GUIDELINES ON COMMON PRACTICE(V2.0)

合集下载

临床实践指南(循证医学)1-医学精品

临床实践指南(循证医学)1-医学精品

v 第五,国内外医学界的临床指南虽然层出不穷,但在其制 订过程中存在明显的伦理学和方法学缺陷。有作者指出
,美国某制药公司承担了拯救脓毒症行动的前两个阶段
所有费用的92%,E从v而al严ua重t影io响n 了on该ly指. 南的公正性和权威 ted with性A。spose.Slides for .NET 3.5 Client Profile 5.2
疗文件。是针对E特v定al临ua床t问io题n ,on经ly系. 统研究后制定发布, ted with用A于s帮p助os临e床.S医li生de和s患fo者r做.N出E恰T当3决.5策的C指lie导n性t P文r件of。ile 5.2
v 这C种op将y规ri范gh化t医2疗01与9个-2体0化19医A疗s相p结os合e的P做ty法,Lt对d.提高
v 由此可见,指南并非固定不变的。临床指南只有 不断总结,进行不断更新,才能真正起到指导作 用。
v 第三,部分临床医生单纯根据证据级别决定是否 应该采纳该项推荐意见,这种认识显然有失偏颇 。可以理解的是,并非所有问题均需要随机临床
试验(RCT)证实Ev。aluation only. ted with Aspose.Slides for .NET 3.5 Client Profile 5.2
主要内容
v概 述 §定义
§意义 Evaluation only. ted with§A临sp床o指se南.S的li评de价s 标fo准r .NET 3.5 Client Profile 5.2
v 临C床op指yr南ig的ht制2定01方9-法20和1过9 程Aspose Pty Ltd.
v 临床指南的评价原则 v 临床指南的应用
促进指南的实施,达到制订指南的目的,是指南

AEC英国bim标准 v2.0v版

AEC英国bim标准 v2.0v版
Nigel Davies (Chair) Paul Woddy Lewis Wenman Ray Purvis David Light Chris Seymour-Smith Evolve Consultancy White Frog Publishing Pascall+Watson Architects Atkins Global Case Seymour-Smith Architects nigel@ paul@whitefrog.co lewis.wenman@ ray.purvis@ david.light@ chris@
General Naming Conventions Model File Naming Division Naming Library Object Naming Object Property Naming View Naming View List Scheduling Data Organisation Sheet Naming Introduction AEC (UK) Compliant Materials Annotation Text Assignment Line Weights Line Patterns Line Styles Hatching and Filled Regions View Templates Dimensioning Drawing borders and Titleblocks Symbols Copyright Introduction Software BIM Content / Resource Libraries Keynotes Custom metadata Keyboard Shortcuts Model File Naming Codes Project Folder Structure

英语教研活动议课稿(3篇)

英语教研活动议课稿(3篇)

第1篇Introduction:Ladies and gentlemen, esteemed colleagues, and fellow educators, it is my great pleasure to present our English research and teaching activity, focusing on the discussion of lesson planning. Today, we gather here to share our insights, experiences, and innovative ideas that can enhance our teaching practices and contribute to the overall development of our students. Let us delve into the intricacies of lesson planning and explore ways to make our English classes more engaging and effective.I. Introduction to Lesson PlanningA. Definition and Importance of Lesson PlanningB. The Role of Lesson Planning in Student LearningC. The Challenges and Benefits of Effective Lesson PlanningII. Theoretical FrameworkA. Principles of Lesson Planning1. Objectives and Goals2. Content and Materials3. Instructional Strategies4. Assessment and EvaluationB. Theoretical Models of Lesson Planning1. Madeline Hunter’s Model2. Wiliam and Thompson’s Lesson Study3. Van Merrienboer’s 4C ModelIII. Lesson Planning ProcessA. Identifying Objectives and Goals1. Alignment with Curriculum Standards2. Student Learning Outcomes3. Assessment MethodsB. Selecting Content and Materials1. Textbooks and Resources2. Authentic Materials3. Technology IntegrationC. Designing Instructional Strategies1. Direct Instruction2. Inquiry-Based Learning3. Collaborative LearningD. Assessing and Evaluating Learning1. Formative and Summative Assessment2. Student Feedback and Self-Assessment3. Adjusting Instruction Based on Assessment ResultsIV. Case Study: Lesson Planning for a High School English ClassA. Introduction to the Lesson1. Topic: Shakespearean Sonnets2. Grade Level: 11th Grade3. Duration: 45 minutesB. Objectives and Goals1. To analyze the structure and themes of Shakespearean sonnets.2. To improve students' critical thinking and analytical skills.3. To enhance students' appreciation for Shakespearean literature.C. Content and Materials1. Textbook: “Shakespeare: The Complete Sonnets”2. Authentic mater ials: Sonnets from Shakespeare’s works3. Technology: PowerPoint presentation, online resourcesD. Instructional Strategies1. Introduction to the lesson: Teacher presents a brief overview of Shakespearean sonnets and their significance.2. Direct instruction: Teacher explains the structure and themes of Shakespearean sonnets.3. Inquiry-based learning: Students work in groups to analyze and discuss selected sonnets.4. Collaborative learning: Groups present their findings to the class, and the teacher facilitates a discussion.5. Summarizing and closing: Teacher summarizes the key points and highlights the importance of understanding Shakespearean sonnets.E. Assessment and Evaluation1. Formative assessment: Teacher observes students’ participation and engagement during group discussions.2. Summative assessment: Students complete a written assignment, analyzing a selected sonnet and discussing its structure and themes.3. Student feedback and self-assessment: Students reflect on their learning and provide feedback on the lesson.V. Group Discussion and ReflectionA. Sharing Experiences and Challenges1. What are the common challenges faced while planning English lessons?2. How do we overcome these challenges?B. Innovative Ideas and Best Practices1. How can we incorporate technology into our lesson planning?2. What are some effective strategies for engaging students in English classes?3. How can we ensure that our lessons are culturally relevant and inclusive?VI. ConclusionLadies and gentlemen, today’s discussion has provided us with valuable insights and innovative ideas for lesson planning in English classes. By following the principles of effective lesson planning and adapting our strategies to meet the needs of our students, we can create engaging and impactful learning experiences. Let us continue to collaborate, share our experiences, and grow as educators in our quest to enhance the learning and development of our students.Thank you for your participation and contributions to this English research and teaching activity. We look forward to applying these ideas in our classrooms and witnessing the positive impact on our students’ learning journey.[End of the议课稿]第2篇Introduction:Ladies and gentlemen, esteemed colleagues, and guests, welcome to our English teaching and research activity. Today, we are gathered here to engage in a collaborative lesson planning session. This session aims to enhance our teaching skills, share innovative ideas, and foster a conducive learning environment for our students. Let us begin with a brief introduction to the topic and the objectives of this session.I. Introduction to the TopicThe topic of our lesson planning session is "Enhancing Student Engagement in English Language Learning through Interactive Activities." With the increasing importance of English as a global language, it is crucial for us to find effective ways to engage our students in the learning process. Interactive activities not only make the learning experience more enjoyable but also facilitate better understanding and retention of the language.II. Objectives of the Session1. To identify effective interactive activities that can be incorporated into English language lessons.2. To discuss and analyze the impact of these activities on student engagement and learning outcomes.3. To share practical tips and strategies for implementing these activities in our classrooms.4. To encourage collaboration and professional development among English teachers.III. Presentation of Lesson PlansA. Lesson Plan 1: "Role-Playing Scenarios"Objective: To improve students' speaking and listening skills while fostering cultural awareness.Materials:1. A list of common scenarios (e.g., shopping, traveling, dining out)2. Props and costumes (optional)Procedure:1. Divide the class into small groups.2. Assign each group a scenario to act out.3. Provide a few minutes for the groups to prepare their roles and dialogues.4. Conduct the role-playing activity in the classroom.5. Encourage students to observe and participate actively.6. After the activity, hold a class discussion to reflect on the scenarios and cultural aspects.B. Lesson Plan 2: "English Corner"Objective: To provide a platform for students to practice speaking English in a relaxed and informal setting.Materials:1. A designated area in the classroom or school2. A schedule for the English Corner sessionsProcedure:1. Designate a specific time and place for the English Corner sessions.2. Encourage students to bring a topic of their choice for discussion.3. Assign a facilitator to lead the discussions and ensure that everyone gets a chance to speak.4. Provide guidelines on proper grammar and pronunciation.5. Rotate the facilitator role among students to ensure equal participation.C. Lesson Plan 3: "Group Projects"Objective: To enhance students' collaborative skills and critical thinking abilities.Materials:1. Project topics (e.g., research on famous English-speaking countries, creating a short English film)2. Resources for research and productionProcedure:1. Assign groups based on students' interests and abilities.2. Provide guidelines on the project's scope and expectations.3. Hold regular group meetings to monitor progress and offer assistance.4. Encourage students to share their findings and experiences with the class.5. Evaluate the projects based on criteria such as creativity, teamwork, and language proficiency.IV. Discussion and AnalysisNow that we have presented our lesson plans, let us engage in a discussion and analysis of their potential impact on student engagement and learning outcomes.1. What are the strengths and weaknesses of each lesson plan?2. How can we adapt these activities to cater to diverse learning styles and abilities?3. What are some challenges we might face while implementing these activities, and how can we overcome them?4. How can we assess the effectiveness of these activities in improving student engagement and learning outcomes?V. Practical Tips and StrategiesBased on the discussion, let us now share some practical tips and strategies for implementing these interactive activities in our classrooms.1. Be flexible and adapt the activities to suit your students' needs.2. Provide clear instructions and guidelines to ensure a smooth flow of the activity.3. Encourage active participation and create a supportive learning environment.4. Use technology and multimedia resources to enhance the learning experience.5. Regularly assess and reflect on the effectiveness of the activities to make improvements.VI. ConclusionIn conclusion, today's English teaching and research activity has provided us with valuable insights into enhancing student engagement in English language learning through interactive activities. By implementing these activities in our classrooms, we can create a more dynamic and engaging learning environment that fosters better understanding and retention of the language. Let us continue to collaborate, share our experiences, and strive for excellence in our teaching practices.Thank you for your participation and contributions to this session. We look forward to witnessing the positive impact of these interactive activities on our students' language skills and overall learning experience.第3篇Introduction:Ladies and gentlemen, esteemed colleagues, and esteemed guests, welcome to today's English teaching and research activity. The purpose of this session is to engage in a reflective lesson planning process, where we can share our insights, experiences, and best practices in English language teaching. We will discuss various aspects of lesson planning, including curriculum design, teaching strategies, assessment methods, and student engagement. Let's dive into the heart of our discussion and explore the intricacies of effective lesson planning.I. Introduction to the TopicA. Importance of Lesson PlanningLesson planning is a crucial component of effective teaching. It provides a structured framework for teachers to organize their lessons, ensure a logical progression of content, and cater to the diverse needs of students. A well-planned lesson enhances student engagement, promotes critical thinking, and fosters a positive learning environment.B. Objectives of the SessionThe objectives of this session are to:1. Share insights and experiences in lesson planning.2. Discuss different aspects of lesson planning, such as curriculum design, teaching strategies, and assessment methods.3. Identify best practices for engaging students in English language learning.4. Collaboratively develop a comprehensive lesson plan for a selected topic.II. Curriculum Design and Content SelectionA. Understanding the CurriculumThe first step in lesson planning is to have a clear understanding of the curriculum. We should be familiar with the learning objectives, assessment criteria, and the content that needs to be covered.B. Content SelectionSelecting appropriate content is essential for creating engaging and relevant lessons. We should consider the following factors:1. Student interest and prior knowledge.2. Age and proficiency level of the students.3. Integration of cross-curricular themes.4. Alignment with the curriculum objectives.III. Teaching Strategies and MethodsA. Introduction to Different Teaching StrategiesTeaching strategies are the methods used by teachers to facilitate learning. We will explore various strategies such as direct instruction, inquiry-based learning, collaborative learning, and project-based learning.B. Selecting the Right StrategyThe choice of teaching strategy depends on the learning objectives, student needs, and the content being taught. We should consider the following factors:1. Student engagement and motivation.2. Learning outcomes and assessment methods.3. Time and resources available.4. Teacher expertise and comfort level.IV. Student Engagement and MotivationA. Importance of Student EngagementStudent engagement is vital for effective learning. Engaged students are more likely to participate actively, think critically, and retain information.B. Techniques for Student EngagementWe will discuss various techniques for engaging students, such as:1. Interactive activities and games.2. Technology integration.3. Group work and collaborative learning.4. Real-world connections and authentic resources.V. Assessment Methods and EvaluationA. Purpose of AssessmentAssessment is a critical component of lesson planning. It helps us monitor student progress, identify areas of strength and weakness, and make informed decisions about teaching and learning.B. Different Assessment MethodsWe will explore various assessment methods, such as:1. Formative and summative assessments.2. Oral and written assessments.3. Self-assessment and peer-assessment.4. Portfolio assessment and project-based assessment.VI. Collaborative Lesson PlanningA. Sharing Ideas and ResourcesCollaborative lesson planning allows us to leverage the collective expertise and experiences of our colleagues. We will share our ideas, resources, and best practices.B. Developing a Comprehensive Lesson PlanBased on the discussions and insights gained throughout the session, we will collaboratively develop a comprehensive lesson plan for a selected topic. This plan will include the following elements:1. Lesson objectives and learning outcomes.2. Introduction and engagement activities.3. Main content delivery and teaching strategies.4. Student engagement and assessment activities.5. Conclusion and reflection.Conclusion:In conclusion, effective lesson planning is a vital skill for English language teachers. By understanding the curriculum, selecting appropriate content, utilizing various teaching strategies, and incorporating engaging activities, we can create dynamic and effective lessons that cater to the diverse needs of our students. Today's session has provided us with a platform to share our insights, experiences, and best practices in lesson planning. Let us continue to work together, support each other, and strive for excellence in our teaching endeavors.Thank you for your participation and contributions to this enriching session. May our collective efforts contribute to the continuous improvement of English language teaching and student learning outcomes.。

高级过程功能(APF)软件更新从V2.0到V2.1操作手册说明书

高级过程功能(APF)软件更新从V2.0到V2.1操作手册说明书

Advanced Process Functions (APF)Software Updatefrom APF V2.0 to V2.1Manual September 2016 Applications & ToolsC o p y r i g h t S i e m e n s A G 2016 A l l r i g h t s r e s e r v e dC o p y r i g h t S i e m e n s A G 2016 A l l r i g h t s r e s e r v e dsAdvanced Process Functions (APF)Software Update V2.0 to V2.109/2016A5E39223576-AAPreparation 1 AS 2OS Server 3OS Client 4Compiling and loading 5Table of contentsC o p y r i g h t S i e m e n s A G 2016 A l l r i g h t s r e s e r v e dWarning notice systemThis manual contains notices you have to observe in order to ensure your personal safety, as well as to prevent damage to property. The notices referring to your personal safety are highlighted in the manual by a triangular warning symbol; notices referring only to equipment damage have no warning symbol. Warning notices are shown in descending order according to the degree of danger as follows.Indicates that death or severe personal injuryIndicates that death or severe personal injuryWith a triangular warning symbol, indicates that minor personal injury can result if properIf more than one degree of danger is present, the warning notice representing the highest degree of danger will be used. A warning notice with a triangular warning symbol indicating possible injury to personnel may also include a warning notice relating to property damage.Qualified personnelThe product/system described in this documentation may be operated only by personnel qualified for the specific task in accordance with the relevant documentation for the specific task, in particular its warning notices and safety instructions. Qualified personnel are those who, based on their training and experience, are capable of identifying risks and avoiding potential hazards when working with these products/systems.Proper use of Siemens productsNote the following:Siemens products may only be used for the applications described in the catalog and in the TrademarksAll designations with the trademark symbol ® are registered trademarks of Siemens AG. Other designations in this documentation may be trademarks whose use by third parties for their own purposes can violate the rights of the owner.Disclaimer of liabilityWe have reviewed the contents of this publication to ensure consistency with the hardware and software described. However, since variance cannot be entirely precluded, we cannot guarantee full consistency. The information in this publication is reviewed regularly and necessary corrections are included in subsequent editions.Table of contentsC o p y r i g h t © S i e m e n s A G 2016 A l l r i g h t s r e s e r v e dPrefacePurpose of the manualThis documentation will help you to update an existing APF V2.0 project to APF V2.1.For information on plant configuration, refer to the "Advanced Process Functions (APF) Engineering Manual".Key contentsThis document deals with the following key topics: ∙ What do I need to be aware of when updating? ∙What kind of restrictions apply?ScopeThis manual is valid for the software package APF V2.1.Security informationSiemens provides products and solutions with industrial security functions that support the secure operation of plants, systems, machines and networks.In order to protect plants, systems, machines and networks against cyber threats, it is necessary to implement – and continuously maintain – a holistic, state-of-the-art industrial security conc ept. Siemens’ products and solutions only form one element of such a concept.Customer is responsible to prevent unauthorized access to its plants, systems, machines and networks. Systems, machines and components should only be connected to the enterprise network or the internet if and to the extent necessary and with appropriate security measures (e.g. use of firewalls and network segmentation) in place.Additionally, Siemens’ guidance on appropriate security measures should be taken into account. For more information about industrial security, please visit: /industrialsecuritySiemens’ products and solutions undergo continuous development to make them more secure. Siemens strongly recommends to apply product updates as soon as available and to always use the latest product versions. Use of product versions that are no longer supported, and failure to apply latest updates may increase customer’s exposure to cyber threats.To stay informed about product updates, subscribe to the Siemens Industrial Security RSS Feed under:/industrialsecurityTable of contentsC o p y r i g h t S i e m e n s A G 2016 A l l r i g h t s r e s e r v e dTable of contentsPreface .......................................................................................................................... 5 1Preparations ....................................................................................................... 7 1.1 Backing up the project .......................................................................... 7 1.2 Updating PCS 7 .................................................................................... 7 1.3 Installation ............................................................................................ 7 1.4 Updating C functions ............................................................................ 7 1.5 Updating configuration settings ............................................................ 7 2AS (8)2.1 Replacing the AS function blocks ......................................................... 8 2.2 Regenerating blocks ............................................................................. 8 2.3 Compiler settings .................................................................................. 9 2.4 Updating AS function blocks in AS projects ......................................... 9 3OS server (10)3.1 General ............................................................................................... 10 3.2 Global material types .......................................................................... 10 3.3 Updating the picture objects (10)4OS client ........................................................................................................... 13 5Compiling and loading .................................................................................... 14 5.1 Downloading the OS server (14)1 PreparationsC o p y r i g h t S i e m e n s A G 2016 A l l r i g h t s r e s e r v e d1Preparations1.1Backing up the projectPlease back up your multiproject and the OS project of your OS server (especially the content of the Runtime Archives).In case you are using Simatic Batch you also need to back up your Simatic Batch project.1.2 Updating PCS 7Please note that an update from APF V2.0 to V2.1 requires an update of the PCS 7 system.Follow the guidelines for the software update from PCS 7 (PCS 7 – Software Update with/without Utilization of the New Functions).For the update of Simatic Batch follow the relevant chapter in the manual Process Control System PCS 7; SIMATIC BATCH.1.3 InstallationBefore installing APF V2.1 you need to remove the previously installed APF version.Install APF V2.1. Further information according the installation can be found in the manual “APF_Installation_Configuration_b.doc”.1.4 Updating C functions1. Save all functions of the "<OS Server projectdirectory>\library\APF\FB_UA_USER_SPECIFIC“ directory.2. Run the Integrator with the "Overwrite user-specific functions" check mark set.3. If changes have been made to one or more functions in the backup directoryfrom point 1, repeat these changes for the new functions in the directory "<OS Server Project Directory>\library\APF\FB_UA_USER_SPECIFIC".1.5 Updating configuration settingsRunning the APF Integrator, as done in chapter 1.4, updates theFB_Configuration.ini in the "Engineering Tools" directory of the OS server project and the project itself with the advanced features of the new APF version.2 ASC o p y r i g h t © S i e m e n s A G 2016 A l l r i g h t s r e s e r v e d2AS2.1Replacing the AS function blocksGenerally all objects of the APF Library (APF Lib) have to be replaced in themaster data library. The following table shows all the APF function blocks and their delta download capability in comparison with version 2.0.First, copy all the objects from APF_Lib into the master data library. This will update the UDTs, SFCs, SFBs and FCs in the master data library, so that ageneration under point 2.2 will be performed with the newest blocks. You can find a more detailed description in the APF Engineering Manual.2.2 Regenerating blocksRequirement∙ SIMATIC Manager is open.∙ All previous sections in chapter 2 have been considered. ∙ WinCC Explorer is open.ProcedureAll blocks that have been or will be generated with the Engineering Tool (marked with ✓ in the "generated" column of the table) must be generated again. To do this, proceed as follows:1. Open the Engineering Tool.2. Re-generate all existing blocks in the project.2 ASC o p y r i g h t © S i e m e n s A G 2016 A l l r i g h t s r e s e r v e d2.3 Compiler settingsAll block types created with the Engineering Tool are generated with compiler settings permanently stored in the block code, which means the SCL compiler settings in the project / SIMATIC Manager are not relevant.2.4 Updating AS function blocks in AS projectsRequirement∙ SIMATIC Manager is open.∙ All previous sections in chapter 2 have been considered.ProcedureAll APF blocks (generated and not generated ones) have to be updated in all AS projects of the multi project. For more information please refer to the PCS 7 manual “PCS 7 – Configuration Manual Engineering System ” chapter “9.7.5 How to Update Block and SFC Typ es”.ResultAll APF blocks were updated in all AS projects of the multi project.3 OS serverC o p y r i g h t S i e m e n s A G 2016 A l l r i g h t s r e s e r v e d3OS server3.1GeneralMessagesSince in the new version changes at the messages were necessary, the messages need to be re-imported.One of the following two procedures should be followed for the import:A) APF message numbers have not been changedIf the APF message numbers have not been adapted in the import files, you simply have to import the file again in the Alarm Logging. The import file is located under "C:\<Program Directory>\Siemens\WinCC\bin\Engineeringtool\Konfig\Messages" and must be imported in the Alarm Logging.B) APF message numbers have been changedIf the APF message numbers have been adapted in the import files, you have to adapt the new import as well. After this you have to import the file again in the Alarm Logging. The import file is located under "C:\<ProgramDirectory>\Siemens\WinCC\bin\Engineeringtool\Konfig\Messages" and must be imported in the Alarm Logging.Note For more details on importing messages, refer to the documentation "APF_Installation_Configuration_b.pdf"NoteIn case the message import returns an error, please check the naming of the message classed and message types. In case a different naming in the fileAPF21_Alarm_logging_Import.txt you need to adjust the naming either in the OS Server project or in the Import file.3.2 Global material typesPlease consider that, in case your project was already migrated from APF V1.2.x to APF V2.0 and you have chosen the option “Retaining the material types for each material class”, you may not save the material types.For more information refer to APF Migration Guide V1.2.x-V2.0.3.3 Updating the picture objects@PCS7TypicalsAPF.pdlUpdate the block icons for APF as described in the manual “PCS 7 – Configuration Manual Operator Station“.3 OS serverC o p y r i g h t © S i e m e n s A G 2016 A l l r i g h t s r e s e r v e dNoticeIn case you are using objects of the type “@FB_STMAT/2“ or “@FB_STLOC/2“ you need to adjust the tag name for the trigger of the action “OpenFaceplate“ manually after the OS compile.In case the option “Derive the block icons from the plant hierarchy” is enabled for the corresponding picture you need to adjust the trigger after each OS compile.@TemplateAPF.pdlWith help of the function “Update of the picture objects” the picture objects of the previous APF version will be updated with the picture objects of the actual version. In the previous APF versions picture objects with no function blocks wereimplemented without a type definition. Due to that it is very likely that those picture objects will be exchanged with a wrong picture object. To avoid this, the property “type” needs to be defined before the function is executed.Requirement∙ The OS project is open in the WinCC Explorer on the ES. ∙ The Graphics Designer is open.Procedure1. Open the pictures in which you are using APF picture objects, which do nothave a “type ” definition. The relevant objects are listed in the table below. In case you are not using any of those objects in your project you can proceed with step 3.NoticeIf you are not sure in which pictures you are using those objects it is suggested to use the function “Export picture objects” to export all picture objects and search in the created *.csv file for picture objects with no type definition.2. In the properties of the objects assign the “type” as listed in the table above.3 OS serverC o p y r i g h t © S i e m e n s A G 2016 A l l r i g h t s r e s e r v e dNoticeTo ensure a later migration it is mandatory to use the type as defined in the table.3. If all objects in your project have now a type definition, the picture objects canbe updated by using the function “Update picture objects”. E xecute the update with the picture “@TemplateAPF.pdl”. For more information according the update of picture objects please refer to the manual “PCS 7 Configuration Manual - Operator Station“. 4. Finally execute the OS Project editor.Use Editor masks in the new screen resolutionSince APF Version 2.1 new editor masks are available for the screen resolution 1920x1080.In case you want to use the new editor-masks you need to exchange the existing masks with the new masks.The former editor masks are still functioning.Requirement∙ SIMATIC Manager is open.∙ The OS Project Editor was executedProcedure1. Select the OS project in the Simatic Manager.2. Open the context menu and select the command …Import WinCC Objects“.3. Replace the used editor masks in the plant view by the new editor masks withthe name *-1920.pdl.4 OS clientC o p y r i g h t © S i e m e n s A G 2016 A l l r i g h t s r e s e r v e d4 OS clientFollow the instructions below to run the APF integrator on the ES in all OS client projects and update the user-defined APF functions. The clients can then be downloaded again.Requirement∙ An OS client project is open in WinCC Explorer.∙ The user-specific APF functions in the OS server project in the folder "<OSServer Project Directory>\Library\APF\FB_UA_USER_SPECIFIC\" have already been updated there (chapter 1.4). ∙ The "<OS Server Project Directory>\Library\APF\ FB_UA_USER_SPECIFIC\"directory is open in the Windows Explorer.Procedure NoticeBefore the APF Integrator is run in OS client projects, the steps described in chapter 1 must be completed. 1. Run the Integrator.2. Copy all files in the opened directory "<OS Server ProjectDirectory>\Library\APF\ FB_UA_USER_SPECIFIC\" to the Windows clipboard. 3. Paste the files from the clipboard into the "<OS Client ProjectDirectory>\Library\APF\ FB_UA_USER_SPECIFIC\" directory on the ES. 4. Repeat steps 1 to 3 for each OS client project on the ES.NoteYou need to open every OS client project one after the other in the WinCC Explorer (not required for referenced OS clients).5 Compiling and loadingC o p y r i g h t © S i e m e n s A G 2016 A l l r i g h t s r e s e r v e d5 Compiling and loadingOnce all changes have been made, you need to compile and download the AS and then the OS, if you have not already done so.5.1 Downloading the OS serverRequirement∙ The OS project was compiled.∙ The instructions from chapters 2.2 have already been carried out. ∙ SIMATIC Manager is opened.ProcedureDownload the OS server or servers using SIMATIC Manager (you can find more information how to download OS servers in the PCS 7 help).。

儿科指南目录(英文)

儿科指南目录(英文)

1.European Consensus Guidelines on the Management of Respiratory DistressSyndrome - 2016 Update.EAPM欧洲指南共识:呼吸窘迫综合征的管理(2016更新版)2.Management of undescended testes: European Association of Urology/EuropeanSociety for Paediatric Urology Guidelines. EAU/ESPU指南:隐睾症的管理(2016)3.Recommendations for Prevention and control of influenza in children,2016-2017.AAP儿童流感的预防与控制建议(2016~2017)4.ESPGHAN-NASPGHAN Guidelines for the Evaluation and Treatment ofGastrointestinal and Nutritional Complications in Children with EsophagealAtresia- Tracheoesophageal Fistula. SPGHAN/NASPGHAN指南:儿童食管闭锁,气管食管瘘胃肠道和营养并发症的评估和治疗(2016)5.Prevention of food and airway allergy: consensus of the Italian Society ofPreventive and Social Paediatrics, the Italian Society of Paediatric Allergy andImmunology, and Italian Society of Pediatrics.意大利儿童食物和呼吸道过敏预防共识(2016)6.Official American Thoracic Society Clinical Practice Guidelines DiagnosticEvaluation of Infants with Recurrent or Persistent Wheezing. ATS临床实践指南:婴儿复发性或持续性喘息的诊断评估(2016)7.ACR Appropriateness Criteria Fever Without Source or Unknown Origin-Child. ACR适宜性标准:儿童无源性或不明原因发热(2016)8.2016 European Society of Hypertension guidelines for the management of highblood pressure in children and adolescents. ESH指南:儿童青少年高血压的管理(2016)9.2016 European Society of Hypertension guidelines for the management of highblood pressure in children and adolescents. NASPGHAN/ESPGHAN联合建议:婴幼儿胆汁淤积性黄疸的评估指南(2016)10.Recommendations for neonatologist performed echocardiography in EuropeConsensus Statement endorsed by European Society for Paediatric Research(ESPR) and European Society for Neonatology (ESN). ESPR/ESN共识声明:新生儿超声心动图检查建议(2016)11.Clinical recommendations for pain, sedation, withdrawal and delirium assessmentin critically ill infants and children an ESPNIC position statement for healthcare professionals. ESPNIC立场声明:危重婴幼儿和儿童疼痛,镇静,戒断和精神状态评估建议(2016)12.International Pediatric Otolaryngology Group (IPOG) consensus recommendations:Routine peri-operative pediatric tracheotomy care. IPOG共识建议:常规术前小儿气管切开管理(2016)13.Prevention of Vitamin K deficiency bleeding in newborn infants a position paperby the ESPGHAN Committee on Nutrition. ESPGHAN意见书:预防新生儿维生素K 缺乏性出血(2016)14.Daily iron supplementation in infants and children Guideline. WHO指南:婴儿和儿童每日铁补充(2016)15.Guideline for the Treatment of Breakthrough and the Prevention of RefractoryChemotherapy-Induced Nausea and Vomiting in Children With Cancer. POGO指南:儿童肿瘤患者顽固性化疗引起的恶心呕吐突破性治疗和预防(2016)16.Experts' recommendations for the management of cardiogenic shock in children.儿童心源性休克管理专家建议(2016)17.NICE:Intravenous fluid therapy in children and young people in hospital. NICE指南:住院儿童和青年人静脉补液治疗18.Recommendations for the prevention and treatment of haemolytic disease of thefoetus and newborn.胎儿和新生儿溶血性疾病的预防和治疗建议19.Recommendations from the Pediatric Endocrine Society for Evaluation andManagement of Persistent Hypoglycemia in Neonates, Infants, and Children. PES 推荐建议:新生儿,婴儿以及儿童持续性低血糖的评估和管理20.CSACI position statement: systemic effect of inhaled corticosteroids on adrenalsuppression in the management of pediatric asthma. CSACI共识声明:小儿哮喘管理吸入糖皮质激素对肾上腺皮质抑制的全身毒性作用21.NICE clinical guideline:Bronchiolitis in children. NICE临床指南:儿童毛细支气管炎22.Practice Guideline: Epistaxis in Children.儿童鼻出血实践指南23.Summary of recommendations for the management of infantile seizures: TaskForce Report for the ILAE Commission of Pediatrics. ILAE儿科专家组报告:小儿癫痫的管理建议(摘要)24.Finnish guidelines for the treatment of laryngitis, wheezing bronchitis andbronchiolitis in children.芬兰儿童喉炎、哮喘支气管炎和毛细支气管炎的治疗指南25.KHA-CARI guideline: Diagnosis and treatment of urinary tract infection in children.KHA-CARI指南:儿童尿路感染的诊断和治疗26.Recommendations for transfusion therapy in neonatology.新生儿输血治疗建议27.Managing possible serious bacterial infection in young infants when referral is notfeasible. WHO指南:婴儿潜在严重细菌感染的管理28.Practice parameter for the diagnosis and management of primaryimmunodeficiency.原发性免疫缺陷的诊断和管理指南29.Finnish guidelines for the treatment of community-acquired pneumonia andpertussis in children. FMSD指南:芬兰儿童社区获得性肺炎和百日咳的治疗mittee Opinion No. 644: The Apgar Score. ACOG/AAP委员会意见:阿普伽新生儿评分(No.644)31.Global Consensus Recommendations on Prevention and Management ofNutritional Rickets.全球共识建议:营养性佝偻病的预防和管理(2016)32.The prevention of early-onset neonatal group B streptococcus infection: NewZealand Consensus Guidelines 2014.新西兰共识指南:早发型新生儿B组链球菌感染的预防33.Queensland Clinical Guideline: Hypoxic-ischaemic encephalopathy (HIE). 昆士兰临床指南:缺血缺氧性脑病(HIE)(2016)34.ASCIA guidelines for prevention of anaphylaxis in schools, pre-schools andchildcare: 2015 update. ASCIA指南:学龄,学龄前儿童过敏性反应的预防(更新版)35.Guidelines for Feeding Very Low Birth Weight Infants. 极低出生体重婴儿喂养指南。

英语二裸考蒙题技巧

英语二裸考蒙题技巧

英语二裸考蒙题技巧Tips for Taking the English Second Language Exam。

The English Second Language (ESL) exam is a challenging test that requires solid language skills and effective test-taking strategies. In this article, we will discuss some tips and techniques to help you excel in the ESL exam. By following these guidelines, you can boost your confidence and improve your chances of achieving a high score.1. Develop Strong Language Skills:To perform well in the ESL exam, it is crucial to have a strong foundation in the English language. Focus on improving your reading, writing, listening, and speaking skills. Read English newspapers, books, and magazines to enhance your vocabulary and comprehension. Practice writing essays and speaking in English to improve your fluency and coherence.2. Familiarize Yourself with the Exam Format:Before taking the ESL exam, it is essential to understand its format. Familiarize yourself with the different sections, such as reading comprehension, listening comprehension, grammar, and writing. Knowing the structure of the exam will help you allocate your time effectively and tackle each section with confidence.3. Time Management:Time management is crucial during the ESL exam. Allocate specific time limits for each section and stick to them. Practice solving sample papers within the given time frame to improve your speed. Remember to allocate sufficient time for proofreading and editing your answers.4. Read the Instructions Carefully:One common mistake that test-takers make is not reading the instructions carefully. Ensure that you understand the requirements of each question before attempting toanswer it. Pay attention to details such as word limits, formatting, and the number of questions to be answered.5. Skim and Scan:When faced with lengthy reading passages, it is helpful to skim and scan for key information. Skimming allows you to quickly understand the main idea of the passage, while scanning helps you locate specific details. This technique can save you time and improve your comprehension.6. Improve Your Listening Skills:Listening comprehension is a vital component of the ESL exam. Practice listening to English podcasts, news broadcasts, and movies to enhance your listening skills. Pay attention to the speaker's tone, intonation, and emphasis on certain words or phrases. Take notes while listening to improve your retention and understanding.7. Practice Grammar Exercises:Grammar plays a significant role in the ESL exam. Dedicate time to practice grammar exercises to improve your accuracy. Focus on common grammar rules, such as verb tenses, subject-verb agreement, articles, and prepositions. Understanding and applying these rules correctly will help you avoid common mistakes in the exam.8. Expand Your Vocabulary:A wide-ranging vocabulary is essential for success in the ESL exam. Learn new words regularly and practice using them in sentences. Use flashcards or vocabulary apps to memorize and review words. Additionally, make a habit of reading English texts to encounter new words in context.9. Review and Revise:Consistent review and revision are key to retaining information and improving your performance in the ESL exam. Create a study schedule that allows you to revisitpreviously learned topics regularly. Review your notes, practice sample questions, and seek feedback from teachers or peers to identify areas for improvement.10. Stay Calm and Confident:Lastly, maintain a calm and confident mindset during the exam. Stress and anxiety can hinder your performance, so practice relaxation techniques, such as deep breathing or visualization. Trust in your preparation and believe in your abilities to perform well.In conclusion, excelling in the ESL exam requires a combination of strong language skills, effective test-taking strategies, and thorough preparation. By following these tips, you can enhance your performance and achieve your desired score. Remember to practice regularly, stay focused, and maintain a positive attitude. Good luck!。

智能卡规范

智能卡规范

EMV卡 – Visa的EMV卡
借记/贷记应用:VSDC (Visa Smart Debit / Credit)
卡片规范:VIS (Visa Integrated Circuit Card Specification) v1.4.0
Application Overview Card Specification Terminal Specification
EMV卡 – 国外产品评述
带触点Multos卡
支持Multos方式的多应用 支持MasterCard系列的多种应用,如借记/ 贷记、电子钱包、积分等 应用要通过相应的认证
EMV卡 – 国外产品评述
无触点卡
多为Native卡,很少有Java卡及Multos卡 非接触界面的规范趋向统一为PayPass 支持多种应用,如借记/贷记、电子钱包、 积分等
Visa认证个人化需求:Personalization Requirements for Testing and Approval of VISA SMART DEBIT/CREDIT Applications Compliant with VIS 1.4.0
EMV卡 – 国外产品评述
带触点Native卡
EMV卡 – MasterCard的EMV卡
数据存储应用: MODS (MasterCard Open Data Storage)
带积分应用的支付卡:OneSMART Retail 带安全存储的支付卡:OneSMART Web
支持CAP (Chip Authentication Program)
一次性PIN
EMV卡 – 国外产品评述
带触点Native多应用卡
支持Native方式的多应用 有的支持Proton Prisma 支持多种应用,如借记/贷记、电子钱包、 积分等 应用要通过相应的认证

安全演讲稿英语启蒙(3篇)

安全演讲稿英语启蒙(3篇)

第1篇Ladies and gentlemen,Good morning/afternoon/evening. It is my great honor to stand before you today and deliver a speech on the importance of safety in our lives. As we all know, safety is the foundation of a secure life. Without safety, our lives would be full of uncertainties and fears. Therefore, it is crucial for us to understand the significance of safety and take necessary measures to ensure a safe environment for ourselves and our loved ones.Firstly, let us discuss the importance of safety. Safety is not only about avoiding accidents and injuries, but also about protecting our lives, properties, and the lives of others. In today's world, where technological advancements and globalization have brought about numerous benefits, safety has become even more critical. Here are some reasons why safety is of utmost importance:1. Personal well-being: Safety ensures that we can live a healthy and happy life without the constant fear of accidents or harm. It allows us to focus on our personal growth, pursue our passions, and achieve our goals.2. Financial security: Accidents and emergencies can lead to significant financial losses. By prioritizing safety, we can minimize the risks of such losses and maintain financial stability.3. Social harmony: A safe environment fosters social cohesion and harmony. When people feel secure, they are more likely to engage in community activities, build strong relationships, and contribute positively to society.4. Legal obligations: Safety is not just a personal responsibility; it is also a legal obligation. Many laws and regulations have been established to ensure the safety of individuals and protect their rights.Now that we understand the importance of safety, let's explore some practical ways to ensure a safe environment:1. Home safety: Our homes should be our safe havens. To achieve this, we need to take the following measures:a. Install smoke detectors and carbon monoxide detectors to detect fires and gas leaks promptly.b. Secure all doors and windows to prevent unauthorized access.c. Keep electrical appliances and wiring in good condition to avoid electrical hazards.d. Store hazardous materials, such as chemicals and medicines, in a safe place.e. Create an emergency plan and practice it regularly with family members.2. Workplace safety: A safe workplace is essential for both employees and employers. Here are some tips to promote workplace safety:a. Follow all safety guidelines and regulations set by the company.b. Use personal protective equipment (PPE) when necessary.c. Report any potential hazards or accidents to your supervisor immediately.d. Participate in safety training programs to enhance your knowledge and skills.3. Road safety: Road accidents are one of the leading causes of death worldwide. To ensure road safety, we should:a. Always wear a seatbelt and use child safety seats when driving with children.b. Obey traffic rules and regulations, such as speed limits andtraffic signals.c. Avoid distracted driving, such as using mobile phones or eating while driving.d. Be cautious when driving in adverse weather conditions.4. Personal safety: To protect ourselves from potential dangers, we should:a. Stay aware of our surroundings and be cautious when walking alone, especially in unfamiliar areas.b. Trust our instincts and avoid situations that seem suspicious or unsafe.c. Learn self-defense techniques to protect ourselves in case of an attack.d. Keep emergency contacts handy and know how to use them.5. Cyber safety: In the digital age, cyber safety has becomeincreasingly important. To protect ourselves online, we should:a. Use strong and unique passwords for all our accounts.b. Be cautious of phishing scams and avoid clicking on suspicious links or downloading unknown files.c. Keep our devices and software updated to prevent security breaches.d. Educate ourselves about online privacy and data protection.In conclusion, safety is the cornerstone of a secure life. By understanding its importance and taking necessary precautions, we can create a safe environment for ourselves and our loved ones. Let us all work together to promote safety in our communities and make the world a better place for everyone.Thank you for your attention.第2篇Ladies and gentlemen,Good morning/afternoon/evening. Today, I am honored to stand before you and share with you the importance of safety. As English languagelearners, it is crucial for us to understand and embrace the concept of safety in our daily lives. Safety is not just a word; it is a way oflife that can protect us from harm and ensure our well-being.To begin with, let us define what safety means. Safety is the state of being protected from harm or danger. It encompasses various aspects, including physical safety, emotional safety, and mental safety. In this speech, I will focus on the importance of physical safety, as it is the most common and pressing concern for us as learners.First and foremost, physical safety is essential for our survival. Weall know that the world is full of risks and uncertainties. From road accidents to natural disasters, we are constantly exposed to potential dangers. As English language learners, we may often find ourselves in unfamiliar environments, which can increase our vulnerability to accidents and crimes.Imagine you are walking along a busy street, trying to navigate through the bustling crowd. Suddenly, you trip over a pothole and fall, injuring yourself. This is a common scenario that can occur in any city. To prevent such accidents, we must always be aware of our surroundings, maintain a safe distance from moving vehicles, and follow traffic rules.In addition to road safety, there are other aspects of physical safety that we should not overlook. For instance, personal hygiene is vital for preventing the spread of diseases. By washing our hands regularly, covering our mouths and noses when we cough or sneeze, and maintaining a clean living environment, we can reduce the risk of falling ill.Moreover, safety also extends to our homes and workplaces. It is crucial to identify potential hazards in our living spaces and take necessary precautions to mitigate them. For example, we should ensure that electrical appliances are in good condition, install smoke detectors, and have a fire extinguisher readily available.Now, let's delve into the importance of safety in the context of English language learning. As learners, we often travel to different countries to improve our language skills. This exposure to new cultures andenvironments can be exhilarating, but it also comes with its own set of risks.One of the primary concerns for English language learners is language barriers. When we are in a foreign country, we may struggle to communicate effectively with locals. This can make us feel vulnerableand anxious. However, by being proactive and learning basic phrases and expressions in the local language, we can enhance our safety and confidence.Furthermore, safety is also crucial during emergencies. Imagine you arein a foreign country and suddenly find yourself in a situation where you need assistance. If you can communicate effectively in the local language, you are more likely to receive the help you need promptly.In addition to language barriers, we must also be cautious of scams and frauds. As learners, we may be more susceptible to falling victim to these schemes due to our limited knowledge of the local culture and customs. To protect ourselves, we should be aware of common scams and always verify the legitimacy of any offers or opportunities.Now, let's talk about the emotional and mental aspects of safety. While physical safety is crucial, we must also prioritize our emotional and mental well-being. Learning a new language can be stressful and overwhelming, and it is important to take care of our mental health.One way to ensure our emotional safety is by maintaining a support system. Whether it is through family, friends, or language exchange partners, having a network of people who care about us can help us navigate through the challenges of language learning.Furthermore, practicing self-care is essential for our mental well-being. This includes engaging in activities that we enjoy, maintaining ahealthy lifestyle, and seeking professional help if we feel overwhelmed or anxious.In conclusion, safety is a fundamental aspect of our lives, and it is especially important for English language learners. By being aware ofour surroundings, following safety protocols, and prioritizing ouremotional and mental well-being, we can ensure a safe and fulfilling language learning experience.Ladies and gentlemen, let us all commit to embracing the importance of safety in our daily lives. By doing so, we can create a safer world for ourselves and others, and make the most of our language learning journey.Thank you for your attention.第3篇Ladies and gentlemen,Good morning/afternoon/evening. It is my great pleasure to stand before you today to discuss a topic that is not only crucial to our daily lives but also holds immense importance in the realm of education – safety. Specifically, I want to focus on the safety aspects of English language learning, an endeavor that is becoming increasingly prevalent in our globalized world.As we navigate through the complexities of the modern world, language learning has become a cornerstone of personal and professional development. English, in particular, stands out as the lingua franca of the global community, serving as a bridge between cultures and ideas. However, along with the benefits that come with learning a new language, there are inherent risks and potential dangers that we must be aware of and prepared to mitigate.Let us embark on a journey to explore the safety aspects of English language learning, and how we can embrace these challenges with a proactive and informed approach.1. Understanding the RisksThe first step in ensuring safety in any endeavor is to understand the potential risks involved. In the context of English language learning, some of the risks we may encounter include:- Cybersecurity Threats: With the rise of online learning platforms, we are exposed to various cybersecurity threats such as phishing, malware,and data breaches. It is essential to be cautious when sharing personal information online.- Academic Scams: There are numerous fraudulent language learning programs and tutoring services that promise miraculous results but deliver nothing but disappointment. It is crucial to verify the credibility of any program or service before committing to it.- Cultural Misunderstandings: Language learning involves exposure to different cultures and norms. Misunderstandings or inappropriate behavior can lead to discomfort or even conflict. It is important to be aware of cultural differences and practice empathy and respect.- Physical Safety: For those who choose to study abroad, physical safety becomes a significant concern. It is vital to research the safety of the destination, understand local laws and customs, and take necessary precautions.2. Building a Safe Learning EnvironmentCreating a safe learning environment is the foundation of effective language learning. Here are some strategies to consider:- Use Reputable Resources: Invest in high-quality learning materials and resources from trusted sources. This includes textbooks, online courses, and educational apps.- Secure Your Online Presence: Be cautious when sharing personal information online. Use strong passwords, enable two-factor authentication, and avoid clicking on suspicious links.- Seek Credible Tutoring Services: When seeking a tutor, ensure they are certified and have a proven track record. Check reviews and testimonials from previous students.- Educate Yourself on Cultural Differences: Familiarize yourself with the cultural norms and values of the English-speaking world. This will help you navigate interactions and avoid potential misunderstandings.- Travel Wisely: If studying abroad, research the safety of the destination and take necessary precautions. Stay informed about local laws, emergency services, and cultural etiquette.3. Promoting Emotional SafetyEmotional safety is equally important in the language learning process. Here are some ways to foster a supportive and nurturing learning environment:- Encourage Open Communication: Create an atmosphere where students feel comfortable asking questions and expressing their thoughts and feelings.- Provide Constructive Feedback: Offer positive reinforcement and constructive criticism to help students improve their language skills without causing demotivation.- Promote Inclusivity: Ensure that all students feel valued and respected, regardless of their background or proficiency level.- Offer Support Services: Be aware of the mental health resources available to students and encourage them to seek help if needed.4. ConclusionIn conclusion, embracing safety in English language learning is a journey that requires awareness, preparation, and a proactive approach. By understanding the risks, building a safe learning environment, promoting emotional safety, and fostering a supportive community, we can create a positive and enriching experience for all language learners.As we continue to navigate the complexities of our interconnected world, let us remember that safety is not just a concern but a shared responsibility. Together, we can create a safe and nurturing space for English language learning that empowers individuals to achieve theirfull potential.Thank you for your attention, and I hope that this speech has provided you with valuable insights into the importance of safety in Englishlanguage learning. Let us all work together to ensure a secure and enriching educational journey for all.。

WHO发布《使用不同方法—包括HBEL—建立清洁验证限度指南》!

WHO发布《使用不同方法—包括HBEL—建立清洁验证限度指南》!

WHO发布《使⽤不同⽅法—包括HBEL—建⽴清洁验证限度指南》!Thanks for your attention近⽇,WHO发布了新的清洁验证指南——《不同⽅法——包括HBEL——建⽴清洁验证的残留限度以确定共⽤设施⽣产污染风险的考量》,该指南解读如下:传统的⽅法是进⾏清洁验证并基于GMP⽂件中建议的接受标准来判断清洁程序的适⽤性。

这种做法可能不再是可以接受的和合理的,因为没有考虑到HBEL。

鉴于污染和交叉污染的风险,应毫不拖延地实施下⽂所述的新⽅法。

新的清洁验证⽅法包括:清洁能⼒研究;风险评估及风险控制;技术和组织控制;设定HBELs分析程序;及清洁确认,并通过统计学评价证实清洁能⼒。

设备图纸应保持更新,准确和可⽤。

在计算设备表⾯积时应使⽤。

应有这些计算的源数据。

计算的数值应应⽤于清洁验证的计算。

难以清洁的设备和部件,如筛⼦、筛⽹和袋⼦,也应包括在清洁验证和计算中。

关于取样,应使⽤⾄少两种或三种取样⽅法的组合。

包括擦拭取样、冲洗取样和⽬视检查的组合。

应当选择适当的取样程序和技术来收集样品。

应在程序和规程中加以明确说明。

收集样品的地点(擦拭取样)及⽅式应清楚说明,并具科学理据⽀持。

淋洗⽔取样应有详细的描述。

规程应清洗明确。

收集的样品进⾏分析的⽅式应适当,并详细说明。

在验证清洁程序并⽇常使⽤之前,应进⾏清洁能⼒研究,以确定物料、产品残留、清洁剂和微⽣物的清除程序是否合适。

关于清洁能⼒研究,对于不同结构材料上的不同物料、中间体和产品,应确定通过清洁程序能够除去的物质的最低浓度。

该浓度可⽤mg/m2表⽰。

清洁能⼒研究应在批准的⽂件中进⾏描述,例如规程和程序。

该⽅法应具有科学性,可包括对不同结构材料进⾏涂布。

可以使⽤所谓的烧杯法或其他适当的⽅法。

应制定和执⾏程序,说明如何获取关于HBEL的科学数据和毒理学信息。

关于HBEL报告,数据和信息应收集并呈现在报告中。

这些数据应没有偏差。

如此服务外包,应采取适当措施,以确保所获得的数据可靠。

外科临床诊疗指南2020

外科临床诊疗指南2020

外科临床诊疗指南2020Introduction.Surgical Clinical Practice Guidelines (SCPGs) are evidence-based recommendations for the optimal management of surgical conditions. They are developed by multidisciplinary teams of experts and are designed to improve the quality and consistency of surgical care. The Surgical Clinical Practice Guidelines 2020 (updated June 2023) are the most recent iteration of these guidelines.Key Updates.The SCPGs 2020 include several significant updates from the previous version. These include:New guidelines on the management of breast cancer, colorectal cancer, and lung cancer.Revised guidelines on the management of acuteappendicitis, cholecystitis, and diverticular disease.Updated recommendations on the use of antibiotics in surgery.New sections on the management of patients with complex medical comorbidities.A greater focus on patient-centered care and shared decision-making.Benefits of Using SCPGs.SCPGs offer several benefits for surgeons and patients alike. These include:Improved patient outcomes: SCPGs help surgeons to provide the best possible care to their patients by ensuring that they are following the latest evidence-based practices.Reduced variation in care: SCPGs help to reducevariation in surgical care by providing a standardized approach to the management of common surgical conditions.Improved communication between surgeons and patients: SCPGs can help surgeons to communicate more effectively with their patients about their treatment options and expected outcomes.Reduced costs: SCPGs can help to reduce the costs of surgical care by promoting the use of cost-effective treatments.Implementation of SCPGs.SCPGs should be implemented in all surgical settings. The process of implementation can be challenging, but there are several strategies that can be used to increase the likelihood of successful adoption. These include:Engaging surgeons and other healthcare professionals in the development and implementation of SCPGs.Providing education and training on the use of SCPGs.Developing tools and resources to support the implementation of SCPGs.Monitoring the impact of SCPGs on patient outcomes and costs.Conclusion.Surgical Clinical Practice Guidelines 2020 are an essential resource for surgeons and other healthcare professionals involved in the management of surgical conditions. They provide evidence-based recommendations for the optimal management of these conditions and can help to improve patient outcomes, reduce variation in care, and reduce costs.中文回答:2020年外科临床诊疗指南。

《大学英语教学指南(2020版)》pdf

《大学英语教学指南(2020版)》pdf

《大学英语教学指南(2020版)》pdf全文共3篇示例,供读者参考篇1Title: A Review of "University English Teaching Guidelines (2020 Edition) pdf"Introduction:The "University English Teaching Guidelines (2020 Edition)" is a comprehensive document that provides guidelines and recommendations for teaching English at the university level. It covers various aspects of English language teaching, including curriculum design, teaching methods, assessment, and teacher training. This review will provide an overview of the content of the guidelines and evaluate its usefulness for English language teachers.Curriculum Design:One of the key aspects of the guidelines is the focus on developing a learner-centered curriculum that is tailored to the needs and interests of students. The guidelines emphasize the importance of incorporating a variety of teaching materials and resources, such as authentic texts, multimedia, and technology,to enhance student engagement and learning outcomes. Additionally, the guidelines recommend a communicative approach to language teaching, which encourages students to use English in authentic contexts and develop their speaking, listening, reading, and writing skills.Teaching Methods:The guidelines advocate for the use of innovative and interactive teaching methods that promote student participation and engagement. These include project-based learning, group work, role-playing, and multimedia presentations. The guidelines also emphasize the importance of providing opportunities for students to practice and apply their language skills in real-life situations, such as through simulations, debates, and discussions. Additionally, the guidelines recommend the use of technology in the classroom, such as online resources, educational apps, and virtual learning platforms, to enhance student learning and motivation.Assessment:The guidelines provide recommendations for assessing student performance and progress in English language learning. These include a variety of assessment methods, such as tests, quizzes, projects, presentations, and portfolios. The guidelinesalso emphasize the importance of providing constructive feedback to students to help them improve their language skills. Additionally, the guidelines suggest using a variety of assessment tools, such as rubrics, self-assessment, and peer assessment, to ensure a comprehensive and fair evaluation of student learning.Teacher Training:The guidelines include recommendations for teacher training and professional development in the field of English language teaching. These include attending workshops, conferences, and seminars, as well as participating in online courses and webinars. The guidelines also emphasize the importance of continuing education and staying current with the latest trends and developments in English language teaching. Additionally, the guidelines recommend collaborating with colleagues and sharing best practices to enhance teaching effectiveness and student learning outcomes.Conclusion:Overall, the "University English Teaching Guidelines (2020 Edition)" provides a valuable resource for English language teachers at the university level. It offers practical advice and recommendations for developing learner-centered curricula,implementing innovative teaching methods, assessing student performance, and enhancing teacher training. By following the guidelines outlined in the document, English language teachers can improve their teaching practices and help students achieve success in learning English.篇2Title: A Brief Overview of the "University English Teaching Guide (2020 Edition) pdf"The "University English Teaching Guide (2020 Edition) pdf" is a comprehensive and detailed guide designed to assist English teachers in delivering effective and engaging English lessons to university students. The guide covers a wide range of topics, including teaching methodologies, lesson planning, assessment techniques, and classroom management strategies.One of the key features of the guide is its focus on communicative language teaching (CLT), which emphasizes the importance of using English as a means of communication in the classroom. This approach encourages students to actively participate in class discussions, group activities, and real-life simulations, thereby helping them improve their language skills in a practical and meaningful way.In addition to CLT, the guide also provides practical tips and strategies for creating engaging and interactive lessons that cater to the needs and interests of university students. It includes sample lesson plans, activities, and exercises that teachers can use to promote student engagement and motivation in the classroom.Furthermore, the guide offers valuable insights into effective assessment practices, such as formative and summative assessments, peer assessments, and self-assessments. These techniques help teachers gauge student progress, identify areas for improvement, and provide constructive feedback to enhance student learning outcomes.Overall, the "University English Teaching Guide (2020 Edition) pdf" is a valuable resource for English teachers seeking to enhance their teaching skills and create a stimulating and rewarding learning environment for university students. By following the principles and strategies outlined in the guide, teachers can effectively engage students, promote language development, and foster a positive and supportive classroom atmosphere.篇3Title: A Review of "University English Teaching Guide (2020 Edition) pdf"Introduction:"University English Teaching Guide (2020 Edition) pdf" is a comprehensive guide designed to enhance the teaching and learning of English in the university setting. This document provides valuable insights, strategies, and resources for educators and students alike. In this review, we will delve into the key features of this guide and explore its impact on English language education.Key Features:1. Curriculum Design: The guide offers a detailed curriculum framework that covers various language skills such as reading, writing, speaking, and listening. The curriculum is organized in a systematic manner to ensure a balanced development of language proficiency.2. Teaching Strategies: The guide provides innovative teaching strategies that cater to diverse learning styles and preferences. Educators are encouraged to integrate technology, group activities, and real-world contexts into their lessons to enhance student engagement.3. Assessment Practices: The guide emphasizes the importance of formative and summative assessment in evaluating student progress. Educators are encouraged to use a variety of assessment methods such as quizzes, presentations, and exams to measure student learning outcomes effectively.4. Classroom Management: The guide offers practical tips on managing the classroom environment to promote a positive and inclusive learning atmosphere. Educators are advised to establish clear expectations, provide timely feedback, and address individual learning needs.5. Professional Development: The guide encourages educators to engage in continuous professional development to stay abreast of current trends and best practices in English language teaching. Recommendations for workshops, seminars, and online courses are provided to support educators in their professional growth.Impact on English Language Education:"University English Teaching Guide (2020 Edition) pdf" has had a significant impact on English language education in universities. Educators have reported improved student motivation, engagement, and performance as a result of implementing the strategies outlined in the guide. Students havealso benefited from a more immersive and interactive learning experience, leading to enhanced language proficiency and communication skills.Conclusion:In conclusion, "University English Teaching Guide (2020 Edition) pdf" is a valuable resource that has transformed the landscape of English language education in universities. Its comprehensive curriculum design, innovative teaching strategies, and focus on assessment practices have contributed to the overall improvement of student learning outcomes. This guide serves as a beacon of excellence for educators seeking to enhance their English language teaching practices and inspire students to achieve academic success.。

GuidelinesonAdmi...

GuidelinesonAdmi...

August 2008DisclaimerThis publication is prepared by the ConstructionIndustry Council (CIC) to report findings or set outthe recommended practices on specific subjects forreference by the industry but is NOT intended toconstitute any professional advice on these or anyother subjects. The parties using this publicationshould therefore seek appropriate advice from theirprofessional advisers. CIC (including its membersand employees) will NOT accept responsibilities forany consequences resulting from the use of or failureto use this publication.EnquiriesEnquiries on these guidelines may be made to the CIC Secretariat at -Rm 2001, 20/F, Alliance Building130-136 Connaught Road CentralHong Kong.Tel. no.:3571 8716Fax no.:3571 9848E-mail:*****************1Publication No. 4Guidelines onAdministration Charges for Reporting of Sites AccidentsPurposeThis publication sets out the criteria recommended by the Construction Industry Council (CIC) on whether principal contractors should impose charges on subcontractors for providing services in connection with the reporting of accidents involving employees of subcontractors and the processing of employees’ compensation (EC) claims (“administration charges”) and if so, good practices for levying such charges.Terminology2.In this document, unless the context otherwise requires -“subcontractor” means -(a)any party who enters into a contract with a principal contractor to performall or any part of the work which the principal contractor has undertaken toperform; or(b)any other person who enters into a contract to perform all or any part of thework which a subcontractor has undertaken to perform.Introduction3.In recent years, it has become a common practice for principal contractors to impose administration charges on subcontractors for reporting accidents and processing EC claims on their behalf giving rise to concerns such as the appropriateness of impositionof administration charges, the reasonableness of the amounts charged and the possible undesirable effects of discouraging reporting of minor accidents. A Task Force has therefore been set up by CIC to review the current practice and a set of guidelines on the matter is promulgated in the interim.Background(A) Relevant statutory provisions4.Under section 5 of the Employees’ Compensation Ordinance (Cap. 282) (ECO), an employer is liable to pay EC for injuries suffered by their employees. Under section 24 of the ECO, principal contractors may be liable to compensate employees of their subcontractors.5.Under section 40(1) of the ECO, no employer should employ any employees not covered by EC insurance. Under section 40(1B) of the ECO, principal contractors may take out EC insurance in respect of the liability of their subcontractors.(B) Possible arrangements for EC insurance for subcontractors6.The arrangements for EC insurance vary among subcontractors but the most common arrangements are as follows --Option 1 - main contractors taking out EC insurance covering workers employed by subcontractors;-Option 2 - subcontractors taking out EC insurance for their own workers;and-Option 3 - same as Option 2 but main contractors’ liability in relation to subcontractors’ employees under section 24 of the ECO is covered byendorsement to subcontractors’ EC insurance policies.7.Option 1 is primarily used for domestic subcontracts for general trades. Nominated subcontracts and domestic subcontracts for specialist trades may adopt one of the above three options.(C) Administration charges for accident reporting8.Under section 15 of the ECO, employers have to report fatal accidents within 7 days and other injuries within 14 days using a standard form prescribed by the Labour Department. The same form is also accepted by insurers for fulfilling reporting requirements under EC insurance policies.9.Under Option 1, principal contractors usually report accidents to the Labour Department (on behalf of subcontractors) and to insurers. Under Options 2 and 3, subcontractors usually report accidents directly to the Labour Department and their insurers. Main contractors will also report to their insurers to safeguard insurance protection.10.In domestic subcontracts, administration charges, if required, are usually stipulated in tender documents and subcontracts. However, principal contractors are not involved in the drafting of nominated subcontracts and some of them may seek to impose administration charges through house rules which are not known to nominated subcontractors before these nominated subcontracts are concluded.Justifications for Imposing Administration Charges11.Industry stakeholders have different views on the justifications and reasons for imposing administration charges. Having considered the matter through the Task Force, CIC finds that, given the widely different circumstances, it is not appropriate to draw any conclusion on whether the levying of administration charges is justified. However, CIC has decided to promulgate the Guidelines on Administration Charges for Reporting of Site Accidents (Guidelines) so as to ensure and promote fair and good practices for the imposition of any concerned administration charges for the benefit of the parties as well as the construction industry as a whole.Guidelines on Imposition of Administration Charges12.CIC recommends the industry to observe the following guidelines in determining whether administration charges should be imposed and, if so, the arrangements for doing so -(a)any imposition of administration charges should be agreed by the partiesto the subcontract having regard to all relevant circumstances, including(i)their business practices; and(ii)the EC insurance arrangements for the subcontract in particular whether the subcontractor will genuinely need the services of themain contractor in reporting accidents and processing EC claims;(b)where Options 2 and 3 set out in paragraph 6 above are adopted for ECinsurance, subcontractors will bear the primary responsibility for reportingaccidents for their employees and processing EC claims and should nottherefore be required to pay administration charges to main contractors foraccident reporting unless there are other valid over-riding considerations;(c)where administration charges are imposed -(i)the relevant details including arrangements for levying such chargesand the charge rates should be clearly set out in tender documentsand subcontracts; and(ii)the amount of administration charges should be reasonable and assessed having regard to all relevant factors including the staffinput for reporting accidents and handling EC claims and thecomplexity of individual cases;(d)the practice of deducting administration charges from payments after awardof subcontracts, through measures such as post-contract adoption of “houserules”, is without a proper basis and undesirable and should therefore beavoided.Way Forward13.Looking ahead, CIC will encourage the construction industry to pay heed to and adopt the Guidelines. It is hoped that through the support and publicity rendered for the Guidelines by various organizations representing stakeholders, the industry as a whole will benefit from the fair and good practices recommended here.14.The Guidelines are promulgated with a view to reviewing them, if necessary, at an appropriate time in the future. Some of the matters raised during the discussions of the Task Force may be of interest for review, including a more in-depth study on the currently unsubstantiated worry of accident reporting being suppressed so as to avoid administration charges; and the practice in other leading economies whereby corporations demonstrate and practise corporate social responsibilities by encouraging accident reporting through paying fees to principal contractors or subcontractors for doing so.。

pancreatic

pancreatic
nes in Oncology – v.2.2010
Pancreatic Adenocarcinoma
Guidelines Index Pancreatic Table of Contents Staging, Discussion, References
Table of Contents NCCN Pancreatic Adenocarcinoma Panel Members Summary of Guidelines Updates Clinical Suspicion of Pancreatic Cancer or Evidence of Dilated Pancreatic and/or Bile Duct (PANC-1) No Metastatic Disease on Physical Exam or by Imaging (PANC-2) Resectable, Work-Up, Treatment (PANC-3) Borderline Resectable, No Metastases, Work-Up (PANC-4) Borderline Resectable, No Metastases, No Jaundice, Treatment (PANC-5) Borderline Resectable, No Metastases, Jaundice, Treatment (PANC-6) Post-Operative Adjuvant Treatment (PANC-7) Locally Advanced, Unresectable (PANC-8, PANC-9) Metastatic Disease (PANC-10) Recurrence After Resection (PANC-11) Principles of Diagnosis and Staging (PANC-A) Criteria Defining Resectability Status (PANC-B) Principles of Palliation and Supportive Care (PANC-C) Principles of Radiation Therapy (PANC-D) Principles of Chemotherapy (PANC-E)

guidelines on good distribution practice货物分销实践指南

guidelines on good distribution practice货物分销实践指南

以下是一份关于货物分销实践的指南,它包括分销的主要步骤和注意事项:
一、明确分销目标和策略
在开始建立分销系统之前,企业需要明确自己的分销目标和策略。

这包括确定目标市场、了解客户需求、选择合适的产品组合、制定价格策略等。

二、选择合适的分销渠道
根据产品特点和目标客户群体,选择适合的分销渠道是至关重要的。

常见的分销渠道包括线上电商平台、实体零售店、代理商、批发商等。

企业可以根据自身情况,选择一个主要的分销渠道,并结合其他渠道以扩大销售范围。

三、建立分销网络
建立分销网络是企业成功进行货物分销的关键。

这包括建立和管理销售渠道、发展合作伙伴关系、开拓新市场等。

企业需要与合作伙伴建立紧密的合作关系,以实现共同发展。

四、制定有效的销售和营销策略
为了提高销售效果,企业需要制定有效的销售和营销策略。

这包括提供培训和支持,帮助销售人员提高销售技巧和产品知识;制定促销活动和营销计划,吸引潜在客户并促进销售;提供市场推广和广告支持,提高产品知名度和品牌形象。

五、监控和评估分销效果
为了确保货物分销实践的有效性,企业需要定期监控和评估分销效果。

这包括分析销售数据、了解客户需求和反馈、评估分销渠道的效率和效果等。

根据评估结果,企业可以调整分销策略和销售计划,以实现更好的销售效果。

总之,货物分销实践需要企业在明确目标和策略的基础上,选择合适的分销渠道和合作伙伴,建立分销网络,制定有效的销售和营销策略,并持续监控和评估分销效果。

通过不断优化和改进,企业可以建立高效的货物分销体系,提高销售业绩和市场竞争力。

AssayMAP Bravo平台的使用说明书

AssayMAP Bravo平台的使用说明书

This guide is intended for users who have been trained in the proper use of the AssayMAP Bravo Platform and understand the safety guidelines in the Bravo Platform Safety and Installation Guide. The procedures in this guide require the Protein Sample Prep Workbench and VWorks Automation Control software. See the user guide to verify the required software versions.Step 1. Design the Normalizationmethod Open the Normalization Method Setup T ool v2.0and follow the instructions on the screen to design and save a normalization method.To open the Normalization Method Setup Tool, locate the Normalization v2.0 banner in the Utility Library, and then click Method Setup T ool. Follow the instructions on the screen to design and save a method file.For in-depth assay development guidelines, see the Normalization v2.0 User Guide in the Literature Library of the Protein Sample Prep Workbench.A small sample and reagent volume excess is required in all labware types to ensure proper volume transfer. The Normalization Method Setup Tool automatically indicates the amount of excess volume recommended per plate type but this volume can be changed by the user.Step 2. Prepare Sample and Diluentplates Prepare the Sample plate to match the initial sample volumes and well positions specified in the method that you created in the Normalization Method Setup Tool. Prepare the Diluent plate by putting the volume calculated by the Normalization Method Setup Tool in position A12, as this is where all the diluent will be aspirated. To minimize evaporation, fill the Sample and Diluent plates immediately before run time or keep them covered until you run the protocol.Step 3. Prepare thesystem T o prepare the system:1Check the levels of the wash station source and waste carboys, and fill or empty as required.2If you have not already done so, turn on the AssayMAP Bravo Platform and accessories, and start the Protein Sample Prep Workbench.3Open the Utility Library, and then open the System Startup/Shutdown utility .AssayMAP Protein Sample Prep Workbench Normalization v2.0 Quick Start GuideStep 4. Run the utility4Click Run Startup to prepare the system for the run.The Bravo head and tie bar will move during the Bravo Startup protocol. To preventinjury, keep clear of the device while it is in motion.5During the Startup protocol, verify that all the wash station chimneys have liquidflowing through them. If liquid is not flowing through the chimneys, see the96 Channel Wash Station Maintenance Guide for troubleshooting guidelines.Step 4. Run theutility T o run the Normalization utility:1Open the Normalization utility.2Under Select and Load a Normalization Method, click and select the method.The default method storage location is C:/VWorks Workspace/Methods/AM Normalization Utility v2.0.3Click Display Bravo Layout to display the Method Loaded and the Deck Layout information.The probes of the Bravo 96AM Head are sharp and can scratch you if they brush across your hand. A probe scratch can expose you to any contaminants remaining on the probes. Be careful to avoid touching the probes.4Ensure that the following items are securely in place at their respective AssayMAP Bravo deck locations:•Bravo Plate Riser at deck locations 2 and 6.• A tip box full of fresh 250-µL pipette tips at deck location 3.•The empty 96AM Cartridge & Tip Seating Station at deck location 5.To prevent a potential collision, ensure that no thermal plate insert is on the Peltier Thermal Station installed at deck location 4.5Place the filled reagent plates at the assigned deck locations, as shown in the Deck Layout of the form.Improperly seated labware can cause a hardware collision, resulting in equipment damage. Ensure that all labware are properly seated within the alignment features of their respective platepads.6Ensure that all the labware on the deck exactly matches the Deck Layout in the form.Incorrect labware selections can cause a hardware collision, resulting in equipment damage. Ensure that the selections in the method exactly match the physical labware present on the Bravo deck.7Click Run Protocol to start the run.Step 5. Clean up after each run T o clean up after the run:1Remove used labware from the deck.2Discard the used pipette tips from the tip box at deck location 3.Step 6. Shut down at end of day3Transfer the unused pipette tips from the 96AM Cartridge & Tip Seating Station at deck location 5 to unused locations in the tip box.4Remove the Bravo Plate Risers from deck locations 2 and 6.5Discard any leftover reagents appropriately.6Optional. To conduct stringent washing of the syringes, run the Syringe Wash utility.Step 6. Shut down at end of day T o shut down at the end of the day:1Open the System Startup/Shutdown utility .2Remove everything from the deck except the 96AM Wash Station (deck location 1).3Place the 96AM Cartridge & Tip Seating Station at deck location 2, and then click Run Shutdown . 4After the Shutdown protocol has completed, turn off the power at the AssayMAP Bravo Platform and the accessories.5Close the Protein Sample Prep Workbench software.Utility overview The following figure shows the utility interface, and the following table provides anoverview of the basic movements of the AssayMAP Bravo Platform during theNormalization protocol.Table Automation movements during the protocolContactingAgilent Technologies Web: https://Contact page: https:///en/contact-us/page Documentation feedback: ************************************ProtocolprocessProcess name Process description1Syringe Wash Performs 1 external syringe wash at the wash station (decklocation 1).2Syringe Drying Performs 4 syringe aspirate-and-dispense cycles above the washstation (deck location 1) to cycle air in and out of the syringes. Thesyringes move over the chimneys after each cycle to remove anydroplets that were pushed out of the syringes during the cycle.3Initial Tip Transfer Transfers all 96 250-µL pipette tips from the tip box (deck location 3) tothe 96AM Cartridge & Tip Seating Station (deck location 5).4Single Tip Pickup Picks up the next available individual pipette tip from the 96AMCartridge & Tip Seating Station (deck location 5) using probe A12 ofthe Bravo 96AM Head.5Diluent Transfer Aspirates diluent (deck location 4, well A12) into the pipette tip, andthen dispenses the diluent into a specific well in the normalized plate(deck location 6).6Sample Transfer Aspirates sample (deck location 2) into the pipette tip, and thendispenses the sample into the same well in the normalized plate (decklocation 6) that was used for the Diluent Transfer process.7Single Tip Eject Ejects the used pipette tip into the tip box (deck location 3).The tip box well location matches the well location of the normalizedsample that the pipette tip was used to prepare.8Additional Transfers Repeats processes 2 through 5 for every sample in the sample plate(deck location 2).9Used Tip Pickup Presses on all the used pipette tips from the tip box (deck location 3).10Mixing Mixes all the samples in the normalized plate (deck location 6).11Final Tip Ejection Ejects the used pipette tips into the tip box (deck location 3).。

Rainman Watermaker安装指南说明书

Rainman Watermaker安装指南说明书
• A dedicated through hull is best. If shared with other appliances, it is critical to ensure your Rainman watermaker is not being starved of feed water by competing with other appliances.
Reverse Osmosis Case • The brine output should be above the water line to avoid back pressure. Use the easiest method to dump brine overboard, including internal sinks, etc. • The product water hose should have T valve for water testing, fresh water flushing, and membrane pickling. • The product water hose should feed into top of vessel tank to avoid back pressure. • There is practically no limit on length of high pressure hose, product water hose, or brine output hose. • RO membranes may be mounted horizontally or vertically. • The reverse osmosis pressure vessel housings may be mounted within the Rainman case or removed and mounted on its own. Fittings are provided for both options. • If you wish to have the valve/gauge control assembly physically separated from the RO pressure vessels, you should purchase the “naked” version of the Rainman RO unit.

糖尿病足介入综合诊治临床指南(第六版)

糖尿病足介入综合诊治临床指南(第六版)

•指南与共识Guidelines and consensus*糖尿病足介入综合诊治临床指南(第六版)中国糖尿病足细胞与介入治疗技术联盟,中国介入医师分会介入医学与生物工程技术委员会,国家放射与治疗临床医学研究中心【摘要】糖尿病足是糖尿病最常见并发症之一,具有发病率高、致残率高、致死率高和治愈率低的特点,严重影响国人的身体健康和生活质量,其治疗却一直没有统一的规范方法。

中国糖尿病足细胞与介入治疗技术联盟2015制定了糖尿病足介人综合诊治临床指南(第一版),填补了国内糖尿病足治疗规范的空白,对提高我国救治水平起到了重要作用。

本次第六版修订借鉴国际最新指南,联盟组织国内多家单位,在第五版基础上,将相关指标和定义进一步完善更新。

本指南着重于临床实际应用,从病理基础、疾病诊断、病情评估、治疗方案、术后护理和预后转归等多方面进行探讨和总结,以推动规范我国糖尿病足临床诊治。

【关键词】糖尿病足;糖尿病;介入综合诊治;临床指南中图分类号:R781.6文献标志码:A文章编号:1008-794X(2020)-09-0853-14Clinical guidelines for integrated diagnosis and treatment of diabetic foot(sixth edition) China Allianceof Cellular and Interventional Therapy Techniques for Diabetic Foot, Technical Committee on InterventionalMedicine and Bioengineering of Chinese Intervention Physicians Branch, National Centre for Clinical MedicalResearch on Radiation and Treatment. LI Maoquan. Department o f Interventional and Vascular Surgery,Affiliated Tenth Peopled Hospital o f Tongji University, Interventional Vascular Institute of Tongji University,Shanghai 200072, ChinaCorresponding author:LI Maoquan, E-m ail:*********************.com【Abstract】Diabetic foot (DF) is one of the most common complications of diabetes mellitus. Clinically, DFhas high incidence, high disability rate, high mortality rate and low cure rate, which seriously affects the healthand quality of life of Chinese people. There was no recognized and standardized guidelines for the diagnosisand treatment programme of DF in China before 2015, and it is gratifying to mention that in 2015 ChinaAlliance of Cellular and Interventional Therapy Techniques for Diabetic Foot formulated《Clinical guidelines forintegrated diagnosis and treatment of diabetic foot(first edition)》,which fills the gap in the domestic norms fortreating DF and plays an important role in improving the diagnosis and treatment level of DF in China. TheAlliance of Cellular and Interventional Therapy Techniques for Diabetic Foot organized specialists frommultiple domestic medical units, referencing to the latest relevant international guidelines, to make a revisionof the fifth edition of the Guidelines and to formulate the latest sixth edition of the Guidelines. This up-to-datesixth edition Guidelines further improves and updates the relevant indicators and definitions concerning thediagnosis and treatment of DF. The sixth edition Guidelines focuses on the clinical practical application andmakes a detailed discussion and summary from many aspects, including pathological basis, disease diagnosis,disease assessment, therapeutic regimen, postoperative care, prognosis, etc. The authors hope that thepublication of this Guidelines will help further standardize the clinical diagnosis and treatment of DF in China.(J Intervent Radiol, 2020, 29:853-866)【Key words】diabetic foot;diabetes mellitus; interventional integrated diagnosis and treatment;clinicalguidelineDOI : 10.3969/j.issn.l008-794X.2020.09.001作者单位:200072上海同济大学附属第十人民医院介人血管外科、同济大学介入血管研究所通信作者:李茂全E-mail: *********************.com2016年1月,美国足部医学协会(APMA)联 合血管外科学会(SV S)以及血管内科学会(SVM)共 同在《血管外科杂志》发布了糖尿病足管理实践指南[丨以规范糖尿病足病的筛查、诊治和预防。

Clinical Practice Guidelines in Oncology NonSmall Cell Lung Cancer

Clinical Practice Guidelines in Oncology NonSmall Cell Lung Cancer

NCCN
®
Practice Guidelines in Oncology – v.1.2003
Non-Small Cell Lung ห้องสมุดไป่ตู้ancer
Guidelines Index NSCL Table of Contents Staging, MS, References
LUNG CANCER PREVENTION AND SCREENING
NCCN Categories of Consensus:
All recommendations are Category 2A unless otherwise specified. See NCCN Categories of Consensus
These guidelines are a statement of consensus of the authors regarding their views of currently accepted approaches to treatment. Any clinician seeking to apply or consult these guidelines is expected to use independent medical judgment in the context of individual clinical circumstances to determine any patient's care or treatment. The National Comprehensive Cancer Network makes no representations nor warranties of any kind whatsoever regarding their content, use, or application and disclaims any responsibility for their application or use in any way. These guidelines are copyrighted by National Comprehensive Cancer Network. All rights reserved. These guidelines and the illustrations herein may not be reproduced in any form without the express written permission of NCCN. ©2003.

促进以患者为中心的学习-RNAO

促进以患者为中心的学习-RNAO

BEST PRACTICE GUIDELINES • ww w.rnao.ca1促进以患者为中心的学习免责声明该指南不属于使用它的任何个人或组织。

请根据个人需求和具体背景灵活地应用本指南。

所有指南使用者既不构成责任也不免除责任。

尽管作者或安大略省注册护士协会已尽力确保出版内容的准确性,但不能保证内容的绝对准确。

此外对于指南内容等的损失,损坏或价格上涨等作者或安大略省注册护士协会不承担任何责任版权此出版物中除特殊指明版权限制的部分外,其余部分均可以教育及其他非商业目的原文引用、印制和出版,且不限制出版形式(包括电子版)。

其中因任何原因对原文所作任何改变都需要获得安大略省注册护士协会的书面许可。

出版物中的许可声明或引文必须按以下内容呈现:安大略省注册护士协会 (2012). 促进以患者为中心的学习.多伦多, 加拿大: 安大略省注册护士协会.该项目资金支持来源于健康与长期护理部门.联系方式安大略注册护士协会珍珠街158 号, 多伦多,安大略省M5H 1L3网址: www.rnao.ca/bpg促进以患者为中心的学习Doris Grinspun致信,安大略省注册护士协会首席执行官安大略省注册护士协会对将指南“促进以患者为中心学习”推广到健康护理社区表示很高兴。

循证实践支持护士在日常实践中提供优质护理服务。

安大略省注册护士协会很高兴为大家提供相关资源。

安大略省注册护士协会很感谢那些为制定最佳实践指南的个人与组织所做的贡献:安大略省政府意识到我们进行该项目的能力,并且提供了多年的资金; Dr. Irmajean Bajnok, 国际事务及最佳实践指南中心主任, 感谢她的专业经验和领导力以促进最佳实践指南的产生; 特别是对该指南所涉及到的每个团队领导者Audrey Friedman and TheresaHarper –他们一流的管理,组织及丰富的经验值得表彰。

并且还要感谢安大略省注册护士协会的国际事务和最佳实践指南项目管理者紧张的工作以将指南从想法到现实: Sheila John, 倡导该指南的形成初始和Rishma Nazarali, 完成该指南. 特别感谢该指南形成小组成员–感谢和珍视你们的专业和志愿工作。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

CDM – Executive BoardEB 69ReportAnnex 8Page 1Annex 8GUIDELINES ON COMMON PRACTICE(Version 02.0)I.Definitions1.Applicable geographical area should be the entire host country. If the project participants opt to limit the applicable geographical area to a specific geographical area (such as province, region, etc.) within the host country, then they shall provide justification on the essential distinction between the identified specific geographical area and rest of the host country.2.Measure1 (for emission reduction activities) is a broad class of greenhouse gas emission reduction activities possessing common features. Four types of measures are currently covered in the framework:(a)Fuel and feedstock switch (example: switch from naphtha to natural gas forenergy generation, or switch from limestone to gypsum in cement clinkerproduction);(b)Switch of technology with or without change of energy source including energyefficiency improvement as well as use of renewable energies (example: energyefficiency improvements, power generation based on renewable energy);(c)Methane destruction (example: landfill gas flaring);(d)Methane formation avoidance (example: use of biomass that would have beenleft to decay in a solid waste disposal site resulting in the formation and emissionof methane, for energy generation).3.Output is goods/services produced by the project activity including, among other things, heat, steam, electricity, methane, and biogas unless otherwise specified in the applied methodology.4.Different technologies are technologies that deliver the same output and differ by at least one of the following (as appropriate in the context of the measure applied in the proposed clean development mechanism (CDM) project activity and applicable geographical area):(a)Energy source/fuel (example: energy generation by different energy sources suchas wind and hydro and different types of fuels such as biomass and natural gas);(b)Feed stock (example: production of fuel ethanol from different feed stocks suchas sugar cane and starch, production of cement with varying percentage ofalternative fuels or less carbon-intensive fuels);1Identified measures do not cover the industrial gases, transport and afforestation/reforestation projects.CDM – Executive BoardEB 69ReportAnnex 8Page 2(c)Size of installation (power capacity)/energy savings:(i)Micro (as defined in paragraph 24 of decision 2/CMP.5 and paragraph 39of decision 3/CMP.6);(ii)Small (as defined in paragraph 28 of decision 1/CMP.2);(iii)Large.(d)Investment climate on the date of the investment decision, inter alia:(i)Access to technology;(ii)Subsidies or other financial flows;(iii)Promotional policies;(iv)Legal regulations;(e)Other features, inter alia:(i)Nature of the investment (example: unit cost of capacity or output2 isconsidered different if the costs differ by at least 20 %).II. Stepwise approach for common practice5.Step 1: calculate applicable capacity or output range as +/-50% of the total design capacity or output of the proposed project activity.6.Step 2: identify similar projects (both CDM and non-CDM) which fulfil all of the following conditions:(a)The projects are located in the applicable geographical area;(b)The projects apply the same measure as the proposed project activity;(c)The projects use the same energy source/fuel and feedstock as the proposedproject activity, if a technology switch measure is implemented by the proposedproject activity;(d)The plants in which the projects are implemented produce goods or services withcomparable quality, properties and applications areas (e.g. clinker) as theproposed project plant;2In general, capacity values should be considered in the common practice assessment. The use of output values should be justified and consistently applied in the assessment.CDM – Executive BoardEB 69ReportAnnex 8Page 3(e)The capacity or output of the projects is within the applicable capacity or output range calculated in Step 1; (f) The projects started commercial operation before the project design document(CDM-PDD) is published for global stakeholder consultation or before the startdate of proposed project activity, whichever is earlier for the proposed projectactivity.37. Step 3: within the projects identified in Step 2, identify those that are neither registered CDM project activities, project activities submitted for registration, nor project activities undergoing validation. Note their number N all .8. Step 4: within similar projects identified in Step 3, identify those that apply technologies that are different to the technology applied in the proposed project activity. Note their number N diff .9. Step 5: calculate factor F=1-N diff /N all representing the share of similar projects (penetration rate of the measure/technology) using a measure/technology similar to themeasure/technology used in the proposed project activity that deliver the same output or capacity as the proposed project activity.10. The proposed project activity is a “common practice” within a sector in the applicable geographical area if the factor F is greater than 0.2 and N all -N diff is greater than 3.- - - - -History of the document Version Date Nature of revision(s)02.0 13 September 2012 EB69, Annex 8 Revision to improve the clarity of the definitions, the requirementson the reference time to identify the similar projects, and theconditions to identify similar projects, and to exclude projectactivities submitted for registration and project activitiesundergoing validation. Due to the overall modification of thedocument, no highlights of the changes are provided.01.0 EB 63, Annex 12 29 September 2011Initial adoption.Decision Class : RegulatoryDocument Type : GuidelineBusiness Function : Methodology3 While identifying similar projects, project participants may also use publicly available information, for example from government departments, industry associations, international associations on the market penetration of different technologies, etc.。

相关文档
最新文档