zilongwang/ReadingBank huggingface dataset:
System Design Document (SDD) Version <#.#>, Date <Month, Year> Requirements Traceability Matrix (RTM) Version <#.#>, Date <Month, Year> Risk Log Version <#.#>, Date <Month, Year> Items To Be Tested List those test items - software, hardware, and supporting product elements that serve as targets for testing. A test item may include source code, object code, job control code, control data, documentation, or a collection of these. Overview of Test Inclusions Provide a high-level list of the major target test items. This list should include both items produced directly by the project Development Team and, if applicable, as well as products being integrated into the information system or application. Refer to the Requirements Specification Document (RSD) to identify the requirements needed for testing items that those products rely on; For example, basic processor hardware, peripheral devices, operating systems, third-party products or components, and so forth. Consider grouping the list by category and assigning relative importance to each motivator. The following components and features and combinations of components and features will be tested: Overview of Test Exclusions Identify any items specifically excluded from testing. The following components and features and combinations of components and features will not be tested: Test Approach The Test Approach is the implementation of the Test Strategy. The Test Approach cites how the Development Team plans to cover the testing activities specified in the Product Build and Independent Test and Evaluation processes in ProPath. Product Component Test Briefly describe how the Developers perform Product Component Test, also known as Unit Test. Identify the responsible roles. For more information, see the Product Build process in ProPath. Component Integration Test Briefly describe how the Developers perform Component Integration Test. Identify the responsible roles. For more information, see the Product Build process in ProPath.
Performance - Endurance testing Performance - Load testing Performance - Profiling testing Performance - Spike testing Performance - Stress testing Privacy testing Product component testing Recovery testing Regression test Risk based testing Section 508 compliance testing Security testing Smoke testing System testing Usability testing User Functionality Testing User interface testing
Anders Hastrup’s hypothesis that refugee camp residents create Darfur’s history from exile also gives an extra angle to the understanding of the stories of the refugees in this study-as well as to those of volunteers, and of my own. Hastrup’s point that there is no one “true story” about the conflicts that rage in Sudan, just as there is no one true story about the conflicts in the homelands of the refugees I have met and read about on Venligboerne. Rather, truth emerges through the stories that are told, online and in person. According to Hastrup, in camp, truths are brought forth, discussed, embroidered upon and worked with. They are places for the creation and molding of truth. Truths about the camp itself are also subject to this non-static, interpretive nature. One truth might be defining of a person to a worker at the center, and another truth may be defining in another context with a volunteer. Just like a person gives a different impression personally and professionally. This can be a challenge for an aid worker, or volunteer when trying to communicate through Venligboerne. It may be difficult to see the whole tapestry behind the individual asylum-seeker. What are the reasons for the type of request or communication I am receiving? What is the social context that this person fits into now, how has that changed? The requirements for volunteers are sometimes considerable, (even more so for staff at the asylum centers) and security is an issue, both for individuals online, and when meeting in private space. According to Frivillignet, a Danish organization for volunteers helping refugees, about a third of Danish refugees are traumatized, which might hinder participation in programs like Venligboerne. (Frivillignet.dk, 2015) Frivillignet also has a closed intranet, onto which volunteers may log, and find calendars, activities and inspiration for how to start boys and girls clubs and homework assistance. UCT CCT Two types of aid are described in an article in The Economist aptly titled “Pennies from Heaven”. This article describes the difference between conditional and unconditional aid plans, like Give Directly, where money is is donated directly to the poor without bureaucratic intervention. (The Economist, 2013)
gold and other products like Cocoa, coffee, timber, and the use of ports for cheap and easy export and import of goods and services made the area core regions for colonial settlement. The rich fertile soil of the south suitable for crop cultivation, forest for the extraction of timber and other minerals and ports for import and export, became curved and known by the colonial authority as the "great triangle" contrary to the northern region that received little or no attention and deemed as labor force for migration. (La pierre2004) & (Tsikata& Sieni 2004). Hence from the above hypothesis it can therefore be concluded that Colonialism is an approach to explaining inequality in Ghana and also been used by Asante & Gyimah-Boadi (2004) indicating that it (colonialism) was the cause of the north-south divide being experienced today in Ghana. 2.1.3 Development theory in geography The problem of regional imbalance seen in the light of the above theory is not sufficient to explain the phenomenon. A number of studies have pointed out physical geography as a source of inequality in regions. The development theory in geography is the next that can perhaps illustrate the issue of uneven development. As cited Glassman (2001p:3600)the geographical situation of a region could greatly determine its "development pattern" and also its relationship between the development processes". Sachs (2005 pp:53&58) in support of this argument alludes that the physical geography condition of a region could determine the region level of economic development. Regions with humid geographical condition (good climate and whether), with substantial rainfall, rich mineral resources for exploitation, fertile soil for crop cultivation, coupled with enormous rivers suitable for navigation, not leaving out natural ports that facilitate an implausible foundation for sea based-trade, definitely attract development. Contrarily, regions with arid climatic condition become impoverished. Most regions found under arid geographical conditions tend to suffer from persistent drought that render agricultural productivity low. The high temperatures and the limited rainfall, exposes the region to become a suitable zone for tropical disease like malaria fever emanating from mosquito's bite (ibid). Glassman (2001) further argues that, the role of the government in the stride of economic growth could not be ignored to have caused uneven development. The concentration of development patterns and activities in particular core regions, and the neglect of others can result in inequality. The theory further holds the dynamic of capitalist development that initiated diverse contexts in power leadership as an aspect that cannot be
Masterson, S. S. (2001). A Trickle-Down Model of Organizational Justice: Relating employees’ and customers’ perceptions of and reactions to fairness. Journal of Applied Psychology, 86, 594-604. Mlcak, Z., & Zaskodna, H. (2008). Analysis of relationships between prosocial tendencies, empathy, and the five-factor personality model in studens of helping professions. Studia Psychologica, 50, 201-216. Peeters, F. P. M. I., Ponds, R. W. H. M., & Vermeren, M. T. G. (1996). Affectiviteit en zelfbeoordeling van depressie en angst. Tijdschrift voor Psychiatrie, 38, 240-250. Van de Ven, N., Zeelenberg, M., & Pieters, R. (2010). Warding off the evil eye: When the fear of being envied increases prosocial behavior. Psychological Science, 21, 1671- 1677. Wagstaff, G. F. (1998). Equity, justice and altruism. Current Psychology: Developmental, learning, personality, 17, 111-134. Werner, J., & Bolino, M. (1997). Explaining US Courts of Appeals decisions involving performance appraisal: accuracy, fairness and validation. Personnel Psychology, 50, 1- 24. Rawls, J. (1971). A theory of justice. Massachusetts: Belknap. Scullen, S. E., Bergey, P. K., & Aiman-Smith, L. (2005). Forced distribution rating systems and the improvement of workforce potential: A baseline simulation. Personnel Psychology, 58, 1-32. Tversky, A., & Kahneman, D. (1991). Loss aversion in riskless choice: a reference- dependence model. The Quarterly Journal of Economics, 106, 1039-1061.
Martin: “I think still is...I think like East Germany or something. I think its old school, its hard work, lower pay. Maybe a little bit more poor the houses, the car, everything, than other part of Europe.” Uffe: “I have been also to Prague, and I think maybe it's a little bit the same. The atmosphere and the people.” When asked about conceptions of Poland, as a value of something positive, interviewees mentioned the idea of beautiful nature. To that interviewees implicated a bad weather in Poland and a cold climate. Lisbeth: “But I think is nature there, and mountains and see.” Martin: “I think there is a big nature, I know many people go there for hunting, so there must be a big forest, I think.” Kristine:” (...) I think we will choose some other country where we are sure of good weather (...)” Cathy: “Where are big cities, sunny places.” From chapter Move your imagination – Polish promotional campaign we know that tourist might see country as a result of certain view presented in public media: television, newspapers and radio are next source of knowledge. Danish tourists hear some selective information about Poland in television news, or read in daily newspaper and then put all the information into one, creating an image of Poland. Birgitte:” Yes, what you hear in the news they tell, yeah...from something you will put it together and think ohh maybe that's the poor country.” Martin: “You know that from television, when you read newspapers.”
do not remember from where came that knowledge, or heard in the television on the occasion of sports news. Lisbeth: “(…) so I have heard something or read something but I can’t remember.” Kristine: “I guess television and the sport news.” Moreover, most of them had a problem to answer what is Euro 2012. Turns out that none of interviewees is a football fan. Uffe:” I don't actually now, because I not a big football fan.” Cathy: “I know that Football Championships but I hmmm not that interested in it.” Birgitte: “No, cos' I don’t watch football, and my husband either.” Lisbeth: “I like to watch sport but not so much football.” Martin:” It is because I don't like football. Of course my friends like sport and play football but they don't talk about this to me, because they know that I don’t like football.” To that, most of interviewees do not seem to demonstrate an interest in any of mega events. Martin:” Events are not catching my attention, at all.” Simon:” I don't know. I never go to the events anyway.” And if they are willing to go somewhere because of event, or watch some mega event, it have to be in their area of interest, which obviously is not football, as we established earlier.
Basic meanings/synonyms Rectitude – probity Chestnuts – bromides Trappings – accouterments Unassailable – unimpeachable Gewgaws – baubles Indefensible – unconscionable Impudent – contumacious Pernicious – noxious Dissolute – licentious Meld – coalesce Ensue – supervene Inveigh – fulminate Duped – beguiled Moderates – palliates Austere – ascetic Deification – apotheosis Doctrinaire – dogmatic Antonyms Hauteur Truncate Probity Apropos Disingenuous Inhibit Imprecation Resplendent Coalesce Vainglory Unimpeachable Noxious Burgeon Factionalism Accolades Mercurial Contumacious Ascetic Licentious Exculpate
All Wales Midwife Led Care guidelines Document Code Date Version Number Planned Review Date PtHB /MAT 030 Jan 2007 Jan 2009 December 2010 December 2013 1st issue Reviewed and updated with NICE (2008) Intrapartum Care Guidance And NICE antenatal care guidance (2008) Reviewed SBAR transfer documents replaced Reviewed in line with NICE guidance and Updated RCOG guidance for managing emergencies. Name changed from birth centre guidelines to midwife led guidelines. Aug 2010 Nov 2013 January 2013 January 2017 Document Owner Approved by Date Director of Nursing Women’s and Children’s Directorate Clinical Effectiveness Committee 19/12/13 27/01/2014 Document Type Guideline Bwrdd Iechyd Addysgu Powys yw enw gweithredol Bwrdd Iechyd Lleol Addysgu Powys Powys Teaching Health Board id the operational name of Powys Teaching Local Health Board Contents Page
Figure 3: Action for uterine inversion [Boyle 2011] Appendix 10: Newborn Life Support Head in neutral position Use a well fitting face mask If meconium present and -baby breathing well: Do not suction airway -Baby floppy and not breathing well:
Each breath 2-3 seconds duration at 30 cm H²0 for a term baby. Get help from a second person: to support the airway in a double jaw thrust, or establish airway using an LMA (laryngeal mask airway) Chest compression Compression: ventilation ratio of 3.1 Consider inspection and suction before inflation breaths. If breathing: Reassess heart rate and monitor baby. If heart rate is satisfactory or increasing: continue ventilation breaths at about 30/min until baby is breathing adequately. If the chest is still not moving: The airway is the problem. If the heart rate is increasing: Stop compressions Continue ventilation breaths at about 30/min until baby is breathing adequately Figure 4Newborn Life Support Resuscitation guidelines 2010 Also: Reassure parents and keep them informed of action. If possible double clamp the cord to enable blood gases to be taken (within 30 minutes). Midwife will maintain appropriate documentation. Midwife to contact neonatal unit to arrange transfer. Ensure extra midwifery staff is available to offer support, arrange equipment for transfer. Baby will require identification bands prior to transfer. Ref: Resuscitation Council (UK)
Learner’s Knowledge, Skills and Abilities Indicator Key Terms Description 1 Limited Knowledge and Proficiency Recognize basic information about the subject including terms and nomenclature. Students must demonstrate ability to recall information such as facts, terminology or rules related to information previously taught. Performs simple parts of the competency. Student requires close supervision when performing the competency. 2 Moderate Knowledge and Proficiency Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts. Students must demonstrate understanding of multiple facts and principles and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task. Performs most parts of the competency with instructor assistance as appropriate. 3 Advanced Knowledge and Proficiency Examines conditions, findings, or other relevant data to select an appropriate response. The ability to determine why and when a particular response is appropriate and predict anticipated outcomes. Students demonstrate their ability to seek additional information and incorporate new findings into the conclusion and justify their answers. Able and willing to perform tasks independently.. 4 Superior Knowledge and Proficiency Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Requires students to formulate connections between relevant ideas and observations. Students apply judgments to the value of alternatives and select the most appropriate response. Can instruct others how to do the competency. Performs competency quickly and accurately. A Affective Objective Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.
Cognitive - Comprehend foundational knowledge of laboratory practices associated with medical assisting. Psychomotor - Apply laboratory practices associated with medical assisting. Affective – Value the importance of adhering to standards of practice for medical assisting. PROFESSIONAL COMPETENCIES Comprehend theoretical information related to various tests performed in the clinical laboratory. Comprehend foundational information and procedures related to various laboratory tests. Comprehend quality control and safety requirements associated with clinical laboratory activities. Perform basic chemistry and hematology laboratory tests. Comprehend foundational information for performing RBCs and Thrombocytes tests. Comprehend foundational information for performing WBCs. PROFESSIONAL COMPETENCIES/OBJECTIVES Unless otherwise indicated, evaluation of student’s attainment objectives is based on knowledge and skills gained from this course. Competencies specified for each module may be set by certification agencies, national and state codes, health care facility policies, locally developed lab/clinical assignments, or any combination. Students are expected to utilize relevant technology for client care and documentation. This course is based on current national credentialing bodies. STUDENT LEARNING OUTCOMES MODULE A - INTRODUCTION TO THE CLINICAL LABORATORY PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators A1.0 Comprehend theoretical information related to various tests performed in the clinical laboratory. A1.1 This competency is measured cognitively. 2 A2.0 Comprehend foundational information and procedures related to various laboratory tests. A2.1 Perform various clinical hematology laboratory tests. Samples of behavior Perform a CBC with Differential. Perform a manual Hct. Calculate indices. 3 LEARNING OBJECTIVES
Base Revolving nosepiece Objectives 10x 40x 100x Stage Stage clip Stage Mechanism Fine Adjustment Coarse Adjustment Substage Condenser Diaphragm Light Source Rheostat MODULE C - RED BLOOD CELL COUNTS (RBCs) AND THROMBOCYTES PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators C1.0 Comprehend foundational information for performing RBCs and Thrombocytes tests. C1.1 This competency is measured cognitively. 3 LEARNING OBJECTIVES C1.1.1 Describe the composition, life span, function, and normal and abnormal characteristics of red blood cells. C1.1.2 Describe the composition, life span, function, and normal and abnormal characteristics of thrombocyes. C1.1.3 Describe how to determine validity of analyzed test results for RBCs and Thrombocytes. 2 2 3 MODULE C OUTLINE RBCs Where formed Normal Size Normal count Life span Anisocytosis Poikilocytosis Indices Retic Inclusion bodies Thrombocytes Where formed
MAT 150 College Algebra HW Week 1 - REVIEW Below, you will find assigned TEXTBOOK HW for the sections that I consider review material for our course. You should have a solid foundation in these ideas and I will not be officially lecturing over this material. You are responsible for recalling old material. As you review, you should have “Ah-Ha” moments. That is, you might have forgotten how to do something, but after discussion in class or on Canvas, reading the text, doing HW, etc. you should remember how to do the problems. If this is not occurring you might consider dropping back into MAT 120/121/122. You need to be comfortable with this material in order to have a chance of succeeding in MAT 150. Quiz #1 on Tuesday, Jan. 22nd, will cover these sections. In these sections we will talk about algebra foundational topics such as exponents, radical expressions, polynomials, factoring polynomials, rational expressions, and simplifying expressions. Remember to PRACTICE BY DOING. Class time is for learning material and thinking about what we are doing; HW is for practice to make sure you understand the material. Section R.2 – Algebra Basics #1 – 12 All #13 – 109 Odd Section R.4 – Polynomials #1 – 8 All #9 – 87 Odd Section R.5 – Factoring Polynomials #1 – 8 All #9 – 125 Odd Section R.7 – Rational Expressions #1 – 6 All #7 – 73 Odd Section R.8 – Radical Expressions #1 – 10 All #11 – 91 Odd
Primary Mathematics Teaching for Mastery Specialist Programme Headteacher Reference Please complete all sections below Name of Headteacher: School Name of Applicant Please elaborate on: Your commitment to the development of teaching for mastery in mathematics throughout the school The applicant’s mathematics teaching skills The applicant’s ability to support other teachers The applicant’s general professional qualities, eg commitment, organisation skills I declare that, should the applicant be successful, I will support their developing role and ensure they have the necessary release time as detailed in the programme criteria Print Name Date Signature Not necessary in emailed application. You may be asked to sign a hard copy document if your school’s applicant is chosen for the programme
MAT 150 College Algebra – Week 10 HW Below, you will find assigned HW for the textbook sections that I will try to cover for the week when we get back from our Spring Break!! This week we will keep looking at Quadratic functions. We will continue to look at their graphs and situations that can be modeled with them. We will then continue modeling functions for other situations. Section 4.3 – Quadratic Functions #1 – 12 All #13 – 69 Odd #85, 89, 91, 93 Section 4.4 – Quadratic Models #3 – 11 Odd #12, 15, 18 Section 3.6 – Building Functional Models #1 – 17 Odd #25, 26
MAT 150 College Algebra – Week 8 HW Below, you will find assigned HW for the textbook sections that I will try to cover this week in class. What is highlighted in BOLD are the assigned problems from last week, what is not in bold are the new problems for the current week of material. This week we will do some finishing touches on Sections 3.1 and 3.3 and talk about the average rate of change and the difference quotient. Both ideas are HUGE for your future Calculus class. And we will revisit our basic functions and learn about “officially” learn about piecewise functions, even though many of the graphs I have already showed you are piecewise already!! I do have to lecture this week, we are 2 weeks behind our schedule. So review time for the midterm will be limited in class. So please make sure you pay attention in class, and use time outside of class to review for your midterm. If all goes well, I hope to set aside Thursday for a review day….but of course that depends on us getting through the material below! Section 3.1 – Difference Quotient #79 – 87 Odd Section 3.3 – Average Rate of Change #65 – 73 Odd Section 3.4 – Basic functions, and Piecewise functions #1 – 10 All #11 – 47 Odd
2 Finish 5.2 Begin 5.3 4 Finish 5.3 Begin 5.4 Last Day to Add/Drop 6 Finish 5.4 Quiz 1 9 Section 5.5 11 Section 5.7 13 Begin 5.8 Quiz 2 16 Finish Chapter 5 18 Section 7.1 20 Begin 7.2 Quiz 3 23 Finish 7.2 25 Begin 7.4 27 Continue 7.4 Quiz 4 Assign MMTCA #1 30 Finish 7.4 SEPTEMBER 2013 SUN MON TUE WED THU FRI SAT
OCTOBER 2013 SUN MON TUE WED THU FRI SAT 2 Section 7.5 4 Midterm Exam 1 7 Begin 7.6 9 Finish 7.6 11 Begin 8.1 Quiz 5 MMTCA #1 Due 14 AUTUMN BREAK NO CLASS 15 Last Day to Apply for December 2013 Degree 16 Finish 8.1 18 Begin 8.2 Quiz 6 21 Finish 8.2 23 Begin 8.3 25 Finish 8.3 Quiz 7 28 Begin 8.4 30 Finish 8.4
NOVEMBER 2013 SUN MON TUE WED THU FRI SAT 1 Begin 8.5 Quiz 8 Asgn MMTCA#2 LastDayto Withdraw 4 Finish 8.5 6 Begin 8.7 8 Midterm Exam 2 11 Finish 8.7 13 Begin 8.8 15 Continue CH.8 Quiz 9 MMTCA #2 Due 18 Finish CH.8 20 Begin 6.1 22 Finish 6.1 Quiz 10 25 Begin 6.3 27 NO CLASS THANKS 28 NO CLASS GIVING 29 NO CLASS BREAK
PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators B1.0 Discuss detailed information related to various types of managed health care plans. B1.1 This competency is measured cognitively. 3 LEARNING OBJECTIVES B1.1.1 Define terms associated with managed health care. B1.1.2 Describe the various types of managed and traditional health insurance plans. B1.1.3 Discuss types of physician fee schedules. B1.1.4 Describe factors for determining insurance eligibility. 1 3 3 3 MODULE B OUTLINE Terms and definitions Types of managed and traditional health insurance and eligibility factors HMOs PPOs Medicare Medicaid Integrated delivery systems POS Consumer driven health plans Tricare CHAMPVA Workman’s Compensation/disability Preauthorization and referrals Type of physician fee schedules Charged based Resource based Capitation Contract to fee schedules Other MODULE C - LEGAL AND REGULATORY ISSUES PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicators C1.0 Comprehend legal and regulatory requirements for health insurance. C1.1 This competency is measured cognitively. 3 LEARNING OBJECTIVES C1.1.1 Define terms associated with legal and regulatory health insurance issues. C1.1.2 Discuss the importance of confidentiality. C1.1.3 Discuss legal and ethical requirements associated with confidentiality. C1.1.4 Differentiate between fraud and abuse. C1.1.5 Explain risk liability. C1.1.6 Differentiate between co-pays and co-insurance. 1 A 3 3 2 2 MODULE C OUTLINE Terms and definitions
Differentiation Lesson structure (procedural variation) Activity choices (e.g. open ended activities, textbooks) Assessment Dialogue and questioning Concrete, pictorial, abstract (conceptual variation) Long and medium term planning Progression, steps in learning Fluency, problem solving and reasoning Differentiation Lesson structure (procedural variation) Activity choices (e.g. open ended activities, textbooks) Assessment Dialogue and questioning Concrete, pictorial, abstract (conceptual variation) Long and medium term planning Progression, steps in learning Fluency, problem solving and reasoning
MAT 222 Tentative Schedules (TTh Section) Tuesday Thursday January 18 6.1 20 6.2 25 6.3 27 6.4 February 1 7.1 3 7.2 8 7.2 10 7.3 15 Review 17 Test 1 22 8.1 24 8.1 March 1 8.2 3 9.1 8 9.2 10 9.3 15 Break 17 Break 22 Review 24 Test 2 29 10.1 31 10.2 April 5 11 7 Review 12 Test 3 14 12.1 19 12.2 21 13.1 26 13.2 28 Review May 3 Review Final exam will be on a two-hour block between 8 am and 2:30 pm on May 9 Monday.
Q. If schools wanted to explore the possibility, what would be the next step? Go to the governing body and, if agreed, fill in the paperwork, consult with parents, both face to face and in writing, then submit the paperwork to the DfE for scrutiny. At the same time the MAT submits its plan for raising standards to the DfE and David Carter. The MAT would look at the school’s accounts to make sure it is viable. In order to secure the funding, school’s need to agree to proceed (not complete) by October. Q. How can all of this raise standards? PZR felt that he had a unique perspective through working with Minehead First School and did not feel that Heads had the capacity to engage fully with parents to make a difference through early input. Doubts about this strategy were aired. Q. Why not look at a group of schools that are doing well, see why and then implement that locally, or ask the DfE to fund a key worker to target parental involvement given that there is some mileage in engaging parents before entry to first schools? Early input is only a part of wider range of tools. In addition, someone is needed to monitor children through the system, have an overview and be accountable for progress right the way through. David Carter’s vision is that all schools will become academies within the next five years and become part of a MAT. If the MAT is successful, then there is scope for the College to become part of the MAT, five to ten years down the road. This would be dependent on the College being much improved. The community bears the consequence of the failings of the College. Doing nothing hoping it goes away is not an option. If the trust is set up the future is in the hands of people that are trusted. PZR was thanked for his answers to the questions and CB was thanked for chairing the meeting before it closed at 8.20pm.
Family Support Specialist Alaska Center for Resource Families Full Time with Benefits (medical, dental, sick leave, holidays) Located in the ACRF Mat Su Regional Office 5050 Dunbar Street, Suite A-2 Wasilla, AK 99654 Interested? Please send cover letter and resume to Aileen McInnis, Director, Alaska Center for Resource Families at or mail to ACRF, 840 K Street, STE 101, Anchorage, Alaska 99501 by August 20, 2018. *** The Alaska Center for Resource Families is seeking to hire a Family Support Specialist in our Mat Su Office to provide outreach, training, and support to foster families. Must have organizational, networking and support skills to reach out and work with families throughout the state. Must be comfortable in training and teaching groups. Preference for individual familiar with various areas of Alaska and knowledge of foster care, adoption, child welfare or training fields. Requires Bachelor’s Degree in related field or equal years of experience. JOB RESPONSIBILITIES Provide outreach to foster and adoptive families in Mat Su and parts of rural Alaska and provide information, individualized training and support. Coordinate and lead training in the Mat Su Valley and teach the Core Training for Resource Families curriculum. Explores networking opportunities with rural and tribal organizations and participate in support and appreciation events in the Mat Su Valley. Answer phones, answer correspondence/e-mail, maintaining contact records and training records. Serve as the contact with local Office of Children’s Services Licensing.
CHAPTER 2 INFORMATION FROM THE BIDDER Quality of BIDDER’S Experience In this section you are telling the State about the related experience your company has with these services, this community, the local system of care, DVHA, etc. Mandatory Proposal Requirements THESE ARE ABSOLUTE REQUIREMENTS. FAILURE TO MEET ANY ONE OF THE REQUIREMENTS LISTED BELOW SHALL RESULT IN DISQUALIFICATION FROM BEING FURTHER CONSIDERED IN THIS BID PROCESS. Minimum Capacity – The Bidder must describe and demonstrate that it has the capacity to fulfill the requirements and needs set forth in this RFP. • Provide a description of the bidder’s contracting experience within the past five years providing technical assistance and training to addictions treatment services. • Provide a description of the bidder’s experience with the provision of Medication Assisted Treatment (MAT) for individuals with opiate dependence. • Describe the bidder’s role in the promotion of a quality improvement process that led to
Schedule A*: Budget Submittal Form Instructions General Instructions: The Budget Submittal Form is a generic form designed to best fit all Program Proposals. Please read the program specifications carefully and follow the format to ensure that each budget item is considered for submittal SCHEDULE A Detailed Instruction: Lines 1-6 – Salaries 1-5 – Enter position titles in Column B. Enter paid hours for the contract period in Column C. Enter total salary for each position for the contract period. 6 – Sum of lines 1 –5 Line 7 – Fringe Benefits Enter the total fringe benefits to be paid for the total salaries on line 6 (max 25% – 33%) Line 8 - % of Salaries Line 7/Line 6 Lines 9-20 – Direct Operating 9-19 – Enter the total to be paid for each line item during the contract period. Include any additional items not included in 9-15 on lines 16-19. 20 – Sum of lines 9-19. Line 21 – Total Direct Costs Sum of lines 6, 7, and 20. Lines 22-26 – Indirect Allocations 22-25 – Enter the total company costs to be allocated to this program for the contract period. Include any additional items not included in 22-23 on lines 24-25. 26 – Sum of lines 22-25. Line 27 – Total Costs Line 28 – Total number of direct service/supervision FTEs funded by this contract. *A completed Schedule A is to be included in the Proposal Packet. Schedule B: Detail of Expenses In narrative form explain how figures for salary, benefits, phone, mileage, buildings and facilities were
Massachusetts: Medication Assisted Treatment Program Name of Facility(s): Old Colony Correctional Center; Boston Pre-release Center; North Eastern Correctional Center; South Middlesex Correctional Center; and Massachusetts Correctional Institutions: Shirley, Shirley Minimum, Concord, Norfolk, Framingham, Cedar Junction; Souza Baranowski Correctional Center, and North Central Correctional Institution-Gardner. (The program is available to all eligible individuals. Individuals at other facilities may be transferred to a facility that offers the program.) Program Name: Medication Assisted Treatment Program Reentry Initiative (MATRI) Overview: The Massachusetts Department of Corrections (MA DOC) has a MAT reentry initiative to provide extended-release naltrexone injections to individuals with substance use disorders upon release. The program also ensures that participants are matched with a community-provider agency to establish a coordinated transition, and ensure continuity of treatment. The MAT program is currently offered in nine institutions that are considered home sites where staff implement the overall treatment and injections protocol. If incarcerated individuals from additional institutions are eligible for the program, the MA DOC re-classifies them to one of the nine institutions. This program is administered by Spectrum Health Services Correctional Treatment Division and the Massachusetts Partnership for Correctional Healthcare. Individuals in the MAT program receive an extended-release naltrexone injection seven days prior to release. Funding: Massachusetts Department of Corrections Eligibility: All individuals admitted into the correctional facilities are assessed using the Texas Christian University drug screening tool and a Corrections Department Needs Assessment. Medication(s): Extended-release injectable naltrexone Psychosocial Services: Throughout the duration of incarceration, participants receive individual counseling once per month and group counseling once per week. Once released, participants continue to receive individual and group counseling, with the frequency determined by a counselor. Reentry Services: Participants in the MAT program engage with a treatment team 90 days prior to release to discuss discharge and continued treatment. The individual receives supported case management by special Recovery Support Navigators for up to one year after release. Point of Contact(s): Jaileen Hopkins Director of Program Services Massachusetts Department of Correction
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3. Ba + AuSO4 4.4 Double Replacement Reactions Remember that double replacement reactions always happen and the metals switch partners! 1. Na3PO4 + KOH 2. MgCl2 + Li2CO3 3. RbNO3 + BeF2 4. MgI2 + Mn(SO3)2 4.6 Balancing Chemical Equations Balance the following reactions, be sure to check the number of all atoms on both sides to make sure they match! 1. ___H2 + ___SO2 ____ H2S + ___ H2O 2. ___ CF4 + ___Br2 ___CBr4 + ___F2 3. ___GaF3 + ___ Cs ___ CsF + ___ Ga 4. ___N2 + ___ H2 ___NH3
Valencia’s Math Help 24/7 Valencia’s math professors have created videos of common lessons to aid students’ learning. On the site, students can click Developmental Math II to see the topics related to this course. Some lessons have more than one professor’s perspective, so students can benefit from watching multiple videos on each topic. Khan Academy The Khan Academy has video lessons on developmental math topics—among many other academic topics—as well as interactive learning tools. Students can create accounts on the site if they wish to save their progress through the lessons. Students can get started by clicking Learn on the top-left corner of the page or click Knowledge Map for interactive practice navigating the site. For video lessons relevant to this course, student should click Expand Topic List and then choose Algebra I or Arithmetic/Prealgebra. Math TV Pat McKeague delivers quick video lesson on many algebra topics. Students can expand the lists of topics by clicking on the names of the subjects covered. SmartThinking Students can find these resources by logging into Atlas and looking under the Online Tutoring heading on the right side of the page. Students are expected to attend every class meeting unless illness or emergency makes it impossible for them to do so. Absences are excused solely at the discretion of the instructor. Proof of extenuating circumstances must be provided for any absence to be excused. Students are responsible for all information or assignments given during class regardless of whether they are present at the time the material is presented. In-class activities cannot be made up. Students are expected to arrive to class on time and remain present for the entire class period unless the instructor grants them permission to leave early. Arriving and departing while class is in session is disruptive to the other students. Excessive absences (more than three) will lead to poor performance in the course and potential withdrawal from the class. Students who are excessively absent may not be permitted to make up examinations and must take full responsibility for any class material that is missed. Valencia’s attendance policy can be found at .
10.4 Installment Buying 10.5 Buying a House with a Mortgage 10.6 Ordinary Annuities, Sinking Funds, and Retirement Investments Chapter 13 - Graph Theory: Study of Euler and Hamiltonian Circuits with emphasis on connection to real-world applications, brute force vs. "quick and dirty” heuristic vs perfect algorithms. Spanning trees with Kruskal’s Algorithm. Choosing the correct “tool” from these three for problem to be solved 13.1 Graphs, Paths, and Circuits 13.2 Euler Paths and Euler Circuits 13.3 Hamilton Paths and Hamilton Circuits 13.4 Trees Chapter 14 – Voting and Apportionment: Study of plurality, majority, Borda Count, Pairwise with Elimination. Arrow’s Impossibility Theorem and the flaws of each system. Importance of deciding the method to be applied BEFORE the ballots are cast. 14.1: Voting Methods 14.2: Flaws of the Voting Methods * Note on optional topics: Sections 1.1, 1.3, 5.7, and 5.8 may be covered if instructor has additional time and should only be covered in addition to the other required topics. Student Responsibilities & Course Policies Homework: ([fill in or delete if N/A] % of overall grade) [fill in or delete if N/A] If you have additional questions from earlier assignments or need extra help, you should: 1. Work together outside of class. 2. Seek tutoring, which is available at the Math Learning Center in B130 (516) 572-7394. 3. [fill in or delete if N/A] Quizzes: ([fill in or delete if N/A] % of overall grade) [fill in or delete if N/A] Tests: ([fill in or delete if N/A] % of overall grade): [fill in or delete if N/A] Semester Project: ([fill in or delete if N/A] % of overall grade) [fill in or delete if N/A] Participation: ([fill in or delete if N/A] % of overall grade) [fill in or delete if N/A] Group work: ([fill in or delete if N/A] % of overall grade) [fill in or delete if N/A]
MAT 1033C – Intermediate Algebra: TR 1130am –12:45pm CRN 11183 Elayn Martin-Gay, 6th Edition Timeline – Fall 2014 Full term # Dates (M-S) Textbook Sections Topics Tuesday Thursday 1 August 26 – 31 Introductions and Lab Orientations 2.1 – 2.5 2.1 – 2.5 Linear Equations, Inequalities, problem solving and compound inequalities Intro & Lab Intro Review 2.1 – 2.5 2 Sept 1 - 7 review material for Chapter 2 Exam (Note: Holiday on Monday, September 1, 2014 – No Classes) Finish 2.1 – 2.5 Review Day 3 Sept 8 - 14 Review material for Chapter 2 Exam & 3.1, 3.2 3.1 Graphing Equations 3.2 Introduction to Functions Lab#1 (Chapter 2) Due Tuesday, September 9 Chapter 2 Exam 3.1, 3.2 4 Sept 15 - 21 3.3, 3.4, 3.5, 3.7 3.3 Graphing Linear Functions 3.4 The Slope of a Line 3.5 Equations of Lines 3.7 Graphing Linear Inequalities 3.3, 3.4 3.5, 3.7 5 Sept 22 - 28 review material for Chapter 3 Exam Lab #2 (Chapter 3) Due Thursday, September 25 Review Day Chapter 3 Exam 6 Sept 29 –Oct 5 5.7, Chapter 5 review 6.1, 6.2 5.7 Factoring by Special Products (Cubes) Chapter 5 – Exponents and Polynomials 6.1 Multiplying & Dividing Rational Expressions 6.2 Adding & Subtracting Rational Expressions 5.7, Review Chapter 5 6.1, 6.2 7 October 6 - 12 6.3, 6.4 6.3 Simplifying Complex Fractions 6.4 Dividing Polynomials: Long and Synthetic 6.3, 6.4 College Night No Classes 8 October 13 - 19 6.5, 6.6 & review material for Ch 6 exam 6.5 Solving Equations Containing Rational Expressions 6.6 Rational Equations & Problem Solving 6.5, 6.6 Review Day
9 October 20 - 26 7.1, 7.2 7.1 Radicals and Radical Functions 7.2 Rational Exponents Lab #3 (Chapter 6) Due Tuesday, October 21 Chapter 6 Exam 7.1, 7.2 10 Oct 27 - Nov 2 7.3, 7.4, 7.5, 7.6 7.3 Simplifying Radical Expressions 7.4 Adding, Subtracting & Multiplying Rational Expressions 7.5 Rationalizing Denominators and Numerators of Rational Expressions 7.6 Radical Equations and Problem Solving 7.3, 7.4 7.5, 7.6 11 Nov 3 - 9 7.7 & review material for Chapter 7 exam 7.7 Complex Numbers Lab #4 (Chapter 7) Due Thursday, November 6 7.7 & review Chapter 7 Exam 12 Nov 10 - 16 8.1, 8.2, 8.5, 8.6 8.1 Solving Quadratic Equations by Completing the Square 8.2 Solving Quadratic Equations using the Quadratic Formula 8.5 Quadratic Functions and Their Graphs 8.6 Further Graphing of Quadratic Functions 8.1, 8.2 8.5, 8.6 13 Nov 17 - 23 Review material for Chapter 8 exam Lab #5 (Chapter 8) Due Thursday, November 20 Review Day Chapter 8 Exam 14 Nov 24 - 30 4.1, 4.3 4.1 Solving Systems of Linear Equations in Two Variables and their applications 4.3 Systems of Linear Equations and Applications 4.1, 4.3 Holiday No Classes 15 Dec 1 - 7 Chapter 4 Exam and Final Exam Review Lab #6 (4.1, 4.3) Due Thursday, December 4 Review Day Chapter 4 Exam Finals Week Dec 9 - 14 Final Exams *** This schedule is timeline to change at any time by your instruction *** Labor Day (National Holiday) -- Monday, September 1, 2014 (Week #2) College Night (No Classes) – Thursday, October 9, 2014 (Week #7) Thanksgiving Break (No Classes) – November 26 – 30, 2014 (Week #14)
MAT 1033C – Intermediate Algebra: TR 230pm –3:45pm CRN 13362 Elayn Martin-Gay, 6th Edition Timeline – Fall 2014 Full term # Dates (M-S) Textbook Sections Topics Tuesday Thursday 1 August 26 – 31 Introductions and Lab Orientations 2.1 – 2.5 2.1 – 2.5 Linear Equations, Inequalities, problem solving and compound inequalities Intro & Lab Intro Review 2.1 – 2.5 2 Sept 1 - 7 review material for Chapter 2 Exam (Note: Holiday on Monday, September 1, 2014 – No Classes) Finish 2.1 – 2.5 Review Day 3 Sept 8 - 14 Review material for Chapter 2 Exam & 3.1, 3.2 3.1 Graphing Equations 3.2 Introduction to Functions Lab#1 (Chapter 2) Due Tuesday, September 9 Chapter 2 Exam 3.1, 3.2 4 Sept 15 - 21 3.3, 3.4, 3.5, 3.7 3.3 Graphing Linear Functions 3.4 The Slope of a Line 3.5 Equations of Lines 3.7 Graphing Linear Inequalities 3.3, 3.4 3.5, 3.7 5 Sept 22 - 28 review material for Chapter 3 Exam Lab #2 (Chapter 3) Due Thursday, September 25 Review Day Chapter 3 Exam 6 Sept 29 –Oct 5 5.7, Chapter 5 review 6.1, 6.2 5.7 Factoring by Special Products (Cubes) Chapter 5 – Exponents and Polynomials 6.1 Multiplying & Dividing Rational Expressions 6.2 Adding & Subtracting Rational Expressions 5.7, Review Chapter 5 6.1, 6.2 7 October 6 - 12 6.3, 6.4 6.3 Simplifying Complex Fractions 6.4 Dividing Polynomials: Long and Synthetic 6.3, 6.4 College Night No Classes 8 October 13 - 19 6.5, 6.6 & review material for Ch 6 exam 6.5 Solving Equations Containing Rational Expressions 6.6 Rational Equations & Problem Solving 6.5, 6.6 Review Day
9 October 20 - 26 7.1, 7.2 7.1 Radicals and Radical Functions 7.2 Rational Exponents Lab #3 (Chapter 6) Due Tuesday, October 21 Chapter 6 Exam 7.1, 7.2 10 Oct 27 - Nov 2 7.3, 7.4, 7.5, 7.6 7.3 Simplifying Radical Expressions 7.4 Adding, Subtracting & Multiplying Rational Expressions 7.5 Rationalizing Denominators and Numerators of Rational Expressions 7.6 Radical Equations and Problem Solving 7.3, 7.4 7.5, 7.6 11 Nov 3 - 9 7.7 & review material for Chapter 7 exam 7.7 Complex Numbers Lab #4 (Chapter 7) Due Thursday, November 6 7.7 & review Chapter 7 Exam 12 Nov 10 - 16 8.1, 8.2, 8.5, 8.6 8.1 Solving Quadratic Equations by Completing the Square 8.2 Solving Quadratic Equations using the Quadratic Formula 8.5 Quadratic Functions and Their Graphs 8.6 Further Graphing of Quadratic Functions 8.1, 8.2 8.5, 8.6 13 Nov 17 - 23 Review material for Chapter 8 exam Lab #5 (Chapter 8) Due Thursday, November 20 Review Day Chapter 8 Exam 14 Nov 24 - 30 4.1, 4.3 4.1 Solving Systems of Linear Equations in Two Variables and their applications 4.3 Systems of Linear Equations and Applications 4.1, 4.3 Holiday No Classes 15 Dec 1 - 7 Chapter 4 Exam and Final Exam Review Lab #6 (4.1, 4.3) Due Thursday, December 4 Review Day Chapter 4 Exam Finals Week Dec 9 - 14 Final Exams *** This schedule is timeline to change at any time by your instruction *** Labor Day (National Holiday) -- Monday, September 1, 2014 (Week #2) College Night (No Classes) – Thursday, October 9, 2014 (Week #7) Thanksgiving Break (No Classes) – November 26 – 30, 2014 (Week #14)
From the table below, find the expected value of hours of study math a day. x (hour of study math) P(x) 0 1/20 1 2/5 2 2/5 3 1/10 4 1/20 Find the mean, standard deviation of the frequency table given below. Class Frequency 1– 9 7 10 – 18 6 19 – 27 4 28- 36 3
XIV. PROFESSIONAL DUES AND FEES: PAYROLL DEDUCTIONS 14.1 Dues Deduction Authorized .2 Professional Representation Fee 14.3 Notification and Transmittal of Monies xv. FEES FOR WORKSHOPS, SEMINARS, CONFERENCES, IN SERVICE TRAINING 15. I 23-24 25 EFFECT OF AGREEMENT 26-27 16.1-16.5 REDUCTION IN FORCE 28-30 Procedure Definition 1 7.3 Seniority Seniority List Voluntary Layoff Order of Layoff Recall Effect EARLY RELEASE OF CONTRACT 31 DURATION OF AGREEMENT 32 Effective Date Signed APPENDIX A. B. C. D. E. F. G. Teacher's Contract Teacher Salary Schedule Teacher Salary Index Above Schedule Allowances for Extra Duties Activity Contract Maternity Leave-Unlawful Acts of Employers Grievance Procedure Form I
ARTICLE XIX DURATION OF AGREEMENT POLICY This Agreement shall be effective as of July 1 , 2017 and shall continue in full force and effect until June 30, 2019 unless any provision or provisions listed under 16.1 necessitate the reopening of part or all of the agreement. This Agreement signed this 31st day of May 2016 for 2016-2017 and 2017-2018. IN WITNESS THEREOF: Base salary for 2016-2017: Base salary for 2016-2017: $28,250 $28,900 Page -32-
APPENDIX C TEACHER SALARY INDEX Attainment Level 4 2017-2018 Yrs. Ex12 BA BA+l BA+2 BA+3 BA+4 MA 15 qtr or l0sem 30 qtr or 20sem 45 qtr or 30sem 60 qtr or 40 sem 0 1.000 1.034 1.069 1.103 1.120 1.138 1 1.040 1.078 1.116 1.154 1.173 1.192 2 1.080 1.122 1.163 1.205 1.226 1.246 3 1.120 1.166 1.210 1.256 1.278 1.300 4 1.160 1.210 1.257 1.307 1.330 1.354 5 1.200 1.254 1.304 1.358 1.383 1.408 6 1.240 1.298 1.351 1.409 1.436 1.462 7 1.280 1.342 1.398 1.460 1.488 1.516 8 1.320 1.386 1.445 1.511 1.540 1.570 9 1.360 1.430 1.492 1.562 1.593 1.624 10 1.400 1.474 1.539 1.613 1.646 1.678 11 1.440 1.518 1.586 1.664 1.698 1.732 12 1.480 1.562 1.633 1.715 1.750 1.786 13 1.606 1.680 1.766 1.803 1.840 14 1.727 1.817 1.856 1.894 15 1.868 1.908 1.948 0.040 0.044 0.047 0.051 0.0525 0.054