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On January 7, 2002, Toshiba announced its next-generation read/write optical disc technology using 405-nm blue-laser technology, able to store up to 30 Gbytes on a single side, capacity enough to record three hours of high-definition video Toshiba demonstrated the technology at the International Consumer Electronics Show (CES) in Las Vegas, and said it would propose the technology to the DVD Forum On February 19, 2002, nine companies Hitachi, LG, Panasonic, Pioneer, Philips, Samsung, Sharp, Sony, and Thomson Multimedia announced that they had established preliminary specifications for the Blu-ray Disc format, a new, high-density, rewritable disc format with up to 50-Gbyte capacity based on solid-state blue-laser technology The war had begun Of course, blue-laser announcements did not make DVD instantly obsolete, and on February 26 the DVD Forum voted to move ahead with a proposal from Warner Bros and other motion picture studios to put high-definition video on dual-layer DVD-9 discs This was informally dubbed HD DVD9 Seeing a storm on its horizon, the DVD Forum (which included Toshiba and the nine Bluray companies) announced in April that it would investigate next-generation standards for high-capac-ity, blue-laser discs Many in the industry predicted that Blu-ray would soon be adopted by the DVD Forum and there would be a smooth road to the next-generation of optical disc formats Insiders quickly realized, however, that the beginning of a politically charged conflict was being staged that would create new friends and new enemies in a fight for the multi-billion dollar legacy from DVD In May, the nine Blu-ray companies announced the formation of the Blu-ray Disc Founders group and stated that they planned to release version 10 of the recordable disc specifications in June Incredibly, in spite of the clear lesson from DVD that entertainment content could make or break a format, the group was focused on recording technology and seemed to.

Introduction Explain that you are going to do a guided imagery activity with the learner and that he or she needs to be seated comfortably and relaxed Activity Close your eyes, focus internally, and nd the place in your body where the intensity of your reaction resides That area will be your focus right now Put all of your attention and energy into this area until you feel this intensity completely Holding this place of high-intensity energy, allow but do not force slightly more space around it say, an inch or so of white or clear space then hold this bigger space with whatever is inside it for a few moments Now, allow slightly more space around this Allow it, don t force it, and experience what happens naturally Continue to allow more space around it, allowing the white space to grow as much as it wants to, and allow what occurs to happen naturally, without forcing anything Continue to allow more and more space until what is inside the space does what it wants; you are not forcing anything Continue allowing more and more space around this until you feel nished When you are done, gradually open your eyes Discussion After learners open their eyes, developers should allow several minutes of silence This allows learners to feel more present and to integrate more from the activity Then, ask the learner to share what he or she experienced as completely as possible Next, ask what insights or questions emerged Remind learners that they can do this activity on their own whenever they wish to give themselves relief as well as a larger perspective on the situation

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Localized component repairs are needed Selective criteria can be applied based on location and on a priority basis Bearings retro t is one example

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Those which require emergency work have a higher priority Condition evaluation of each item is based on the list provided by the recording and coding guide Interstate bridges, those on military routes, or those serving schools, re stations, and hospitals should have top priority Evaluation of defects should be con rmed by in-depth inspection or nondestructive testing

1 The rst step is eld inspection and structural health monitoring 2 The second step is preparing an inspection report 3 The third step is computing the condition rating and suf ciency rating, for funding approval 4 The fourth step is analysis and load rating (both inventory and operating ratings) Additional ratings for extreme loads such as scour and seismic vulnerability may be required 5 The fth step is preparing a rehabilitation report 6 The sixth step is implementing diagnostic design procedures 7 The seventh step is selecting methods of repair, retro t, rehabilitation, or replacement 8 The eighth step is preparing contract documents and selective reconstruction

When learners are ready to take action on their development, they need to create a plan that helps them both achieve and sustain the results they most desire A development plan should be a stimulating, enjoyable, and intriguing journey that is also informative, practical, efficient, and effective that is, it should help learners achieve their development goals At the same time, it should also help learners be honest with themselves about their true commitment to growth They need to honestly assess which of these they most desire: No growth: They don t want to change anything, or the time is not right for them to do so Moderate growth: They want to make incremental improvements Extreme growth: They are ready to make fundamental shifts in their patterns of thinking, feeling, and behaving The planning tool Extreme Growth: The Development Journey takes learners through a sequenced journey that elicits knowledge and insight from their three Centers of Intelligence the Head, Heart, and Body Centers To accomplish this, learners complete the following six-step process:

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