission Deadline (midnight on this date) 1 Sunday 1* October to Sunday 8 October inclusive. * 1st week is an day long. Wednesday 11 October 2017 2 Monday 9 October to Sunday 15 October inc. Wednesday 18 October 2017 3 Monday 16 October to Sunday 22 October inc. Wednesday 25 October 2017 4 Monday 23 October to Sunday 29 October inc. Wednesday 1 November 2017 5 Monday 30 October to Sunday 5 November inc. Wednesday 8 November 2017 6 Monday 6 November to Sunday 12 November inc. Wednesday 15 November 2017 7 Monday 13 November to Sunday 19 November inc. Wednesday 22 November 2017 8 Monday 20 November to Sunday 26 November inc. Wednesday 29 November 2017 9 Monday 27 November to Sunday 3 December inc. Wednesday 6 December 2017 10 Monday 4 December to Sunday 10 December inc. Wednesday 13 December 2017 11 Monday 11 December to Sunday 17 December inc. Wednesday 20 December 2017 12 Monday 18 December to Sunday 24 December inc. Friday 29 December 2017 – takes account of Christmas double bank holiday. 13 Monday 25 December to Sunday 31 December inc. Thursday 4 January 2018 – takes account of New Year’s day bank holiday. CQUIN Part 3 (Q1 18/19) Say the payment available for CQUIN Part 3 is £100. Recommended weighting is: Data quality (Chief complaint, Diagnosis and Acuity) (60%): 99% or greater is £60 98% or greater is £15 <98% is £0 submission (40%) Pro-rata on number of daily submissions (number of daily submissions divided by number of days in the month). Maximum £40.
Table of Contents Exercise 1 – Experimentally Understand Reference Directions for Voltage and Current 1 Exercise 2 – Ohm’s Law and Resistor Color Codes 9 Exercise 3 – Validation of Kirchhoff’s Laws 17 Exercise 4 – PSpice Circuit Analysis 24 Exercise 5 – Design and Analysis of a Variable Voltage Divider and Bridge Circuit 27 Exercise 6 –Thévenin's, Norton’s and Maximum Power Theorems 31 Exercise 7 – Operation of an Oscilloscope and Signal Generator and Response of Meters to Nonlinear Signals 36 Exercise 8 – Determining Thévenin's Equivalent Circuit of an Unknown Circuit 42
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Kirchhoff's second law is like going on a hike from your car around a mountain (independent of path). When you get back to your car, your net change in potential energy is zero. No matter how you measure voltages around a circuit, when you return to your starting point the change in voltage is zero. Figure 2. Protoboard connection for the series circuit PROCEDURE Part 1 Select three adjacent resistors and connect them in SERIES with your power supply. Now measure the voltage at each node (A thru E) in your circuit. Measure the voltages at all of the nodes relative to the power supply ground. Show that the sum of the voltages ACROSS all of the components in a loop complies with Kirchhoff’s voltage law. Complete Table 1. 1. Voltages across each component and current through each resistor VEA VAB VBC VCD VDE Calculated IR1= Calculated IR2= Calculated IR3= Measured IR1= Measured IR2= Measured IR3= Power Power Power Power Power Now measure the node voltages relative to node C. For example, Vca = -Vac which says that the voltage from c to a = minus the voltage from a to c. The voltages at the nodes relative to ground will not add to zero to prove Kirchhoff’s voltage law. It is the sum of the voltages across each component in a series that add to zero NOT the sum of the node voltages. Remember, the reference node in a circuit can be anywhere you want in a real circuit.
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Background 1 Device Introduction 2 Chapter 2 – Solution and Budget 3-11 2.1 Function Analysis 3-4 i. FAST Diagram 3-4 2.2 House of Quality 5-7 i. Detailed Analysis of Proposed Designs 6 ii. Decision Matrix Feasibility Criterion 7 2.3 Budget 8 2.4 Gantt Chart 9-11 Chapter 3 – Technical Descriptions 12-24 3.1 Hardware Design Efforts 12 3.2 Z-Axis 13-14 3.3 XY-Table 15 3.4 Pin Matrix Display 16 3.5 Enclosure 16 3.6 Hardware Implementation 17-18 3.7 Software Implementation 19-24 Chapter 4 – Test Data 25 Chapter 5 – Conclusions 26-28 5.1 Summary 26 5.2 Success and Failures 26 5.3 Suggestions for the Future 26 5.4 Schedule 27 5.5 Final Budget 27-28 Appendix 1 – Technical Roles 29-32 Appendix 2 – References 33 Appendix 3 – Supplemental Material 34-51
if(index<text.length()) //Check EOF { index++; } } } if(zHeight) { cout << "Z Axis Pins - " << XPINS << "x" << YPINS << endl << endl;; for(int i=0;i<XPINS;i++) { for (int j=0;j<YPINS;j++) { if(heightMatrix[i][j]==0) cout << ".\t"; else cout << "X\t"; } cout << endl; } } return true; } // // ECE480_3DBraille // Braille.h // // Created by Kodai Ishikawa on 2/22/14.
Natural Sciences, Mathematics & Engineering Individual Course Submission Template Please name the file with course prefix and number (i.e. MAT 320) and send as an email attachment to: Yellow highlight indicate fields that must be complete, or documents / information that must be attached. Course Information Complete for all courses Course Prefix Course Number Course Title Textbook Type of Course Conversion Select Type of Course Conversion: Course Type Definition Information Needed New A new course is proposed. The rationale, place in the curriculum, and resource implications are contained in the accompanying proposal summary. This form contains the proposed course number, title, default textbook, catalog description, and PeopleSoft entries. Textbook Syllabus Catalog Description PS Catalog Unchanged The course has been offered in the last five years and will be converted from a course into 3-semester unit course with no other changes in the catalog, PeopleSoft system, or course articulation. Textbook Syllabus Changed The course has been offered in the last five years and will be converted into a unit course (or closest semester equivalent) with the changes indicated in this document. Unless otherwise indicated, there will be no other changes in the catalog, PeopleSoft system, or course articulation. Textbook Syllabus Updates To (if applicable) Catalog Description PS Catalog Elective Inactivation The course is an elective course, will be inactivated, and will no longer be printed in the catalog. The course can be reactivated if it will be consistently taught. Since the course is not required in any program, there will be no need to make student accommodations for this category. No additional information required Required Inactivation The course was a required course that will not be offered in the semester system. If an outside department requires the course, that department/program chair will need to approve the accommodation. Describe Accommodation: List whether students will be accommodated by a waiver of that requirement, a substitution, or some other action. Accommodation Catalog Description and Course Syllabus IMPORTANT INSTRUCTIONS To turn on “Track Changes” locate Review > Track Changes in the top menu and then make your proposed changes to the catalog description. Need Help ? To attach the Course Syllabus, locate Insert > Object > Attach as File and browse to locate and upload your syllabus. Need Help ? To submit the course, follow these steps: Save the file using the Course Name and Number as the filename. Example: MAT 320 When done, attach the file to an and send the email to
Mary Shaheen United Way of New York State Patricia Uttaro Rochester Public Library puttaro@libraryweb.org Lorelei Vargas New York City Administration for Children's Services, Child Care & Head Start lorelei.vargas@acs.nyc.gov Pending Appointments Melissa Alexander Office of Temporary and Disability Assistance MELISSA.ALEXANDER@OTDA.NY.GOV Meredith Chimento Early Care and Learning Council Jennifer Conway Greater Binghamton Chamber of Commerce Connie Donohue Department of Health Jeanne Galbraith NYS Association of Early Childhood Teacher Educators Liz Isakson Docs for Tots Abbe Kovacik Capital District Child Care Coordinating Council Lisa Mars Global Benefits CA Technologies Larry Marx Children’s Agenda, Rochester Tina Rose-Turriglio NYC Department of Education - Office of Early Learning Tina.Rose-Turriglio@nysed.gov Beth Starks Chautauqua Lake School bstarks@clake.org Rebecca Sanin Health and Welfare Council of LI. Lauri Strano Children's Institute, Rochester Vanessa Threatte SUNY- Charter Schools Todd Tranum Chautauqua County Chamber of Commerce Dixie Yonkers Office for Persons with Developmental Disabilities
8.1 Experimental Results 8.2 Data Analysis 9. CONCLUSIONS 10. REFERENCES (If Necessary) 11. APPENDICES (If Necessary) APPENDIX C Lab Report Evaluation Rubric Course: ECE _______ Date: _____________ Evaluate each component using a weighted scale based upon the following criteria: FORMATTING RUBRIC Poor Excellent Weight Score Page and Table of Contents Missing or does not Follow Standards Fully Follows Guidelines and Standards 5 General Format of Technical Paper Does not Follow Guidelines and Standards Fully Follows Guidelines and Standards 5 Overall Structure of Technical Missing Sections or Information in Incorrect Locations Appropriate Sections; Information in Correct Location 10 WRITING RUBRIC Poor Excellent Weight Score Spelling and Grammar Many Errors or No Errors 10 Sentence Structure and Transitions Poor Structure Well Structured 10 Focus and Organization Unorganized and Lacks Clarity; Poor Presentation Well Organized and Reads Clearly; Good Presentation 10 TECHNICAL CONTENT RUBRIC Poor Excellent Possible Points Score Objectives and Theoretical Background Meaningless Objectives; Unrelated to Content Objectives Clearly Stated; Theory Well Presented 10 Experimental Procedure Experimental Procedure Unclear and Incomplete Experimental Procedure Valid and Complete 20
Level, refer to 2.3. Circuit High Circuit Low Open Circuit Out of Range Performance / Plausibility Signal Device operational / Device present 1 Control module (ECU / PCU) internal 3 I (1) Sensor (input to control units) 1 Accelerator (pedal / handle) position sensor 1 & 3 I I I I I I (2) 2 Barometric pressure sensor 1 I I I 3 Camshaft position sensor 3 I 4 Crankshaft position sensor 3 I 5 Engine coolant temperature sensor 1 I I I 6 Exhaust control angle sensor 1 I I I 7 Exhaust gas recirculation sensor 1 & 3 I I I 8 Fuel rail pressure sensor 1 I I I 9 Fuel rail temperature sensor 1 I I I 10 Gear shift position sensor (potentiometer type) 1 I I I 11 Gear shift position sensor (switch type) 3 I 12 Intake air temperature sensor 1 I I I 13 Knock sensor (Non- resonance type) 3 I 14 Knock sensor (Resonance type) 3 I
band (kW) (g/kWh) (g/kWh) (g/kWh) R96.02 H 130 ≤ P ≤ 560 3.5 4.0 0.2 2008 I 75 ≤ P < 130 5.0 4.0 0.3 J 37 ≤ P < 75 5.0 4.7 0.4 K 19 ≤ P < 37 5.5 7.5 0.6
Resolution on road surface labelling - Guidelines for the performance characterisation and classification of pavement surfaces Contents Preamble 2 1. Introduction 3 2. 4 3. Definitions 5 4. Requirements 5 Annexes I. Classification of road surface characteristics 6 II. Determination of noise reduction 8 III. Determination of skid resistance 17 IV. Determination of rolling resistance reduction 18 V. Determination of lifespan 21 VI. Format of the label 22 Preamble The World Forum for Harmonization of Vehicle Regulations (WP.29), DESIRING to harmonize technical requirements while ensuring high levels of environmental protection, safety, energy efficiency and service life of road pavements; DESIRING to facilitate the assessment of road pavement surface performance, through a technically sound and easily understandable performance classification, regarding skid resistance, tyre–pavement noise, pavement influence on tyre rolling resistance, and pavement lifespan; BEARING IN MIND that performance labels exist for many consumer products, such as the performance label for pneumatic tyres, as defined in European Union Regulation 1222/2009, and have been found very helpful in stimulating industry to improve product performance; BEARING IN MIND that a harmonised characterisation of pavement service performance can be used in multiple ways within the road construction contracting process: Specification for road construction tenders, enabling road authorities, or legal entities, commissioning pavement works, to specify functional performance of pavement surfacing, by specifying performance classes of important functional characteristics; Corroboration (“creating trust”) for contractor bids for tenders; Works approval, by providing the framework against which the delivered characteristics can be compared; Threshold value during warranty period or maintenance period;
Annex I Classification of road surface characteristics 1. Noise reduction Table 1 Noise reduction (NR) classes Noise reduction (NR) in dB(A) NR ≥ 11.0 8.0 ≤ NR < 11.0 5.0 ≤ NR < 8.0 2.0 ≤ NR < 5.0 -1.0 ≤ NR < 2.0 -4.0 ≤ NR < -1.0 NR < -4.0 2. Skid resistance Table 2 Skid resistance (SR) classes Skid resistance (SR) in friction coefficient SR ≥ 1.14 0.91 ≤ SR < 1.14 0.78 ≤ SR < 0.91 0.64 ≤ SR < 0.78 0.52 ≤ SR < 0.64 0.38 ≤ SR < 0.52 SR < 0.38 3. Rolling resistance reduction Table 3 Rolling resistance reduction (RRR) classes
Rolling resistance reduction (RRR) in kg/t RRR ≥ 2.0 1.5 ≤ RRR < 2.0 1.0 ≤ RRR < 1.5 0.5 ≤ RRR < 1.0 0.0 ≤ RRR < 0.5 -1.0 ≤ RRR< 0.0 RRR < -1.0 4. Lifespan 4 Lifespan (LS) classes Lifespan (LS) in years LS ≥ 18 15 ≤ LS < 18 12 ≤ LS < 15 10 ≤ LS < 12 8 ≤ LS < 10 4 ≤ LS < 8 LS < 4 Annex II Determination of noise reduction (a) The noise reduction should be determined at 80 km/h for light motor vehicles, in accordance to the procedures for a single road surface detailed in this Annex. Other methods may be used if they provide the same results, within the accuracy of the original method.
Seat-back angle (in °) Horizontal co-ordinates X Vertical co-ordinates Z Seat-back angle (in °) Horizontal co-ordinates X Vertical co-ordinates Z 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 - 186 mm - 176 mm - 167 mm - 157 mm - 147 mm - 137 mm - 128 mm - 118 mm - 109 mm - 99 mm - 90 mm - 81 mm - 71 mm - 62 mm - 53 mm - 44 mm - 35 mm - 26 mm 28 mm 27 mm 27 mm 26 mm 26 mm 25 mm 24 mm 23 mm 22 mm 21 mm 20 mm 18 mm 17 mm 15 mm 13 mm 11 mm 9 mm 7 mm 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 - 17 18 mm - 9 mm 0 mm 9 mm 17 mm 26 mm 34 mm 43 mm 51 mm 59 mm 67 mm 76 mm 84 mm 92 mm 100 mm 107 108 mm 115 mm 123 mm 5 mm 2 3 mm 0 mm - 3 mm - 5 mm - 8 mm - 11 mm - 14 mm - 17 mm - 21 mm - 24 mm - 28 mm - 31 mm - 35 mm - 39 mm - 43 mm - 47 48 mm - 52 mm " II. Justification The proposed changes aim to correct some misalignments between UN Regulation No. 43 and UN Global Technical Regulation No. 6 that were created at the time when the requirements of the Global Technical Regulation were transposed into the Regulation (ECE/TRANS/WP.29/2011/35 adopted at the 153rd session of the World Forum WP.29 in March 2011 – 01 Series of amendments to UN Regulation No. 43).