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Paper mills use recipes specifying the type of fiber and chemical requirements needed for the recycled-content paper or paperboard being produced. Mills seek to purchase bales of recovered paper that have the desired compositional quality and that meet specifications resulting in high quality recycled-content products. The different types of paper generally collected for recycling are categorized into different paper grades. The grade of a particular bale of recovered paper depends on the type of paper that is actually in the bale, which is a direct result of the type of collection and processing used to recover the paper.

Old Corrugated Containers (OCC), also known as corrugated cardboard: Mills use old corrugated containers to make new recycled-content shipping boxes, as well as recycled paperboard for product packaging (cereal boxes, shoe boxes, etc.).

Mixed paper: Mixed paper is a broad category that often includes items such as discarded mail, telephone books, paperboard, magazines, and catalogs. Mills use mixed paper to produce paperboard and tissue, as a secondary fiber in the production of new paper, or as a raw material in non-paper product such as gypsum wallboard, chipboard, roofing felt, cellulose insulation, and molded pulp products such as egg cartons.

High Grade Deinked Paper: This grade is made of high grade paper such as letterhead, copier paper, envelopes, and printer and convertor scrap that has gone through the printing process. It must first be deinked before it can be reprocessed into high grade paper products such as printing and writing papers or tissue.

Pulp substitutes: A high grade paper, pulp substitutes are often shavings and clippings from converting operations at paper mills and print shops. Mills can use pulp substitutes in place of virgin materials to make back into high grade paper products.

Note: Although shredded paper is not a separate grade of paper, shredded paper can be recycled (usually as a mixed grade) as long as it is shredded to an appropriate size and does not contain an unacceptable level of contaminants, such as plastics. Collection program coordinators who want to recycle shredded paper should check with their contract hauler to determine appropriate shred size and level of contamination acceptable for recycling.

The Institute for Scrap Recycling Industries publishes guidelines for recyclables, including recovered paper. The Scrap Specifications Circular defines each type of recovered paper and serves as a general guideline for sorting, packing, buying, and selling recovered paper. The standards also set limits for contaminants and outthrows (paper that does not fit the definition for a specified paper stock grade).

Paper recyclers are developing new technologies designed to handle, identify, and separate paper grades for recycling. One enhancement technology allows segregation of paper fibers during the recycling process according to fiber length, coarseness, and stiffness through a sequential centrifuging and screening process.

Since 1994, the American Forest & Paper Association (AF&PA) has performed a series of national surveys to measure the extent and track the growth of access to community-level paper and paperboard recycling. In 2005, the American Forest & Paper Association conducted a Community Survey to determine access of US residents to either drop-off or curbside recycling programs. Whether measured by the percentage of population (86 percent) or by the percentage of communities (69 percent), a significant portion of the United States is served by paper/paperboard curbside and drop-off recycling programs. The following table summarizes the population and number of communities with access to paper and paperboard recycling in total, in curbside programs and in drop-off programs.

This was a test I did recently an came up wit similar results so I ended up after purchasing the sample pack ..which I cut into 7x7 squares to paint ordering 240 and 400 grit . I will choose one based on type of painting .

Fantastic paper and can take an underpainting.

Thanks for all your info .Sandi

Good question Janine! I would have to say the middle grits 400 500 but really they are not at all alike so it is hard to compare. LaCarte is a much 'softer' touch hard to explain but I don't get the ams effect on any grade of hart as I do on Lacarte. You just need both!

I would rather stay up past midnight pecking out an essay about not wanting to grade your Final Papers with one finger on my tiny outdated smartphone touchpad than grade your Final Papers because I do not want to read them.

When applying CERQual, we define relevance as the extent to which the body of data from the primary studies supporting a review finding is applicable to the context (perspective or population, phenomenon of interest, setting) specified in the review question. In this paper, we describe the relevance component and its rationale and offer guidance on how to assess relevance in the context of a review finding. This guidance outlines the information required to assess relevance, the steps that need to be taken to assess relevance and examples of relevance assessments.

This paper provides guidance for review authors and others on undertaking an assessment of relevance in the context of the CERQual approach. Assessing the relevance component requires consideration of potentially important contextual factors at an early stage in the review process. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase.

The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. GRADE-CERQual (hereafter referred to as CERQual) includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper focuses on one of these four components, relevance.

The aim of this paper, part of a series (Fig. 1), is to describe what we mean by relevance of data in the context of a qualitative evidence synthesis and to give guidance on how to operationalise this component in the context of a review finding as part of the CERQual approach. This paper should be read in conjunction with the papers describing the other three CERQual components [3,4,5] and the paper describing how to make an overall CERQual assessment of confidence and create a Summary of Qualitative Findings table [6]. Key definitions for the series are provided in Additional file 1.

As a review author, you need to make an informed judgement on how and why you selected primary studies in relation to your review question. In a qualitative evidence synthesis, you can choose different strategies when identifying and selecting studies to synthesise [24]. For some syntheses, you may include all eligible primary studies, for example, when the qualitative synthesis is coterminous with an effectiveness review. For exploratory or interpretive syntheses, only a sample of the eligible studies may be included. When subsequently assessing relevance, you should reflect on how the sample was located and on the underpinning principles that determined its selection. For example, was the sample selected to explain the attitudes or behaviours of a particular group or to demonstrate the applicability of a theory across groups? In making decisions on how to select the sample of included studies, you may trade-off such factors as the methodological strengths and limitations of available studies (see paper 3 in this series [5]), the relevance of the evidence to the review question and, for instance, the geographical coverage of studies in relation to the review question. For example, if the question is global, review authors may purposively select studies from diverse settings. Conducting an initial knowledge map of potential studies to identify important contextual factors [29], together with other important elements, may help to design a sampling frame to inform decisions about studies for potential inclusion [8].

Pragmatically, the sampling strategy seeks to optimise the trade-off between the number of available studies that meets the inclusion criteria versus the time available to synthesise studies. A key consideration relates to whether or not a review is required to inform an imminent decision. Where this is the case, the decision maker needs to draw upon the most relevant available evidence and studies may be sampled on that basis. A further consideration is where dissemination bias might limit the identification of relevant evidence to address the question for a specific context. Recent work outlines the conceptual basis for the effects of dissemination bias in qualitative research and its likely extent [30, 31], while the final paper in this series [32] addresses how dissemination bias in qualitative research might impact upon a CERQual assessment. 006ab0faaa