zilongwang/ReadingBank huggingface dataset:
Appendix A-2 Clinical Reminders at a Glance This is a worksheet to help track a clinic's selected reminders. See instructions on the following page. Make copies of this page for each clinic. Clinic___________________________________________________________ NCHP REMINDER GUIDELINE (* prefix) A/I AMB CARE EP/SITE EXAMPLES DISTRIBUTED ( prefix) A/I LOCAL SITE GUIDELINE A/I Breast Cancer Screen Mammogram Cervical Cancer Screen Pap Smear Cholesterol Screen (F) Cholesterol Screen (M) Colorectal Cancer Screen (FOBT) Fecal Occult Blood Test Colorectal Cancer Screen (Sig.) Flexisigmoidoscopy Fitness and Exercise Screen Exercise Education Hypertension Screen Blood Pressure Check Influenza Immunization Influenza Vaccine Pneumococcal Vaccine Pneumovax Problem Drinking Screen Alcohol Abuse Education Seat Belt and Accident Screen Seat Belt Education Tetanus Diptheria Immunization Tobacco Use Screen Tobacco Education Weight and Nutrition Screen Nutrition/Obesity Education Advanced Directives Education Breast Exam Breast Self Exam Education Digital Rectal (Prostate) Exam PPD PSA Weight **A/I=Active/Inactive Clinical Reminders at a Glance Worksheet Instructions Use the table on the previous page as a worksheet to help track a clinic's selected reminders. Each row of this table represents variations of the same type of reminder.
VistA Immunization Enhancements Increment 4.0 VIMM Patch PX*1.0*216 Installation Guide October 2016 Version 1.1 Revision History Date Version Description Author 10/31/2016 1.1 Updated cover page with the appropriate version number Seema Chaudhry 10/19/2016 1.1 Updated cover page and the footer with the month and the patch 216 version. Seema Chaudhry 09/2016 1.1 Revised version Berry Anderson (Mantech) 08/2016 1.0 Initial version Berry Anderson (Mantech) Table of Contents
ONE-STOP OPERATOR MONITORING TOOL Purpose: Role of the One-Stop operator codified at WIOA Title 1, Section 121 (d); Title 20, Code of Federal Regulations, Part 678.620 Effectiveness Identifier Objective Meeting Expectation Progress Technical Assistance Required Comments Yes No Current Future Yes No Is meaningful access evident in the comprehensive center for all required programs provided by system partners, and for core partners in additional centers to ensure the effectiveness of the One-Stop system Primary focus on the customer and not on program/funding stream Interaction of all partner organizations to work creatively across program/funding stream Has center staff been cross-trained to communicate availability of all Title services Is cross-training and guidance on-going Evidence of efficient customer flow How is access provided (e.g., streamline service delivery; pool funding resources; use of technology; flex space usage) Comments:
UCR SSC UCR Business and Financial Services Manage Payments to Service Providers UCR Office of Resource Planning and Budget N/A UCR Office of Human Resources N/A UCOP N/A Required Parameters/Controls - N/A Conditions Approval By Mechanism Required Notifications Notification To Generated By Mechanism Employee /Service Provider WEB System Email upon completion of request Overall Activity Sequence Capture at a ‘One Person, One Task, One Tool’ level Step # Step Description (Verb/Noun) May have sub-steps Party 1 Initiate request Employee/Service Provider 2 Manage the process – e.g. Error management, System Management etc. 3 Manage payments to Service Providers Decision Tree or Flow Diagram (Optional) – N/A Complex/Exception Cases - N/A N/A Tools/Templates Used (Existing w/revisions, New, Decommissioned, etc.) Existing tools Paper Forms Fillable forms New Tool Web Form (Online) Process/ Related Touchpoints This process is related to Onboarding process
Food Preparation/Serving Gender: Male – 49.09% Age: 30-54 – 41.29% Race: White – 10.23% Race: Other – 64.29% Disability: Not Disabled – 22.35% Sales Age: 14-21 – 58.72% Age: 30-54 – 18.18% Race: White – 13.64% Race: Other – 42.86% Production Age: 14-21 – 60.55% Age: 22-29 – 62.86% Healthcare Gender: Male – 10.67% Age: 14-21 – 35.88% Age: 55+ – 61.11% Race: American Indian – 75.00% Race: White – 56.25% Race: Other – 32.14% Disability: Disabled – 46.61% Protective Support Age: 30-54 – 79.55% Disability: Not Disabled – 35.75% Construction/Extraction Age: 14-21 – 48.17% Age: 30-54 – 79.55% Disability: Not Disabled – 53.63% Management Occupations Age: 30-54 – 32.11% Business/Financial Operations Managers Age: 14-21 – 57.28% Computer/Mathematical Science Disability: Not Disabled – 4.47% Food Preparation/Serving Race: White – 10.08 Disability: Not Disabled – 4.95 Sales Age: 30-54 – 2.60 Race: White – 12.27 Race: Other – 2.25 Production Healthcare Gender: Male – 6.08 Age: 14-21 – 4.44 Race: White – 4.18 Protective Support Age: 14-21 – 2.41 Construction / Extraction Management Occupations Business/Financial Operations Managers Computer / Mathematical Science Disability: Not Disabled – 9.20% Possible adverse impact is indicated in both the 80% and standard deviation rules in the following: Personal Care/Service Gender: Male – 12.27% / 2.46
Rental Proposals Rental Unit Summary Number of Bedrooms: SRO, EFF, 1 through 5 Number of Baths Unit Sq. Footage Total Number of Units at This Size Number of Units at ____ % AMI Number of Units at ____ % AMI Number of Units at ____ % AMI Operating Subsidy (Yes or No)? Proposed Tenant Paid Utilities (U/A) Proposed Net Rent Per Unit Per Month Proposed Gross Rent Per Unit Per Month Totals: Homeownership Proposals Homeownership Summary Number of Bedrooms: EFF, 1 through 5 Number of Baths Unit Sq. Footage Total Number of Units at This Size Number of Units at ____ % AMI Number of Units at ____ % AMI Number of Units at ____ % AMI Proposed Sales Price Totals:
None Project Name City No. of Units Rental/ HO, AMI Target LIHTC (Y/N) Major Funding Sources Est. Complete Date For the proposed project, list below the names of agency staff members or the third party firm assigned to each task. Please include resumes for each individual listed. Property management team is required for rental proposals only. Position Name Staff Person Name or Contracted Firm Name Years of Experience Executive Director Development Staff Development Staff Development Consultant Architect Engineer Construction Manager Property Manager Compliance Manager Other
REPORTING/MIS data entry requirements: WIN 0082: Effective 2-15-17, the minimal WIT data entry requirements are as follows: Services must be entered at the point in time they are delivered; If services cannot be entered at the time they are delivered, services must be entered within 14 calendar days of service delivery and the service date entered must always reflect the date the service was delivered. ESD Policy 1023 – Co-enrolled Integrated Service Delivery Policy and Operations Manual Handbook: All services must be linked to an Active Program Enrollment. ESD Policy 1020 Data Integrity and Performance Policy and Handbook: Services within the WorkSource Service Catalog are the source data for performance and outcome measurements across the WorkSource system. Stakeholders within the system must review the Services Catalog on a regular basis to ensure their knowledge of available services and definitions is maintained. TO MAKE CORRECTIONS TO ACTIVITY START DATES-INDIVIDUAL SERVICES ONLY: WIN 0082: Editing Activity Start Dates for Individualized/Training & Support Service TouchPoints is limited to the WIT Team. To make corrections, local Department Head must complete the “Request for Activity Start Date Correction” form and follow the current process for submitting Remedy Tickets. Case notes support the services recorded in MIS: (WIN 0088) YES, very detailed YES, some detail NO, could not locate case notes supporting one or more service recorded in MIS Case notes document the start, progress and outcome of the service: (WIN 0088) YES, very detailed YES, some detail NO, could not locate case notes for: Start of service Progress of service Outcome of service
Individualized case notes provide a complete, accurate, and concise explanation of frequency and type of contact with participants, including the types of services provided and the outcomes associated with those services. Case notes are a tool to help service providers organize and analyze the information gathered on participants and to plan case management strategies. It is imperative that Local Workforce Development Boards (LWDBs), their Title I sub-contractors, one-stop system partners, and federal and state monitors/auditors, be able to recognize and discern each service and expenditure provided to, and made on behalf of, a one-stop system customer. Case notes should not be entered to represent service delivery without also entering a qualifying service from the WorkSource Services Catalog (see WIN 0082). Confidential information WIN 0023; WIN 0088: Any case notes containing confidential information, such as medical information, must be kept in a separate file and in a secure location apart from the participant’s regular program file. NO, could not locate case notes describing the progress of services Outcomes of services even for services not funded with WIOA: (WIN 0088; WIN 0089) YES, very detailed YES, some detail NO, could not locate case notes describing the outcome of one or more services Case management services: YES, very detailed YES, some detail NO, could not locate case notes describing on-going provision of case management Significant gaps in case notes (more than 60 days): NO YES, gaps occurred on one or two occasions YES, gaps occurred on more than three occasions Documentation of case notes was in compliance with local policy, if applicable: N/A, No local policy or procedure YES, No Issues Identified NO, one or two issues identified NO, three or more issues identified 8. Miscellaneous Observations determination & COMMENTS action required/ recommendations This element covers all other observations not accounted for on this tool. Examples of “miscellaneous observations” may include, but are not limited to: Loose, unattached documents located in a hard file Medical references in the file Names of other program participants located in the file Other “miscellaneous observations” N/A Comments: No Action Required Action Required: Recommendation:
one-stop system partners, and federal and state monitors/auditors, be able to recognize and discern each service and expenditure provided to, and made on behalf of, a one-stop system customer. Case notes should not be entered to represent service delivery without also entering a qualifying service from the WorkSource Services Catalog (see WIN 0082). Confidential information WIN 0023; WIN 0088: Any case notes containing confidential information, such as medical information, must be kept in a separate file and in a secure location apart from the participant’s regular program file. Case management services: YES, very detailed YES, some detail NO, could not locate case notes describing on-going provision of case management Significant gaps in case notes (more than 60 days): NO YES, gaps occurred on one or two occasions YES, gaps occurred on more than three occasions Documentation of case notes was in compliance with local policy, if applicable: N/A, No local policy or procedure YES, No Issues Identified NO, one or two issues identified NO, three or more issues identified 11. Miscellaneous Observations determination & COMMENTS action required/ recommendations This element covers all other observations not accounted for on this tool. Examples of “miscellaneous observations” may include, but are not limited to: Loose, unattached documents located in a hard file Medical references in the file Names of other program participants located in the file Other “miscellaneous observations” N/A Comments: No Action Required Action Required: Recommendation:
Other Support Low Income Housing Tax Credit Housing Subsidy Assistance Other Support HOME Housing Subsidy Assistance Other Support Shelter Plus Care Housing Subsidy Assistance Other Support Emergency Solutions Grant Housing Subsidy Assistance Other Support Other Public: $9,666.03 Other Housing Subsidy Assistance Other Support Other Public: $144.13 Targeted Case Management Housing Subsidy Assistance Other Support Other Public: $17,070.32 Resident Rent Housing Subsidy Assistance Other Support Other Public: Housing Subsidy Assistance Other Support Other Public: Housing Subsidy Assistance Other Support Private Funding Grants Housing Subsidy Assistance Other Support In-kind Resources $722,904.00 Main Office Building and Living Well Center Value and Utilities Housing Subsidy Assistance Other Support Other Private: Housing Subsidy Assistance Other Support Other Private: Housing Subsidy Assistance Other Support Other Funding Grantee/Project Sponsor/Subrecipient (Agency) Cash Housing Subsidy Assistance Other Support Resident Rent Payments by Client to Private Landlord $99,126.68 TOTAL (Sum of all Rows) $914,660.25 Program Income and Resident Rent Payments In Section 2, Chart A., report the total amount of program income and resident rent payments directly generated from the use of HOPWA funds, including repayments. Include resident rent payments collected or paid directly to the HOPWA program. Do NOT include payments made directly from a client household to a private landlord. Note: Please see report directions section for definition of program income. (Additional information on program income is available in the HOPWA Grantee Oversight Resource Guide). A. Total Amount Program Income and Resident Rent Payment Collected During the Operating Year Program Income and Resident Rent Payments Collected Total Amount of Program Income (for this operating year) Program income (e.g. repayments) $0 Resident Rent Payments made directly to HOPWA Program $17,070.32
SAN SABA UNIT WINDHAM SCHOOL DISTRICT INDEPENDENT 206 S WALLACE CREEK RD SAN SABA, TX 76877 MARLIN UNIT WINDHAM SCHOOL DISTRICT INDEPENDENT 2893 STATE HWY 6 MARLIN, TX 76661-6588 VANCE UNIT WINDHAM SCHOOL DISTRICT INDEPENDENT 2 JESTER RD RICHMOND, TX 77469
Frankls Theory Chapter 14 = Study Victor Frankl - Existential Theory THE EXISTENTIAL THEORY OF VICTOR FRANKL BACKGROUND • Existential Psychology • Kierkegaard & Heidegger → Existential philosophers • Studied Freud & Adler → Freud placed undue emphasis on will to pleasure → Adler focused too much on will to power • Third Viennese school of Psychotherapy. • Transcendental theory of being • Life is given to us so that we can find meaning, even in suffering. VIEW OF THE PERSON • Humans have been given the freedom to exercise responsibility • We live on a dimension of meaning in realizing timeless values emanating from a divine/transhuman dimension. 1. The Freedom to be Responsible • Human being = Spiritual being → Has freedom & responsibility. → Not just a highly developed animal • Free will = Freedom to choose → Can’t blame our actions on conditioning or drives → Have to bear responsibility 2. A Level of Being Beyond Animal Existence •True fulfillment is impossible without a sense of purpose • Every situation contains a challenge to live our lives purposefully, with meaning.
• This deepens their belief in the meaning of life • People who discover meaning in suffering have reached the highest peak of development VIEWS ON PSYCHOPATHOLOGY 1. The Noogenic Neurosis • People do not reach optimal development because they lack the courage to respond tio the challenge of life •Conscience becomes dulled → Seek pleasure, power and position → have an adroit busyness (speed mania) → Basic will to meaning becomes frustrated → Life becomes empty and meaningless. • Characteristics: ○ An Unplanned, day-to-day existence → aimlessness → no future goals or purpose ○ A Fatalistic Attitude towards Life → See themselves as helpless victims of their circumstances ○ Conformism → To evade the stress of authenticity → Afraid to be different and take a committed stand ○ Totalitarianism → People are told what to do, believe and how to behave → This system suits those who prefer to be blind followers 2. The Human Dignity of the Psychiatric Patient
Guided Independent Study 50 Preparation of assignments ASSESSMENT FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade Form of Assessment Size of the assessment e.g. duration/length ILOs assessed Feedback method Self-rating of baseline specific therapy competencies 20 minute supervision group discussion 2-3, 7-8 Oral Therapy practice competency tape A 60 minute recording 1-3, 5-6 Written SUMMATIVE ASSESSMENT (% of credit) Coursework 55 Written exams 0 Practical exams 45 DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment % of credit Size of the assessment e.g. duration/length ILOs assessed Feedback method Therapy practice competency tape B (this assessment must be passed at 50%; failure in this assessment will lead to failure in the module and the programme) 15 60 minute session recording 1-3, 5-7 Written Therapy practice competency tape C (this assessment must be passed at 50%; failure in this assessment will lead to failure in the module and the programme) 15 60 minute session recording 1-3, 5-7 Written Case presentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 30 minutes 2-5, 8 Oral Case report A (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 3000 words 1, 4, 6, 8 Written Case report B (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 3000 words 1, 4, 6, 8 Written Extended case report C (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 25 5000 words 1, 4, 6, 8 Written Practice portfolio – this is an assessment of competency and is pass/fail only (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 0 6000 words 1-3, 5, 7 Written DETAILS OF RE-ASSESSMENT (where required by referral or deferral)
Guided Independent Study 50 Independent role playing/practice with colleagues or personal reflection to develop practice skills Guided Independent Study 50 Preparation of assignments ASSESSMENT FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade Form of Assessment Size of the assessment e.g. duration/length ILOs assessed Feedback method Self-rating of baseline specific CBT competencies 20 minute supervision group discussion 2-3, 7-8 Oral Therapy practice competency tape A 60 minute session recording 1-3, 5-6 Written SUMMATIVE ASSESSMENT (% of credit) Coursework 55 Written exams 0 Practical exams 45 DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment % of credit Size of the assessment e.g. duration/length ILOs assessed Feedback method Therapy practice competency tape B (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 60 minute session recording 1-3, 5-7 Written Therapy practice competency tape C (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 60 minute session recording 1-3, 5-7 Written Case presentation (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 30 minutes 2-5, 8 Oral Case report A (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 3000 words 1, 4, 6, 8 Written Case report B (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 15 3000 words 1, 4, 6, 8 Written Extended case report C (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 25 5000 words 1, 4, 6, 8 Written Practice portfolio – this is 0 6000 words All Written
Guided Independent Study 100 Reading and preparation for workshops and tutorials Guided Independent Study 50 Independent role playing/practice with colleagues or personal reflection to develop practice skills Guided Independent Study 50 Preparation of assignments ASSESSMENT FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade Form of Assessment Size of the assessment e.g. duration/length ILOs assessed Feedback method Self-rating of systemic competencies for adolescents with eating disorders 20 minute supervision group discussion 2-3, 7-8 Oral SUMMATIVE ASSESSMENT (% of credit) Coursework 60 Written exams 0 Practical exams 40 DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment % of credit Size of the assessment e.g. duration/length ILOs assessed Feedback method Case study B (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 30 5000 words 1, 4, 6, 8 Written Case study C (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 30 5000 words 1, 4, 6, 8 Written Therapy practice competency tape B (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 20 Therapy session recording 1-3, 5-7 Written Therapy practice competency tape C (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 20 Therapy session recording 1-3, 5-7 Written Practice portfolio including supervisor report – this is an assessment of competency and is pass/fail only (this assessment must be passed; failure in this assessment will lead to failure in the module and the programme) 0 6000 words All Written DETAILS OF RE-ASSESSMENT (where required by referral or deferral) Original form of assessment Form of re-assessment ILOs re-assessed Time scale for re-assessment Case study B Case study B 1, 4, 6, 8 Four weeks after written feedback Case study C Case study C 1, 4, 6, 8 Four weeks after written feedback Therapy practice competency tape B Therapy practice competency tape B 1-3, 5-7 Eight weeks after written feedback Therapy practice Therapy practice 1-3, 5-7 Eight weeks after written
Pygame tutorial #7: more on lines This tutorial is a bit of a special. I’ve heard from several people who have had difficulty with Drawing lines – Exercise 6 in tutorial #2. So I am going to go through how to solve it here. Understand the problem To understand the problem we are trying to solve we need to draw a bit so get out your pen and paper. If you have square ruled paper, it might make things a bit easier for you. Draw a horizontal and a vertical line as in the picture below. You can of course use more squares than I have, but this should be enough to demonstrate the principle. Next, draw a line from (0, -5) to (1, 0) as I have. In each image, I have used blue to indicate the newest line. It is not something you need to do in your drawing. Next line goes from (0, -4) to (2, 0). Next line: (0, -3) to (3, 0): Then (0, -2) to (4, 0): Draw a final line from (0, -1) to (5, 0): Now you have the principle behind the pattern in the exercise. To get the horizontal and vertical lines you could do (0, -6) to (0, 0) and (0, 0) to (6, 0). To sum it all up: (0, -6) to (0, 0) (0, -5) to (1, 0) (0, -4) to (2, 0) (0, -3) to (3, 0) (0, -2) to (4, 0) (0, -1) to (5, 0) (0, 0) to (6, 0) Translating to python
US HISTORY TERMS LISTS UNIT 6 The Age of Jackson The Politics of the Jacksonian Era Textbook Correlation (224-235) Andrew Jackson John Quincy Adams John C. Calhoun Democratic Republicans [Democrats] National Republicans [Whigs] Election of 1824 Henry Clay “Corrupt Bargain” Election of 1828 Spoils System Values of Jacksonian Democracy Democratic and Whig Party Platforms Cherokee Nation Indian Removal Act Trail of Tears Second Bank of the United States “Pet Banks” Jackson’s Veto Tariff of 1828 [of Abominations] John C. Calhoun Nullification South Carolina Exposition Daniel Webster Hayne-Webster Debate Force Bill “Nullification Compromise” Martin Van Buren William Henry Harrison Log Cabin Campaign John Tyler Antebellum Reform and Reaction Textbook Correlation (240-258) Second Great Awakening Charles G. Finney Burned Over District Revivalism Arminianism Abolitionism William Lloyd Garrison The Liberator Emancipation David Walker’s Appeal Nat Turner’s Rebellion Frederick Douglass Solomon Northup Twelve Years a Slave Northern and Southern Reactions to Abolitionism “Gag Rule” African American Worship (North and South) Temperance Movement Horace Mann Public Education Elizabeth Cady Stanton Seneca Falls Convention Seneca Falls Declaration of Sentiments Dorothea Dix
Unit Plan and Pacing Guide Unit 6 The Age of Jackson AP HONORS/CP PART ONE Jacksonian Democracy AMSCO, 191-196 [Excerpt] (Calhoun Letter) (Second Party System) The Americans, 224-229 Graphic Organizer 5.1 Document 5.1 PART TWO Jacksonian Controversies AMSCO, 177-182, 196-200 (South Carolina Exposition) (Nullification Timeline) (Jackson’s Bank Veto) (Jackson’s Farewell Address) The Americans, 230-235 Document 5.2 Document 5.3 Document 5.4 PART THREE Antebellum Reform and Reaction AMSCO, Chapter 11 [ENTIRE] (Garrison Editorials) (Calhoun Speech) (Tocqueville on Women) (Seneca Falls Declaration) (Ten Nights in a Bar Room) (Antebellum Reform) The Americans, 240-258 Graphic Organizer 5.2 Document 5.6 Document 5.9 TO BE READ BEFORE THE TEST Hofstadter, Chapter 3 () ASSESSMENT Multiple Choice Test DBQ Multiple Choice Test
Dermatologist or Clinical Immunologist is required every six months. Clinical effectiveness of Ig therapy can be demonstrated by: Further improvement in ulcer(s) AND Once disease activity is controlled by evidence of healing/ improvement in all ulcers, a trial off therapy should be considered A trial off therapy should be considered when disease activity is controlled by evidence of signs of healing/improvement in all ulcers. Treatment should be substituted with a combination of oral corticosteroids and an immunosuppressive steroid sparing agent at appropriate doses or biologic therapy (unless contraindicated) until ulcers have healed. Ig should be if recurrence of disease activity occurs in spite of these measures. Dose Induction dose: 2 g/kg divided over three days. Maintenance therapy: 1–2 g/kg divided over two days, monthly for 4–6 months. IVIg should be ceased in patients who fail to respond after three cycles. Refer to the current product Severe PG when immunosuppressant and biologic therapy is either ineffective or inappropriate due to unacceptable side effects. Initial Dose– 2 g/kg in divided dose over 3 days, followed by two further monthly treatments of 1-2 g/kg Maintenance Dose – 0.5 to 2 g/kg in single or divided doses monthly. The aim should be to use the lowest dose possible that achieves the appropriate clinical outcome for each patient. Refer to the current product information sheet for further Dosing has been defined with three months’ treatment at 2 g/kg to determine whether there has been a clinical response and then commencement on maintenance therapy. A range in maintenance dose is provided to support the weaning of patients from Ig treatment.
Agreement void owing to illegality of agreement Contract illegal: In terms of common law subject matter of contract, its object or conclusion is contra bonos mores Prohibited expressly or by necessary implication by statute. Objective criterion Roman Law Roman-Dutch Law SA Law A pays B money in terms of invalid transaction. A could claim Requirements: Transfer of property i.t.o. illegal agreement (prohibited by law) Plaintiff himself not a turpis persona (shameful) If both parties in turpitudo – no claim, since the par delictum rule – later relaxed. Could claim if conduct less disgraceful than defendant’s. Claim: Property delivered + fixtures + fruits minus defendant’s impensae necessariae + impensae utiles Right to remove impensae voluptuariae Interest drawn not reclaimed Value of factum not claimed Undeveloped No essential difference Par delictum rule strictly applied No causa because underlying agreement is void. Requirements: Perform i.t.o. illegal agreement Other party enriched at expense of plaintiff (who was impoverished) Tender made to return performance received by plaintiff Plaintiff not turpis persona or good reason not to apply par delictum rule strictly. Turpis persona tested subjectively. Actual knowledge of illegality required. Plaintiff need not tender to return what he received if defendant would have been precluded from claiming by the par delictum rule. CONDICTIO CAUSA DATA CAUSA NON SECUTU Do ut des: I deliver so that you can deliver Do ut facias: I deliver so that you can do Innominate real agreement (only valid once performance takes place) Roman Law Roman-Dutch Law SA Law Used to reclaim money and things in ff cases: ius poenitentiae All contracts consensual – no real contracts appeared. Instituted in cases of Uncertainty Where transfer of thing made and performance
Predefined QColor Styles Qt.NoBrush No brush pattern Qt.SolidPattern Uniform color Qt.Dense1Pattern Extremely dense brush pattern Qt.HorPattern Horizontal lines Qt.VerPattern Vertical lines Qt.CrossPattern Crossing horizontal and vertical lines Qt.BDiagPattern Backward diagonal lines Qt.FDiagPattern Forward diagonal lines Qt.DiagCrossPattern Crossing diagonal lines Predefined QColor Objects Qt.white Qt.black Qt.red Qt.darkRed Qt.green Qt.darkGreen Qt.blue Qt.cyan Qt.magenta Qt.yellow Qt.darkYellow Qt.gray Custom color can be chosen by specifying RGB or CMYK or HSV values. Example The following example implements some of these methods. import sys from PyQt4.QtGui import * from PyQt4.QtCore import * class Example(QWidget): def __init__(self): super(Example, self).__init__() self.initUI()
Grid Styles - Allows users to elect the type of grid they would like to use in their report. Examples below show the Multi grid and the Multi-Flat grid options. To set the grid style click on the Style icon within the Grid Panel and click on your preferred format . Additional Grid formatting options are available within the Grid Panel.
>= greater than or equal to == equal != not equal Another feature of the if command is the elif statement. It stands for else if and means if the original if statement is false but the elif part is true, then do the elifpart. And if neither the if or elif expressions are true, then do what's in the else block. Here's an example: a = 0 while a < 10: a = a + 1 if a > 5: print(a, ">", 5) elif a <= 3: print(a, "<=", 3) else: print("Neither test was true") and the output: 1 <= 3 2 <= 3 3 <= 3 Neither test was true Neither test was true 6 > 5 7 > 5 8 > 5 9 > 5 10 > 5 Notice how the elif a <= 3 is only tested when the if statement fails to be true. There can be more than one elif expression, allowing multiple tests to be done in a singleif statement. Examples # This Program Demonstrates the use of the == operator # using numbers print(5 == 6)
t2_c2 t2_c3 t2_c4 t2_c5 Z(x,y) = c0 + x*c1 + y*c2 + x^2*c3 + x*y*c4 + y^2*c5 For the 3rd order trend surface: Matrix A3 N Sum_X Sum_Y Sum_X2 Sum_X3 Sum_Y3 Sum_X Sum_X3 Sum_X4 Sum_XY3 Sum_Y Sum_Y4 Sum_X2 Sum_X4 Sum_X5 Sum_XY Sum_XY4 Sum_Y2 Sum_Y5 Sum_X3 Sum_X5 Sum_X6 Sum_X2Y Sum_XY2 Sum_XY5 Sum_Y3 Sum_Y6 Matrix B3 Sum_Z Sum_XZ Sum_YZ Sum_X2Z Sum_XYZ Sum_Y2Z Sum_X3Z Sum_Y3Z
Extend (Hopefully) Challenging Exercise 2 so that it will allow you to check for another character (until a rogue value is entered) and displays an appropriate message based on the result. For instance, if you entered 'e' you would see " e l l _ " and if you entered 'm' you would see "m is not in " _ l l _". Improve the previous exercise so that it is a complete game of hangman for two players which gives a set number of guesses to the user and displays an appropriate message for the winner.
Python Tip Calculator. Answer sheet Task 1 Favourite meal # Assign the variable meal the value 44.50 on line 3! meal = 44.50 Task 2 The Tax meal = 44.50 tax = 0.0675 Task 3 The Tip # You're almost there! Assign the tip variable on line 5. meal = 44.50 tax = 0.0675 tip = 0.15 Task 4 Reassign in a single line # Reassign meal on line 7! meal = 44.50 tax = 0.0675 tip = 0.15 meal = meal + meal * tax Task 5 Calculate it # Assign the variable total on line 8! meal = 44.50 tax = 0.0675 tip = 0.15 meal = meal + meal * tax total = meal + meal * tip print("%.2f" % total) Remember… Python is case sensitive. Variables must be in lowercase and Boolean must be titlecase Whitespace is important and must be used correctly. Do not use tab, use 4 spaces to indent code. # key for a single line comment. 3 speech marks to open and close a multi-line comment
Content 3 2 1 0 Content Accuracy The letter accurately details predator-prey relationships within the ecosystem. The letter accurately describes how the introduction of a species affects those relationships. The letter accurately details predator-prey relationships within the ecosystem. The letter does not accurately describe how the introduction of a non-native species affects those relationships. The letter attempts to detail relationships but does so incorrectly. The letter does not accurately describe how the introduction of a non-native species affects those relationships. The letter does not detail the predator-prey relationships in the ecosystem. The letter does not describe how the introduction of a non-native species affects predator-prey relationships. Introduces Evidence to support claim Evidence for the recommendation is clear. There are 3 detailed explanations supporting the claim. Evidence for the recommendation is clear. There are 1 or 2 detailed explanations supporting the claim. A recommendation to support to claim is given, but there is no evidence to support. No claim or evidence is given. Grammar, Spelling, and Organization Writer makes no errors in grammar or spelling. The letter has a logical organization and flow. Writer makes 1-2 errors in grammar and/or spelling. The letter is logical, but there are unclear transitions between ideas. Writer makes 3-4 errors in grammar and/or spelling. The letter demonstrates a lack in organization and no transitions between ideas exist. Writer makes more than 4 errors in grammar and/or spelling. There is no sense of organization or flow. Pythons in the Everglades Letter Rubric
yCM – numerator of y-component expression for cell centroid yCOM – y component of cell centroid yCOMPrev – y component of cell centroid from previous MCS zCM – numerator of z-component expression for cell centroid zCOM – z component of cell centroid zCOMPrev – z component of cell centroid from previous MCS
def display (message): print (message) def main(): display ("This is a message") display ( “This is a second message” ) main() Often we create a function main() and call other functions from here. It makes our code more organised and is easier to see how the sections of code work. Method 2 Pass a function a value and return a different value. Python Code What the code is doing def ask_yes_no(question): response = None while response not in ("y","n"): response = input(question) return response def main(): answer = ask_yes_no("\nPlease enter y or n: ") print ("Thanks for entering:", answer) input ("\nPress the key to exit.") main() The parameter in this code is:______________ within the function________________ and the returned value is ______________ Method 4 Python Code What the code is doing
e. Discussion and possible action on CDD review for 147/153 Main Street for a food cart. 11. Old Business a. Site Plan Application for 21-23 Derby Ave. 2 Bedroom apartment and office space. c. Continued discussion regarding the creation of 2 new overlay zones in the downtown area to allow more certainty for potential developers and allow the PZC more flexibility while still maintaining control: (1) South Main Street Transit Oriented District Zone, primarily would include the property on the south side of Main Street. (2) Historic Green Design District, which would include properties around the Green (Boundaries to be determined). c. Continued informal discussion with William Korolyshun regarding continued use of the property behind BJs (Division Street) 12. Payment of Bills 13. Adjournment Lisa Narowski, Administrative Assistant-Building Dept.
(CVD – chemical vapor deposition), P (photolithography), D (dry etch), A (ALD – atomic layer deposition), W (wet etch) and I (ion implantation). Summary Although different opinions are held throughout industry regarding the trend, reduction in IC manufacturing cost is the key challenge as technology advances to extend Moore’s Law. The iFinFET technology and TII double patterning technique show promise for cost reduction in future technology nodes, especially beyond the 7 nm technology node where the industry does not yet have clear solutions. References [5.1] G. E. Moore, “Cramming more components onto integrated circuits”, Electronics, 38, number 8, April 19, 1965, pp.114-117. [5.2] W. M. Holt, “Moore’s Law: A Path Forward”, 2016 International Solid State Circuits Conference, paper 1.1. [5.3] S. Jones, “Moore’s Law is dead, long live Moore’s Law”, SemiWiki, April 21th, 2015. [Online]. [5.4] H. Jones, "10 nm Chips Promise Lower Costs", EETimes, June 15th 2015. [Online]. [5.5] H. Jones, "Why migration to 20nm bulk CMOS and 16/14nm finFETs is not best approach for semiconductor industry," January 2014. [Online]. Available: . [5.6] G. Yeric, “Moore’s Law at 50: Are we planning for retirement?” in IEDM Tech. Dig., Dec. 2015, pp. 1.1.1-1.1.8. [5.7] B.-Y. Nguyen, private communication. [5.8] Z. Or-Bach, B. Cronquist, I. Beinglass, Z. Wurman, “How much does ion-cut cost?” July 25th 2011. [Online]. Available: [5.9] M. Lapedus, “What if EUV fails?” Semi. Engineering, April 17th, 2014. [5.10] L. Rubin, private communication.
Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16150 Principles of Health Science 10-12 1 16152 * Health Science 11-12 2 16153 *** Practicum in Health Science ( EMT & Pharmacy Tech ) 12 only 2 16155 Anatomy and Physiology 10-12 1 Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16172 Restaurant Management 10-12 1 16174 * Culinary Arts 11-12 1 16175 *** Practicum in Culinary Arts (On Campus Restaurant) 12 2 Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16192 Interpersonal Studies 10-12 1 16193 Lifetime Nutrition and Wellness 10-12 1 16194 Counseling and Mental Health 10-12 1 16197 Family and Community Services 12 1
16208 ** Parenting Education for School Age Parents I Counselor approval only 1 16209 ** Parenting Education for School Age Parents II Counselor approval only 1 Cosmetology Professional Communications 9 1 16200 Introduction to Cosmetology (10th Grade only) 10 1 16201 * Cosmetology I (11th Grade only) 11 2 16202 ** Cosmetology II (12th Grade only) 12 3 16203* Manicurist Specialty 12 2 Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16220 Principles of Information Technology 10-12 1 16224 * Computer Programming 10-12 1 16225 ** Advanced Computer Programming 10-12 1 16227 * Web Technologies 10-12 1 Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16241 Principles of Law, Public Safety, Corrections, and Security 10-12 1 16242 Law Enforcement I 11-12 1 16245 Court Systems and Practices 11-12 1
Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16300 Concepts of Engineering and Technology 10-12 1 16303 ** Engineering Design & Presentation 11-12 16308 ** Robotics and Automation 11-12 1 Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16265 Flexible Manufacturing 10-12 1 16261 * Welding 11-12 2 16262 ** Advanced Welding 12 2 16268 *** Practicum in Manufacturing 12 2 Course # Course Grade Level Credit Professional Communications 9 1 Relevant CTE Elective 16351 Energy, Power, and Transportation Systems 10-12 1 16354 * Automotive Technology 11-12 2 16355 ** Advanced Automotive Technology 12 2 16356 * Collision Repair and Refinishing 11-12 2 16357 ** Advanced Collision Repair and Refinishing 12 2 16362 *** Practicum in Transportation, Distribution, and Logistics 12 2 Career and Technical Education Course Descriptions (Listed in order by course number) Principles of Agriculture, Food, and Natural Resources PRINAFNR – 13000200 Grade Level: 9 Credit: 1
Child Development Course Syllabus Mrs. Johnson Email: leigha.johnson@esc9.net Course Description: This technical laboratory course addresses knowledge and skills related to child growth and development from prenatal through school-age children, equipping students with child development skills. Students use these skills to promote the well-being and healthy development of children and investigate careers related to the care and education of children. Course Topics Topics include consideration of the roles, responsibilities and challenges of parenthood; human sexuality; adolescent pregnancy; prenatal development; preparation for birth; the birth process; meeting the physical, social, emotional, intellectual, moral, and cultural growth and developmental needs of infants and children; impacts of heredity, environment, and family and societal crisis on development of the child; meeting children's needs for food, clothing, shelter, and care giving; caring for children with special needs; parental resources, services, and agencies; and career awareness. Classroom Rules: Be kind and polite Be a friend to everyone in the classroom Be on time and prepared to participate Follow all campus rules without argument Classroom Discipline Plan 1st Offense- Warning 2nd Offense- Parent Contact 3rd Offense- Office Referral Classroom Supplies: Folder or Notebook to take class notes and keep papers in Pen and Paper Teaching Procedures: The class will be directed to student-centered activities including group work, written work, discussions, individual class and homework projects, hands-on activities, and laboratories. Attendance & Absence Work: This is a laboratory class therefore attendance is necessary. If you are absent it is YOUR responsibility to get the make-up work the DAY you return to class. A missing work folder is in the room for you to pick up work missed due to any absences. Late work will follow the PHS student handbook policy.
Central Adams Bedford Blair Cambria Centre Clinton Columbia Cumberland Dauphin Franklin Fulton Huntingdon Juniata Lancaster Lebanon Lycoming Mifflin Montour Northumberland Perry Snyder Somerset Union York , , , , , , , , , , , , , , , , , Southeast Bucks Chester Delaware Montgomery Philadelphia , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , Northeast Berks Bradford Carbon Lackawanna Lehigh Luzerne Monroe Northampton Pike Schuylkill Sullivan Susquehanna Tioga Wayne Wyoming , , , , , , , , , , , , , , , , , , , , , , , , , , , , , West Allegheny Armstrong Beaver Butler Cameron Clarion Clearfield Crawford Elk Erie Fayette Forest Greene Indiana Jefferson Lawrence McKean Mercer Potter Venango Warren Washington Westmoreland , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , SCOs that have staff with expertise in working with individuals who are deaf
permitting, the notes and action items are recapped at the end of the meeting. In all cases, these notes are made available electronically on DocuShare after the meeting in the same location as the ARB presentation materials. It is up to the participants to follow up on the items captured in the notes that fall under their responsibility. Post-ARB Activities Post-ARB activities include following up on the action items, questions and concerns in the meeting minutes. The application teams must be sure all are addressed before the next ARB meeting occurs. Templates and Example Materials Templates and example materials for the ARB process including the ARB Presentation Template (powerpoint), the ARB Compliance Checklist and the template for the production and non-production Quarterly Capacity Plans can be found on the ARB site at: . Frequently Asked Questions The final section of this document presents a series of frequently asked questions (FAQ) and provides answers and guidance to address and assist with understanding the ARB process. Question: Has DHS published any formal guidance and standards on the ARB process? Answer: DHS’s formal documentation of the ARB process can be found on the webpage at This webpage has been referenced throughout this document. Question: Who attends the ARB meetings? Answer: Attendance at ARB meetings varies by initiative and ARB type, and roles and responsibilities of ARB attendees. Typically attendees will be: Architecture Review Board Chair (CTO) Architecture Review Board Team Members (Domain Leads – Application / Project Managers Program Office Sponsor The and their direct staff make a concerted effort to attend each of these meetings unless there are other circumstances that prohibit this. The application teams should make sure their application manager, application architect and track/initiative lead are present at all ARB meetings. In addition, the application teams should help ensure the presence of program office sponsors and subject matter experts. Question: Can ARB 1 and ARB 2 meetings be combined into a single ARB 1 & 2 meeting? Answer: There are some work orders that are of a completely technical nature and have few or no business impacts where combined ARB 1 and ARB 2 meetings will be considered. However, this must be approved by the BIS CTO before they are submitted for scheduling.
2.1.2 GUI Validations * Element ID Validation Trigger Error Condition Resulting Action (GSD) (GSD) (GSD) (GSD) (GSD) [Element ID] [Validation Name] [ * Note: fill in columns appropriate for the UI component type. ] 2.1.3 Data Processing Logic [ * ] Element ID Validation Trigger Error Condition Resulting Action (GSD) (GSD) (GSD) (GSD) (GSD) [Element ID] [Validation Name] [ * Note: fill in columns appropriate for the system usability component type.] 2.1.4 Screen Actions [The Screen Action table outlines what actions can be taken from this particular screen. The Type column provides the type of input (e.g. Button or Link). The Label column indicates the label applied to the element. The Action column describes the event that occurs when and action is called. This section must be completed for all screens. It may not be applicable for forms or reports unless there is a dynamic report.] Type Label Action Comments (GSD) (GSD) (DSD) (DSD) [Button] [New] [A blank record is created in the grid] [This section is applicable to UI components only. For all other types of usability components, this section is N/A.] 2.1.5 Messages [The Messages table provides an initial list of the messages that are dynamically displayed on the screen, report or form. The Description column provides a brief description of the message, including the message. The Type column defines the type of message that is displayed. The Triggering Event column displays the event that triggered the message.
Questions Address questions related to the server-naming standard to the Chief of the Enterprise Operating System Section. Subject Matter Expert: Dean L. Schutte Change Date Version CR # Change Description Author and Organization 5/9/2001 1 N/A Initial Creation Unknown 6/16/2004 2.1 N/A Updated Content John Foy BTE 1/14/2015 3 N/A Update Content Dean Schutte DTE
Performance Measures and Standards Address in this section: What measure will determine the success of this project? Do specific (Federal or otherwise) compliance measures exist? Do other specific outcomes exist? Expected Reports Totals and expected counts Technical comparison (e.g., using SQL, etc.) Resources Address in this section: Who will be performing the user acceptance testing? Do they have a timeline or window for testing? When will they be doing it?