zilongwang/ReadingBank huggingface dataset:
Per , multiple shall be provided wherever pumps are used. Is this condition met by the design? Yes or No. If no, provide an explanation: Per , reliability shall be provided consisting of automatically activated standby power supply onsite capable of powering all essential treatment units under design conditions, or dual power supply shall be provided per . Is this condition met by the design? Yes or No. If no, provide (as an attachment to this Application) written approval from the Director that the facility: Has a private supply that automatically shuts off during power failures and does not contain elevated water storage tanks, and Has sufficient storage capacity that no potential for overflow exists, and Can tolerate septic wastewater due to prolonged detention. Per , a minimum of 30 days of residual storage be provided. Is this condition met by the design? Yes or No. If no, explain the alternative design criteria proposed for this project in accordance : Per , the public shall be prohibited from access to the wastewater treatment facilities. Explain how the design complies with this requirement: _________________________________________________________ Is the treatment facility located within the 100-year flood plain? Yes or No. If yes, describe how the facility is protected from the 100-year flood: _ __________________ WASTEWATER TREATMENT UNIT AND MECHANICAL EQUIPMENT INFORMATION – COMPLETE FOR NEW OR EXPANDING FACILITIES AND FOR MODIFIED TREATMENT UNITS PRELIMINARY AND PRIMARY TREATMENT (i.e., physical removal operations and flow equalization): Treatment Unit No. of Units Type Size per Unit Plan Sheet Reference Specification Reference Calculations Provided? (Yes or No) Manual Bar Screen MGD at peak hourly flow Mechanical Bar Screen MGD at peak hourly flow Grit Removal MGD at peak hourly flow Flow Equalization -- gallons Primary Clarifier Circular ft diameter; ft side water depth Primary Clarifier Rectangular square feet; ft side water depth Other SECONDARY TREATMENT (BIOLOGICAL REACTORS AND CLARIFIERS) (i.e., biological and chemical processes to remove organics and nutrients) Treatment Unit No. of Units Type Size per Unit Plan Sheet Reference Specification Reference Calculations Provided? (Yes or No) Aerobic Zones/ Tanks gallons
Gravity Thickening Tank square feet; ft side water depth Mechanical Thickening/ Dewatering dry lb/hour Aerobic Digestion gallons Anaerobic Digestion gallons Composting dry lb/hour Drying dry lb/hour Other PUMP SYSTEMS (include influent, intermediate, effluent, major recycles, waste sludge, thickened waste sludge and plant drain pumps) Location No. of Pumps Purpose Type Capacity of each pump Plan Sheet Reference Specification Reference GPM TDH MIXERS Location No. of Mixers Purpose Type Power of each Mixer (HP) Plan Sheet Reference Specification Reference BLOWERS Location No. of Blowers Purpose Type Capacity of each Blower (CFM) Plan Reference Specification Reference
Mechanical Thickening/ Dewatering dry lb/hour Aerobic Digestion gallons Anaerobic Digestion gallons Composting dry lb/hour Drying dry lb/hour Other PUMP SYSTEMS (include influent, intermediate, effluent, major recycles, waste sludge, thickened waste sludge and plant drain pumps) Location No. of Pumps Purpose Type Capacity of each pump Plan Reference Specification Reference GPM TDH MIXERS Location No. of Mixers Purpose Type Power of each Mixer (HP) Plan Sheet Reference Specification Reference BLOWERS Location No. of Blowers Purpose Type Capacity of each Blower (CFM) Plan Sheet Reference Specification Reference
THE COMPLETED APPLICATION AND SUPPORTING INFORMATION SHALL BE SUBMITTED TO: North Carolina Department of Environment and Natural Resources Division of Water Resources/NPDES By U.S. Postal Service 1617 Mail Service Center RALEIGH, CAROLINA 27699-1617 By Courier/Special Delivery: 512 n. sALISBURY sTREET, 9th RALEIGH, NORTH CAROLINA 27604 TELEPHONE NUMBER: (919) 707-3610
RE: SSN: Consumer name Address Date of Birth: City, state, zip I, , hereby authorize the disclosure of personal Consumer’s name or protected health information about me by: Covered Entity’s Name: Address: City, State, Zip: I understand that signing this form will not interfere with my treatment, payment, enrollment or eligibility for benefits from this provider. The protected health information shall be disclosed to: Office of Vocational Rehabilitation Counselor name: Office address: City, State, zip: I understand that the use and purpose of this disclosure is to determine my eligibility for and/or the nature and scope of vocational rehabilitation services on my behalf. The specific type of information to be disclosed is: 4. If the information requested is from an alcohol or drug treatment case, 42 CFR Part 2, Confidentiality of Alcohol and Drug Abuse Patient Records applies: This information has been disclosed to you from records protected by Federal confidentiality rules. The Federal rules prohibit you from making any further disclosure of this information unless further disclosure is expressly permitted by the written consent of the person to whom it pertains or as otherwise permitted by 42 CFR Part 2. A general authorization of the release of medical or other information is NOT sufficient for this purpose. The Federal rules restrict any use of the information to criminally investigate or prosecute any alcohol or drug abuse patient. This form authorizes the release of health information including HIV-related information. You may choose to release only your non-HIV health information, only HIV-related information, or
V2 Street Address V3 City, ZIP V4 Telephone Number Area Code: Number: Extension: V5 Facsimile Number Area Code: Number: Extension: V6 Toll Free Number Area Code: Number: Extension: V7 Contact Person for Questions / Contract Negotiations, including address if different than above Name: Title: Address: Email Address: V8 Telephone Number for Contact Person Area Code: Number: Extension: V9 Facsimile Number for Contact Person Area Code: Number: Extension: V10 Name of Individual Authorized to Bind the Organization Name: Title: V11 Signature (Individual must be legally authorized to bind the vendor per NRS 333.337) Signature: Date: TABLE OF CONTENTS
“trade secret” as defined in NRS §600A.030(5)”. Not conforming to these requirements will cause your proposal to be deemed non-compliant and will not be accepted by the State of Nevada. Vendors acknowledge that material not marked as “confidential” will become public record upon contract award. The required CDs must contain the following: One (1) “Master” CD with an exact duplicate of the technical and cost proposal contents only. The electronic files must follow the format and content section for the technical and cost proposal. The CD must be packaged in a case and clearly labeled as follows: Master CD RFP No: 17-01 Vendor Name: Contents: Part I – Technical Proposal Part II – Cost Proposal Part III – Confidential Technical One (1) “Public Records CD” which must include the technical and cost proposal contents to be used for public records requests. This CD must not contain any confidential or proprietary information. The electronic files must follow the format and content section for the redacted versions of the technical and cost proposal. All electronic must be saved in “PDF” format. The CD must be packaged in a case and clearly labeled as follows: Public Records CD RFP No: 17-01 Vendor Name: Contents: Part I – Technical Proposal for Public Records Request Part II – Cost Proposal for Public Records Request It is the vendor’s responsibility to act in protection of the labeled information and agree to defend and indemnify the State of Nevada for honoring such designation.
multidisciplinary and multi-agency working to meet the child’s needs effectively and promptly. 7. The National Autism Plan for Children (NIASA, 2003) sets out the need for a co-ordinated approach for the identification, assessment and diagnosis of children with Autistic Spectrum Disorders. The National Autism Plan sets out best practice in diagnostic assessment. 8. The National Institute for Clinical Excellence (NICE) published guidelines on the assessment and diagnosis of children with Autistic Spectrum Disorders in 2011. The guidance recommends that a local multi-agency strategy group is established in each area, and a lead professional who will be responsible for the autism pathway for recognition, referral and diagnosis. It recommends that a multi-disciplinary ‘autism team’ is set up in each area with core membership including a Paediatrician and/or child and adolescent psychiatrist; a speech and language therapist and a clinical or educational psychologist. The guidance recommends a single point of referral for access to the autism team, and that there should be a ‘case co-ordinator’ for every child or young person who is to have an assessment. Outcomes 9. The focus should be on identifying the outcomes which it is hoped to achieve for each individual child/young person, and planning the strategies and support which need to be put in place to achieve them. This should be done in a person-centred way, which takes account of the young person’s thoughts, feelings and wishes and involves parents/carers fully. It should be clear how and when strategies and/or support will be reviewed to see if they are working. The role of parents/carers 10. Parents and carers know their children best. Parents and carers must be treated as equal partners at every stage; their concerns must be listened to and they must be treated with respect. It is important that all parents/carers understand the pathway; that they not only understand what strategies and support are being put in place to support their child but can inform and shape those strategies. Where specific strategies are being used successfully at nursery or at school, parents and carers should be helped to test these strategies within the home environment as well. Glossary ASD – Autistic Spectrum Disorder CAF – Common Assessment Framework CAMHS – Child and Adolescent Mental Health Service EP – Education Psychology EYIS – Years Improvement Service GDA – General Development Assessment HV – Health Visitor LP – Lead Professional SEN – Special Educational Needs
1: Demographic covariates and risk factors for ASD by mother’s PTSD symptoms, Nurses’ Health Study II (N ASD cases = 413, N ASD controls = 42,934), children born 1960-2003 Variable No trauma Trauma, no symptoms 1-3 symptoms 4-5 symptoms 6-7 symptoms Mothers N 7904 21565 6841 4421 2616 Mother’s age at child’s birth (years) Mean 28.4 28.7 28.6 28.5 28.2 Calendar year of birth Median 1983 1984 1983 1983 1983 Depressive symptoms, CESD 2008 Mean 4.7 4.5 5.9 8.3 10.7 Childhood sexual (any) % 17.7 32.6 39.6 44.7 53.2 Childhood physical/ emotional abuse (highest quartile) % 11.6 21.1 27.2 35.8 45.3 Maternal childhood socioeconomic status (either parent, 4+ college) % 22.6 21.5 22.9 23.0 22.8
c) Improved consistency, monitoring and governance. The medical diagnosis needs assessment and support offered must cover all co-occurring and sensory issues. Governance - Children and Young People In developing an Autism Diagnostic Pathway we took into account the feedback from a survey carried out by the Hertfordshire Parent Carer Involvement (HPCI), which highlighted a number of concerns with current service provision including: delays and difficulties in getting a diagnosis and assessment inaccessibility of appropriate services; difficulty getting information; getting services to work together getting a good education for academically able children parents’ feedback that they had to ‘battle’ to get services and the lack of service integration were key issues A Clinical Reference Group (CRG) was set up with representation from all existing providers and specialities across the autism pathway including Paediatricians, Child and Adolescent Psychiatrists, Psychologists, Adult Psychiatrists, Speech and Language Therapists, GP, Commissioners from Health, Early Help, and Special Educational Needs and Disability. The Clinical Reference Group discussed Autism diagnosis. It is envisaged that these pathways will inform the development of a wider neurodevelopmental pathway. Recent data state the longest waiting times for a diagnostic assessment is 18 months. NICE guidelines state that the Autism Diagnostic Assessment should begin within 3 months of referral. In 2011 were an estimated 3,435 children and young people with autism living in Hertfordshire. From the Spring School Census data in 2011, there was an average prevalence of 0.7% children with a diagnosis on the autism spectrum but significant variation across different districts (see Figure 1 below).
HERTFORDSHIRE ALL AGE AUTISM STRATEGY 2014 – 2017 SCRUTINY REPORT 2018 (Short Version) To report on what has been achieved on strategic objectives 2 and 4 since April 2015 STRATEGIC OBJECTIVE 2 DEVELOPING CLEAR AND CONSISTENT PATHWAYS FOR DIAGNOSIS AND FOR ASSESSMENT OF NEEDS INCLUDING OFFERS OF SUPPORT STRATEGIC OBJECTIVE 4 HELPING PEOPLE WITH AUTISM IN EDUCATION, TRANSITION TO ADULTHOOD, TRAINING AND WORK. DEVELOPING SKILLS AND INDEPENDENCE Report of the Hertfordshire All Age Autism Partnership Board (HAAAPB) July 2018 Contents 1.0 Purpose of Report PAGE 3 2.0 Summary PAGE 3 3.0 Recommendations PAGE 4 4.0 Evidence PAGE 6
The Cognitive Function and Ageing Studies (CFAS) Authorship and Publication Policy The following document is the authorship policy for CFAS. The strategy is to maximise publicity for the and also to publish in a way that recognises the depth of effort throughout the length of the study. This policy document will be distributed to all current researchers and to any researchers wishing to undertake analysis using CFAS tissue/data. Any papers will be expected to follow these guidelines before circulation to the MRC CFAS members prior to submission of the paper to journals. The document contains aspects of authorship, publicity and acknowledgements within MRC CFAS. Authorship Policy There are two situations that will arise. Main CFAS papers The original aims of the main (MRC programme grant application 1989) were to: Authorship for these aims will consist of MRC CFAS as first author together with the writing committee as currently defined for example: MRC CFAS, Able A, Bloggs B and Colleague C. Neuropathology papers The original aims of the neuropathology study (MRC special project grant application 1991) were to: Authorship for these aims will consist of MRC CFAS Neuropathology group as the first author together with the writing committee as currently defined for example: MRC CFAS Neuropathology, Able A, Blogs B and Colleague C All analysis using MRC CFAS data, blood or brain resource Authorship of papers should consist of MRC CFAS holding the "senior author" position within the paper for example: Able B, Cando D, Expert F and MRC CFAS. For both situations The address for CFAS within the paper itself would be the website address , where the existing participants and the historical contributors from each of the centres would be mentioned.
Verbal and Non-verbal Communication Social Interaction Unusual Response to Sensory Experiences Resistance to environmental changes Repetitive/ Stereotyped Activities Behavior Intervention Strategies Other Things that Impact general curriculum and Social/emotional - 1) direct speech/language services total of 200 minutes 1:1 per week, 80 of which are IEP minutes (during guided reading); visual cues cards for all stories; color coding; teacher restates and paraphrases a lot of information for him; 1:1 instruction 2) support and prompting for social interactions; social work identified as a need in 04/2009 3) OT services recommended in 04/2009; sensory breaks mentioned as strategy, but declined by parents
Verbal and Non-verbal Communication Social Interaction Unusual Response to Sensory Experiences Resistance to environmental changes Repetitive/ Stereotyped Activities Behavior Intervention Strategies Other Things that Impact general curriculum and Social/emotional -cannot maintain conversation topic; will change without regard for others -unable to share personal experiences on demand -will share when mood strikes him without regard to the listener’s background understanding -can become overly animated when sharing to the of dysregulation (i.e., rapid speech, fast breathing) -literal in language (i.e., pick up your desk – tried to pick up his desk, check you work – put check marks on it) -walks around the playground by himself; may walk close to someone, but does not say anything -during classroom games, only participates with prompting -adult prompting for social interactions at all times (i.e., never greets others) -limited eye contact -does not walk next to peers who are walking -occasionally covers ears in response to noise (i.e., tornado drills) -sometimes delayed response to noise (i.e., something drops in classroom jumps couple seconds after the fact, mimic peers’ reactions in some cases) -not of personal space of others -becomes very distracted by his environment to the point he is unable to do academic work -unable to see the bigger picture (i.e., job he might like to have in the future) or talk about the future (i.e., upcoming dates or special events, what do over breaks) -teacher supports him through daily classroom transitions -can become upset and needs to know ‘why’ when there is a change from the regular schedule -engages in some repetitive/stereotyped behaviors that are verbal in natures (i.e., dinosaurs, wolves, transformers) -he will talk repeatedly about these topics, engaging in exact dialogue about the topic -on occasion has been observed to flap his hands -his behaviors impede him from processing through his day, but do not negatively impact others to the point interventions are necessary -seemingly no idea as to what daily schedule is and feels no inclination to move more quickly if behind schedule -cannot find anything in his desk when asked -not able to put things in folders as directed
Course Title What worked well…… Positive impact in school….. General comments. Autism: Practical Strategies 2017/18 The presentation was clear and not rushed. Practical suggestions to use in the classroom, justification that every child is individual. Understanding different concepts. Great presentation to the point and very informative. conversation, social stories, feelings line. I took away a fantastic strategy. Everything was really good. Good strategies to take back to school. Clear, practical strategies, clearly articulated. Adaptations to the strategies. Being able to allow individual students to support their learning and emotions. Taking back strategies to the classroom for children both with ASD but also those with social emotional and behavioural difficulties. I will think of methodology to help with the understanding of the children's view point. Report back to other staff members. Use different strategies to support children’s learning. Lots of Strategies will be shared with staff and the reasons behind them. Good mix of talk and practical. Very interesting. Excellent course. Very informative. A very informative 'taster' session from Amy. I really the course informative and take back lots of ideas to help with the understanding across feelings. We would love to hear more. Very informative but felt it was at older children.
department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
FREQUENTLY ASKED QUESTIONS (FAQS) FOR CAREER WAYPOINTS REENLISTMENT (C-WAY-REEN) AUTOMATIC APPROVAL Q1. How do I know if a Sailor is eligible for automatic approval? A1. are two areas within the applications that will indicate automatic approval eligibility. The first is on the Reenlistment (AC/FTS) Qualified Jobs screen in the top right under “Auto In-Rate Approval if Eligible”. The second is under the “Reenlistment (AC/FTS) Application Options” on the actual application under the “Auto Approve Eligibility”. EXAMPLE: Q2. The application initially said “Eligible”; I added an evaluation and now it says “Not Eligible”. Why? A2. Changing, updating or adding missing information to the Reenlistment (AC/FTS) Application Details block (i.e. security clearance, IA, NJP, PFA info, evaluations, etc.) will remove eligibility for automatic approval. Once the application is submitted, it will go through normal Rack & Stack. Q3. The C-WAY-REEN came back immediately after submitting with a status of “Approved”. Why can’t I find the approval letter? A3. The approval letters will be available the next day in C-WAY under “Reports”, “Command Reenlistment (AC/FTS) Summary Report”. For details, refer to the Career Waypoints User Guide located at Q4. Are there specific criteria for E3 Sailors to be eligible for Automatic Approval? A4. The E3 Sailor must be eligible for reenlistment: not currently high year tenure passed, but not advanced a Navy-Wide Advancement Examination formerly been a petty officer in current enlistment currently recommended for advancement. in an “Open” Skill Set or undermanned year group additional criteria as discussed in MPM 1160-030 Q5. Where can I look for more information?
Moet er netjes uitzien N.v.t. Opdrachtgever 24-9-2015 Minimaal geluidsniveau Decibel (db) Opdrachtgever 24-9-2015 Niet zichtbaar van buitenaf N.v.t. Opdrachtgever 24-9-2015 8. This report was drafted from two subjects. The David and Nikko Dominator 2. These issues were analyzed and there are two problems concluded. In the further report, the problems have been worked out according to different subjects and chapters. Stakeholders have been mapped and there are job descriptions may occur. Through these steps, there is a PvE prepared which each is adapted to move through each chapter. After this, there is analyzed more deeply. This is done by focusing on such topics as "transfers and connections', 'Materials & Properties' and' production '. The problems are treated each chapter, how the product works, how everything works and what kind of materials are used. The PvE must ensure that the objective of the problem is achieved and they succeeded. After analyzing the product and own the davit is better understood how these are put together. There can then be given to any improvements or alternative production methods. 9.
1.2 Moet minimaal 2 jaar mee kunnen gaan Jaren Klanten 1.3 Moet meerdere weersomstandigheden aankunnen n.v.t. Klanten 1.4 Moet kunnen rijden n.v.t. Opdrachtgevers 1.5 Mag niet meer dan 65 db maken Decibel (db) Klanten Nummer Variabele eis Eenheid Bron Datum 2.1 Moet minimaal 6 km/h rijden en maximaal 10km/h Km/h Opdrachtgevers/klanten 2.2 Minimaal zwaarder dan 0,8 kg en lichter dan 2 kg Kg Opdrachtgevers/klanten Nummer Wens Eenheid Bron Datum 3.1 Makkelijk mee te nemen n.v.t. Klanten 3.2 Verschillende kleuren verkrijgbaar n.v.t. Klanten 3.3 Verschillende race standen n.v.t. Klanten 3.4 Niet te moeilijk ontwerp n.v.t. Opdrachtgever/ontwerper 3.5 Productie niet boven 12 euro Euro’s Opdrachtgever 3.6 Massaproductie kan worden toegepast n.v.t. Opdrachtgevers 3.7 Stroomvoorziening van oplaadbare batterijen en geen wegwerp n.v.t. Klanten 3.8 Goede kwaliteit van het product n.v.t. Klanten 3.9 Zelf kunnen onderhouden van het product n.v.t. Klanten Eisen en wensen per onderdeel van de Nikko Dominator 2 Nummer Onderdeel Eis Wensen Bron Datum 1.1 Afstand bediening 20meter signaal Oplaadbare Ontwerper 17
batterijen september 1.2 Huls van de auto Moet stevig en sterk zijn Moet er mooi uitzien Ontwerper 17 september 1.3 Bumper Moet sterk en stevig zijn Moet er mooi uitzien Klant, ontwerper 18 september 1.4 Beschermende plaat Moet alle onderdelen beschermen Kan vervangen worden Klant, ontwerper, opdrachtgever 18 september 1.5 Wielen Moeten goed draaien en goede grip hebben Meerdere terreinen op kunnen rijden klant 18 september 1.6 Motor gebruiksgemak Elektrisch aangedreven Opdrachtgever, klant 17 september 1.7 Basis van de auto Moet een stootje kunnen en alle onderdelen bij elkaar houden Licht zijn Klant, ontwerper 18 september 1.8 Besturingssysteem Moet de auto van links naar rechts kunnen laten bewegen Achteruit vooruit kunnen afwisselen Ontwerper 18 september 1.9 Bescherming elektromotor Moet de motor goed kunnen beschermen Moet gaten inzitten voor luchtkoeling Opdrachtgever, ontwerper 16 september 1.10 Signaaldraad Moet signalen vanuit de afstand bediening kunnen opnemen Meerdere kleuren Klant, ontwerper 17 september 7.1.2 Hieronder is te vinden wat de eisen en wensen zijn van een Davit. Eis Eenheid Bron Datum Minimaal 100kg heisen Kg Opdrachtgever 24-9-2015 Vaartuig in en uit boot plaatsen N.v.t. Opdrachtgever 24-9-2015 Bedienbaar door een persoon N.v.t. Opdrachtgever 24-9-2015
Manuscript Central ID: AA- Corresponding Author name: Authorship Criteria To fulfil all of the criteria for authorship, every author of the manuscript must have made substantial contributions to ALL of the following aspects of the work: Conception and planning of the work that led to the manuscript or acquisition, analysis and interpretation of the data, or both; Drafting and/or critical revision of the manuscript for important intellectual content; Approval of the final submitted version of the manuscript. All authors fulfil ALL of the above criteria for authorship. Declaration of Consent to Publication All contributing authors must give signed consent for publication of the manuscript by Age and Ageing journal. All authors consent for the final accepted version of the manuscript to be considered for publication in Age and Ageing journal. Duplicate Publishing Submissions to Age and Ageing journal should not have been previously published (except as an abstract, however details should be provided below). If substantial parts of the content have been published elsewhere the authors must declare this here. Does this manuscript report work that has already been reported in large part in a published article, or is contained in or closely related to another paper that has been submitted or accepted for publication elsewhere? No Yes. Please give details below: Declaration of Conflicts of Interest We would not wish you or your co-authors to be embarrassed if any undeclared conflicts of interest were to emerge after publication. Contributors must therefore declare any commercial interests, such as directorships, share-holdings, consultancies, honoraria, grants, fees, gifts or travel expenses received from organisations whose product is used in a study or referred to in your article. Financial or personal interests in competing companies should also be stated.
Year Program Learning Outcome: Course(s) assessed Specific CLO(s) aligned with this PLO Assessment methods 16-17 PLO 1 AM232 7. Demonstrate accepted industry procedures for system diagnosis and repair. 7. In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge. 16-17 PLO 2 AM 190 3. Students will effectively document all repairs performed on customer vehicles. 3. In Lab: Students will be evaluated on proficiency and accuracy of the completed repair order. 16-17 PLO 3 AM 190 5. Research and use specifications to inspect, diagnose, and measure engine parts to determine causes of wear or failure. 5. Classroom: Students will be evaluated on weekly homework, a midterm, and final test. In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge. 17-18 PLO 4 AM 120 1. Demonstrate safe working habits as practiced within the mechanical trades. 1. Classroom: Students will be evaluated on weekly homework, a midterm, and test. In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge. 17-18 PLO 5 AM 210 1. The student will have the ability to successfully complete 2 ASE skill assessments. 1. Assessments of ASE testing will be implemented with the roll out of the new ASE student certification program. 17-18 PLO 6 AM 120 7. Demonstrate a professional attitude, practice ethics expected by the industry and work effectively as part of a team. 7. In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge. 18-19 PLO 7 AM 210 The will prepare for and participate in a mock job interview. 3 Instructor will score rubric based on student performance. 18-19 PLO 8 AM 190 1. Perform advanced diagnosing and testing of the various automotive systems. 1. In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge.
Automotive Body Repair Assessment Summary Marking Criteria Below is a general example of how marks may be awarded. National Qualifiers Task Criterion Description Max Marks A Replace welded panel sections 25 B Welding 28 C Bolted panel replacement 15 D Metal finish repair 16 E Fill repair 16 Marks 100 National Finals Task Criterion Description Max Marks A Replace panel section 40 B Measure and re-align body shell 15 C MAG brazing bonding and riveting 15 D Panel pull and fill repair 20 E Metal finish repair 10 Total Marks 100
B Welding 28 C Bolted panel replacement 15 D Metal finish repair 16 E Fill repair 16 Total Marks 100 National Finals Task Criterion Description Max Marks A Replace panel section 40 B Measure and re-align body shell 15 C MAG brazing bonding and riveting 15 D Panel pull and fill repair 20 E Metal finish repair 10 Total Marks 100
Rims: Steel Aluminum D/S (F): Un-Damaged Destroyed Damaged D/S (R): Un-Damaged Destroyed Damaged P/S (F): Un-Damaged Destroyed Damaged P/S (R): Un-Damaged Destroyed Damaged Notes:_____________________________________________________________________________________________ Engine Information: # of Cylinders: 4 6 8 10 12 Style: Inline V Size: Liters:____________ Fuel Type: Gas Diesel Fuel Cap(s): Intact Off Missing Fluids: Engine Oil: Level: Condition: Trans: Level: Condition: Brake Fluid: Level: Condition: Power Steering: Level: Condition: Fluid Samples Taken: Yes: No: # taken:___________ Sample #1: Loc-_________________Sample #2:Loc-__________________ Sample #3: Loc:_________________ Sample #4:Loc:__________________ Notes:____________________________________________________________
Author’s Check List Title of Manuscript: Manuscript ID: Please check  to confirm fulfillment of instructions below before submitting your manuscript. General guidelines The submission contains an original manuscript, a checklist, and a copyright transfer agreement. The Manuscript written in English, follows the journal template, using MS Word. The Manuscript written in Korean, follows the journal template, Hangul Program. The manuscript consists of a page, abstract, keywords, JEL Classifications, acknowledgement (if any), main text, references, appendix (if any), tables and figures. The are numbered consecutively beginning with the title page. Title page The Manuscript written in Korean consists of title and author(s) name(s), and affiliation(s) written both in Korean and English. The Manuscript written in Korean, title, author(s) name(s), and affiliation(s) should be written in Korean first. The same information should also be presented in English. The Manuscript written in English, authors should refer to the basic style defined for Korean style. Lower area of the title page includes the name(s) of the author(s) and e-mail of the author(s). Abstract, Keywords and JEL classifications Abstract, keywords and JEL Classifications are written in English. The Abstract is less than 200 words for an original article. Keywords are preferably written within five words. JEL Classifications are preferably written within five words. Main text Subtitles are ordered according to the journal template. All Figures and tables are written in English. All figures and tables are cited in numerical order as they are first mentioned in the text. All figures and tables are referenced within the text. Tables and figures The Titles, contents, and legends of figures and tables written in English. The Titles of figures and tables are set flush left above them, capitalizing the first letter of each word in these titles except for prepositions and articles. Vertical lines are avoided in tables. Pictures or photos are supplied in high resolution (minimum 300 dpi).
References 10.5 Footnotes 10.5 Table caption 10.5 Figure caption 10.5 Fig. 1: Logos of the UDS Fig. 2:jhjqshjsq qjshjs qjsjqsjjs jqshdjjqjq. Fig. 3: …………………………………………………….;;;;;;;;; Fig. 4:nshsqhsqhsqhsqhs shsqhqhs Fig. 5: sgsgsgshs shshshshsj shshshshshsh shshshhs shshshshshshj shshshshs Fig. 6: shsgshgshs hshshshhs hshshshsh
Consolidated Score Sheet Competitor Task A (20 marks) Task B (10 marks) Task C (15 marks) Task D (10 marks) Total Marks Max Marks Score % 55 55 55 55 55 55 55 55 55 55 Average for all competitors = _______ % (print name) Signature Task(s) Date
Use "References" as a heading name, with your listing that follows in the base font size (10pt). Number each reference consecutively (1, 2, 3, etc.) and single space between each reference. Indent after each reference number. Do NOT use end notes. Refer to the example below. Robert J. and Nancy A. Jones (1991), "Writing a Better Paper", Association News, June, pp. 67-75. Speaker, David (1988), "Presenting a Technical Paper", in the Association Conference, Arthur Jones and T.A. Johnson, ed. New York, NY, Knowledge Press. These written instructions serve as a representative sample of how your finished paper should look when printed on your home or office printer. Submitting Your To submit your paper, go to , then the Annual Conference tab and upload from the submit button.
1.2 Part Names and Description <Figure 1-1> ATH15 Input/Output ports ❶ AC IN : input connector ❷ Power ON/OFF : Power ON/OFF switch ❸ Audio OUT : Stereo speaker output ports ❹ USB : USB 4 ports ❺ LAN 1 : 10/100/1000 Base-T Ethernet port ❻ LAN 2 : 10/100/1000 Base-T Ethernet port ❼ DVI : External DVI monitor output port ❽ VGA : External D-SUB VGA monitor output port ❾ HDMI : External HDMI monitor output port ❿ COM 1 : RS-232C input/output ports ⓫ COM 2 : RS-232C input/output ports 1.3 ATH15 Dimensions and Panel Cut-out <Figure 1-2> ATH15 dimensions(Unit : mm) <Figure 1-3> ATH15 Panel Cut-out dimensions(Unit : mm)
4. Manual System Recovery 4.1 Device driver Install the device driver of Autobase Touch Panel after the Windows OS setup. You can install device drivers from Touch System Software DVD or the Internet downloading. Touch System Software DVD is included in the product package. 4.1.1 The mainboard chipset driver setup <Figure 4-1> Mainboard chipset driver folder You can find ‘infinst911autol.exe’ file as shown in <Figure 4-1> when you select ‘Driver\ATP2B15\Chipset’ folder from Touch System Software DVD. And run ‘infinst911autol.exe’, <Figure 4-2> initial screen will be displayed. Then select from <figure 4-2>, <Figure 4-3> license agreement dialog box will be displayed. <Figure 4-2> Initial screen of the mainboard chipset driver setup <Figure 4-3> License Agreement dialog box of mainboard chipset driver setup
❷ Do not open the cabinet to avoid electric shock. Please request service to qualified technicians. ❸ Sound or images might be distorted because to place this product near devices, emit electromagnetic waves. ❹ Protect panel from rain or moisture to avoid fire or electric shock. ❺ Unplug the power cord and all connected cables during thunderstorms. ❻ Connection of Network port on the touch panel is allowed 10BASE-T, 100BASE-T and 10000BASE-T. Don’t connect other kinds of network cables or telephone lines. Improper connection can result in the current load on the connector can cause a fire, overheating or malfunctioning. ❼ Don’t block the air-intake and exhaust vents. ❽ This touch panel surface is made of metal so if you do not use in the ground environment you can feel the subtle flow of currents.
Assignments: Read Unit 17 in to Writing pg. 445-448 Read “No Cats in America” pg. 162-163 Answer questions #1-5 pg. 163-164. Be prepared to discuss answers in class. Read “The Stolen Watch” pg. 446-447 In-Class Activities: Discuss assigned readings and homework free-write answering questions #1-2 on pg. 447 free-write responses in class Day 3 – Incorporating Tension in Storytelling Goals: Examine conventions of open-form Assess the importance of the rhetorical appeals ethos, logos, and pathos in autobiographical writing by examining a model autobiographical narrative Review the function of tension and how it creates purpose and focus in writing by watching the David JP Phillips TED talk Assignments: Read “Beauty: When the Dancer is the Self” by Alice Walker Answer the following questions: How does Alice Walker avoid the “and then” chronology in this piece?
Use conventions of open-form prose Practice writing low on the ladder of abstraction by incorporating metaphors and figurative language Assignments: Read Skill 17.1, Make your narrative a story, not an and then chronology, pg. 446-448 Read Skill 17.2, Evoke images and sensations by writing low on the ladder of abstraction, pg. 449-451 Read 17.4, Tap the power of metaphor and other tropes, pg. 454-455 2-3 paragraphs detailing the pivotal moment you are thinking of using in your Autobiographical Narrative. This can be any moment of enlightenment or coming to knowledge in your life; passage from one realm to the next, as from innocence to experience; confrontation with the unknown; moment of crisis; issues maintaining relationships without compromising or denying your sense of self; problems accepting limitations and necessities; or contrasts between common wisdom and your own unique knowledge or experience. Choose one of these and just write it out, remembering to stay low on the ladder of abstraction and incorporate as much of the following as you can: plot, character, setting, and theme. In-Class Activities: Discuss readings and skills
1: List of font sizes. Text Type Font [pt] Title Bold 14 Authors 12 Affiliation 12 Headings Bold 11 Sub-headings Italic 11 Main text 11 Equation Italic 11 References 10.5 Footnotes 10.5 Table caption 10.5 Figure caption 10.5 Fig. 1: Logos of the IEEE, EDS, and EDTM. Fig. 2: Direction to the Toyama International Conference Center from the Toyama station. Fig. 3: The place of Toyama in Japan and expected nice mountain view from Toyama city during the EDTM. Fig. 4: Outside photo of the Toyama International Conference Center. Fig. 5: Window view from the Toyama International Conference Center. Fig. 6: Main hall.
OSNAP Commands and typed abbreviations: type Typed Command and Use Center cen Snaps to the center of a circle or arc. Click the left mouse button when the cursor is on the edge of the circle or arc you wish to use. End- point end Snaps to the endpoint of a line, polyline, or arc. Place the cursor over the
SWQ Review Exercises Module 1 – introduction to drawing tools Activities – all the drawings Homework 1 – all the drawings Module 2 – geometric construction Activities – all the drawings Homework 2 – all the drawings Module 3 – isometric drawing Activities – b only Homework 3 – all the drawings Extra review for isometric: Module 4 – Pictorial Sketching Homework 2 – page 9 in module
that the goals of a deep drilling project can be reached. Meticulous preparation, including the collection of site-specific information from pilot studies may serve to construct a strategy for collecting primary and secondary data that can then be evaluated against scientific objectives, budget, logistic requirements, and the available time. Accurate subsampling and data interpretation requires a full tracking record of the core. Moreover, sediment subsampling should be coordinated and samples should, whenever possible, be taken from the same sample depth to aid data integration. Data analyses should be hierarchically structured. As studies from long records are very laborious and time-consuming, the first target should be to produce low/medium resolution data. Only then, high-resolution analyses are to be conducted. Though many new methods and analyses (e.g., analysis of isotopes in organic materials, high throughput image analyses and high throughput DNA sequencing, low-concentration biomarker analyses, studies of ancient amino acids and ancient DNA, molecular dating) are of high potential for integrating diverse datasets, their weaknesses in terms of resolution, quality of data, and practicability have to be considered. Whereas the physical linkage of primary information obtained from sediment cores is, in most cases, straightforward due to the chronological constraints on the data, integrating secondary data and/or interpretations into a consistent representation of the natural history of ancient lakes remains challenging. Moreover, in most previous deep drilling projects, geological and biological data were linked empirically. However, recent statistical developments enable a better mathematical integration of diverse of datasets and the testing of hypotheses based on specific null models. For future deep drilling campaigns we expect to see more explicit attempts to statistically link geological and biological histories aided by methodological advances in data generation (e.g., automated methods of fossil retrieval, visualization and identification) and data analyses (e.g., a better integration of uncertainties in age-depth calculations). Interdisciplinary projects should integrate earth and life scientists, statisticians, and modelers in the planning phase, to establish clear communication strategies, to align interests, and to discuss
Autoclaving is one of the most dependable methods for decontaminating laboratory materials or waste. Autoclaves use saturated steam under pressure to achieve high temperatures to kill microorganisms. Attaining the proper temperature for the proper length of time is essential for an effective kill. Items for autoclaving CAN Cultures & Stocks Culture Dishes & Related devices Discarded live & Attenuated Vaccines Contaminated soiled items (petri dishes, pipettes, gloves, paper towels) Items for sterilization such as glassware, media, water, equipment Infected small animal carcasses CANNOT Materials containing solvents, volatile or corrosive chemicals Material contaminated with chemotherapeutic agents Radioactive material Heat sensitive material, lab equipment or reagents to be re-used Packaging • Use only APPROVED AUTOCLAVE BAGS. Autoclave bags (orange) are available from the Medical Storeroom. (Red Biohazard bags are designed for incineration, and not suitable for autoclave use) • Containers must be heat resistant
Pass Fail Retest Testing Frequency: Quarterly Semiannually Annually Test Date EHS # Make Building Room # Model Dept. Contact Serial # EHS Staff Lab Tech MSU Id Testing Conditions Test # Posted Actual Internal Use Only Pressure (PSI) Inside Box Black (Pass) White (Fail) Temperature (note °F or °C) Outside Box Black (Pass) White (Fail) Time (Minutes) Ampule at 24 Hours Purple (Pass) Yellow (Fail) Cycle (if available) Control Ampule at 24 hours (un-autoclaved ampule) Purple (Fail) Yellow (Pass) Usage Information How frequently is it used for decontaminating waste per week? 1-5 5-10 10 + Internal Use Only Used by multiple labs? Single Lab Multiple Labs Entered into Filemaker What is sterilized in autoclave? Media Equipment Waste Stickers Delivered/Sent Trainer for new employees on use of autoclave? Memo Sent NOTES:
Report all emergencies, suspicious activity, injuries, spills, and fires to the University of Michigan Police (DPSS) by calling 911 or texting 377911. Register with the via Wolverine Access. All personnel are required to complete the Autoclave Safety training online through (Course BLS013w). I have read and understand the above SOP. I agree to contact my Lab Manager if I plan to modify this procedure. #